近年来，澳大利亚12年级学生在戏剧、舞蹈、音乐及视觉艺术等创意艺术学科上的注册人数呈现大幅下跌趋势。统计数据显示，从2015年至2023年间，上述学科的注册量均出现显著缩减：其中戏剧下降39%，舞蹈下降38%，音乐下降16%，视觉艺术下降14% 1。在新南威尔士州，公立学校的戏剧注册人数从2016年的2,403人降至去年的1,441人，降幅约40%，而同期私立和天主教学校的降幅约25% 1。此外，选修艺术类科目的学生性别比例也在缩小，2012年至2022年间，男生占比从22.2%降至15.8%，女生占比从37.6%降至26.9%，两者均呈现约29%的比例下降 1。
造成这一现象的主要原因被归结为教育政策对STEM领域的侧重、高校入学排名的压力以及公众对相关机制的误解。2024年新南威尔士州议会调查指出，由于政策优先发展STEM、强调就业导向以及对预期收入的看法，导致创意艺术教育被贬值 1。部分学生和家长存在认知偏差，误认为戏剧或音乐在ATAR计算中“缩放”效果不佳，从而放弃这些科目 1。针对这一危机，文章呼吁政府和教育部门重新审视课程优先级及资金分配，纠正关于艺术学科不利升学的错误认知，以保护学生在情感表达、批判性思维和创造力方面的学习机会 1。
Enrolment numbers for creative arts subjects among Year 12 students in Australia have experienced a significant decline between 2015 and 2023, driven largely by policy shifts toward STEM disciplines and widespread misconceptions regarding university entrance scores 1. Data indicates that enrolments dropped by 39% for drama, 38% for dance, 16% for music, and 14% for visual arts over this period 1. This trend is particularly pronounced in New South Wales public schools, where drama enrolments fell from 2,403 students in 2016 to 1,441 last year, representing an approximate 40% decrease, while private and Catholic schools saw a roughly 25% drop during the same timeframe 1.
A 2024 parliamentary inquiry in New South Wales attributed this devaluation of creative arts education to a societal focus on STEM priorities, employment outcomes, and perceived future earnings potential 1. Furthermore, many students and parents operate under the mistaken belief that subjects like drama or music yield poor results when scaled for the Australian Tertiary Admission Rank (ATAR), leading them to avoid these courses despite their benefits for emotional expression, critical thinking, and creativity 1. The proportion of male students taking arts subjects falling from 22.2% to 15.8%, and female participation dropping from 37.6% to 26.9% between 2012 and 2022, reflects an approximately 29% reduction in uptake for both groups 1. Experts are now urging government and educational bodies to reassess curriculum funding and correct these scaling misconceptions to preserve access to arts education 1.
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