The Role of Arts Education. SERVE Policy Brief. INSTITUTION SERVE: Southeastern Regional Vision for Education

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AUTHOR Mikow-Porto, Victoria A. . TITLE Improving Basic Education for All Learners: The Role of Arts Education. SERVE Policy Brief. INSTITUTION SERVE: SouthEastern Regional Vision for Education. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 1998-00-00 NOTE 12p.; In collaboration with the Southern Arts Federation. CONTRACT RJ96006701 AVAILABLE FROM SERVE, 1203 Governors Square Blvd., Suite 400, Tallahassee, FL 32301 ($2). PUB TYPE Information Analyses (070)-- Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Art Education; *Cognitive Style; Curriculum Development; *Educational Policy; Elementary Secondary Education; *Fine Arts; Public Education; Student Improvement IDENTIFIERS Cognitive Research; *National Arts Education Standards

ABSTRACT Although the term "arts education" conjures up competing images and definitions for different people, for the purposes of this policy brief, arts education is defined as incorporating four distinct subject areas:(1) music, (2) dance,(3) theater arts, and (4) visual arts, as taught by certified arts educators. The policy brief provides information about the integration of the arts into K-12 curriculum as a mechanism to improve the performance of_all students, particularly in the basic areas of reading, writing, and mathematics. This brief reports on selected research information in brain development and cognition (learning styles) as they relate to arts education and selected findings on the effectiveness of arts education as a curriculum reform effort. Sample arts education standards from the National Standards for Arts Education (1994) are described. The brief also discusses policy issues concerning arts education and its present place in public education. Contains 37 references. (BT)

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by Victoria A. Mikow-Porto

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U.S. DEPARTMENT OF EDUCATION office of Educational Research and Improvement Cf) EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 214hisdocument has been reproduced as C:) received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality.

Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

BEST COPYAVAILABLE 1998Policy Brief SI) TheRole of Arts Education

higher-order learning skills. An expected outcome of such instruction Every Child is improved academic performance of all students. isQ11ArUA The Goals 2000: Educate America Act of 1994 identified the arts as indis- °rePabloPiCasso pensable to education reform because the arts engage students in learning in a variety of ways that encourage the education and selected findings on disciplined development of skills nec- the effectiveness of arts education as essary to academic performance. As a curriculum reform effort. Sample defined by the National Endowment arts education standards from the for the Arts (1997), the arts National Standards on Arts Educa- tion (1994) are described. The policy Assist students in building both he term arts education con- issues concerning arts education and basic and advanced skills jures up competing images its present place in public education and definitions for_ different are discussed. O Reach students who may be at people. One person may hear risk for academic failure in the the phrase and visualize a pottery This brief describes the current leg- more traditional modes of class, while another may envision a islative status of arts education in the instruction lesson on the violin. The arts encom- states served by the SouthEastern Re- Help students to build pass a wide range of diverse skills and gional Vision for Education (SERVE) connections to core subject activities; thus, for the purposes of Alabama, Georgia, Florida, Missis- areas and integrate their this policy brief, arts education is de- sippi, North Carolina, and South learning experiences fined as incorporating four distinct Carolinaand the three additional subject areas: music, dance, theater states served by the Southern Arts Promote an understanding and arts, and visual arts, as taught by cer- Federation (SAF)Kentucky, Loui- tolerance of population and tified arts educators. siana, and Tennessee. cultural diversity

