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.
This blog continues my conversation with Harvey White that took place during the “Heating Up STEM to STEAM” session at the Americans for the Arts Annual Convention earlier this summer. Read Mr. White’s initial comments here.
Sen. Stan Rosenberg:
“No, it’s not dumb, but I also want to do a little counterpoint here to see where you might go with this…OK, so I think the key role for the business leaders is to provide the leadership to push the government in the direction to make the investment and make the investment in a wiser way.
We spend $5 billion on education K-12 in Massachusetts. I don’t think it’s fair to go to the business community and tell them to give us another $1-2 billion to run that system. But I would sure love to use the leadership and capacity that they have to push the governor and other people to use some of that money more wisely.
But you have no qualms at all in saying to the business that you ought to spend another billion on factories? Read the rest of this entry »
During the “Heating Up STEM to STEAM” session at the Americans for the Arts Annual Convention this past summer, I engaged Massachusetts Senate President Pro Tem Stan Rosenberg in a tête-à-tête about workforce development. Below is the first half of a conversation we had on the panel (You can access the full session via Convention On-Demand):
“This [educational] system that we have today was created by industry to create the workforce they needed. We’re going to need to get business leaders [involved], as it happened in Massachusetts. If you [arts education advocates] want to talk to somebody other than your arts friends or your educator, talk to your business man—that if you’re going to have the workforce that you want, you need to have the kind of education system that will give you that workforce.
This [expanded arts education] will not, in my opinion, happen if it does not get embraced by business. And I could go on for a long time about what I think that may mean. But talk about wanting to expand this—the next person you want to talk to besides your neighbor and your arts advocate [is the business man]…
Why do business people not embrace this? And [not] give money to it? What I saw was that individual business people give a lot of money. From a philanthropic standpoint, most every community prospers from the rich people from the business world that give money. But businesses don’t. Why is that? I think it’s really very simple…it’s called quarterly earnings. Read the rest of this entry »
Flipping through an issue of Crain’s Business Journal earlier this summer, I was excited to read of President and CEO of JetBlue Airways Dave Barger’s appointment as the new Chair of the Board of Directors for PENCIL, one of New York City’s leading nonprofits focused on improving public education through partnerships with local businesses.
After doing some preliminary research and discovering this brief but impactful YouTube clip of a PENCIL campaign, I was hooked!
“I can do anything! I can be anything! I am a success!” Hearing these words come from an auditorium of young African-American students participating in the simple ritual of tying on a tie inspired me.
Look at our future empowered leaders! How can we help them achieve their personal and professional goals? What does PENCIL do exactly? Read the rest of this entry »
I’m a consultant in San Diego who specializes in capacity building for nonprofit arts organizations and the people who run them. I also do a fair amount of work in the realm of arts education, including currently serving as chair of the Arts Education Council at Americans for the Arts and the co-founder and chair of the San Diego Alliance for Arts Education.
It was with my “arts education hat” on that I attended a one-day symposium in San Diego called “Powering Innovation Economies” last week. One of the sessions was about the role of arts education, innovation, and the workforce.
Sarah Murr (my fellow blogger/Boeing’s Global Corporate Citizenship community investor responsible for corporate giving to the arts in Southern California) was invited to be one of the panel members. Murr is well known in Southern California’s arts education community for the huge investment she’s made on Boeing’s behalf in supporting arts education in the Orange County area. She is also an active board member of the California Alliance for Arts Education.
Unfortunately, she was ultimately unable to participate and I got an email asking if I knew of someone in the local corporate community who could take her place.
As I sat there thinking about which local corporations support arts education as part of their community investment policy for strengthening workforce development, I came up empty handed. Read the rest of this entry »
In Tony Wagner’s book The Global Achievement Gap, he writes that “the Global Achievement Gap is the gap between what our best schools are teaching and testing versus the skills that all students will need for careers, college, and citizenship in the 21st century.”
Wagner based this book on extensive interviews not with educators, but with corporations.
Those interviews led Wagner to develop the “Seven Survival Skills…people need in order to discuss, understand, and offer leadership to solve some of the most pressing issues we face as a democracy in the 21st century”:
1. Critical thinking and problem solving
2. Collaboration across networks and leading by influence
3. Agility and adaptability
4. Initiative and entrepreneurship
5. Effective oral and written communication
6. Accessing and analyzing information
7. Curiosity and imagination Read the rest of this entry »
What is the role of business in ensuring that our educational system provides the workforce that they need?
