Learning and participation in music, dance, theater, and the visual arts are vital to the development of our children and our communities. Through advocacy, research, partnerships, and professional development, Americans for the Arts strives to provide and secure more resources and support for arts education. Visit AmericansForTheArts.org for more information on the Arts Education Network.
Perhaps the holidays have made me somewhat sentimental this year. As I pondered what to write for this blog post, I kept returning to how thankful I am to have had a career in the arts. I have been able to make a living doing what I love to do, share that passion with my students, and encourage them to pursue a career that will provide artistic and intellectual stimulation as well as a possible lifetime of inspiration. Of course, my professional achievements would never have been possible without influential role models and access to the arts from a young age.
Therefore, I try to pay it forward by acknowledging my mentors and the opportunities I was afforded. Giving back by participation and service in initiatives and projects that help sustain the quality of the arts and arts education for future generations is my duty. This week, I offer a list of how to give thanks for how the arts have enriched our lives. For most of us reading this blog, this practice would be commonplace. Therefore, consider it one individual’s humble attempt to spread awareness of the many ways we can support the arts and the beginning of a larger conversation that illustrates the priceless benefits that accompany such efforts. I encourage you to add additional ideas to this preliminary list and share them with your community. Perhaps some ideas of different ways to become involved in the arts will help create new spectators, volunteers, and donors. Read the rest of this entry »
When University of Utah College of Fine Arts students asked for tools and resources to prepare them for the transition into the workforce, Dr. Liz Leckie, Assistant Dean for Undergraduate Affairs, listened.
The students’ request resonated with Dr. Leckie given that it reflected what the collective voice of more than 100,000 arts graduates from the Strategic National Arts Alumni Project (SNAAP) was saying, which is that in addition to mastering their craft, art students want more time spent on career and post-graduate advising.
And, earlier this month, the students got exactly that. By hiring and empowering student staffers, Dr. Leckie created a team that envisioned and executed the highly-anticipated first annual ArtsForce conference, a two-day, student-driven event including an array of workshops, panels, networking opportunities and a keynote presentation by the esteemed associate director of Vanderbilt University’s The Curb Center for Art, Enterprise and Public Policy, Steven J. Tepper, PhD. Read the rest of this entry »
Even those of us who have chosen to spend our lives in the arts rather than mathematics and the sciences have probably heard the preeminent example used to describe Chaos Theory. There is no shortage of cultural references to the so-called “Butterfly Effect,” including Jurassic Park’s claim that “a butterfly can flap its wings in Peking and in Central Park you get rain instead of sunshine.”
So what does that mean for those of us who are working in the arts education field? Too often our efforts feel like lots of wing-flapping and not enough knowing where to look to measure rainfall. We flap our wings and maybe one student will become a professional artist. We flap our wings and perhaps a performance will inspire a student. We flap our wings harder and harder and yet the next Mozart will not come out of this year’s class of students. Unfortunately, some who control the purse-strings see funding of arts education in this way. Few people are eager to invest their resources in what they see as chaotic or unpredictable.
A funder, whether it is a private foundation, philanthropically-minded community members, state legislators, or school board members, expect their investment to spur a lot of wing-flapping, but they also want to know exactly when and where they can expect to see results.
Americans for the Arts is excited to be partnering again with VANS in 2014 for the Vans Custom Culture competition, a national shoe customization contest where high schools from all over the United States compete for a chance to win money for their art programs.
Since 2010, youth-targeted brand Vans has been encouraging high school students across the United States to embrace their creativity. The Vans Custom Culture competition offers students a fresh perspective on art and offers an outlet for self expression through art, fashion, and design through this unique contest and multimedia exhibit. During this contest, high school students from participating schools design shoes that fit within a particular theme representing Vans lifestyle. The $50,000 award is granted to the winning school to support its art program.
