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.
For over 30 years as a K-12 English & Theater teacher, I have witnessed how the arts have impacted the lives of so many people, young and old. The stories and research are endless, and yet the arts continue to be cut from school curriculums across the nation. Despite arts advocacy groups’ efforts to prevent this decline, the budgetary solution remains to be that the arts are perceived as extra-curricular and disposable.
This is nothing farther from the truth: the arts challenge us to not only dare but also explore the myriad of possibilities of WHAT IF…
Upset over the slashing of arts programs in schools I decided to do something about it. I started First Online With Fran to highlight ordinary people who are doing extraordinary things to make the arts the fabric of our existence. Utilizing testimonials, videos, and interviews First on Line with Fran serves to be the sounding board to let the world know that, “We’re angry as hell and we’re not gonna take it anymore!”
For my most recent episode, I got a bunch of kids from Brooklyn Theatre Arts High School and asked them to respond to the statement: The Arts are extra-curricular and disposable.
Please take 6 minutes and listen to what they have to say…
This is where my passion lies, and this is my way of raising awareness and advocating for the arts included in education. Read the rest of this entry »
A friend of mine recently graduated from one of Pennsylvania’s state universities with a bachelor’s degree in art education. When she walked across that stage to Pomp and Circumstance, she had proven that she had learned everything she needed to teach young minds all the skills they needed to create breathtaking works of art and to think through all the important steps of the art-making process.
After completing the requisite coursework, surviving long hours of student teaching, and passing the Praxis in her course area, the State of Pennsylvania gave her a certificate that showed she was qualified to stand in front of a classroom of students eager to discover.
But what she didn’t learn was exactly where all of those requirements came from. How did her University gain accreditation? What are the priorities of the school district that is hiring her? Who is responsible for hiring the person in the State Department of Education that can serve a resource when she has concerns about state standards or a new teacher evaluation program? Who determines how much professional education is necessary to remain certified? Who determines how state money is allocated across and within school districts?
The answer to all these questions vary from state-to-state, but in every case, these decisions should be informed by the voices of those in the classroom every day, the teachers themselves. Read the rest of this entry »
This summer, many teachers and administrators across the country will be attending conferences and professional development sessions that focus on the Common Core State Standards in preparation for the upcoming school year. Before many of their toes even touch a sandy beach, these dedicated educators will cross hundreds of miles and spend many hours getting ready for a whole new way of instruction.
But where are the Arts?
What happens to our arts teachers, museum curators, performers, teaching artists and arts administrators? Are they afforded the same opportunity as their peers for rigorous, relevant professional development in unpacking the Common Core Standards for their subject areas? As has happened so often in the past, for many the answer is a resounding “no.” Read the rest of this entry »
Two very scary, and seemingly unrelated, things happened in 2008: 1) 100,000 nonprofits around the US (many of them arts, education, & culture based) began the slow and painful process of going out of business, and 2) the Holdridge’s toad, one of Costa Rica’s most prevalent species, was declared extinct.
Let’s talk toads first:
There are two schools of thought that explain why a species might become extinct. The first holds the environment responsible, stating that the Holdridge’s toad became extinct because of “chytridiomycosis” (look it up), a disease caused by effects of climate change. In this case, the toads were not able to evolve fast enough to adapt to the fast-changing environment around them. The second option, ironically, holds the species responsible. This popular evolutionary theory called the “Red Queen hypothesis” – named after Lewis Carroll’s character who described her country as a nation in which “it takes all the running YOU can do, to keep in the same place” – argues that species biologically increase in numbers until they reach the ‘carrying capacity’ of their environment, by which point the environment is too consumed (deteriorated) to sustain such diversity. Extinction. Scientists predict that by 2050, as a result of one of the two theories mentioned above, a full quarter of the species known to us today will be extinct. Read the rest of this entry »
I’ve been thinking about “scope and sequence” lately. A passionate arts specialist used the phrase repeatedly in a recent conference presentation and I started to worry it was something the education community had a monopoly on, that the arts community got left behind this time. But then I started to second guess myself: Why should only schools and certified teachers provide scope and sequence?
