Investing in Arts Education
KRISTIN CHENOWETH
Striking the Right Chord: How to Find the Right Music Teacher
By taking the time to research and select a qualified teacher, you’re setting up your child for success — both in music and in life.
Research confirms that students involved in music perform better in math, language, and problem-solving tasks. The joy and discipline of learning an instrument can last a lifetime, making it essential to find the right teacher to guide this journey.
Finding a qualified music teacher is as crucial as selecting a doctor or dentist. The best teachers don’t just instruct — they inspire. While convenience and cost matter, other factors are just as critical. Consider the following:
• Professional qualifications: Look for a teacher with solid educational and performance experience. Professional certification, such as being a Nationally Certified Teacher of Music (NCTM), further ensures adherence to high professional and ethical standards.
• Teaching style and philosophy: Understanding a teacher’s approach, curriculum, and expectations can help determine the right fit for your child’s learning style.
• Lesson structure and studio policies: Request written policies regarding attendance, practice expectations, and performance opportunities.
• Lesson format: Would your child thrive in a private setting, or do they learn better with peers? Some studios offer group or paired lessons, which can enhance motivation and teamwork.
• Performance and enrichment opportunities: Recitals, festivals, and competitions build confidence, enhance motivation, and encourage growth.
• Technology integration: Many teachers incorporate digital tools, music apps, or interactive programs to enhance learning.
Music education is a lifelong gift, offering skills and experiences that extend far beyond the lesson studio. By taking the time to research and select a qualified teacher, you’re setting up your child for success — both in music and in life.
Written by Music Teachers National Association
What Should the Future of Music Education Look Like?
The excitement raised from the possibilities of more musical opportunities reflective of students’ lives can bolster the musical lives of all.
Music has long been sustained in schools across the country. In elementary schools, children’s experiences are focused on foundational skills that impact their development. In secondary schools, large ensemble experiences in band, orchestra, and choir are prevalent. While music educators have been diligent in providing systematic music instruction, the reach has been limited, particularly in grades 7-12.
Although 92% of children have access to music education, as of 2019, a mere 49% actually participate in offerings. This statistic includes general music education, which is often compulsory at the elementary school level. In secondary schools, large ensemble experiences can be life-changing.
As we look to the future, music education’s benefits must become available to more children who may not see themselves in large ensembles. Standing alongside these beloved groups, more opportunities will appear, as prospective, first-year, and
early-career music educators call on their experiences, which may differ from their seasoned colleagues.
By 2030, it is anticipated that the proportion of Black and Brown children enrolled in public schools will be more aligned with the number of white children compared to the proportions reported in 2020. While race is not the sole determinant of a child’s musical choices, it factors into understanding familial and communal experiences that shape passions. Music education is an effective conduit for reflecting on these experiences, embracing the beauty found in students’ personal worlds.
The future of music education
The profession’s reach must be more open, with the expectation of greater possibilities. As we continue to champion students who are motivated by large ensemble experiences, we must also look to those students who choose to make music in other ways and who seek entry into the profession. Tapped will be those who create using
digital means, whose aural skills might outweigh reading skills, who deeply love the music of the cultures that nurtured them, and who demonstrate skills in ways that may be at the periphery of current requirements for collegebound students. Universities will break literacy bias, teaching music reading alongside ear training, seeing value in multiple means of music-making methods, and identifying those whose potential to teach is clear, even if their precollege preparation does not fit norms.
Decades-old music teacher preparation curricula that reflect entrenched ways, and often act as closed systems, will be transformed. This includes ways of engaging students and communities in musical experiences that celebrate the individual, families, and cultures. Music education can be augmented by a seemingly endless cache of music, plus ways of creating and engaging. Revised curricula will serve an emergent class of educators to evolve music education so that “school music” means “music for all.”
New teachers are the faces of now and the future. A shift in who enters the music educator pipeline will change attitudes and raise promise. The excitement raised from the possibilities of more musical opportunities reflective of students’ lives can bolster the musical lives of all. That is good for everyone.
Photo by Powell Media Concepts
Lang Lang on the Transformative Power of Music Education
We aim to create an inclusive environment where music and the arts are recognized as vital components of a well-rounded education.
Inspiration public school education program, I hope to help kids become more creative, confident, and able to express themselves.
What do you see as the most significant barriers to arts education, and how can we address them?
