Gaining the Arts Advantage: Lessons from School

GAINING THE ARTS ADVANTAGE Lessons From School Districts That Value ARTS EDUCATION

PRESIDENT'S COMMITTEE ON THE ARTS AND THE HUMANITIES and ARTS EDUCATION PARTNERSHIP PRESIDENT'S ARTS COMMITTEE ON ADVISORY THE ARTS AND ARTS EDUCATION COMMITTEE THE HUMANITIES PARTNERSHIP

GORDON AMBACH JANE WALTERS HILLARY RODHAM CLINTON RICHARD J. DEASY EXECUTIVE DIRECTOR COMMISSIONER Honorary Chair Director COUNCIL OF CHIEF STATE TENNESSEE DEPARTMENT JOHN BRADEMAS SCHOOL OFFICERS OF EDUCATION Chairman WASHINGTON, DC NASHVILLE, TN PEGGY COOPER CAFRITZ Vice Chair BENJAMIN CANADA DENNIE PALMER WOLF EMILY MALINO SCHEUER SUPERINTENDENT EXECUTIVE DIRECTOR Vice Chair PORTLAND PUBLIC SCHOOLS PACE - HARVARD TERRY SEMEL PORTLAND, OR GRADUATE SCHOOL Vice Chair OF EDUCATION USAN ARNES ELT RAMON C. CORTINES S B -G CAMBRIDGE, MA EXECUTVE DIRECTOR LERONE BENNETT, JR. THE PEW NETWORK FOR ADELEINE ARRIS ERMAN OTHER ADVISORS M H B STANDARDS-BASED REFORM CURT BRADBURY STANFORD UNIVERSITY ELLEN MCCULLOCH-LOVELL JOHN H. BRYAN PALO ALTO, CA DEPUTY ASSISTANT TO THE PRESIDENT AND ADVISOR HILARIO CANDELA DIANE FRANKEL TO THE FIRST LADY ON ANNE COX CHAMBERS DIRECTOR THE MILLENNIUM MARGARET CORBETT DALEY INSTITUTE OF MUSEUM HITE OUSE W H EVERETT L. FLY AND LIBRARY SERVICES MILLENNIUM COUNCIL HARVEY GOLUB WASHINGTON, DC WASHINGTON, DC RICHARD S. GURIN DOUG HERBERT SARAH HOWES IRENE Y. H IRANO DIRECTOR GENCY EPRESENTATIVE A R DAVID HENRY HWANG ARTS IN EDUCATION OF THE U.S. DEPARTMENT QUINCY JONES NATIONAL ENDOWMENT OF EDUCATION ROBERT MENSCHEL FOR THE ARTS WHITE HOUSE WASHINGTON, DC MILLENNIUM COUNCIL RITA MORENO WASHINGTON, DC ANTHONY PODESTA JIM HERBERT ANN SHEFFER DIRECTOR AYMOND MITH DIVISION OF RESEARCH R S AND EDUCATION PROGRAMS ISAAC STERN NATIONAL ENDOWMENT FOR SHIRLEY WILHITE THE HUMANITIES HAROLD WILLIAMS WASHINGTON, DC FEDERAL MEMBERS

DAVE MASTER DAVID BARRAM DIRECTOR JAMES H. BILLINGTON ARTIST DEVELOPMENT WILLIAM R. FERRIS AND TRAINING WARNER BROTHERS FEATURE DIANE B. FRANKEL ANIMATION JOHN D. HAWKE, JR. GLENDALE, CA I. MICHAEL HEYMAN

BONNIE POLITZ BILL IVEY SENIOR PROGRAM OFFICER JAMES A. JOHNSON CENTER FOR YOUTH DEVELOPMENT TERRY PETERSON AND POLICY RESEARCH EARL A. POWELL, III ACADEMY FOR ROBERT STANTON EDUCATIONAL DEVELOPMENT WASHINGTON, DC HARRIET MAYOR FULBRIGHT Executive Director GAINING THE ARTS ADVANTAGE Lessons From School Districts That Value ARTS EDUCATION

President's Committee on the Arts and the Humanities and Arts Education Partnership

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FOR AVAILABILITY OF PRINT PUBLICATIONS, CONTACT: PRESIDENT'S COMMITTEE ON THE ARTS AND THE HUMANITIES 1100 PENNSYLVANIA AVENUE, NW, SUITE 526 WASHINGTON, DC 20506 VOICE: 202-682-5409 FAX: 202-682-5668 E-MAIL: [email protected] GAINING THE ARTS ADVANTAGE CONTENTS

FOREWORD ...... PAGE 4 by Harriet Mayor Fulbright and Richard J. Deasy

INTRODUCTION ...... PAGE 5 by Ramon C. Cortines

HOW THE STUDY WAS CONDUCTED ...... PAGE 7

THE STUDY'S FINDINGS ...... PAGE 9

SCHOOL DISTRICT CASE STUDIES AND PROFILES ...... PAGE 15

ACKNOWLEDGMENTS ...... PAGE 87

Lessons From School Districts That Value ARTS EDUCATION his study was directed on behalf of the FOREWORD T President's Committee on the Arts and the Humanities and Arts Education Partnership by Harriet Mayor Fulbright and by Harriet Mayor Fulbright and Richard J. Deasy Richard J. Deasy. Harriet Mayor Fulbright, executive director of the his report responds to ques- schools by accountability measures President's Committee on the tions posed by school and that focus largely on reading, math, Arts and the Humanities since community leaders through- and writing. the spring of 1997, has spent T most of her adult life in the out the United States about public We believe this report – and fields of education and the school districts that have made the database available on its accom- arts. Her administrative competence in the arts as well as panying Web site – provide answers experience includes the to both sets of "how." It documents literacy one of the fundamental Congressional Arts Caucus purposes of schooling for all their some of the best practices used by (its first assistant director), the students. these school districts to address Fulbright Association (execu- As Dr. Benjamin Canada, staffing, program and resource tive director), the Center for then superintendent in Atlanta, needs. Yet if there is a single, over- the Arts in the Basic Georgia, and now in Portland, riding lesson they teach it is that Curriculum (president), and Oregon, put it to us when we first the presence and quality of arts the Fulbright International considered undertaking this study: education in public schools today Center (president). "I want to know what is going on in require an exceptional degree of Richard J. Deasy, these districts, how they are doing involvement by influential seg- director of the Arts Education it, and what effects they see." ments of the community which Partnership, formerly known Similar questions were value the arts in the total affairs of as the Goals 2000 Arts the school district: in governance, framed by school superintendents Education Partnership, served and school board members we gath- funding, and program delivery. as assistant state superinten- ered in focus groups at the beginning Orchestrating this involve- dent of schools for Maryland, of this study. The "hows" that inter- ment so that the arts are seen as where he had responsibility ested them were not only the fundamental to the general educa- for all curricular areas and strategies and practices regarding tion of all students is a task that statewide assessments as staffing, programs, and facilities. falls on school and community well as services to special They were perhaps even more inter- leadership alike. This report shows student populations. Deasy ested in how these districts developed ways it is being done throughout also served as executive assistant to the secretary of and sustained arts education in the the United States. education in Pennsylvania face of the enormous pressures on Ninety-one school districts and as president and CEO of them to prove the success of their are featured in this report. But the National Council for hundreds more were identified by International Visitors. A prize- “...the presence state and national education and winning journalist covering and quality of arts arts organizations as having out- politics and government at the standing arts education throughout state and local levels, he was education in public their schools. We are grateful to the nominated for a Pulitzer Prize schools today countless individuals in all of the for his reporting on housing districts who contributed their and urban affairs in the require an time, wisdom, and enthusiasm to Philadelphia area. exceptional degree make this report meaningful to of involvement their colleagues across the country. They knew better than we the ques- by influential tions that needed to be answered. GAINING THE segments of the We hope we have recorded their answers faithfully and accurately. ARTS community which ADVANTAGE value the arts...”

PAGE 4 NTRODUCTION RAMON C. CORTINES, I is the executive director of the Pew Network for Standards-Based Reform at by Ramon C. Cortines Stanford University. He has been a school teacher and an administrator since 1956. He has taught at the elementary, middle, and senior high school levels and held component in the curriculum and a numerous positions in public schools, MAKING THE basic tool in the school reform arsenal. including the post of superintendent for But there are legions of people who do the Pasadena, San Jose, and San CASE FOR not see the arts as either intrinsically Francisco, California, school systems. valuable or even useful in acquiring Appointed chancellor of the New York ISTRICT IDE "real world" skills or achieving success City Public School System in September D -W 1993, he served in that position until in the "other basics." Therefore, mak- October 1995. He has chaired task forces ARTS EDUCATION ing the case for the arts to important and committees at both the state and fed- constituencies involved in school eral levels. He serves on the boards of A WORD TO MY COLLEAGUES: reform – parents, business and civic Brown University, the J. Paul Getty Trust, Scholastic, Inc., Special Olympics, Inc., There is a two-day retreat described leaders, other educators – is a crucial the San Francisco Symphony, and the in this report at which superintendents of part of a school leader's job today. National Center for Public Policy and each of the school districts in New York In my experience, the case for Higher Education. ğ City – challenged by the redoubtable the arts is built upon either (1) the Maxine Greene – decide that it is impor- intrinsic value of the arts or (2) the tant for each of them to clarify his or her value of an arts education's conse- philosophy of arts education and the spe- quences. Both are valid. beauty. We know about the ancient cific application of the philosophy that To establish the value of an Greeks and Native Americans, for will work in their districts. The school arts education's consequences, its "real example, by the architecture, poetry, leaders recognize that they need a vision world" benefits, many people point to and paintings they left behind. We, and that they must be able to articulate the wonderful skills and habits that too, will be known someday to future the values of arts education to their unique artistic appreciation and production generations by the art we produce and communities. help form. Indeed, the arts stimulate, leave to posterity. I believe that stu- I have colleagues like those in develop, and refine many cognitive dents cannot understand culture, their mind as I offer the following thoughts on and creative skills; they contribute sig- own or others', without a solid sense making the case for district-wide arts nificantly to the creation of the flexible of the arts. education in public education today. and adaptable "knowledge workers" so many business people say will be cru- There are other important ince the early 1980s, education cial to the 21st century economy; and points that strengthen the case for the in the United States has under- they draw upon and draw out the mul- arts to parents, to business people, to S gone a sea change. Reformers tiple intelligences of students. other educators. have come to espouse a systemic per- On the other hand, trying to Parents are naturally con- spective, viewing the different answer the question, "Why should we cerned with the basics. We can explain components of the education system care about the arts?" from the stand- how the arts are themselves basic and as fundamentally interrelated. The point of intrinsic value is a little like how they contribute to learning the challenge for educators is to create trying to answer the question, "Why "other" basics. But we can also tell par- schools that help students acquire the should we care about our health?" The ents how the arts help develop a knowledge, skills, confidence, and arts, like our health, need no calculus young person's character and values, motivation to succeed in the increas- of justification. We engage in the arts, confidence and empathy, respect and ingly sophisticated workforce and as we ought to teach the arts, because tolerance. parents and citizens. this is part of what it means to be If, for example, you are a Because the arts possess the human. The arts are fundamental to member of the cast of a play, you have power to play a role in meeting this communicating and understanding an obligation to learn your lines well. challenge, an arts education must be not only ourselves, but others. You have to help pull the performance fundamental, not incidental. I consid- Through the arts we learn to appreci- together. You can't just ad lib and "do er the arts to be the "fourth R" – a basic ate, and even to create, things of your own thing." You have to work

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Lessons From School Districts That Value ARTS EDUCATION PAGE 5 toward the goal of the group. Through So what do we know from Systemic reform in the 1990s has the arts, children learn that there is a decades of research? We know that the taught us that improving education time for originality and a time for repli- materials, the activities, the answers will mean paying attention to all parts cation, a time to be the star and a time that address all these needs are to be of the educational system. But the arts to be a productive member of the found in the arts.We know: are a basic part of any program of edu- group. The arts help children build a • that an arts education contributes cation and crucial to any program of value system in which they learn self- significantly to improved critical reform. Again, arts education must be discipline and responsibility; they learn thinking, problem posing, problem fundamental, not incidental. to value effort and to get enjoyment solving, and decision making; What can you as a school and inspiration from its results. • that, as with language and mathemat- leader do to support arts education – Business leaders tell us they ics, the crux of an arts education beyond making the case to key con- want higher-order thinking skills in the involves the communication, manip- stituencies? Consider these steps: 21st century – specifically, critical ulation, interpretation, and under- • Join the board of the local arts council. thinking and nimbleness in judgment, standing of complex symbols; • Consider the arts background and creativity and imagination, cooperative • that developing fluency in artistic cultural interests when hiring your decision making, leadership, high-level expression and understanding fosters next educator, whether you are look- literacy and communication, and the higher-order thinking skills of analy- ing for a music teacher, a math capacity for problem posing and prob- sis, synthesis, and evaluation; teacher, or a principal. lem solving. This is exactly what the • that the arts are multi-modal, • Reach out to the local university or arts help produce. addressing and fostering the multiple college to establish or strengthen a The so-called "creative arts intelligences of students (spatial abil- partnership that will enhance arts industry," moreover, is no small thing. ities, for example, develop through education. The arts represent six percent of our drawing and sculpture, mathemati- • Invite local arts groups to give per- gross national product, a figure equal cal-logical abilities through formances or demonstrations at your to wholesale trade. In 1990, consumer producing and listening to music, schools. spending on the performing arts out- kinesthetic or physical abilities • Call a community forum on the arts paced expenditure on either motion through dance, interpersonal skills to discuss recent research on the arts pictures or sports. Meanwhile, technol- through drama); and learning. ogy is tapping into the arts and incorporating them into ever more • that the arts develop a person's imag- Finally, take the time to famil- sophisticated and stimulating products ination and judgment, permitting iarize yourself with the variety of and processes. Even now future integra- each individual, in Maxine Greene's programs and practices described in tion of arts and technology is being classic phrase, to create "as if" worlds, this report. While there are no sure- shaped in and by our school systems, places where we see the world afresh. fire formulas for success, the vast including several districts profiled here. I know a teacher who edits multiplicity of ways to incorporate the How, finally, do we make the the school's creative arts magazine. She arts into schooling makes it easy for case to other educators? teachers her students that a story or every educator to promote the arts and, We must show, plainly and poem needs to have what she calls in so doing, promote high-quality edu- simply, that an arts education "moment," making the reader pause cation throughout our school systems. improves teaching and learning. and reflect on the world. An arts edu- Educators say they want cation is all about developing the materials and activities that are "con- capacity for "moment" – a seismic jolt structivist," that is, concrete and that shakes up our consciousness, our hands-on. They seek materials that are old encrusted ways of seeing and multi-modal, multicultural, appealing doing things. and challenging to the classroom's Research confirms what we diverse range of learners. They look always knew intuitively: The arts teach for activities that provide not just one all of us – students and teachers alike – means of assessment but multiple innovation, novelty, and creativity. We ways to track and evaluate a student's learn to be wondrous. progress. They want materials that We know, of course, that arts promote critical thinking. They look education is not the magic pill that for activities that are interdisciplinary. will simultaneously reform schools and boost student achievement.

PAGE 6 of the districts were selected on the basis of demographic and geographical HOW THE STUDY considerations for site visits by a team that included at least one researcher and one superintendent of schools. WAS CONDUCTED The purpose of the site visit was to probe and clarify through a series of questions and observations the factors that enable districts to sustain quality arts education system-wide. Phone ll of the school districts consid- sought districts that over a number of interviews and document reviews were ered for inclusion in this report years have been attempting to reach used to determine if these factors were Aand database were nominated all students and all schools. Ultimately, at work in the districts not visited. As a by education, arts, and arts education the school districts included in this result, the study reports on a general organizations at the national, state, report were chosen because they met set of findings as well as specific strate- and local levels using a set of criteria this standard and because they were gies and best practices found in the developed by the project advisors and willing and able to commit the time districts. Descriptions of the districts researchers. and energy to respond to interrogation in this written report are used to illus- More than 500 school districts by the project team during the two trate a major finding, crucial strategy, were nominated and invited to submit years of the study. or outstanding practice. A complete documentation for further review. All districts in the study were list of districts nominated for inclusion Some 300 districts responded. Schools, asked to comment on the major strate- in the study, including individuals to programs, and students in virtually all gies, strengths, and practices which be contacted in each of the districts, of these districts have been honored in they believe contribute to their ability are provided in the database accessible recent years for their achievements in to teach the arts (see "Participating through the project's Web site. arts education. Reviewers, however, School Districts – in General"). Eight

PARTICIPATING SCHOOL DISTRICTS – • A few of the districts and their states Depth: IN GENERAL assess student achievement in the arts. • Most districts offer a range of sequen- efore the first interviews were con- Breadth: tial arts coursework in their high ducted or sites visited, it was B • Most districts participating in the schools for the developing student. possible for the researchers to make a study offer visual art and music in • The stronger districts begin arts educa- number of generalizations about school most of their schools. tion in the early years; frequently, this districts with strong arts education is an area of emphasis for rebuilding. based upon the 500 district recommen- • Some districts offer theater in middle dations and the completed surveys and schools; many offer theater in high Staffing: applications of the 300 respondents. schools. • Most districts included in this report Through data and description, the dis- • A few districts offer dance separately had a high percentage of full-time, tricts provided information about from physical education. certified arts education specialists. student performance, breadth and • A growing number of districts are • Districts usually have more specialists depth of arts education offerings, expanding, adding, or planning to in music than in other disciplines. staffing, access, innovation, communi- develop arts and technology and/or • Stronger districts have specialists in ty involvement, resources, leadership, school-to-work programs with com- the elementary schools. and use of guidelines such as local, puter graphics, design, MIDI music • Medium-sized to large school sys- state, or national standards. composition, video, film, animation, tems with support for arts education Student Performance: photography. usually have at least one district arts • Many of the districts have students • Some districts mention special writ- coordinator. who win local, state, and national ing courses and activities above and • Districts choosing to integrate the awards, including Scholastic Art beyond creative writing as part of an arts across the curriculum have a competitions, regional band compe- English course. high percentage of classroom teach- titions, Presidential Scholars in the ers using arts techniques. Arts recognition. continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 7 continued from previous page (NOTE: Districts overcoming great challenges • Community collaborations were tion, such as the Kennedy often had a different staff profile.) overwhelmingly cited as a way to Center/National School Board Access: overcome those challenges. Association award. • This area is a challenge for districts. Community: • Some of the strongest districts have • Some districts made special attempts • Most districts work with the commu- arts-supportive school leaders who at outreach to students with at-risk nity to offer and enhance arts have worked for the district for more backgrounds and/or disabilities who education through parent involve- than a decade. are often underrepresented in the arts. ment, artists in the schools, and • District arts coordinators often take a • The strongest districts make a com- relationships with arts institutions, leading role. mitment to providing a basic businesses, and universities. Guidelines: education in the arts to every child, Resources: • Many districts working on educa- usually in the elementary years. • Most districts have a district-level tional reform use state and national • Districts perceive graduation require- commitment to the arts through standards in the arts to shape their ments in the arts as helpful in apportioned resources. arts education. increasing access and exposure in • Many districts are rebuilding after • Some districts work to overcome the secondary schools. severe cuts to the arts 15 years ago. effects of the "back-to-basics" stan- Innovation: Leadership: dards movement that moved the arts • Urban and rural districts faced great • Many districts have school boards to the background, if not out of the picture altogether. challenges in offering strong arts and superintendents who have won ğ education. awards for leadership in arts educa-

