In an era of increasingly limited resources, the state of arts education is potentially facing a crisis. Although prominent politicians have publicly supported enhancing of the roles of the arts, education policy reforms continue to threaten the time and funding dedicated to the arts in the classroom. No Child Left Behind-inspired policies facilitated an increased emphasis on “high-stakes”, tested subjects that often come at the expense of resources otherwise dedicated to the arts and other “non-core” subject areas (Rowe, Castaneda, Kaganoff, & Robyn, 2004).
