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.
On the steps of Brooklyn’s Borough Hall earlier today, I joined Academy Award nominated actress Rosie Perez and New York City Councilman Robert Jackson for a rally to call attention to the fact that Time Warner Cable eliminated Ovation from their cable television line-up on December 31.
As a national organization representing more than 250,000 arts advocates and local and state arts agencies in every city and state across the country, we’re very concerned about this action since Ovation is currently the only dedicated arts channel in the United States.
The mission of Americans for the Arts is to increase the American public’s access to high-quality arts in our communities, schools, and homes. Ovation has been an incredible partner in helping us advance our mission thus far, but we also need Ovation to remain strong and accessible on the television airwaves. There’s nothing that will fill the void created by Time Warner Cable’s decision.
As a Vans Custom Culture national charity partner in 2013, Americans for the Arts is proud to work closely with Vans to reinforce the importance of arts education in schools across the country.
With the launch of the Vans Custom Culture art competition on January 2, budding artists and designers are racing to have their teachers fill registration slots open to the first 1,500 U.S.-based public or private high schools (more than 650 have already entered!).
The program, in its fourth iteration, pushes students to compete and create a work of art from a blank pair of Vans shoes. Each blank shoe must be designed by using the following themes: Art, Music, Action Sports, and Local Flavor.
Students will have until April 5 to complete the shoes and submit their images online. The Custom Culture competition will generate $50,000 for the winning school’s art program at the final judging in New York this summer while simultaneously drawing attention to the importance of art as an integral part of a well-rounded education.
Artists, fashion designers, athletes, and local news anchors are all being tapped to create their own custom shoes as Ambassadors of the program. Eager to provide inspiration wherever possible, Ambassadors are tweeting images (#VansCustomCulture) of their own custom designs. Some of our favorites can be found below and also on the Vans Custom Culture site: Read the rest of this entry »
“I was in a play once!”
I’m standing in line at a bookstore in my neighborhood, and the woman behind me is telling me her story. She recognized me from a show I did last spring, see, and her eyes light up as she tells me about her high school musical—how she almost didn’t audition, but in the end, it turned out to be the best eight weeks she had that year.
As an actor, I get that all the time. Not the being-recognized-on-the-street thing. That’s unusual. But when people find out I do theatre, so often I see their eyes brighten just like that lady’s, and they tell me about their third grade play, or an annual Christmas pageant, or being in the kids’ chorus of Joseph at their community theatre.
I love these stories.
I help run a children’s theatre called Compass Creative Dramatics, in Chicago, where I live, and we work with kids to create those kinds memories.
My co-founder, Cassandra Quinn, and I don’t focus on readying kids for careers in theatre, and we won’t “Make Your Child a Star.” We concentrate on stretching kids creativity and bravery muscles—so they can be bold enough to raise their hands in class, or imaginative enough to problem-solve in real life. And over the course of a week-long program, we see those skills develop, and we witness those memories taking shape, so that some day, they’ll want to tell someone “I was in a play once!”
Earlier this fall, our company decided to start a campaign to collect people’s memories about participation in theatre, and how it affected them. We posted on YouTube asking for video responses, and watched the stories begin to trickle in, both through responses to our YouTube channel and through essays submitted through our email: Read the rest of this entry »
As your first week of 2013 gets closer to an end, Americans for the Arts wants to be sure to wish you a Happy New Year! Cue music, lights, photos!
These days, integration in any area, be it STEM or the arts, seems to be the buzzword to curriculum designers everywhere. There are so many resources floating around out there with the claim of integrating content areas. Yet, true integration is often difficult to find. Indeed, integration is a rare yet seemingly “magical” approach that has the capacity to turn learning into meaningful practice.
Which of course, as any teacher will tell you, is anything but magic.
Integration requires collaboration, research, intentional alignment, and practical application on behalf of the teachers who take on this challenge. From the students, integration demands creativity, problem-solving, perseverance, collaboration, and the ability to work through the rigorous demands of multiple ideas and concepts woven together to create a final product.
Integration is not simply combining two or more contents together. It is an approach to teaching which includes intentional identification of naturally aligned standards, taught authentically alongside meaningful assessments which take both content areas to a whole new level. Put together, these components set the foundation for how we will be able to facilitate the Common Core State Standards. Read the rest of this entry »
Everyone loves a top 10 list. Sure, it seems the lists are everywhere this time of year—to the point that you’d think that we’ve over-saturated the market for them, right? Wrong.
The best evidence that I can give you to prove that top 10 lists bring people to your site is that four of our top 10 most viewed posts this year contain the number 10 and, as you will see below, our top 3 new posts published in 2012 contain the number, too.