HO TUDIED THE Mary Lee Fitzgerald, senior fellow, Paul Williams, superintendent of W S New Jersey Institute for School Beachwood (OH) City Schools, received SCHOOL DISTRICTS Innovation, received her Ph.D. from his Ph.D. from Michigan State Rutgers University. Previously, she University. Currently, he is the chair- even school superintendents and served as New Jersey state commis- man of SMART Consortium, a math educators provided this study sioner of education. and science study initiative. with their knowledge of school S Nellie King, superintendent of Brent Wilson, professor and head of districts, administration, arts educa- Lackawanna City Schools in New York, art education in the School of Visual tion, and specific programs across the received her certificate of advanced Arts at the Pennsylvania State nation; with their evaluation of appli- study in educational administration at University, holds a Ph.D. in art educa- cants to this study and their time and Buffalo State University. tion from the Ohio State University, expertise on site visits to the "case an MFA degree in painting and sculp- study" districts, and with their invalu- Lane Plugge, superintendent of Grand ture from Cranbrook Academy of Art able review and comment on the final Island (NE) Public Schools, currently (1958), and a bachelor of science draft of this report. At the request of serves as president of the Nebraska degree in art and art education from the President's Committee and Arts Council of School Administration. He Utah State University. His most Education Partnership, they also share received his master’s degree from the recent book is The Quiet Evolution: on the report’s Web site (www.pcah.gov) University of Nebraska at Omaha, and Changing the Face of Arts Education what they feel they personally learned his Ph.D. from the University of (1997), published by the Getty from these school districts. Nebraska at Lincoln. Education Institute for the Arts. Dawn M. Ellis, who served as senior Warren Newman, owner and private project associate, President's Committee consultant for Livewire Arts, spent three on the Arts and the Humanities and Arts years as the director of the Arts in Education Partnership, graduated from Education Program of the National Yale University and received her Ed.M. Endowment for the Arts, prior to in Administration, Planning and Social which he was superintendent of Policy from Harvard University. South Pasadena (CA) Schools. He GAINING THE received his Ed.D. from the University of Southern California. ARTS ADVANTAGE

PAGE 8 THE STUDY’S FINDINGS

PURPOSE AND A CENTRAL FINDING THE LOCAL CONTEXT PROCESS central finding emerges. School AND CRITICAL Aleaders repeatedly affirm: THE PURPOSE OF THIS STUDY SUCCESS FACTORS THE SINGLE MOST CRITICAL IS TO IDENTIFY THE CONDITIONS FACTOR IN SUSTAINING ARTS he specific characteristics of these AND PRACTICES THAT CREATE networks and the consensus that is EDUCATION IN THEIR SCHOOLS T AND SUSTAIN DISTRICT-WIDE reached vary in response to local con- IS THE ACTIVE INVOLVEMENT COMMITMENT TO ARTS texts. Vancouver, Washington, differs OF INFLUENTIAL SEGMENTS OF in specific detail from Miami, Florida, EDUCATION FOR ALL STUDENTS. THE COMMUNITY IN SHAPING as will be seen in the case studies. And while a degree of consensus is the sine AND IMPLEMENTING THE WHY DISTRICT-WIDE? qua non if the arts are to be part of the POLICIES AND PROGRAMS OF education of all students, other factors uality arts instruction can be THE DISTRICT. must be in place to create and sustain found in schools throughout the Q the quality and scope of the district's United States. Often, however, these The real and metaphorical arts education. programs reach only segments of the walls of the school district become These factors can be stated student population. This study exam- "permeable." A kaleidoscope of small generally, but the critical lessons again ines efforts in public school districts – communities composed of individuals lie in the way they play out in con- urban, suburban, and rural – through- and groups from the broader commu- crete situations. out the United States to make the arts nity actively engage with one another an essential part of the general educa- in arts and arts education activities NOT ALL ARE PRESENT IN EVERY tion of all students. inside and outside of the schools. DISTRICT, BUT A SUFFICIENT All of the districts discussed Their interactions deepen their appre- here have been recognized at the ciation for and understanding of the NUMBER OF THE FOLLOWING national, state, and/or local levels for arts and strengthen their bonds. They FACTORS MUST BE AT WORK TO the outstanding quality of specific form networks that actively promote SUSTAIN ARTS EDUCATION IN THE aspects of their instructional programs the importance of arts education in SCHOOL SYSTEM. in dance, music, theater, visual arts, or the general education of all students other art forms. There are lessons to be and in the social, civic, and cultural learned from each of them. lives of the broad community. Their But what are the factors that influence creates a degree of consensus make it possible for a district to reach among the school board, the school the entire student population, to treat superintendent, and major influential the arts as a subject comparable to segments of the general community math, science, or social studies? To that the arts are an essential part of probe this question in depth and to learning. They work to sustain that add to the information gathered from consensus using a repertoire of strate- documents and phone interviews, gies, resources, and skills that can be GAINING THE researchers visited eight demographi- seen in the case studies and profiles cally and geographically different in this report. ARTS school districts. ADVANTAGE

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Lessons From School Districts That Value ARTS EDUCATION PAGE 9 THE ARTS AND "MULTIPLE INTELLIGENCES" Researchers for this study found that How to Measure Dr. Howard Gardner's theory of "multiple intelligences" has deeply Commitment to affected philosophies and programs in many school districts. One district (Vancouver, WA) rearranged its learn- ARTS EDUCATION ing framework to reflect many ways of learning and to include the arts. Another (Redondo Beach, CA) created a technological laboratory which strives to include as many of the dif- upport for arts education in school district budgets is obviously an ferent intelligences in its teaching as possible. Superintendents and school S essential factor if all students are to have access to learning in the board members referred to the arts. Districts included in this report were asked to quantify their Gardner research as a reason for supporting the arts in their schools. Again annual spending for arts education as a percentage of the total budget and again, the research team heard, or to provide other measures of financial support. They found it diffi- "It's been shown, kids learn in differ- cult to do so, as they would if asked to do the same for science, social ent ways, so we need to be giving them the opportunity to do just that." studies, or other school subjects. Budgeting methods and strategies The arts, this study's researchers vary from school district to school district throughout the United observed, provide multiple ways for States, but, generally, funding for arts and other subjects is encom- students to exercise intellect. ğ passed within broader categories such as personnel, facilities, materials, and so on. The advent of site-based management further complicates the analysis as individual school buildings are often given discretion to

THE ARTS AND construct their own budgets within general district spending. INTEGRATION OF INSTRUCTION Researchers for this report took another approach in assessing Researchers for this study noticed the financial commitment districts make to arts education. They that teachers frequently are torn looked for the evidence in numbers of personnel – coordinators and between two competing ways of organizing instruction. arts specialists in particular – in the appropriateness of the facilities for One approach is to think of arts instruction, in professional development programs for faculty, each school subject as a separate and distinct collection of knowledge and in the support for students and faculty to engage with the arts best understood, studied, and and cultural resources outside of the schools. Researchers also sought learned by itself. Especially at the evidence that during periods of budget cutting the arts were treated secondary level, the school day is organized with a specified time for comparably to other curricular areas. As would be expected, districts mathematics, music, etc. with strong arts education in their schools make these commitments The second way to organize instruction is to assume that every consistently. Districts rebuilding their programs increase budgets school subject has connections to strategically and often incrementally. On occasion, a major new other school subjects and that the investment – in a new school building or specialized program – is a best way to learn is by encouraging students to actively examine those catalyst for a general spending increase for all schools in the interest relationships. By providing students of fairness or because of a new level of support in the community. with large projects, themes, or problems, educators encourage them to In virtually every district with strong arts education, apply complex pieces of knowledge, resources from the community or other sources supplement the reg- skills, and inquiry processes from sev- ular district arts education budget in the form of grants, contributed eral school subjects simultaneously.ğ services, equipment and supplies and the like. Personnel in these districts are entrepreneurial in their search for these supplemental funds and, in the strongest districts, treat that quest as a regular part of their professional responsibility. Fundamental support must GAINING THE come from the regular school district and school budget, but the ARTS strongest districts further enliven their programs with these supplemental funds. ADVANTAGE ğ

PAGE 10 cation programs during facility CRITICAL SUCCESS renovation and development. ✓FACTOR: THE FACTORS for Achieving SUPERINTENDENT SUPERINTENDENTS WHO REGULARLY ARTICULATE A VISION District-Wide FOR ARTS EDUCATION ARE CRITICALLY IMPORTANT TO ITS Arts Education SUCCESSFUL IMPLEMENTATION AND STABILITY.

uperintendents interviewed for the study generally credit school staff, • active parent and community S ✓ key board members, and/or influential FACTOR: THE involvement in school arts programs; community forces with assisting or • interdisciplinary teams involving arts COMMUNITY convincing them to develop a vision specialists in the development of N DISTRICTS WITH STRONG for schooling that includes arts educa- I curricula; ARTS EDUCATION, THE tion. But the subsequent actions by • arts faculty involvement in commu- COMMUNITY – BROADLY DEFINED the superintendent are vital to sustain- nity arts events; AS PARENTS AND FAMILIES, ing district-wide arts education. • artist residencies; Superintendents in these dis- ARTISTS, ARTS ORGANIZATIONS, • student exhibitions and perfor- tricts take such actions as: BUSINESSES, LOCAL CIVIC AND mances for community audiences. • regularly articulating in writing, CULTURAL LEADERS AND memos, and speeches the impor- INSTITUTIONS – IS ACTIVELY ✓ tance of the arts in achieving the ENGAGED IN THE ARTS POLITICS FACTOR: THE goals of the school district; AND INSTRUCTIONAL PROGRAMS SCHOOL BOARD • appointing highly effective district- OF THE DISTRICT. SCHOOL DISTRICTS WITH wide arts coordinators; he community assists in the teach- STRONG ARTS EDUCATION • developing a shared understanding Ting and learning activities of the PROGRAMS GENERALLY HAVE with their district arts coordinator(s) faculty and students, mobilizes and BOARDS OF EDUCATION THAT of the role of arts education and pro- supports arts education through politi- PROVIDE A SUPPORTIVE POLICY viding support for implementation; cal activity, uses school facilities as FRAMEWORK AND ENVIRONMENT • encouraging education staff to col- community arts venues and provides FOR THE ARTS. laborate among disciplines to ensure venues for faculty and student works district-wide initiatives apply to and and performances. ypically, one or more influential include the arts; Formal "partnerships" of T members of the board have had • committing personal time to meeting school and community arts organiza- personal experiences or education that with the arts education personnel of tions providing arts education developed their knowledge and valuing their district and to representatives programs to students can be found in of the arts and use this background to: from the arts and cultural organiza- many of these districts, and the cre- • adopt written policies that value the tions of the community. ation of those partnerships is a strategy arts as equal to other school subjects; a number of districts use. But the pat- • support the development of plans to ✓FACTOR: tern of relationships in the strongest strengthen arts education, then districts is more richly textured and apportion resources in accordance CONTINUITY involves a wide range of formal and with the plan; informal interactions among school THERE IS ENOUGH CONTINUITY • treat arts education equally with staff and the community. School IN THE SCHOOL AND other subject areas when budget cuts administrators in these districts encour- COMMUNITY LEADERSHIP TO are required; age or support an array of interactions IMPLEMENT COMPREHENSIVE • consider the artistic qualities of described in the profiles, including: ARTS EDUCATION. buildings and the needs of arts edu-

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Lessons From School Districts That Value ARTS EDUCATION PAGE 11 any districts examined in this Smaller districts often lack Many principals interviewed M study have board members, resources for a full-time coordinator for the study spoke of early learning or superintendents, and/or district arts but add the responsibility to the work- involvement in the arts or of profes- coordinators who have served in their load of a district curriculum specialist sional development opportunities that districts for a decade or more. Similarly, or an arts educator at a school. While helped them to decide to support arts many building-level leaders have the approach has problems – overwork in their schools. Others were con- worked in the district or the same and lack of clarity among them – it is vinced by the effectiveness of arts school for even longer periods. essential in these districts as well. education in addressing specific issues. Stability in these formal leadership Effective coordinators play a For instance, principals looking to positions is important in pursuing a set number of crucial roles and provide create a thematically focused or inter- of educational goals, while strong com- several vital services: disciplinary approach in an elementary munity traditions that embrace the arts • They are often the staff member or middle school have found that art are important factors in shaping a con- most actively engaged with influen- forms can play a central role because sensus supporting arts education. tial segments of the community that of their complex content and range of School leaders told the value the arts and are instrumental activities. Others have found that researchers that consensus was a key to in nurturing and mobilizing commu- hard-to-reach students become actively continuity. Superintendents and prin- nity support for arts education. engaged in the arts and, subsequently, cipals who enjoyed healthy • Board members credit arts coordina- in other aspects of the school. relationships with the board and influ- tors with keeping "the arts on the Similarly, parent and family ential segments of the community had table" during budget sessions. involvement in arts education enhances the freedom and time to pursue their • They negotiate between board and the overall environment for learning. educational visions. Demographic, central office policies and school-level For a district as a whole to sus- political, or value shifts in the commu- decision making, an increasingly criti- tain the successful implementation of nity produce board and leadership cal role as districts move towards arts education for all of its students, a turnover, a major problem in sustain- site-based management. sufficient number of these building- ing arts education. level leaders must personally value the • They often participate with school- arts or be persuaded by other pragmatic level leadership in the screening and ✓ considerations to make them an impor- FACTOR: THE hiring of teachers. tant aspect of the school. In view of • Teachers in turn cite the role of dis- DISTRICT ARTS the national trend to site-based man- trict coordinator in facilitating agement, this factor is critical. communication among individual COORDINATOR Recognizing this, district-level leaders in schools and in fostering the climate DISTRICT ARTS COORDINATORS several of the districts studied include of support for arts education in the FACILITATE PROGRAM arts education in the professional devel- community and district. IMPLEMENTATION THROUGHOUT opment activities of school principals. A SCHOOL SYSTEM AND ✓ ✓ MAINTAIN AN ENVIRONMENT OF FACTOR: A CADRE FACTOR: THE SUPPORT FOR ARTS EDUCATION. OF PRINCIPALS TEACHER AS ARTIST chool board members and superin- SCHOOL PRINCIPALS WHO EFFECTIVE TEACHERS OF THE Stendents repeatedly affirm the COLLECTIVELY SUPPORT THE ARTS ARE ALLOWED TO – essential role of the district arts coordi- POLICY OF ARTS EDUCATION FOR INDEED ARE ENCOURAGED TO – nator(s) in sustaining strong arts ALL STUDENTS OFTEN ARE CONTINUE TO LEARN AND GROW education programs and in keeping INSTRUMENTAL IN THE POLICY'S IN MASTERY OF THEIR ART "the arts" part of a district's definition SUCCESSFUL DISTRICT-WIDE FORM AS WELL AS IN THEIR of education. Their first piece of IMPLEMENTATION. advice to their colleagues in other dis- TEACHING COMPETENCE. tricts is to hire an effective he study reaffirms research on the he presence of arts specialists in a coordinator. They emphasized the T role of the principal as the prima- T district's schools proved time and care with which they searched for "the ry instructional leader at the individ- again to make the difference between right person" – some tapping a recog- ual school level. Principals create successful comprehensive, sequential nized leader among the ranks of the the expectations and climate in the arts education and those programs in arts teachers, others wooing an out- school building, and their support for development. What the study found standing arts educator from another arts education is essential. school district.

PAGE 12 compelling is the vibrancy that teach- These activities are conceived ✓ ers who practice their art bring to an as part of a general strategy to strength- FACTOR: already strong program. en school-community ties in support of OPPORTUNITIES FOR Whatever their medium or the district's general educational goals m´etier, teachers who also pursue their as well as the arts education budget HIGHER LEVELS OF artistic life repeatedly told researchers and programs. Principals told for this study that the value placed on researchers that parents who never ACHIEVEMENT the professional quality of their art by come to school for parent-teacher con- SCHOOL LEADERS IN THESE school administrators stimulates and ferences will come to see their child DISTRICTS PROVIDE SPECIALIZED refreshes their commitment both to perform, creating opportunities for ARTS PROGRAMS AS PART OF building relationships important to the their art and to teaching. Adminis- THEIR BROAD STRATEGY FOR school and district. trators, in turn, pointed out that the SECURING AND SUSTAINING best teachers stay actively engaged in ✓ COMMUNITY SUPPORT FOR THE their art form through exhibitions ACTOR N F : A DISTRICT'S OVERALL and performances in district and com- EDUCATIONAL GOALS. munity venues. In the strongest ELEMENTARY districts, this commitment to the FOUNDATION istricts examined in this study teacher as artist is reflected in recruit- offered a wide range of special- TRONG ARTS PROGRAMS IN D ment and hiring practices that include S ized programs for students of the arts, auditions and portfolio reviews to assess THE ELEMENTARY SCHOOL including magnet schools, Advanced the applicant's competence in the art YEARS ARE THE FOUNDATION Placement programs, and summer and form. Experienced arts teachers in the FOR STRONG SYSTEM-WIDE weekend programs. These programs district participate in these reviews. PROGRAMS. create an environment of excellence that challenges teachers to continue to ✓ istrict leaders advise their col- ACTOR develop proficiency in their art forms F : leagues to establish strong arts D and encourages students to aspire to education in the elementary school PARENT/PUBLIC professional levels of performance. years and to begin any rebuilding Students studying the arts in these ELATIONS efforts at that level. They give several R specialized programs expressed to reasons for doing so. Elementary pro- SCHOOL LEADERS IN DISTRICTS interviewers their intense pride in and grams establish a foundation in the WITH STRONG, SYSTEM-WIDE commitment to their work. They com- arts for all students, not just for those ARTS EDUCATION SEIZE pete for and win recognition in arts in specialized programs or those who OPPORTUNITIES TO MAKE competitions at the local, state, and choose an arts course of study in high national levels. Their achievements THEIR PROGRAMS KNOWN school. Moreover, in some art forms contribute to community enthusiasm THROUGHOUT THE COMMUNITY such as instrumental music, a long for the arts and a belief in the excel- IN ORDER TO SECURE SUPPORT period of time is needed for students lence and quality of the district's AND FUNDING FOR THEM. to achieve even a basic level of profi- educational system. ciency. If such instruction is not n the districts profiled here, school begun in elementary grades, a district leaders employ a variety of tech- ✓ I will not have quality programs at the FACTOR: NATIONAL, niques to engage the total school secondary level. community in arts activities that create STATE, AND OTHER The arts also have proved to a climate of support for arts education. be strong components in the adoption OUTSIDE FORCES Exhibition spaces and performance of an interdisciplinary curriculum by venues in the schools are made avail- MANY DISTRICTS IN THIS STUDY elementary schools. School leaders able to students, faculty, and EMPLOY STATE OR NATIONAL find, too, that beginning programs in community artists. Free tickets are pro- POLICIES AND PROGRAMS TO the early years builds relationships vided to students, staff, and faculty for ADVANCE ARTS EDUCATION with parents and community organiza- . attendance at community arts events. tions important to sustaining their One district provided free piano lessons olicies, mandates, and funding from support for comprehensive arts educa- to all district staff. Others create week- Pthe state or national levels will not tion. These leaders advise their long festivals of the arts engaging the of themselves forge the community/ colleagues seeking to reestablish strong school and community organizations. school consensus required for district- arts programs to begin with a major focus on the elementary years. continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 13 wide arts education. But committed have developed a number of strategies leaders in districts examined in this for allocating new resources, many of study marshaled such forces to them based on stimulating a "bottom strengthen the consensus to support up" request for arts education funding Conclusion policies and programs in the schools. from school sites. National and state standards for arts ot every school education, state education reform ✓FACTOR: movements, federal funding for general Ndistrict examined in school improvement or targeted pro- CONTINUOUS this report exhibits these grams or populations all were used to MPROVEMENT support and advance the arts education I factors to the same degree. agenda in these districts. Similarly, sup- SCHOOL DISTRICTS THAT But the more intensively port from private foundations has SUCCEED IN ADVANCING ARTS served to stimulate reform efforts in a EDUCATION PROMOTE the factors occur, the number of the districts examined. REFLECTIVE PRACTICES AT ALL stronger the presence of System-wide implementation, however, LEVELS OF THE SCHOOLS TO required intense community involve- quality arts education in IMPROVE QUALITY. ment and consensus. their schools. A level of The case studies that follow in hile researchers found few dis- this report illustrate the specific ways Wtricts using student assessments agreement among formal in which consensus has been achieved in the arts as part of a formal account- and informal leadership in and sustained in eight school districts. ability system, the strongest districts They also illustrate how these critical actively encourage the use of arts the community and school factors contribute to the conversion of assessment techniques for improving on the importance of arts consensus into programs and practices. student, teacher, and administrative The lessons from these districts offer performance. A few districts, for education is essential. practical guidance to school and com- example, use portfolio review for eval- Implementing and munity leaders in their parts of the uations of principals and teachers as country who are seeking ways to make well as students. Others encourage sustaining that agreement arts education fundamental in their teachers to set themselves a challenge schools and communities. within their art form that will be requires a sufficient addressed and assessed throughout the presence of the critical ✓FACTOR: PLANNING year – composing new music for a choral group, for instance. What success factors to achieve a SCHOOL LEADERS IN THIS researchers observed in these districts STUDY ADVISE THE ADOPTION level of quality that keeps was the disposition to reflect on and OF A COMPREHENSIVE VISION improve practice that is central to the consensus intact. The AND PLAN FOR ARTS EDUCATION improving artistic achievement. following profiles and case BUT RECOMMEND ITS INCREMENTAL IMPLEMENTATION. study reports show how

eaders at the district and building this occurs in specific local Llevels repeatedly told researchers contexts. The lessons of that it was important to combine a Reading the Profiles compelling vision of the importance of Factors that have played roles in this report are best learned arts education with a thoughtful imple- building a district’s strong arts education are checked at the beginning of by analyzing these districts. mentation plan that showed how each district case study or profile. resources would be apportioned over Statistics provided by the school time to reach all schools and students. districts are 1997 figures. The plan established confidence among Abbreviations and numbers appear GAINING THE arts teachers and building-level admin- as they are used by districts, e.g. CSD #25 (Community School District #25 in istrators that resources eventually New York City), MSAD #40 (Maine ARTS would be available but that the School Administrative District #40), ADVANTAGE followed by locations. increases in district-wide support must necessarily be incremental. Districts

