I want to preface this by saying that I do not believe schools are actively trying to kill creativity within their students, but they have been doing so inadvertently. I understand that school is not the only factor that contributes to the burnout of artistic students. There have been generational stereotypes of right-brain individuals causing a stigma that persists despite efforts by society and the education system to rectify it.
When I was in high school, we had ‘elective’ subjects, the majority of which were in the performing arts. These subjects were often taken as a joke or an “easy pass,” and this attitude often persisted when students chose them as a core part of their study. Making subjects like visual arts, woodwork, film, and music electives inadvertently devalues them compared to science or mathematical subjects. As a former art student myself, I felt my worth and academic ability immediately diminished due to my subject choice and career path. Throughout high school, I was often told I only chose art because it was an easy A, that it was for drop-kick students, and that anyone in the performing arts was considered less intellectual than those inclined towards science or mathematics.
These factors greatly damaged me as a creative, even after graduation. I can no longer pick up a paintbrush, as I have been completely blocked. Whenever I draw, I am never satisfied, nor do I feel the enjoyment I used to as a child. I constantly feel stupid and I undermine my own intellect due to the constant judgment around my chosen career. Even though I am pursuing a creative career, I can’t help but feel unworthy. Since I am not a math, science, or business prodigy, I feel I have no choice but to pursue a career I no longer have a passion for. Everything I found exciting about art has diminished. School is supposed to support your passions, not extinguish them.
Making performing arts electives causes students to question their credibility due to how little they are valued in schools. This creates a domino effect, causing students to abandon their passions and pursue more “academically” inclined subjects. Even if they choose art-based subjects, their passion slowly decreases due to the heavy stereotyping.
Many people argue that creative ability is something someone either has or does not. People remain adamant about this notion despite written reports from psychologists and scientists. British author Ken Robinson states that “children are wonderful creatures who can fantasize and create constantly, which is why it cannot be denied that all children have talent, but we do not pay any attention to it.” He goes on to say “Creativity is as important in education as literacy.” There is a preconceived and undeniable subject hierarchy in schools: first, the sciences and mathematics; then humanities and literacy; and lastly, all the creative disciplines.
The school system seems to prioritize conformity and standardization over individuality and innovation. This framework stifles students’ natural creative impulses by placing ill-advised emphasis on rote memorization and standardized testing. For example, a student who excels musically but struggles with economics and chemistry often finds their academic performance deemed inadequate. Similarly, even if a student is an extraordinary actor and painter but struggles with mathematics, their academic prowess is still deemed inadequate due to the way the education system scales performance. This creates a toxic and disheartening environment that compels students to suppress their creative side to fulfil external expectations.
The segregation of creative subjects as electives rather than core subjects reinforces the notion that they are secondary. This undermines the value of the creative fields and damages the self-esteem and overall motivation of students who wish to pursue a creative career. It internalizes the notion that their creative talents are less significant and forever overshadowed by more highly praised subjects.
