Quotes & Sayings About The Arts In Schools

Fortunately or otherwise we live at a time when the average individual has to know several times as much in order to keep informed as he did only thirty or forty years ago. Being "educated" today requires not only more than a superficial knowledge of the arts and sciences, but a sense of inter-relationship such as is taught in few schools. Finally, being "educated" today, in terms of the larger needs, means preparation for world citizenship; in short, education for survival. — Norman Cousins

Some go on to trade schools or get further training for jobs they are interested in. Some go into the arts, some are craftsmen, some take a little time out to travel, and some start their own businesses. But our graduates find and work at what they want to do. — Daniel Greenberg

I went to really good New York City public schools that had arts programs. So in junior high, I got into the drama department. From there, I went to a performing arts high school in New York City called Laguardia and I just kind of fell into the professional side by happenstance. — Merritt Wever

The disappearance of an audience that had supported experimentation and made such works financial, as well as critical, successes. The decline of liberal-arts teaching in schools and colleges meant that the new audience was less cultured and intellectually oriented; wedded to television and movies, it wanted to be entertained rather than challenged. — Meryle Secrest

As a complete product of Issaquah public schools, there is absolutely no way I would be here if I didn't have well-funded arts programs and some great teachers who were constantly pushing me intellectually and personally. — David Call

So what it boils down to, in my humble opinion, is that we need to support the arts in schools, and at every other level in the education of children. — Phil Lesh

Hoping to see karate included in the universal physical education taught in our public schools, I set about revising the kata so as to make them as simple as possible. Times change, the world changes, and obviously the martial arts must change too. The karate that high school students practice today is not the same karate that was practiced even as recently as ten years ago [this book was written in 1956], and it is a long way indeed from the karate I learned when I was a child in Okinawa. — Gichin Funakoshi

I went through two schools of acting but I learned more about acting from meditating and from my marshall arts teacher. — Forest Whitaker

However, over the years, the martial arts were separated into two schools for training, one for actual combat and the other as ritual dances that served to reinforce Manipuri cultural identity and played an important role in the physical and spiritual growth of the students who studied it. — Christopher Fernandes

Scholars have argued that without humanism the Reformation could not have succeeded, and it is certainly difficult to imagine the Reformation occurring without the knowledge of languages, the critical handling of sources, the satirical attacks on clerics and scholastics, and the new national feeling that a generation of humanists provided. On the other hand, the long-term success of the humanists owed something to the Reformation. In Protestant schools and universities classical culture found a permanent home. The humanist curriculum, with its stress on languages and history, became a lasting model for the arts curriculum. — Steven E. Ozment

Germany made an early start in adapting its educational system to the practical needs of modern industry, grounded on exact science. In particular, it developed technical high schools which served as a training ground for industrial technicians of high calibre. These schools were not mere adjuncts to the educational system at the secondary level, providing a sort of apprenticeship training in arts and crafts. They were thoroughly integrated in an educational process which culminated in the great German universities. — George W. Stocking

Education and training for all children to be equal in opportunity in all schools, colleges, universities, and other institutions of training in the professions and vocations in life; to be regulated on the capacity of children to learn, and not on the ability of parents to pay the costs. Training for life's work to be as much universal and thorough for all walks of life as has been the training in the arts of killing. — Huey Long

[...] So large was the universe of things called Oriental: roots, rugs, religions, noodles, hairstyles, hordes, healing arts, herbs and spices, fabrics, medicines, modes of war, types of astronomy, spheres of the globe, schools of philosophical thought, and salads. It applied to me, women, gum, dances, eyes, body types, chicken dishes, societies, civilizations, styles of diplomacy, codes of behaviour, fighting arts, sexual proclivities, and a particular kind of mind.
Apparently, the Orient produced people with a singular way of thinking. There was no way, wrote Jack London, for a Westerner to plumb the Oriental mind - it was cut from different cloth, functioned in an alien way. — Alex Tizon

I had done student films for the School Of Visual Arts and for NYU and all these schools in New York, so those were my first film experiences, but they were student films, so I guess they don't really count. — Guillermo Diaz