PAGE 14 developing and sustaining strong, high SCHOOL DISTRICT quality arts education district-wide. THE STUDY'S WEB CASE STUDIES SITE: WWW.PCAH.GOV aining the Arts Advantage: Lessons G From School Districts That Value Arts Education can be accessed at AND PROFILES www.pcah.gov on the World Wide Web. All of the profiles and case studies Lessons From School Districts included in this publication appear on the Web site. The Web site includes That Value contact information for each district. In addition, contact information is provided for other districts recommended ARTS EDUCATION for inclusion in the study because of a specific aspect of their arts education. Several other useful additional files are available on the Web site, such as a chart of demographic data on the profile or case study in no way reflects school districts studied. The chart has THE STUDY'S the importance of a district or the city or county population statistics and quality of its arts education programs. AUTHORS ethnic minority percentages; per capita In some instances, the profile may income, education, and unemployment here are, literally, hundreds of simply reflect those features the dis- figures; the rural, urban, or suburban writers of the case studies and trict wanted to call to our attention. nature of the school district; its location profiles published – in print All of the school systems T in the state and nearest large city, as and on the World Wide Web – in this recommended for this study which well as categories of the area's primary report. Leaders of national arts organi- participated by providing a complete, businesses and industries. zations, chairpersons of state arts written application detailing arts edu- On the Web site, district infor- councils, state school officers, commu- cation in the district can be found in mation may be accessed by factors nity members wrote many an eloquent the printed report, on the Web site, or studied as well as alphabetically by recommendation that found its way both. Printed case studies and profiles school district or by state. into the report text and context. appear alphabetically. (For a state-by- Superintendents, coordinators, arts state listing, see inside back cover.) specialists, and board members provid- Those districts have provided FACTORS, STATISTICS, ed articulate, detailed, focused, and contact information, which is available AND A EW ERMS sometimes passionate reports on arts on the study's Web site, and welcome F T education in their districts. The study's questions and comments from other he study's findings section details researchers, directors, project assis- school districts. T the major factors that enable a tants, and editor also served as The President's Committee on school district to provide arts educa- contributors. In those instances where the Arts and the Humanities and the tion comprehensively throughout all it was clear which of two or more Arts Education Partnership hope this of its schools. The factors highlighted contributors wrote a particular report study will serve as a catalyst for the above each district profile are those or passage, we have quoted that indi- sharing of strategies among school dis- illuminated in the text. vidual. In other cases, we quote tricts nationwide. Both organizations Data for this study was report- directly from the "district report." urge school board members, superin- ed by the districts. It was based upon Therefore, while the case tendents, principals, district arts 1997 information-gathering and study sites were visited by researchers coordinators, teachers, and leaders of checked with the districts for accuracy whose observations form the basis for arts, business, civic, and parent-teacher prior to publication. Names and cir- the report, the profiles may reflect self- organizations to contact districts cumstances may have changed. reporting. Further, the length of a directly to learn more firsthand about

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PAGE 15 Among the terms used in the ½ responding to and making judg- THREE WAYS THE ARTS IMPROVE profiles and case study are these: ments about the properties and SCHOOLS • Arts enrollment is the number of qualities that exist in visual forms 1. The Arts Improve the School students enrolled in arts course(s) (art criticism); Climate. annually. ½ acquiring knowledge about the Schools organized around the arts • Arts magnet schools: Some contributions artists and art look, sound, and feel different. All in schools discussed in this study have all, the climate is different. The make to culture and society (art schools the researchers visited were special arts focuses. Designated as history); and attractive, warm, welcoming, and arts magnets, many of these schools ½ understanding the nature, mean- visually exciting. were organized during the 1970s to ing, and value of art (aesthetics). 2. The Arts' Comprehensive Tasks attract students from across school – From Getty Education Challenge Students. neighborhood boundaries (Miami, Institute for the Arts FL; Milwaukee, WI). In recent years, Arts students, with the help of their • District arts education budget teachers, undertake big projects. They however, new arts magnet schools includes salary, materials, resources, produce a play, present a concert or have been developed, not to balance dance recital, create an Advanced space, travel spent annually on arts ethnic and economic diversity across Placement theme-based portfolio, education. It does not include capital a school system, but to take advan- mount exhibitions. In doing so, stu- expenditures unless otherwise noted. dents master an enormous number of tage of the unique contributions that artistic skills, direct a myriad of aes- (See "How to Measure Commitment the arts make to students' education thetic and expressive qualities toward to Arts Education" in the preceding (Greenville, SC; Vancouver, WA). given ends, and symbolize human section.) behaviors and emotions in a great Arts magnet schools exist at all three • Infusion of the arts into the curriculum... variety of ways. In artistic creation, levels: elementary, middle, and high means and ends are continually inter- school. Some arts magnets are highly • Integration of the arts into/across/ related. Each small element is through/throughout the curriculum... connected to the creation of a com- selective, admitting only those stu- plex but coherent whole work. dents who successfully audition or • Interdisciplinary approach to Students willingly discipline them- present outstanding portfolios. Other arts education... selves and undertake rigorous arts magnets admit students on a The phrases above are currently in practice and rehearsal sessions. They first-come, first-admitted basis or on use nationwide to describe approaches learn physical boundaries and, in the process, learn to see the boundaries the basis of interest. to curriculum and the teaching of the in a world that, to many teenagers, • Artist residency programs: arts. "Infusion" (as in "arts-infused" appears to be without them. Students Many, if not all, of the districts stud- curriculum) is used less often today also learn to ration their time. They than it was in the early 1990s. The carry the discipline required in arts ied had residency programs, but in making to the discipline of study. general these programs were term still communicates the "pouring of the arts into" a basic curriculum 3. The Arts Turn Schools Into designed to enrich basic K-12 arts Communities. education. School officials agree where the presence of the arts might have been missing altogether. Wherever the research teams went in that arts residency programs cannot arts-based schools, they were greeted replace balanced, comprehensive, "Integration" conveys the creation of a by smiles. Students, teachers, admin- sequential arts education taught by "whole" curriculum by the bringing istrators said, "We are like a family." certified arts specialists. together of several subjects and disci- "We support one another." "This is plines. The degree to which the arts our place." The occupants of arts- • Arts specialists are teachers hired centered schools see themselves as specifically to teach a particular art and other curricular areas such as members of communities – communi- discipline. (In those cases in which a mathematics, science, or social studies ties that they have a role in creating are brought together and "integrated" and sustaining. They are able to teacher teaches two subjects, the arts usually can be ascertained from the capitalize on the fact that the arts discipline is the primary subject of encourage students and faculty mem- instruction.) context of each profile or case study. bers to work together, to create things "Interdisciplinary" in relation to arts • Discipline-Based Arts Education together, to perform together, to dis- education is used primarily to describe play the results of their efforts (DBAE): Educators who take the either cooperation between arts teach- together. Teachers are continually DBAE approach, developed by the modeling their skills, revealing their ers of different genres, such as music Getty Education Institute for the interpretations, insights, and judg- and visual art, or cooperation between Arts, integrate content from the four ments to the younger members of teachers of different curricular areas, these arts communities. disciplines that contribute to the such as music and mathematics. creation, understanding, and The arts transform learning and schools. Again, context is key. – Brent Wilson, Ph.D appreciation of art: ½ making art (art production);

PAGE 16 GAINING THE nonexistent. The flowering of the arts volunteers and the creation of a net- in CSD #25, not to mention the sec- work of highly qualified artist ARTS ond highest reading and mathematics mentors/partners who work with ele- ADVANTAGE standardized test scores for a district in mentary teachers and students on the New York City public school sys- short- and long-term projects in tem, can be credited to an involved visual arts, music, dance, and drama; community, a forward-looking school • ongoing professional development SCHOOL DISTRICT board, and the leadership of a remark- for arts specialists and classroom able community superintendent, Dr. teachers, including CSD #25's Direct CASE STUDIES Arthur Greenberg. Service to Children/Professional Development for Teachers model as THE SUPERINTENDENT: TAKING well as teachers' individualized plans; THE COMMUNITY'S CUE • a team approach to all curriculum A Case Study: n education leader who believes initiatives, including the Expressive CSD #25 Athat the arts are direct links to the Arts Program, to ensure that arts (QUEENS, NY) physical, intellectual, and social devel- activities are integrated across cur- opment of children, Dr. Arthur riculum areas authentically; Factors Statistics Greenberg interviewed for the position • the consistent work on the part of the The Community√ Schools (Total): 31 of superintendent in 1990. He indicated directors of funded programs and The School Board√ Students (Total): 23,946 The Superintendent√ Per Pupil: $4,000 to the Board of Education that the first expressive arts to work collaboratively District Arts Coordinator(s)√ Arts Teachers (Total): 91 thing he would do was to visit all the to seek competitive funding for the schools and ask community members district to provide innovative arts pro- THE LOCAL CONTEXT what they wanted to make their chil- grams (see sidebar "Finding Funding"). ommunity School District #25 dren’s education stronger. Board A COORDINATOR'S C(CSD #25) in Queens, New York, members laughed about hiring him on serves some 24,000 children in grades the spot, giving him six months to hit PIVOTAL ROLE the road and report his findings. After pre-kindergarten through grade 12 ne of the first moves Greenberg his time in the field and talks with par- from a multicultural community. Its made toward implementing the ents (many of whom repeated the same O students come from all over the world, community's "bring back the arts" con- refrain: "This is New York City, cultural representing more than 100 countries sensus was hiring Dr. Sharon Dunn, Mecca of the world. Where are the and speaking 95 languages. District the district’s first arts coordinator in a arts?"), Greenberg returned to the school #25 is a highly challenged school dis- decade and a half and now special board and identified those areas of the trict. At the same time, it is hugely assistant to the chancellor for the curriculum that needed bolstering. blessed with the artistic wealth of entire New York City school system. High on his list were the "expres- New York City. It benefits not merely Under Dunn’s leadership and later sive arts": visual art, dance, drama, and from opportunities for students' "expo- under her successor team of Arlene music. The superintendent's resulting sure" to the arts, but from the direct Jordan and Pat Lieberman, the district "Areas of Emphasis" became the vision involvement of world-class artists in concentrated not only on hiring spe- for the development of all CSD #25 the district's classrooms. Dancers, cialists but also on bringing the value curriculum initiatives, including the musicians, actors, visual artists from of arts education back to the schools. expressive arts. City Center, Young Audiences, Studio- To do this, they encouraged That vision has become reality in-a-School, Carnegie Hall, the Alvin "integration" of the arts into the cur- through a number of initiatives which, Ailey Dance Theater Foundation, the riculum. They also elected to make a taken together, make for a strong infra- Isamu Noguchi Garden Museum, the modest start: Dunn created a small structure to support and to advance Asia Society, the Paul Taylor Dance pool of money and concentrated on teaching and learning in and through Company, the Museum of Modern Art, the schools most interested in having the arts. The initiatives include: the Marquis Studios, TheatreMoves, arts education (approximately one- • the systematic restoration of the dis- Columbia University, the Brooklyn third of the district's schools). As trict's elementary school music Conservatory of Music and more play interest among District #25 educators program (lost in budget cuts in the active roles in teaching and learning in has increased, with more classroom early 1990s), including a sequential this school district. teachers voting to add arts specialists program that supports early child- With such a wealth of resources to their schools' "teacher cluster," the hood teachers' use of music in the available to the community, it may district arts program and its pool of classroom, recorder instruction for all come as a surprise for some to learn funds and grants have grown as well. third graders, and the opportunity for that until 1991, like most of New York Superintendent Greenberg's phi- fourth through sixth graders to learn City, the district's elementary schools losophy likens the approach to Tom to play string or band instruments; had no music program and many of its Sawyer and his fence: Limit initial par- model arts partnership programs were • the inclusion of community-based continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 17 In fact, the researchers for this teachers in short- and/or long-term rela- study who spent several days in the tionships (sometimes multi-year). CSD #25: FINDING FUNDING district did find variations in the quali- Artists work with teachers to develop It would be understandable if a student ty and rigor of arts education. But the lessons appropriate to the students’ cur- of arts education were to point to the district is addressing these inconsisten- ricula, based on the New York State renaissance of the arts in New York cies through professional development standards, then coach the teacher in City as the cause of CSD #25's recent successes. Indeed, funds received by of teachers and also by strengthening techniques of their particular discipline. CSD #25 through the Center for Arts the arts specialist programs. Addition- They team-teach classes, giving each Education (Annenberg III) and Project ally, the district has provided direct other feedback. Over time, the teachers ARTS initiatives to restore and expand assistance to principals who have learn to incorporate certain artistic arts education in all schools have been requested help to "bring back" the arts. skills. The artists learn more about class- very welcome and well used, con- structing, for example, studios at the District #25's aim is to strengthen the room management and curricula, and, performing arts junior high school. value of the arts throughout the dis- in some cases, start taking education However, like communities all across trict and give all administrators and courses to gain teacher certification. the country, CSD #25 has been sup- educators the means to provide high- CSD #25 is also tapping the tal- porting the arts through local funding quality arts education to all their ents of New York's institutions of for the past six or seven years. The students. higher learning such as St. John's district has sought and received com- University and Columbia University. petitive funding to supplement its RTISTS AND EACHERS operating budget from such organiza- A T Three elementary schools, for example, tions and programs as the National TEAM UP are partnering with Columbia arts edu- Endowment for the Arts, Federal Title cators, researchers, and program ecause New York is rich in cultural VII Grants, New York State Council on developers to find ways to incorporate partners, Community School the Arts, New York Foundation for the B media arts into the traditional arts Arts, New York State Education District #25 has been able to develop an education curriculum. Department Improving School intensive professional development pro- Services, and Comprehensive gram in which artists team with Educational Plan Grants. The community of Flushing, New York, has exhibited major support for the arts, making its facilities available for special district arts events throughout the Lessons for New York City's year. In addition, the arts budget has Superintendents been augmented by arts partners who Through small group discussions, the superin- chose to provide services to CSD #25 "The Arts for Literacy" was the theme of the tendents tackled the questions of personal through grants that they had won, rec- Fordham University-New York City philosophy and planning. ognizing that the district had made an Superintendent Network's Forum held on one extraordinary commitment to arts edu- of the days the study's research team visited. They agreed that each needed to: cation. Dr. Arthur Greenberg, then superintendent of Community School District #25, is the current • develop a personal definition of "arts" for The annual budget for the district is chair of the group. Greenberg has a reputation their district; now more than $95 million. The alloca- throughout the boroughs for his support of arts • decide their view on "art for art's sake" and tion for arts education in the 1997-98 education, as does his former arts supervisor, state their commitment; school year was approximately $4.7 Dr. Sharon Dunn. (Both have since been • determine the utility of the arts for work, million, or 5 percent. recruited by Chancellor Rudy Crew for the cen- citizenship, other public values; ğ tral administration. Greenberg, whose CSD #25 successor is Michelle Fratti, is now serving as • set out a belief system: why the arts count; Supervising Superintendent for Executive and • show the connections: to community, New Program Development.) among disciplines. "You have got to believe in the arts yourself ticipation to only those most interested, And they agreed on key elements of a first," Greenberg told his colleagues. "You can't formal plan: let others watch the fun, and they'll expect your staff to make reform, to bring back line up for the chance to paint the the arts, if you won't take the lead." • state a vision and mission, write goals and objectives; fence (bring the arts into their class- Greenberg recounted his early work in District rooms). In practice, it hasn't been quite #25, espousing what he calls his Theory of • actively communicate with school and so easy for Community School District Sloppy Change: Begin with schools and per- community; #25 to rebuild the arts in its schools. sonnel committed to the arts and strengthen • lay out a realistic timeline; their programs first. For one thing, the district has site-based • commit resources to implementation, including: Columbia University's Dr. Maxine Greene also leadership: Principals have choices, ½ staffing and materials, challenged the superintendents, urging them to such as whether, how, and how much clarify their philosophy of arts education, con- ½ professional development for arts special- arts education to offer. For another, sider its specific application in each of their ists and others so the arts are integrated, integration of the arts into curricula for unique districts, and determine what skills he ½ assessment and evaluation procedures to other disciplines presents a challenge to or she needs to implement it. gauge effectiveness. educators seeking to maintain a high ğ quality of arts education district-wide.

