Arts as Motivational Entry Points for Non-Academic Students

Introduction

For a long time, academic courses—specifically STEM programs (science, technology, engineering, and mathematics)—have been favored because of their real and perceived employability prospects. It is indeed true that most societal undertakings are driven by specializations in these fields. However, this does not necessarily mean that there is no place for artistic specializations, particularly for non-academic students. It is important to note, from the outset, that a wide range of factors influence students' decisions to pursue higher education. Highlighting these factors sets the stage for assessing the arts as motivational entry points for non-academic students. These factors include, but are not limited to, the desire to enhance employability, the need to fulfill parental or familial expectations, and the aspiration to satisfy personal ambitions.

With regard to employability, the relevance of tertiary-level education in today's job market cannot be overstated. In the words of Dubert (2015), "in the job market, above all in career trajectories, everything depends on the prestige of one's academic credentials" (p. 62). Parents and guardians also play a significant role, as Banks (2012) notes, often investing considerable financial resources to ensure their children pursue education beyond the high school level—reflecting the perceived positive relationship between educational attainment and success. Beyond external pressures, students may also pursue higher education to fulfill personal ambitions and deepen expertise in a specific area of interest.

Non-academic students pursue the arts for a wide range of reasons. While some of these overlap with the motivations of academic students, others are inherently unique. It should be noted that the difficulties often encountered by artists in career development and advancement have not dampened the resolve of non-academic students to pursue arts. This review of literature demonstrates that the arts are indeed motivational entry points for non-academic students—a conclusion supported by rising interest in the arts, particularly performing and creative arts, as evidenced by high enrollment rates in recent times (Daniel and Johnston, 2015). This is despite 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 considers not only performing arts, but also other forms of artistic study including fine art, photography, animation, graphic design, and arts administration. Performing arts are largely focused on live performances and include, but are not limited to, dance, music, and drama. Throughout this paper, the terms programs and courses are used in reference to the practice-based nature of artistic pursuits, as opposed to purely academic study. Learning in this context therefore takes the form of active practice in real or simulated settings.

Review of Literature

In basic terms, art can be described as the expression of a person's creative self through the utilization of skill and imagination (Wagner and Sherwin, 2013). Items or concepts produced through artistic capabilities seek either to make representations or to portray specific ideas. By virtue of its application and nature, Wagner and Sherwin (2013) observe that art is intertwined with several other disciplines including theology, geography, and history. The specific fields of art that non-academic students may pursue are varied and diverse. While some artistic fields are highly demanding and require undivided attention, others may be pursued on a part-time basis. It is, however, important to note that even so, like most academic specializations, artistic fields require perseverance and determination (Clark and Zimmerman, 1997). This is particularly the case given the level of creativity and insight required to produce or contribute to truly masterful works.

Motivations for Pursuing Arts and Skills Developed

For non-academic students, various motivations drive their pursuit of the arts. The most prominent is interest and enjoyment. Clark and Zimmerman (1997) assert that "student desire and interest is probably the most salient indicator for identification of artistically talented students" (p. 41). Those who opt to pursue fine arts do so because of their love for creative and visual expression—to challenge their imaginative abilities and further develop their creative output. Pursuing an art program can therefore be understood as a path toward self-expression. As Clark and Zimmerman (1997) further observe, arts offer a creative outlet for such individuals. Due to the highly practical nature of performing arts specializations—such as music and drama—students are likely to develop skills that are both interdisciplinary and pragmatic.

The skills developed across performing arts disciplines are varied and diverse. In dancing, as Clark and Zimmerman (1997) note, the focus is typically on interpreting music through movement. Such movements can entertain, express emotions, or narrate stories, and may be performed before a live audience or recorded for television or film. Dance students learn a wide range of techniques, as well as timing and rhythm, before specializing in the forms with which they are most comfortable. Acting, on the other hand, typically involves engaging an audience through various formats—body language and dialogue, for instance—to present characters. According to Jensen (2001), acting is one of the fields in which innate talent can be further refined through skilled instruction and practice. Screenwriting, similarly, involves creating stories sufficiently engaging for presentation across a variety of formats.

There are also those who pursue arts to improve on skills they already possess, treating enrollment as a logical move toward the further refinement of existing abilities and knowledge (Jensen, 2001). Pursuing an arts specialization grants students access to key resources—such as tools and workshops—and to experienced practitioners in specific artistic fields. The feedback received through such engagement is invaluable in refining individual skills. The professional connections formed during artistic study can likewise be leveraged in practical settings later in life. In general, these are benefits that students do not have access to before attending art school, regardless of the raw skill they possess. Students may also develop important soft skills such as problem-solving strategies, collaborative tactics, and superior critical thinking.

