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.
I have been a teaching artist for many years—long before the profession had this name.
I work with students and teachers in all grade levels integrating drama with oral language development and reading comprehension skills and like all teaching artists try to stay abreast of educational shifts and trends so that my work can be relevant and meaningful to students and to teachers. I have written two books on drama and the classroom and one book on integrating drama with reading comprehension skills.
After 35 years of performing, directing, presenting, writing, and teaching, I am still amazed by the joy and passion I still find daily in my work. When a student tracked as “low ability” unexpectedly utters a jewel of dialogue during a drama that demonstrates the student not only understands the text explicitly but implicitly I still often get the feeling that I had better sit down quickly or I may fall down. When a teacher after a professional development workshop or after observing a demonstration lesson looks at me in amazement and says, “This is the way I know I can reach my students.” I again feel so lucky to be able to do this– amorphous, hard to define, and difficult to quantify– work. Read the rest of this entry »
If School of Rock taught us anything, it’s that art can have a major impact on students’ lives, and that even a slacker musician can inspire the next generation. What it also showed us was that maybe the world of teaching artists is too ad hoc and doesn’t really have any form or professionalization to it – someone can just walk in to a classroom, hook up an amp, and start jamming (ahem, teaching).
Well, that film debuted over 10 years ago. In the last decade, we’ve surely seen a surge not only in the professionalization of teaching artists, but also in the field as a whole. With organizations such as the Association of Teaching Artists (of which I am a board member) providing resources and research to the field, and certificate programs popping up through university continuing ed programs, teaching artists have far more resources available to them than they had even five years ago. Even within many arts organizations, programs led by education directors are focusing on the training of teaching artists as opposed to the simple execution of lesson plans. Read the rest of this entry »
I am a Teaching Artist. Teaching Artists are theater artists, visual artists, writers, filmmakers, poets, video artists, photographers, dancers, storytellers, musicians, puppeteers. We work alone in isolation from a national community to bring us together to share the excitement and challenges of our work, ideas, concerns, and resources. We work as employees of arts organizations, on rosters of arts organizations, and as independent contractors. We work in schools, libraries, prisons, jails, juvenile detention facilities, museums, homeless shelters, cultural organizations, senior citizen centers, and in our communities. We work in urban, suburban, and rural areas in densely populated and sparsely populated states.
How does this translate into a practical career track? Liability insurance, independent contractor or employee, health insurance, retirement, intellectual property, copyright, certification, master’s degree programs, fellowships, career track – these are high up in Teaching Artists’ concerns. Read the rest of this entry »
I graduated conservatory in 1988 and my first job out of school was as a teaching artist. I moved back to New York City after completing my studies at the London Academy of Music and Dramatic Art. I was looking for work and had no interest in returning to my previous life in college as a bellman – a gig that paid well, but this was before luggage had wheels. I asked a buddy of mine from high school, who had also moved to NYC to pursue a career in professional theatre, what he was doing and he said he was a teaching artist. I had never heard the term before so I asked him what it was and how I could become one. He said the job had three requirements and in this order:
1. You had to like kids
2. You had to be a morning person because school started early and you couldn’t be late
3. You had to have an expertise in an art form
Sounded reasonable. I applied for a position at the same organization where my friend worked. I got the job. My first assignment was to co-teach with a woman from Schenectady NY, neither one of us had ever stepped foot in a NYC public school. I was given a name of a teacher, room number, and grade level and so began my career as a teaching artist. Read the rest of this entry »
As a field, we have come to understand, as articulated in the recently published A Shared Endeavor document, that Teaching Artists are a vital part of our arts education ecosystem. To this point we have invited 25 leaders in the field, throughout the ecosystem, to discuss the challenges, opportunities and best practices of teaching artists in the field of arts education.
As there are so many angles to discuss on this broad topic, we have clustered the posts in related areas of interest. Throughout the week we will cover the history of the role that teaching artists play in the field to best and most innovative practices for both teaching artists and organizations that work with teaching artists. See the schedule below! Read the rest of this entry »
Recently the 2013 Otis Report on the Creative Economy for California and the Los Angeles Region was released. As in previous years, the presentation of the data generated anticipation and buzz in the arts community. There is a lot of good news for the creative sector, including the fact that one out of every seven jobs is in the creative economy. The report emphasizes the critical role arts education plays in preparing students for these jobs, and we at the Los Angeles County Arts Commission are particularly interested in how we can make these opportunities a reality for all the 1.6 million students in our public schools.
