Why many students think less of art classes and how schools can change the perception

Students may not understand what art teaches
Another reason students underestimate art is that they may not understand what they are actually learning. If an art lesson is described simply as “drawing time”, students may naturally see it as less demanding than a mathematics or science lesson. However, a well-designed art class can require students to observe, plan, analyse, make choices, solve problems and evaluate their own work.

Consider a student creating a poster. The student has to decide what message to communicate, which images to use, how to organise the information and how to make the final product understandable to the intended audience. That is problem-solving. Similarly, when a student creates a piece of artwork and realises that the original idea is not working, they have to decide whether to modify it, start again or find another way to achieve the intended result. That is adaptability.

Art also teaches students to accept that there may be more than one reasonable solution to a problem. A mathematics question may have a specific correct answer, while an artistic challenge can produce several successful outcomes. Learning to work within that uncertainty can be valuable.

Students therefore need to understand that art is not simply about talent. It involves practice, technique, decision-making and sustained effort.

Lack of resources can affect students’ attitudes The quality of resources available for art education can also influence how students perceive the subject. When students have access to appropriate materials, exhibitions, digital tools, visual references and spaces where they can create, art can feel like a serious area of study. Where resources are limited, however, art may be reduced to occasional classroom activities using whatever materials are available.

Schools do not necessarily need expensive equipment to teach meaningful art. Creativity can be developed using affordable and locally available materials. However, students should still be given opportunities to see high-quality artwork and understand the variety of careers and practices connected to the creative world.

Digital technology can also expand access. Students can explore museums, galleries, illustrations, animation and design from around the world without physically travelling to those locations. This can help them understand that art is a broad field with different cultures, techniques and professional possibilities.
The role of teachers in changing the perception
Teachers have a significant role in helping students take art seriously. An enthusiastic teacher can show learners that art is not merely about producing something beautiful. It is about communicating ideas, exploring perspectives and developing the ability to create.

Teachers can also help students understand the connection between art and everyday life. Buildings, packaging, clothing, websites, advertisements, films, books, mobile applications and public spaces all involve elements of design and visual communication. Once students begin noticing these connections, they may start to understand why creative thinking matters.

Feedback is equally important. Students should not be made to believe that artistic ability is something a person either has or does not have. Like many other skills, art can improve through practice and guidance. Instead of saying that a student is simply “not artistic”, teachers can identify specific areas for improvement. Perhaps the student needs to practise proportions, experiment with colour, develop better composition or become more confident with a particular material. This gives the learner something concrete to work on.

Teachers can also encourage students to discuss their creative decisions. Asking a student why they selected a particular image, colour or arrangement can turn the artwork into an opportunity for critical thinking and communication.
Parents need to take creative ability seriously
Changing the way students view art also requires support from home. Parents do not have to turn every child’s artistic interest into a career. However, they should avoid dismissing creative ability simply because it does not fit their preferred definition of success.

A child who spends time drawing, making things, taking photographs or designing objects may be developing genuine skills. Instead of immediately telling the child to concentrate on “serious” subjects, parents can ask what they enjoy creating and encourage them to explore it further.

This can coexist with academic responsibility. A child can be encouraged to perform well in mathematics and still be allowed to develop artistic interests. In fact, giving children opportunities to explore different areas may help them discover strengths that could eventually complement their academic education.

The goal should be to raise well-rounded young people rather than students who are only confident in areas that produce examination grades.
Conclusion
Many students think less of art classes because they have been taught, directly or indirectly, that creative subjects are less important than traditional academic disciplines. Family expectations, examination pressure, career concerns, limited resources and the way art is sometimes taught can all contribute to this perception. However, art education offers far more than drawing and painting. It can help students develop creativity, observation, communication, problem-solving, patience and confidence.

The solution is not to force every student to become an artist. It is to give creative education the respect it deserves and allow students to discover what they can do with it. When schools treat art as a genuine form of learning rather than a break from “serious” subjects, students are more likely to appreciate its value.

When parents stop treating creative interests as distractions from success, children can explore their abilities without feeling that they must choose between being academically successful and being creative. Art should not have to compete with science or mathematics for legitimacy. A strong education system needs all of them because students need different ways to understand the world, express ideas and solve problems.