Is scope and sequence possible outside a school setting? Obviously, schools are ideally situated to deliver meaningful scope and sequence with mandatory attendance for (hopefully at least) 170 days a year, (generally) consistent contact with the same group of students for that time and a trained, professional educator leading the charge. But does that preclude community organizations from also offering a scope and sequence, on their own scale?
Having just reviewed state-wide grant applications for arts learning funding, I can tell you that in Oregon, at least 75% of arts organizations offer educational programming that represents significant scope and sequence. In fact, I would say that it is nearly impossible to provide meaningful arts education without scope and sequence. With the exception of a pure field trip model where students are bused in and out of a performance, every arts education activity includes some scope and sequence. Read the rest of this entry »
Ever since the No Child Left Behind Act (NCLB) authorization formally ended in 2007, Congress has been trying to reauthorize it, but with very little success. You remember NCLB? It passed Congress with whopping margins of 381-41 in the House and 87-10 in the Senate and President Bush signed it into law with big smiles from education champions like Senator Tom Harkin (D-IA) and House committee leaders John Boehner (R-OH) and George Miller (D-CA). That was then.
Since then, NCLB has been attacked each year by education advocates on all sides and the Obama Administration has gone so far as to grant waivers to 37 states allowing them to opt out of many of the law’s regulations, which will remain in place until the law is reauthorized. It’s been sad as education leaders, in and out of Congress, proclaim the “urgent” need to end the labeling of failing schools, to curb the “unintended consequences” that have been a fundamental problem with NCLB. Years have passed without even a floor vote on replacement legislation.
I’ve known Capitol Hill staff who were hired to work on the reauthorization (now referred to as the Elementary & Secondary Education Act (ESEA)) who have given up waiting and moved to jobs off the Hill. Read the rest of this entry »
After years of school budget cuts due to the economic downturn, and a decade of No Child Left Behind-inspired education policies, there is a movement afoot in districts across the country to reinvigorate the school day with a rich and engaging curriculum.
Parents, students, and educators have been beating the drum about the narrowed curriculum and are making the case to expand access to arts, music, foreign languages, science, and other core subjects that have been marginalized in schools in recent years. Now candidates to be mayor in the country’s largest school district are weighing in on what arts education would look like under their leadership. Read the rest of this entry »
In the late Eighteen Hundreds Harvard decided to add an “art appreciation” course to its offerings and thus began a recognition by higher education that knowing about and, later to come, engaging in the arts was a good thing for students in American colleges and universities. Centuries before, the University of Paris had established music as one of the major subjects of study but that effort, of course, was driven by the University’s interest in mathematics, not aesthetic sensibilities.
By the 1940’s and 1950’s American higher education was steeped in both required arts courses as well as the blossoming of full-fledged programs of study in the arts. By the end of the Twentieth Century music, theatre(er), visual arts, and dance were acknowledged members of the academy. In most places, respected; in some, only tolerated.
From this admittedly brief and over-generalized history it is clear that the arts were increasingly enjoying a place of acceptance, even respect, within the academy. Those good days seem to be passing as the nation tightens its fiscal belt and increasingly questions the value of higher education, gravitating now toward a valuing system that focuses on careers and income potential (e.g., check out this naïve post to Yahoo! Education, Don’t Let your Kids Study These Majors. Business practices are dictating the course of higher education and the arts are being forced into a box lined with expectations that tend to minimize the “real” values of the arts and ignoring the “real” contribution the arts have and continue to make to our system of higher education. Squeezed into submission, American colleges and universities are scrambling to parasitically survive by attaching themselves to STEM or giving lip service to career development or just giving up and eliminating arts programs. Read the rest of this entry »
In 2006, the U.S. National Academies, expressing their concern about the state of education in our country, recommended improving K-12 math and science education. In 2007, Congress passed the America COMPETES Act, which authorized funding for STEM initiatives, kindergarten through graduate school. I think most everyone would agree that we are not where we had hoped we would be. 2012 National Assessment of Education Progress tests results showed only a tiny increase in 8th grade science scores over 2009. This same test showed that 4th, 8th, and 12th graders performed poorly when asked to use problem solving and critical-thinking skills in laboratory settings. So why aren’t these initiatives working?