PAGE 18 projects; artists who participate in resi- ½ attention to parent/public rela- A Case Study: dencies and conduct professional tions, reinforcing the bond between development workshops for teachers community and school district in GREENVILLE COUNTY on every imaginable art form; arts the most effective ways possible – by (SC) organizations that work with students sharing student art in all its myriad in the schools and in their own the- forms with the community through Factors Statistics aters and rehearsal halls, and festivals, art shows, poetry readings The Community√ Schools (Total): 92 The School Board√ Students (Total): 58,000 businesses such as General Electric, at a local cafe, performances of the The Superintendent√ Per Pupil: $6,578 which provides foundation grants for jazz guitar ensemble, the string quar- Continuity in Leadership√ Arts Teachers (Total): 206 needy children to attend perfor- tets, the gospel choir, the dance District Arts Coordinator(s)√ A Cadre of Principals√ mances; Fluor Daniel, which makes company, the theater productions, Teachers Who Practice Their Art√ possible programs at the Fine Arts the superintendent's holiday greeting Parent/Public Relations√ An Elementary Foundation√ Center (see sidebar), and the American cards, and by communicating with Opportunities for Higher Levels of Achievement√ Federal Bank, which underwrites the parents and public the students', National, State, Other Outside Forces√ Arts Teacher of the Year Award; teachers' and districts' successes; Planning√ ½ a school board, twice recognized for ½ an elementary foundation, with excellence by the Kennedy Center HE OCAL ONTEXT mandatory instruction for every stu- T L C and National School Boards dent (K-5) in art, music, and physical he School District of Greenville Association, which voted approval of education (dance), followed by a TCounty is the largest in South two new select schools for the arts at sixth-grade requirement for each stu- Carolina and one of the largest in the the elementary and middle school dent to elect either visual arts or Southeast, serving 58,000 students, 28 level, and, within the past two years, music (strings, band, or choral); in percent of them African-American and has created 58 new positions in the some schools, it is possible to take 72 percent white. One-fifth of the chil- arts to meet the district's needs; drama and, at the elementary arts dren receive free or reduced lunch. ½ a former superintendent, Dr. academy, to take daily dance classes; Within its 800 square miles, it encom- Thomas E. Kerns, who envisioned a ½ opportunities for higher levels of passes 92 urban, suburban, and rural balanced curriculum that included achievement in the arts, including schools, including cluster arts magnet the arts in Greenville – a vision that the twice-weekly, after-school gifted programs and elementary and middle continues to be supported today by and talented program A.R.M.E.S. school arts academies. Its arts program the district's current superintendent, (Arts Reaching Middle and at the elementary level employs 48 Dr. Rudolph Gordon; Elementary Schools) attended by teams of full-time certified teachers in ½ continuity of support for arts educa- more than 500 elementary and mid- art, music, and physical education tion that goes back to the 1960s dle school students in visual art, (dance). The district has four after- when the district employed music strings, dance, and drama; Advanced school orchestras, the only daily strings and art consultants to ensure quality Placement courses in drawing and chamber music program at the high programs in every school and conti- studio art, music theory and art his- school level in the United States, and nuity of arts education delivery by tory; two arts academies – Stone an after-school program for gifted and excellent art teachers who kept the (elementary) and League (middle) – talented elementary and middle school delivery of arts education consistent and the Fine Arts Center (secondary); students which engages nearly 500 stu- throughout periods of district-level ½ national, state forces, including the dents for 100 minutes twice a week in leadership change; National Standards for Arts the visual arts, drama, dance, and ½ Education, the South Carolina Visual strings instruction. In addition, there is a cadre of principals who have and Performing Arts Framework, and, a two-week summer program that stayed in the district for decades and overall, a state structure that has serves 250 elementary students and encouraged school environments – been unusually supportive of arts 150 middle school students on a first- schools alive with murals of rolling education (see "ABC Project" sidebar); come, first-admitted basis. South Carolina hills, dense forests, rollicking sea waves – in which the ½ planning, including five-year plans GREENVILLE: EVERYTHING arts and children thrive; created by the school board since ½ 1970 – long before "strategic plan- GOING FOR ARTS EDUCATION district arts coordinators who have succeeded in making the teachers ning" became de rigueur for school o the arts educator or school system and students, curricula and class districts. administrator regarding it from afar, T schedules, instruments and art mate- FINANCIAL REALITIES the School District of Greenville might rials, community and administration, appear to have everything going for it. band rooms and budgets for an extra- nd yet, even in Greenville, the arts Indeed, nearly every factor that this ordinarily rich set of arts education Ahave not been – are not now – study has found to contribute to the offerings come together into a cohe- immune from the financial woes or building and sustaining of strong sys- sive district-wide program; changes in leadership that affect the health of arts education elsewhere in tem-wide arts education can be found ½ teachers who practice their art, the nation. at work in Greenville: including some, like former class- ½ Financial realities first hit home a community that supports the room teacher Deborah Rose, who so in Greenville in the late 1980s and arts...including parents who always loved practicing her art outside the early 1990s. In 1989, the School pitch in with materials, muscle, or school that she moved to teaching matching funds for grants or special art full-time (see sidebar); continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 19 District of Greenville County had just seven new related arts teams (com- received another major tribute, the prised of art, music, and physical A World History Tour Via state's highest arts education honor, education teachers) to assist the 41 ele- Integrated Curricula the Elizabeth O'Neill Verner Award. mentary-level teams in place in order But in 1991, due to a serious revenue to provide 30 minutes of arts educa- In less than 50 minutes of classtime, Riverside High School art teacher Pat shortfall, the music and arts consultant tion to the all-day, five-year-old Grills and his students gave this study's positions were eliminated; the follow- kindergartens. More teams will be research team a lesson in world religion ing year the district lost the fifth- added for the 60-plus kindergartens and history through the lens of archi- grade strings program. coming online. tecture and art history. After brief Then, in 1995, the school board The elementary arts teams, along introductions in the classroom, the and then-superintendent Patrick with art, music, drama, and dance class traipsed outside, visitors in tow, Timothy Jenny reinstated these posi- teachers at the middle and high school to the Western and Eastern Empires. tions, and, with two new consultants, levels, elect "lead teachers" who repre- There, laid out to scale on the school's the commitment to high-level arts sent them in policy and curriculum playing fields, were the students' archi- education was reemphasized. Under discussions. The leads and the after- tectural re-creations of the ancient world's great buildings. Proudly pre- the leadership of Dr. Rudolph Gordon, school choral, orchestra, band, and senting their replicas in historical the 1997-98 school year and the cur- drama teachers recently were awarded context, the students traveled from site rent year has seen the employment of salary supplements to recompense to site, telling their visitors how the fol- them for the extra hours they spend lowers of Judaism, Islam, and each day providing extra training to Christianity had constructed buildings students. for their separate religions which, over ONE FINE ARTS CENTER centuries, became focal points for con- ILLING IN REENVILLE S APS flict and resolution. Greenville's pride and joy is its Fine Arts F G ' G ğ Center (FAC), the school district's hub for till, even in Greenville, most teach- intense study in the arts. It was launched Sers continue to see needs and fill 27 years ago by South Carolina arts leg- them, often without thought of rec- end Virginia Ulrich – community member, ompense. And even in Greenville, it is ners who can help the school by pro- activist, teacher, principal, and, today, essential to find and deploy resources the powerhouse behind the future viding volunteers for specific where they are lacking. Governor's School for the Arts, which will programs, technology in the form of Parents help, either as volunteers bring top arts students to Greenville from donated used copiers and computers, or through their direct donations or in all over the state. even direct donations. One of the the more formal manner of Parent The Fine Arts Center's focus is and will most successful direct grant partner- Teacher Associations. Business continue to be the School District of ships is the one between the Fine Arts Education Partnerships provide dollars, Greenville County, providing opportuni- Center and the world's largest con- equipment, and supplies. The Alliance ties in the fine and performing arts to struction company, Fluor Daniel. For for Quality Education – a local granting those students in the district most inter- several years, the company has under- ested and qualified. Here more than 260 agency whose interest is supplement- written a major portion of the match diverse students can expand their hori- ing the budgets of public schools with monies required for one of the largest zons beyond music, art, drama to funds for innovative teachers and pro- individual school artist-in-residence dance, photography, and creative writ- grams – distributes more than $50,000 grants in South Carolina. ing. Fine Arts Center students spend each year to schools and to teachers, half the day at their home-base schools, some of which is for arts programs. the other half at the center pursuing CHANGES IN Southern Bell teacher grants aid pre-professional studies, often with a EDUCATIONAL FOCUS particular concentration, under the guid- arts teachers, along with those in other ance of highly accomplished disciplines; the Metropolitan Arts ven in Greenville, there can be artist-teachers. According to student Council makes awards to teachers and Eperiods of transition. The district David Blackwood, one highlight is the to schools, and the South Carolina Arts has experienced several in recent years: Center's teaching faculty who "allow Commission, through its Artist transitions from superintendents Kerns you to shape your projects and facilitate Education Initiative, has an enormous to Jenny to Gordon. In addition, the rather than dictate or demonstrate." impact on the face of public education. school board has acquired more con- The researchers for this study first met Service clubs, particularly Rotary servative members and its focus has Blackwood when they visited the center Clubs, underwrite three community shifted towards "back to basics." So and found him working independently projects that, over their long histories, school board members such as on his two-dimensional portfolio. Later have become community fixtures: Margaret Griffin Burch and Ann they discovered that he also had a stun- "The Singing Christmas Tree," "Spring Sutherlin who together have spent ning ability to work in three dimensions Sing", and "A Night of Music." It is crafting metal – and that his talents had more than two decades on the school through their efforts that some stu- been highlighted in glass on metal: The board, can find themselves once again Enamelist’s Magazine. There was one dents get their first experience "making the case" for the arts in educa- more thing: Like so many arts students, performing for an audience in the tion at the district level. the researchers learned, he performed highly regarded arts complex in down- Parents and arts educators also well in other areas – and had just scored town Greenville, the Peace Center for find themselves making the case at the "perfect 800s" on the SATs. the Performing Arts. school level today. Since the district ğ The district emphasizes the need moved to site-based decision making for schools to develop business part- and the state passed "accountability"

PAGE 20 legislation, principals are evaluated on involvement – that keeping the arts the test scores of their students. But strong is worth the investment and the arts – seen as difficult to "measure" will pay off in the long run. AT THE HEART OF THE ARTS – are not tested. Some Greenville prin- Superintendent Gordon felt enlight- IN GREENVILLE: cipals privately expressed concern to ened principals with a vision for total TEAMS OF ARTS TEACHERS this study's researchers that, despite education would find ways to include their support of the arts, the fact is the arts. Long-time arts teachers rts educators in Greenville that student performance in the arts deduce that since the arts are not part Afunction as teams, so the does not put their jobs at risk but it of the principal accountability system, researchers for this study often does in math. they run a real risk of alienation for met with teachers in pairs and Other principals said that the the first time in decades. found them quite knowledgeable arts help them in so many areas – early learning, student engagement, parental POLITICAL REALITIES about one another's work. Veteran visual art teacher Deborah Rose ven in Greenville, administrators and her colleague, music specialist must take political realities into E Andrea Stephens, embody this account. Sometimes it is a matter of The Arts in Basic Curriculum focus or emphasis. When principal collaborative spirit. When the (ABC) Project Edward Holliday, for example, set researchers first visited Taylors about transforming a neighborhood Elementary School and met Rose, A statewide collaborative initiative her hands full of clay, she talked begun in 1987, the Arts in Basic elementary school into an arts-focused Curriculum (ABC) Project aims to school, he encountered some commu- with great enthusiasm about her ensure that every child in South nity resistance. Working with the career as a classroom teacher who Carolina, from pre-school through col- district leadership, he was able to build had discovered she loved art so lege levels, has access to a quality, the school around a broader, more much that she moved to teaching comprehensive education in the arts, inclusive definition of the arts as they it full time. Stephens spoke with including dance, drama, music, visual relate to communications. The result- equal passion about the newness, arts and creative writing. ing Stone Academy of Communication Cooperatively directing the ABC excitement, and challenges of her Arts has since earned kudos from "con- Project are the South Carolina Arts first year of teaching music. These Commission, the South Carolina servative" and "liberal" community colleagues share a bond that goes Department of Education, and the members alike. In 1997 the South College of Visual and Performing Arts Carolina Arts Commission designated beyond discipline. Rose has given at Winthrop University. The project's it as an official Arts in the Basic the benefit of her teaching experi- statewide steering committee of more Curriculum site. ence to Stephens, who talked than 80 leaders of schools and school Similarly, Dr. Roy Fluhrer, who about classroom management and districts, colleges and universities, directs the successful 27-year-old arts- artists, educators, arts organizations, teaching ideas she learned from government, and business meets magnet high school, the Fine Arts the senior teacher. three times each year to recommend Center, finds himself revisiting the mis- Both credited Taylors Elementary and review initiatives. sion of the school and looking at new ways to make it a resource for the dis- principal Mary Woods, who has The project sponsors a model sites been at the school almost two program that provides grant funds for trict's other schools. Whether grounded the development of innovative arts in reality or perception, a recurring decades, for their productive envi- programs. Its "blueprint" for arts edu- issue associated with special schools is ronment. Woods is a highly cation, completed in 1988 with funds the drain of talent. The challenge focused, effective educator. from the National Endowment for the before Fluhrer is to unify the vision of Awards dot her office wall. She is Arts (NEA), provides a forum for the a high school for students specializing clearly an institution in both the development of strategic arts initia- in the arts to that of a specialized facili- tives and serves as the foundation for school and the community at ty that serves the arts education needs a broad advocacy coalition for arts large. In part because of her sup- of other schools as well. education reform in South Carolina. port, both music and art enjoy The ABC blueprint also outlines a cur- Even in Greenville, the future of riculum to be taught by qualified arts the arts in education is a little fragile large, well-equipped spaces in teachers and reinforced by other sub- in the face of competition for more which the students seemed at ject area teachers, administrators, funding for "academics." The chal- home, whether learning to pinch professional artists, arts organizations, lenge arts education leaders in pots or dance to Japanese music. and community resources. The ABC Greenville see as the district enters the Project Office serves as clearing- Whether Greenville principals will 21st century will be to maintain fund- house for Arts Education in South continue to give such strong sup- ing for the arts at levels commensurate Carolina: The ABC Project, 105 port to arts specialists remains to McLaurin Hall, Winthrop University, with its importance to student devel- be seen given South Carolina's Rock Hill, SC 29733; (800) 277-0036. opment. Fluhrer summed up, "You can The ABC Project Web site, from do it, but you still have to work to new accountability act which mea- which the above description is drawn, make it flourish." sures principals' performance by is curriculum. ğ ğ

Lessons From School Districts That Value ARTS EDUCATION PAGE 21 put a high priority on rebuilding the After moving through issues as A Case Study: arts program here." varied as uniforms, school choice, Once that decision was made in and busing – extremely important in LAS CRUCES (NM) 1983, the district began conducting an this growing rural area of New Factors Statistics in-depth assessment of Las Cruces' cur- Mexico – Gonzales encouraged the The Community√ Schools (Total): 32 riculum and enrollment, goals and principals to form ad hoc groups to √ The School Board Students (Total): 22,454 objectives, and the school board took achieve consensus on the issues. He The Superintendent√ Per Pupil: $3,624 Continuity in Leadership√ Arts Teachers (Total): 65 to a hard look at the elementary and concluded the meeting by reminding A Cadre of Principals√ secondary music program. That assess- them that he was coming around to Parent/Public Relations√ Opportunities for Higher Levels of Achievement√ ment and ongoing community support meet with each one to review and eventually led to passage of a $1 mil- discuss his or her portfolio. "Take me lion bond issue to upgrade, refurbish, through it – what you’ve achieved for THE LOCAL CONTEXT and supply new instruments to the the kids, what’s important," the he second largest city in the State music program. In this period, the superintendent said. Each principal Tof New Mexico, Las Cruces lies board also brought Jesse Gonzales on keeps a portfolio of accomplishments northwest of El Paso, Texas. In this board as superintendent to continue to for the school, for the students. In place many cultures that have shaped increase district support to the arts, turn, each elementary arts educator this part of the country meet, perhaps step by step: keeps a portfolio to share with his/her most exuberantly in the schools of • A Point Person for the Arts principal and other school leaders. Dona Ana County. The next critical step was Gonzales's • The Teacher's Portfolio: Evidence Outside, above the doorway of hiring of John Schutz, a 25-year of Success in Arts Education the Las Cruces Public Schools adminis- veteran band leader, as district It was no surprise, therefore, that tration building, which is housed in a coordinator for visual and perform- each elementary visual arts educator renovated department store, a tiled ing arts. First a part-time coordinator, with whom the study team met mosaic of the district logo, designed by then full-time, Schutz became the whipped out his/her teacher portfo- a young student, announces to visitors district's "point person" for the arts. lio without prompting. Teacher that the arts are at home here. Inside, "He’s the voice that reminds us about Bonnie Hosie flipped through a sam- the gateway to the district offices the arts and lets us know how we’re pling of a year’s worth of student shines with the latest secondary stu- doing in the rebuilding process," says work, explaining the curriculum she dents' art exhibit. The permanent a board member. and other teachers had developed. student art collection can be found just around the corner. The vitality Schutz, in turn, reached out to "Here we study the color wheel, and vibrancy of the building make it arts educators to help them plan for and here they work with mixing hard to imagine this as a school dis- growth. He made visual arts a priority color two ways - once in pencil, next trict in which the arts had no place 15 since music was his specialty – a in fingerpaint. I can remember when years ago. In the words of school move that the district's visual arts one student looked up to me and board member Mary Tucker, "We had educators noted and appreciated. He held up his paint-covered hands and nothing." built value into the visual arts by said, 'Orange! Red and yellow make The lesson of Las Cruces is one requiring principals to bid for the orange!’ He looked back down at of a community taking stock and expanding programs by indicating them and never forgot. Weeks later, rebuilding with the arts at the heart of how much space, matched time and he would still look at his hands to learning, from kindergarten up. money their schools would supply. remember color mixing." From skill Meanwhile, state education reform exploration to the unit on the sea- AN ARTS COUNCIL AS measures mandated that the only sons, Hosie could show exactly what AGENT OF CHANGE local expenditures allowed in the dis- she had taught and what students trict were to be for capital or material had learned in her classes. hen the people of Las Cruces needs. So the community's passage of • The Students' Portfolios: look to identify the key agent of W the $1 million bond to help refurbish Pictures of Pride in Their Work change for arts education in their com- music equipment represented a major munity, they point to the Dona Ana demonstration of community support The students keep portfolios, too. As Arts Council. Despite band parents' and a large commitment of resources. Las Cruces rebuilds the arts in the and arts students' out-of-pocket contri- early years, students select and main- • The School's Portfolio: butions to music and visual arts tain portfolios demonstrating their A Principal's Measure of Support activities, the school district had no learning in the visual arts through plans to restore the arts until the arts Since then, the commitment of key the years. These portfolios sit near council organized parents in support school leaders has also become the front of the classroom, a position of arts education. The school board stronger. Las Cruces principals, in of honor. Students and teachers began to listen when a larger, stronger particular, have been important to alike use them to show, gauge, and parents' group delivered a clearer, the rebuilding of arts education. grow. At Vista Middle School, stu- louder message: that the school district While visiting Las Cruces, the dents in the sixth through eighth should take on – and build upon – the study's researchers/reporters had the grades develop portfolios as part of arts education responsibilities the par- opportunity to sit in on the sec- their "Right of Passage Experience." ents had assumed. ondary principals' regular Thursday Music and art and other subjects are As one board member said, "The morning meeting led by included. parents' support helped us decide to Superintendent Gonzales.

