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Current educational systems all over the world have moved in a progressive direction over the past decades in regard to creativity. However, to this day, these systems instill an ideology that certain subjects and practices should be prioritized over others. Through incredible innovations in both education and the workplace, it has been revealed that non-traditional and creative approaches or specializations are just as likely to be successful in an economic sense. Despite this, schools still allow limited access to certain activities or programs while making others mandatory. A hierarchy presents itself, with mathematics, languages, and sciences being heralded as essential during the arts and humanities as optional. This is noticeable through class hours delegated to artistic subjects, a lower number of after-school programs or clubs, and fewer academic awards regarding creative pursuits. The issue that causes this disbalance is a continuous belief that the sole purpose of academic success should lead to a professional career that is stable. However, such disbelief and its presence in the educational system discards the creative and professional pursuits of many students.
The research paper’s primary focus will be to collect samples of qualitative and quantitative data regarding current availability and focus on artistic and creative education. The focus will be on the number of hours spent on creative classes such as art, music, drama, dance, and other such classes. Additionally, it will be important to note if an after-school, weekend, or any other additional activities or programs are available to students whose specializations are otherwise unavailable. Another factor that will influence the paper will be finding data that discusses the importance of creative and artistic education for people that are currently working, whether it is in the creative industry or not. Certain elements should be examined, such as whether lack or stifling impacted the creative endeavors of students, whether it impacted their university-level education or career choices, and whether the prioritization of other subjects changed their relationship with the arts. The current state of the educational system suggests that the pursuit of the arts is less desirable and less likely to thrive within school settings.
My personal interest in this research topic comes from experience within the school system and the observation of the different attention certain subjects received. Additionally, a TED talk by Sir Ken Robinson, an educator, and author, reviewed many of the issues that continue to persist today within educational settings (Luna et al., 2018). From his experience in the field, he relays that students are frequently punished or stigmatized over making mistakes or being unable to administer their skills in very specialized settings. They are often not given an opportunity to pursue their real interests and polish their abilities in a subject that may not be traditionally as essential as others. With the current growth in available technology, opportunities have become widely available, but the issue of stigmatization continues.
The research paper would greatly benefit from a survey. If possible, a sample size should be interviewed on their experience with the educational system and the perception of traditional subjects and those that are more artistically driven. The interviewees should have at least been in high school during the time of the sample collection. The interviewees will be chosen at random, regardless of their creative or other background or inclination. Additional research should include national policies regarding mandatory subjects, resources and time designated for creative classes, the availability of nationwide programs or activities, and any other motions made to support creativity and the arts in the educational system.
Reference
Luna, E., Ernst, J., Clark, A., DeLuca, W., V., & Kelly, D. Enhancing classroom creativity. Technology and Engineering Teacher, vol. 77, no. 6, 2018, pp. 26-31. Web.
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