We are all familiar with the “three Rs” of “reading and ‘riting and arithmetic.” But, what if there is more to a well-rounded education than these core subjects alone? Whether it is music, theater, dance or the visual arts, parents and educators are discovering that, by incorporating the arts, they are adding a vital ingredient to a well-rounded education.

According to their current campaign, “The Arts. Ask for More,” Americans for the Arts (AmericansForTheArts.org) states that the arts:

• improve kids’ overall academic performance;

• show that kids actively engaged in arts education are likely to have higher test scores than those with little or no involvement;
• develop skills needed by the 21st century workforce: critical thinking, creative problem solving, effective communication and teamwork;

• teach kids to be more tolerant and open;
• allow kids to express themselves creatively and bolster their self-confidence; and
• keep students engaged in school and less likely to drop out.

By implementing the Oklahoma A+ Schools network program, Oklahoma is making a concerted effort to integrate the arts in education. Oklahoma A+ Schools Executive Director, Jean Hendrickson, defines the program as “the state’s only research-based whole-school network with a mission of nurturing creative learners.”

The A+ initiative began as a research model sponsored by the Kenan Institute for the Arts in North Carolina, with a purpose to identify the country’s most successful education reform models. Oklahoma caught sight of this cutting-edge research and thought it to be one of great potential for replication in our state.

According to Hendrickson, A+ Schools commit to a set of eight A+ Essentials, which research has shown “lead to higher achievement, joyful, engaged students, teachers and community, and more creative, focused
instruction.” These essentials include arts, curriculum, experiential learning, multiple intelligences, enriched assessment, collaboration, infrastructure, and climate. (See APlusOK.org for a complete description of these elements.)

What makes an A+ School experience different from a typical classroom? Hendrickson explains that instead of teaching about a historical figure such as George Washington through traditional books and worksheets, A+ teachers are encouraged to bring multiple experiences to the classroom to present the material. The teachers will work with other teachers throughout the school to collaborate on projects so, for example, what is being sung in music class would correspond to the lessons in the social studies curriculum. Further, in the classroom, there might be a role-playing project that shows George Washington as he crossed the Delaware with his troops. Students could be actors, reporters, or recorders, making drawings or taking photographs of the scene.

“Kids learn through a multitude of ways and A+ teachers are given the freedom to incorporate a variety of means to present the subjects. Students in these situations are serious about attending school each day. They don’t want to miss another fun learning experience,” reports Hendrickson. And, she adds, “The arts are essential to the creative process and are often what teachers use to present the material.”

Statistics prove that A+ Schools are working. In the 2005-06 school year (the most recent year for these statistics), A+ Schools had an average API (Academic Performance Index) score of 1308, while the statewide average for that year was 1180. There are currently over 50 A+ Schools in Oklahoma and others are encouraged to apply.

Many parents and teachers share the belief that integrating the arts into children’s education not only enhances their learning, but also helps them become well-rounded, creative individuals. Regina Bell, a music teacher at Cleveland Elementary School in Norman, says, “I’m not teaching to make future band members. I know children all grow up to be different things. But, I believe, in teaching music, it helps make a well-rounded child, who then goes on to become a well-rounded adult who appreciates the other arts as well.” Bell’s sons Brooks and Brady are active in the arts, and she says she has seen the benefits first-hand. Brooks, an 8th grader at Whittier Middle School in Norman, is an active member of the band. Brady, a 4th grader at Cleveland Elementary School, plays piano and is active at Norman’s Sooner Theater. “He loves theater so much, he actually chose it over football,” says Bell. While teaching music, Bell says “I try to relate it to other subjects. For example, I might relate it to science by discussing the sound waves that music consists of. Books alone don’t do it anymore… you have to entertain them (children) by throwing in any angle you can. You have to incorporate a variety of things to reach a variety of students.”

“I’ve seen the impact of the arts not only on my own children, but on children in my classroom,” says Bell. “I’ve seen timid children take the stage and they might be a little nervous coming up to the microphone at first, but then they just develop this confidence and it’s amazing. The arts allow children to express themselves and gain confidence… and in the future, that helps prepare them for public speaking, job interviews, and a myriad of other things. The arts foster a self-pride and confidence.”