The 2013 Vans Customs Culture winner of the $50,000 grand prize was Lakeridge High School of Lake Oswego, Oregon. This winning school was chosen on June 11, 2013 at the Whitney Museum of American Art in New York City. The top 5 finalist school’s shoe designs were on display at the museum for the panel of judges, which included actress Emma Roberts, designer Timo Weiland, reality star-turned-designer Whitney Port, artist Christian Jacobs and skateboarder Steve Caballero. In addition to the grand prize, $20,000 was donated by Vans and Americans for the Arts to ten more schools across country to advance their art education programs. Read the rest of this entry »
Arts Education, by the very nature of our work, is a hybrid profession. As such, I’m sure many an arts education administrator or fundraiser can share tales of woe about having to explain to board members or funders how our work is both artistic and educational – a task which only a few people, in my opinion, have managed to accomplish in our field. But where some people see confusion as a result of not being able to label, others see collaboration… the overlap of a Venn diagram. What fascinates me about our work is that we are the combination of two ecosystems and a place where community takes on a whole new meaning.
While all that sounds lovely, there are (too) few concrete places where one can achieve a professional sense of community – a space where folks can come together from different cities, organizations and professions to share, discuss and dream about what arts education can achieve. For me, one of these places is American for the Arts – specifically, the Arts Education Network.
In 2011, a year in which many of us and our organizations were dealing with the ripple effects of a massive economic meltdown, I very quickly became overwhelmed by the sense of isolation and surprised by how most in our community quickly reverted into a survival mode that prevented us from seeing beyond the walls of our institutions. We became so focused on making sure our organizations could make it through the crisis, we inadvertently turned our back on the solution: us. I, along with everyone else, was starving for perspective. Read the rest of this entry »
I remember when I applied to the Tisch School of the Arts at New York University (NYU). My high school experience was not ideal, and I had always dreamed of pursuing something in the arts. Sophmore year of high school I tried out for the fall drama production, and there was no going back from there. I worked hard to keep my grades up and fill my resume with impressive extracurriculars; I applied to nine different schools, really only wanting to attend NYU. The day I was accepted was probably the most memorable day of my life. It signified a turning point: I was about to embark on the journey of my dreams.
Looking back, I don’t doubt that it was the most worthwhile choice I’ve ever made (which is lucky, because I, as most high schoolers are, was pressured to make that decision when I was only seventeen years old). I learned so much about myself as a performer and a human being, and became an instrument through which characters could live, breathe, and have their stories told. It was the opportunity of a lifetime, and an experience which I will never forget. That being said, during my time at NYU, I wasn’t completely honest with myself about the realities that lay ahead of me once I graduated. It was hard to keep questions about the future clear in my head because things were so uncertain post-graduation. Still I wondered, was pursuing a degree in the arts worth it? Read the rest of this entry »
The school year is still new, so it’s a great time to look ahead and plan ahead. Remember that your academic and performing or visual arts choices in high school should serve your longer-term goals as you prepare for college and beyond. Keep in mind that no matter what decisions you’ve made, or are about to make, you may want to refine your selections as you develop and grow. Stay focused, and at the same time, stay open to exploring new areas at all times!
Senior Arts Students — Get guidance, plan auditions, prep portfolios. Stay on track with admissions requirements by working with your guidance counselor. Let your counselor know where you want transcripts, score reports, and letters sent, and provide any necessary forms much earlier than the actual deadlines so your counselor will have time to send in the forms. Now you can finalize your audition material or portfolio pieces to best reflect your skills.
Senior Parents — Decide on early decision. Review options for early decision and early action to determine if this is the path you and your student want to pursue. Help your child complete the college list by adding application and financial aid due dates. Take a road trip. Identify the top colleges on the final list, and visit those schools. Schedule any interviews that can be completed on campus or with college alumni. Also remember to attend college fairs, and gather as much information as possible.
Junior Arts Students — Build your list of potential colleges. Start by identifying the criteria that is most important to you about college such as academic majors, size, location, cost, and/or special programs. Weigh each of the factors according to their importance to you. Then list the schools that fit your criteria, and develop a preliminary ranking of those schools. You should attend college fairs and college nights and speak with college representatives who visit your high school. Search your top college options online, and based on your findings, either expand or narrow your list. Also, if you’re in the performing arts, it’s a good time to assemble your resume with a headshot. See how the college consultants at ArtsBridge approach arts specialization.
