The Arts and its Positive Impact On PTHSD Students
own. In addition, students regularly pointed out that these classes provide opportunities for fostering friendships, creating shared experiences, and building a sense of belonging. Students acknowledged that Visual Art classes transcend the curricular benefits and regularly tap into something deeper. For example, Leanne S. from PHHS said “I love art. I find the practice therapeutic and healing, and love to create pieces that reflect myself and bring me joy and clarity.” On the topic of healing, another student generously shared, “I struggle mentally with things like stress or internal problems, but by sitting down and drawing, I am able to calm my nerves without having to think about my problems.” In the music classes, students described the sense of fulfillment and pride that they experience throughout the rehearsal and performance process. Vera T. from PHS shared that “It (music) challenges me in a creative way and allows me to express myself in a way that I can’t in other classes. I’m able to explore emotions, ideas, and stories through sound.” Satyrn L. from PHHS touched on the balance of rigor and respite by saying “While the classes are a needed break from curricular academics, putting in equally hard work to art and music is extremely fulfilling. Clearly, our students love the arts. They value how it makes them feel, the meaningful connections they form with others, and the welcome respite it provides from a rigorous schedule. Beyond this visible enjoyment, however, powerful learning is taking place behind the scenes. What is happening in our students’ brains that helps develop and strengthen the skills they need, not only to be excellent artists and performers, but also thoughtful and adaptable thinkers? If you love understanding how our brains work, I recommend reading Dr. Daniel Levitin’s This is Your Brain on Music. Dr. Levitin tells us that engaging in music gives you “a full
By: Gabriel Stephens, Coordinating Supervisor of K-12 Visual and Performing Arts/6-12TV VPA Pathway When I tell people that I work in the field of Arts Education, I usually get one of the following r esponses: “Oh! My art classes were the highlight of my school day.” “I was in the Band and Orchestra and loved performing,” “My art teacher made me feel like I could be creative,” “Singing in the school choir brought me so much joy”... “I wish I had stuck with it!” While it may feel like an eternity to our students, the years that they spend in the Parsippany- Troy Hills School District go by in a flash. Before you know it, they’ll be tossing their caps in the air and heading out to explore a myriad of educational and professional opportunities. What is often hard to fit into those college courses and career paths? Music and Art. Even as a Music Educator and Arts Administrator I too find it challenging to find time to create and perform while balancing work and family life. While you read this article, I am sure you can think back fondly on a time when you found yourself creating or performing alongside your peers, tapping into that “flow state,” and feeling something that can best be described as “Joy.” I can certainly go on about why the arts are important (because it is my job!), but let’s take a moment to hear from the voices that are living it every day - our students. In a brief survey completed by students at both PHS and PHHS, students were asked why they enroll in visual and/or performing arts courses and how they feel when they are in the process of creating or performing. Overwhelmingly, students indicated that, when engaging in the arts, they experience much needed connection, both within themselves and to their work, but also to the other students in their class. Students value the opportunity to express who they are, explore their emotions, and take pride in creating something that feels uniquely their
brain workout,” tapping into nearly all parts of the brain, as well as the neural subsystems that are designed to improve memory, coordination, prediction, problem solving, and emotional responses. Likewise, research published by the American Psychological Association found that students who participated in ensemble music (Band, Choir, and Orchestra) from a young age, regularly scored higher in exams across all subject areas, especially in Math, Science, and English. Similarly in the visual arts, recent studies published in the Journal of Microbiology and Biology Education demonstrated how long-term exposure, and participation, in the visual arts strengthened neural connections and improved interactions between various brain regions. Thinking of becoming an engineer, doctor, researcher, or computer scientist? The skills for developing spatial awareness, creative problem solving, and seeing a project through from concept to execution are all taught in the art classroom. The Parsippany-Troy Hills School District hosts robust Arts programs across its 10 elementary schools, two middle schools, and two high schools. These visual and performing arts classes are a safe place for all, where students are not just getting the chance to create and perform, but are tapping into areas of their brain that benefit them in all of their curricular courses. From the graduating class of 2025, 3/5 Seniors who participated in an art or music class had a GPA of 3.5 and higher. Of the top 20 graduates from PHS and PHHS, 12 were enrolled in an arts class during their senior year. Most remember the arts as a highlight, a place where friendships were forged, or occasionally, a missed opportunity. Our students are living that experience right now. By participating in the Arts at PTHSD, students are leaving their classrooms with tools, confidence, and creative problem solving skills that they will carry with them into every stage of their lives. Years from now when today’s students look back on their high school career, let’s make every effort to ensure that they have had the opportunity to stick with it!
8 Parsippany Focus Magazine www.parsippanyfocus.news
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