The Otis Report consolidates data from across all 81 school districts in Los Angeles County. These districts range in size from large (over 600,000 students) to small (under 1,500 students) and utilize arts specialists, generalist teachers and teaching artists in different ways to achieve their educational goals.
The data draws from the 2011-12 academic year, which was a challenging time for schools. Districts were struggling with recession era budgets, forced to make difficult budgetary choices and like the rest of the country, much of their public accountability was based on test scores in math and language arts.
Despite these challenges, there are positive indicators:
- Arts course enrollment regained what was lost during the recession, and was only 10 fewer students in 2011-12 compared to 2005-06 (317,000 students).
- The total number of arts education classes offered increased by 20.8% since 2005-06.
- Enrollment in arts courses as a percentage of all courses rose slightly to 7.6% in 2011-12 from 7.0% in 2005-06.
We know there is public will around arts education from superintendents, assistant superintendents and teachers across LA County. Arts for All, the county’s arts education initiative dedicated to making the arts core in K-12 public education, saw will transformed into action through the creation and adoption of 50 arts strategic plans since 2002, twelve school districts implementing robust teacher professional development plans, and countywide interest in the inclusion of the arts as a strategy for helping students achieve Common Core State Standards (every workshop we offer on the topic is filled to capacity).
And the landscape for education in the state is changing once again with significantly more resources flowing into LA County schools. We’re looking forward to greater gains in the next few years and plan to partner with Otis College and the Los Angeles Economic Development Corporation to provide a more in-depth snapshot of the state of arts education in 2014.
Over the course of the past several years, big cities such as Chicago, Los Angeles and Seattle have been advancing ambitious plans to expand access to arts education and creative learning for public school students. Here in New York City – home of the nation’s largest school district – with a new mayor and schools chancellor, and a growing chorus of parents calling for the inclusion of arts in the school day, there is momentum gathering that could lead to a much-overdue expansion of arts and music in city schools.
This December, at the close of his 12 years in office, New York City’s former Mayor Michael Bloomberg signed into law a City Council bill that would require the Department of Education to provide annual data on arts instruction that advocates believe will help identify gaps in the delivery of arts education and drive improvements in what is being offered at schools across the city.
While strides were made in expanding access to arts instruction at many schools across the city over the past decade, large gaps persist in the provision of music, dance, theater and visual arts in the over 1,800 New York City public schools.
That is why on the heels of the successful effort to pass the arts reporting legislation, advocates and leaders from a diverse cross section of New York, released a statement calling on the city to ensure that every child, in every part of the city, receives arts instruction as part of their K-12 education.
The statement – entitled “Every Child in Every School: A Vision for Arts and Creativity in New York City Public Schools” –notes that New York City – with its rich and diverse array of arts and cultural experiences and organizations – is uniquely positioned to be the leader in arts and creative education. Read the rest of this entry »
As a statewide funder of arts education, the trend in my organization’s support of arts education over the last decade has been to push the field towards deeper levels of arts integration. Although the beginning of the erosion of arts specialists in schools predates my career in arts administration, I strongly suspect that this emphasis on integrating the arts with other (perhaps more stable) subject areas was a reactive measure rather than a proactive one. In other words, instead of honoring arts integration as an effective teaching method for addressing multiple learning styles, it was seen as a “quick fix” for the loss of critically important arts specialists.
One of the consequences of this investment has been a decrease in attention to out-of-school work. This may be due to a perceived lack of quality (not aligned with state standards, not assessed, not taught by certified educators, etc.), but is also probably a result of decreased availability of grant dollars. As funders turned their attention to in-school work, organizations dependent on that funding were forced to divert their resources towards in-school programs. While there are still many high-quality out-of-school programs in operation, as evidenced by the National Arts and Humanities Youth Program Awards, they seem to lack broad recognition as a valuable component of arts education.
