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.
During the Friday, March 29 meeting of the National Council on the Arts, the National Endowment for the Arts (NEA) revealed their new four-point plan for arts education, under the leadership of new Director of Education Ayanna Hudson.
Ayanna is my former boss from when we both lived in Los Angeles and worked on the Arts for All initiative at the LA County Arts Commission. So I wasn’t surprised by this new direction for arts education at the NEA—it is great to see Ayanna have a national platform to spread her expertise on issues like collective impact.
At the beginning of the council meeting, Ayanna stated that the NEA wants to weave arts education into the very fabric of every school so that ALL students have access to the arts. And given the scope of the NEA, they want to focus on the following four key areas to achieve this:
Point 1 – Leverage Investments: The NEA is looking to invest its grant dollars for arts education in a way that can really spur change in the field. Their new investment strategy is what former NEA chairman Rocco Landesman called “doubling down on what works.”
Ayanna mentioned that new guidelines for arts education grants are currently under review and they MIGHT start allowing larger, multiyear grants to models based on best practice and collaboration. She mentioned several examples, such as Arts for All, A+ Schools, Ingenuity Incorporated, etc. Read the rest of this entry »
We recently launched a new series on ARTSblog that spotlights the staff at Americans for the Arts that I call “Ten Questions with…”, in which I will ask everyone the same questions and see where it takes us.
This time I have turned to Nora Halpern who currently serves as Vice President of Leadership Alliances for Americans for the Arts.
1. Describe your role at Americans for the Arts in 10 words or less.
Grasstops wrangler: find the person who can move issues forward.
2. What do the arts mean to you?
I find this a very difficult question to answer because the arts are infused in everything I do and everything I am. Therefore, trying to define or identify the arts as something “other,” runs counter to the way I think.
I was lucky to have been raised in a home where the arts were central. Film, music, performance, and the visual arts were vital members of the family and often the glue that got all six of us talking about one topic at a time. Long before the days of remixing and mash-ups, dinner at our house was a cornucopia of art conversations: whether debating likes and dislikes or passions and poisons. Read the rest of this entry »
Have you ever chatted with someone about the importance of the arts in our schools? Would you like the chance to discuss it with Yo-Yo Ma?
Yo-Yo Ma will deliver the 26th Annual Nancy Hanks Lecture on Arts and Public Policy on April 8 at 6:30 p.m. EDT and, for the first time, Americans for the Arts will stream the event live from the John F. Kennedy Center for the Performing Arts (courtesy of Google), so you can watch regardless of whether or not you made it to National Arts Advocacy Day in Washington, DC.
Drawing on his training as a musician and what he has learned traveling the world for more than 30 years as a touring performer, Ma will discuss where in nature, society, and human interactions we can find the greatest creativity, and what we can all do to help students grow up to be contributing and committed citizens.
And, if you have a burning question that arises during the lecture, you can ask Yo-Yo the next day. On April 9, Yo-Yo will take a break from his Arts Advocacy Day visits with members of Congress to participate in a Google Hangout video chat about arts education with Matt Sorum (Rock and Roll Hall of Fame drummer for Guns N’ Roses and Velvet Revolver, Co-Founder of Adopt the Arts in California); Damian Woetzel (Former Principal Dancer at New York City Ballet and the director of the Aspen Institute Arts Program); Lisa Phillips (Author of The Artistic Edge and CEO of Canada’s Academy of Stage and Studio Arts); and, Bob Lynch (President & CEO of Americans for the Arts).
We’ll be collecting questions before the Hangout via Twitter and email. You can either tweet using #AskYoYo or send an email to firstname.lastname@example.org with #AskYoYo in the subject line and your question in the body. We’ll take questions anytime from now until the Hangout. Read the rest of this entry »
Americans for the Arts’ Public Art Network Year in Review program is the only national program that specifically recognizes public art projects. Up to 50 projects are selected annually through an open-call application process and selected by two to three jurors. The projects are available on CD-Rom in our bookstore and include a PowerPoint, data and project list, and hundreds of project photos.
Our 2013 Public Art Year in Review nomination process is open through April 5, so be sure to nominate a project as we continue spotlight former honorees on ARTSblog.
Today’s project is Your Essential Magnificence by James Edward Talbot which was honored in 2012.
The House and Senate finally passed the FY 2013 Continuing Resolution which incorporated most of the sequester cuts ordered on March 1.
Only a few programs were amended to restore some of their original funding with a large majority of the across-the-board reductions being maintained. As detailed in my previous post, funding decreases to the National Endowment for the Arts remain at $7 million shaved off the $146 million annual budget.
The funding measure officially closes the books on the last fiscal year as Congress advanced separate budget resolutions for FY 2014. These resolutions are non-binding and do not require the signature of the president to pass, but they do provide instructions that will guide the appropriations process and inform the upcoming tax debates. They are to be taken seriously as the bills represent each party’s “vision” for fiscal policy.
The House version proposes deep cuts to discretionary spending, major changes to entitlements and tax reform that would dramatically lower marginal and corporate tax rates while balancing the budget in 10 years. Also, the House budget contains language for the third year in a row that takes aim at federal cultural funding: Read the rest of this entry »
Thanks for joining us this week as we shared our ideas, thoughts, and resources for the arts in early childhood education. If you missed any, you can read all of the posts from the Blog Salon via http://bit.ly/earlyartsed.