Junior Parents — Stay on schedule. If your child is taking the PSAT, make sure the date is marked on your student’s calendar as well as yours. Remind him/her to prepare for the test and to try some practice questions. At the same time, you can help keep this from being a high-pressure situation by planning for a fun treat after the test. Step on campus. Schedule a day trip to visit nearby colleges even if it’s not where your child will apply. The idea is to explore different types of schools. Start a discussion by asking about which characteristics your student either likes or dislikes about those schools.
Sophomore Arts Students — Practice with the PSAT. Taking the PSAT as a sophomore will help prepare you for the real thing next year. It also allows you to release your name to colleges so you can start receiving information from them. Also review your courses with your guidance counselor to make sure you’re enrolled in the classes you need to prepare you for college.
Sophomore Parents — Take your kid to the fair. It’s a good time to start checking out college fairs and possibly meeting with school representatives that come to your area. Encourage your child to get a feel for the college search by attending one fair, and if ready, a session or two with representatives at school. It may also be a good time to start a preliminary list of potential colleges.
Freshman Arts Students — Plan for the next 4 years. Prepare to lay the foundation for your high school career. This is the time to establish your academic and extracurricular credentials and begin to explore options for further education and a career. Your guidance counselor is there to help you make sense of your college and career options. As soon as you can, set up a meeting to talk about your plans for high school and the future. Your counselor can help to make sure you’re enrolled in the appropriate college-prep classes.
Freshman Parents — Plant the seeds now. Encourage your child to start exploring career goals so that courses can be chosen to complement those goals and serve as good prerequisites for college. Sit down with your teen and the course listings to agree on an academic plan for the classes your child should take in high school. Lay out preliminary plans for extracurricular activities as well, allowing flexibility for new interests to develop. Naturally, you’ll want to consult with the school guidance counselor to help with all of the planning.
Students of the arts get a head start on college consulting. Learn all about ArtsBridge college counseling and see how former college deans of admissions are able to offer specialized guidance to bring out the best in every high school student of the arts.
The monthly planning guide for visual & performing arts students and can be viewed at http://artsbridge.com/artblog/
Aside from the “not enough money for the arts” conundrum, “not enough time for the arts” is the second biggest barrier that most educators face in providing more arts instruction, or even arts integration, for students. But at more than 1,000 schools across the country, this barrier is being erased thorough re-structuring the school day to gain precious minutes, hours, and even days of instructional time for students.
The National Center on Time & Learning publication Advancing Arts through an Expanded School Day offers case studies for five schools that have reorganized their schedules to provide students with more contact hours during the day and larger blocks of time to delve deeply into project-based learning. The publication includes three key traits of extended-day schools:
- Educators consider arts classes to be a core feature of their comprehensive educational program.
- Educators organize their school day and staffing to reflect the central role of the arts and dedicate ample time to their practice.
- Educators value how the arts can leverage engagement and achievement in school.
In Oregon, one outstanding example of these principals is the Academy of Arts and Academics in Springfield. This arts magnet charter school utilizes a core faculty complimented by professional artists to provide students with a robust experience of real-world inquiry. A3 boasts an 87% graduation rate for their four year cohort (compared to a 68% graduation rate state-wide) and 83% of their graduates plan to attend college the following year. You can see their sample schedule online. Read the rest of this entry »
We are half way through the “Art of Education” contest, and right now two schools from Washington State are neck and neck for the lead position: Cascade K-8 Community School (Shoreline, WA) and Kenmore Elementary (Kenmore, WA) each have over 2,800 votes so far!
It’s not too late for your favorite school to jump into the top 16 schools by using these following tips…
- Set a daily reminder. Remind yourself to vote – and encourage your friends and family to do the same. You can set an alarm on your phone, calendar, or clock – just be sure to set it for a time of day you won’t distract others – and when you’ll be near a computer to vote!
- Break out in song! Last year’s winner, Brunswick Acres, used a combination of video, dance, and music to urge the public to “Vote B.A. Daily.” Collaborate with your students, teachers, parents, and administration in your community – and let your musical talents shine!