PAGE 22 Eighth graders schedule an • Continuity in Las Cruces appointment to present their work Las Cruces has the benefit of a stable BLOCK SCHEDULING IN LAS CRUCES: before three of their peers and their board and a superintendent who NO ROADBLOCK TO ARTS LEARNING teachers. Parents and grandparents enjoys the board's support and, "Band parents" like Doug and Jan Brown often attend. The students then therefore, remains in his eleventh have long been the backbone of music answer questions, much like an oral year. But Las Cruces still faces chal- programs nationwide. Their son Jeremy, a dissertation defense, to demonstrate lenges of resources and expansion. high school senior at Las Cruces' Mayfield their knowledge of the material cov- The visual arts program at the ele- High School, and his parents talked about ered. "It’s an emotional experience. mentary level continues to grow his commitment to music over dinner with It helps them with the realization the researchers during their visit. slowly, but it may begin facing fund- that middle school is over – and see ing competition from incoming Without a lot of fanfare, over the years what they have learned!" says princi- technology initiatives. Theater Jeremy had quietly become the trom- pal Olivia Ogas. bone mainstay of his school band, and, appears to be less valued in the com- when it came time to plan his schedule • Presentations to the School Board: munity, and the expense of meeting for senior year, he told his parents he Keeping the Arts in Mind ADA (Americans with Disabilities wanted to include music as one of his Every board meeting begins with a Act) requirements for accessibility to areas of concentration. student performance. The board stages has affected Las Cruces' deci- Doug Brown was worried that, with the meeting that the researchers attend- sion not to invest heavily in raised new block scheduling at Mayfield, col- ed was packed with presenting proscenium performance spaces. lege-bound Jeremy's academic district administrators, parents of Lack of a large enough performing performance would suffer if he spent too performing students, and other com- space limits the district and the com- much time in the arts. "One-fourth of my munity. son’s education was going to be spent in munity members. Led by an band. That was hard to swallow at first. award-winning elementary music Despite any drawbacks or con- Then, as I saw what playing did for him – teacher, Laurie Norman, a class cerns, however, the atmosphere from he’s a quiet kid, but he really shines in marched in to the library and began community to school leaders, super- band – I saw how he learned and grew. to sing and dance. The teacher con- intendent to district coordinator, I became a believer." ducted and coaxed as Orff instru- parent to student, new teacher to Jeremy's parents' willingness to accom- ments accompanied young voices. veteran is one of arts growth and modate his music studies was matched For the finale, large tires and bottles, strengthening. Las Cruces is moving by Mayfield High's willingness to adapt as wrapping paper and paper bags start- forward to reform education and well. The entire Las Cruces district is ed rattling and shaking during a including the arts at the heart of moving towards block scheduling. difficult counterpoint piece about their children's learning. Mayfield began restructuring in 1995-96 recycling. as it moved to a full block schedule with a four-period day throughout the week. John Schutz explained that the Traditional two-semester classes are performances help keep the arts on offered in one semester. Students take the table as board members – former fewer courses. For Mayfield, the key to educators, a business leader, a former A Case Study: this transition has been flexibility. In order legislator – make decisions that for Jeremy to continue to pursue band affect education. Schutz, for example, MIAMI - and Advanced Placement coursework, has begun exploring ways to expand Mayfield guidance counselors developed DADE COUNTY (FL) dance in the Las Cruces schools by an independent AP English course so he Factors Statistics engaging the community. As schools could attend band. This adaptation The Community√ Schools (Total): 328 impressed the Browns, who felt that dabble with groups like Ballet The School Board√ Students (Total): 341,000 Jeremy would not have to choose "arts" Folklorico, he can remind board The Superintendent√ Per Pupil: $5,137 √ members of the successes of the Las Continuity in Leadership Arts Teachers (Total): 1,200 or "academics." He could do both. District Arts Coordinator(s)√ Las Cruces uses block scheduling in dif- Cruces High School Mariachi Band, A Cadre of Principals√ √ ferent forms, including 4x4 with a which linked arts education to com- Teachers Who Practice Their Art An Elementary Foundation√ 6-period Monday and the above 5x4. munity culture. Opportunities for Higher Levels of Achievement√ Arts educators mentioned their concerns One important way the board National, State, Other Outside Forces√ about the changes. Among them is a supports the arts is to keep the arts in possible reduction in enrollment in arts mind during discussions about THE LOCAL CONTEXT courses given that students will take remodeling or new construction. fewer courses on these schedules. "When it’s time to build a new build- iami-Dade County is not only the Professional development and a risk-free ing," said a member, "that’s the time Mfourth largest school system in year of experimentation have helped the to remember the arts. I’m the one the country – with more than 340,000 transition in Mayfield. The students students and nearly 18,000 teachers – interviewed preferred block scheduling: who remembers to ask, 'What about but it is also one of the nation's most "Less stress, less homework." "More the music sound system? What time to learn; you’re not bouncing about the music space?' In a rapidly diverse. The district's students come around so quickly." Ruth Bird, one of growing district, the commitment of from 155 different countries and speak the visual arts teachers at Mayfield, space makes all the difference in the 150 different languages, which adds appreciated the extra time to work and years to come." language barriers to the hurdles of develop ideas with students. ğ poverty and other urban ills constantly facing Miami schools leadership. continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 23 THE SCHOOL BOARD'S together to develop and strengthen consensus of policy direction as A Page at a Time COMMITMENT Miami-Dade County Public Schools While visiting Biscayne Gardens move into a new millennium. he arts, officially embraced by the Elementary School in Miami, Meanwhile, translating the Tschool board in the early 1990s, researchers for this study had the plea- have become critical components of the board's vision into a system-wide way sure of meeting two sixth-grade district's strategy to manage and benefit of teaching and learning in and students who showed them a com- from its diversity. As 35-year-board through the arts has been and contin- pelling large-format book they and their member G. Holmes Braddock told this ues to be the work of a large, classmates had made the year before. study's visiting researchers, "As a board, committed network that includes the The book, entitled A Page at a Time, we decided that we needed to make a superintendent, school principals, dis- grew out of an instructional unit with statement about the arts – that they trict arts supervisors, teachers, parents, the theme "Conflict and Resolution" were as basic as any other subject." and civic groups. In searching for clues that had been planned cooperatively That policy, still in place and to how a school district builds and sus- by social studies, language arts, and supported by superintendent Roger C. tains strong arts education, the visual arts teachers. Cuevas nearly a decade later, reflects researchers for this report met with Students from five elementary schools the community's politically demon- and observed many participants in in the district visited the Wolfsonian strated desire to make the arts part of that vital network. Museum, which specializes in the dec- learning in Miami-Dade County. It was orative and propaganda arts, in Miami a grassroots swell from the arts com- THE MANY LESSONS OF Beach. There students viewed artworks munity, which elected arts advocate LILIA GARCIA AND THE related to the First and Second World Betsy H. Kaplan to the board, that led War and, in the museum's library, in part to the board's commitment to DIVISION OF LIFE SKILLS perused book, many of them rare and the arts. f Betsy Kaplan has served as the beautiful, that chronicled in words and An avid arts supporter over I community's arts beacon on the images the conflicts of this century. decades in the classroom, community, school board, the lightning rod in the Back at school, the Biscayne and politics, Kaplan serves as a walk- operating system of arts learning is Gardens elementary students fash- ing, talking, voting reminder of the Lilia Garcia, director of the Division of ioned a cover of stitched fabric that commitment the board made and con- Life Skills, which houses the visual evoked both chaos and calm. Inside, tinues to keep by its actions. Arts and performing arts programs, along students painted canvas pages with education, for example, has not been with physical education, for the entire vivid shapes and lines that echoed compromised to help pull up the slack district. the chaos and calm of the book's elsewhere in the curriculum. Even Some 20 years ago, Garcia cover. At the center of each page, they mounted a photographic portrait when some district schools and their helped to organize arts teachers into a of a student. Each portrait, however, language arts programs were deemed powerful lobby that gained the sup- was printed on transparent acetate, port of key school board members, "deficient" by the State of Florida which made it possible to see frag- Board of Education, the School Board business leaders, local arts organiza- ments of student handwriting on the chose not to cut art, music, and physi- tions, and parents. "We became a force sheets beneath the photographs. The cal education in favor of language arts. to be reckoned with," said Garcia. sheets were filled with stories and Instead, the Miami-Dade County board Today Garcia is a force to be recog- historical accounts of how students' opted to extend the school day by one nized – the linchpin for district-wide family members and other acquain- hour in those schools to allow for the arts learning for all students at all lev- tances had experienced conflict in additional hour of language arts. Board els in all schools, taught by full-time their lives and how they had resolved members also advocate the arts certified arts specialists. Under her it. The students had conducted the statewide by their participation in a leadership, the Division of Life Skills interviews and written the chronicles multitude of arts-related conferences has an explicit policy of relating to of family struggles and triumphs. and organizations. Kaplan has served "the implementation of a series of The Wolfsonian directors and curators for more than 10 years on the Florida reading, writing, and mathematics so appreciated this book and those Alliance for Arts Education/Arts for a learning strategies that are integrated made by the students in the other Complete Education board, which with the arts curriculums and which participating schools that they makes recommendations to the Florida focuses on supporting the [school] purchased them for the museum's Department of Education. District initiative of raising perfor- permanent collection. ğ But as many a school district has mance standards." It seems to matter discovered, the only certainty is little in which curriculum area the dis- change. Miami-Dade County's board trict undertakes an initiative. Lilia of education grew from seven mem- Garcia and her staff of arts supervisors bers to nine members in the last will ask the question, How do the arts arts. The Sketchbook/Journal's goal elections, changing from at-large to fit into this new program? includes the enhancement of chil- single-member district representation. Miami-Dade's "Sketchbook/ dren's "ability to express themselves As a result, the board's dynamics have Journal" projects, which take place in a clearly and creatively" to provide "a begun to change. That fact – as well as number of schools around the district, way for students to travel from where a relatively recent change of superin- exemplify the initiatives that integrate they are at the beginning of the book tendent – presents the board's current the arts and other school subjects. In to a better place at the end." Visual challenge: learning how to work this case, it is the visual and language and verbal imagery interact as students

PAGE 24 draw pictures that retell stories, which write and compose a book of new holi- pals. They found them in schools that they then rewrite. They draw pictures day pieces and make them available to offered a wide range of learning for- that show a sequence of events and the district's music staff. mats – "regular" to arts-focused – for a then write about the sequence. They Dr. Robert D. Strickland, theater student population of every ethnicity. draw pictures that show customs arts supervisor, is an activist and pres- Principal Frederick A. Morley of shared by different cultures, and they ence in the Miami theater community. Charles R. Drew Elementary School in share ideas about those customs with Like Strickland, Miami-Dade County's Miami's "Liberty City" cordoned off the classmates. By transferring ideas from 1,200 district arts teachers actively par- drug wars and the prostitution down one symbol system to another, and ticipate in their disciplines. While the street by creating a school of excel- sometimes to another and another, visiting the district, this report's lence. Walk in and you find school students become involved in several researchers spent one evening attending uniforms and the arts living in harmo- school subjects simultaneously, and a professional production of Goodby, ny as young, mostly African-American often the arts provide the catalyst for My Friduchita, a play written by dis- (91 percent) children are busy explor- the translation of knowledge from trict drama educator Delores Sendler. ing paints and clay, photography, realm to realm. If Miami-Dade's teachers, stu- dance, and drama. In Morley's view, Garcia's team of arts supervisors dents, and community benefit from so the arts keep kids engaged, involved, also puts a lively public face on the dis- many opportunities to participate in a off the streets, and in "the right stuff." trict's arts commitment. They are out lively and creative environment, they Miami Beach Senior High in the community – in the schools, at also reap the rewards of opportunities School's principal, Dr. William local arts events – presenting student that, while somewhat less public, are Rénuart, also believes the arts engage artwork, arranging performances, pro- no less important to arts education in youngsters in learning. A man of col- moting the district's arts activities with the district. One such high-impact pro- orful speech, Rénuart did not mince well-honed skills and polished materi- gram brings together students, words with visitors as he shared the als. They practice teamwork. Within teachers, and the rich resources of the CD of a student playing and singing a the first hour and a half of the area's museums. Every week, 27 ele- Beatles tune. "You know," he said, " researchers' visit, the Miami-Dade mentary arts educators spend at least this student, who made this CD – he County arts supervisors scheduled one day in one of 16 art museums and couldn’t even speak English or read it. parades, ordered buses, promoted their galleries around Miami. These "muse- He used to give me no end of trouble. new curriculum, planned professional um educators" facilitate deep Then he got involved in this music, development activities, reorganized relationships with their adopted collec- and he starts this band, and that’s it, their visitors' schedules and transportation for their own students and for he shapes up....You listened? You can’t tion, then walked them to the other students who visit. While at the even tell the difference in his lan- ArtWorks Gallery at the Omni Mall to museums, the teachers develop muse- guage; you would never know [he had watch the jurying of student artwork um-connected study guides and other had such problems]." for the national Scholastic Art Awards. educational materials that are used in As Rénuart sees it, the arts keep The Omni Mall is one of many the schools before and after museum kids in schools. "If they don’t come to businesses partnering with the school visits. The curriculum materials are school, you can’t teach them. So I’m district in a multitude of well-attended shared with teachers and students going to have arts in my school." His district-wide music festivals, dance and throughout the district. The visual arts high school is a "regular" school with choreography adjudication and show- teachers/museum educators lead tours students who recently immigrated cases, student exhibitions, theater arts for the 26,000 students who makes vis- from Columbia, Nicaragua, Cuba, and showcases, evenings of one-act plays. its to these institutions each year. the Bahamas. The school has a These showcases are, admittedly, good When the teachers return to Saturday program, which helps keep a public relations for the school district their schools for the rest of the week, web of support in place for the kids. and the businesses, but they also pro- they bring the depth of knowledge of The arts are an important part of the vide another opportunity – the the collection back with them. Saturday program, which is showing opportunity for the community to Museum staff told this study's initial success in reducing dropout assess the work of students, teachers, researchers how their own docents rates of young people likely to leave and arts supervisors. learn from these educators. The educa- school before finishing. The school is Three Miami-Dade County arts tors spoke about a tremendous also working to connect learning to supervisors on hand at the Omni Mall opportunity for professional growth. "real life" by employing the arts: The articulated the importance of arts edu- The students talked in detailed, intel- "ARTEC" program brings film and tech- cators' participation in their art form as lectual ways about the collections, nology together for at-risk students. It well as in education. Ray Azcuy, district their interest in art, and their relation- gives back through student projects visual arts supervisor, explained that he ships with artwork and the that serve the community. and his colleagues William Chiodo and institutions. Each year student art- Marie Mennes, as well as the music and works created following museum visits EQUAL ACCESS AND HIGHER theater arts supervisors, are assessed on are exhibited in the Wolfsonian LEVELS OF OPPORTUNITY their performance and knowledge of Museum. (See sidebar.) their arts discipline. Robert T. Davis, iami-Dade County Public School currently the only music supervisor, THE PRINCIPALS' DIFFERENCE M district is continuously working shared a bit about his self-selected pro- to keep the solid base of opportunity ith many award-winning schools offered by "regular" schools in balance fessional development portfolio for the Won the site visit list, the report's district: Part of his montage was to researchers anticipated strong princi- continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 25 with the choice of a higher level of pete in the applied arts worlds waiting opportunity in "specialized" schools. for them in Miami, New York, Los A Case Study: The arts have been key to that balanc- Angeles. This study's researchers met ing act. As Dr. Solomon Stinson, one parent who pulled her child out of MILWAUKEE (WI) school board chair, affirmed, "The arts a private school to attend this public Factors Statistics have been an integral partner in the school of choice. The Community√ Schools (Total): 154 The Superintendent√ Students (Total): 107,043 development of every curriculum ini- The New World School of the Continuity in Leadership√ Per Pupil: $7,768 tiative and education practice Arts is another unusual institution, A Cadre of Principals√ Arts Teachers (Total): 473 produced at each school site and offering both high school and state National, State, Other Outside Forces√ district-wide." university collegiate programs with the In Miami's "regular" schools, highest level of pre-professional train- every child learns art and music, ing, constant exposure to outside THE LOCAL CONTEXT receiving 60 minutes of art and 90 artists, and great expectations for minutes of music every week. Many achievement. Students here – includ- or more than 150 years, Milwaukee children also learn theater and dance. ing 40 high school students who met FPublic Schools have demonstrated a The report's researchers encountered with report researchers – speak of pur- strong commitment to the arts in edu- enthusiastic educators who set the pose and discipline, of the teachers cation. Indeed, innovative arts tone for learning inside their rooms – who care, and a place to be themselves education is a trademark of MPS educa- drama teachers encouraging reading and pursue their goals. They speak of tion. Not only does each school have aloud (and writing in silence), art hard work and of summer plans which budget line items for the arts programs, teachers bridging elementary lessons will help them continue to learn more but the community, parents, the school with museum collections. They also – from performing opportunities to board, and partnerships round out the met a few who were not engaging working on a portfolio. And, they say, resources that MPS creatively utilizes to their students. But by and large, the the school cares for them: When one provide model arts programming research team found a solid base of student had no money for dance throughout Milwaukee's schools. opportunity for the students, even in shoes, teachers and the school found a Largely as an outcome of middle school, where the "wheel" way. Regrets? "That the day is not Milwaukee's efforts to achieve ethnic structure – six to nine weeks of lessons longer!" one student exclaimed. "That balance of students across the district, in a particular area – poses challenges. we do not have dorms here, since I the MPS system today is shaped by the The "specialized" schools – the travel an hour and a half to get here diversity of its schools. By designing schools of choice – offer a higher level each day." magnet and special focus schools, the of opportunity. These hubs provide Schools of choice raise issues of district has tried to entice students to the best of arts training to the students equity. The Miami-Dade magnet pro- travel from their neighborhoods to who can compete and be admitted on gram, which is intertwined with the other parts of the city to enroll in spe- talent, as demonstrated in audition Life Skills program, certainly is the cial programs. and portfolio. place where arts shine the brightest. But what the researchers found in PAVAC, the Performing and ONE SCHOOL'S Visual Arts Center, is a school of Miami as well as in Milwaukee and choice within Miami Northwestern other districts with strong magnet pro- MISSION STATEMENT Senior High, a school that serves a pri- grams is that the arts help create an Tippecanoe, a K-5 arts and marily African-American urban environment for learning no matter humanities school, for example, community where barbed wire and the focus of the magnet school. In provides the district's students cement barriers are part of the neigh- other words, a science and technology and parents with this descrip- borhood landscape. But open the magnet school that incorporates the tion of its special character: arts will have a more vital environ- doors of PAVAC, and visitors find stu- "Our nationally recognized pro- ment for learning. dents focused on music. In one gram presents pupils with rehearsal space, a teacher admonished While Miami's 16 special arts experiences in music, art, liter- students – all trying to get into the schools/programs reach only 4,900 ature, philosophy, and language swing of jazz – for not tuning up first: students – a small percentage of the "If this were the gig, and you weren’t 340,000 student population – they from multicultural and historical tuned, you would lose the gig." reach them well. The question for perspectives. The arts and The Design and Architecture the district leader is how to expand humanities are closely tied with Senior High School can be found in upon the resources of the choice the sciences to produce citi- Miami's fashion and design district. schools. How does a school district zens who are able to function in Here one can sense the creativity and continue to raise the level of all the a highly technological society. pick up students' sense of humor, too: other schools, so they, too, experience School-to-Work activities give "The Phantoms"– the school's nonexis- excellence in the arts and in learning? pupils opportunities to connect tent sports team rendered in a large Miami does not have easy answers. the arts, humanities, and sci- mural – guard the door. Outfits of Instead, it works hard to ensure that ences with every day feathers, leather, lace, and cloth adorn the baseline -- the least a child will get experiences which will allow the windows. Design and Architecture -- is a strong arts education. Many a them to make a variety of post- school district in America would be students cut and paste, engineer and secondary choices." design their way to portfolios and proud to do just that. ğ skills that make them ready to com-

PAGE 26 CONTINUITY AND CHOICE: Students from anywhere in the district nity with its philosophy of education, STRIKING A BALANCE FOR may attend them. Eleven schools with mission statement (see sidebar), orga- middle school-aged students are "city- nization, and instructional approach. ARTS EDUCATION wide," and 12 are "regular." Of the 21 For the arts, Milwaukee students he Milwaukee Public Schools dis- schools with high school students, may self-select their school, choosing Ttrict has had considerable success nine are "regular," and 12 are "city- among an arts elementary school, two with its efforts. Today, 26 of MPS's 114 wide." Whether "regular" or "citywide," arts middle schools, one arts high elementary schools are "citywide": each school must provide the commu- school, as well as an enormous array of

Matters of Choice in Milwaukee: Three Schools of Art

How is Milwaukee's vast array of educational They also are places where the arts can flourish has also received grants to underwrite the acquisi- choices and specialized programs reconciled with simply because they have facilities for dance, the- tion of digital photographic equipment so that the general expectation that all students should ater, and other art forms. In addition, teachers and students can create a multimedia yearbook that receive a balanced education in (1) the sciences administrators in the arts-focused schools empha- incorporates sound and includes students' own and mathematics; (2) the language arts; (3) visual size the importance of a dedicated staff and a compositions and performances, photographic arts and performing arts; (4) the humanities and high level of parent participation in planning images, video clips, images and information from social studies; (5) vocational options; and (6) school missions and programs. the Internet, produced and issued to students in physical education? either CD-ROM or video formats. Achievement test scores are very high in By making every school special and by giving the Milwaukee's four arts-focused schools. These Creating a multimedia yearbook is an enormously arts an important place in many of its schools, scores and other data and information, however, complex task that requires students to acquire Milwaukee provides a model for other districts have not been used to determine what it is about skills and competencies relating to a variety of where there is a wish to offer students a choice of the arts that facilitates students' learning and computer programs. The task also requires them quality educational programs. changes their attitudes toward school. In many to make thousands of design decisions relating to cases the data already exist; they await analysis in the relationships among graphic designs and It is important to point out that the great diversity of Milwaukee and in other cities where students have sounds, video clips, still images, and musical school organizational plans and programs are not the option to attend arts schools. compositions. By the time the yearbook students imposed from the top down but just the reverse. complete eighth grade they know just about However, because the district has such a history of A.E. Burdick's Traditional everything necessary to live productively within central office leadership in the arts, the innovative Educational Program the digital age. schools include the arts as a matter of course. This practice has served to institutionalize the arts A. E. Burdick is a neighborhood K-8 school that, Throughout the year students work with musicians despite numerous changes, including changes in according to its description, offers a "traditional in residence – composers and performers. The district leadership. educational program." Descriptions notwithstand- music program fills the entire school. In the words ing, education at Burdick is far from traditional. of one of the music teachers, "We wanted to incor- Three schools of art provide three different mod- The school places special emphasis on music, porate music into all areas of the curriculum. We els of choice: computer technology, and multimedia education. are a school family." Because of music, Burdick is a Elm Creative Arts Elementary School The music program creates an atmosphere of happy family and a joyous place. innovation and excitement that pervades the Twenty-one years ago, before Elm Elementary school. The two full-time music teachers and part- Milwaukee School of Languages School became Milwaukee's Creative Arts time instrumental teachers have created a music Elementary School, its students' achievement test program in which every student plays a musical Milwaukee School of Languages for students in scores placed the children in the district's lowest instrument. In the words of one teacher, "Every grades 6 through 8 "offers continuing language 10 percent. After one year as an arts magnet kid expects to play an instrument." Actually, every immersion in French, German and Spanish (with a school, although 50 percent of the neighborhood's student plays several instruments, sings, and beginning elective in Japanese) for students from students remained in the school, the students' more. They are all composers and conductors. elementary programs or with sufficient language achievement test scores placed them in the dis- proficiency. Math, language arts, and social studies trict's upper 10 percent. The students and teachers have created an are taught in the second language in grades 6-8." orchestra's worth of "instruments"– an amazing Surely there were many factors that contributed to collection of plastic bottles and buckets, tubes, In actuality, the arts – literature, music, visual arts, the first year's dramatic rise in test scores: an pans, pieces of wood, metal percussion objects and theater – provide the content for large seg- influx of new students whose parents wished them that hang from a wire extending the width of the ments of the School of Language curriculum. The to receive a special type of education, enthusiastic music room, all sorts of things that create sounds reason is simple: The study of a language comes teachers and administrators specially selected to when blown into, stroked, or beaten upon. As a to life though the culture of its country of origin. work in the school, a curriculum that integrated the succession of student composers mounted the And what reveals culture? The arts. arts with each school subject, and active coopera- "podium" to conduct their compositions, other tive learning. The school's language teachers in each subject students informed the researchers, "Sure, we matter area are able to rely upon a vast collection Parents, teachers, school administrators, arts could recognize each kid's style, even if we could- of visual and music resources developed to sup- supervisors, and students explain student n't see who was conducting." Students are also port the music and art curricula. (The district achievement at Elm by pointing to these factors: able to improvise seemingly endless compositions spends literally millions of dollars on arts resource without the aid of a conductor. • The arts make schools engaging places for children. materials on a regular cycle – the last being purchased in 1993. These reproductions, recordings, • Teaching and learning are fun. Not all the instruments created in the school are "low-tech." When funds were unavailable to pur- books, and other resource materials are placed in • Reading, calculating, and other "academics" are chase a drum synthesizer, one of the music each school – just like textbooks.) More important- not so onerous when they are done in the context teachers and his students constructed one. ly, the language school's visual arts teachers serve of the arts (for example, students learn to com- as resources for their colleagues, suggesting the pute through dance). The music teachers wrote proposals and received artworks that provided the specific subject matter • The arts schools are kinetically engaging. grants for computers on which students both com- for each language teacher's individual curriculum. • They are places where learning is valued. pose and perform their compositions. The school ğ