I’ve recently watched the evolution of several new grant programs in Oregon, each with their own attempt to link in- and out-of-school earning. The Oregon Community Foundation’s new “Studio to School” program endeavors to create a lasting arts education legacy within a community over a five year investment. While the final funding decisions have not yet been announced, I noticed while serving as a reviewer in the initial phase that the most problematic section of the application asked applicants to “link arts education during the school day to out of school arts learning.” Read the rest of this entry »
Art education in schools exists, to the extent that it exists at all, within the contexts of wider school cultures. School cultures are currently in the thrall of high stakes—undifferentiated, system-wide models of measurement and accountability. How does art education function in such an environment? Not so well.
Because models for assessing arts learning are underdeveloped, the arts come to represent for many students a safe haven from relentless testing. At the same time, the arts are broadly discounted by policy makers as not being serious enough disciplines worthy of time, attention, or funding, because they are untested.
How might we find our way through the labyrinth of this double-bind? One approach is to look at the metaphors that undergird approaches to assessment at the policy level.
Bush Era “No Child Left Behind”: Known colloquially as “NCLB”, and sometimes as “Nickleby” (I’m thinking of the cruel Uncle Ralph Nickleby, not the sweet and brave hero in Dickens’ novel Nicholas Nickleby). NCLB in a nutshell is schools and individual teachers that do not demonstrate Annual Yearly Progress (AYP) on standardized test scores risk losing their funding or their jobs. The problem that I have always had with NCLB is implicit in the name itself. The policy is not named something like EPIC (Enhancing the Powers in Children). The policy is named “No Child Left Behind” – conjuring up an image of abandoned loser children and of winner children schlepped along to the goalposts of achievement. This is not a metaphor representing child agency, child capacity, child initiative, or child power. Learning in this model is not something that children do, but rather is something done to them. The core metaphor here is a “potato race”–a game in which competitors (teachers) carry inert potatoes (lumpy and lumpen children) precariously balanced on spoons as they rush back and forth across a finish line, dropping some potatoes and depositing others in a heap to win.
Obama Era “Race to the Top”, or R2T: A contest between states and local districts for big bucks, with points given for evidence of such things as intervening in low achieving schools, demonstrating significant progress in raising achievement and in closing gaps, developing charter schools, privatization of public services, and computerization. The metaphor for R2T is as the name says, a race, but while NCLB was a horizontal race, Race to the Top is a vertical race; a climbing wall. Again, we have a metaphor built around winners and losers, but this time among states and districts rather than schools and teachers. A level up in the policy food supply chain and a quantum leap away from children, parents, and teachers.
Rhizomes: There is another metaphor, developed by Félix Guattari and Gilles Deleuze, which is emerging as a useful tool for rethinking social systems like school districts. This is the “rhizome” – networks of biological roots that expand out, grow up, and draw sustenance from and in many directions. This metaphor opposes linear, dualist thinking (dubbed “arborescent” by Guattari and Deleuze based on the image of a tree with a siloed root system and one trunk.) Read the rest of this entry »
It is widely accepted across the country that the arts are a significant part of a quality education. As part of the core, they provide America’s students with essential skills and knowledge needed to be productive college and career ready citizens.
In May 2013, I attended a summit with leaders from 12 other arts and education advocacy organizations to define what quality arts education looks like at the local level, encourage partnerships, and call on organizations and individuals to actively support and promote the following points of intersection in our field. We came up with some basic agreements:
- Development of policies and resources for arts education.
- Access to arts education for all students.
- Collaboration between school-based arts educators, other subject area teachers, and community-based artists and arts educators.
- Long-term advocacy partnership between all providers of arts education.
In a time when education reform is at the helm of change and current practices are being revised, we felt that it was important to articulate the purpose and value of arts education in the balanced curriculum of all students. We assert its place as a core academic subject area and detail how sequential arts learning can be supported by rigorous national standards and assessments. Read the rest of this entry »
Each day we witness the power of the arts to transform lives – whether it’s a child learning to draw, a teenager taking a class on glassblowing or an adult returning to a favorite hobby like photography.
The arts heal, the arts transform, the arts engage, the arts serve as an economic catalyst. And yet the arts, especially arts education, are consistently underfunded. As CEO of one of the 50 largest arts council’s in the United States, I spend the majority of my time raising money for and raising awareness of the importance of the arts, and arts education in particular. And that’s the job of a CEO. I’m not complaining.