- Go digital. If your artistic talents lie in the visual arts or in creative writing, consider working with your peers to create a blog or website about the contest. Be sure to include reasons why you need their vote!
- Get the press involved. Write a persuasive letter to the editor of your local newspaper. Or invite a journalist to your school to showcase the financial need, meet the principal and art teachers, and see first-hand the energy of the students.
- Share, share, share! Be sure to send an invitation to all your Facebook friends to “like” the KRIS Wine Facebook page. Remind them often to vote – and do so creatively! If your son is in the school orchestra, snap a photo of him practicing, and email it to your out-of-state family members. Please always be sure to thank your friends and family for their help!
The 2013 Art of Education contest runs until October 31, 2013. Vote now for the chance for your school to win. Remember – anything can happen in the next two weeks. Good luck!
There’s been so much written about the value of higher education and most of it, especially when it is positive, I agree with. Lately, however, I have begun to question my own thinking, admitting to myself that I may be so biased and gullible that I will buy into anything that is said about higher education if it positively reflects upon my domain.
For years I have agreed with the argument that a broad, liberal education combined with arts training is the right balance, i.e., the best balance for graduating someone in the arts. I also accepted hook, line, and sinker the notion that to be fully prepared, to have the full enchilada, so to speak, would require a student to major in a more professional degree such as the BFA. Notice how I said, the “more professional,” with emphasis upon the “more.”
Why did I, and, for that matter, most, if not all of my world of colleagues buy into this notion of how to shape a curriculum intended to prepare an artist? For others, it may be different but for me the answer is embarrassingly clear: the argument made sense because I was always in a comprehensive university and, therefore, what made sense was justifying the value of the institution in which I worked. Read the rest of this entry »
“Intellectual growth should commence at birth and cease only at death.” – Albert Einstein
What is Life Long Learning? Simply, I believe it is the consistent and deep engagement of the mind and body in the active pursuit of knowledge and experience from birth to death. Now, science is helping to support the importance of learning in keeping brains active and healthy for a lifetime. The Maryland State Department of Education with the Johns Hopkins University School of Education published a set of guidelines in 2010 entitled Healthy Beginnings, supporting development and learning from birth through three years of age. The Dana Alliance for the Brain states in its paper Learning as We Age (2012) that “mental exercise, especially learning new things or pursuing activities that are intellectually stimulating, may strengthen brain-cell networks and help preserve mental functions. The brain is just as capable of learning in the second half of life as in the first half.”
Over recent years, neuroscientists continue to conduct research on how the mental and physical activities so integral to the arts are equally fundamental for brain function. Charles Limb, brain scientist and musician at Johns Hopkins University (and a member of the Baltimore Symphony Orchestra’s science advisory team), says that “the brain on arts is different than the everyday brain. Art is magical, but it is not magic. It is a neurological product and we can study it. “
At the Baltimore Symphony Orchestra we are committed to the importance of engagement in music from the earliest age to the oldest. The BSO Music Box Series (™) introduces children 6 months to three years of age to music, art, and reading through interactive activities designed to stimulate awareness, listening, coordination, language, and music making. Although the research is anecdotal based on observance, we are seeing positive recognition in children who are attending these experiences on a regular basis. Read the rest of this entry »
This week I invited 20 very smart people to join me on ARTSblog for a discussion about arts education. We tried to tackle issues around the trifecta of education accountability—standards, assessment, and evaluation. A tough topic for sure, but we wanted to address some questions such as:
1) How do you assess students in arts classes?
2) Are there reliable ways to evaluate arts teachers?
3) What does this era of educational accountability look like for the arts?
One of our bloggers, Aliza Sarian, wrote eloquently about why assessment and evaluation are important in her work as an arts educator:
“Evaluation and assessment are at the core of what I do as an educator and as a classroom teacher. I make that distinction because as an educator, I am constantly looking at the work I do and reflecting on how it can be improved. As a classroom teacher, the kids, parents, and administrators demand the feedback to help students become better speakers, writers, and learners. In my world of arts education, assessment and evaluation are invaluable.”