One of the most significant barriers to arts education is the lack of funding and resources, which often leads schools to cut music and arts programs. Additionally, there may be a lack of trained instructors and community support for the arts, making it difficult for students to access quality education in these fields.
Tay Keith on Giving Back to Underserved Communities Through Arts Education
Record producer Tay Keith talks about how he hopes to inspire kids to find the motivation he did through community role models.
Why do you think arts education is so vital for young people today?
I started out drawing, being creative, and expressing myself in different ways. When I used to draw, it set me free within school; it was a relief for me. I think a lot of people can relate to that. It’s very important to have art in education. It’s a form of expression.
Are you currently involved in any programs that focus on supporting arts education in underserved communities?
World-renowned pianist Lang Lang discusses how early music education shaped his life and his mission to empower the next generation.
How did your early exposure to music education shape your life and career?
I was introduced to the piano at a very young age, and it became a central part of my life. My parents and teachers always encouraged me to explore the depths of musical expression and creativity, which allowed me to develop a strong foundation in classical music. This early start helped me build the discipline needed to perfect my craft, and it provided opportunities to connect with audiences worldwide. The commitment and dedication I learned in those formative years have shaped not only my career but also my approach to life, emphasizing the importance of passion, perseverance, and the power of music to inspire and connect people.
What inspired you to start the Lang Lang International Music Foundation?
A key moment in my journey was when I was accepted to study with Gary Grafman at the Curtis Institute of Music at age 14. My time in Philadelphia taught me how powerful music is in bringing people together and communicating deeply. This experience strengthened my belief in the need to provide young people with access to great music education. This belief led me to start the Lang Lang International Music Foundation in 2008. I wanted to share the power of music with children worldwide. The foundation’s goal is to inspire and support the next generation of young musicians by giving them chances to learn, perform, and develop. Through the Keys Of
To address these issues, advocacy for increased funding and policy support for arts education is crucial. Communities and organizations, like my foundation, can work together to provide resources, such as instruments and materials, and to support the training of educators. Creating partnerships between schools, arts organizations, and local governments can help integrate arts programs into the education system, ensuring that all students have the opportunity to benefit from the creative and expressive skills that arts education fosters.
What is the Lang Lang International Music Foundation’s vision for the future of arts education globally?
The Lang Lang International Music Foundation envisions a future where arts education is accessible to all children around the world, regardless of their background or circumstances. We aim to create an inclusive environment where music and the arts are recognized as vital components of a well-rounded education.
I’m involved with quite a few different programs, especially around Memphis. Recently, I did a poetry contest with the City of Memphis Office of Youth Services. I got to meet the winners, and it was good for the kids to see people like me who come back and give support to the community.
Why is it important for successful artists to give back to their communities?
When I was in those situations, there were people who influenced me and changed my perspective forever. It happened in small moments; it could have been a conversation or a few words of encouragement. It was so impactful for me to have those voices and people who were able to set an example for the community. I was able to get motivated and inspired by that.
Lang Lang | Photo by Olaf Heine
INTERVIEW WITH
Tay Keith
Record Producer
Theatre Matters: Protecting the Future of a
Vital Student Resource
The future of theatre begins in our classrooms.
Athriving arts industry tomorrow depends on strong theatre education programs today. Yet, despite theatre’s well-documented benefits, these programs face mounting financial, political, and ideological pressures. Now, more than ever, we must recognize that theatre is not an extracurricular luxury; it is essential to student development and future opportunities.
As students face record levels of loneliness and disconnection, theatre provides a space for collaboration, creativity, and belonging. Participation builds confidence, fosters empathy, and strengthens social bonds — critical skills not just in the arts but in any career. Despite this, theatre education remains inaccessible to many students, and funding disparities exacerbate the problem. More than half of all theatre educators receive little to no financial support from their districts, relying instead on ticket sales, fundraising, and personal contributions. If theatre matters, schools must invest in it accordingly.
Federal and state policy changes are adding uncertainty to arts education. Recent executive orders affecting DEI initiatives and funding have raised concerns about the future of federally supported arts programs, while debates over the Department of Education and Title I funding could have lasting effects on school resources. Theatre educators are monitoring these changes closely, knowing that shifts in policy can impact student access.
