Importance of taking arts courses has been severely undermined in recent years due to bias in favor of STEM fields

By Mia Cho

Opinion Editor

Students are increasingly turned away from pursuing an Arts education in public schools. The importance of taking arts courses has been severely undermined in recent years due to bias in favor of STEM fields.

This bias was first demonstrated in the 1986-1987 school year when the California Department of Education’s Education Code (EC) 51225.3 created the State Minimum Course Requirements, which detail the courses students must take in order to graduate. In these requirements, the need for a STEM education is emphasized by requiring two year-long courses in math and two year-long courses in science.

However, California Education Code 51225.3 only requires that students take one Visual and Performing Arts (VAPA) course. The significance of fulfilling one’s VAPA requirement is also compromised because students can substitute a VAPA course with a course in a foreign language or a course in career technical education.

In the past two years, President Donald Trump has been attempting to eliminate the National Endowment for the Arts and the National Endowment for Humanities. These organizations are independent agen- cies of the United States Federal Govern- ment that offer their support in projects relating to the Arts or Humanities. It is a common misconception that STEM is more valuable than the arts, which ulti- mately serves to be detrimental for stu- dents in the long-term.

These disadvantages have also impact- ed students on a local scale. According to a La Vista survey of 140 Arts students, 68% of Costa students believe the middle school they attended prioritized the en- couragement of participation in STEM and foreign language programs over arts programs. This selective promotion of electives in certain fields has resulted in the enrollment in Arts programs significantly decreasing.

For example, the choir programs at Manhattan Beach Middle School have ex- perienced a decrease in enrollment, result- ing in cuts of funding from the district. The Journalism program at MBMS has also combined with the Yearbook program, due to lack of enrollment. This lack of en- rollment has transferred to Costa, where Arts electives have been struggling.

There are a number of things that are happening with electives at the middle schools where Drama has faced challeng- es with certain portions of their program being cut that will probably eventually trickle out to Costa, according to Costa Drama teacher Jonathan Westerberg.

Enrollment in Arts courses should be encouraged, considering it has been prov- en to enhance a student’s performance in other core subjects. For example, a study conducted in 2002 by The Arts Education Partnership showed that disciplines learned in academic courses are interlaced on foun- dational values taught in arts programs.

For example, an education in music can help improve students’ math proficiency and cognitive development. Students ex- posed to Drama programs have also been more receptive in understanding complex social relationships, as well as displaying improved concentration and memory com- prehension. Students exposed to different creative writing have also achieved higher scores on the SAT reading and writing sec- tions because the process of writing en- hances reading comprehension abilities.

Exposure to the arts also allows students to broaden their knowledge, which will ul- timately help them become better function- ing members of society. A study conducted in 2014 funded by the National Endow- ment for the Arts shows that exposure to the arts impacts students’ social behavior that promotes civil society. Data from the National Survey Society also shows that involvement in the arts has been linked to civic engagement, social tolerance, and mental well-being.

The benefits of being involved in the arts should not be overlooked. Schools should promote their Arts programs, which will in turn make students more well rounded.