Cutting creativity

Across the country, art and music programs are disappearing from classrooms. As school budgets tighten, art programs are often the first to be cut, blocking students’ paths to creativity, self-expression, personal growth, and discovery.

“I think we will see the cuts manifest more and more in the coming months and years,” said Arts Department Head Kristen Pixler. “Community arts programs that are the bedrock of arts education will have to find new ways for funding. The major slashes to the National Endowment for the Arts will have a multi-layered effect.”

This trend is already evident in many public schools. “Arts have been considered ‘specials’ or ‘extras’ with less importance and merit than core academic courses,” said Director of Galleries and fine arts teacher Sydney Caretti. “It was already devalued in too many schools.”

The loss of art funding will heavily affect many families. Specifically, for the younger generation, their originality and inventiveness can decrease, a loss that doesn’t just apply to the fine arts field but to other areas of life and learning, as well. Jessica Doubell, the Director of Operations, shared her experience. “My son wanted to take violin lessons, but they cut the budget and decided not to hire another orchestra teacher,” she said. “So there was nobody there to teach kids who wanted to learn how to play a stringed instrument.” Without these opportunities, students’ ability and access to arts-oriented career paths are severely limited.

Furthermore, the loss of funding has impacts beyond the classroom. Doubell said, “Arts teach empathy. They teach us how to collaborate. They teach us about beauty and the human spirit. Losing art means we are losing some of the ability to understand and connect.” Pixler echoed this sentiment: “The arts are a place where students and adults have the chance to weave together ideas and beliefs to develop a greater sense of self and identity.”

While many schools struggle to maintain their arts programs, Mercersburg Academy is fortunate to provide strong financial support for the fine arts. This stability enables students at the academy to pursue their artistic dreams, passions, or hobbies, and faculty members to plan their curriculum without constant concern for funds.

“It’s a gift to be able to support students and programming with little worry about finances,” said Caretti. “Academics, athletics, and arts is a trifecta that has long been the focus of many boarding schools’ missions.” Pixler expressed her gratitude for the resources available to her students: “It is amazing what we have access to and the support we have from our school community. Students have everything they need to thrive. I hope each person realizes what a gift this is, a gift that only a select few have access to.”

Addressing the crisis in arts funding starts with awareness and action. Doubell said, “People need to experience it more to understand it. They need to open their eyes, look at the bigger picture as opposed to the little pages that they are reading.”

Pixler added, “Community members need to support their local art councils and community arts programming, whether that is visual arts or performing, support your local arts program.”

For now, the predicament of art funding cuts continues. The question remains: how can schools and communities maintain student access to creativity, empathy, and understanding through art and music?