Curriculum Commentary

Art, for Children’s Sake

By Jean Hendrickson — December 02, 2014 6 min read

There is a great deal of discussion about the role of the arts in schools these days. Are the arts just frills that add spice and beauty to the otherwise “real work” of school? Should we pursue “art for art’s sake” or “arts integration”? Some would say both, but I submit that the right answer is neither.

What we really need is art for children’s sake, and for the sake of offering many ways to connect learning across content so that schools reflect real life and help prepare all children for their next successful steps.

Having spent more than 30 years in the trenches of school reform and helping schools energize learning across all grade levels, in all kinds of communities, and in places across the country, I believe strongly that it is possible to help students achieve, engage, and enjoy learning more when the arts are a fundamental piece of the school experience.


Education Week Commentary asked leading educators and advocates to discuss the arts in K-12 education. Some of the contributors assert that the arts are a bridge between traditional academic subjects and the creative skills necessary to thrive in a global, 21st-century economy. Others argue for the critical part the arts play in child development.

Regular contributing artists illustrate the package, which continues online with a video that explores the role of the arts in classroom engagement.

This special section is supported by a grant from The Wallace Foundation. Education Week retained sole editorial control over the content of this package; the opinions expressed are the authors’ own, however.

Read more from the package.

Before I continue, please note that I said the arts are a piece of the experience, and not the whole answer. Schools are complex, multifaceted systems. If we’ve learned nothing else in the narrowed-curriculum craze from which we are blessedly emerging, we have learned that there are no silver bullets, be they in the form of phonics, arts, or STEM.

But to take the arts—a suite of tools for human expression that has defined us as a species—off the table for school reform is as morally reprehensible as it is ineffective. That’s why this story is, in part, about A+ Schools, a systematic approach to schooling that values the role of arts as fundamental to learning, but understands the essential commitments beyond the arts that schools must embrace if they are to teach all children effectively. How does this look in the real world?

In June of 1999, I drove to my newly assigned school for the coming year. I was moving from a six-year assignment as the principal in a high-end, suburban school in Oklahoma City to an elementary school in the same district where 98 percent of the students qualified for free or reduced-price lunches.

My charge was to take some of the successful strategies we had used at Quail Creek Elementary to struggling Mark Twain Elementary to reinvigorate a demoralized staff and a disengaged community, and to help a chronically at-risk student body achieve at an acceptable level. At the same time, I hoped to bridge the school’s fractious relationship with the community.

As I approached my new campus, I was struck by the privation surrounding it. Once on the school grounds, the scene was even more unsettling. The building had graffiti on every vertical surface. There were waist-high weeds in the school’s parking lot. With no welcoming signage, it was difficult to know which door to enter. The school’s playground looked abandoned, with missing boards on the aged “big toy” and no swings on most of the loose-hanging chains. Inside, more signs of neglect. Missing tiles from the ceilings, broken desks, graffiti, and trash.

But my six years at Quail Creek showed me that children could be supported by the community and parents when the district’s resources weren’t sufficient, and that it was possible to use the arts as vehicles of expression, learning, and deeper connection to curriculum. So I came to Mark Twain armed with a strong personal philosophy that all children, everywhere, are entitled to a rich, full educational experience that equips them to take their rightful place in the world. In my book, that includes instruction in and through the arts.

To take the arts ... off the table for school reform is as morally reprehensible as it is ineffective."

At Mark Twain, where more than half the students did not learn English as their first language, it would be vitally important to connect to their education entry points, providing means of expression where the kids could understand content, be able to contribute, and be motivated to continue to learn.

Contrary to a prevailing narrative that the parents were the problem, I found the families were actually pretty desperate to connect with the school, to be taken seriously as partners, and to see their children valued as individuals. It was also clear to me that the challenges were not going to be solved by, for example, adopting a strong phonics program.

The school exhibited physical neglect, instructional malaise, parental disengagement, community bewilderment, and an exhausted staff. Mark Twain had 250 students, but the PTA had just 35 members, and only two of them were parents. (Most PTA members were teachers, school staff, and a few community residents.) A run-down half-day preschool for 4-year-olds attracted fewer than 15 children, and parents were rarely seen in the school unless their children were in trouble.