Now, President Obama has announced a major initiative to create a national Science, Technology, Engineering, and Math (STEM) Master Teacher Corps. This is to underscore that STEM education is a top priority for the Obama administration. “A world-class STEM workforce is essential to virtually every goal we have as a nation – whether it’s broadly shared economic prosperity, international competitiveness, a strong national defense, a clean energy future, and longer, healthier, lives for all Americans.”
Of course, this is important for the future of the United States. But, I believe it is equally vital that “longer, healthier, lives for all Americans” include reference to productive, creative, fulfilled, happier, inspired lives as well. We truly need to focus on developing creativity in order to help achieve these lofty goals – otherwise , I believe , all these initiatives are doomed to continue to fail. Read the rest of this entry »
In January 2012 I started the New Year with an ARTSblog entitled So Many Resources, So Little Time. I wrote, “With endless emails, text messages, Facebook, Twitter, and RSS feeds, I sometimes feel a little overwhelmed.” For the most part, that statement was true – except for one thing. I wasn’t using Twitter!
Of course after mentioning Twitter in the resources ARTSblog someone would reach out to me in an email requesting my Twitter handle. Uh oh. Once upon a time I had set up an account, but when I tried to remember what the original handle was and how to login? Forget about it. I had been caught red-handed!
Just what I needed, one more thing to add to what already felt like an overflowing plate. I couldn’t respond back with, “sorry, I don’t do Twitter” after mentioning it in my blog so I decided it was time to officially throw myself into the #Twitterverse. Hence, @JessicaLWilt was born.
Over the past year I’ve been teaching myself how to navigate and speak the language that is Twitter while building a truly authentic and genuine community. I don’t have thousands of followers – yet – but I do regularly interact and connect with a diverse group of people. Never could I have imagined how vast the information, people, ideas and life-changing events I’ve experienced through Twitter would enhance my personal and professional circles. Read the rest of this entry »
Four years ago, when I first heard the phrase “turn STEM to STEAM” – i.e. add the arts to the federally-recognized acronym for science, technology, engineering and math — I was skeptical.
As a theater geek born to a physician and biologist, I understood that the artistic process and scientific process have a lot in common, and that participants in each arena can learn a lot from one another.
My skepticism was not rooted in whether the arts and sciences are connected. What was missing for me as the “STEM to STEAM” mantra started to pick up more and more (ahem) steam 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 different disciplines together in a thoughtful and authentic way is something entirely different.
In my mind, the ability to articulate and explore the authentic relationships between the S, T, E, A and M is crucial. The arts and the STEM subjects have similar processes, but provide different means of understanding what currently exist, as well as imagining what does not yet exist. If we want the STEM to STEAM movement to have longevity, we need to get specific about what those relationships are. Read the rest of this entry »
For those of us who’ve been involved with arts education for any length of time, we’ve seen many theories and practices arrive on the scene. All are well grounded, express a philosophy of teaching, and hopefully build upon the education foundations already laid since the late 19th Century and the rise of the Picture Study Movement. Today, over one hundred years later, Common Core’s focus on national standards is receiving much attention from educators, commentators, think tanks, and politicians.
What seems overlooked in this evolution is the tectonic change that’s occurred inside the classroom. Specifically, inside the arts classroom–or on the mobile cart that carries the arts into the “regular” classroom.
Much time, it seems, is spent studying arts education practices at the macro level. We in the field read, listen, talk, debate, and write consistently on how theory and practice impacts students. In my household, alternatively, we generally eschew theory and instead talk a lot about reality. Why is that? Because my wife is a visual arts teacher in a K-8th grade public school.