The purpose of this policy brief, un- The public has clearly set an expec- Enhance linguistic and dertaken in collaboration with the tation that the prime focus of K-12 nonlinguistic symbolic Southern Arts Federation, is to pro- education must address students' communication vide information about the integra- mastery of the basics: reading, writ- tion of the arts into K-12 curriculum ing, and mathematics. This reflects This brief considers several theories as a mechanism to improve the per- the belief that these functional skills on how children develop cognition formance of all students, particularly are necessary both for academic suc- and learn and then links these expla- in the basics: reading, writing, and cess and success as productive work- nations to research findings that con- mathematics. ers. As an integral component of education reform, it has been argued that This brief also reports on selected appropriate arts education instruc- research information in brain devel- tion, reflecting national achievement opment and cognition research standards, can enhance the acquisi- SouthEastern Regional.1 (learning styles) as they relate to arts tion of basic skiljs as well as other Vision for Education 3 1998 SE VE Policy Brief nect arts education instruction and animal research on rats to young chil- student performance. dren, it has been argued that devel- SERVE opment of additional synapses may be -'',..SOuthEaStern Regional Vision assisted through particular types of 'foi--.Education Brain DevelopmenE Research early stimulation as provided through , specificeducational programs Associated Nyitt e School of Education n the field of brain research, ad- (Newman, 1996; Ounce of Preven- "Yersity of North Carolina at vances in molecular biology, genet- A .Greensboro ics, and imaging technology have tion Fund, 1996; Sousa, 1998). provided an inside picture of how the brain actually works. Imaging tech- Also well established through empiri- Written, for SERVE by nology now permits identification of cal observation is that children ex- Victoria A. Mikow-Porto, Ph.D. the chemical tracings of thoughts and posed to harmful substances or who Senior Policy Research Analyst emotions as they are formed. As find- are emotionally neglected or physi- SERVE ings accumulate, the emerging cally abused early in life often have dif- knowledge of how the brain devel- ficulty with such brain-mediated func- ops and works has implications for tions as intellectual capability, empa- Eclikecl by policy issues in education, particularly thy, attachment, and emotional ex- Charles Ahearn, Ed.D. in the primary grades. pression. Nevertheless, the basic brain Director of Publishing and Ouality mechanisms for such findings are not AssuranceSERVE Neuroscience research on animals has yet well understood (Shore, 1996). shown that, at birth and continuing Donna Nallev, Ph.D. into early life, the development of In 1996, the Carnegie Corporation, Senior Program SpecialistSERVE neural connections (synaptogenesis) the Charles A. Dana Foundation, and proliferates, followed by a period of others sponsored a conference on Stephen Chapman elimination of unused connections. brain research and the potential im- Progralll SpecialistSERVE Research suggests there are critical plications of that research for educa- periods when the brain gets "wired" tion. Insights on brain development Christy Casbon .. for specializationsuch as in vision were summarized thus: ". how Communications Specialist and language development (Daw, humans develop and learn depends SERVE 1995; Kuhl, 1994; Rakic, 1995). critically and continually on the in- terplaybetweennature(an Barbara Benisch Further, there is some evidence that synaptic structures not formed individual's genetic endowment) and Arts Education & Advocacy through early brain stimulation dur- nurture (the nutrition, surroundings, LiaisonSouthern Arts Federation ing critical periods may be difficult care, stimulation, and teaching that or impossible to form later (Weisel are provided or withheld)." Detigneci by & Hubel, 1965). However, research with lab rats has shown that enriched Current knowledge about brain re- Kelly Dryden environments allow for development search has led researchers to hypoth- Senior Design SpecialistSERVE of new synapses (Greenough, Black, esize that instruction in the arts may & Wallace, 1987). stimulate brain development in areas The content of this publication does not that are critical to higher-level think- necessarily reflect the views or policies of This may or may not be generalized ing, emotional maturity, and social the Office of Educational Research and to humans; however, these findings functioning. Some recent empirical Improvement, U.S. Department of have been extrapolated to young chil- research appears to support this no- Education, nor does mention of trade tion. For example, those preschoolers names, commercial products, or dren in the popular press. It has been reported, for example, that the de- exposed to piano keyboard lessons organizations imply endorsement by the and group singing scored higher than U.S. Government. velopment of synaptic structures of the human brain is believed to occur control groups on tests of spatial rea- This