According to Business Week Magazine: “The game is changing … it isn't just about math and science anymore (although those are surely important disciplines) it's about creativity, imagination, and, above all, innovation." 1
If creativity and innovation will be the hallmarks of the most successful communities in the 21st century we need to know the answers to the fundamental questions of what makes us creative, innovative, and imaginative.
The effort to create a 21st century community is not so much about technology as it is about jobs, dollars and quality of life. It is about organizing one's community to reinvent itself for the new, knowledge economy and society; preparing its citizens to take ownership of their community; and, most importantly, about educating the next generation of leaders and workers to meet the global, social, political and economic challenges we face.
This commentary focuses on education and the vital role of the arts in preparing our young people for a new and uncertain future.
Although many people still believe that the arts “are nice but not necessary,” it is becoming increasingly apparent that the arts are not a frill or an ancillary enrichment activity for elites. Indeed, they may be the most important aspect of a 21st century education. Our schools need the arts and an art-infused curriculum to ensure our children’s’ and our country’s competitiveness in the new global innovation economy.
Table of Contents
1. INTRODUCTION
2. AMERICA AT THE CROSSROADS
3. GLOBALIZATION 3.0 AND THE 21ST CENTURY WORKPLACE
4. ENTER THE CREATIVE AGE
5. THE DECADE OF THE BRAIN
6. ART AND ART INFUSION
6.1 THE IMPORTANCE OF AN INTERDISCIPLINARY CURICULUM
6.2 FAST FORWARD TO 2011
7. BUSINESS TAKES NOTICE
8. CONCLUSION
Objectives and Topics
This paper explores the critical role of arts education in preparing the next generation for a global innovation economy, arguing that creativity and imagination are now as essential as traditional STEM disciplines for professional and societal success.
- The shift toward a knowledge and innovation-based global economy.
- The necessity of interdisciplinary education to foster creativity.
- The neuroscientific evidence linking arts education to brain development.
- The impact of "siloed" educational structures on student outcomes.
- Business perspectives on the requirement for creative, flexible thinkers.
Excerpt from the Book
ART AND ART INFUSION
As Gioia, has said, “to compete successfully, this country needs creativity, ingenuity, innovation." This process of transformation starts by increasing school attendance and fully engaging the student.
More than ten years ago in New York's South Bronx, the poorest congressional district in the nation and a place where only one in four children once graduated from high school, a small school called St. Augustine boasted that 95 percent of its students read at or above grade level and 95 percent met New York state academic standards.
A PBS special documentary called "Something Within Me.” reported that St. Augustine made highly significant achievements despite a student population that was 100 percent minority, with many of the children living in single-parent homes in communities plagued by AIDS, crime, substance abuse and violence.
What was the secret of the school's success?
St. Augustine infused every discipline – English, math, history, science, and biology - with dance, music, creative writing and visual arts. All the students not only excelled; they were fully engaged and reportedly, full of joy and wonder. St. Augustine, not only infused the arts into the curriculum however, they made the connections between what students were learning and the world they lived in. Sadly, as the parish was located in an extremely poor neighborhood, the school was eventually closed for financial reasons.
Summary of Chapters
INTRODUCTION: Discusses the transition from "smart communities" to the need for "creative communities" and the importance of fostering innovation.
AMERICA AT THE CROSSROADS: Analyzes the decline of American manufacturing and the challenges posed by Globalization 3.0 and global competition.
GLOBALIZATION 3.0 AND THE 21ST CENTURY WORKPLACE: Examines how the internet has flattened global competition and necessitated a workforce skilled in creative knowledge.
ENTER THE CREATIVE AGE: Explores the rise of the "Creative Class" and the vital economic link between creativity and professional prosperity.
THE DECADE OF THE BRAIN: Reviews neuroscientific research confirming that arts education supports whole-brain development and improves cognitive performance.
ART AND ART INFUSION: Presents case studies of successful curriculum integration and the impact of interdisciplinary teaching methods.
BUSINESS TAKES NOTICE: Highlights the growing realization among corporate leaders that creative skills are imperative for future economic growth.
CONCLUSION: Argues for a fundamental redesign of the American educational system to prioritize creativity and arts integration to ensure national success.
Keywords
Arts Education, Innovation Economy, Creativity, Globalization 3.0, STEM, Interdisciplinary Curriculum, Neuroeducation, Workforce Readiness, Creative Class, Knowledge Economy, Educational Reform, Brain Development, Competitive Advantage, Student Engagement, Critical Thinking.
Frequently Asked Questions
What is the central focus of this paper?
The paper examines the necessity of integrating the arts into the K-12 educational curriculum to cultivate the creativity and innovation required for America's success in a 21st-century global economy.
Why is arts education considered essential for the innovation economy?
It is argued that arts education fosters the "whole-brain" thinking, creativity, and imaginative capacity that are necessary to generate new inventions and lead in a global market.
What is the primary research question?
The work seeks to understand how schools and universities can effectively prepare the next generation of creative leaders and workers to meet the socio-economic challenges of an uncertain, knowledge-based future.
What scientific methods are discussed?
The text relies on neuroscientific research, studies on brain "plasticity," and comparative educational assessments like PISA to validate the link between arts training and cognitive/academic success.
What does the main body of the text address?
The main sections cover the economic impact of globalization, the necessity of breaking down academic "silos," the neuroscientific basis for arts integration, and the urgent need for business and policy leaders to support these curricular changes.
Which keywords best describe this publication?
The key themes include Arts Education, Innovation Economy, Creative Class, Interdisciplinary Curriculum, and Workforce Readiness.
What evidence is provided regarding the success of art-infused education?
The text references the success of schools like St. Augustine in the South Bronx, where infusing arts into all subjects led to significant improvements in student performance and engagement despite challenging socioeconomic conditions.
How does the author define the "Creative Age"?
The "Creative Age" is described as a period in which prosperity is driven by innovation, tolerance for dissent, and individual enterprise, rather than the mass production of low-value goods.
What role does the business sector play according to the author?
Business leaders are portrayed as vital stakeholders who recognize that creativity is becoming the most important leadership quality, and they are encouraged to advocate for the connection between arts education and economic survival.
What is the significance of the "Decade of the Brain" for this research?
It highlights the scientific shift toward understanding brain functionality, reinforcing the argument that nurturing both hemispheres through arts education is crucial for holistic cognitive development.
- Citation du texte
- Professor John Eger (Auteur), 2011, Art and Education in an Innovation Economy, Munich, GRIN Verlag, https://www.grin.com/document/169114
