I naturally wonder if I can respond positively when asked, "Should I prioritize art?" Even though I have received art education for a long time, I will hesitate. This is because from the school's point of view, it cannot show accurate data that can give a definite answer to whether it is the right thing to do. If I hear the question, 'Do I need art education?' I will clearly show a positive position. Therefore, priorities for arts education should be considered by considering the identity and goals of the school and decide which education should be prioritized. Art education is important, but in a way it can act as an additional system, foster students' creativity, and give them various experiences. However, I would not agree that it takes precedence over all essential education. So furthermore, knowing the importance of art, I would like to provide justifiable reasons and data for art to be adopted as a regular subject.

There is something to consider about spending the budget for art education. First, it is necessary to think about what perception to make from art education. Scholars and teachers can recognize the goal of supporting art education as "expanding culture and arts in life" or "expanding opportunities for students to participate in art education" and "providing opportunities for achievement." From this point of view, the goal of art support is to ensure that all students are provided with an opportunity to receive art education according to their official duties and aptitudes through public education. Therefore, I think that when considering the purpose of art education in school, the focus should be on the internal value of culture and arts and on allowing students to enjoy artistic enjoyment in their daily lives. Second, school art education officials need to be aware that there are various difficulties such as budget and policy in terms of support and operation of art education.

First, there is a limitation that normal education is possible only when the school's own budget is additionally secured to operate one support. In addition, due to policy problems, it may be uncertain about the difficulty and sustainability of securing a budget for support projects every year. Finally, it is necessary to know whether students and parents can change their positive perceptions of art, cooperate and consideration through musical instrument education, and feel a sense of accomplishment through art activities. Therefore, it is necessary to establish a concept and classification system according to art education support to lay the foundation for research and analysis of cultural and artistic education resources and suggest utilization plans.

There is data necessary to set the importance of art education and budget accordingly. Does the ambiguity of art suggest another way to interpret the world? Do students feel valuable about their talents that can contribute to artistic activities? Does art education teach you how to work hard for uncertain results? A database or logical argument for is needed. Davis, a cognitive developmental psychologist and founder of the Harvard Graduate School of Education's art education program, said “Why this emphasis on success as the optimal and necessary outcome? Do we learn and grow from our successes? Can we ever realistically assess our performance if we fear mistakes and failure? Don’t all our children deserve the opportunity to experience failure in a medium that invites revision and growth? The arts offer children positive experiences with failure, invaluable experiences with setting the bar higher than we can reach, with knowing that the passion lies in the attempt, not the realization, that failure can be clarifying and generative, that ‘failure’ is part of a process in which I am involved, not a product that you can call me.” By learning art, we can achieve the essential elements that humans can gain, and we can understand our experiences in a way that transcends existing studies.