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 »