This article primarily argues the issue of cutting art educational programs. The increase in school efficiency and economy, as well as the demanding concern of measurable standards has become the cause. The author questions how something that has played such an important cultural role throughout human history can no longer be justified in today's educational process. The basic argument of the author is that the arts play an important role in brain development and maintenance. They involve many elements of human life, primarily performance, or heightened motor skills, and aesthetics, which is the heightened appreciation of the sensory-motor skills.
Mobility is way of human life, whether it be movement of information mentally or physically.
The motor system consists of very complex brain-muscular connections. The author argues how curriculum can be cut that will reduce the development of such complex systems and prevent them for what they are intended to do. It is also argued that by cutting the funds may also cut the opportunities for students to learn what is crucial to them, such as language. The neural system that is used when learning language goes hand in hand with the neural system that enables one to process musical forms. Both systems must be developmentally stimulated.