document was produced with most rapidly in the first three years of soninga skill needed for math and funding from the Office of Educational a child's life. Generalizing from the science (Rauscher, F., et. al., 1997). Research and Improvement, U.S. Department of Education, under 4 contract no. RJ96006701. BEST COPY AVAILABLE However, some researchers (e.g., spectrum of the senses including the In Kentucky, the Basic Arts Program Bruer, 1997; Caine & Caine, 1998) kinesthetic, auditory, and visual. (BAP) was implemented in three el- caution that it is too early to link find- Thus, distinct variations in learning ementary schools over a four-year ings on brain development and neu- styles may be engaged through arts period. The major goal of the pro- ral functioning to specific practices instruction and meet the needs of gram was to "drive the implementa- in the classroom. Thus, the policy diverse populations of students to tion of the Kentucky Education Re- implications of neuroscience research improve their school experience form Act (KERA) using the arts and for classroom practice have yet to be (Swisher, 1994). multiple intelligence at the core of fully articulated. the school program" (McLaughlin, Several studies have demonstrated 1996). The program required in- that when children are exposed to the struction in music, dance, theater (o5nition Researdi and arts early in life and on a regular ba- arts, and visual arts by trained arts sis, arts experiences provide students specialists. Howard Gardner's (1983) Learnin5SYes with opportunities to learn in ways theory of multiple intelligences was lthough there are a number of that may be best suited to their used as the basis for designing the theories in cognition research as- strengths (e.g., Gaffney, 1995; integrated, thematic arts curriculum. sociated with how learning takes place Gardner, 1983; United States De- The results are promising: all three and typologies oflearning styles (e.g., partment of Education, 1997). schools made improvements on test Dunn, Dunn, & Price, 1985; scores, attendance, writing, and port- Gardner, 1983), empirical findings folio scores, and there was a decrease suggest that all children have distinc- in disciplinary referrals. tive ways of learning. The National Effectivenen d Arts Education: Association of Secondary School Prin- Selected Research In North Carolina, 27 schools have cipals defines learning styles as: "the review of selected research on implemented the A+ program of daily composite of characteristic cognitive, the effectiveness of arts education arts instruction through interdiscipli- affective, and physiological factors that to impact specific student outcomes nary teaching, based on Gardner's serve as relatively stable indicators of such as increased student perfor- (1983) theory of multiple intelli- how a learner perceives, interacts with, mance in reading, mathematics, or gences. A+ schools align the North and responds to the learning environ- science shows somewhat mixed or Carolina Standard Course of Study ment" (Keefe, 1979). limited findings. However, in the ar- through thematic, interdisciplinary eas of parental involvement, disciplin- instruction, combined with daily arts Studies of learning styles also dem- ary actions, and student engagement integration and hands-on, experien- onstrate a clear connection between in the learning process, the evidence tial learning. Arts instruction inte- cultural norms and values and the shows some promise. grates a thematic curriculum that ways in which students learn. That makes connections to common is, cultural values influence how chil- A longitudinal study of Chicago Arts themes in other areas. The goal of dren perceive the world, organize Partnerships in Education (CAPE) the curriculum integration is to help their thoughts, and prefer to learn. schools in Illinois found that although students develop and apply new ideas students' scores increased, there were across the boundaries of traditionally What is the relevance of learning no statistically significant differences separate subjects. Students may cre- styles to arts education? Increasing in reading and mathematics for stu- ate a visual or dramatic representa- levels of cultural diversity, socioeco- dents who participated in arts-infu- tion of something they have been nomic disparity, and other individual sion programs when compared to studying. A+ teachers report that factors place many students at risk of control groups (North Central Re- "active" learning through the arts poor academic performance and poor gional Education Laboratory, 1997). fosters more complex understanding school experiences. All studentsbut However, the students were exposed and thinking skills in students. especially at-risk studentsmay be to the arts by an artist-in-residence more successful as learners when us- for three hours per week. It is pos- The A+ program incorporates a ing learning-style strengths. Instruc- sible that more extensive exposure to strong, ongoing professional devel- tion in the arts that is developmen- the arts may result in greater differ- opment component which establishes tally appropriate addresses the entire ences in academic performance. collaboration between arts instruc-

