The Arts are Vital to Education
In the article “Point: The Arts are a Vital Part of Education. ,” the author, Adam Ford, argues that the arts are an important part of the education system and that they need adequate funding. This article targets teachers and administrators in schools across the United States. Over the past twenty years, there have been questions on whether to continue the funds for such programs. Ford provides a strong argument that is credible and backed up by statistics and factual information, shows the negative stigma that is placed on the arts, and shows how important the arts really are. While many people feel that it is very important to teach the arts, others find that it is a waste of time in schools. Ford chooses to sway the reader’s opinion on the arts to the positive by providing examples of how the arts are vital to education. As Ford points out, there has been a large emphasis on standardized testing that has caused a negative impact on the arts. Funds have decreased due to the decline in the amount of students getting involved in art programs; however, students who become more involved in the arts are more likely to do better in school than those who are not.
The author “reveals the intended audience…by the types of evidence offered”(McWhorter pg.530).
This article makes a strong point that there is a correlation between President George W. Bush’s No Child Left Behind program and the decrease in art funds. Due to the standards of the program, schools that were unable to meet the standards were penalized. Ford explains that the penalties were “mostly in the form of reduced funding or even school closure for those unable to meet the goals of the legislation.” This statement is a topic of recent interest because it is happening in towns and cities all over the United States. The art programs fell low on the list of main concerns for schools due to the No Child Left Behind act, lowering the priority of getting children involved in the arts programs. Because of the importance placed on the standardized tests in the classroom, the time of many students is taken up with reviewing and studying; this causes them to lose out on a lot of time that could be devoted to the arts. Ford also states that because of “the numerical standards for improvements in test scores,” students who do not meet the requirements are not allowed to participate in the arts. His statement proves that it has become a vicious cycle of scores and participation; students are not allowed to participate if they do not meet the standards, and because of the lack of participation, they will lose support of the art programs in the school. To some people, the arts are “something to be picked up only when a student has scored sufficiently high on a standardized test in reading and math,” Ford explains, but this should not be the case. He claims that the standardized tests have become the main priority as opposed to the diversity and creativity of the students. This should be enough to make any teacher stop and think about whether the standardized tests are as important as they are made out to be. The tests have set a different standard for schools and have caused children to not always be able to participate in what they enjoy, and what stimulates their thinking.
Ford also shows that the arts programs play a vital role in children’s lives and education. As Ford states, students are “four times more likely to be recognized for academic achievement” if they are involved in the arts for at least nine hours a week for a year; this statistic is proof that we should be doing the opposite of cutting funds for arts. Clearly, if the students are involved in any art program, it will help them to achieve more academically. By achieving more, it will most likely raise their grades in school, causing them to do better on the standardized tests. By the use of his statistics, he proves that the arts do play a vital role in education and how the children learn; he “seems to have a thorough understanding of the issue” (McWhorter 530). Another statistic Ford provides is that children are “four times more likely to participate in a math and science fair” while involved in the arts. He is suggesting that when children are involved in the arts, it helps them become more academically driven. By giving multiple statistics, he is strongly supporting his claim that children that are more involved in the arts will be more involved in the classroom and in school in general. If the students become more involved in school and in classes, it will help them do better in standardized tests and be more focused on what they are doing in class. Ford states that that there has been a 6.8% decrease in participation for the arts programs since 1991. With this information, it the reader truly has to think about how the importance of the arts in schools has slowly diminished and is able to “make it clear why the issue is so controversial and important to debate” (Hacker D-108).
Ford makes a point that appreciation for arts “may not enable a graduate to type faster…or install roofing more efficiently in the months after graduation.” However, proficiency in the sciences will not necessarily help with these things either. Ford's statement may raise question to the reader as to if the funding is really needed, but he later proves its necessity. He explains that just because funds are provided for the arts programs, it does not mean that it is taking away from someone’s basic education. Ford shows that every person need the arts to help balance other subjects. He compares this to how “a musician cannot understand tempo without being able to count.” Ford helps the reader understand that no matter what type of art it is, it can help a student understand many key concepts and skills while they are in school, as well as when they leave. It also shows that children can balance the two efficiently, with the arts helping them improve in other areas of school. He also points out that teachers and advisors have always been able to recognize the importance of the arts. If the students participate in the arts, it helps students to be able to appreciate the arts more. Ford answers the question of whether or not students should try to balance school and the arts by providing statistics, facts, and multiple examples. His argument is so convincing because of how well he can relate it to everyday situations that most students experience.
In “The Arts are a Vital Part of Education,” Adam Ford displays that the arts play a very important role in children’s lives and need adequate funding. He argues many strong points in his article and shows why the art programs are needed in schools. By targeting teachers and administrators in schools, he is able to get his point across to people who are able to comprehend, embrace, and put into action the full concept of what he wants people to understand. He successfully argues his point by providing good examples and statistics on the impact of the arts on students. He also argues the importance of the arts by showing the significant academic improvement that students experience while participating in the arts regularly. He demonstrates that if more students were to get involved, there would be less of a cut in the funds, making it available to more students. Ford is able to provide an argument that is backed up by factual information, making it more credible to the reader. The article has many strong points with relatable examples that help any reader understand and put themselves in that type of situation, hopefully allowing them to understand the true importance of the arts programs in the United States school system.