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Lessons From School Districts That Value ARTS EDUCATION PAGE 27 special programs that include the arts Milwaukee, this pattern of collabora- as an important component. Different tive leadership pervades virtually every ASSESSMENT AND THE ARTS schools – regular as well as specialized dimension of education and, in large Milwaukee is experimenting with a dis- schools – also offer a variety of curricu- measure, accounts for the strength of trict-wide assessment program involving authentic/performance-based tasks. In the lar emphases, instructional approaches, the district's arts programs. arts portion of the assessment initiative, and organizational structures. Another important contributing the National Standards for Arts Education No matter which kind of school factor in sustaining strong arts educa- have provided some evidence. this study's researchers visited in tion programs is, of course, the Nevertheless, Milwaukee arts teachers are Milwaukee, they found the arts strong commitment of the superintendent. working in new territory. With the assistance of assessment consultants, district and hard at work. In many respects, Today, Superintendent Alan S. Brown teachers developed three comprehensive the MPS district seemed to bring to life supports and articulates a vision for arts assessment tasks – one for fifth the second goal of the National "one of the outstanding urban arts edu- grade, one for middle school, and one for Standards for Arts Education, K-12 cation programs in the world." To that high school students. The three tasks Teaching and Learning Goals: end, he is working to achieve "quality were designed to assess students' strengths and weaknesses relating to the "Students will participate and gain arts instruction for all children in the development, communication, or expres- knowledge in all of the arts (visual district which includes high standards sion of an idea through the use of artistic arts, dance, theater, literature, music), and effective assessment" and "expan- skills and imagination. developing personal vehicles for self sion of the highly successful arts- Fifth-grade students are asked to use a expression reinforced in an integrated centered schools and programs." variety of art forms to create a television curriculum." commercial and incorporate the design of While Milwaukee principals, COORDINATING MORE a logo. The task assesses students' ability to use the arts to sell a product. Middle teachers, and parents in each school WITH LESS school students are asked to produce a have been given enormous latitude to work, in an art form of their choice, that develop the kinds of schools they n Milwaukee, visual arts and music conveys the idea "This Is My School." The desire, at the same time the district Icurriculum supervisors have been task for high school students is creating a administrators and curriculum special- and continue to be leaders nationally self-portrait that expresses "Who I Am." as well as in the state and district. In They are permitted to develop their self- ists, through their work in curriculum recent years, however, budget reduc- portraits through one or more of the arts – and assessment, send strong signals visual arts, dance/movement, theater/act- that all schools, regardless of their par- tions have left their mark on ing, creative writing, or music. Through ticular specializations, are expected to Milwaukee. Like many other school comprehensive assessment exercises, districts around the country, MPS has students are to demonstrate: present balanced programs that include the arts. reduced the size of its central office (1) their preference for a particular art arts supervisory staff. form or combination of art forms, Milwaukee can be seen as a self- renewing system. During the past few In the early 1980s, the central (2) the degree to which they have mas- years, with a rapid turnover in superin- office art supervisory staff was large, tered the skills, techniques, and with one art curriculum specialist, one processes associated with the form(s), tendents, administrative support for art supervisor, and, at different times, and (3) how imaginatively they can use the the arts has varied somewhat. form to express an idea. Regardless of the level of support, the anywhere from four to six supervising teachers of art who also worked from The program's launch was not without arts curriculum specialists continued to problems. By the spring of 1994, the work with individual schools. Some of the district office. Now there are just teachers who had worked on the develop- the schools with exemplary arts pro- two curriculum specialists – one for ment of the exercises had conducted pilot grams continued to flourish in times art, the other for music – in the central tests of the assessment tasks in their own office, while a second art specialist classrooms. The following spring, meet- when central support was weaker. works in the Division of Curriculum ings were held to prepare teachers to These schools continued to innovate administer the tasks. The arts tasks were and have provided exemplary models and Instruction on programs relating administered by teachers on an optional for other schools to follow. to the arts and special education. The basis in the spring of 1996 and again in In other words, the authority resources of one art and one music the spring of 1997. (Teachers of mathe- supervisor are stretched thinly as they matics, writing, and science were required that resides both within schools and to administer assessment tasks in these within central administration, work to serve the needs of hundreds of areas.) Although arts teachers were not although sometimes fluctuating visual arts and music teachers. required to administer the assessment between these two poles, insures that tasks, in the fifth grade approximately ADDING ARTS SPECIALISTS 35,000 students completed the task. arts leadership and innovation remain within the Milwaukee Public Schools ilwaukee visual arts teachers Issues pertaining to the scoring of stu- report that they missed the close dents' responses and how the findings system and keeps the arts relatively M might be analyzed and presented to the strong throughout the entire system. contact, opportunities for professional public are still being developed. Indeed, it development, and instructional sup- is an enormous initiative for which there COLLABORATIVE LEADERSHIP port they used to receive from the are few, if any, models to follow. cadre of art supervisors. However, while Nevertheless, the approach represents PS provides an excellent example losing arts coordinators, the district important advances, permitting students to Mof the advantages that come respond to a task employing a preferred when leadership responsibilities are was gaining art and music specialists in art form or forms, and the task itself simul- shared among individual schools and the elementary schools. Once a few ele- taneously assesses many of the National mentary schools began to add special Standards for Arts Education. central district office administrators ğ and curriculum specialists. In arts teachers to their staffs, the arts cur-

PAGE 28 APPLAUSE MILWAUKEE'S ACE PROGRAM Arts in Community Education – ACE – ciplinary and critical thinking, problem Milwaukee district's arts programs is a comprehensive education partner- solving, self-esteem, self-confidence, have received considerable local, ship between the Milwaukee Symphony motivation, cooperation, listening, state, national, even international Orchestra and 25 private and parochial communication, and creativity. attention. Dutch educators are study- schools in eight school districts, including MPS's Elm Creative Arts School At the middle school level, ACE's ing Milwaukee Public Schools. ACE emphasis broadens to encompass as a model for schools in the brings learning through music into the three areas: Netherlands. Elm also was selected classroom every day, aiming to for a 1997 Business Week Award for advance each child's overall learning • integrating the arts across the school Instructional Innovation. Lincoln and development. curriculum, bridging students' learn- Center Middle School received the ing in academic subjects and the arts; ACE pursues that goal through a series City of Milwaukee Award of of culturally diverse arts experiences • supporting schools' music and arts Excellence for its collaborative pro- that are integrated throughout the cur- curricula through close contact with grams involving students, educators, MSO musicians and other outstand- riculum beginning in kindergarten and artists, and performing arts groups. continuing through each grade level. ing professional artists; The Wisconsin Alliance for Arts These experiences are structured • addressing school-to-work issues Education recognized 10 Milwaukee around a coordinating theme for each through broad access to MSO and elementary schools for their exem- grade. For example, kindergartners other arts industry resources and per- plary programs. The Milwaukee learn about the "Family of Music" (com- sonnel. poser, conductor, performer, audience) Public Schools' arts programs were – a theme which emphasizes social At the sixth-grade level, a team of two examined by researchers for Toward development and the relationships MSO musicians are designated to work Civilization: A Report to the with arts and academic faculty found within all types of "families." President and Congress on Arts throughout the school year. As part- Third and fourth graders develop cultur- Education (1988). The Milwaukee ners, they plan and implement all al awareness, sensitivity, and pride by visual arts program was studied in exploring cultural heritages and cross- program components, including ACE depth by the Rand Corporation and influences found in communities curriculum, artist visits, parent involve- the Getty Education Institute for the worldwide (third grade) and in ment, and assessment. Arts; the results were reported in Wisconsin (fourth grade). Fifth graders In 1998-99, 50 specially prepared Beyond Creating: The Place for Art in become "Ace Inventors" and explore ensembles and individual artists are America's Schools (1985). interdependence in artistic and scientif- making 400 presentations in ACE ğ ic processes and problem solving. schools. MSO musicians, conductor, Supporting each theme, MSO provides and chorus comprise 22 of them. an interdisciplinary curriculum, three or Another 28 involve community "cultural four in-school ensemble workshops per partners," such as the American Indian Center, Ballet Wisconsin, Chance , trict's collaboration with the grade, an evening family concert at Milwaukee Art Museum. The museum each school, a specially designed con- Dancecircus, Discovery World partnership provides curriculum mate- cert by the full orchestra for each grade Museum, and more. level (parents invited), teacher in-ser- rials for teachers, junior docent Now in its ninth year, Arts in programs, arts classes for teachers, and vices and summer curriculum planning Community Education is funded by opportunities for in-class guest speak- workshops, and a parent newsletter. An grants from the National Endowment ambitious assessment component for the Arts, GE Fund, Harley Davidson ers and artists. Through the annually documents ACE's progress Foundation, Emory T. Clark Family Milwaukee Art Museum's new program and effectiveness in achieving interdis- Foundation, among many others. ğ with Lincoln Center Middle School of the Arts, spaces in the school have been designed as studio and performance spaces for community arts groups. The school studios are "bartered" for artists' school programs. riculum supervisors were presented THE MILWAUKEE Their studios are intermingled with with the equity argument: "If specialists COMMUNITY: INSIDE AND classrooms throughout the school are good for some schools, why aren't building, resulting in artist-student they good for all schools?" OUTSIDE THE SCHOOLS interactions all day, every day – an Today all of Milwaukee's elemen- he Milwaukee community plays a artist residency in the fullest sense. tary schools, in addition to its middle critical and ongoing role from out- and high schools, are served by art and T side the school system (as advocates music specialists. It is noteworthy that and funders) and from inside the sys- the addition of art and music specialists tem (through artist residencies and to the elementary level was accom- program partnerships). MPS is develop- plished during the same time that ing new partnerships all the time. Two much of the authority to establish edu- stand out: the Milwaukee Symphony's cational programs was being transferred ACE program (see sidebar) and the dis- from the district to individual schools.

Lessons From School Districts That Value ARTS EDUCATION PAGE 29 classroom – to lasting effect. Daily, the Pairing the arts and technology A Case Study: district reaps the benefit of its partner- as "agents of change" is a strategy born ship with parents and grandparents of the well-tended connections to busi- REDONDO BEACH (CA) who provide experiential arts educa- ness and county leaders of the late Factors Statistics tion at the elementary level. This superintendent of Redondo Beach, Dr. The Community√ Schools (Total): 12 volunteer effort has become institution- Beverly Rohrer. A strong, vocal mem- The Superintendent√ Students (Total): 7,255 A Cadre of Principals√ Per Pupil: $4,800 alized as the Hands on Art program. ber of Arts Tech 100, a national arts Parent/Public Relations√ Arts Teachers (Total): 47 Recently, new partnerships have advocacy group of businesses, National, State, Other begun shaping Redondo Beach's identi- organizations, educators, arts patrons, Outside Forces√ Continuous Improvement√ ty into a school system concerned with and others, she served on the arts through the electronic media. California Department of Education THE LOCAL CONTEXT With this strategy, Redondo is answer- Superintendent’s Task Force on the ing the L.A. County Office of Visual and Performing Arts. The list ne of three adjacent middle- Education's call for content and estab- below of Redondo's technology/arts Oincome "beach towns" south of Los lishing a 21st century vision for itself initiatives – many of which have been Angeles International Airport and sep- by developing partnerships and secur- underwritten by businesses – is testa- arate spiritually if not physically from ing grants that support and advance ment to her vision and commitment L.A., Redondo Beach is, in many ways, the integration of arts and technology. to the Redondo Beach community and a community caught in the middle. its children's futures. Economically, an educator points out, A SUPERINTENDENT'S VISION we're "not rich enough to afford every- COLLECTIVE IMPACT thing we need in education" – unlike FOR HER DISTRICT'S 21ST extremely well-to-do neighbors – but CENTURY PARTNERSHIP: mong the initiatives above, this study's team of researchers, who "not disadvantaged enough to qualify ARTS AND TECHNOLOGY A for grant assistance"– unlike other spent several days in Redondo Beach, neighboring communities. On aver- t is not surprising that given the found a handful of rare gems and a age, a Redondo family has an income I proximity of Los Angeles, numerous few that were more common. But the of $48,000. The impact of immigration technology-based corporations, and most important discovery was the col- is beginning to be felt, and the num- the Hollywood film industry that there lective impact of innovative work and ber of Spanish-speaking families is on is high demand in the region for stu- the overall elevation of the level of the rise. Of the 7,255 students in dents prepared to pursue careers in the learning and access to opportunity in Redondo Beach Unified School arts and entertainment. Redondo this school district. District, 38 percent are nonwhite; 8 Beach decided to seize the day and During the researchers' visit, percent live below the poverty line. take community involvement to the Redondo Beach high school students Redondo Beach Unified School "next level." were engaged in the Interstate Musical District – until recently a K-8 district with a separate high school district – is a small system: one high school, one Initiative Partner Description continuation high school, two middle ArtsEDNet, L.A. Cultural Getty Education Institute District teachers trained in schools, and eight elementary schools. Arts Collaborative Arts for the Arts Discipline-Based Arts Education Historically, the school board has Project develop technology components voted to sustain the arts - with just and K-6 lessons for arts web one major cut of the strings program sites under development. during a hard budget time. This com- Boardwalk Art: Linking City of Redondo Beach K-16 students will use electronic mitment has not been easy to sustain Arts, Culture and communication to organize arts in California, ever since Proposition 13 Community events involving the community. was passed more than a decade ago Futures Academy TRW, GTE, Cal State, To train teachers and communi- and made funding arts education diffi- Dominguez Hills, NASA, ties in South Bay in integration cult. But Redondo Beach also has a Apple Computer, AT&T of technology in educational reform. history of capitalizing on its opportunities. From the early days of its arts CAD/Graphics Lab Teacher donation Mac Lab for district graphic arts education renewal, Redondo Beach donated by families of two instructors. Unified School District has found partners to help the district create and Center for Excellence in Los Angeles County District to provide county sustain its arts education programs. Fine Arts Schools - Office of schools with assistance in inte- Superintendent, AT&T gration of arts into curricula The City of Redondo Beach and using technology. its recreation department, for example, assisted the district in developing Student-managed GTE, Cisco, City of Computer network established BeachNet housing Arts Redondo Beach, Sun and run by students, serves 14 a K-6 vocal music instruction pro- KnowledgeNet™ MicroComputers districts sites, city government, gram. Los Angeles' Getty Education and all teachers and students; Institute for the Arts provided houses online collection of arts teacher/administrator workshops that resources, including a teacher area of arts standards, lessons, proved particularly effective in creat- assessments. ing value and interest for integrating art production and analysis within the

PAGE 30 Principals, Parents, School Board Members: Providing a Firm Foundation for Innovation

Redondo Beach did not venture into col- trator time to training – even though there With the steel drum band a popular hit on laborations with high-tech firms and are pressures to offer only math and read- the football field and the district taking Hollywood without prior experience with ing – is that they have seen firsthand the over support for the vocal music program partnerships and strong support at home. successes of thematic learning. from the city partnership, the music pro- Former and current school board mem- gram is gaining strength. However, music bers, parents and grandparents, and Every principal has a different story to tell: teachers do not yet find sufficient principals have woven a sort of safety net One middle school principal used to resources and colleagues to feel fully sup- for arts education as the district explores dance with the San Francisco Ballet. The ported. Although Redondo elementary the arts and technology connection. principal of the continuation high school classroom teachers feel they are able to said art and madrigal singing were impor- fully integrate the visual arts, they are still Principals as Partners tant parts of her own childhood looking for ways to expand music. education; dance was her college minor. Redondo's emerging vision for the arts Parents as Arts Teachers and technology stems in part from long- The principal of Tulita Elementary standing policies and programs aimed at declared, "Art is a powerful connecting Parent involvement in the arts education providing "a comprehensive arts educa- piece." Because integrating arts into other at the elementary level has become insti- tion program (which) includes a written, subjects helps her teachers make connec- tutionalized in a program called Hands on sequential curriculum in music and the tions with Redondo's large population of Art. This grassroots program trains parent visual arts" (July 6, 1993 board policy students with disabilities, she found ways volunteers to make projects with a variety 6142.6). The teacher/administrator work- to support arts education through Title 1 of visual arts materials. shops of Los Angeles' Getty Education money. Yet another principal had been Institute for the Arts have been particular- transformed by a fingerpainting workshop The chairman of the program, Marilyn ly effective in creating a value and interest for administrators. Scara, speaks about the attention to qual- for integrating art production and analysis ity in parent-training – to the extent of within the classroom. Each Redondo Beach principal in his or ordering special brushes from overseas her own way has a place for the arts – in and securing donations of rice paper for Principals such as Dr. Jeffrey Bordofsky of personal life as well as in school. It is an Asian art project. Training is ongoing, Washington School still speak about their this openness of the "gatekeepers" that and the parents enter into a long-term Getty training, although it may have taken helps arts education find its way into relationship with one or more elementary place more than a decade ago. (Bordofsky Redondo Beach classrooms in many dif- classes with their children and teach visu- recently chose to save art classes and ferent manners. al arts experiences for a project a month. space during the classroom reduction movement by consolidating other support A Board Member's Music Stand This program has been in place for years, areas.) Although the funds from its early with parents and grandparents taking the Music has a strong board of education opportunity to develop a visual arts inter- Getty partnership have run out, Redondo advocate in former president Valerie Beach maintains an art mentor position, est or even background and assist in their Dombrowski. Her son, who has disabilities, own child’s education. One grandmother held by Elsie Shigeta, to continue to train found a niche in his Redondo schooling educators in using Discipline-Based Arts volunteer has followed her four grandchil- and in life through music. "I want to bring dren over eight years of their schooling. Education (DBAE). The reason principals back the string orchestra first," she says. are willing to devote teacher and adminis- ğ