Another impact of an arts education that seems to be universal when speaking with parents and teachers is the lessons it provides in discipline and commitment, as well as healthy outlets for emotional expression. “The arts provide many avenues for healthy emotional expression,” says Bell, “A child is able to express himself without a fist.”

Take, for example, Stan Elmore’s 6th grade honor choir, dubbed “The Treble Makers.” Elmore, who teaches for the
Carl Junction School District in Missouri, says “In auditioning for my music group (The Treble Makers), I have found that I have more students try out and get accepted from what could be termed ‘higher achieving’ classes. That example has held true which surely shows some correlation between academic achievement and musical ability and achievement. I have also discovered that it is rare to find a student who has exceptional musical ability but has serious or insurmountable disciplinary problems. There are exceptions, but they have been few.” Elmore adds, “There are many children who seem to blossom socially and otherwise after being selected for and participating in the Treble Makers group. I am speaking of students who just haven’t seemed to find an outlet yet, and when they join the group, they seem to flourish in other aspects of their life.”

Findings from the Living the Arts Through Language + Learning: A Report on Community-Based Youth Organizations found that young people who participate in the arts for at least three hours a day, three days a week for at least one year are:

• Four times more likely to be recognized for academic achievement;
• Three times more likely to be elected to class office within their schools;
• Four times more likely to participate in a math and science fair;
• Three times more likely to win an award for school attendance; and
• Four times more likely to win an award for writing an essay or poem.

In addition, young artists, as compared with their peers, are likely to:
• Read for pleasure nearly twice as often;

• Perform community service more than four times as often;
• Participate in youth groups nearly four times as frequently; and
• Attend music, art, and dance classes nearly three times as frequently.

Another distinct advantage of an education enriched by the arts is that it accommodates a variety of learning styles. “Not all children are scholastic-minded or good test-takers,” says Ginger Waldrip, Director of Ginger’s Kindermusik in Oklahoma City. “These children are often left behind and it’s so disheartening. They have high abilities in other areas and may succeed in different ways. The arts allow them to excel in their own unique way which creates a more secure, confident child.”

Dr. Sherry Rowan, principal of Harding Fine Arts Academy in Oklahoma City, says “One common misconception about fine arts programs is that they have lower expectations in core subjects and that’s just simply not the case.” She continues, “It’s a different way of learning, but a no less valid way of learning. Different students respond to different learning methods.”

Corbin Greer, a junior at Harding, agrees. “I like that my class sizes are smaller so I have more one-on-one time with my teachers and I like that I can explore the arts in school, in addition to just the regular subjects.” Kim Greer, Corbin’s mother and a minister of music and worship at First Baptist Church, Oklahoma City, adds, “I’ve read a lot about how beneficial the arts can be when our children are little, but I think it helps all the way through school.”

Greer also says she notices a difference from the past schools her sons attended. “At Harding, four to five classes a day are focused on the arts and creativity,” she says. “My son, Preston, (a senior) is excelling because of the way they teach.” “I believe in ‘No Child Left Behind’ and that teachers should be held accountable,” adds Regina Bell. “Math and reading are important. But, I also believe in incorporating music and theater and art… that’s what gets some kids to come to school. If I can get a child to school because he loves playing the trumpet, I can get math and reading in front of him, too.”

Stan Elmore adds, “The arts allow students to express themselves in ways they may not be able to attain in traditional academic disciplines. The arts are also able to inspire students who are otherwise uninspired with traditional learning. Music and art are both easily integrated with the other disciplines. In fact, I am continually surprised at just how much I integrate other subjects into my music class. History, mathematics, language arts and social studies are all easily integrated into music and art and are in fact almost impossible to leave out.” So, in addition to studying those multiplication tables and significant dates in history, let’s continue to encourage our children to open their minds and explore the infinite world of the arts. The possibilities are endless.

“We’re not trying to turn out only professional artists,” adds Sherry Rowan. “We’re trying to help children develop a lifelong appreciation of the arts. Then, they continue to support the arts in their communities. Oklahoma has done a fabulous job—there’s so much going on here. I’m proud to be part of a movement that nurtures young people.”

Elizabeth Harvey, a native of Northern Virginia, is a proud stay-at-home Mom with an energetic 4-year-old son, Mitchell, and is expecting a baby girl in March. She and her husband are happy to make their home in Edmond