While I loved hearing about programs modeled after Reggio Emilia, theatre for the very young, and ways parents can encourage creativity, I have to say that my favorite part of this week was seeing so many cute preschool faces! For someone who works in arts education, it doesn’t get much better than seeing the joy of a young child discovering something through the arts.
Many of the images I loved seeing were part of the Pintrest board we created in addition to our posts here. Hop on over there to see more resources from our amazing bloggers and others, including research, quotes, and art activities to explore with children. This was my first experience with Pinterest, and I must admit that I’m hooked!
But many of our bloggers included wonderful images in their posts too, so without further ado, here is our week in images (please visit Flickr if the player is not working in your browser):
Thanks for helping us celebrate Youth Arts Month on ARTSblog and remember to check back for arts education posts nearly every week and join our next Arts Education Blog Salon in September!
Teaching the arts to a three-year-old is much different than a six or a 16-year-old. Here are some resources to help parents and educators alike understand some child development milestones so that they are creating appropriate experiences for early childhood arts experiences…
First, some basics of child development:
The National Association for the Education of Young Children (NAEYC) leads the way toward excellence in high-quality early care and education. NAEYC provides a list of empirically based principles of child development during birth through age eight. Below is a gross abbreviation, please visit their website.
1. Domains of children’s development—physical, social, emotional, and cognitive—are closely related. Development in one domain influences and is influenced by development in other domains.
2. Development occurs in a relatively orderly sequence, with later abilities, skills, and knowledge building on those already acquired.
3. Development proceeds at varying rates from child to child as well as unevenly within different areas of each child’s functioning. Read the rest of this entry »
ArtsBridge America is one of many national programs working to bring the arts back into public school classrooms through arts-integrated projects. Visual arts, music, dance, theatre, and media arts are all crucial art forms that children should be able to explore “for arts sake.”
But in the age of teaching for the test, sometimes the only way we can bring programming to the schools is to look at the arts as a means of enhancing learning in other core subjects. It is not always ideal, but some exposure to quality arts programming is better than none. ArtsBridge aims to provide this type of consistent high-quality programming, while having a lasting impact on everyone involved.
The number one priority of ArtsBridge is to provide much-needed, hands-on arts experiences for K–12 students who may not be getting it on a regular basis. The number two priority of the program is to facilitate a unique opportunity for university students, with a specialty in the arts, to work with classroom teachers who are seeking professional support in those areas. This partnership can be incredibly valuable for everyone involved.
University students, or scholars as we like to call them, receive a scholarship for their efforts while they gain valuable teaching experience in the controlled environment of the classroom. They help to build the capacity of the classroom teacher by training them in their art form as they work side by side with the class on a weekly basis over the course of a semester or sometimes an entire school year. Read the rest of this entry »
About 5.5 years ago, the Chief Operating Officer and Owner of Hildebrandt Learning Centers (HLC), Bill Grant, offered me the trip of a lifetime, a visit to the Reggio Emilia Schools in Reggio Emilia, Italy. These programs in Italy are known as to be some of the best early care and learning programs worldwide from which many early care and learning programs strive to emulate or incorporate aspects of this program into their own.
To be able to experience firsthand something that I had read and studied for years was inspiring. At the heart of the Reggio Emilia approach is the belief that children are competent, capable, curious, and able to actively participate in their own learning versus a “blank” slate waiting to be filled with information.
The curriculum is flexible and emerges from the interests, thoughts, and observations of the children. The teachers become researchers and participate side by side in the child’s explorations, providing opportunities, materials and a framework from which children can explore ideas, problem solve, and project conclusions.
The approach is a lot more comprehensive than this quick synopsis, but HLC early care and learning programs embrace many of the same principles and is based on the teachings of educational philosophers, such as Piaget, Vygotsky, Howard Gardner, etc. which are also the foundation for the Reggio Emilia approach. Read the rest of this entry »
In Anne Midgette’s February 2013 article for The Washington Post magazine, the headline asked “Can the Arts Save Students?” After spending many years working in the arts and education arena, I think the better headline might read, “Can the arts plant seeds for a brighter future”? And, I believe the answer is a firm and resounding—YES!
During the 1950s and 60s, school systems in the United States believed in the importance of the arts as part of an excellent education. I actually began my career as a music teacher in the Baltimore City Public Schools during the ’60s.
At that time, there were music teachers—indeed departments—in every elementary, middle, and high school. There were bands, orchestras, choirs, and general music throughout the grades. There were performing opportunities for the students. Thousands of children attended Baltimore Symphony Orchestra education concerts. Some of those students went on to become musicians and teachers. Most went on to other professions.
One of my fondest memories is of giving blood at a Red Cross blood drive, and while laying there with a needle in my arm, the nurse began to sing the Western High School song. She had been my student decades before and still loved to sing. I was stunned that she actually remembered the song! Read the rest of this entry »
The single most important thing I learned about building an appreciation for art in children, I learned from watching my children grow and learn and working with preschoolers and their parents.