In addition to typical artistic capabilities, students enroll in arts programs to develop a broad range of critical skills that enhance their overall capability and relevance in an increasingly competitive world (Emery, 2002). As Emery (2002) points out, arts specializations—such as fine arts—equip students with skills that extend well beyond "hand-eye coordination" and "the use of materials" (p. 143).

The first of these additional skills is communication: the ability to effectively transmit a message via a specific medium, whether spoken or written. The communication skills developed in arts programs include the effective use of technology to communicate and productive interaction within team settings (Emery, 2002). Cultural awareness is another critical skill. As Deardorff (as cited in Levitt, Wisdom, and Levitt, 2017) explains, "attitudes (respect and curiosity) are the bedrock of cultural competence on which an individual builds knowledge and comprehension (including self-awareness), skills, desired internal outcomes (adaptability, flexibility, ethnorelative view, and empathy) and desired external outcomes" (p. 327). Culturally aware individuals respect others' perceptions and viewpoints and do not rely on stereotypes in their engagements with people who hold different perspectives. In art school, students are immersed in diverse communal settings and learn to collaborate across various aspects and formats of artistic endeavor (Emery, 2002).

Students also develop critical analytical skills—including the ability to break issues and ideas into their component parts so as to assess and evaluate them effectively. This is a crucial capacity for both problem solving and creativity. Analytical skills further encompass the ability to properly assess available information while weighing potential solutions with an aim of adopting the best course of action. Armed with strong analytical skills, those who attend art school become flexible thinkers who can cross-fertilize ideas to enhance their creative and intuitive capabilities (Emery, 2002).

It is also worth noting that not everyone is a high achiever in conventional academic settings. Some individuals are more inclined toward artistry than toward traditional academic pursuits. Art school provides those who are not academically gifted with an opportunity to fully realize their capabilities, serving as a motivational entry point for such individuals. In the art school environment, these students can reach their full potential and become achievers in the truest sense of the word.

There are various factors that make the arts exciting and worthwhile for motivated students. Thanks to the internet, significant opportunities now exist for multimedia artists and digital designers (Wagner and Sherwin, 2013). Most businesses today maintain an online presence and seek to connect with their customers in creative and distinctive ways, generating demand for multimedia artists and digital illustrators to help package messaging and make product offerings more appealing. According to the National Endowment for the Arts (2011), "a surge in demand for multimedia artists, animators, and illustrators—especially those who are computer- and technology-savvy—is projected for 2018, due to companies' demand for advertising in online and digital formats." Advances in online payment systems and communication networks also make it possible for skilled individuals to work from any location and serve a diverse clientele regardless of geographical distance. Photographers, sculptors, fine artists, and many others can access a global market for their products and services with relative ease, although competition remains intense.

In selecting the most appropriate institution for their studies, informed students are likely to weigh several factors. Diversity ranks among the most critical (Wagner and Sherwin, 2013), as arts courses crowded by students of similar demographics can stifle creativity and the cultural exchanges that enrich the learning process. Technology is another key consideration: students are likely to seek out institutions equipped with modern hardware and software, as this gives them a competitive edge in the global artistic marketplace. As in other academic specializations, however, hard work, perseverance, and focus remain indispensable in artistic pursuits. Notable figures who pursued formal arts education or apprenticeships include Tracey Emin and Damien Hirst, as well as Adam Sandler and Sharon Stone, holders of degrees in fine art and creative writing and fine art, respectively (Barnard, 2013). While these individuals may have possessed innate ability, their commitment to formal arts study further enhanced their skills—a fact that can serve as additional motivation for students considering an artistic path.

References

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Barnard, M. (2013). Graphic design as communication. New York: Routledge.

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Clark, G. A., & Zimmerman, E. (1997). Resources for educating artistically talented students. Bloomington: Syracuse University Press.

Clark, N. (2015). Royal College of Art 'in a state of jeopardy' as staff quit and students protest. The Independent. Retrieved from https://www.independent.co.uk/news/uk/royal-college-of-art-in-a-state-of-jeopardy-as-staff-quit-and-students-protest-a6675941.html

Daniel, R., & Johnston, R. (2015). Becoming an artist: Exploring the motivations of undergraduate students at a regional Australian university. Studies in Higher Education, 42(6), 1015–1032.

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Levitt, L., Wisdom, S., & Levitt, K. (2017). Cultural awareness and competency development in higher education. Hershey, PA: IGI Global.

McQuaid, R. W., & Lindsay, C. (2005). The concept of employability. Urban Studies, 42(2), 197–219.

National Endowment for Arts. (2011). Artist employment projections through 2018. Retrieved from https://www.arts.gov/sites/default/files/103.pdf

Nemko, M. (2015). Pursue an artistic career? Advice for you and parents. Retrieved from https://www.psychologytoday.com/us/blog/how-do-life/201508/pursue-artistic-career-advice-you-and-parents

Wagner, A., & Sherwin, R. K. (Eds.). (2013). Law, culture and visual studies. New York: Springer Science & Business Media.