5 BEST COPY AVAILABLE tors and classroom teachers in devel- arts as a core subject area. Subsequent in triple jeopardy: they are not viewed oping learning experiences which development of the voluntary Na- as serious; [arts] knowledge itself is connect different subjects to assist tional Standards for Arts Education not viewed as a prime education ob- students' understanding of academic established expected levels of com- jective; and those who determine material. Although assessment of the petency for students in the arts. school curricula do not agree on what A+ programon academic perfor- arts education is." mance is not yet available, prelimi- In 1996, the National Assessment of nary evidence from the first two years Educational Progress (NAEP) added of implementationsuggests that arts- assessment in the arts to the volun- NoEional Standards: Examples infused instruction contributedto tary national monitoring of students' he National Standards for Arts increased parent involvement, in- progress in what they know and can Education (1994) established creased student involvement in the do. NAEP is the only nationally rep- standards for what students should learning process, improvedatten- resentative, continuing assessment of know and be able to do in the arts as America's students in various subject dance, and reduced numbers ofdis- an integral component of a general ciplinary actions (Wilson, Corbett, areas. This assessment has been con- education. Developed to improve the Adkins, & Noblit, 1996). In 1996, ducted regularly since 1969, but the quality of education for all children, an A+ school was named as one ofarts had not been assessed since these standards were released to 1980. Students in grades 4, 8, and the top 25 schools in NorthCaro- guide state policymakers and schools. lina meeting exemplary 12 will be monitored for competency They address the fundamental issues status in the in the arts by the year 2000. In 1997, state's accountability system. of accountability and quality that in- selected pilot sites in grade 8 were fuse all education reform issues. assessed in dance, music, theater, and Gardiner, Fox, Knowles, and Jeffry visual arts. The NAEP report card (1996) investigated the effectsof Figures 1 and 2 are examples of the on arts proficiencies for 8th-grade stu- National Standards in music and the music and visual-arts curricula that dents is expected to be released in emphasized sequenced skill develop- visual arts for grades 5-8; these se- the fall of 1998. South Carolina and lections describe the cumulative skills ment on spatial reasoning. Com- Kentucky are participating in the pared to control subjects, those in and knowledge expected of all stu- NAEP arts assessment. Although the dents upon exiting grade 8. the arts classes startedout behind primary purpose of NAEP is to docu- control groups, but after curriculum ment patterns and trends in student exposure, the students caught upon achievement, it can also inform edu- reading and were aheadon learning cational policy in showing where stu- State Policy Position;on AfEJ mathematics. dents are not proficient and, thus, Education: An Overview of how instructional practices may be SERVE and 5AF States Other studies have shown thatat-risk adjusted to address the lack of youth demonstrated increased proficiencies. These important and ationally, 47 states have or arc in moti- the process of revising their arts vation to learn, increasedcommit- complementary effortsGoals ment to school, and improved 2000, NAEP, and National Stan- education curricula; many use the Na- aca- tional Standards for Arts Education demic performance when dardshave helped to bring arts participat- as the basis for their revisions. Thirty- ing in after-school and weekend education into national focus. arts four states are now implementing new education programs (Spodek,1993). arts education standards. Although the importance of arts education is clearly evident in these ma- Arts Education: The National The current status of arts education jor legislative initiatives, some policy in the six SERVE states (Alabama, Assessment of Education controversy concerning the appropri- Florida, Georgia, Mississippi, North Pro5ress ate role of arts education in public Carolina, and South Carolina) and he arts have a long history as a education continues. Summarizing these issues, the Arts Endowment the three additional states that SAF central component of general serves (Kentucky, Louisiana, and education, particularly in elementary (1997) identified three critical policy concerns regarding the role of the Tennessee) are summarized in the schools. The Goals 2000: Educate chart beginning on page 6. America Act of 1994 recognized the arts in K-12 education. "The arts are 6 BEST COPY AVAILABLE Figure iAusic Num2Visual Aits Content Standard: Singing, alone and with others, a varied Content Standard: Understanding and applying media, repertoire of music. techniques, and processes.

