[Paper Solved]Why does Ken Robinson believe Art is less valued in our education system than subjects like Math and Science? –

Ken Robinson believes that art is less valued in our education system than subjects like math and science because it is traditionally seen as a “soft” subject. Math and science are often viewed as more practical, concrete disciplines, which drive the economic engine of society. They also tend to be prioritized by the educational system in terms of resources allocated and attention given to them. This emphasis on traditional academic subjects can lead to an attitude that discounts artistic pursuits as nonessential or even frivolous.

Why does Ken Robinson believe Art is less valued in our education system than subjects like Math and Science?

Robinson believes this lack of appreciation for art is deeply ingrained in our culture, but it has been further exacerbated by modern educational reforms that prioritize particular forms of assessment over others. For example, standardized tests have become a major component of school curricula across many countries, with results driving decisions about funding, staffing allocations and individual student performance evaluations. These tests overwhelmingly focus on mathematics and science topics at the expense of other areas such as art history or music theory. As a result, students may feel like they need to prioritize math and science over creative activities if they want to do well in school or get into college—a false dichotomy that drives down interest in artistic pursuits among young people who might otherwise find these fields rewarding.

In addition to being marginalized within overall educational priorities, Robinson believes there is also an underlying bias against creativity within schools themselves—particularly when it comes to assessing student performance. While traditional academic subjects tend to reward conformity (with students graded on their ability to remember facts), arts courses usually require more independent thinking and problem solving; yet these are often neglected when grading systems are designed around memorization skills alone. This means students may not receive credit for producing innovative work even though it requires considerable effort – effectively discouraging budding artists from continuing down this path in favor of those subjects deemed “more important” by traditional metrics used by schools today.

Robinson acknowledges there are some efforts being made towards integrating artistic elements into mainstream curricula through programs such as STEAM (which includes Arts alongside Science Technology Engineering Mathematics). However he feels these remain inadequate given how much focus continues to be placed on traditional Maths & Sciences at the expense of creative endeavors – something he seeks to change through his advocacy efforts towards improved recognition for Art throughout our education systems worldwide

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