The Economic Rationale for Funding Experiential Arts Education through Student Murals in Utah

Abstract

This paper explores the economic and social rationale for funding experiential arts education through student mural projects in Utah, with a focus on immigrant and minority communities. Drawing on the case study from a Park City school, the study illustrates how mural-making fosters creativity, inclusivity, and civic engagement among Latin American immigrant students while simultaneously enhancing community cohesion. The research integrates educational theory and economic analysis to demonstrate that arts education yields measurable long-term benefits, including workforce readiness, reduced inequality, and strengthened local economies. Evidence from international and domestic sources—such as the American Academy for Arts and Sciences and Every Student Succeeds Act (ESSA)—supports the assertion that art-driven programs contribute to both cognitive development and social capital formation. By merging creative expression with economic imperatives, this paper argues that investment in experiential arts is not merely cultural philanthropy but an economically sound strategy for community development, labor resilience, and sustainable regional growth.