For many years, arts educators have been fighting a daunting battle with school boards governmental agencies at all levels to place a high priority on the idea that all children deserve a thorough education in the arts. Blue Lake Fine Arts Camp was founded, in part, to assist schools in providing a top-flight education in the arts to as many students as they could possibly serve.
In recent years, the situation for arts education, in the United States especially, has become increasingly dire. With schools districts experiencing varying degrees of financial distress, cutting arts education has seemed to be a fairly easy means of balancing the books. This reduction in school-based arts education has come in direct opposition to a number of studies providing ample evidence to suggest that arts education is essential to increasing overall academic achievement in children, from their earliest years through the end of their secondary education.
A report called Toward Civilization, released by the National Endowment for the Arts (NEA) in 1988, stated that arts education in the United States suffered from three basic problems: the arts are often considered non-essential or, at the very least, not central to the basic curriculum; there was little understanding of the historical relevance of the arts to the development of culture and the exclusion of “cultivation of critical-analysis skills to make choices among an increasing array of arts products;” and arts educators could not agree “as to what all students should know and be able to do in the arts.”
In the 1990s, the Department of Education released National Standards for Arts Education which included a statement on “What Students Should Know and Be Able to Do in the Arts.” These standards were summarized in a brief document which can be found at http://www.ed.gov/pubs/ArtsStandards.html. Four areas were emphasized:
“They should be able to communicate at a basic level in the four arts disciplines—dance music, theatre, and the visual arts.”
“They should be able to communicate proficiently in at least one art form.” This proficiency would be partially defined by the achievement of technical fluency and the ability to “define and solve artistic problems. . . .”
“They should be able to develop and present basic analyses of works of art. . . .”
“They should have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods. . . .”
In the years since the publication of this report, schools, arts organizations, and funding entities have struggled with how best to put these guidelines into place. In a recent article in the Philadelphia Inquirer, music critic Peter Dobrin reported on one such effort to bring a quality education in the arts to the children of Philadelphia (http://www.philly.com/inquirer/magazine/20080325_A_push_to_bring_back_arts_in_schools.html). The William Penn Foundation convened a meeting of 120 arts leaders who addressed a problem that Dobrin describes as follows:
“Nearly every arts organization can trace malaise and marginalization to a lack of arts education in schools. Several generations now have made it to adulthood never having been challenged to figure out what's going on in Picasso's Guernica, where the "Enigma" is in Elgar, whether the life path of George Gibbs and Emily Webb in Our Town is rote or meaningful - and why all these things should be urgent and important to anyone moving through the world today.”
“Engagement” by arts organizations and educators with young people was seen to be central to the effort to stave off the increasing sense that the arts are irrelevant to them, especially considering the mind-boggling array of entertainment choices that they face.
“[T]he importance of arts education . . . speaks directly to the mission of Blue Lake Fine Arts Camp,” says Bill McFarlin, Blue Lake’s Executive Vice President. “The opportunity to instill in young people the lifetime value of arts and culture and how it can enrich their lives is an awesome responsibility.”
Mr. McFarlin, a past and present Blue Lake administrator, as well as being a former Blue Lake camper and International program participant, has devoted his career to arts education. In addition to his work at Blue Lake, he spent 23 years as the Executive Director of the International Association of Jazz Education (IAJE).
“It is important to emphasize that arts education should not just be focused on our youth,” continues McFarlin. “Blue Lake Public Radio is imparting arts education every day through programs such as Bill McLaughlin’s Exploring Music. Arts education helps us all to enjoy the beauty of life and stimulates our minds in so many ways. From pre-natal to the last breath we take as human beings, the arts are part of our soul and it is a blessing to be celebrated and embraced.”
Blue Lake alumni were asked to weigh in on this subject and their answers were enlightening and, in no small measure, encouraging. The responses centered on the ability of the arts to enhance creativity and provide for a well-rounded education, as well practical considerations, such as helping to develop life skills, promoting citizenship, and acting as an alternative outlet for at-risk children.
So, Blue Lake alumni, why should the arts continue to be an important part of our lives?
“It is amazing to me that this question even needs to be asked anymore,” says Gil Hoffer. Hoffer, a camper in 1977 and a member of the International Jazz Band in 1978 and 1979 and trumpeter in various US Army ensembles, emphasizes the historical importance and cultural significance of arts education.
“With all the studies that have shown conclusively the enhancement brain activity through study of the arts,” Hoffer adds, “it is incomprehensible that a way has not been found to put the arts on the same level of importance as athletics. I agree with the ancient Greek philosophers that athletics, music, and academics are three equal legs of a sound education. Exercise and music have both been demonstrated to enhance mental function, as well as postpone the onset of senile dementia. Anecdotally, my own daughter is a good example. She was a B-minus to C-plus student consistently through the third grade, despite our efforts to make sure she was completing all of her home work, etc. In fourth grade, she began to take cello lessons. Remarkably, she began to bring home straight A report cards that year. She is now in the tenth grade, still enjoys playing cello, and also studies martial arts. The martial arts training, musical practice, and academic work all contribute to her being a strong, capable, intelligent, and well balanced human being, and whatever she chooses to pursue in life will be open to her. Incidentally, she was a Blue Lake camper in 2004.”