Theatre Project, an ambitious and In the process, the students learn project, they responded overwhelm- complex undertaking that linked three from and with each other. One ingly, "It’s ours!" "It’s our baby." "We other high schools – one in Texas, Redondo senior and a pre-eminent made this." "We worked hard. Northern California, and Illinois – MIDI musical composer (the school Collaboration isn’t easy, but I can see with Redondo. The 40 or so Redondo consults with him in development of the light at the end of the tunnel!" students in the project talked at MIDI classes) proudly shared with the Simultaneously, in the three length and in detail about the chal- researchers the promotional video of other communities, classes were gear- lenges of collaborating creatively the production, which included a few ing up, casting parts, making their across time and land barriers. They bars of the song he was composing. "It contributions to the collaborative orig- described how they were video confer- works, it really works, it’s going to be inal production which was to receive encing the far-flung classes in order to great!" he exclaimed. His fellow stu- its premiere performance in Redondo brainstorm. E-mail and online chats dents warmly received this newest a month later. Deborah Johns and Paul were their avenues for jointly crafting creation. Soon after, the black box Collette, the theater instructional team the plot and script. Through ongoing theater hummed with the expectant behind the initiative, confided that the e-mail discussions, they jointly work energy of auditioning. It was clear endeavor had been more difficult than with students from Texas. The students who the writers were as they nodded they had originally imagined. It was employed MIDI technology to com- their heads approvingly, listening to also proving more rewarding. pose music, share and critique scores. first interpretations. The time and overtime this They found ways to adapt a time-hon- What Redondo students were group of Redondo students and teach- ored tradition of creative collaboration learning was the basics of creation, ers were putting into the interactive using the tools of the future. criticism, and performance. How have production seemed to be nothing in But – this part is important – it they learned it? Interactively with stu- comparison to their belief in the pro- was not about the tools. It was about dents from around the country, using ject and in themselves: They were the play, the give and take, meeting the tools technology has to offer. breaking new ground and changing deadlines, surpassing boundaries, and When we asked the group of students the face of learning. glimpsing success. why they cared so much about this continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 31 As in every new venture, there Bringing Adult Education into the are risks: The district may discover its Schools Brings Good Things to Art varied approach makes it more difficult for students to systematically he Redondo district collaborates with its neighboring beach districts to build certain skills as defined by the T offer evening classes at the South Bay Adult School on school grounds. traditional fine arts K-12 curriculum. Classes range from Basic Skills and Parent Education to Crafts & Decorative At the same time, there may be gains: Arts, Fine Arts & Music, and Communication. Basic skills classes such as a town meeting full of business people English as a Second Language considered a "mandated" class can be who are partners for technology first, but also for the arts; a license to offered free to the public. Adults are charged a fee for arts courses. The experiment; students interested, excit- presence of this after-hours arts education on school grounds benefits the ed, and skilled in doing creative things K-12 students in a number of ways: with technology; and access to ½ Shared Resources: Interest from the adult education TV Production resources for the arts that might not be Workshop, for example, led to an increased demand for equipment, and available any other way. the eventual acquisition of a video production studio now shared with the EADERSHIP HALLENGE Redondo high school students. A L C ½ Shared Personnel: The assistant principal of the Adult School also spear- here is another challenge Redondo Beach faces – a challenge every heads development of Redondo High School’s Center for the T school district faces at one time or Advancement of Art and Entertainment (CAAE). Her talents as an admin- another: change in leadership. istrator help spread her value of the arts within the district structure and to Redondo's present and future leaders the community at large. must build upon the strengths of con- ½ New Arts Advocates: Many of the students in the adult education classes sensus and value for the arts in seem to be older than parents with school children. These adults without education that Beverly Rohrer helped children speak highly of their arts experiences and their communities. the community develop. Individuals who value the arts are ripe for mobilizing in support of the arts in local schools. ğ

A Case Study: VANCOUVER (WA) DISCOVERING WHAT WORKS A NEW TRACK FOR Factors Statistics ot every endeavor succeeds equal- ARTS AND TECHNOLOGY The Community√ Schools (Total): 33 √ Nly well. Redondo's Discovery Lab, eachers, administrators, and stu- The School Board Students (Total): 19,000 for example, was established as "a The Superintendent√ Per Pupil: $6,043 T dents in Redondo Beach have all District Arts Coordinator(s)√ Arts Teachers (Total): 129 career-to-work modular lab based upon played a role in the development of a A Cadre of Principals√ Dr. Howard Gardner’s theory of seven Parent/Public Relations√ new track within Redondo Union High √ intelligences." The lab provides stu- Opportunities for Higher Levels of Achievement Schools called the Center for the Planning√ dents with tools to help create and Advancement of Art and Entertainment Continuous Improvement√ manipulate graphics, write interactive (CAAE). It is designed to offer special- screen plays, and aurally compose ized study in film, computer graphics THE LOCAL CONTEXT music. Students interface with com- and art, computer-aided design and ani- ancouver, Washington – a suburb puters and their ideas, but not mation, musical theater, MIDI music, of Portland, Oregon, and not to be necessarily with each other or the V CD production, and broadcasting, confused with Vancouver, British teacher. Using Gardner's intelligences among other areas. In each area of Columbia – was once a thriving ship- model, the Discovery Lab program is study, students are expected to meet building center. Some 70,000 ship missing the kinesthetic (movement) standards in "Artistic Perception, workers built 80 ships here during and interpersonal (person-to-person Creative Expression, Historical and World War II. But in 1989, scores of communication) intelligences. Cultural Context, and Aesthetic manufacturing plants closed, and Students working with the lab are Valuing" to complete a specialization. 15,000 high-wage, mostly union jobs learning important skills for the 21st disappeared. As a result, Vancouver century. The question is whether they AN ELEMENT OF RISK family incomes plummeted. The aver- are acquiring an education in the arts. age household's income loss – real, not The challenge for Redondo Beach n the face of the financial challenges adjusted – was $5,000 over the previ- – and, in the future, for thousands of Ipresented by the State of California, ous decade's income. Consequently, school districts across America – is Redondo’s strategy is to merge arts the number of students receiving free learning how to connect the arts to with technology, then turn the district and reduced lunch skyrocketed from new media while still teaching the into a resource for others. No other 12 to 49 percent. Adding to the local basics of the original artistic disciplines. district visited by the study's researchers demonstrated such an economic troubles, the Vancouver entrepreneurial spirit, with a portfolio school district faced the need to repair of "proprietary" ideas ready to market. at least 27 older school buildings.

PAGE 32 Curiously, it was the need to • Consensus Leads to Strategic Goals address facility rehabilitation that and District Reorganization How Business Sees Arts and sparked Vancouver's educational With consensus of vision developing Academics in Vancouver reform and, in turn, spurred the com- among the community, the school munity's economic revitalization. Hewlett-Packard, the largest board, and the superintendent, employer in Clark County, has a Vancouver began shaping these spe- Community Action Plan with five HOW VANCOUVER ACHIEVED cific, measurable, achievable goals: platforms, two of which are K-12 CONSENSUS OF VISION Education and Arts and Culture. 1. Revitalization of the Curriculum "We have a real interest in the • The School Board Challenges the 2. Preparation of Staff for the 21st quality of life," said Hewlett- Superintendent Century Packard education representative Doug Sessions. "It directly relates Changes in the Vancouver school 3. Rehabilitation of Facilities to our ability to attract the best system have been directed by its and brightest engineers in the superintendent of 18 years, Dr. James 4. Community Partnerships country." A high school principal Parsley. Yet he is the first to point out The emerging consensus also provid- and long-time member of the community, Sessions was hired away to that the call for education reform ed a foundation for the kind of connect the culture of work and the came not from him but from the sweeping administrative changes culture of education and "translate Vancouver Board of Education. It that would be needed to implement messages between them." was 1989, and Dr. Parsley had just Vancouver's vision. Visiting Vancouver's Arts and presented to the school board his In 1990, the district eliminated 24 cen- Academics school, he noted, "The annual report summarizing the previ- interdisciplinary approach to tral office positions and reconstituted ous year's activities and making a instruction, the project-oriented operations. Weekly school board meet- recommendation for facilities repairs. focus, the sense that students are ings moved to alternating agendas: working in teams, collaborating, "I can remember," Jim Parsley Every other week the board meets on and, too, the high expectations in recalled, "my board president taking fiscal matters; at alternate meetings, it terms of the core subject areas, that’s something that comes the report and tossing it across the addresses the strategic plan and moni- through. You know, you don’t have table and saying, 'All it talks about is tors all the systems and roles. to be here very long to see that bricks and mortar. All this talks there’s an ethic of high perfor- The superintendent's role, in particu- about is asphalt and roofs. There's mance. It’s kind of an unusual lar, underwent significant change in no vision in this. There's no direc- place for Hewlett-Packard to look this period. As Dr. Parsley explained, for math and science achievement, tion. There's nothing in here for "I became the 'planner' for the school but the whole package is here. kids. I want and expect a strategic district. Half my time and title was That’s what we want. That’s the plan for the school district.'" way our employees work." moved over into the area of strategic ğ • The Superintendent Connects planning. By my heading up this With the Community effort, we eliminated about 10 layers of bureaucracy between planning Superintendent Parsley met the and the decisions of the board." board's challenge, but not by turning another issue – choice – that helped to focus the arts issue. "All of a sudden," to his staff to write a strategic plan. HOW GOALS WERE SET Instead, he turned to the community said Dr. Parsley, "the arts surfaced not of Vancouver and engaged the citi- AND MET from the point of view of someone zens in developing a plan that would hat would Vancouver have to do saying, 'Oh, I like the arts' or 'I've had belong to them. W to get their children ready for experienced in the arts' but really from the 21st century? This was the ques- looking at the kinds of kids we serve "Our first effort," he told this study's tion that drove the community's and knowing that the light can come team of researchers/reporters, "was to discussions on education reform and on for some kids through the arts. connect with the community on ultimately shaped its four goals. That was an 'Aha!'" coming up with a vision and a mission statement. We had a steering Goal 1: Revitalization of the Goal 2: Staff Development — group of 80 key citizens – parents, Curriculum — "What's important?" Vancouver determined through its business leaders, students, some fac- Vancouver residents asked themselves. planning process that if it were to be ulty, a couple of board members – "What do we want to emphasize, what prepared for the 21st century, then who involved 800 people in a series do we want to preserve, what do we the district needed staff up to the of town hall meetings. It was there want to strengthen?" challenge. that we started making connections According to the superintendent, That decision eventually led to to a broader picture of public educa- initial strategic planning around revi- the commitment of an unprecedented tion. Through parent groups we talization of the curriculum led to $8 million in staff development and started hearing advocates for what some raging debates. the creation of Vancouver's Center for the district would have to do to get One debate involved the role of Leadership, a special staff training and ready for the 21st century. All of a the arts in education. "We had people development center. Last year alone, sudden the lights started to come who were engineers from the high nearly 30,000 people participated in on. Our four critical strategic goals tech companies," he explained, "who its programs. emerged from that process." were saying, 'Wipe out the arts. We Goal 3: Facilities Rehabilitation — don't need them. We need math. We While the school board's response to need this, we need that.'" It was continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 33 Dr. Parsley's original annual report arts magnet school. Deborah Brzoska's technology, the arts are slated to play served to focus attention on the need own vision proved a fine fit with an important role, thanks largely to for a strategic plan, it did not eliminate Vancouver's; she espoused "All the arts Principal Rich Larson's values and the the need to do something about dilapi- for all the students" in elementary opportunity presented by facility dated buildings and the funds to fix school, and she advocated a specialized reform. Skyview's performing facilities them. Given the economic realities of secondary school for the arts as one of are the largest in the town, and local Vancouver and the fact that only 26 the district's "choice" options. arts groups are already scheduling their percent of the voters had school-aged • Elementary Arts for All seasons around its use. children, opposition to two key bond Prior to Deb Brzoska's arrival, Other high schools offer the arts issues was anticipated. Once again, the Vancouver already had an in more traditional ways, such as par- school leaders tapped the 800 commu- "ArtsBlock" firmly in place as part of ticipation in marching bands which nity members who had helped shape the tapestry of education offered to perform competitively and become the Vancouver vision and enlisted their each elementary school student. part of a school's identity along with help in educating the electorate. Brzoska sought to expand and its sports teams. At the Vancouver Meanwhile, educators and par- enhance the program. She helped Personalized Learning Center, where ents "went all over town," said Dr. ensure that "elementary arts" includ- students all have individualized learn- Parsley, "and we brought kids with us. ed dance, visual arts, and music ing programs, there is an ad hoc We met in front of Rotary, and we told taught by specialists by bringing in theater improvisation group that our story. If it was a music story, we had practicing artists/educators trained at formed out of student and teacher kids as part of the presentation. I proba- Stanford, Columbia, and Juilliard. interest, not systemic support. bly spoke to 40 or 50 different service • A Specialized Arts School for OW EACHERS ARENTS clubs," he added. The bond issues Secondary Choice H T , P , passed overwhelmingly – with 70-some At the secondary level, the Vancouver AND ADMINISTRATORS VIEW percent of the voters approving funding community’s demand for "choice" VANCOUVER'S CHANGES for 27 construction projects. shapes the schools. The school dis- How does a community that is trict's vision is for every high school oday in Vancouver, elementary not affluent "buy in" to education to have a focus. Science and technol- T schools give broad-based arts expe- reform of this scope? Jim Parsley cred- ogy, arts and academics, international riences. The middle schools provide its the community's involvement in baccalaureate, and individualized edu- varying levels of experiences with a the strategic initiatives and a hopeful cation plans have already been "wheel of study" designed for exposure vision of the future: "People said, 'I created; health is on its way. and electives ranging from choir to want that dream.'" drama. The high schools also have a For the arts, Brzoska envisioned range of programs, including some Goal 4: Community Partnership — a school fed by the entire K-12 district. very strong traditional music, art, and With the community's backing of the The newly emerging Vancouver School drama. Then there is the Vancouver vision and the funding needed for of Arts and Academics brings together School of Arts and Academics, which facilities in place, school leaders sys- a group of 600 students selected by embraces dance, creative writing, film, tematically began seeking out and interest – not talent – to learn in an and video. The district's challenge is to engaging organizations and individuals arts-centered curriculum. With assis- balance broad exposure and high stan- of substantial means. The district tance from the College Board, the dards with focused opportunities. developed partnerships with locally Getty Education Institute for the Arts, A town meeting with parents, based corporations, such as Hewlett- and a board of community members, students, teachers, school board mem- Packard Company, Inc., and with Brzoska and other educators are creat- bers, and administrators helped this donors, such as Leslie Durst, whose ing a school starting at the sixth grade study's researchers better understand leadership gifts to Vancouver arts edu- with arts teaching and experiences how Vancouver grapples with its new cation stem from her arts-rich truly at the core. direction. There is some tension childhood in New York City. Today, Every staff member – from jani- between teachers who have one foot Vancouver schools benefit from an tors to secretaries, teachers to in the "arts school" and those who do educational foundation which main- administrators – has an arts interest or not. A number of board members tains approximately $1 million in activity. The highly charged educators pointed out that some students still assets, spending interest income on wrangle daily with the evolution of will want the arts in a "balanced envi- children's education needs, from musi- the school and the breadth of its focus. ronment" in which they can also cal instruments for needy students to In the "academic" half of the day, the cheerlead or do sports. (The Arts and travel funds for competitions. School math, science, and language teachers Academics high school takes students district employees' payroll deductions – use their own arts knowledge to teach through a rigorous extra-period school in addition to United Way checkoffs – in an integrated manner. Howard day and does not offer sports.) amount to 25 percent of the founda- Gardner’s theory of "multiple intelli- Everyone agreed that planning tion's annual revenue. gences" is frequently mentioned for change is best. "Start with where regarding the modes of learning and the people are," said one teacher. HOW VANCOUVER their choices of environments. "Build the trust, respect, and leave time MPLEMENTED TS LAN Meanwhile, other high schools I I P to plan." And, Dr. Parsley, added later, in the district offer the arts in others n 1989, Portland's loss was "Deliver on your promises. That builds ways. For example, in the new, archi- I Vancouver's gain when Superintendent credibility with the community." Jim Parsley hired a talented dance educa- tectural award-winning Skyview high tor who had served as head of Portland's school, which focuses on science and

PAGE 34 them without school-age children. Per capita income hovers around $30,000. A Case Study: Food for Thought: Unemployment is low. Housing costs "Communities of Practice" WYOMING (OH) are higher in Wyoming than in other Factors Statistics parts of the region, but many a parent After visiting Wyoming, Ohio, The Community√ Schools (Total): 3 has been willing to pay the price in and Vancouver, Washington, The School Board√ Students (Total): 1,800 order to access the local schools. There Superintendent Paul Williams The Superintendent√ Per Pupil: $6,700 reflected on the "constructivist Continuity in Leadership√ Arts Teachers (Total): 15 are only three schools in this 2.57- District Arts Coordinator(s)√ square-mile district: the elementary nature of these school districts – √ Opportunities for Higher Levels of Achievement school with plus or minus 690 stu- how they have constructed mean- dents, the middle school with 580, ing, purpose, etc. within the values On Thursday, February 5, 1998, it and the high school with 530. of the visionary, leader, or community" and on the role of the arts in snowed steadily for a second day, Just about everyone who lives that process. He sees them as in Wyoming, the researchers learned, resulting in the heaviest snowfall "communities of practice," based seems to be proud of the schools. ever recorded in the Cincinnati, upon the theory and philosophy of People used words and phrases like Etienne Wenger and Jean Lavé Ohio, area. The night before, in "high expectations," "quality," "rigor," presented in their 1991 book "caring," "distinctive," "excellent," and the suburb of Wyoming, Situated Learning (Cambridge Superintendent Ted Knapke had "a sense of mission." It's fair to say that University Press) and more recently canceled school for that day. the character of the community is sub- developed in Wenger's stantially defined by a system-wide Researchers visiting the communi- Communities of Practice: Learning, education program of which the arts Meaning and Identity (Cambridge ty on behalf of the President's are a prized part. University Press, August 1998). Committee on the Arts and the From his readings of Wenger UILDING OMMUNITY Humanities and the Arts B A"C and Lavé and his firsthand obser- Education Partnership figured they OF PRACTICE" vations of arts education in Vancouver, Washington, and would have to reschedule the tudents who grow up in middle and upper middle class homes generally Wyoming, Ohio, Dr. Paul Williams evening town meeting on arts edu- S reflected on the findings. Williams do better than those less advantaged. writes (and cites Wenger): cation. That proved unnecessary: In Wyoming, most students have More than 150 Wyoming citizens advantages that come from the things • A community of practice has drove or walked through falling that money can buy – travel, comput- these elements: joint enterprise, ers, cultural events – and those money negotiated enterprise, account- snow on mostly unplowed streets can't buy – parents who graduated ability, rhythms, local response. and sidewalks to talk with them. from college, who have books in their • Sometimes the community cre- homes, who expect their children to ates the school, and other places hat was it about Wyoming and work hard, and who monitor the chil- the school creates the community. W arts education that would pro- dren's progress. In other communities, schools are duce such a good turnout in such bad In such an environment, how to the principal means for communi- weather? provide equity and opportunity for the ty identification. Dr. Paul Williams, the superin- less advantaged can become the kind tendent of Beachwood (OH) City • Learning is the engine of prac- of challenge that divides communities. tice, and practice is the history Schools and one of the visitors to In this community of practice, of that learning. Wyoming for this study, came to Wyoming's citizens seized upon a believe that the development of arts problem and, in seeking a solution, • Communities of practice are different from task forces and in Wyoming, Ohio – as well as in developed a strategy for all students' working groups. . . . Based on Vancouver, Washington – was through success. When Wyoming school lead- joint learning rather than defined “communities of practice.” (See side- ers observed not long ago that a higher tasks that begin and end, a com- bar, also Vancouver case study.) than average percentage of minority munity of practice takes a while “We found,” he wrote, “that these students were achieving below the rest to come into being, and it can communities practiced advanced arts of the students, they turned to the education. In Wyoming, the arts were linger long after an official group community's black leaders and said, is disbanded. developed within congruent values of "We need your help." Intervention pro- the larger community. The motivation grams soon were developed and • The arts can be an impetus for a came from the parents, grandparents, implemented with the support of min- self-organizing system because and citizens of the district.” isters, civic leaders, parents, teachers, systemic change needs to be Situated on the outskirts of administrators, and students who were bedded in uncertainty and a bit Cincinnati, Wyoming is a landlocked enlisted to help lower-achieving stu- of chaos. community of some 8,000 people and dents. The outcome is, in the words of • The arts permit the teachers to 3,300 households, 60 to 70 percent of one board member, "a bottom end that break rules of stratified thinking. has shifted up." ğ