The author “reveals the intended audience…by the types of evidence offered”(McWhorter pg.530).
This article makes a strong point that there is a correlation between President George W. Bush’s No Child Left Behind program and the decrease in art funds. Due to the standards of the program, schools that were unable to meet the standards were penalized. Ford explains that the penalties were “mostly in the form of reduced funding or even school closure for those unable to meet the goals of the legislation.” This statement is a topic of recent interest because it is happening in towns and cities all over the United States. The art programs fell low on the list of main concerns for schools due to the No Child Left Behind act, lowering the priority of getting children involved in the arts programs. Because of the importance placed on the standardized tests in the classroom, the time of many students is taken up with reviewing and studying; this causes them to lose out on a lot of time that could be devoted to the arts. Ford also states that because of “the numerical standards for improvements in test scores,” students who do not meet the requirements are not allowed to participate in the arts. His statement proves that it has become a vicious cycle of scores and participation; students are not allowed to participate if they do not meet the standards, and because of the lack of participation, they will lose support of the art programs in the school. To some people, the arts are “something to be picked up only when a student has scored sufficiently high on a standardized test in reading and math,” Ford explains, but this should not be the case. He claims that the standardized tests have become the main priority as opposed to the diversity and creativity of the students. This should be enough to make any teacher stop and think about whether the standardized tests are as important as they are made out to be. The tests have set a different standard for schools and have caused children to not always be able to participate in what they enjoy, and what stimulates their thinking.
Ford also shows that the arts programs play a vital role in children’s lives and education. As Ford states, students are “four times more likely to be recognized for academic achievement” if they are involved in the arts for at least nine hours a week for a year; this statistic is proof that we should be doing the opposite of cutting funds for arts. Clearly, if the students are involved in any art program, it will help them to achieve more academically. By achieving more, it will most likely raise their grades in school, causing them to do better on the standardized tests. By the use of his statistics, he proves that the arts do play a vital role in education and how the children learn; he “seems to have a thorough understanding of the issue” (McWhorter 530). Another statistic Ford provides is that children are “four times more likely to participate in a math and science fair” while involved in the arts. He is suggesting that when children are involved in the arts, it helps them become more academically driven. By giving multiple statistics, he is strongly supporting his claim that children that are more involved in the arts will be more involved in the classroom and in school in general. If the students become more involved in school and in classes, it will help them do better in standardized tests and be more focused on what they are doing in class. Ford states that that there has been a 6.8% decrease in participation for the arts programs since 1991. With this information, it the reader truly has to think about how the importance of the arts in schools has slowly diminished and is able to “make it clear why the issue is so controversial and important to debate” (Hacker D-108).
Ford makes a point that appreciation for arts “may not enable a graduate to type faster…or install roofing more efficiently in the months after graduation.” However, proficiency in the sciences will not necessarily help with these things either. Ford's statement may raise question to the reader as to if the funding is really needed, but he later proves its necessity. He explains that just because funds are provided for the arts programs, it does not mean that it is taking away from someone’s basic education. Ford shows that every person need the arts to help balance other subjects. He compares this to how “a musician cannot understand tempo without being able to count.” Ford helps the reader understand that no matter what type of art it is, it can help a student understand many key concepts and skills while they are in school, as well as when they leave. It also shows that children can balance the two efficiently, with the arts helping them improve in other areas of school. He also points out that teachers and advisors have always been able to recognize the importance of the arts. If the students participate in the arts, it helps students to be able to appreciate the arts more. Ford answers the question of whether or not students should try to balance school and the arts by providing statistics, facts, and multiple examples. His argument is so convincing because of how well he can relate it to everyday situations that most students experience.
In “The Arts are a Vital Part of Education,” Adam Ford displays that the arts play a very important role in children’s lives and need adequate funding. He argues many strong points in his article and shows why the art programs are needed in schools. By targeting teachers and administrators in schools, he is able to get his point across to people who are able to comprehend, embrace, and put into action the full concept of what he wants people to understand. He successfully argues his point by providing good examples and statistics on the impact of the arts on students. He also argues the importance of the arts by showing the significant academic improvement that students experience while participating in the arts regularly. He demonstrates that if more students were to get involved, there would be less of a cut in the funds, making it available to more students. Ford is able to provide an argument that is backed up by factual information, making it more credible to the reader. The article has many strong points with relatable examples that help any reader understand and put themselves in that type of situation, hopefully allowing them to understand the true importance of the arts programs in the United States school system.
Work Cited
Ford, Adam, “The Arts are a Vital Part of Education,” Point of View Reference Center (2011): 2-2.
Hacker, Diana and Sommers. A Writer's Reference. 7th ed. Boston: Bedford/ St. Martin's, Print.
McWhorter, Kathleen T. Successful College Writing: Skills,Strategies, Learning Styles. 5th ed. Boston: Bedford/St. Martin's, Print.
Hacker, Diana and Sommers. A Writer's Reference. 7th ed. Boston: Bedford/ St. Martin's, Print.
McWhorter, Kathleen T. Successful College Writing: Skills,Strategies, Learning Styles. 5th ed. Boston: Bedford/St. Martin's, Print.