The Possibilities of Offering Fine Arts in Rural Schools

Introduction

I decided on this topic after reflecting on the beginning of my own elementary educational journey. I enjoy music (all kinds), art, museums, and theatre. I remember that these experiences were part of our Library Club program. I am from a small town in the South and was in elementary school during the civil rights movement. Remembering those experiences makes my days of elementary school, junior high, and high school stand out. So, I thought if the fine arts program helped me discover pleasant memories during my schooling, how would it affect others’ educational experiences? During my research, I discovered that fine arts impacted test scores, attendance, participation, and discipline in rural schools.

The Importance of Fine Arts in Education

According to Eaton (1985), the arts should be considered part of the basic content of any school curriculum. The arts contribute to the freedom a student may experience in presenting the application of concepts that were taught. While a student may not be able to write an explanation of how they arrived at a certain solution, the arts allow the student the freedom to use a creative yet informative presentation. They must first be exposed to these types of experiences. In most rural schools, being in remote areas, access to museums, theatres, and symphonic music can be financially challenging. However, incorporating the arts has been tested in rural schools to measure their effect on students.

Empirical Evidence and Studies

In a study conducted by the Livingston-Steuben-Wyoming Board of Cooperative Educational Services, there was a marked improvement in the behavior of students involved with the project compared to those who were not (Livingston-Steuben-Wyoming Board of Cooperative Educational Services, 1985). The program included art, drama, dance, and music, and these elements were measured with pre- and post-test responses from students. School budgets often prioritize core subjects, leading to cuts in arts programs. If ballet can improve football players' performance on the field, why can't the same logic be applied to the arts for students who may be struggling or even those who are gifted?

Bridging the Gap

Some may view the arts as part of the gap between rural and urban schools, but I see it as another form of lack of equity. As I’ve stated before, this type of program was how I was introduced to the arts. I would like to think it made me a better person with a wider perspective of our world. I couldn’t afford the minimal fee, but a teacher paid it for me. I tell my personal and school children they should attend those three types of events. It helps you see the world in a different light. We have empirical evidence that the arts improve behavior, but I still needed to find out about the other aspects of the educational experience.

Research Findings

With more research, I found that Garcia (2010) conducted a study on the effect the arts had on reading and math achievement as measured by the Texas Assessment of Knowledge and Skills (TAKS) test. The students included third through eighth graders in a small, rural school district. The results showed that students involved with fine arts from 2007-2010 improved. The reading level for all students improved, but especially reading and math for Hispanic and economically disadvantaged populations.

Further Evidence and Programs

Another fine arts enrichment program, reported by Hulick (1990), working with the Southern Rural Education Association and West Texas A&M University, found five statistically significant findings among rural public schools. The data showed significant improvement in attendance, mathematics, reading, science, and writing. The program’s acronym is WOWW, a window on a wider world. These findings are not limited to our modern 20th century. As early as 1930-1940, King Carol II of Romania, despite his administrative failures, ensured that cultural activities were available to all his subjects (Quinlan, 1983).

Creative Solutions

Howard and Patricia Brahmstedt (1990) wrote about a creative way that Middle Tennessee came up with to ensure the arts were not cut. The impact seen on several Middle Tennessee schools was significant. English classes discussed Shakespeare’s love sonnets, and in the machine shop class, students listened to a black operatic baritone sing Italian opera and German lieder. These are all activities found in rural schools of Middle Tennessee. The schools are part of a consortium organization within Tennessee Tech University.

Collaborative Efforts

We have discussed the usefulness of collaboratives to achieve goals; that is exactly what happened with the program initiated by the TTU Consortium. This started with university teachers teaching K-8 grades, along with student teachers assisting one day per teacher per week. The mindset is shifting in the Upper Cumberland area of Middle Tennessee. The program has expanded to include a band, theatre ensemble, and budget funding through the school board for a full-time music teacher.

Nontraditional Methods

In regular classes, there is differentiated instruction, and so it is with the fine arts program in northwest Wisconsin. Gifted students meet weekly in combined classes and receive instruction from local artists. Though the methods are nontraditional, the students get to interact with peers on the same level and collaborate (Johnson, 2001). The cost and expertise are shared by the districts. With all of the research-based evidence, why are the arts thought to be insignificant to school curriculums?

Conclusion

The rural students of Tennessee are receiving a first-class education in the arts, with classes sometimes taught by professional artists and musicians. The property taxes collected in these rural areas are not any more than those collected in most rural areas; the difference is that the people of this area found out what helped all their students and made it available. It is never easy to find money for necessities in education, but if there are enough like-minded individuals willing to sacrifice time, connections, networking, and brainstorming, the end product is what is seen through the TTU Consortium and WOWW. Fine arts are included just like other subjects in the curriculum. Will fine arts make a difference to rural students’ educational experiences? The answer is a resounding yes. These students are now exposed to other possible avenues to better themselves and their community. Schools need to take a lesson from these rural schools that have made the inclusion of the arts in their curriculum a reality. Just as we study other countries’ methods for teaching and creating different educational plans and curriculums, we need to start with what is working in our rural schools. If it can work with those that have the least access, how would it change our schools’ environment and atmosphere if all students had this chance?

References

Brahmstedt, H., & Brahmstedt, P. (1990). Arts enrichment programs in Middle Tennessee rural schools.

Eaton, J. (1985). Living, learning and the arts: Integrating arts into the curriculum in rural schools. October 9-11.

Garcia, M. (2010). Comparing state-mandated test scores for students in programs with and without fine arts in the curriculum.

Hulick, E. D. (1990). Southern Rural Education Association Journal.

Johnson, A. (2001). Fine arts consortium for rural elementary students.

Livingston-Steuben-Wyoming Board of Cooperative Educational Services. (1985). A coordinated fine arts program in a rural setting: Final project report.

Quinlan, D. (1983). King Carol II: Patron of the Arts?