Sarah Haidar, a flute-playing camper from 2002-2005, agrees.
“[A]rts education is so important, not only for children but for everyone. Through the arts you really discover a lot about yourself. Also, grades are generally higher for people that are in art programs. Most importantly, it allows people to express themselves in a positive way. The arts should be very highly supported by parents and the government, but unfortunately they aren't[.] [I]t's devastating to see how many art programs are closed down because of lack of funding.”
Clara (Richards) Lambert, a violin camper in 1988 and a member of the International Program’s American Concert Collage in 1989, emphasizes organizational and practical benefits of participation in the arts.
“The teenage years are a time when kids are trying to figure out who they are right now, and what they want to be when they grow up,” says Lambert, who is the mother and wife of Blue Lake campers (all of whom were “Featured Alumni” in the Summer 2007 issue of UpBeat). “The arts gives kids focus. It gives them something they can be good at, especially if they work hard at it. The arts helps with so many things other than just music: time management, confidence, and a good group of kids to hang out with that have similar interests. The arts kept me out of trouble as a teenager, and so far it is helping my teenagers, as well. They are always busy, and have good kids to hang out with. They have special events to look forward to and work hard to be great at. They have music teachers that have high expectations, and the kids strive to please these wonderful people.”
This idea is seconded by Janis Peterson, who has Blue Lake experience as both a camper and faculty member.
“Music is important for SO many reasons. It teaches employability skills: teamwork, discipline, dependability, listening skills, punctuality, work ethic, concentration, and more. Also, I have found that music students get into less trouble growing up. They have something constructive to do with their time and have a peer group from their music groups who tend to be more wholesome! Music saved me MANY times as I was growing up and continues to provide a life-long learning opportunity.”
“The practice of the arts is an often untouched and underrated life skill,” says Joel Schindlbeck, an art professional who works for the Grand Haven, Michigan, Area Arts Council. Schindlbeck, a participant in the summer camp and International programs in 1995 and 1996, continues, “It teaches you creativity, communication, and catharsis: three vital behaviors that we use every day of our lives and often don't realize it. Reinforcing that model of communication in youth only prepares them for the long haul. [E]ven if I didn't [work in the arts], I would be completely lost without a chance to express myself, to foster my own creativity, and put my life down on paper or in color schemes and examine my choices and such. The arts give students a 360 degree education, prepared inside and out.”
Jennifer Reff, the “Featured Alumna” in the Winter 2008 issue of UpBeat and a former camper and International participant, stresses that the benefits of arts education in childhood carry over into adulthood.
“I believe arts education is vital for children because it fosters creativity and helps develop self-expression and focus. I think most kids are imaginative and artistic naturally, but, if a child grows up in an environment where these values are constantly being reinforced and encouraged there is a better chance of these qualities continuing—and thriving—into adulthood.”
Lauren Rao, a long-time camper who will be returning this year, says, “Studies have shown that people who learn grow to be much more successful in life. It gives you a lifelong treasure to share with friends and family, and a common ground with people you meet. Exercising the arts and the [artistic] side of the brain is HEALTHY [Lauren’s emphasis] and good for you. People like VH1 and other organizations want us to help save the music and I think that is exactly what we need to do.”
Timothy Bennett, a high school orchestra director for 28 years, gives the perspective of a successful arts educator.
“During [my tenure as a music educator], my students have become musicians, teachers, professors, and people that have contributed to the growth of our community. Over 60% of the students in my high school [receive] free and reduced lunch. I believe that [participation in] orchestra is the reason my students have received a high school diploma and most have gone on to college. College is something that my students’ parents were not even able to think about. Are the arts important? The answer is yes!”
Jayney Reuter, a camper in 1982 and International Choir participant in 1983, points out the danger of the arts becoming elitist.
“I think arts education is important because creative self-expression is one of life's greatest joys and pleasures. . . . [T]here will be kids who don't excel in other ways (math, science, English) who may excel at some art form and they need to know they're good at something! . . . [M]ore and more in our culture we leave Art to the Experts, the Celebrities, the Exceptionally Beautiful & Special, but, really, creative self-expression is for everyone! Everyone can find joy and pleasure and connection in it!”
The NEA, in their 2002 publication Learning Through the Arts (available at http://www.nea.gov/pub/pubArtsed.php), summed up their case for arts education as follows:
“[W]hy arts learning? Because the arts help us all better understand and interpret the world around us. Because the arts improve our ability to think critically and act creatively. And finally, because the arts offer us the opportunity to communicate our most profound thoughts and deepest feelings. Arts learning ensures that this creative spirit lives on, instilling a love and understanding of the arts to each new generation—maintaining the continuum from early humans drawing images on cave walls to today’s youth drawing images on computer screens.”
[Editor’s note: This is the second of two articles where Blue Lake Alumni were asked to provide their responses to two questions. The first, which appeared in the Spring 2008 issue, concerned Blue Lake’s impact on their lives. If you would like to submit a comment on either of these articles, you may e-mail it to the Editor at bower@bluelake.org.]
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