Thankfully, though, that’s not all we’re about here on ARTSblog.
So, the Top 10 Most Viewed ARTSblog Posts created in 2012 are:
When some brave soul writes an updated history of arts education in the United States (any takers?) I think he or she will describe the early-to-mid-2000s as an ambitious era. The arts education sector, mirroring the broader arts field and the constantly reforming field of education, is having larger and broader conversations about impact, outcomes, and sustainability. In the process it’s moving toward large and broader models of best practice such as the idea of “shared delivery” (also known as “blended delivery” and the “three-legged stool model”).
Shared delivery has been in vogue for the last few years. It was a central topic of conversation at the Grantmakers in the Arts Conference in 2008. Americans for the Arts identifies shared delivery as a key component to a broader approach called “coordinated delivery”—which, in turn, was identified as a major arts education trend in 2010. My own initiative, Arts for All, upholds shared delivery as integral to the vision of ensuring high quality arts education for all students in Los Angeles County.
In the K–12 public school setting, shared delivery envisions students receiving arts instruction from three distinct parties: 1) generalist elementary school teachers, 2) arts specialists, and 3) teaching artists and/or community arts organizations.
Under this model, the three collaborate to provide visual and performing arts programs to children. The generalist teacher integrates the arts throughout daily lessons across subject areas, the specialist hones in on skills and content specific to his or her art form, and the teaching artist supports one or both while engaging directly with students and providing the perspective of a working arts professional. The model posits that each of these three roles is of equal importance…
(Editor’s Note: To read more of Talia’s post (reprinted here with permission), visit Createquity.com where it was originally published on December 3, 2012.)
On Easter Sunday 1513, Ponce de Leon landed his three ships on the eastern shore of the peninsula where I live.
Claiming the land for Spain, he named the place La Florida, (for the Spanish word “flor” or flower) because of the lush landscape and because of the day the explorers arrived, Pascua florida, Easter.
As we approach the 500th anniversary of this encounter, I am working through the Florida International University College of Architecture + The Arts to develop FLOR500, a participatory art, nature, and history project that encourages participants to explore Florida’s natural wonder:
Indeed, I wanted to create an art project that allowed our inhabitants to understand the multicultural origins of our state, its fragile biodiversity, and its threatened coastlines. So I took the father of the Fountain of Youth mythology and his historic milestone as a point of departure to explore ways of rejuvenating “the Sunshine State.” Read the rest of this entry »
I’ll be the first to admit it. I’m only passingly familiar with many of the theories and practices of arts education. Teaching visual art classes is in my distant, hazy professional background, but my career since then has been in managing community arts education programs and the capable, expert staff who deliver them.
It’s certainly been interesting reading and discussing various approaches to comprehensive arts education over the years, how best practices are defined at any one particular time, and how new approaches redefine what we thought we already knew.
I can appreciate how valuable these theories and practices are and what results they achieve in students of varying ethnic, age, and socioeconomic diversity. Of course, there’s also been an ever-increasing focus on standardization and evaluation, in large part I suppose because of the need to meet “proof of effectiveness” requirements demanded by grantors and others in the business of providing financial support to the arts education field.
All of us were pleased when, in 1994, the National Arts Standards were adopted and our field proudly saw that the arts had been recognized and earned a place at the public education table. More recently, the Common Core State Standards arrived on the national scene, and so now we grapple with ways to make their integration and implementation a reality.
A colleague on the Arts Education Council of Americans for the Arts, Talia Gibas, recently wrote an excellent essay on the value of “shared delivery,” whereby a child is taught through three processes: a generalist classroom teacher who integrates the arts on a daily basis; an arts specialist who “hones in on skills and content specific to their art form;” and a professional teaching artist who deepens engagement. Read the rest of this entry »
We need more engineers and scientists. That has become the mantra of promoters of STEM (science, technology, engineering, and mathematics) in education. There is nothing wrong with such a rallying cry, except that investment in STEM education usually comes at the expense of HAS (humanities, arts, and social sciences).
There is no arguing that inadequate science and mathematics education threatens the economic competitiveness of the United States.
It is no less true, however, that the neglect and systematic defunding of education in fields such as history, sociology and art history can have even more damaging repercussions. Damages include the creation of an uninformed citizenry and a concomitant erosion of democracy, and of a workforce unable to understand, communicate, and collaborate with people of different cultures in an increasingly diverse America and globalized world.
This, too, threatens America’s economic competitiveness.
The investment in science and technology, the desire for higher mathematical proficiency among school children, and implementation of programs to increase the number of graduating engineers are important goals but they are not a panacea.
