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Kenzie Sawyer’s morning starts like most: with a strong cup of coffee. While the cup is still hot and steaming, she journals and sets her intentions. The practice of writing in the morning clears her head, lets her explore new ideas, and helps her work through what she’s excited or nervous about. She has a busy and fun day ahead of her. Kenzie is a Teaching Artist at the Omaha Community Playhouse.
Sawyer’s path to teaching was marked by challenges and triumphs. Growing up, she didn’t always know she would become an artist. After the loss of two family members, she found solace in dance, a form of expression that helped her navigate grief. Though she initially shifted her focus to pre-med in college, Sawyer quickly realized that the arts were too important to ignore. She ultimately earned a BFA in Contemporary Dance from the University of North Carolina School of the Arts, determined to bring the same sense of community and expression to others, especially to young people who might not have the same opportunities she did. What she discovered in her teaching career is that the arts offer more than just creative expression; they shape how students think, collaborate, and contribute to society. And these lessons play out every day in the classrooms she teaches.
“Coming back now, I want to be the encouragement I wish I had and showing others that it’s possible to make a life in the arts if that’s what you want.”
One of the most compelling aspects of arts education is its proven connection to academic achievement. A longitudinal study following students from kindergarten through fifth grade found a direct correlation between the amount of time students spent in arts education and their performance on standardized tests, particularly in subjects like math and reading. What’s more, the benefits of arts education compounded over time: the more years of arts education students received, the greater the positive effect on their academic performance.
These findings mirror what Sawyer has observed in her own teaching experience. The students she works with, from beginners to advanced performers, consistently show growth not only in their artistic abilities but also in their academic confidence and creativity. She has seen students who initially struggled with obstacles begin to view problems in new ways through dance exercises or storytelling. The arts encourage creativity and critical thinking, both of which are essential for success in any academic field.
“Last year, I taught a beginner adult tap class, and it was one of my favorite experiences. There was one student who struggled with balance and kept telling herself she wasn’t “strong or young enough” to get it. I reminded her that wasn’t true, and that she should be proud of how far she had already come. We worked on shifting perspective: instead of only focusing on her feet and legs, I encouraged her to think about her upper body, too. I explained how the head and torso make up half of our body weight, and how creating a counterbalance with the upper body helps with control. The next week, she came in beaming, saying she had practiced that concept not just in class but while walking around her office, and she finally felt confident in her balance. Moments like that are magic, it’s not just about the dance step, it’s about seeing someone realize they’re capable.”
Though the effects of arts education on standardized test scores may seem marginal in some short-term studies, the improvements are still noteworthy. In a study conducted in Houston, one of the nation’s largest school districts, students who participated in an arts infusion program showed a significant improvement in writing composition skills. While math and reading scores remained relatively unchanged over the course of a year, the improvement in writing was substantial, indicating the power of the arts in honing specific skills. Similarly, male students in a year-long arts program in another district outperformed their peers in math, underscoring the targeted benefits of arts education for students who may not otherwise engage with traditional academic subjects.
Beyond academic growth, the arts play a vital role in shaping students’ emotional and social development. Sawyer frequently witnesses moments of personal growth in her students — times when they gain more confidence, build stronger relationships, and overcome personal barriers. She recalls one student who, at the start of class, was quiet and timid. Over the course of the semester, this student began to embrace new challenges both in dance and in life. By the final class, the student shared that they had never felt so seen and supported before.
“On the last day of class, she came up to me and said how much she needed the community we built, and that for the first time, she felt like someone really saw her. That moment stopped me in my tracks. It reminded me that teaching is about so much more than technique—it’s about being a mentor, a cheerleader, and someone who believes in them until they can believe in themselves.”
This emotional growth is one of the most underrated benefits of arts education. The collaborative nature of artistic endeavors helps students develop crucial social skills. Working together in a dance class or theater rehearsal teaches students how to collaborate, give and receive feedback, and contribute meaningfully to a group effort. These skills are essential not just for academic success, but for success in the workplace and in life. The arts are about more than creating, they are about engaging with others, communicating effectively, and learning how to navigate challenges.
Longitudinal studies provide the clearest evidence of the lasting impact arts education can have on students. In one study, researchers found that as students engaged in more years of arts education, their academic performance improved across the board. From writing to reading comprehension, even to problem-solving and critical thinking. The study concluded that arts education doesn’t just offer a temporary boost to a student’s test scores but builds foundational skills that students carry with them throughout their education and into adulthood.
This aligns with Sawyer’s own teaching philosophy. For her, teaching is about more than imparting knowledge; it’s about preparing students for a future where they’re equipped to navigate life’s complexities. A student of the arts is armed with creativity, critical thinking, and a sense of personal agency. Whether she’s teaching dance or helping students understand concepts of space, movement, and rhythm, Sawyer is teaching her students how to approach challenges with a positive mindset and a willingness to learn.
The arts should not be considered an afterthought or a luxury; they should be an integral part of every student’s educational experience.
Research supports what many in the arts community already know: arts education is vital to intellectual, emotional, and social development. While some districts continue to underfund the arts, studies have shown that even short-term exposure to the arts can improve academic scores in targeted subjects. But to truly realize the full benefits of arts education, we must reinstate the arts as a central pillar of school curriculums nationwide.
As a teaching artist, Sawyer’s goal is to help students build confidence, develop new skills, and see the world through a creative lens. Through arts education, she has seen students take risks, make mistakes, and learn from them, lessons that will serve them for a lifetime. Ultimately, this is what the arts do: they help students become better, not just as learners, but as human beings.
“Being at OCP makes me feel valued and part of something bigger. I love being surrounded by people who believe in the power of arts education for all ages. It feels like a place where people are given the chance to pursue what they love, where some doors might have been closed to them elsewhere. As a teaching artist here, I feel heard when I share ideas, and I’m constantly learning new things myself. It’s a place of growth, support, and community, and I’m grateful to be a part of it.”
Sources:
Schwartz, S. (2025, February 4). Reading scores fall to new low on NAEP, fueled by declines for struggling students. Education Week. https://www.edweek.org/leadership/reading-scores-fall-to-new-low-on-naep
Todhunter-Reid, A. (2018). In-school arts education and academic achievement: A child fixed effects approach. Arts Education Policy Review, 120(2), 112–119. https://doi.org/10.1080/10632913.2018.1423595
Bowen, D.H., & Kisida, B. (2019). Investigating Causal Effect of Arts Education Experiences: Experimental Evidence From Houston’s Arts Access Initiative. Houston Education Research Consortium, 7(4), 1-28.
Luftig, R. L. (2000). An Investigation of an Arts Infusion Program on Creative Thinking, Academic Achievement, Affective Functioning, and Arts Appreciation of Children at Three Grade Levels. Studies in Art Education, 41(3), 208–227. https://doi.org/10.1080/00393541.2000.11651678