The "music of decline" had sounded, as in that wonderful Chinese fable; like a thrumming bass on the organ its reverberations faded slowly out over decades; its throbbing could be heard in the corruption of the schools, periodicals, and universities, in melancholia and insanity among those artists and critics who could still be taken seriously; it raged as untrammeled and amateurish overproduction in all the arts. — Hermann Hesse

I want to promote the introduction of art history in primary schools and to convince the general public that, even in a period of economic crisis, arts funding is an absolute necessity at the federal, state, and local levels. — Camille Paglia

And that is why I would propose that, in our teaching of the humanities, we should emphasize the enduring creations of the past. The schools should stay as far from contemporary works as possible. Because of the nature of the communications industry, our students have continuous access to the popular arts of their own times - its music, rhetoric, design, literature, architecture. Their knowledge of the form and content of these arts is by no means satisfactory. But their ignorance of the form and content of the art of the past is cavernous. — Neil Postman

In Greenville, we were blessed to have lots of youth arts programs. I changed middle schools to go to an arts middle school. Then, when high school came, I went to normal high school for a little while before auditioning for the Governor's School for Arts and Humanities. — Danielle Brooks

I am adamant that we must not cut back on funding of the teaching of the arts in the schools: music, painting, theater, dance, all of it. The great thing about the arts is that the only way you learn how to do it is by doing it. — David McCullough

It is not just bookstores and libraries that are disappearing but museums, theaters, performing arts centers, art and music schools - all those places where I felt at home have joined the list of endangered species. The San Francisco Chronicle, the Los Angeles Times, the Boston Globe and my own hometown paper, The Washington Post, have all closed their weekend book review sections, leaving books orphaned and stranded, poor cousins to television and the movies. In a sign of the times, the Bloomberg News website recently transferred its book coverage to the Luxury section, alongside yachts, sports clubs and wine, as if to signal that books are an idle indulgence of the super-rich. But if there is one thing that should not be denied to anyone rich or poor it is the opportunity to dream. — Azar Nafisi

Letting a hundred flowers blossom and a hundred schools of thought contend is the policy for promoting the progress of the arts and the sciences and a flourishing culture in our land. — Mao Zedong

It was generally believed that Catholics were not interested in arts and science graduate schools. They weren't going to be intellectuals. And so I put the theses to the test. And they all collapsed. — Andrew Greeley

One of the things that is nice about these old pastors - they were young at the time - who went into the Middle West is that they were real humanists. They were often linguists, for example, and the schools that they established were then, as they are now, real liberal arts colleges where people studied the humanities in a very broad sense. I think that should be reflected in his mind; appropriately, it is. — Marilynne Robinson

We're going to stop this preposterous obsession with economic growth at the cost of all else. Great economic success doesn't produce national happiness. It produces Republicans and Switzerland. So we're going to concentrate on just being lovely and pleasant and civilized. We're going to have the best schools and hospitals, the most comfortable public transportation, the liveliest arts, the most useful and well-stocked libraries, the grandest parks, the cleanest streets, the most enlightened social policies. In short, we're going to be like Sweden, but with less herring and better jokes. — Bill Bryson

Because most of my career in the classroom has been at art schools (beginning at Bennington in the 1970s), I am hyper-aware of the often grotesque disconnect between commentary on the arts and the actual practice or production of the arts. — Camille Paglia

Over the last forty years, many educators, decision-makers, and even some parents have come to regard the arts as peripheral, and let's face it, frivolous - especially the visual arts, with their connotation of "the starving artist" and the mistaken concept of necessary talent — Betty Edwards

Men of the highest education in the arts and sciences have learned precious lessons from Christians in humble life who were designated by the world as unlearned. But these obscure disciples had obtained an education in the highest of all schools. They had sat at the feet of Him who spoke as "never man spake." [252] — Ellen G. White

Skill teachers are made scarce by the belief in the value of
licenses. Certification constitutes a form of market manipulation and is plausible only to a schooled mind.
Most teachers of arts and trades are less skillful, less inventive, and less communicative than the best craftsmen
and tradesmen. Most high-school teachers of Spanish or French do not speak the language as correctly as their
pupils might after half a year of competent drills. Experimentsconducted by Angel Quintero in Puerto Rico
suggest that many young teen-agers, if given the proper incentives, programs, and access to tools, are better than
most schoolteachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the
discovery of how and why a motor or a radio functions. — Ivan Illich