Achievement Standard:Sing accurately and with good breath Achievement Standard:Select media, techniques, and processes; control throughout singing ranges, alone analyze what makes them effective or not and in small and large ensembles. effective in communicating ideas; and reflect upon the effectiveness of thcir choices. Content Standwd: Performing on instruments, alone and with others, a varied repertoire of music. Content Standard: Making connections between the visual arts and other disciplines. Achievement Standard:Perform on at least one instrument accurately and independently, alone and Achievement Standard:Compare the characteristics of works in in large ensembles, with good posture, two or more art forms that share similar good playing position, and good breath, subject matter, historical periods, or bow, or stick control. cultural context.

Summary of Sta[e Le5iskAive eludes arts education in curriculum instruction should inform education requirements. policy. This research should also in- and Policy PoriUons in Arts clude the promising link between EduccAion In summary, states' progress toward brain research and arts education. little over half (five of nine) of arts education benchmarks and stan- Fourth, many of the claims made the states that are served by dards implies both the importance of concerning the value of the arts in SERVE and SAF have high school and interest in the central role of the assisting education reform in general graduation or college entrance re- arts in education. and specifically increasing student quirements in the arts; the remain- performance need further research. ing four states have none. Although some states developed K-12 standards Implicaonr for EducaEion Policy At present, it appears that the pub- for arts education prior to the devel- fundamental issue for arts edu- lic acceptance and institutionaliza- opment of the National Standards, cation policy is that the public tion of the arts in all schools at all six states used the National Standards perception of the value and purpose grade levels is not universal. The as a reference in their development of arts education is ambiguous. In public places its highest educational or adopted them in their state cur- contrast, while there may be debate value on instruction in the basic riculum frameworks. In the area of about what kind of public education skills, school safety, job prepared- performance measures in the arts, is needed, how well it is working, how ness, and discipline. The arts are only one state has developed these much the public is willing to pay for treated with ambivalence because measures; two states are in the pro- it, and what roles schools are expected the connections between the arts cess of developing them; and one state to perform in society, education and their impact on student achieve- permits local districts to develop them policy is widely supported and valued ment and other student outcomes in the arts. by the public. Thus, interest in arts are not yet fully apparent. education in public schools has peri- Nearly all the states have some arts odically waxed and waned over time. Nevertheless, policymakers are inter- certification requirements for teach- ested in increasing student perfor- ers. One state requires certification A second policy dilemma for arts edu- mance and actively engaging all stu- only in music; two states require cer- cation concerns the ongoing debate dents in their learning experience. tification in music and visual arts; that exists within the arts community The available research suggests that and five states require certification in itself about what constitutes arts edu- arts education is a viable option for all four arts forms. cation, how the arts should be helping reach that goal. taught, and who should teach the Five of the nine states have educa- arts. Third, a calculation of the costs tion legislation that specifically in- versus the benefits of arts education Alabama Performance Measures in Fhe Arts The1996 Arts Curriculum Framework incorporates the Art, Requirements for High School Graduation and/or College Entrance . National Standards for Arts Education, establishing One semester of fine arts in grades 9-12 is required for high suggested benchmarks for student performance at grades K- school graduation. 2, 3-5, 6-8, and 9-12 in all four arts forms. Under the new There are no college requirements. curriculum guidelines, each district is held accountable for State Standards for the AA; student performance. Assessments are not required, so each In 1995, the Alabama State Board of Education was directed district establishes performance measures. by the Legislature to establish a core curriculum that State Arts Education Legislation includes instruction in music and visual arts. Standards are In 1991, the Florida Legislature adopted legislation being developed in dance and theater arts and being comparable to the current National Goals 2000 legislation. rewritten in music and visual arts for implementation in The legislation, known as the Educational School 1999-2000. The Fine Arts Course of Study for K-12 Improvement Reform and Accountability Initiative, set forth provides the curriculum framework. Alabama has not eight goals and directed local districts to design plans for adopted the National Standards for Arts Education. improving student performance. As a result, curriculum Students in grades K-8 receive 60 minutes of instruction per frameworks for seven subject areas, including the arts, have week in music and art, taught by a certified specialist. Since been developed; these are now known as the Sunshine State 1997, music and visual art have been offered in public high Standards and were implemented in 1996. The standards are schools as electives. required for grades K-2, 3-5, 6-8, and 9-12.

