I often talk to people outside the arts education bubble about what arts education is and why it’s important. Most listeners are quick to look for common ground, including head nodding, descriptions of how they/children/grandchildren love the arts, assumption of music and visual art only, and oft-repeated axioms.
Every individual, regardless of group identity, comes with their own understanding of the arts and its role in society and education. Common (mis)understandings about the arts exist in the zeitgeist—within and beyond the education sector. What follows are some myths and misconceptions and suggestions for myth busting responses.
MYTH: The arts are always the first to be cut from school budgets.
MYTH BUSTER: The arts do not have a line item in school budgets. Arts expenditures can be hidden in equipment/supplies, instructional materials, and professional development line items. The largest expenditure in school budgets is typically teacher salaries. However, in times of belt-tightening schools will trim facility and maintenance costs, capital expenses, and administration budgets before reducing the teaching workforce. Yes, arts teachers are vulnerable to cuts, amidst pressures for student improvement in tested subjects such as reading and math and declining enrollment factors. And no, arts teachers are not the first to be cut.
MYTH: The goal of the arts (dance, media arts, music, theatre, visual arts) is a finished product.
MYTH BUSTER: One of the joys of the arts is to experience a culminating student performance in concerts, plays, and art exhibits. The emphasis on product over process often overshadows the essence of arts learning. It is through the artistic process of trying, failing, and trying again that creativity, innovation, self-knowledge, excellence, and artistry happen. Invite parents and decisionmakers to witness the process of arts learning in action before the curtain rises. Their appreciation for the rigor of the final product will increase ten-fold.
MYTH: The arts are not as important as reading and math. The arts are not academic.
MYTH BUSTER: Since the advent of the high-stakes testing in the No Child Left Behind (NCLB) era, the arts have been particularly vulnerable to the either/or argument– arts vs. academics. The more recent federal education act, Every Student Succeeds Act (ESSA), restored value by including music and arts an essential part of a well-rounded education. The term “core subject” (not utilized in ESSA), however, dies a lingering death, perhaps due to the fact the arts are not a mandated tested subject. Research has shown the arts can improve overall school culture, student mental health, attendance, and student standing. Learning in the arts is guided by rigorous academic standards, approved in all 50 states.
MYTH: Teaching the arts can be outsourced to nonprofits.
MYTH BUSTER: Seeking ways to cut costs and maintain programs, some school administrators have tried to outsource arts instruction to nonprofits and/or move arts programs after school. This rarely works. Imagine outsourcing reading and math instruction and expecting the same result. The model arts program is one where schools have invested the necessary funds and support for credentialed teachers and leveraged valuable partnerships with arts nonprofits to augment and enhance instruction. Students, teachers, schools, and communities are richer for it.
MYTH: Teaching the arts is too expensive.
MYTH BUSTER: In a 2021 study published by the NAMM Foundation, researchers looked at funding for music education programs in 10 school districts, representing a diversity of geographic location, locale, enrollment size, and student demographics. All the districts had reputations for providing quality, well-rounded music programs. The study found that the average per student spending for music programs was $251, just less than 2% of the average total per student operating expenditure. Moreover, it is well known that high school music classes are particularly cost effective. Ensemble classes such as choir, band, and orchestra often serve up to 200+ students with one or perhaps two teachers, well beyond a typical class size of 30.     Â
MYTH: A degree in the arts/humanities is not valuable for job seekers.
MYTH BUSTER: Sadly, the federal government is making moves to tie graduate programs to future earnings and cap borrowing limits for some professional degrees. The move is counterintuitive and short-sighted.Â
“According to the World Economic Forum’s Future of Jobs 2025 report, creativity was repeatedly listed as a necessary cognitive skill for our future global workforce, even in fields like
transportation financial services. Other key skills and abilities included complex problem solving, oral and written expression, coordinating with others, and critical thinking – all of which can be honed and developed through participation in the arts.” (Source: The State of Arts Education in Colorado Public Schools Grades Pre-K – 12, 2025.)
The Arts Education Partnership’s recent report, Arts Education, Durable Skills and Workforce Success, describes “capabilities that aren’t easily accomplished through technology alone like creativity, empathy, complex problem solving, communication and collaboration, critical thinking and adaptability” (Arts Education Partnership, 2026). All of which are in demand for current and future workforce needs.
I encourage you to set out on your own epic myth busting journey today. Ghostbusters said it best:
“We came, we saw, we kicked its ass!”
Laurie Schell is a lifelong advocate for music and arts education. She is founding principal of Laurie Schell Associates | ElevateArtsEd, providing consulting services and issue expertise in coalition building, public policy and advocacy, strategic planning, and advocacy training.
