Effective arts education presupposes two conditions: a mind/brain that is capable of mastering the arts, and a supportive environment.
My theory of multiple intelligences provides a basis for education in the arts.
However, we are the kind of species that can learn to carry on those activities that are valued by our culture.
And so, when we find ourselves in an environment where certain activities are held in high regards, and where we are given the opportunity to engage in those activities, most of us will turn out to be pretty good.
Contrary to what you may have heard, there is no part of the mind/brain that is dedicated specifically to the arts.
Indeed, I don't believe that our species evolved over thousands of years to be able to be able to participate in the arts, except for the obvious fact that most of us are able to carry a tune or draw a house or dance in time, more or less.
According to this theory, all of us as human beings possess a number of intellectual potentials.
Schools have generally addressed the linguistic and logical intelligences, but other institutions and situations can encourage the nurturance of at least six other intelligences: spatial, musical, naturalistic, interpersonal, intrapersonal, and bodily-kinesthetic.
It is assumed that Chinese students will learn ink and brush painting, and that European students will be informed about the art and music of their country.
In the United States, however, such automatic allegiance to the arts does not exist.