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.
Pennsylvania is quickly becoming a hotbed for arts education advocacy. Just a little over a week ago, I found this video from York, showing how students protested the loss of art and music in a proposed budget.
Today, I became aware of a movement in Upper Darby (just outside of Philadelphia) under the banner Save Upper Darby Arts. This group came together to advocate for a well-rounded education that includes “music, art, library studies, physical education, technology, and foreign language curricula” at a time that many districts are choosing to cut some or all of these classes in order to save money.
This well-made video explains everything you need to know…
Another school year draws to a close and I feel like I’m out of control spinning all over the boroughs of New York City from one commitment to the other with “You Spin Me Round (Like a Record)” playing in my head. Is anyone else out there spinning round like a record, baby? Okay, that makes me sound old.
Next month I’ll be leading a Career360 Roundtable session at the 2012 Americans for the Arts Annual Convention in San Antonio. The topic: Community Involvement: Taking the “I Shoulds” Out of Your Life.
I chuckled upon my realization at how perfect the topic of overcommitment is for me; hence, the spinning-out-of-control vertigo I’m now experiencing.
Many arts administrators are expected to serve on panels, boards, and committees in addition to joining advocacy-related campaigns and other volunteer activities outside of the day-to-day full time job.
I’d like to explore this “I should or I shouldn’t” conversation a bit. Are arts administrators volunteer-driven because of their love for the field? Because there seems to be unspoken expectations? Out of necessity? Or a combination of all three?
I volunteer my time and energy mainly because I am passionate about arts education. I enjoy being connected to networks outside of my job, learning new things, traveling, and meeting some really interesting people…but sometimes it can feel overwhelming. Read the rest of this entry »
Saving Arts Education: “It builds a sense of community. I think it just makes well-rounded students”
Upon hearing that the York City School District School Board in Pennsylvania was considering eliminating art, music, guidance counselors, and some sports to help balance the budget, arts education supporters rallied for the cause.
They even had band members play outside of the meeting deciding their fate.
This is exactly the type of simple advocacy that draws the attention of local media and the members of the school board. Check out their rally and excellent student and parent comments from the York Daily Record website:
In the end, five art and music positions were restored by the board as well as three guidance counselor positions and the football, basketball, volleyball, and track programs.
If you have any examples of local school board advocacy at work, tell us in the comments below and if you want to know more about the many influences on local arts education programs, be sure to check out our arts education webinar series (free to members of Americans for the Arts or $35 per session).
One of my first “real” jobs was as an art specialist at a start-up charter elementary school. We did a lot of grading. The school was developing a comprehensive academic scope and sequence. Report cards reflected maybe 100-some skills and standards by subject. Teachers spent hours assessing each student.
As an idealistic young educator, the complexity of the thing was actually exciting. I couldn’t wait to see my “enrichment” section of the report card and the skills and standards in the arts I was responsible for. I then found that I had the smallest section of the report card:
4=Excellent 3=Good 2=Needs work 1=Seriously deficient
This school had mapped skills and standards to the minutest details and I only got two vague behaviors? I wanted credit for teaching my kids important and real things too!
I bring this up not to criticize the school. The school has expanded admirably since, received national recognition, expanded their arts programs and I figure now has a more robust method for assessing arts learning.
In that small example, is the dilemma that faces the art world right? We want to be taken seriously.
And one message is that we can get there by being graded and measured in easy-to-digest numbers like other subjects or fields. The institutional message then was that I was just the art teacher. Put simply, the school’s charter probably wasn’t going to be revoked if my kids couldn’t paint.
But we have to be careful not to adopt the fallacies of the “accountability” movement, too. Read the rest of this entry »
I recently spent a semester at Harvard as a visiting practitioner in the Arts in Education Program at the Harvard Graduate School of Education.
While working directly with the Arts in Education Program, I was also able to audit classes at the Harvard Kennedy School of Government and attend special lectures and programs sponsored by the Harvard Business School. Needless to say, the entire experience was fascinating on many levels.
As one might expect, the differences between the course offerings and student culture in the above mentioned schools were striking—yet many of the future challenges students in these different institutions will face are the same.
Based on my experience, the talented students in the Arts in Education Program tended to orient themselves towards issues related to process—the process of learning and the integration of concepts in advocacy, education, research, and policy. Though each of these students expressed a deep commitment to their work, many also expressed trepidation about entering an uncertain job market that is famously under-resourced and socially marginalized.
By comparison, the students I encountered at the Harvard Kennedy School of Government and Harvard Business School were excited about their potential to begin something new. They were learning how to become entrepreneurs by developing skills related to organizing, team-building, and risk-taking while they were also growing in their understanding of how to garner financial, cultural, and social capital for their future ventures. Read the rest of this entry »
Going into high school, you’re still trying to figure out who you are. It became apparent to me why people had existential crises. It’s hard to find out who you are when no one knows your name. When I started high school, I was no longer Carolina Jimenez or CJ.I became my student number (8259745).
