Arts educators' perceptions regarding decreased administrative support for public school arts education: A phenomenological study.

摘要

Research has indicated that there is a positive relationship between students who enroll in arts education courses and students who excel academically (Stuht & Gates, 2007). Not only has participation in arts education classes and programs assisted students in academic achievement, but also participation in the arts has helped students develop personally and socially. Students have been able to benefit from participation in the arts long after completing formal education requirements in the public schools. Although research indicates a need for arts education in the lives of students, administrators and counselors meet with parents and students and encourage the construction of academic schedules for the impending school year that decrease student participation in arts education (Jehlen, 2006). This qualitative phenomenological study intends to examine the perceptions of 25 current arts educators regarding why administrative support for arts education in public schools appears to be diminishing. These arts educators also offer strategies to maintain and increase support for the arts in public schools. Recommendations based upon the data collected from these participants were offered to help administrators and other school officials make decisions regarding arts education's place in the public school setting. Recommendations for future research were also offered to provide further insight about the relationship of arts education to total student academic and social development and about the role of different educational stakeholders affected by the relationship.