In her 27 years in the classroom, things have changed. Kids haven’t really changed all that much, but the atmosphere surrounding public education certainly has.
The challenges she faces in her job on the front lines of education have evolved significantly. At one time, she felt supported by her principals and school administrators, especially in areas like discipline. Today, the kids rule. Principals now consider the child’s side of a dispute more than the teacher who brought it to their attention. School board members bend sideways with any angry parental breeze. Imagine an eight-year-old lying through their teeth after being caught doing something wrong, in spite of plain evidence to the contrary, and having the principal castigate the teacher for not “truly understanding” the child’s behavior. Read the rest of this entry »
This is my 149th ARTSblog post as a writer. It’s also my last—at least as a staff member here at Americans for the Arts.
I have been with the organization for almost six years and started blogging four years ago (after becoming ARTSblog editor a little over two years ago).
In those two years, I have tried to write, recruit, or find at least one relevant post per day to publish on the site. Some weeks were easier than others, but it is pretty amazing to see the depth and breadth of the quality of the posts that I have had the pleasure of adding to the site.
And, of course, I can’t help but think of the 20 Blog Salons I have worked on along with the fantastic program staff at the organization who work hard to find the bloggers, gather the posts, pictures, and profiles, and send them along to me for editing, formatting, and social media promotion.
While those weeks are some of the more stressful due to the work that it all entails, I think the fantastic collection of resources in the right side bar speaks for itself.
I’m leaving ARTSblog in the perfectly capable hands of our marketing and communications staff members, but I wanted to take the opportunity to thank you for visiting our little corner of the web to read, comment, and share the amazing work of our bloggers.
Americans for the Arts represents a diverse group of interests—from arts administrators to marketing professionals to advocates to arts-education-supporting parents—and I hope that my work on the site has represented you at one point or another. If it hasn’t, I hope you will consider adding your voice to the mix sometime soon.
Until next time…
As a university administrator and associate professor, I frequently interact with parents who visit our campus with respective students. The one question that is always interesting to field is, “What will my child be able to do with a degree in (fill in your respective arts area here)?”
From a financial standpoint the question is a valid one: parents want to know that their investment in their child’s future is going to lead to gainful employment and prevent him/her from returning home and living on their couch after graduation. However, the assumption that any college degree, regardless the area of study, will lead to a specific job is a misconception.
While a degree does set one on a career path with a specific skill set, it does not guarantee employment in any specific field. The question is also valid because in my experience, the knowledge that a majority of students and their parents have of the opportunities in the arts is limited to practical involvement in their respective art area of study: singing, painting, dancing, acting, etc.
In higher education, I have witnessed practicing an art form as the point of entry that many students take into their respective fields. However, that initial exposure leads them to a variety of careers within and outside of the arts. Therefore, I try to quell the notion that a degree in the arts leads to being a starving artist. Instead, I point them to resources that will help them expand their perspective of the possible career options for those with arts backgrounds and discuss the transferable skills that students learn within the arts. Read the rest of this entry »
“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves…We have, in effect, been committing an act of unthinking, unilateral educational disarmament.” ~ from A Nation at Risk
Last Friday I attended an event at the Thomas B. Fordham Institute looking at the impact of the report released back in 1983, A Nation at Risk: The Imperative For Educational Reform. According to the Fordham Institute’s website:
“Thirty years ago, A Nation at Risk was released to a surprised country. Suddenly, Americans woke up to learn that SAT scores were plummeting and children were learning a lot less than before. This report became a turning point in modern U.S. education history and marked the beginning of a new focus on excellence, achievement, and results.”
The report language itself called for many sensible reforms, including more instructional time, higher standards for courses and content, stringent high school graduation requirements, and demanding college entrance requirements.
But the sound bite that came out of the report was that we have a “desperate need for increased support for the teaching of mathematics and science.” And, “We are raising a new generation of Americans that is scientifically and technologically illiterate.” Read the rest of this entry »