Botanists and geneticists have succeeded at developing pest-resistant, high-yielding food crops but they have not been able to eradicate famine — world hunger is actually on the rise. Read the rest of this entry »
1. Creativity – Being able to think on your feet, approach tasks from different perspectives and think ‘outside of the box’ will distinguish your child from others. In an arts program, your child will be asked to recite a monologue in 6 different ways, create a painting that represents a memory, or compose a new rhythm to enhance a piece of music. If children have practice thinking creatively, it will come naturally to them now and in their future career.
2. Confidence – The skills developed through theater, not only train you how to convincingly deliver a message, but also build the confidence you need to take command of the stage. Theater training gives children practice stepping out of their comfort zone and allows them to make mistakes and learn from them in rehearsal. This process gives children the confidence to perform in front of large audiences.
3. Problem Solving – Artistic creations are born through the solving of problems. How do I turn this clay into a sculpture? How do I portray a particular emotion through dance? How will my character react in this situation? Without even realizing it kids that participate in the arts are consistently being challenged to solve problems. All this practice problem solving develops children’s skills in reasoning and understanding. This will help develop important problem-solving skills necessary for success in any career.
4. Perseverance – When a child picks up a violin for the first time, she/he knows that playing Bach right away is not an option; however, when that child practices, learns the skills and techniques and doesn’t give up, that Bach concerto is that much closer. In an increasingly competitive world, where people are being asked to continually develop new skills, perseverance is essential to achieving success.
5. Focus – The ability to focus is a key skill developed through ensemble work. Keeping a balance between listening and contributing involves a great deal of concentration and focus. It requires each participant to not only think about their role, but how their role contributes to the big picture of what is being created. Recent research has shown that participation in the arts improves children’s abilities to concentrate and focus in other aspects of their lives. Read the rest of this entry »
By day I am an elementary school teacher; by night I’m a wannabe blues musician. For years I kept these two callings separate, but with the Kids Like Blues Band, I found a way to combine my love for the blues and teaching.
By using blues music to engage kids in academic core subjects and the visual and performing arts, my students and I have discovered an innovative program that has brought endless creativity and excitement to thematic, standards-based teaching.
The gig hasn’t ended there though—we’ve taken our act on the road and performed at a street fair, a local college, and live on television. My students and I approach school with a sense of excitement and eagerness, motivated by the blues and rocking out each day!
In addition to having tons of fun, we’ve received recognition from the academic community. The U.S. Department of Education recently featured our work in their “Teaching Matters” newsletter, KPBS-TV did a feature on us, and several professors of education are using our videos to teach their students how to integrate the visual and performing arts into academic instruction.
Using Blues as a Thematic Teaching Tool
Wondering how this creative approach to learning works? Check out this video: Read the rest of this entry »
On November 6, Portland voters passed ballot measure 26-146 to restore arts and music programs in Portland schools and fund arts access citywide.
Needless to say, we are thrilled with the results—the measure passed with 62% approval! Measure 26-126 creates a new income tax of $35 per income-earning resident (above the federal poverty level), which will generate an estimated $12.5 million every year starting in 2013.
Approximately $6.8 million will pay for 68.5 certified arts education teachers in Portland’s school districts (Centennial, David Douglas, Parkrose, Portland Public, Reynolds, and Riverdale) —that’s one arts specialist for every 500 students. Districts receiving these funds will be required to maintain weekly arts instruction in grades K–5.
In addition, the new tax will generate about $5.7 million per year for our local arts agency:
- $3.8 million will fund arts organizations that provide arts programming and access for every Portland resident through RACC’s general support grants program
- $1.6 million will fund project grants to schools and arts organizations that provide arts programming for K-12 students and underserved residents
- $366,000 is being set aside to coordinate arts education programs across Portland’s six school districts. Our partnership with the Kennedy Center’s Any Given Child program will be our foundation for this work.
In the months ahead, we will be having lots of conversations with local arts organizations to help them build plans that leverage these resources. Our ultimate goal is to improve arts access in the City of Portland and build new audiences. Read the rest of this entry »
As you saw in a previous ARTSblog post, Brunswick Acres Elementary School in Kendall Park, NJ was very dedicated to winning the third annual “Art of Education” contest sponsored by KRIS Wine and Americans for the Arts.
Not only did this video help them jump out to an early lead, but it helped them score the top prize of $5,000 for their arts education programs:
Even more amazingly, they secured 16,000 of the 90,000 total votes in the contest!
Art teacher Suzanne Tiedemann plans to use the funds to support her recent “Shells for NJ Shores Program” for which students will create shell-themed art to raise money for those impacted by Hurricane Sandy late last month.
In addition, 15 other schools in 9 states will receive a total of $20,000. Read the rest of this entry »