Businesses have been addressing this concern in a number of ways including forming partnerships with arts organizations and creating signature arts education programs to prepare students from elementary school through college to be successful in careers in both the for-profit and nonprofit world.
Training the Future Workforce to be Creative and Innovative
Businesses have a vested interest in ensuring that the future workforce is prepared for jobs that might not even exist yet and one of the top skills this workforce needs is creativity. 1,500 CEOs interviewed by IBM picked creativity as the most important leadership attribute.
According to the study, “creative leaders invite disruptive innovation, encourage others to drop outdated approaches and take balanced risks. They are open-minded and inventive in expanding their management and communication styles.”
Some businesses have taken on the challenge of building the workforce that we need and created signature corporate philanthropy programs that are training the next generation of employees in creativity and innovation through the arts. Here are two examples but there are many more: Read the rest of this entry »
As advocates for arts education, we try to stay flexible and timely in our rationale and arguments. We want to be current and relevant about the latest studies and trends.
If “21st century skills” are in vogue, we can show the relevance of arts learning. If the talk is about the primacy of science, technology, engineering, and math, we are quick to suggest we add the arts and make STEM become STEAM. And if the focus is on the economy and jobs, we stand ready to make the case for how learning in the arts prepares young people for a wealth of future job opportunities.
I worry that our advocacy and rhetoric may get ahead of the reality of our practice. Are we really delivering on all the benefits we promise?
While advocacy is essential, I wish we devoted as much time to sharing with each other about the nuts and bolts of classroom practice. Perhaps we could even display some humility about what we can deliver and what is not quite ready for prime time.
This brings me to the topic of careers in the arts. Our advocacy often refers to an economic imperative for arts education. Here in California we talk about the direct application of skills learned in arts education to jobs in the arts and the broader creative economy.
We also suggest that arts education cultivates a range of skills that will be valuable across all economic sectors, such as creativity, collaboration, and innovation. Read the rest of this entry »
When I chose creative writing focusing on poetry as my college major, my parents slipped into a mild depression. On the other hand, they were buoyed up by the fact that I chose to stay in school rather than devote myself full-time to my rock and roll band. It all worked out, and both skills, poetry and music, have stood me in good stead.
At Americans for the Arts, we believe that these skills learned through arts education develop well-rounded children who are prepared for employment in both the creative economy AND in the 21st century workforce.
For instance, if your friend’s child wants a job in the arts, her parents may panic (like mine did) from reading current media articles about the arts sector dwindling in size. But, I have good news. Today, if someone is looking for a job in the creative economy, they have a lot of options.
No niche industry, arts are a big business in this country. Our 2011 analysis of Dun and Bradstreet data reveals that 756,007 arts businesses exist across the nation and employ 2.99 million individuals. These are businesses that we participate in for enjoyment (such as seeing a movie, attending a concert, or reading a novel); engage in for business (architecture, design, and musical instrument manufacturing companies); and invest in to enrich community livability (such as museums, public art, performing arts centers). Read the rest of this entry »
I have this sneaking suspicion that if you ask a typical high school student to tell you what career choices exist in the arts, they would give “artist,” and “art teacher” as their two, and possibly only two, examples. Unfortunately, I think that too many young people are unaware of the myriad career options that center on the arts.
So, here’s a plug for enlightenment.
In my own experience, I’d never considered such a career until my bachelor’s degree days. A full-time student in need of multiple part-time jobs, I found a “student assistant” position in the office of my university’s art department helping professors and the dean, answering phones, handling routine administrative tasks, and doing word processing on a primitive, mid-1980s computer platform.
This initial foray led to a lengthy and satisfying career in arts administration.
This career has benefitted me in many ways, not the least of which comes from wonderful opportunities to work and interact with a wide variety of arts professionals. Many of these jobs I never dreamed existed back in my school days.
Take government work, for starters. Read the rest of this entry »
At the end of September, over 300,000 arts graduates across the U.S. and Canada will be eligible to complete the 2011 SNAAP survey.
SNAAP is the Strategic National Arts Alumni Project – an annual survey and data collection project that investigates both the educational experiences and career paths of arts graduates. The project–the biggest of its kind ever attempted–is based at Indiana University in collaboration with the Curb Center at Vanderbilt, and I serve as project manager.
The arts graduates who will be surveyed this fall come from 67 varied institutions, including specialized art schools, liberal arts colleges, large research universities, and even arts high schools.