Locker number (367)
My GPA (2.3)
My test scores (97 percentile in English; 35 percentile in Math; 85 percentile in Writing/Reading; I still have no clue what that means…)
I became more obsessed with how I looked on paper than what I was learning. I felt myself being remodeled from a human being into a receptacle for lectures and test scores. Learning should result from curiosity, not obligation.
~ Carolina Jimenez, May 2010 (senior year of high school) Read the rest of this entry »
Upon reviewing a blog entry about The Arts and Achievement in At-Risk Youth study released by the National Endowment for the Arts (NEA) earlier this month, I ran across a respondent who stated, “It’s great to have all of these studies, but how does it help me and my organization? How can small or midsized arts organizations measure their impact without the resources of large institutions like the NEA?”
The following shares the story of how Changing Worlds, a midsized Chicago-based educational arts nonprofit went from basic surveys and pre- and post-residency exercises to a longitudinal study that improved our practice, reaffirmed the quality of our program, and helped build an organizational culture of inquiry.
In 2003, I became the executive director of a small start-up nonprofit that had little to no infrastructure in place to assess its programs. We had lots of informal data and some feedback from program partners. I knew immediately that if we were going to grow, thrive and succeed, we had to identify our unique niche, solidify our program model and select program inquiry questions we wanted to explore.
From 2003–2008, we went through various renditions of evaluation tools and we even contracted with three independent evaluation consultants. After five years, we learned some new things, developed the basic capacity to measure the impact of our residency programs and invested lots of time. While this helped us gain insight into our short-term impact, it didn’t address the potential long-term impact and implications of our program. Read the rest of this entry »
“I see little of more importance to the future of our country and our civilization than full recognition of the place of the artist.”
National Arts Advocacy Day is significant because it grants us an opportunity to gather as a community to reflect on the role of contemporary artists in the 21st century. No matter what the chosen art form, the passion to do art and to be art is born out of an insatiable yearning to make beauty, to make sense, and even to make waves.
As artists, we are summoned to bear witness of the truth of the human experience…the human condition and truth is more than simply facts. It is realness of life that is imbued with the psychological, emotional, spiritual elements of living that is not always easily accessible. It is this sense of urgency to communicate that artists find avenues to connect through music, theatre, film, dance, art, and literature.
For example, the powerful play by American playwright Stephen Adly Guigis, The Last Days of Judas Iscariot, explores in a witty, provocative, and sometimes-funny manner, questions about love and redemption through the story of a man who is considered the most notorious villain in human history. The genesis of this kind of art is the visceral reality that only comes from self-understanding. It is the quest for self-understanding that gives way to constant questioning, observing, celebrating, and revering the complexity, mystery, and beauty of humanity. Self-understanding fortifies us from self-deception and easy consolations.
We, as artists, are the first beneficiaries of the power of the arts to tell our personal story that mirrors our own realities. Each of us can be an alchemist, taking our ideas and understanding of the world around us along with our imagination and creativity to transform them into precious elements of universal elixir. Read the rest of this entry »
I developed my deep fondness for assessment over 12 years in theatre education and community programming and I bring that affinity into my work as an artistic leader for dog & pony dc, the administrative leader for Washington Improv Theater, and a “chief experience officer” focused on community building and civic discourse through arts participation.
Why am I fond of measurement?
As a box-checker, it provides a tremendous sense of accomplishment. As a lifelong learner, it allows reflection on choices I make and their effect…in order to make stronger/more interesting or daring choices in the future. As a manager, it supports the creation and execution of successful programming and initiatives.
I grew up as an arts educator early in the assessment and evaluation movement in regional theatre education.
I learned some valuable lessons:
- be realistic (you can only accomplish so much in 45 minutes with 30 third graders);
- plans can be adjusted (and improved) when you know the endgame;
- assessment is linked to impact and change;
- if you can observe it, you can measure it.
It was no surprise when I fell head-over-heels for Theatre Bay Area and Wolf Brown’s Intrinsic Impact study, which reaches beyond measuring success by ticket revenue and surveys that only ask if audience liked/not a show. Read the rest of this entry »
This week I’m in Los Angeles attending a meeting of the U.S. Travel & Tourism Advisory Board and hosting an Arts Action Fund event with Los Angeles arts leaders. As I flew out here, I was thinking about the incredible events of last week that impacted arts education.
It all began with the Arts Education Partnership (AEP) Spring Forum April 12-13, followed by a combined meeting of the Kennedy Center Alliance for Arts Education Network and our Americans for the Arts State Arts Action Network on April 15. The week concluded with our 25th Annual Nancy Hanks Lecture on Arts & Public Policy and Arts Advocacy Day on April 16-17.
For those that weren’t able to attend these events, I thought I would share some of my experiences with you.
The AEP forum began with an exciting announcement—the National Endowment for the Arts named Ayanna Hudson, currently with Arts for All in Los Angeles, as their new director of arts education. Ayanna has been a program partner with, and a congressional witness for, Americans for the Arts during her time at Arts for All, and I’m really pleased she’s moving into this national role.
