The importance of the arts in education has been argued for decades. Underlying many of the arguments in favour of arts education is the belief that if education focuses exclusively and predominantly on one mode of cognition- that is the conceptual- then schools are denying children essential areas of human development. Arts educators have pointed to the value of the arts describing them as "an education of the senses" (Witkin 1974), and a means to developing aesthetic behaviours such as perceiving, reacting and valuing (Reimer 1971).
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