For theatre to remain a vibrant force in schools and beyond, action is needed. School leaders must prioritize arts funding. Policymakers must trust educators to make the best choices for students. Communities must advocate for theatre programs — not just for the joy they bring but for their role in shaping the next generation of artists, storytellers, and engaged citizens.
Written by The Educational Theatre Association
How Kristin Chenoweth Is Supporting Young Artists
The actress and singer discusses the importance of arts education and how she’s doing her part to equip tomorrow’s musical theatre stars.
What challenges did you face in pursuing a career in the arts, and how did your education prepare you to overcome them?
Growing up in Oklahoma, I always knew I wanted to be an actor and singer. Nobody in my family was in music, and I quickly learned how important my education was going to be. Being that I was short and had an interesting speaking voice, I understood that I wouldn’t fit into the normal categories one suspects when looking at musical theatre, opera, and television. I am lucky that I had a dance and voice scholarship and pageant scholarship from Oklahoma City University to help me get through my higher education. I believe it’s what helped set me apart once I arrived in New York.
You’ve been involved in philanthropy supporting young artists. Can you share more about those efforts and any upcoming projects?
Ten years ago, I started Kristin Chenoweth’s Broadway Bootcamp. We put on one of the best performing arts camps in the country for kids who want to do what I love to do. I have started to see the fruits of our labor, with some of the kids going on to become professionals in their own right. One of my former campers, Tatum Hopkins, will be starring alongside me in my upcoming Broadway show, “The Queen of Versailles.” She auditioned fair and square. As much as I love to work in the industry, having kids like her go on to achieve their dreams fills my cup more than any role I could ever take on.
What can everyday people do to help advocate for better arts education policies?
To start with, everyone should buy
tickets to live arts events. Go to concerts and theatre at all levels — professional shows and your local high school chorus concerts! Encourage young people to explore the arts. If you are involved in the school board in your area, advocate for access to the arts as well as sports!
What advice would you give to young artists who may be struggling with self-doubt or societal pressure to choose a more traditional career path? It’s simple, really: If you love it more than anything else in the
world, then go for it. Sometimes, it leads you in a direction you never thought possible. Always be open to possibilities that you never saw for yourself. I have a friend who always struggled to get cast, so he decided to write his own musical. I have other friends who found their way into directing. If you can’t see yourself doing anything else and being happy, then you’re in the right field. I always warn my students, “If you want to become famous for fame’s sake, I can’t help you. If you want to learn your craft and hone it, that’s when true success will come.
Photo by Josh New
Kristin Chenoweth and her Broadway Bootcamp Photo by Kim Vento
Why Arts Education Is Essential for Students’ Success and Well-Being: The Case for Greater Investment
As events at the federal level unfold in ways that will most certainly intensify the debate on public education, it is important to remember that Americans overwhelmingly support arts education.
In a recent survey conducted by Americans for the Arts, 92% of respondents proclaimed the importance of arts education, and 83% supported government funding for arts education programs. Americans know the importance of arts education because research consistently shows that a quality arts education is essential for a student’s overall learning experience. Students with access to arts education and arts-integrated classes demonstrate long-term retention of information and increased proficiency in reading, writing, and math. Beyond academics, arts education also positively impacts students’ mental health and emotional well-being. Engaging in the arts helps prevent depression and nurtures empathy and compassion for others.
The value of arts education
While research and anecdotal evidence clearly illustrate the value of arts education, teachers, parents, school leaders, and other stakeholders regularly face challenges related to funding, scheduling, and competing legislative priorities. Low-income students, students with disabilities, students of color, and other underrepresented groups have less access to quality arts education. Yet, these students stand to benefit the most from arts education and artsintegrated learning. There is strong agreement about the importance of arts education, and more than half of American adults (52%) believe students don’t have enough opportunities to take arts classes. In addition to its academic benefits and vital role in supporting mental and emotional well-being, arts education also prepares students for
the workforce by cultivating originality and creativity. Employers value strong communication, problemsolving, and teamwork — abilities developed in art classrooms, theatre rehearsals, and band or orchestra performances. Furthermore, 61% of employed American workers say the arts boost their creativity, which makes them more successful at work.
Unlocking even more benefits
The emerging field of neuroarts provides even stronger evidence for the importance of arts education.
Neuroarts is the transdisciplinary study of how the arts and aesthetic experiences measurably impact the body, the brain, and behavior, and how this knowledge can be applied to support health and well-being.