PBS NewsHour education correspondent John Merrow was the closing keynote at the forum, reminding us to let the 80 percent (the percentage of Americans that do not have school-aged children) know the good work that we are doing and how they can support us. In his words: “Don’t plead, lead.”
The next morning, I had the pleasure of speaking to forum attendees, reminding them that their voice is important in supporting arts education and that they are not alone. Read the rest of this entry »
Throughout my career as a teacher, I’ve been faced with many situations that required some creative ingenuity to help insure my students received the best chance at education in my classroom and beyond.
In my first grade classroom at Garrison Elementary in San Diego this year, I’ve been faced with helping non-native English speaking students learn English while assimilating in the classroom and culture at large.
In the past, I’ve successfully adopted out-of-the-box approaches to connect with my students (such as the student blogging program I started with my fourth and fifth graders last year) and this situation seemed ripe with the possibility of doing something similar.
As I watched my students tire of the old classics like “Old MacDonald” and “B-I-N-G-O” I decided to try a different tactic. I loaded my iPhone with some good, old-fashioned Blues standards and got those kids rocking! I could never have predicted what came next.
Just outside the Arts Advocacy Day Congressional Arts Kick-Off event on April 17 in Washington, DC, Alec Baldwin and Nigel Lythgoe (executive producer/judge on So You Think You Can Dance and executive producer of American Idol) braved the wind to talk about their greatest arts experiences, arts education, and whether or not Alec could be a dancer:
I came to Arts Advocacy Day for the first time this year not knowing exactly what to expect.
I’ve never considered myself a political person. I rarely sign petitions and have never campaigned for any one organization or candidate. I’ve just always been very passive when it came to politics, most certainly because of my Gen X mentality.
So, when my boss asked me to join her I was hesitant, wondering does my voice really matter? But, I’ve learned a lot in the business world, and one of those things is never to pass up an opportunity to learn something new. So, I quickly reconsidered the opportunity to visit Capitol Hill.
As I walked into day one, I was amazed by the congregation of over 500 advocates. I was especially surprised by the number of young people who were participating.
When I was their age, I would’ve never even considered joining something like Arts Advocacy Day. I grew up in the public education system in Southern California, which unfortunately did not have much of an arts-infused curriculum.
In elementary school we had a “music cart,” where once a week Mr. Nelson would roll into the classroom with his keyboard and pass out the maracas and tambourines. It was everyone’s favorite day of class, but unfortunately it didn’t come quite often enough. Read the rest of this entry »
Almost one year ago, I posted The Top Ten Reasons to Support the Arts in response to a business leader who wanted to make a compelling case for government and corporate contributions to the arts.
Being a busy guy, he didn’t want a lot to read: “Keep it to one page, please.”
With the arts advocacy season once again upon us…(who am I kidding, it’s always upon us!)…here is my updated list for 2012 which now includes new stats from our Arts & Economic Prosperity IV Study.
10 Reasons to Support the Arts
1. True prosperity. The arts are fundamental to our humanity. They ennoble and inspire us—fostering creativity, goodness, and beauty. They help us express our values, build bridges between cultures, and bring us together regardless of ethnicity, religion, or age. When times are tough, the arts are salve for the ache.
2. Improved academic performance. Students with an education rich in the arts have higher GPAs and standardized test scores, lower drop-out rates, and even better attitudes about community service—benefits reaped by students regardless of socioeconomic status. Students with four years of arts or music in high school average 100 points better on their SAT scores than students with one-half year or less.
3. Arts are an industry. Arts organizations are responsible businesses, employers, and consumers. Nonprofit arts organizations generate $135 billion in economic activity annually, supporting 4.1 million jobs and generating nearly $22.3 billion in government revenue. Investment in the arts supports jobs, generates tax revenues, and advances our creativity-based economy.
4. Arts are good for local merchants. The typical arts attendee spends $24.60 per person, per event, not including the cost of admission on items such as meals, parking, and babysitters. Non-local arts audiences (who live outside the county) spend nearly twice as much as local arts attendees ($39.96 vs. $17.42)—valuable revenue for local businesses and the community. Read the rest of this entry »
If you’re reading this now, chances are that you’re in a place of contemplative or active transition—and I commend you!
Many of you know that after seven years of working as a choreographer with parallel work in nonprofit arts administration and education in New York City, I recently moved to Philadelphia to start the next chapter of my life which included re-evaluating my commitment to a career in nonprofit administration.
In my last two years in New York City I had aligned myself with an organization that channeled some of my greatest strengths (dance education, career/professional development, nonprofit administration) into one role. After years working at least three simultaneous jobs, I convinced myself that I had “arrived.”
What followed was one of the greatest learning periods of my life.
Holding the reigns of running my own program within a larger organization confirmed that I was indeed entrepreneurial, self-driven, motivated, an excellent networker, etc. These talents were coupled with equal frustrations in communications, core values, and logistics within the organization.
I will refrain from going into detail, but I do feel compelled to share some valuable books that encouraged me along the way. Read the rest of this entry »