In the twenty-first century, one inhabits a world in which one must choose between academics and creativity. Unfortunately, it is arduous to be efficacious in either if both are not offered. Being in the middle of an economic crisis does no abet in the slightest. Art is becoming endangered outside of the educational system as well as within it. “Public Money is…drying up as states struggle with yawning budget deficits” (Wiggins). Lawmakers everywhere are threatening significant cuts in art funding (Hurley). Broadway productions, ballets, operas, and symphonies are languishing. Plays are being practiced and performed without understudies, which is a big “no-no” in the creative arts domain (Rourke 1).
In the educational system, the Bush Administration had introduced the “No Child Left Behind” act with honorable intentions. However, the act, technically referred to as the Elementary and Secondary Act, “has put music and art programs in rough shape and left with a dim future” (Hurley 1). A vicious cycle is in effect. As the divergent creative classes are being omitted, teaching jobs are being eliminated. As children are being given no option as to their involvement in art and music, grades are slipping and good conduct is becoming more difficult to encounter amongst students and in schools as a whole. Even as all of this is occurring, people ask “why?” and do not apprehend that the opportunity to be creative and to partake in such programs as the ones being taken out. Art programs should not be removed from schools, even during economic struggles, because such programs are imperative to the development of well-rounded students, a more varied education, and a safer school system.
In existence are seven vital forms of communicating information, “and word and numbers are only two of them” (Hurley 2). Words and numbers encompass core subjects essential in elementary and secondary school for the most part. However, that only covers half of the brain. The left hemisphere of the brain covers analytical thought, logic, language, and subjects such as science and math. The right hemisphere is where creativity lies. It is what covers art and music. The remaining five forms of communication “are movement, sounds, images, objects, and spaces, all of which are provided in the arts” (Hurley 2). Of course, these settle beneath the category of the right hemisphere of one’s cerebrum. All seven forms are needed for life balance and for smooth functioning, and the forms mitigate one another in various ways. If students do not have the opportunity to utilize the full potential of their minds, they cannot carry out the optimum performance that they are capable of.
There is a relationship between logicality and creativity, thus a bond that ties together academic performance and arts involvement. “Music affects the way [students] learn and they learn to focus” (Hurley 3). “The College Entrance Examination Board from Princeton, N.J., came to...