But she and other bloggers and commenters also raised valid concerns about education accountability—how does it affect the arts? How is it different for the arts than other subject areas?
For example, a couple of commenters were worried about the use of time and resources on things like standards and evaluations. To quote just one:
“Let me suggest before we jump into measuring fine arts teachers job performance, we first focus on providing every child in America with regular fine arts learning opportunities in all of the fine arts.”
And I cannot say that I disagree. But I also agree with Aliza about the importance of accountability in terms of refining our practice and moving our field forward. Read the rest of this entry »
The Common Core State Standards (CCSS) may be the best whole school initiative to happen to arts education. The English Language Arts Standards (ELA) call for literacy in history/social studies, science, and technical subjects. Page 43 of an appendix to the ELA standards defines a technical subject as:
A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music.
The Common Core State Standards website clarifies this relationship between ELA literacy and literacy in history/social studies, science, and technical subjects:
Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. It is important to note that literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.
Finally, it seems that the arts are receiving the attention to which we are entitled as a result of being classified as a technical subject. The CCSS writers were savvy to include anchor standards for technical subjects so that other content areas would have to take note and be drivers of the English language arts (ELA) standards within the various other content areas. Mathematics provides that we address grade-level standards. And all the while, arts teachers must also take note of the significance of their state and national visual and performing arts standards while determining shifts from CCSS to arts standards. Read the rest of this entry »
Three Recommendations for Art Educators Who Are Committed to Inquiry and Imagination in the Age of Accountability
In many of her lectures, Maxine Greene spoke about the processes of inquiry and imagination we experience when we are learning in and through the arts.
We are concerned with possibility, with opening windows on alternative realities, with moving through doorways into spaces some of us have never seen before. We are interested in releasing diverse persons from confinement to the actual, particularly confinement to the world of techniques and skill training, to fixed categories and measurable competencies. We are interested in breakthroughs and new beginnings, in the kind of wide-awakeness that allows for wonder and unease and questioning and the pursuit of what is not yet (Greene, 2001, p. 44).
How can we, art educators, find ways to support students in the possibilities inherent in artistic learning processes that are active, responsive to imagination, and open to collaboration in what Greene calls, “the pursuit of what is not yet”? Teachers are planning learning experiences in the age of accountability when standards, assessment, and teacher evaluation are central points of focus in the 2013 educational climate. Many arts educators are left wondering how to be accountable to these issues without relinquishing what is artful, imaginative, creative, and emergent about arts education. Read the rest of this entry »
I serve as the Educational Specialist in Visual and Performing Arts for the Baltimore City Public Schools, where I oversee implementation of curriculum, assessment, and some aspects of teacher evaluation. The district is concluding a six-year period that has been marked by several large-scale reforms that included the implementation of a funding model that placed unprecedented decision-making power in the hands of principals, as well as expanded school choice options for students.
The system is now turning its attention to several transformations that have a direct effect on teaching and learning in the arts. As in other districts, City Schools is overhauling its curriculum to align with the Common Core State Standards. Additionally, City Schools is undertaking a ten-year overhaul of the district’s buildings including modernized spaces for the arts, and developing processes to ensure instructional and leadership effectiveness that allow for professional growth around not only arts-related content, but in the unique ways that arts learning supports Common Core principles. The district has also instituted new support systems that govern the ways that leaders and teachers are supported, developed, and evaluated.
Effective leadership is an important component of any successful school system. To support administrators and teachers, City Schools has piloted and implemented an Instructional Framework that has taken into account effective teaching practices in all disciplines. The framework parses the act of teaching into three areas: plan, teach, and reflect and adjust. These three areas follow a cyclical pattern, where reflection and adjustment inform planning. Current work in progress includes the formulation of a set of key teaching actions that outline instructional procedures and techniques germane to arts education. The key actions documents will act as discipline-specific complements to the techniques listed in the framework, and will provide administrators with a valuable reference with which to guide support and evaluation conversations. Read the rest of this entry »