Arts Education Needs Investment in Teaching Artists

Arts education has the power to profoundly change lives, but its effectiveness hinges on robust investment in the teaching artists who facilitate these transformative experiences. The author recounts a personal experience in fourth grade where a legendary dancer and founder of the National Dance Institute (NDI), Jacques d’Amboise, shifted her focus from disruptive behavior to the rhythm and movement of dance by observing feet. This encounter, occurring in a New York City public school, illustrated the unique impact of a teaching artist, who is defined as a working artist—such as a dancer, muralist, or spoken word poet—collaborating with classroom teachers to integrate arts learning into schools. Unlike traditional educators, teaching artists often foster skills and behaviors such as creativity, risk-taking, and physicality, which are frequently undervalued in conventional academic settings. The author emphasizes that while this experience was formative, most students do not have access to such dedicated arts instruction. The piece advocates for a systemic change where philanthropic funders and educational institutions prioritize organizations that provide stable infrastructure and support for these vital professionals. This support is essential for ensuring that teaching artists can continue to deliver high-quality arts education, which has been shown to benefit not only students but also the artists themselves and the broader educational ecosystem. The author posits that by investing in the people—the teaching artists—who make arts education possible, society can unlock its full potential to enrich students' lives and foster a more holistic and engaging learning environment. The National Dance Institute (NDI), founded by Jacques d’Amboise, serves as a prime example of an organization dedicated to bringing dance education to underserved public schools, demonstrating the tangible impact of such initiatives. The author's personal narrative underscores the profound difference a dedicated and skilled teaching artist can make, moving beyond mere instruction to foster deep engagement and personal growth. The argument is framed around the idea that the 'how' of arts education is as critical as the 'what,' and the 'how' is largely determined by the quality and support of the teaching artist. Without adequate resources and recognition for teaching artists, the potential of arts education to foster creativity, critical thinking, and emotional intelligence remains largely untapped for a significant portion of the student population. The author calls for a re-evaluation of educational priorities to include substantial and sustained investment in the teaching artist workforce, recognizing them as indispensable agents of change within the educational landscape.