In India, the Slam Out Loud program is connecting teachers and artists in classrooms to engage children in storytelling, theater, and visual arts. This initiative aims to enhance children’s socio-emotional learning. Meanwhile, in the United States, Carnegie Hall collaborates with over 115 orchestras nationwide to teach children singing and instrument playing, culminating in an orchestral performance. These nonprofit efforts are offering opportunities worldwide despite declining funding for arts education in public schools.
A new report by an NYU researcher provides a global overview of successful arts education models and strategies for integrating quality arts programs into schools. The report suggests offering arts experiences to community members, partnering with local artists and institutions for programming, and advocating for the importance of artistic skills in advancing the global economy.
“The arts are vital for children’s development, wellbeing, and creative and critical thinking,” states Heddy Lahmann, the report’s author and clinical assistant professor of international education at NYU Steinhardt. “This report is a blueprint for policymakers, educators, donors, and advocates who believe that arts belong at the heart of public education.”
Commissioned by Community Arts Lab/Porticus and Community Arts Network, Lahmann’s report—From Margins to Masterpieces: Charting Pathways to Strengthen Arts in Global Public Education—draws on data from 55 countries. It highlights barriers to arts education as well as opportunities to establish and strengthen arts programming through global advocacy efforts.
The devaluation of arts education is attributed to limited funding and government support, prioritization of STEM courses over the arts, and perceptions of the arts as a “luxury.” Strategies are needed to cultivate demand locally while establishing partnerships regionally and fostering research networks globally.
Samar Bandak from Community Arts Network explains their goal was “to build the most updated and well-informed case for the arts in public education systems.” The decline of arts education is seen as detrimental to future generations.
Lahmann identifies opportunities at various levels: engaging students through performances locally; forming partnerships between schools, organizations, and agencies regionally; sharing knowledge globally. UNESCO is noted as a key advocate promoting international collaborations.
The report provides over 20 examples of successful initiatives supported by governments or led by nonprofits like Slam Out Loud and Carnegie Hall. These serve as blueprints for long-term high-quality programs in underserved communities.
“Although arts education is the focus of this report,” says Bandak, “its findings mirror the case for art in general.”
“Strengthening arts education requires more than policy declarations,” adds Lahmann. “It demands concrete action: investing in teacher training…and opportunities for communities to experience the arts firsthand.”
