Antoinette DeGeorge CMMU 4710 Essay 3
Everyone is created equal, but we are not all created the same. Some of us have more creative minds, while others gravitate towards a more systematic approach. Some of us are extroverted and exploding with the desire to interact and speak to others, but some are more introverted and not always comfortable with such bold communication. Art programs from kindergarten through high school provide choices for the outlet that best represents each unique individual. By reducing these choices in school are we reducing the ability for those quieter students to communicate effectively in their worlds? Through exploring the importance of nonverbal codes, and art programs aiding the process of social penetration theory, I will look at the impact of art on communication skills and what implications a lack of choice may have on fostering the growth of productive citizens in the global economy. Research shows that art promotes cultural competence and appreciation as well as creativity, a useful skill in all facets of life. Forms of art such as music have also been shown to increase the ability to retain information, “Music is all about the structural connections that are used to support memory. It's much easier to remember something that follows a familiar structure or pattern than something random and unfamiliar. These familiar structures serve as the foundation for building greater knowledge and even stronger and more extensive neural networks that support learning of all kinds”(Keep arts in schools, 2010). Since these wonderful capacities of art are so valid and important in educational instituions, I wonder how the lack of access to artistic programs also effects adolescence ability to communicate. Art, in whatever form it takes, seems to embody some kind of nonverbal communication. While nonverbal codes serve many functions, the most prevalent in relation to art is that “nonverbal codes enable simultaneous transmission of several messages”(Littlejohn, and Foss, 2008, p.109). With facial expression, physical behavior, tone of voice, and other signals, several different messages can be sent at
the same time. This allows for a deeper meaning that the spoken word alone cannot always convey. According to Judee Burgoon, there are seven types of nonverbal activity: “kinesics(bodily activity); vocalics or paralanguage (voice); physical appearance; haptics(touch); proxemics(space); chronemics (time); and artifacts (objects)” (Littlejohn, and Foss, 2008, p.109). As I read through these various forms of nonverbal codes I instantly associate each of them with a form of art; kinesics to dance, voice to singing or theatre, physical appearance, proxemics, chronemics, and artifacts all relate to any type of performance art where you wear a costume, in a removed space(such as a stage), in a measured time, or use props, and lastly haptics relates to working with a canvas, sculpture, or any other hands on creation. It seems then, that whatever type of art an individual chooses as their nonverbal form of communication connects them with others who relate to a similar mode of expression. Taking this in to account, art is not only providing these alternate outlets of communication, but also a group of shared interest; which I believe eases the discomfort of creating new relationships, and fosters a comfortable environment where more verbal communication can then take place. Social penetration theory discusses “the process of increasing disclosure and intimacy within a relationship” (Littlejohn, and Foss, 2008, p.202). This process occurs over time, revealing yourself more as you feel less vulnerable with the other individual you are creating a relationship with. As you feel more comfortable you are more willing to openly communicate and disclose your thoughts; as with anything the more you practice communicating the better you will become at doing so effectively. Allowing adolescence to feel comfortable expressing themselves at a young age through art and giving them groups to belong to where they are comfortable expressing themselves verbally will create adults who are skilled communicators in all realms. In contrast to public schools in the United States, whose art programs have taken a hit in our recent economic downturn, schools all across Europe pride themselves in the education of art and the power to develop 'self-confidence and self-esteem', „pleasure/satisfaction‟,„communication skills‟, „raising pupils‟ awareness of their environment‟, „developing a life-long interest in the arts‟,
„identifying artistic potential/talents', as well as cross curriculum integration of the arts (Baïdak, & Horvath, 2009, p.23). “Certain art-forms may also be included within other (non-arts) subject areas, regardless of whether the curriculum is conceptualized as including integrated areas or as comprising separate subjects. For example, drama is often included within the teaching of language, and dance is often integrated into physical education”(Baïdak, & Horvath, 2009, p.26). In all countries in Europe arts are required curriculum, unlike the United States school system which offers them as electives, if even that after some of the harsh budget cuts. Just last month in Yonkers school district, New York, 385 staff positions were eliminated. “Class sizes have skyrocketed. Librarians, school counselors, art and music teachers, teaching assistants and other integral support staff have been among the first casualties.” Now, “Eighty percent of Yonkers' elementary schools do not have art, music or physical education teachers”(Saunders, 2010). These cuts are not only hard on the teachers who have lost their jobs, but the students who are then left with no creative outlets in their school day. Overall, it seems that a balance must be stricken between all subjects of education, keeping art programs more readily available in the U.S. school systems. To remove art from our schools takes so much potential away from the next generation as is seen by the positive ideals of art programs in European school curriculum. If our country limits these programs while others only integrate them further, are we creating a handicap for our future citizens participating in the global marketplace? Ultimately setting them up to fail in life outside of school? With art, those students who are more artistically inclined have an avenue to express themselves, those who tend toward the systematized subjects can expand their creativity, and all students can feel as though they belong to a social group which represents them, expediting social penetration so they feel more comfortable verbally engaging with peers. Nonverbal codes are imperative to a deeper understanding of verbal language which art supplements perfectly. Art is communication and disclosure in so many ways, removing art from
schools limits personal growth and the development of communication skills for this generation of students. It seems unfair that a countries financial problems are reflected in the eduction of our youth.
Works Cited
Saunders, S. (2010, October 26). Budget cuts hit wrong note. NYSUT United, Retrieved from http://www.nysut.org/nysutunited_15803.htm Ba誰dak, N, & Horvath, A. (2009). Arts and cultural education at school in europe. Education, Audiovisual & Culture Executive Agency, Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/113EN.pdf Littlejohn, S.W., & Foss, K.A. (2008). Theories of human communication. Belmont, CA: Thomson Wadsworth. Keep arts in schools. (2010, February 11). Retrieved from http://www.keepartsinschools.org/index.php