The Importance of Art Education

“Art Is Long; Life Is Short”

Common Core curriculum, standardized testing, No Child Left Behind and the Achievement Gap are all intended to ensure that our children are being educated properly.  It should be noted that while all of these are focused on some very critical sets of skills that children need to learn such as math, reading and writing, the Arts are ignored.

Achievement is measured through performance in math and language skills; there are no standardized tests for music, art or drama.  At a time when measurement of a “successful” education becomes narrower and narrower and when educational budgets and classroom time are in turn concentrating more on the “core” subjects, students’ exposure to the Arts is often the victim.  A 2006 survey by the Center on Education Policy discovered that five years after the passing of NCLB, 44% of schools districts in the country had increased time spent on language arts and math while decreasing instruction time in other subjects.  Theater arts for instance have been shown to suffer a 50% cut in budgets over the last year per some studies. 

Benefits To Be Gained

Many parents may view arts as “pretty” and “good to know” but not as essential.  In some school systems, having an arts classroom or studio full of arts supplies, drawing tables, kilns and more have been replaced by “art on a cart,” which is wheeled from classroom to classroom for a weekly short-term burst of creativity.  But the reality is that involvement in the arts benefits children in a myriad number of ways including gains in math, reading, cognitive ability, critical thinking and verbal skills.

According to Teri Gaberman, Greenwich Education Group’s (GEG) Academic Services Director for Grades K-8, "the arts help to develop the whole child.  There's a multitude of research to support the claim that instruction in the arts has a positive impact on everything from brain development and test scores to study habits and a student's overall interest in school.”  She cites U.S. Secretary of Education, Arne Duncan who noted that the arts "play a significant role in children's development and learning process."

Numerous studies have shown that exposure to the arts lead to higher scores on standardized testing and greater levels of understanding in other subjects such as languages, history, geography and science.  But exposure to arts goes beyond testing.  It has been shown to help reduce student dropout, raise student attendance, develop better teamwork, increase student creativity and help to better prepare students for the workplace.  Arts may reach students that normally cannot be reached through traditional classroom means.

Improves Communication

Theater Arts can also generate benefits that impact all aspects of a student’s life.  The range of emotions, cultures, ages, social status, challenges met or unmet, all will lead to the student-actor being more aware, sensitive, accepting and tolerant in real life.  The mere process of putting on a play requires skills in teamwork behind on stage and behind stage.  While every student may dread the need to rehearse and memorize their lines, it will instill in them greater self-confidence and teach them public speaking skills.  Learning to communicate and over-coming stage fright will have enormous impact on a child’s self-esteem.

Gaberman, a former middle school drama theater producer and education professional at an arts integrated magnet school, highlights the profound changes she witnessed in students exposed to the arts; “I’ve seen it develop self-confidence, teamwork, self-expression and motivation; all of which carries over into their classroom performance."

Through Theater Arts children can express their emotions in a healthy and creative way.  All parents will understand the high stress of teenage years.  Acting allows for self-expression, something that all teenagers struggle with.  Among troubled youth for instance, significant benefits can be seen, as it is a way of expressing anger or angst.  Improvisational theater can bring its own unique set of benefits.  The actor must maintain focus on what is happening around them, to listen and respond and then pass on a thought to another actor, to learn how to build upon an idea and how to interact with others.  The concept forces one to react quickly and think on their feet and to deal with stress but in a positive environment.

Cultivating Life Skills

When asked about the essential skills the U.S. workforce must have to compete in a global economy there is little doubt that having advanced skills in math, technology and science come close to the top of the needs list.  But they are intermingled with softer skills such as creativity, cross-cultural sensitivity, composure, public speaking and effective presentation of ideas. All of these latter skills come about through exposure to the arts and theater art specifically. 