Researchers Susan Magsamen and Ivy Ross have been pioneers in this field, finding that artistic experiences stimulate neurons and brain pathways unlike anything
else. Their research shows that art can be integrated with medicine to improve mobility, relieve pain and trauma, enhance learning outcomes, prevent disease, and build resilience. For children in particular, participating in the arts supports brain and language development, emotional regulation, self-expression, and overall learning ability.
With so many profound benefits, the case for quality arts education is well founded and it’s no wonder that 83% of American adults support government funding of arts education programs. Investing in arts education helps students become healthier and more likely to succeed both in the classroom and the workplace. It is crucial to ensure every student in the United States has access to a strong arts education.
Written by Olivia Tarpley, Public Policy Manager, Americans for the Arts
Advocate for Investments in Arts Education for All Students
Arts engagement empowers youth by providing a vital outlet to express their thoughts, feelings, and ideas, while also building their self-confidence, creativity, critical-thinking, and communication skills. This directly supports a student’s emotional well-being and academic success.
Research shows that students who participate in the arts have higher GPAs, higher standardized test scores, and lower dropout rates. Yet, there are great disparities in the access to quality arts education for many students across the country. It is critical that we advocate for investments in arts education so all students can benefit from participating in the arts.
Here’s how you can help make arts more accessible:
• Ask your child’s school about current arts programs and funding. Talk to other parents about the barriers they face.
• Email or call district leaders about expanding arts access.
• Attend meetings with decision-makers and voice support for arts funding.
• Meet with school administrators to discuss arts opportunities.
• Share arts success stories on social media and with your local news.
Remember: Your voice matters. Even small actions like attending one meeting or sending an email can help build momentum for better arts access.
If you aren’t already a member of the PTA, join us! Our association has long advocated for access to arts education, and our popular Reflections program encourages students to explore their talents and express their ideas by creating works of art for fun and recognition. Together, we can ensure every child has the opportunity to experience the transformative power of the arts.
WRITTEN BY Yvonne Johnson President, National PTA
Top Challenges Inside the Classroom for Theatre Education
Often a department of one, drama teachers must work proactively to find support networks and community resources that enable them to provide the best education possible.
In spring 2006, I was faced with a quandary: How do you teach drama? I had just been assigned my first drama classes at North Hollywood High School, where I’d been teaching for two years as an English teacher, and although I had many thoughts about shows I might direct, I had no idea what to include in day-to-day classroom curriculum.
This conundrum was not new to me. As a new English teacher, I had leaned heavily on the expertise of teachers in the English department for guidance. I asked those colleagues what they were teaching to get insight into what materials and activities were successful with our students. However, when it came to drama, I was on my own.
Most teachers have the luxury of working with colleagues who teach the same content. However, drama teachers are often a department of one, and it is incumbent upon them to find a support network of trusted peers to turn to for support.
Professional organizations like the American Alliance for Theatre and Education and the Educational Theatre Association host annual conferences that provide theatre educators with much-needed professional development and networking. However, membership to these organizations is not free, and registration and travel to attend these annual conferences requires investment from school and district leadership to support teachers in their professional development.
Through these, teachers learn about initiatives to support their work, such as Dramatists Guild Legal Defense Fund, which provides legal support for producing scripted plays, and the National Coalition Against Censorship. In so doing, drama teachers develop skills to meet the needs of an everdiversifying student population, improve classroom instruction, and promote deeper arts learning.
Written by Jonathan P. Jones, Program Administrator, Music and Performing Arts Professions, New York University Steinhardt School of Culture, Education, and Human Development
How Tony Danza Is Helping Shape the Stars of Tomorrow
Before becoming an entertainer, you were a teacher. How did that experience influence your perspective on the role of arts in education?
Teaching has influenced my thinking about kids and what they need. As a society, I think we have abdicated some responsibility for nurturing our children, and we have work to do. It’s been wonderful to be a part of The Stars of Tomorrow Project, which focuses on youth development through performance and allows them to discover the world and the tools to navigate it. It uses the art of acting to help students develop while mentoring and nurturing them in safe spaces. We provide young people places to express themselves while developing into productive world citizens and tomorrow’s leaders.
