The state Department of Public Instruction (DPI) is winding down its public hearings on proposed high school "core" requirements. The plan covers the basics -- heavy on English and mathematics, a little lighter on science and social studies. A foreign language is required; a physical education obligation is a welcome tool in the fight against youths' growing girth.

On the surface, these standards seem rock solid. All in favor say "aye."

But a deeper examination reveals a glaring deficiency. The core is a left-brain-dominant course of study. That is, it emphasizes logical, objective, particularized thinking. Where are our kids to learn creativity, holistic thinking and problem-solving (beyond the limits of what's taught in math or English class)?

Although those skills can be taught to an extent in the proposed core, they won't be pursued the degree needed if the United States is to maintain its economic supremacy.

Consider: Our information advantage is shrinking, and we can no longer rely on it as our sole competitive edge. Because of globalization, computers and the Internet, knowledge is becoming a commodity. It's almost as accessible to people in New Delhi or Beijing as it is to those in Chapel Hill or at Research Triangle Park. As left-brain knowledge becomes more universal, right-brain creativity becomes more valuable.

That's why the DPI should make arts education a mandatory step for earning a high school diploma.

Nowhere is creative thinking, and the communication skills needed to convey it, better taught than in the arts. Twenty-six states recognize this, making some level of fine arts education part of their graduation requirements.

Under North Carolina's proposed plan, arts education would be relegated to second-class status -- just one of many "endorsements" or suggested courses of study. This lack of vision reflects just the dearth of innovative thinking the state's proposed core would instill in generations to come.

Too many of us think of the arts strictly in terms of the medium, such as a painting, a play or concert. We forget about the conceptualization that's required before an artist picks up a brush. We don't appreciate the mental rigor an actor must exercise to memorize lines and interpret a script. We overlook the discipline and hard work required for a recital. We undervalue the attention to detail shown by directors, lighting technicians, makeup artists, set designers and scene builders.

These traits are often glorified when displayed on the high school athletic field, yet for some reason are often marginalized when they show up on a stage or a canvas.

The case for requiring arts education for its skill-building benefits is solid. Even the Elizabeth Dole-led Labor Department produced a study concluding that the arts are a great training ground for jobs of the future. Credible studies also suggest that students who take art courses do better academically than those who do not, a case borne out by their SAT scores.

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Yet for all the value an arts education provides the individual, its ultimate worth is in its contributions to society. Now more than ever we need the arts to preserve and improve what little of our culture we have left. Count me -- a former sailor, no less -- among those who are increasingly shocked at the growing vulgarity, voyeurism, crudeness and materialism of our popular culture. Just when I think our societal norm can't go any lower, it does.

It's easy to blame young people for dragging the rest of us down this dirty path. But maybe we should consider that one reason so many young people enthusiastically embrace the current popular culture is because it's the only culture they know.

I'm not na•ve enough to think standards will rise just because of high school art courses. But if young people were given the knowledge and tools to learn about and appreciate art, today's entertainers would no longer have the stage all to themselves. The catchy, racy lyrics of Christina Aguilera's "Candyman" may captivate and titillate today, but over time they won't compare to the enduring artistry of, say, Ella Fitzgerald singing a Cole Porter song.

That's a judgment I suspect many high school students would share, provided they were given the opportunity to learn who Cole Porter and Ella Fitzgerald are, and why their music and art have outlasted their lives.