Teacher Certification Requirement, for Arts Teacher, Elementary and secondary schoolsmusic and visual arts certification. Geor5ia Arts Requirements for High School Graduation and/or College Entrance Performance Measures in the Arts There are no specific arts requirements for high school No statewide performance measures exist; however, many graduation, but core requirements include one elective credit local districts use performance measures. selected from computer literacy, technology/career, or fine State Arts Education Legislation arts courses. Also, the Board of Regents requires four In 1995, HB 466 established the Education Accountability additional elective credits which provide additional fine arts Plan requiring the development of a public school core options for students. The arts are electives. curriculum that included the arts. There are no college entrance requirements. State Standards for the Art, The Quality Core Curriculum, which includes fine arts Florida standards in content, is scheduled for implementation Arts Requirement; for High School 6.raduation and/or College Entrance beginning in the 1998-1999 school year. A number of One credit in performing fine arts to be selected from music, references were used in revising the Quality Core dance, drama, painting, or sculpture, or a course in speech or Curriculum, including The National Standards for Arts debate; or one credit in practical arts career education or Education, Content Knowledge: A Compendium of Standards exploratory career education; or one-half credit each in and Benchmarks for K-12 Education, and arts curricula from practical arts career education, exploratory career education, a number of other states. or performing fine arts is required for high school Teacher Certification Requirements for Arts Teachers graduation. Practical arts include shop, computer Pre-K-12 certification in art, dance, drama, and music. technology, home economics, and office skills. There are no college entrance requirements. Performance Measures in the Arts

State Standard, for the Arts None required.

None required. State Arts Education Legislation The Quality Basic Education Act includes competencics, Teacher Certification Requirements for Arts Teacher, Elementary schoolsmusic, dance, drama, and visual arts both required and optional, that each student should master prior to completing a Georgia public school education. certification. Secondary schoolsmusic, dance, drama, and visual arts Mastery of fine arts competencies applies only to students who elect fine arts programs of study since no arts education certification. is required for high school graduation.

8 BEST COPYAVAILABLE Kentucky State Standard: for the Art: The education department has developed curriculum Art: Requirement, for High School Graduation and/or College Entrance guidelines in all art disciplines for grades K-12. Discipline- One credit in the arts (may include arts appreciation) is based arts education standards are being introduced over required for high school graduation. three years in dance, music, visual arts, and drama. No college entrance requirements in the arts. Curriculum arts frameworks developed in 1996 are to be State Standard: for the Art: fully implemented by 1998-1999. Adoption of the The Kentucky Education Reform Act (KERA) of 1990 frameworks is voluntary, but local schools must meet requires the inclusion of arts education for all students, but performance measures established by the state. The National local districts determine how to fulfill the mandate. A revised Standards for Arts Education were used as guidelines. Core Content for Arts and Humanities Assessment, created The state board of education currently requires 30 minutes for grades 5, 8, and 11, was sent to schools for review in per day or 160 minutes per week in visual art or music in 1997. The arts are included in the Kentucky curriculum grades K-8. framework, which outlines broad learning goals established Teacher Certification Requirement: for Art: Teachers for all students to know. The Core Content serves as a Elementary schoolsmusic and visual arts certification. guideline. Secondary schoolsmusic and visual arts certification. Teacher Certification Requirement: for Arts Teacher, Performance Measures in Fhe Arts Elementary schoolsmusic certification (K-12) and visual Louisiana is scheduled to begin development of assessments arts certification (K-12). of performance in visual arts, music, dance, and drama in Elementary certification (1-8) prior to 1990all elementary 2000. teachers with 1-8 certification can teach all areas. Secondary schoolsmusic and visual arts certification (K-12). State Art: Education Legislation Special English certificationdramatics and speech (major State statutes require the core curriculum for college-bound and minor). students to include the arts.

