Art education in high schools

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Darbas:

5). People become interdependent, which means that they behave in accordance to their neighbors’ needs, requirements, and freedoms. An interdependent society can achieve much more and help citizens lead a more happy life. On the other hand, lack of exposure to the arts results in an inhumane society (Barry 208). Only by studying the arts can students get familiar with the history of their culture and society, and understand the present better (Bennett 5). In addition to that, art education encourages relationships between societies. The arts enhance multicultural understanding and increase tolerance of cultural differences. Knowing civilizations well allows the modifying of human behavior (Ross 2).
The arts are a powerful tool in the education of society that can transform students and bring countless positive results. Art is an action, and like any other action, it brings change to the world (Dewey 135). By studying the arts, students develop their cognitive skills and learn to be of worthy character. It is the schools’ task now to understand the importance and necessity of the arts and to convince the opposition that art education should be required in high schools for the betterment of individuals and society. Educationist George Kneller once

wrote that a person who has not received art education “dies a spiritual death and invites the twilight of civilization to descend upon us all” (61).

Works Cited
Barry, Vincent. Philosophy: a Text With Readings. Belmont: Wadsworth, 1980.
Bennett, William J. “Why the Arts Are Essential.” Educational Leadership 45. 4 (1987/88): 4-5. EBSCO.
Bronstein, Daniel J., et al. Basic Problems of Philosophy. Englewood Cliffs: Prentice-Hall, 1964.
Dewey, John. Democracy and Education. Toronto: Collier-Macmillan, 1966.
Hamachek, Don E. Psychology in Teaching, Learning, and Growth. Boston: Allyn and Bacon, 1979.
Kneller, George F. Foundations of Education. New York: John Wiley, 1963.
Nitzberg, Kevin. “Arts Advocacy.” 1999. 1 April 2004. .
Ross, Jerrold. “Civility.” Arts Education Policy Review 97. 1 (1995): 2. EBSCO.
Smith, Philip G. Philosophy of Education. New York: Harper and Row, 1965.
U.S. Department of Education. “Summary Statement: Education Reform, Standards, and the Arts.” 1995. 31 March 2004. .
Williams, Harold M. “Don’t Ignore the Arts.” USA Today Magazine 124. 2604 (1995): 66. EBSCO.

Works Consulted
Barry, Vincent. Philosophy: a Text With Readings. Belmont: Wadsworth, 1980.
Bennett, William J. “Why the Arts Are Essential.” Educational Leadership 45. 4 (1987/88): 4-5. EBSCO.
Bronstein, Daniel J., et al. Basic Problems of Philosophy. Englewood Cliffs: Prentice-Hall, 1964.
Dewey, John. Democracy and Education. Toronto: Collier-Macmillan, 1966.
Hamachek, Don E. Psychology in Teaching, Learning, and Growth. Boston: Allyn and Bacon, 1979.
Kneller, George F. Foundations of Education. New York: John Wiley, 1963.
Nitzberg, Kevin. “Arts Advocacy.” 1999. 1 April 2004. .
Ross, Jerrold. “Civility.” Arts Education Policy Review 97. 1 (1995): 2. EBSCO.
Smith, Philip G. Philosophy of Education. New York: Harper and Row, 1965.
U.S. Department of Education. “Summary Statement: Education Reform, Standards, and the Arts.” 1995. 31 March 2004. .
Williams, Harold M. “Don’t Ignore the Arts.” USA Today Magazine 124. 2604 (1995): 66. EBSCO.