|
The arts have played a part in American education. This role has varied over time. Genrally speaking, American schools offered more programs like sports and the arts than the more strictly academic school programs prevalent throughout Europe. This was the case throughout the 19th century and did not begin to significantly chanage until after World War II. The attention given to the various disciplines has also differed. Art and crafts has to be the most commonly pursued of all the arts, at least from a practical perspective. This is especially the case in elementary (primary) school. Most primary schools organize some kinds of theatrical work such as class plays. Music programs have varied. A problem here is the cost of instuments for any effort beyond the early primary level. Dance is given less attention. The general convention is that parents intereted in these activities need to pursue private programs. This is especially the case for dance programs. Money more than educational value is commonly the deciding factor in school arts programs. This continues to be case today. A U.S. Department of Education study depicted a rather painted a rather bleak picture of the state of arts education in America. A government tracking the availability of arts in American schools show a declne in emphasis, primarily for financial reasons. Fewer elementary schools were found to be offering visual arts, dance and drama classes than during the 2000s. More than 1.3 million elementary students fail to get any music instruction. And the same is the case for about 0.8 million secondary students. Some 4.0 million elementary school students do not get any visual arts instruction. Depite these trends, however, not only are there visual arts programs at most schools, but dance and drama programs are still widely offered at the middle and secondary schools.
Art and crafts has to be the most commonly pursued of all the arts, at least from a practical perspective. This is especially the case in elementary (primary) school. A favorite among primary-age children is art class or arts and crafts activities. Here teachers conduct a wide range of activities, depending on their interesta and school facilities and supplies. Popular activities include clay sculpting, colages, finger painting, painting, paper mache, print making, and much more. Many of these activities are messy and thus there was always the danger of the children messing up their clothes--especvially when painting. Some schools had the children wear smocks. An example here is the Tower Country Day School.
Music is an elective subject that schools have approached in a varirty of ways. It is often ignored or only given modest attention. Others schools give some attention to it. Music is probably a subject that has much more value to the educationl program than is generally recognized. At this time we do not have details on the history of music instruction in the schools. Music programs have varied. A problem here is the cost of instuments for any effort beyond the early primary level. Hopefully HBC readers will be able to add some information on this. We have found some images depicting music in the schools.
Many schools did not have dance programs, but some did. This varied widely from school system to school system. We have very limited information at this time. Nor do we fully understand the chronological trends. Dance in the schools is not a subject we know much about. Hopefully HBC readers wsill provide some insights here. Most school systems did provide lessons in social dancing beginning in junior high school. This is especially the case for dance programs. We do not recall dance classes in primary school in the United States during the 1950s, but American schools vary widely from school to school. There are after all 50 individual school systems. We believe that some schools did have dance programs. Most commonly this was social dancing, but younger children may have done iterperative dance in some schools. I do remember dance lessons in junior high school. We did basic social dancing and square dancing in gym class. We believe that some schools did have dance programs. Most commonly this was social dancing. We are not sure if this continues todat, as basic ballroom dancing no longer seems common among young people. With younger children in primary school there were ometimes interperative dance in some primary schools. Here there seems to have been substantial differences among schools.
School theatricals were another popular activity. We do not know the history of school theatricals, but believe they were important from an early point in the development of American schools. We are not sure when the first school theatricals appeared. We note theatricals in the late 19th century. This was the time when public schools in towns and cities became well established. We suspect that the British influence on American educatin shows in the importance given to school theatricals. These theatricals took various forms. There were formal plays. We suspect that Shakespeare's plays were very important here. Another format was pantomine freezes which were popular in the early 20th century. A good example here is the San Pedro Street Grammar School in 1925. Most primary schools organize some kinds of theatrical work such as class plays.
Related Chronolgy Pages in the Boys' Historical Web Site
[Main Chronology Page]
[The 1900s]
[The 1910s]
[The 1920s]
[The 1930s]
[The 1940s]
[The 1950s]
[The 1960s]
[The 1970s]
[The 1980s]
[The 1990s]
[The 2000s]
Navigate the Relate Boys Historical Clothing Style Pages
[Main country page]
[Long pants suits]
[Short pants suits]
[Lederhosen]
[Kneesocks]
[Eton suits]
[Jacket and trousers]
[Blazer
[School sandals]
Navigate the HBC Country School Pages
[Return to the Main U.S. School Activities Page]
[Return to the Main U.S. School Page]
[Return to the Main National School Page]
[Australia]
[England]
[France]
[Germany]
[Ireland]
[Italy]
[Japan]
[New Zealand]
[Poland]
[Singapore]
[Scotland]
[Singapore]
Navigate the HBC School Section:
[About Us]
[Activities]
[Chronology]
[Clothing styles]
[Countries]
[Debate]
[Economics]
[Garment]
[Gender]
[Hair]
[History]
[Home trends]
[Literary characters]
[School types]
[Significance]
[Transport and travel
[Uniform regulations]
[Year level]
[Other topics]
[Images]
[Links]
[Registration]
[Tools]
[Return to the Historic Boys' School Home]