Performance Measures in the Art: In Kentucky, a statewide assessment in the arts is based on academic expectations defined by the state standards. A state Mississippi assessment committee for arts assessment (in visual arts, Arts Requirement; for High School Graduation and/or College Entrance dance, music, and theater) developed open-response One credit in fine arts (dance, music, theater, or visual arts) questions and performance events that were administered to will be required for high school graduation in the 1998- grades 4, 8, and 11 through 1996. The arts assessment 1999 school year. counts for seven percent of a local school's accountability There are no college entrance requirements for the arts. index. Performance measures are undergoing further research and development. The arts assessment committee State Standard: for the Arts used the National Standards for Arts Education, Kentucky's Using the National Standards for Arts Education, the state Arts and Humanities Core Content for Assessment, and education department developed a new arts curriculum Kentucky's Academic Expectations to develop test items. framework for grades K-12. Since 1997-1998, state statutes Kentucky is one of 16 states participating in the NAEP arts have required that school districts adopt the Mississippi Fine assessment project facilitated by the Council of Chief State Arts Framework, provided by the Mississippi State School Officers. Department of Education, or adopt an instructional curriculum that meets or exceeds criteria established in the State Art: Education Legislation Fine Arts Framework. Thereis no specific arts education legislation. All K-8 students receive arts instruction as required by the state's new accreditation standards. The state education department recommends the following for K-8 instruction: louisiano 2.5 hours per week in music, 1.5 hours per week in art, 1 hour per week in theater, and 1 hour per week in dance. Arb Requirement: for High School Graduation and/or College Entrance There are no high school graduation requirements in the arts. Teacher Certification Requirement, for Art: Teachers College-bound students are required to take a one-semester Elementary schoolsmusic, dance, drama, and visual arts course known as "Fine Arts Survey" that provides certification. instruction in art, music, dance, and drama. Secondary schoolsmusic, dance, drama, and visual arts certification.

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Performance Measurer in the Arts State law currently requires instruction for grades 1-6 in Mississippi is developing performance measures in the arts both music and visual arts by a specialist for a minimum of and will assess student performance in the arts by 1999- 40 minutes per week for 36 weeks each. 2000 on a statewide basis for grades 4, 8, and 12. Teacher Certification Requirements for Arts Teachers 5Fote ArEs Educdon leisloEion Elementary schoolsvisual arts, music, dance, theater, and State statutes require a comprehensive arts education speech. program to be administered by the Department of Secondary schoolsvisual arts, music, dance, theater, and Education and establish an arts specialist position in the state speech. education department. Performance Measurer in the Art, Performance standards are currently under development and expected to be approved in 1998. N CarolifICI Assessments have not yet been developed but are planned. Arts Requirement; for High School Graduation and/or Colle5e Entrance There are no requirements. State Arts Education Le5illation In 1976, South Carolina passed legislation, the South Stake Standards for the Arts Carolina Education Improvement Act, that included the arts The Department of Public Instruction developed state arts in a defined minimum education program and required that standards using the National Standards for Arts Education as a the subjects be taught by professionally trained teachers. In reference. The Standard Course of Study includes curriculum 1989, the Target 2000 legislation included the Arts in Basic and content standards for all arts disciplines; it includes Curriculum (ABC) plan to expand earlier legislation and content sequence and learning outcomes. The State Board of serve as a "blueprint" to improve arts education. Target Education requires instruction in dance, music, drama, and 2000 mandated that students leaving school be able to visual arts in grades K-5. At least one of the arts must be demonstrate competence in the arts, as well as other subjects. taught each year for grades 6-8. It provided over $1 million each year for arts education.

