In a previous post, I talked about why poetry matters. Now, with the shift towards STEM (Science, Technology, Engineering, and Math) curriculum, advancing the arts is more important than ever.
I’m still hellbent on convincing my opponents that arts education is as important as mathematical skills. In fact, while “you can replace some math skills with a calculator,” according to Hal Sparks, “there’s no calculator for human interaction.”
That human connection — which I enjoy as a creative writing instructor and nationally published poet — is, as Hendrik Willem van Loon once put it, a true barometer of what’s going on in our world.
I’m glad that two columnists, The Desert Sun’s Floyd Rhoades and Florida Today’s Suzy Fleming Leonard, are using that barometer to measure how arts impact today’s education. The emphasis placed on STEM — minus the “A” — worries Rhoades.
”Certainly a well-rounded education is critical, but when we put all the emphasis on right-brained education, what happens to the left-brained students?” Rhoades wondered. “What about an A for the Arts? We should be talking about STEAM” — (Science, Technology, Engineering, Arts, and Math) — “not just STEM….It’s also about quality of life.”
As a poetry teacher, I can attest to that. The arts fulfill my life and those of my students. During my craft lessons I teach throughout the D.C./Baltimore region, I make my classes aware of sensory details (what brings the reader into the speaker’s world) and psychological details (what brings the reader inside the speaker’s mind or what shows the speaker’s reactions to the sensory details).
What I enjoy most about teaching is how my students light up when they realize that every time they write poems, they’re casting spells. The goal is to keep the reader spellbound until the end. They also learn to enhance an already rich experience with other literary devices such as rhythm and alliteration, both of which crank up a line’s musicality so it hits the reader like a bass thump to the chest.
For the students I taught at both Duke Ellington School of the Arts and the D.C. Creative Writing Workshop, those craft elements paid off when their work won recognition in the Scholastic Art and Writing Awards and the Parkmont Poetry Festival in addition to D.C.’s citywide competitions.
The arts also provides abundant possibilities, according to columnist Suzy Fleming Leonard, who interviewed about 900 folks on Facebook. The outcome affirmed her hypothesis that arts appreciation does more than “produce…just talented artists.”
Leonard’s notion alludes to the creative economy, what Richard Florida, author of The Rise of the Creative Class, describes as “creativity…turned into big commercial innovations lead[ing] to new businesses, new jobs, higher wages and economic growth.”
In a September column for The Atlantic, Florida noted a recent study by two analysts at the London School of Economics that looked at the United Kingdom’s “creative industries” — among which are advertising, architecture, publishing and design.
“But, as the researchers pointed out, creativity extends beyond these specific firms and industries,” wrote Florida. “Roughly 2 million people are employed in creative occupations across the U.K. Economy, more than 40 percent of which are in other industries.”
Back in the U.S., Mijee Bain and Debbie Vordemark Wells are part of that economy. They told Florida Today’s Suzy Fleming Leonard how their childhood appreciation of the arts equipped them for unlikely careers.
“Because of my education in the arts — both at school and in Brevard County community theaters — I learned a good amount of the skills I needed to become an international business consultant,” Bain said. “I would never have been able to travel and consult with major companies on six continents without my background in the arts.”
It also informs Debbie Vordemark Wells’s skills as an engineer. “I think what makes the arts so attractive to complete education is the use of the other senses,” Wells said. “I have been lucky to have started serious musical training at 9 and played alone or in groups for many years. . . . As a result, I’m a very creative engineer. Sound, smell, sight and feel play a huge role in evaluating technology.”
As for me, I’m in the business of advancing art. I did it for four years as senior program director for the D.C. Creative Writing Workshop. My communications strategies included developing outreach materials — often quoting Americans for the Arts in my grant applications to corporate and private funders, informing them that “The arts…are essential to a thriving community, creating a sense of place and fueling social and economic growth.”
I also took my crusade to the airwaves, promoting arts education through an on-air interview and radio spots, all of which resulted from my partnership with National Public Radio. Additionally, I served as an advisory panelist for the D.C. Commission on the Arts and Humanities, improving the commission’s application/review process.
And despite these accomplishments, I know my work — like other arts advancers — is a drip, compared to the downpour of programs and services that arts advocacy coalitions offer their member organizations and artists.
That’s why — more than ever — we need to make a stronger case for arts education, which requires collaborating with other arts defenders, echoing a Michael Jordan quote: “Talent wins games, but teamwork and intelligence wins championships.”
It’s time for us to support groups championing the arts, doing our part to help score opportunities for more Americans to take part in and appreciate all forms of the arts.