Learning Beyond The Three R’s

The Arizona Superintendent of Schools, Tom Horne, explains it well; “when you think about the purposes of education, there are three.  We’re preparing kids for jobs.  We’re preparing them to be citizens. And we’re teaching them to be human beings who can enjoy the deeper forms of beauty.  The third is as important as the other two.”  Math, science, technology help students to learn the what and how of life but art help students to learn the whys and then to appreciate, imagine and create in boundless ways.

What is undeniable about art is that it transcends generations; it is passed down through the ages and explains peoples’ values and culture through its painting, sculpture, literature, music, dance and drama.  Art leaps across geographic boundaries, differences in languages and is not bound by time.  Hippocrates said, “Life is short, and art long”, but maybe he should have added that because of art, a short life is also one that is much more fulfilling and beautiful to live.

As an example of the enrichment available through a leading edge Theater Arts program, Gaberman has announced GEG’s partnership with the Northeast Children's Theater Company “in offering students the opportunity to participate in a summer enrichment program entitled, Centerstage Adventures which is based in the dramatic arts and is focused on the fundamentals of acting, advanced acting and performance.  The program will include incredible intensives from an exclusive range of New York City special guests, ranging from puppeteer designers and builders to stage combat experts and musical theater songwriters.”


Trends in Higher Education

By Victoria C. Newman, Founder & Executive Director, Greenwich Education Group and Co-Director of Day and Boarding School Advisory Services

At a recent Independent Educational Consultants Association (IECA) conference in Indianapolis, Jeff Selingo, contributing editor forThe Chronicle of Higher Education, argued compellingly that America’s higher education system is broken. The hyper-competitive marketplace that our children now face places an ever-increasing importance on obtaining a higher education.  Employers need a workforce that combines a solid academic foundation with communication skills, interpersonal capabilities, such as team-building and cultural awareness, and the ability to adapt to changing demands.  Selingo questions whether college is in fact the only option to obtain these needed skills as well as whether college itself is the best choice for many high school graduates.

It has been repeatedly shown through economic studies that the wages of a college graduate are greater than those of a high school graduate.  Thirty years ago, a college graduate made 40 percent more than a high school graduate, but now the gap is about 83 percent. Even a cashier with a college degree makes more than a cashier without one. Yet many specialists in higher education are questioning whether the traditional process of going straight to college after high school is the appropriate route for all students.

Selingo is also the author of College (Un)Bound, a 2013 book that asserts that not all 18 year-olds are ready for a four-year college.  A lack of alternatives such as national service, apprenticeships and other gap year options often results in college becoming an automatic “next step.” Selingo believes that many students need to consider other choices, such as two-year technical degrees, which some studies show can result in higher initial wages for its graduates than for those receiving bachelor’s degrees.

Highlighting what he calls “unready students” who often fail to complete college, Selingo points out that these educational victims are left with high debt levels and no degrees;  “Simply pushing more people through colleges and universities is not the definition of a successful higher-education system in the minds of most experts.”

Acknowledging that the future economy needs more Americans with a high-quality education after high school, Selingo also notes that training comes in many forms and is often provided by employers rather than by educational institutes.  “There is certainly a place for purely practical training programs within our broader goal to be first in the world in an educated work force, but the question increasingly should be whether all of those programs need to be housed at expensive four-year colleges.” 

The higher education process is going through significant changes.  The way students now acquire information, toggling between devices and sources and working collaboratively, has transformed the learning process.  “The question now is how to build an educational system around this new information ecosystem,” states Selingo. He concludes that a new diverse higher-education system is needed: one that is flexible, responsive, and accountable; one that is not wedded to a one-size-fits all approach, but instead encompasses face-to-face, hybrid, and online-only educational options.

This does not mean that there isn’t a role for what has historically been called a “liberal arts education.”  Often disparaged for its lack of focus on specific professional skills, such an education may impart in a student the qualitative capabilities sought after in the real-world economy.  Selingo himself notes, “Top business executives in various surveys and interviews say they like workers who are creative, adaptable, and have the ability to communicate and think critically -- all telltale signs of a classic liberal arts education.”