Teacher Certification Requirements for Arts Teachers Elementary schoolsmusic, dance, drama, and visual arts Tennessee certification. Secondary schoolsmusic, dance, drama, and visual arts Arts Requirements for Hi5h School Graduation and/or (olle5e Entrance certification. There are no high school graduation requirements, but state colleges and universities require one unit of fine arts for Performonce Measures in the Art, entrance. Thereare no performance measures or assessment in the arts. State Standards for the Arts Stake Arts Education le5islation Tennessee used the National Standards for Arts Education as In 1984, North Carolina passed legislation that described the the basis for revision of all existing arts education curriculum education program to be offered to every child in the public frameworks developed by the state. The revised frameworks schools, Basic Education Program for North Carolina's Public include music and dance for K-12 and visual arts for K-8. Schools (BEP). It included the requirement that instruction The theater arts framework required little revision as it was would be offered in the arts, as well as other specified core consistent with the National Standards. subjects. Teacher Certification Requirements for Arts Teacher, Elementary schoolstheater, music, and visual arts certification. 50all (afolina Secondary schoolsmusic, visual arts, and theater arts Art, Requirements for High School Graduation and/or Colle5e Entrance certification. There are no requirements. Performance Measure, in the Art, 564e Standard,for the Art, Tennessee does not include the arts in the Tennessee South Carolina approved curriculum frameworks in visual Comprehensive Assessment Program. and performing arts in 1993. Subsequently, professional arts education organizations helped to develop the Art Academic State Art; Education le5islation Achievement Standards to be presented to the state board None at present. for approval in 1998. The arts are considered one of the eight core subjects. These voluntary frameworks do not reference the National Standards for Arts Education.

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BEST COPYAVAILABLE , 11 RESOUCCE5 Aboa Eke SAF Notional Assessment of National Art Education 0 r5canization Educational Progress (NAEP) Association Arts Education Consensus Project 1916 Association Drive The Southern Arts Federa- One Massachusetts Avenue, NW Reston, VA 20191-1590 tion, a not-for-profit, re- Suite 700 703-860-8000 gional arts organization Washington, DC 20001-1431 703-860-2960 FAX founded in 1975, creates arts 202-336-7046 Website: www.naea-reston.org partnerships; assists in the devel- 202-408-8072 FAX opment of artists and arts profesionals; presents, promotes, and produces southern arts and SouthEastern Regionol Vision Southern Arts Federation cultural programming; and ad- (5AF) for Education (SERVE) vocates for the arts and arts edu- P 0 Box 330582 P 0 Box 5367 cation. The organization works Atlantic Beach, FL 32233-0582 Greensboro, NC 27435 in partnership with the state arts 904-247-3445 800-755-3277 agencies of Alabama, Florida, 904-247-3628 FAX 336-334-3268 FAX Georgia, Kentucky, Louisiana, Website: www.serve.org Mississippi, North Carolina, South Carolina, and Tennessee, and is funded by the National Endowment for the Arts, foun- dations, corporations, individu- Aboa Eke SERVE 0rctn.5zaI..on; -; als, and member states. ERVE, the SouthEastern Regional Vision for Education, is a consortium of educational organizations whose mission is to , promote and support the continual improvement of educational opportunities for all learners in the Southeast. Formed by a coalition of business leaders, governors, policymakers, and educators seeking systemic, lasting improvement in education, the organiza- S0 UTH E RN tion is governed and guided by a Board of Directors that includes the chief state school officers, governors, and legislative representa- AR TS tives from Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. Committed to creating a shared vision of the FED ERA T I 0 N future of education in the Southeast, the consortium impacts educational change by addressing Jeffrey A. Kesper critical educational issues in the EXECUTIVE DIRECTOR region, acting as a catalyst for positive change, and serving as Barbara Benisch a resource to individuals and SouthEastern Regional ARTS EDUCATION groups striving for comprehen- Vision for Education & ADVOCACY LIAISON sive school improvement.

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