“Art subjects are disappearing from curricula” has become a significant concern among artists and creative workers and is believed to spark endless discussions. In the United States, art is being removed from the K-12 curriculum. Compared to earlier figures of 93 percent, basic education schools in the U.S. have seen art education decline by nearly 40 percent since 2020, particularly in drama, dance, and digital media. Only 13 percent of schools offer dance as a separate subject.
However, the gradual disappearance of art subjects at the middle school level is not as drastic as at the high school level, where higher education levels see art fading even more. This decline extends to art institutions experiencing falling enrollment, forcing closures, such as the San Francisco Art Institute, established in 1871 and closed in 2022 due to enrollment and budget problems. This historic and prestigious institution, where Ansel Adams—father of photography—launched the photography department and trained many skilled photographers, shut down. Other closures include Memphis College of Art (founded 1936, closed 2020) and Oregon College of Art and Craft (founded 1907, closed 2019). Many university art departments have also closed due to budget cuts, especially in fine arts, art history, and humanities. Recently, Pennsylvania Academy of the Fine Arts will cease granting degrees by 2025, meaning students can attend but will receive no formal diploma.
Why are art institutions closing and art subjects being removed from curricula?
This is likely a consequence of the No Child Left Behind Act, which channels funding and priority to science, technology, engineering, and mathematics (STEM) education. Schools are required to administer reading and math tests annually from grade 3 through 8, with another test in high school. Over 44 percent of local schools have shifted more time toward these subjects at the expense of art to prepare students for university entrance exams, amid criticism that education now focuses more on "teaching to the test" than on genuine learning.
An unavoidable factor is the COVID-19 pandemic, which forced art institutions like the San Francisco Art Institute to close, burdened with $19.7 million in debt from property expenses, reduced enrollment, and financial mismanagement. Many other art schools also shuttered during the pandemic period.
An interesting counterpoint comes from Coleman Prince and Nancy Hanover, who wrote in their article “Why are art schools disappearing in America?” that the U.S. government does care about the arts. However, educational institutions have increasingly operated like businesses run by investors, viewing students as customers and valuing subjects with clear vocational outcomes over nurturing creativity. Additionally, under the Trump administration, the Department of Education cut loan funding for programs, especially in humanities and arts, that were not profitable.
This issue is also political. Prince and Hanover argue the government has ample funds to support education and culture but instead allocates enormous budgets—up to $820 billion annually—for military spending. They suggest the state may deliberately distance humanities and arts from younger generations who might challenge the government through protests and social movements.
However, the situation in the U.S. does not represent a global perspective. Europe continues to support art and cultural education seriously. France’s policy, Éducation Artistique et Culturelle (EAC), promotes quality arts and cultural education for children despite some budget constraints. Italy also continues to push for arts education, though practical art instruction budgets remain limited. The UK, however, faces a fate similar to the U.S., prioritizing STEM over the arts.
Is art still necessary?
It is undeniable that capitalism largely drives STEM education. In Thailand, art disciplines are often regarded as “eat-and-dance” fields due to their vague and less defined career paths. The rise of AI has led many organizations to view art as replaceable by technology. Yet, humans are incomplete without Emotional Quotient (EQ) alongside IQ, as EQ forms the basis of communication and interpersonal interaction. Developing EQ requires fostering critical thinking and expanding perspectives on the world.
The rise of AI threatens children growing up immersed in screens and mobile devices. Practical creative activities—such as clay modeling, painting, or expressing creativity concretely—are thus crucial. These activities develop hand-eye coordination and reasoning skills. Moreover, art remains the most profound symbol of humanity, used to create meaning and beauty uniquely. Even in business, art is essential for differentiating organizations, products, and ideas to attract interest. This clearly shows that despite a business-driven world, human connection through art continues to engage people—art is humanity’s core.
Does everyone think Thailand faces similar problems? Or is the reduction of art education limited to the U.S. and the UK?
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