How did we move from that condition to a school that, four years later, won an education award from Oklahoma City Beautiful; claimed a PTA with 100 percent membership; saw its music and art time doubled; boasted a thriving Parent Resource Room; attracted standing-room-only audiences to its assembly programs; and had a full-time, wait-listed preschool?

It did not happen overnight or through just one person or program. It took a multi-pronged approach that included the arts in learning and in the context of what children were expected to know and be able to do. It included a commitment to teaching about the arts and through the arts, along with ongoing professional development for teachers and partnerships with cultural organizations. That formula transformed our school, and now dozens of others, into the kind of school we would want for our own children.

Having the arts as part of the daily expectation of learning in schools forms the premise for A+ Schools, a national organization with which I have a long association. Mark Twain Elementary became one of the founding members of the Oklahoma A+ Schools network in 2002. Quail Creek Elementary joined the network in 2006. A+ Schools have shown the positive results we want when compared with other schools in the state: higher student achievement, fewer disciplinary referrals, better attendance for students and their teachers, higher levels of parental involvement, and more evidence of creativity and what we call “the joy factor.” (See test-score data and more on the Oklahoma A+ Schools website, at www.okaplus.org/okaresearch.)

The A+ Schools program began in North Carolina in 1995. Oklahoma, Arkansas, and Louisiana subsequently adopted the model and adapted it to their states’ contexts. All of these states participate in a national consortium because it is important to regularly share what they have learned.

The diverse group has signed on to a set of shared commitments called the “A+ Essentials.” Each state supports networking, ongoing professional development, and research to follow the outcomes of a strategy where the arts are part of the daily life of each student; where curriculum is connected; and where hands-on, active learning is the norm. In Oklahoma, there is no charge to join the A+ program. (There is a fee in some other states.) In all participating states, schools must commit to the program standards and to staff travel for training and professional development.

The work is challenging and ongoing. Without a systematic approach to weave the arts into the very fabric of the school, we risk marginalizing their role. But when the arts become part of the framework for student success, they provide avenues for learning otherwise unavailable to students, helping us to create the schools we want for the children we love.

A version of this article appeared in the December 03, 2014 edition of Education Week as Why Not Art for Children’s Sake?


School & District Management Live Event Education Week Leadership Symposium
Education Week's Premier Leadership Event for K12 School & District Leaders.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Law & Courts Webinar
The Future of Criminal Justice Reform: A Sphere Education Initiative Conversation
America’s criminal justice system is in crisis and calls for reform are dominating the national debate. Join Cato’s Sphere Education Initiative and Education Week for a webinar on criminal justice and policing featuring the nation’s
Content provided by Cato Institute
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Student Well-Being Webinar
Equity, Care and Connection: New SEL Tools and Practices to Support Students and Adults
As school districts plan to welcome students back into buildings for the upcoming school year, this is the perfect time to take a hard look at both our practices and our systems to build a
Content provided by Panorama Education

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Curriculum Opinion Introducing Primary Sources to Students
Five educators share strategies for introducing primary sources to students, including English-language learners.
12 min read
Images shows colorful speech bubbles that say "Q," "&," and "A."
Curriculum Opinion Eight Ways to Teach With Primary Sources
Four educators share ways they use primary sources with students, including a strategy called "Zoom."
13 min read
Images shows colorful speech bubbles that say "Q," "&," and "A."
Curriculum The Dr. Seuss Controversy: What Educators Need to Know
The business that manages Dr. Seuss' work and legacy will cease publishing six books due to racist stereotypes and offensive content.
5 min read
A copy of the book "And to Think That I Saw It on Mulberry Street," by Dr. Seuss, rests in a chair on March 1, 2021, in Walpole, Mass. Dr. Seuss Enterprises, the business that preserves and protects the author and illustrator's legacy, announced on his birthday, Tuesday, March 2, 2021, that it would cease publication of several children's titles including "And to Think That I Saw It on Mulberry Street" and "If I Ran the Zoo," because of insensitive and racist imagery.
Dr. Seuss Enterprises announced it would cease publication of several of the author's children's titles because of insensitive and racist imagery.
Steven Senne/AP
Curriculum Opinion The Overlooked Support Teachers Are Missing: A Coherent Curriculum
Here’s the research on how districts can improve instructional systems—which was already a challenge in the best of times.
Morgan Polikoff, Elaine Wang & Julia Kaufman
5 min read
A team of people work together to build a block structure.
Imam Fathoni/iStock<br/>