What frustrates all of us in this line of work is that no matter how much we share research and data that demonstrates the value of arts education to keep kids, especially those at-risk and underserved, in school, performing better on standardized tests, demonstrating fewer aberrant behaviors, doing more volunteering in the community, reading for pleasure, and attending college, there are those who dismiss all this as mere conjecture – and therefore not in real need of funding. I’m focusing here on public funding for the arts. Read the rest of this entry »
It’s the start of a New Year and technology will continue to be a hot arts education topic in 2014. Since launching my own ArtsEdTechNYC venture last spring, I’ve immersed myself in many conversations exploring ways in which technology – I admit, a super generalized term – is being utilized within the scope of arts education. In meaningful, effective ways including K-12, higher education, distance learning and special needs populations, I remain continuously inspired by so many people doing amazing work.
Here are a few things I’ve discovered where technology will continue to change the way we teach, educate and inform our arts education field this year and beyond.
The Wallace Foundation released two critical pieces of research late last year. As access to technology for learning, communication and art making grow among our youth, self-directed, connected, and digital learning opportunities are expanding as well.
These reports are a must-read:
- New Opportunities for Interest-Driven Arts Learning in a Digital Age by Dr. Kylie Peppler at Indiana University
- Something to Say: Success Principles for Afterschool Arts Programs from Urban Youth and Other Experts by Denise Montgomery, Peter Rogovin and Nero Persaud
ONLINE LEARNING & PROFESSIONAL DEVELOPMENT
The EdTech movement is the driving force behind development of so many new online learning platforms, apps, and software being created at lighting speed. Here are a few arts, creativity, and innovation sites that I think are great:
- Connected Classrooms is a new venture recently launched by Google. The concept centers on how “Educational Virtual Classrooms” use the video platform Google Hangout to connect with others all over the globe. Adobe Education Exchange, Microsoft’s Bing for Education – Class Think and Apple and Education among others, are also great sites.
- Susan Riley’s STEM to STEAM focused Education Closet provides a wonderful platform for art integration ideas and professional development, while also offering a unique annual virtual conference. The STEM to STEAM conversation will continue to be an extensive one. Read the rest of this entry »
Back in May, I shared my reservations about efforts to “turn STEM to STEAM.” I didn’t question “whether the arts and sciences are connected. What was missing for me was an articulation of how they are connected. Sure, there are elements of geometry in visual art, and yes, you need to understand basic math in order to read music or follow rhythms in dance. But arranging letters on a page is one thing; bringing disciplines together in a thoughtful and authentic way is something entirely different.”
Since then, I’ve had the privilege of spending several days with other members of the Arts and STEM Collaborative for 21st Century Learning, a cohort of arts and science education leaders from across Los Angeles, Orange, and San Diego Counties. We’ve met three times since the summer, and despite our thoughtful conversations, I had a nagging question: is STEM-to-STEAM simply about the integration of the arts and STEM subjects? If so, can we take an existing definition of arts integration (I’m a fan of the one developed by The Kennedy Center), declare the S, T, E, and/or M the “other subject area,” and call it a day? If not, why not? How is STEAM different? Read the rest of this entry »
What is the purpose of theatre education at the K-12 level? What underlying objectives are shared by diverse programs in diverse communities? How do we reconcile a theatre’s objectives in engaging future audiences with the educational objectives of schools and parents? The practical reality is that a climate of education budget cuts, standardized testing and stiff competition for budget dollars makes providing young people, especially in underserved communities, with meaningful arts education opportunities a challenging question.
This surfaced recently when I was sitting in a donor’s office laying out our plans for Impact Creativity, an ambitious undertaking to raise $5 million over three years to bridge the budget gaps of our 19 member theaters and their education programs. American creativity is at stake, and so is our sense of equal opportunity — 40 percent of underserved youth risk losing their access to arts education.
“But what are you setting out to do, actually?” the donor asked. “Raise $5 million,” I answered. She paused. “And then…?”
Ah ha. We needed to connect the dots, in other words define theater education and its impact in more tangible ways, so that we can have a national conversation about something that currently differs from state to state, school to school, and theatre to theatre.
The network of 19 National Corporate Theatre Fund (NCTF) member theaters then set out to define clear objectives for the national Impact Creativity program while communicating how the individual theatre education programs address the larger questions facing our education systems: equity, resource scarcity and increasing demand for a high-functioning workforce. Read the rest of this entry »
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 »