Most S.C. schools, nonprofit organizations (arts and non-arts), colleges and universities, and units of government are eligible. For example, when students learn about the colonization of the Americas in their Social Studies class, the teacher can use this opportunity to teach about the art of a local Native American tribe or when students read Langston Hughes in their English Language Arts class the teacher can teach about the artist of the Harlem Renaissance.
This statement articulates the purpose and value of arts education in the balanced curriculum of all students, asserts its place as a core academic subject area, and details how sequential arts learning can be supported by rigorous national standards and assessments.
The same report further states, visual arts instruction also helps students learn to value diverse perspectives and cultures, something that is increasingly important in a global society” (p. 7). In addition, Gude (2009) states, through artworks, students absorb the perceptions of others— situated in other times and places, embodied in other races, genders, ages, classes, and abilities” (p.4).
A recent study from the National Endowment for the Arts shows that students with a high level of arts engagement from kindergarten through sixth grade have higher test scores in writing and science by their eighth-grade year; another NEA study found students living in poverty are more likely to graduate, vote and attend college if they have access to the arts as part of a complete education.
I am reminded of a joke I once heard about a team of anthropologists from Harvard going into the wilds of Oklahoma and reporting back that the natives were superstitious, loved rituals and would gather in colorful, boisterous festivals each week to worship a giant named Gard.