Earlier this year, SNAAP released its first annual report, based on the responses of 13,500 arts alumni from all over the country who responded to the 2010 survey. You can see some nifty graphics that summarize some of our more interesting findings – we call it the SnaapShot.
So, what do we know about arts alumni? Here are some nuggets gleaned from SNAAP 2010:
• Arts graduates aren’t starving and bitter. They are in fact largely employed, satisfied with their careers, and would go to arts school again if they had it to do over. Read the rest of this entry »
While research studies show that Intelligence Quotient (IQ) continues to increase with each new generation, creativity scores are decreasing. This fact should alarm everyone.
In fact, it has already gotten the attention of American business that desperately wants to – needs to – hire the brightest and the best to generate the next innovative ideas for products or services that will keep our businesses competitive in a global marketplace.
You may ask, “why are creativity scores decreasing?”
One possible answer comes from Sandra Ruppert, director of the Arts Education Partnership, a national coalition of arts, business, education, philanthropic, and government organizations who said, “We have a whole generation of teachers and parents who have not had the advantage of arts in their own education.”
So what does being creative have to do with an innovative workforce?
IBM’s 2010 survey of 1,500 CEOs identified creativity as the number one leadership competency for the workforce of the 21st century. However, tight state budgets and a lack of appreciation for what an arts education provides a young mind, and subsequently an adult mind, have resulted in the abandonment or near abandonment of arts programs across the nation. Read the rest of this entry »
To celebrate our second annual National Arts in Education Week, Americans for the Arts is hosting its biannual arts education blog salon.
We’ve chosen the topic: “Career Development for Students and the Role of Arts Education.”
I asked our contributing authors to interpret this broadly: careers in the arts, post-high school options, 21st century skills, workforce development, investment in an innovative workforce, etc.
Throughout the week, you’ll hear from many staff members from Americans for the Arts, several of our Arts Education Council members, and other key players in our field including: a former assistant superintendent, a corporate arts education funder, the Deputy Executive Director of the National Association of State Boards of Education, and more. Read the rest of this entry »
My husband and I are now expecting our first child. With both of us being arts educators, we feel like we’re in a good position to help our child experience the arts.
In fact, the little one has already been to see shows at the Oregon Shakespeare Festival. (During the production of Pirates of Penzance I could have sworn I felt jazz hands in my belly.)
But, as much as we value the arts in our family, I know that when the time comes to send Junior off to school, we will have to be active, passionate, vocal, and unrelenting advocates. Here are some places we plan to start.
Although I have plenty of stories about the importance of arts education, it is equally important for advocates to stay on top of the statistics too. Here are some recent data gems to keep handy:
• 72.5 percent of tenth graders from “high-arts” schools scored in the top half of standardized tests (verbal and math combined) compared to 45 percent from “low-arts” schools.
• A state of Missouri survey found that districts offering more fine arts classes have a one percent higher attendance rate. Attendance effects funding, so in a district of 12,000 students, a one percent increase in attendance equals an additional $430,000 annually. Read the rest of this entry »
We, the arts community, agree that arts learning improves academic performance, increases lifelong learning skills and often helps students at risk of failure engage in school.
We can point to the children. We can point to classrooms and to certain districts. We see their success.
In our arsenal of facts and arguments, we have key messages, data, research, policy briefs, examples of districts that have made progress, and a very effective lobbying effort in Washington.
We know the public agrees, too. After all, 91 percent of voters indicate that the arts are essential to building capacities of imagination.
But our message continues to become lost in translation where math, reading, and science are seen as the only subjects worthy of significant support. Read the rest of this entry »
This week I got an email from someone concerned about the budget cuts to arts education and inquiring about what they could do to help keep the arts in schools.
In the spirit of my colleague Randy Cohen’s popular post (Top 10 Reasons to Support the Arts), I am presenting my own:
The Top 10 Ways to Support Arts Education
10. Volunteer your time, resources, skills: Many schools would appreciate your time as a chaperone, your skill as a teaching artist, or your donations of money, costumes, rehearsal space, etc.
9. Know the facts: Stay on top of current arts education research, trends, and news articles. Start with Reinvesting in Arts Education, which summarizes research on the topic. Use this data in your messaging when you speak to elected officials or school leaders.
8. Get involved politically: Tell your elected officials why arts education is important. Ask your members of Congress to keep the arts listed as a core subject during the reauthorization of the Elementary and Secondary Education Act. Read the rest of this entry »