What kinds of skills does arts education help young people build, beyond just the ability to perform? We have a slogan at the program, and we try to live by it: “When you teach a kid how to act, you teach a kid how to act!” If you think about it, most of the media — music, TV, movies, websites, and apps — that young people consume are often concerned with the self. Acting makes you be part of something bigger than yourself. It teaches you to be present, to look people in the eye, to speak clearly — all things you need to be successful in life. The program is a life program. We make good actors. We have one from the program on Broadway right now; his name is Daniel Hernandez. I am so proud. But we also try to make good people.
Many students face self-doubt when pursuing a career in the arts. What advice do you have for those who are passionate but hesitant? I have something that helps me, and
it’s what I tell young actors: You have to truly believe that no one can do what you can do. You can’t do what Timothée Chalamet can do, but he can’t do what you can do. You have to really believe it and then not get in your own way.
How has your own teaching background influenced the way you advocate for arts education?
I have been performing now for 50 years, and before that, I used to put myself on the line in the boxing ring. My only regret is that I didn’t start in the arts when I was younger. It has transformative powers. We’ll have a kid come to the class, and all it takes is a short time before he or she is saying, “I have to support my ensemble!” The Stars of Tomorrow Project works!
Actor Tony Danza discusses how he helps shape the stars — and generally good people — of tomorrow through his youth program, The Stars of Tomorrow Project
Tony Danza | Photo by John Russo
Building a Foundation for Innovation and Empathy Through Arts Education
From fostering creativity and critical thinking to enhancing emotional intelligence and cultural awareness, arts education plays a crucial role in shaping future leaders.
Artists want to be in conversation with other artists, artforms, and disciplines of study. An arts education is valuable because we need people who are interested in exploring, highlighting, and sharing our collective humanity. We need people to tell the history of our global societies and help us recognize how to make what may seem foreign to us more familiar. A conservatory model encourages other artforms and disciplines to play together by establishing a place where artists can fail miserably, pick back up, and start again. Students not only learn the technical skills of their craft, but they also learn creative problem-solving, collaboration and communication, and discipline and adaptability. These are the skills needed for a person to be successful, no matter what they decide to do later in life.
100 years of arts education
At The Theatre School at DePaul University, modeling new paths for what one can do with conservatory training is our future. We are an amazing school with a rich heritage. This year, we celebrate 100 years of training theatre
professionals, and this milestone has given us an opportunity to reflect on how our students have taken their training and gone on to do so many phenomenal things both inside and out of the theatre world. Our graduates use their arts training to make the world a better place and to provide opportunities for the next generation of artists.
At the heart of who we are as an educational institution, and as a value based collective of artists, we embody in our spaces everyday why the arts are necessary.
Rebecca Ryan, the director of admissions for The Theatre School, summarizes who we are succinctly: ”Nestled in the heart of Chicago, a city renowned for its vibrant and diverse theatre scene, The Theatre School at DePaul University offers a cutting-edge education with 15 highly specialized Bachelor of Fine Arts programs ranging from Acting and Comedy Arts to Projection Design and Theatre Management, a Master of Fine Arts program in Acting, and a new Certification for Intimacy Professionals in Theatre & Cinema.
“With over 30 productions each year, students engage in immersive, hands-on
experiences. Faculty — all professional theatre artists active in the industry — bring their real-world expertise to the classroom, along with their professional network and connections. Students develop skills that prepare them to innovate and excel in the dynamic entertainment landscape.”
More than art for art’s sake
We help students find their path by providing numerous opportunities to delve into the real-world applications for their art that goes beyond “art for art’s sake” (not that this is a bad thing). For example, we devised a theatrical piece in May 2024 as a response to an exhibition by Selva Aparicio at the DePaul Art Museum to bring awareness to domestic violence, we are currently partnering with the College of Science and Health at our university to train emerging healthcare professionals, and provoking conversations about our contemporary society through the lens of historical events via our partnership with the american vicarious and TimeLine Theatre.
These kinds of collaborative projects expand the world of possibilities for our students and the ability to experiment
allows for someone to have the fortitude to carve their own paths and create their own opportunities.
While resilience, emotional intelligence, and critical-thinking skills might not be in the course catalog per se, these transferable skills not only prepare students for a wide range of careers, but an education in the arts also deeply connects students to our shared humanity. The world needs more innovators who lead with empathy.
Scan the QR code to learn more about The Theatre School at DePaul University
WRITTEN BY
Martine Kei
Green-Rogers, Ph.D. Dean, The Theatre School at DePaul University
Photos by Michael Brosilow
