Published: 09:35 AM, 14 August 2026
Lessons on Art and Culture Should Be Assertively Taught in Schools Across Bangladesh
Education is not merely the process of memorizing facts, passing examinations, and securing employment. A truly meaningful education develops the whole human being. It teaches students how to think, communicate, imagine, appreciate beauty, respect diversity, and understand their society. In Bangladesh, however, school education remains heavily focused on academic subjects and examination results, while art and culture often receive secondary importance. This imbalance needs to change. Lessons on art and culture should be assertively taught in schools across Bangladesh because they are essential to developing creative, confident, culturally aware, and socially responsible citizens.
Bangladesh possesses a remarkably rich cultural heritage. Its traditions have developed through centuries of poetry, music, painting, theatre, folk literature, dance, crafts, festivals, architecture, and storytelling. The works of great cultural figures such as Rabindranath Tagore, Kazi Nazrul Islam, Jasimuddin and many others have shaped the intellectual and artistic identity of the country. Folk traditions such as Baul music, Nakshi Kantha, Jamdani weaving, rural theatre, folk songs and traditional dances are equally valuable parts of national heritage. Yet many young Bangladeshis are growing up with limited opportunities to experience these traditions directly. Schools are therefore an ideal place to introduce students to the cultural richness of their own country.
Art education has an important role in developing creativity. Children are naturally curious and imaginative, but rigid academic environments can gradually discourage them from experimenting and thinking differently. Drawing, painting, music, drama, creative writing, dance and craft provide students with opportunities to express ideas in ways that conventional examinations cannot measure. When students are encouraged to create something of their own, they learn to make decisions, solve problems and accept that there can be more than one correct answer. These abilities are valuable not only in artistic professions but also in science, business, technology and everyday life.
Cultural education is equally important because it helps young people understand who they are. A strong sense of cultural identity does not mean rejecting other cultures. On the contrary, students who understand and respect their own heritage are often better prepared to appreciate the traditions of others. Bangladesh is a diverse country with different regional customs, dialects, artistic traditions and forms of folk expression. Introducing students to this diversity can strengthen mutual respect and reduce prejudice. A child from Dhaka, for example, should have the opportunity to learn about the cultural traditions of Sylhet, Chattogram, Rajshahi, Rangpur, Khulna and other regions. Such education can help students see Bangladesh as a shared cultural home rather than merely a collection of administrative areas.
Art and culture can also strengthen emotional development. Students today face considerable academic pressure and social challenges. Creative activities can provide healthy ways of expressing emotions and managing stress. A student who struggles to explain feelings in ordinary conversation may communicate effectively through a painting, poem, song or performance. Participation in cultural activities can also build confidence. Standing before classmates to perform a song, recite a poem or act in a play teaches courage, discipline and communication skills. These experiences can remain valuable long after the student leaves school.
Furthermore, cultural education can strengthen social cohesion. Group performances and artistic projects require cooperation. A school drama, musical performance, exhibition or cultural festival cannot succeed through individual effort alone. Students must listen to one another, share responsibilities and work toward a common goal. Such experiences teach teamwork in a practical and memorable way. At a time when social interaction is increasingly influenced by digital platforms, schools should provide more opportunities for students to engage with one another face to face through meaningful creative activities.
The teaching of art and culture should not be limited to occasional annual functions. In many schools, cultural activities become visible only during celebrations of national days or school programmes. While such events are valuable, they are not sufficient. Art and culture should be integrated into regular education. Students could have scheduled classes in visual arts, music, theatre, creative writing, folk traditions and cultural history. Lessons could combine theory with practice so that students learn not only the names of famous artists and cultural figures but also experience the creative processes themselves.
Bangladesh's education authorities should also ensure that cultural education reaches students in rural and disadvantaged communities. Access to cultural opportunities should not depend on where a child lives or how wealthy a family is. Urban schools may have better access to art teachers, cultural organisations and performance spaces, while many rural schools struggle with basic educational resources. A national approach should therefore provide appropriate teaching materials, teacher training and community-based programmes. Local artists, musicians, craftspeople and performers could be invited into schools to share their knowledge. This would make lessons more practical while also helping preserve traditional skills.
Technology can further support this effort. Digital archives, virtual museum tours, recorded performances and online art resources can bring cultural experiences into classrooms that may not have access to museums or professional artists. However, technology should supplement rather than replace direct human experience. Students should still have opportunities to hold art exhibitions, perform traditional music, visit cultural sites, learn crafts and interact with cultural practitioners.
Another important consideration is assessment. If art and culture are treated as unimportant because they do not contribute significantly to examination grades, students and parents may naturally give them less attention. Schools should therefore recognise participation and progress in creative subjects without turning every artistic activity into another source of examination pressure. Assessment can focus on creativity, effort, understanding, participation and improvement rather than simply rewarding memorisation. The objective should be to cultivate appreciation and ability, not to create another race for marks.
Parents also have a significant role. Many families understandably prioritise subjects that appear directly connected to future employment. Yet the modern economy increasingly values creativity, communication, adaptability and innovation. Artistic education can contribute to all of these qualities. Moreover, not every child needs to become a professional artist for art education to be worthwhile. The purpose of cultural education is broader: it helps young people become thoughtful, imaginative and emotionally balanced individuals.
Schools should also recognise that Bangladesh's cultural heritage is not something frozen in the past. Culture continues to evolve. Students should be encouraged to explore both traditional and contemporary forms of artistic expression. They can study folk music alongside modern music, traditional crafts alongside digital design, classical literature alongside contemporary writing, and theatre alongside film. Such an approach would show students that cultural identity can remain rooted in heritage while responding creatively to a changing world.
The economic dimension should not be ignored either. Bangladesh's creative industries have significant potential in areas such as handicrafts, fashion, design, publishing, film, music, advertising, animation and digital content. Early exposure to art and culture can help students discover talents that might eventually become professional skills. Supporting creativity in schools could therefore contribute not only to cultural preservation but also to future employment and entrepreneurship.
Most importantly, Bangladesh needs an education system that values the development of human beings, not merely the production of examination results. A nation becomes stronger when its citizens understand their history, appreciate beauty, respect differences and have the confidence to express original ideas. Art and culture provide powerful tools for achieving these goals.
The time has come for schools across Bangladesh to treat art and culture as essential components of education rather than optional entertainment. Government authorities, school administrators, teachers, parents and communities should work together to make creative education accessible to every child. Classrooms should become places where students can read poetry, paint pictures, sing songs, perform plays, learn traditional crafts and explore the diverse cultural heritage of Bangladesh.
Education should prepare young people not only to earn a living but also to live meaningful lives. By assertively teaching art and culture, Bangladesh can nurture a generation that is academically capable, creatively confident, emotionally mature and deeply connected to its cultural roots. Such an investment would enrich both individual lives and the nation as a whole. The future of Bangladesh deserves an education system in which art and culture are not placed at the margins, but recognized as central to building a wiser, more creative and more united society.
PR Biswas is Senior Staff
Correspondent at The Asian Age.