At the forefront, explains Selingo, is the trait of “adaptability,“ which he feels is one of the most important skills our college graduates can possess. In fact, he recently referred to a poll of LinkedIn influencers, where adaptability ranked as the most important trait that a 22 year-old could possess as they enter the workforce, above people skills, resilience and knowledge. They need to be able to “learn, unlearn, and relearn” vital information in order to be competitive in today’s job market.

Listed below are four of the websites he recommends that college graduates can use to assist them in mastering these crucial skills.


The first national apprenticeship program for 21st century careers in business, technology, design and entrepreneurship.


A program that helps to build the skills and network you need to become a successful entrepreneur.

Learn online from top practitioners of programming, business and design.


EdX offers free online classes and MOOCs from the world's best universities. Topics include business, computer science, finance, history, literature, math and more.

As another school year is nearing its end and high school students will be entering the next phase of life – the college years.  Selingo’s views about both the effectiveness of a college education in preparing oneself for future work and whether it is actually the appropriate next step for many are questions that both parents and students should pause and consider.  Questioning assumptions is a skill that is learned in many college courses. Perhaps it is time for educators and society to start questioning the theories regarding what constitutes higher education.  

Lessen The Stress This Summer

Because many of the common school-year stressors may be absent during the warmer months, the more relaxed summer season presents an excellent opportunity for children, teens and young adults to address anxiety issues away from the academic “crisis mode.”

Summer Brings Its Own Challenges

When the school year ends, elementary and pre-teen school children often find themselves faced with the prospect of keeping themselves occupied. High school students, who may be too old for camp and too young to work, start looking for activities. College students who find themselves back in the house after nine months of being away and answering only to themselves, are now suddenly living within the constraints of “family rules.” 

A Natural Human Reaction

Stress and anxiety are facts of life, and some stress actually helps us perform better. The earlier we can teach our children to understand and cope, the better they will be able to deal with increasing levels of change as they mature. Children need to recognize anxiety feelings in themselves and understand that they are natural reactions to ever-changing situations in life. 

According to Diane Ferber, Director of the Collaborative Group for Learning and Development at Greenwich Education Group, “A child’s life is filled with constant change, from new milestones to difficult challenges.”  Ferber explains that these changes can include: new schools; evolving friendships; emotional and physical changes; increasing expectations, requirements and responsibilities; peer and achievement pressures; and adjustments to a more linked-in and fast-moving world. “Not every child is developmentally or emotionally ready for the challenges that arrive, and over the last few years there has been a noticeable increase in student anxiety from the earliest elementary grades through college,” Ferber observes.

Prevalence Of Anxiety

Anxiety is a common reaction to stress; and according to the Anxiety And Depression Association of America, it is a normal and common part of childhood. At the same time, rather than help them cope, anxiety can sometimes interfere with children’s ability to navigate their daily world.  This can occur episodically, due to a specific life change, or it can become chronic. A national study of adolescent mental health reported by the National Institute of Mental Health revealed that about 1 in 10 of teens 13 to 18 have anxiety that qualifies as an “anxiety disorder” with symptoms commonly emerging around age 6. Yet of these, only 18% received mental health care. 

Finding Ways To Cope

Ferber explains that while anxiety can be reflected in younger children by somatic complaints such as, “My head (or stomach) hurts,” all children may react to anxiety with behavior changes such as a difficulty in focusing, changes in eating and sleep patterns, irritability, and loss of interest in once-preferred people, activities and places. Children need to know that it is normal for everyone at some point to face challenges, and that talking it through with someone who can coach them and support their efforts is a common and effective coping mechanism. Sometimes it may be someone who they already know and trust. Other times it can involve working with a trained professional. Also, becoming part of a group of peers facing similar challenges may be the answer.

The Collaborative Group for Learning and Development at Greenwich Education Group offers group and individual therapy sessions on a variety of topics with trained Clinical and School Psychologists who can help children, adolescents and young adult tackle many trying issues in a positive, creative and dynamic way. Please contact Diane Ferber at or 203-409-0069 for more information.