Published: April 14, 2009 12:55 am      

In praise of the humble elective

It just might be good for you

With an economy that can at best be described as “chilly,” it makes sense that Americans are turning more and more to the majors and careers that seem like sure things. Why get a degree in medicine? Well, you could be a doctor. Interested in advertisements? Have you considered going into ... advertisement?

Of course, this means that some options are falling by the wayside, an effect that’s been trickling down to the school systems for decades. The argument over what should be done about the arts in schools has become almost cliché, such is its ubiquity, and most of us spent our time happily thinking about other things. But now, more than ever, is the time to give the matter some thought — and if you think that this is terrible timing, that there are far more important things to be considering, well, that’s part of the problem.

The most common argument against continuing to offer art classes (which generally include band, chorus, theater, creative writing, and, of course, art) is that it isn’t an effective use of time. Let’s think logically for a moment: if you have two kids, both special in his or her own way, and put one in theater and another in calculus, isn’t the second child going to learn skills that are more applicable to his daily life? Kid A will learn to deliver monologues, sure, but when was the last time someone in your immediate social circle delivered a monologue?

The real answer is a little more complicated. First, take a moment of silence to think of all the derivatives you’ve found lately; unless you’re a math teacher, a physicist, or my dad, the answer probably isn’t that high. The point, however, is not that math is useless; au contraire, understanding math is one of the most essential skills a person can have. Look at the second part of the answer.

“It definitely makes for a more well-rounded education,” says Fairmont Senior band director Shawn Dunn of taking music. “The arts keep us in touch with our soul and humanity.”

If the core subjects equip us with the skills to handle the larger world, then the electives — the “extraneous” classes — give us the power to shape that world how we will. Little Johnny’s ability to play the trombone or draw a still life or even face an audience under the stage lights isn’t measurable by the ACT or WESTEST’s standards — but is that such a bad thing?

Apparently, it is. In today’s test-centric educational hierarchy, those teachers that provide classes outside the norm can find themselves stymied. “I’ve not encountered any blatant bias, but I sense that some people don’t consider music education a ‘real’ subject,” says Dunn. Janet Zirkle, director of choirs at Fairmont Senior High School, agrees. “At different times throughout my 30 years of teaching I have heard comments like, ‘Well, you only have to put up with them 40 minutes at a time,’ or “Think what it would be like if you were a real teacher and had to deal with standardized testing,’” she says. “At a few locations, I was primarily viewed as coverage for teachers’ planning periods.” The attitude that the arts don’t reflect real classes, or even real skills, is unfortunately pervasive, leading to cuts in higher education as well as high schools; a recent New York Times article (“In Tough Times, Humanities Must Justify Their Worth”) attested to our shifting priorities.

This isn’t to say that these teachers should or can be consigned to passivity. As FSHS art teacher Russell Neptune puts it, “Over the past 35 years I have never witnessed or experienced any bias toward myself or my teaching field. I attribute this to being able to whip anyone who would be crazy enough to challenge me in this manner.”

Let’s not forget the not-everyone-can-do-the-arts argument, which Dunn quickly shoots down. “I’d say that a good attitude, good work ethic, and willingness to learn are the most important factors to being a good music student,” he says, traits which most students have.

“Many students who struggle in other subjects are uplifted by successes in our groups. They find an outlet for their creativity and emotions,” Zirkle adds. Perhaps the most damaging thing we can do is not to force students to try something at which they might fail but to allow them to never take that risk at all.

Will the debate ever be resolved? If the past is any indicator, there’s still a long slog to go. But the defenders of the arts, as well as their supporters, are both aware and equipped, and that is heartening for those who feel that these are essential matters. “If you are really passionate about your work and you are giving your all, others will respect your judgment,” Zirkle says, advice that is applicable across the spectrum — and isn’t that the point?

“I love music and I love my ‘kids,’” she says, simply. “I feel blessed.”