Topic: Are the Arts Motivational Entry Points for Non-Academic Students?
Introduction
For a long time, academic courses, specifically STEM programs (i.e. science, technology, engineering, and mathematics) have often been favored because of their real (and perceived) employability chances. It is indeed true that most societal undertakings are driven by specializations in these academic courses. However, this does not necessarily mean that there is no place for artistic specializations for non-academic students. It is important to note, from the onset, that there are a wide range of factors that influence the desires of academic students to pursue higher education. It would be prudent to highlights these with an aim of setting the stage for the assessment of arts as motivational entry points for non-academic students. Some of these include, but they are not limited to, the need to further enhance employability, the need to fulfill parental or familial expectations, the need to satisfy as well as fulfill personal ambitions or aspirations, etc. With regard to employability, it is important to note that in todays job market, the relevance of tertiary level education cannot be overstated. In the words of Dubert (2015), in the job market, above all in career trajectories, everything depends on the prestige of ones academic credentials. (62). The job market demands that applicants for various positions hold some kind of professional academic qualification so as to secure employment. Academic students could be motivated to pursue higher education by those closest to them (Banks, 2012). Parents and guardians play a huge role on this front as in most cases, they invest a great deal of financial resources in an effort to ensure that their children pursue education beyond the high school level. This is more so the case given the perceived positive relationship between education attainment and success. Lastly, academic students could also pursue higher education with an aim of fulfilling personal ambitions or aspirations. This is particularly the case when it comes to the desire for expertise and enhanced knowledge in a specific area of interest. Non-academic students also pursue arts for a wide range of reasons. While some of these reasons overlap with those highlighted above for academic students, some are inherently unique. It should be noted that the problems often encountered by artists in both career development and advancement have not dampened the resolve of non-academic students to pursue arts. This review of literature sufficiently demonstrates that indeed, arts are motivational entry points for non-academic students. This is more so the case given the rising interest in arts, particularly performing and creative arts, as demonstrated by high enrolment rates in the same in recent times (Daniel and Johnston, 2015). Also, this is despite there being studies indicating that a higher education degree does not necessarily lead to enhanced career success for graduates of these programs (Daniel and Johnston, 2015). The present paper will be in reference to not only performing arts, but also other forms of arts including, but not limited to, fine art, photography, animation, graphic design, and arts administration. Performing arts are largely focused upon live performances and in most cases include, but they are not limited to, dance, music, as well as drama. It should also be noted that in all instances, the terms programs and courses will be used in reference to the practice-based nature of artistic pursuits, as opposed to academic basis. Learning in this case, therefore, takes the form of active practice in real or simulated settings.
A Review of Literature
In basic terms, art could be described as the expression of a persons creative self via the utilization of not only skill, but...
…York School of the Arts in New York. The
population was, therefore, made up of a single category.
Results Interpretation: Upon the collection of student responses, an examination of data will be undertaken with an aim of computing the response frequency in each category.
Implications
This researchs findings have implications for future research and practice. Towards this end, there is need for future studies to assess the most viable approaches towards the further enhancement of enrolment rates in art. This would serve to ensure that the appropriate strategies are put in place early enough to ensure that those students who would want to further enhance their artistic skills and capabilities receive the appropriate guidance and support. Further research should also assess the policy measures that ought to be implemented with an aim of ensuring that artistic courses remain a relevant and viable pursuit for those interested in the various forms of art. Future studies also ought to investigate whether proficiency in arts is an inborn or acquired trait. Findings on this front could be of great relevance in the development of appropriate instructional strategies and approaches.
Limitations of the Study
While the approaches and methods utilized for this study were not only valid but also reliable, a number of imitations were nonetheless ientified. The said limitations were beyond the control or influence of the researcher. The sample size used for this study was small because of time constraints. It is, however, important to note that the researcher believes that the sample size used is appropriate for a study of this nature. In that regard, therefore, the reliability and validity of the study design is not in question. The study also entirely relied on the goodwill of respondents to give the correct and most relevant responses. This could affect the quality as well as accuracy of the…