Here it is…you have to walk away from paint and paper to have grand adventures before walking back towards paint and paper (and all the other options for creating art).
To fully embrace art as both an observer and a creator, I believe the process should begin with the great outdoors…city, town, neighborhood, or park. Wherever your outside is, begin there.
Experiencing the geography of the place a child lives begins an important conversation that is tangible. It is one of place, of body and mind. Distance holds meaning. Foreground is something that can be reached and touched.
The points where sky meets building or tree line and how these change depending on the light builds an experiential vocabulary for the child that can be connected directly through paint, clay, crayon, or oil pastel. While outside and moving, children are also increasing their gross motor coordination and stamina. This is true of all children moving and growing within the lovely range of abilities represented in humans. Each child will develop strengths and coordination in movement in his or her own unique way. Their efforts to connect and experience the world around them will tumble out into inspiration and more importantly provide them with the ability to express it. Read the rest of this entry »
My professional journey into early childhood education surprised me. Childsplay, the theatre for young audiences where I work, was invited to be a keynote experience at a local Head Start conference.
At this time, we were heavily focused on Drama Frames, an Arts Education Model Development and Dissemination grant program funded by the U.S. Department of Education, working with fourth through sixth grade teachers to integrate drama into writing. So we jumped into this preschool venture blind, and totally fell in love. We left the conference energized about preschool and drama. After a glimpse into the work of early childhood education (ECE), we wanted to stay.
Excited about new possibilities, we took our professional development model to The Helios Education Foundation and proposed that we revise this model for drama and literacy in the ECE classroom. They looked at us and said “no,” politely pointing out to us: “you know education, and you know drama, but you don’t know anything about preschool.” We had to agree.
What happened next changed the course of our project forever. Helios gave us an incredible opportunity. Instead of turning us down outright, they gave us a training grant. We suddenly had the luxury of 18 months to bring in experts, read books, ask questions, and observe the world of ECE! Read the rest of this entry »
The ubiquitous hand-print turkey—to me, a symbol of how artmaking during early childhood is trivialized, as it pertains to the serious stuff of developing (or crushing) critical aptitudes needed in the 21st century.
Preserving and developing the creativity of the young child through quality artmaking experiences—it’s a challenge for those of us who were artistically “squashed” or deprived during our critical years. It’s a tender task, so easily undermined by the well-intended comments of parents who share a “creative deficit!”
Here I’ll share some tips for the “parent issue”—I hope to talk with you about the rest in the comments below!
Making the shift of priorities from “cuteness factor” to experiential value in the classroom is an uphill battle. Teacher prep programs include “process over product” and “there’s no way to do art wrong” as general guidelines, but resources for putting those ideas into practice are scarce; resources, printables, and materials for craft projects that teach conformity, art-for-pleasing-others, and external guidelines over self-expression are everywhere!
What’s more, the latter is what parents (and school administration/program funders, etc.) want: cut-out pumpkins colored orange with black triangles glued on are a kind of currency for early childhood educators. Read the rest of this entry »
Babies and toddlers love to move! Any parent or caregiver can tell you that.
For further demonstration, just look at the happy expression on their little faces as they flap their arms like a bird or their sheer focus and determination as they scoot across the floor on their tummies: kids just seem to have fun exploring their world through their own bodies.
And as they play, stretch, curl, reach, grasp, teeter, cruise, crawl and run, they’re also learning.
What Do We Mean by the Kinesthetic Sense?
When asked to list the human senses, most of us would rattle off sight, touch, taste, smell, and hearing. From the shape and color of an apple in a picture book to the smell of grandma’s pumpkin pie or grandpa’s curried tofu, babies and toddlers get lots of sensory experiences that they will begin to recognize, sort, differentiate, and assimilate.
As babies and toddlers grow, their sense of their own movement, called kinesthesia, will expand. Some movement educators, physical therapists, and developmental psychologists refer to the kinesthetic sense as the “sixth sense”: It represents not only the sensation of your child’s own body, either still or moving, but also his or her growing ability to abstract cause and effect among objects. Read the rest of this entry »
There seems to be an unstated assumption that any change in how the arts are utilized in early childhood education requires that the focus be on influencing and shaping the pedagogy of the teachers who currently work directly with this age group. That seems like a practical strategy, but we all know how challenging it is to initiate change.
I would submit that there is another avenue, a quicker and more effective path for accomplishing our goals with early childhood.
This avenue is at least as powerful as any other strategy advocated and, at its best, may be the most efficient way to implement beneficial change—positioning the arts as central to and essential for early childhood education.
I would argue that it is easier and faster to shape the philosophy and ensure a new approach to pedagogy when the focus is education majors within our colleges and universities.
The resistance to change evidenced in many experienced educators, be they teachers or principals, makes it difficult for me to believe that we can witness significant influence over what happens; rather, or at least at the same time, we must marshal the energy, enthusiasm, and commitment of soon-to-be teachers. Harnessing that energy will yield positive results in just a few short years. We must create a transition that permeates every classroom, that impacts every student, and that is advanced by every educator. Read the rest of this entry »