In defense of the value of visual arts in public education: An examination of scholarly arguments for functionary pedagogy and intrinsic fulfillment

A descriptive study sought to find answers to an ongoing dichotomous argument about Visual Arts education in public schools: should Visual Arts function in support of core academic courses or should Visual Arts be taught primarily for their intrinsic value? Multiple sources as well as personal experience teaching Art have influenced and contributed to resultant opinions in this study. Two main arguments clarified in detail and delineated in points of their disparate issues, function to defend Visual Arts in public schools. Conclusions maintain that Visual Arts educators can defend threats to any Arts program with knowledge of the arguments and support of the intrinsic values students experience through Visual Arts.