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Lessons From School Districts That Value ARTS EDUCATION PAGE 35 LEADERSHIP'S CONSENSUS receive a surprisingly high number of series of photographs based on a awards and scholarships for a small dis- theme, develop negatives, make prints, AND CONTINUITY trict. Indeed, it was the success of and mount and bind their pho- he Wyoming school board has Wyoming's visual arts students in tographs in a small handmade book. T found community consensus- regional and national competitions that When these same students begin their building to be a very productive first brought the district to the attention first photography course in the high strategy. The board seeks to know the of the President's Committee. school, they do so with a solid under- collective mind of Wyoming's citizens standing of photography. In high and to work to resolve issues before CREATING A CULTURE school, they use a variety of cameras and printing processes before they they become serious enough to divide OF SUCCESS the community. Its members also take move to the computer where they can an active interest in the courses of uccess is grown in Wyoming. In the manipulate their photographs using study for each school subject, having Sarts programs – where the music digital technology. new curriculum guides, for example, and visual arts are taught in separate Seniors at Wyoming High School presented at special board meetings. courses, and creative writing is integrat- are required to take four academic sub- The actions of the five-person board ed throughout the curriculum – the jects during their final year, and are usually unanimous. quality of teaching and learning begins Advanced Placement art counts as an A sense of stability and continuity at the beginning, in kindergarten, and academic subject. This, according to also comes from the superintendent's continues to build through graduation. high school art instructor Alison office, where the occupants tend to stay Alison Youkilis is the high school Youkilis, is another one of the reasons for a long time. In fact, only eight art instructor/district art coordinator. why bright students are attracted to art. superintendents – averaging 15 and a She explains, "Our elementary art pro- half years' service each – have served in gram has always been in place, and we ADVANCED PLACEMENT'S work at making sure that any and the Wyoming school system since it was WELCOME CHALLENGE founded in 1874. every student feels that he/she can For most of the past 124 years, take art and music classes and be suc- he College Board's Advanced the superintendents have stood firmly cessful. Often, too, our kids are going T Placement program in the visual in support of the arts. Wyoming's cur- all the way, K-12, through our schools. arts has been an important factor in rent superintendent, Ted Knapke, who So our educators are able to build on making the high school studio art is in his third year with the district, each others' work." programs rigorous and substantial. avidly seeks to sustain and enlarge the In grades K-8, 100 percent of the Students, usually seniors (juniors in role of the arts in the education of the students participate in music and the some schools, such as Wyoming High whole child. He is building upon the visual arts. In grades 9-12, nearly 70 School) work for a year to develop a same philosophy that guided his pre- percent of the students elect to partici- body of work consisting of up to 20 decessor, Robert Yearout. "The arts in pate in the arts programs. Every pieces representing a range of media Wyoming are a central part of the total student (K-4) receives at least 60 min- and ideas. program, not an aside," Yearout utes of visual art and 60 minutes of Students' portfolios are judged observed. "I never thought of art and music instruction each week. String each summer at the Educational Testing music as any less vital than any other instruction begins the second half of Service in Princeton, New Jersey. Rated part of the program. One time fourth grade, band and vocal music in on a five-point scale, students who score [because of budget problems] we fifth grade. Middle schoolers are three or above qualify for advanced moved to cut the fourth-grade strings required to receive 100 minutes per placement in colleges and universities. program. The community came down week of visual arts instruction and 125 In other words, if they choose to major on our heads." minutes of music. in art, they are not required to take In high school, the music offer- basic college art courses. STUDENTS' ACHIEVEMENT ings are rich, and the rewards for Approximately half of the students come in the form of scholar- nation's high schools currently offer hat community includes a vitally ships, superior and excellent ratings in Advanced Placement courses. Students Timportant constituency: the students all-state competitions, invitations to in these schools may select from among themselves. More than 90 percent of participate in Cincinnati Junior Strings, 18 subjects – although not all schools Wyoming's high school students go on Cincinnati Youth Symphony, and the offer all subjects. Advanced Placement to college and most of them have been Youth Chorus of the annual May courses are seen as a means to challenge active in the arts. Football players, for Festival. Many have gone on to careers students with rigorous content and example, have been known to march in music; many more have gone forth high standards. Schools are even evalu- with the band at half-time – in their with success as vocational musicians ated according to the percentage of football uniforms. From 75 to 80 music and as future patrons of the arts. students who are permitted to take students – 15 percent of the student The visual arts program serves to Advanced Placement courses and sub- body – willingly return in the evenings illustrate how Wyoming builds its cur- mit their work for examination. for full orchestra rehearsals. Many high riculum from one level and course to One of the AP courses – school students take Advanced Place- another. In the eighth grade, for exam- Photography – is the direct result of ment courses in the arts. In music and ple, Wyoming students begin to learn student interest and initiative. Youkilis visual arts competitions, Wyoming stu- photography starting with a shoe box. explains, "It came from the kids. One dents perform with distinction and They make a pinhole camera, take a

PAGE 36 "The Middle Man" – An Important Principal to Remember

ithout that middle school arts that he and the teachers would gram toward tasks that students Wprogram bridging students' have controlling disgruntled stu- see as benefiting them through elementary and high school studies, dents who didn't want to be in an meaningful applications to their would a school system's arts edu- art museum. lives (and not just fulfilling the wish- cation still be strong and effective? es of parents, teachers, or the So he rejected the visit. Where, for example, would system). It calls for comprehensive, Immediately, the art teacher sent Wyoming be today if middle school issues-based instructional units, him an e-mail message protesting, principal Brandon Cortes had not jointly planned and presented by "You are undercutting everything I met an art teacher who wouldn't teams of teachers representing stand for, everything I have been take "no" for an answer? each subject area. The arts teach- trying to teach." Cortes changed his ers, Cortes noted, play an essential mind and the Art Institute has Brandon Cortes' office displays a role in each of the integrated units – become a regular stop on the reproduction of a painting by something he didn't understand Chicago itinerary. During the 1997- American artist Keith Haring, who very well a few years ago. gained his initial fame by making 98 trip, 60 of the 100 students chalk drawings in New York subway elected to visit the Art Institute. Brandon Cortes' lesson in the arts stations on the kind of black tar- is simple: If school administrators Brandon Cortes is good at listening paper that's used to back empty are to understand the role that the to the views of others. He has creat- poster frames. The principal pur- arts can play in students' lives, they ed an 18-member "Envisioning chased it during a visit to a Haring may have to begin by learning more Committee" composed of parents exhibition in Toronto. about the role the arts play in their and teachers who meet monthly to own lives. Cortes' interest in art and the power ask "Where are we going?" Among ğ of art to educate took root several the issues discussed are curriculum, years ago when one of Wyoming's the climate and culture of the middle school visual arts teachers school, and even a radical proposal asked him to add a visit to the Art to discontinue administering stan- Institute to the itinerary of the annu- dardized tests in favor of authentic al school trip to Chicago. "Why and performance-based assessment would we want to do that?" he procedures developed by teachers. GAINING THE remembered asking her, thinking One outcome of the process is a that students' interest in art would proposal prepared by a teacher to be no greater than his own and ARTS move the school's instructional pro- imagining with horror the problems ADVANTAGE

day the students said to me, 'Why by a Wyoming High School student real task. You get to know these kids can't we have AP Photography like we has received a passing grade. on an emotional level. It's the portfo- have AP Studio Art?' So I went to the The reason so many students lio, the discipline, the rigor, the visual phone and called the AP organization, enjoy the Advanced Placement Art search and the ‘I Search’ paper they and they said that as long as the chil- challenge, explains Youkilis, is that write to explain their portfolios that dren did the required drawings and "Advanced Placement forces high will probably change their lives." For sculpture, then we could do it. So then school students to look at their work many it has. Between 40 to 50 of I had to go back and convince the as a unit rather than just as individual Youkilis' students have become graphic administration to create AP Photogra- pieces. AP means looking for a style, a designers, and 25 to 30 have become phy, and the next year 13 kids signed theme, a direction. AP demands that photographers. Others are filmmakers, up!" you understand what you are saying. fashion designers, art teachers, and The visual arts program at Students write essays about their port- jewelry makers. Wyoming High School ranks very folios; they have to explain why they There is something else the stu- high. In the 1998 graduating class of have undertaken a particular theme. dents get in the AP art courses: a place 90, nearly 19 percent – 17 students – For example, one girl who received a 5 and space in time to think, create, and submitted Advanced Placement art – the highest score – explored the relate. Says Youkilis, "Their art class is portfolios. An additional seven junior- struggles of an anorexic friend, with their oasis in the day. The kids listen year students also submitted portfolios. the friend's permission." to the radio, talk to each other, talk This is an astonishing percentage, As for the teacher, Youkilis feels with us teachers. Either they think I'm more remarkable still in light of the that "you relate to AP students differ- a deaf mute or they are just free fact that every portfolio ever submitted ently because they have undertaken a continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 37 enough to talk around me about arithmetic and reading isn't enough. We need to stress the whole child, the what's on their minds or going on in Looking Ahead: What's the their lives. Sometimes, it puts you on whole package. Some 30 percent of the Connection Between High kids in this country live in poverty: the spot." According to a student, "It's School and Higher Learning like a team - the AP team. And teach- How do you motivate them to do ers really care. They give support for "This is my twenty-fifth year in the reading and writing when their what you want to do." classroom," Alison Youkilis con- schools are the ones that are the first Adds Youkilis, "It's so thrilling to fessed, then quickly added, "I hope to cut the arts whenever costs go up. learn so much from my students. And this is the beginning rather than the And they are the ones who most need the arts, because the arts get the kids to see them learn. But you do have to end. There are universities that involved with school and learning. be willing to walk the kids through the want to work with high schools. AP arts process. I've never had a kid "That's something," Knapke con- Institutions of higher learning could who didn't make it, though, and with cludes, "I would hope legislators and help us open a whole new concept fewer than 500 kids in the school, we other leaders would work to change." have a smaller base to pull from than with computer graphics. We have "It does take money for art to do schools of 3,000 students. We've the children and the interest and happen," adds Alison Youkilis. "In been so lucky with the performance of the expertise. So I've been order to do photography, you have to our children, because other kids see art canvassing and talking with univer- have a camera and photo paper. This students winning contests and the like sities, asking, 'What do you expect gets to one of the most unfortunate and say to themselves, 'There's a chance my students to have in terms of parts of public education: that because that I, too, can perform at that level.'" knowledge and skills when they money is so minimal, we as teachers are afraid to dream and afraid to do it come to you?' We are finding and go and reach the next level." THE REAL WORLD'S something really positive there." ğ Youkilis concluded on a note of CHALLENGES optimism – "If you dream it enough or the Wyoming City Schools and long enough and say it to the right Fdistrict and its arts education people, it happens.” But in her com- departments to maintain their current ments, in Ted Knapke's assessment, and level of performance requires the same Knapke adds, "I'm hopeful and in many citizens' remarks, there is a kind of creativity and discipline that optimistic that the research that's been recognition of the fragility of arts sys- its students demonstrate. conducted in the last 10 years will tems. The Wyoming community Ted Knapke says that one of the help make the case that you can't seems to appreciate that consensus greatest challenges he faces as superin- expect children to do well in the must be maintained with vigilance, tendent is providing the level of ‘basics’ without having the full experi- and that no place is perfect. Wyoming programs and resources needed to ence of education, including the arts. is part of the real world where there is meet the community's expectations If our children are going to be always more to be done. when the tax base isn't high enough involved in using information and to sustain it. "Our income tax base is solving problems, then just teaching high," he says, "but education in Ohio is based heavily on property tax, and in that respect, we're an average dis- “I'm hopeful and trict. We have no malls, no real industry. So we ask our parents to help optimistic that the pay for the extras. Our teachers write research that's been grants. We go to businesses for equipment or help through partnerships. conducted in the We go to the voters for money." Knapke believes that Wyoming last 10 years will is fortunate to have a community that help make the case continues to reach in its pocket to make high quality education possible. that you can't expect But he sees a nationwide problem in the point of view that even without children to do well in adequate funding any community can create a strong school system that the ‘basics’ without includes the arts. having the full "There is a phrase – 'Do more with less' – that unfortunately trans- experience of lates into 'Get rid of the things you don't need.' In a lot of communities education, including GAINING THE what people think they don't need is the arts . . .” the arts." ARTS ADVANTAGE

PAGE 38 Today, the Anchorage School advocacy by community and school SCHOOL DISTRICT District-Alaska Center for the leaders. This sustained support has Performing Arts partnership each year helped to advance full access to the PROFILES offers both arts specialists and class- arts for all students, teacher training, room teachers workshops at which curriculum integration, and the arts artists help teachers explore new ways through technology. to engage youngsters in the classroom. In Ann Arbor, a district that is A Profile: The partnership also provides special especially strong in music education, ANCHORAGE (AK) discounted tickets for teachers to attend the commitment to arts access for all performances and pre- or post-lectures. students may be most evident in the Factors Statistics Teachers who enroll in the pro- fifth grade. All fifth-grade students – The Community √ Schools (Total): 89 gram earn two graduate credits for approximately 1,260 in 1998 – learn National, State, and Other Students (Total): 48,066 Outside Forces √ Per Pupil: $7,788 attending 30 hours of events or one how to play a musical instrument. Arts Teachers (Total): 192 credit for attending 15 hours. Earning Participation in the program for all a “B” grade requires submitting a cer- students is possible because the district ocated near the Matsu Valley and tificate of attendance and a journal of provides instruments and supplies to Lthe Kenai Peninsula, Anchorage is comments and summaries of the all students at no charge. The vast the largest city in Alaska. Its school events attended. For an “A,” teachers majority of students choose to contin- district ranks as the 82nd largest complete the “B” requirements and, ue their music studies, encouraged by school district in the country, and it additionally, create a set of five lesson the district’s 58 music specialists. serves approximately 48,000 students plans (eight for two credits) that incor- Many of the answers to ques- in 89 schools. porates arts activities derived from the tions of access in the Ann Arbor In the past few years, the arts events. The fees are $75 for one district have been provided by com- district has organized 11 community credit, $150 for two. munity partnerships. A cooperative budget committees to review all school For the 1997-98 workshops, outreach tutorial program, which the programs. This practice has led to attended by 68 Anchorage teachers, district funds with the help of a local greater awareness of the district’s strong topics ranged from cowboy poetry, sto- business association, allows many stu- arts programs, and, after the request of ries, and songs for incorporation in dents who could not otherwise afford one committee to cut arts funding, the units on the American West to basic it to receive private lessons throughout superintendent rejected the recommen- rules of improvisation. The pre- and the year from music teachers in the dation while electing to maintain all post-performance events included an community. Scholarships contributed support for arts education. insider’s view of the Anchorage Opera’s by the district annually send more Each year the school district pays winter productions and a review of a than 20 students to the summer all- for release time for about 20 school materials packet for teachers that state program at the Interlochen district employees who play in the accompanies the Symphony’s “Young Center for the Arts. Anchorage Symphony. In return, the People’s Concert” for area fifth graders. Additional scholarship opportu- symphony supplies buses to transport The Anchorage community and nities are made available through the several hundred students to a “Young the schools collaborate in other pro- collaboration of the district and com- People’s Concert” performed during ductive ways. For example, the staff of munity and arts organizations. the school day. a local museum and several district “I live in a single-parent house- For six years, the school district of teachers came together in a curriculum hold; my mom worked as a secretary. Anchorage, Alaska, has worked in part- committee which developed a teacher There was no money to send me to nership with the Alaska Center for the instructional activity packet designed music camp," said an alumna, now a Performing Arts to build a strong coop- to help teachers prepare students for University of Miami music student, erative arts education program largely field trips to the museum’s permanent who once attended Interlochen on an through staff development. That partner- Alaskan exhibit. It supports both the Ann Arbor community scholarship. ship has helped to spawn other initiatives arts and the social studies curricula in “The camp experience left me in awe. in Alaska and to serve as a model for the schools. It pushed me to be a better person." partnerships around the nation. ● Community partnerships have The school district-performing also played a role in shaping better arts arts center collaboration was solidified education – including visual arts, when the two organizations came dance, and music. In-school residen- together to assist the John F. Kennedy A Profile: cies, performances, and master classes Center for the Performing Arts with engage students as active participants. the planning of an arts education- ANN ARBOR (MI) Meanwhile, frequent teacher work- focused Alaskan residency for its National Factors Statistics shops reinforce strategies for applying Symphony Orchestra. Out of that effort The Community√ Schools (Total): 30 the arts throughout the curriculum. Continuity in Leadership√ Students (Total): 15,874 came a National Symphony Orchestra Planning√ Per Pupil: $7,981 Ann Arbor’s music and arts teachers “American Residencies” program, an Continuous Improvement√ Arts Teachers (Total): 106 recently joined forces in the school expanded Kennedy Center Performing district’s “Arts and Technology" course, Arts Centers and Schools: Partners in he Ann Arbor School District – which allows students to explore Education Program, and, in Anchorage, Tlocated in a university town 40 careers in both areas. a continuing program of activities for miles from Detroit – has benefited ● Anchorage teachers. greatly from 20 years of ongoing arts

Lessons From School Districts That Value ARTS EDUCATION PAGE 39 dent performances, we enjoy commu- ATLANTA’S BUSY “MAC" A Profile: nity and professional performances, Atlanta Public Schools' Music Advisory RLINGTON exhibits, and lectures.” Committee (MAC) is composed of 10 A (VA) ● music teachers who represent K-12 Factors Statistics instruction in general music, band, cho- The Community√ Schools (Total): 41 rus, and orchestra proportionately. They The School Board√ Students (Total): 17,568 are invited to participate in the MAC by √ Per Pupil: $9,330 Parent/Public Relations the district music coordinator. Atlanta An Elementary Arts Teachers (Total): 104 A Profile: Foundation√ school leaders say that the group has ATLANTA (GA) opened communications by educating he public school system of Statistics teachers in administrative procedures Factors and limitations and providing them with Arlington, Virginia, a suburb of √ T The School Board Schools (Total): 108 a way to voice their concerns in a timely, Washington, D.C., educates one of the The Superintendent√ Students (Total): 60,208 appropriate, and effective fashion. nation’s most diverse and sophisticated National, State, and Per Pupil: $7,188 Other Outside Forces√ Arts Teachers (Total): 219 The MAC surveys staff for input on issues student populations – 17,500 students Planning√ from around the world speaking 53 dif- both small and large, including funding, staffing, and supplemental pay and brings ferent languages. Students consistently those issues to their meetings. The MAC score well above state and national aver- The Atlanta Public Schools’ discusses the issues and offers sugges- ages on standardized tests. The high board members value the arts, and, tions on how to make improvements. The school graduation rate is 92.5 percent. therefore, they fund the arts. The music coordinator takes these sugges- The Arlington School Board, its Atlanta school district is one the few tions under advisement when developing chairman noted,“understands the ben- in this national study that includes a proposals for the administration and the efits every student receives from the line item and discrete funds allocated Board of Education. arts.” That understanding is clear specifically for arts education. Funds The MAC has provided assistance in throughout the Arlington school sys- specified for arts programs cannot be publishing a music teachers’ handbook tem, where the arts – music, visual arts, diverted to other disciplines. School for the school system, providing specifi- theater, and dance (included in the leaders believe that this approach cations and installation priorities for new physical education curriculum) – are helps protect arts programs from losses music technology, and recommending given full consideration as academic that could threaten basic needs. In a teachers for staff development. It instituted free piano lessons for the district’s disciplines, complete with weekly district in which 80 percent of the stu- employees, making the point that what dents are considered poor, this strategy instructional time of elementary stu- is good for the students is good for their dents in music and the visual arts, has been key to maintaining equal educators, too. certified specialists in each field, staff access to quality arts schooling. In ğ development opportunities, residen- 1997-98, for example, the board allo- cies, special-focus programs, and a cated $1,000,000 beyond the budget comprehensive, sequential curriculum request to refurbish band instruments. that more than meets national stan- District leaders have been equal- new funding for arts education in more dards. In addition, Arlington has ly diligent and creative in seeking than five decades, a new magnet formed numerous community-based support for the arts from Atlanta’s school for arts, science, and technology and arts-organization partnerships. The business community and from uncon- is underway, and national standards for district has partnered with the John F. ventional sources as well. For arts education have been implemented. Kennedy Center for the Performing example, when the Georgia Legislature Arts in that institution’s Performing offered school districts a Special Local ● Arts Centers and Schools program. Option Sales Tax – a one cent sales tax Just as schools have reported in for school construction and renova- this study that arts teachers who prac- tion – wheels started turning. The tice their art contribute to the quality superintendent assessed needs and pre- A Profile: of a district’s arts education, school sented his case to the community, board members who are actively including the need for equipment and BEAUFORT engaged with the arts on a personal or space for music students. The result COUNTY (SC) professional level bring something was community approval to redirect Factors Statistics these funds to instruction. During more to their jobs as well. As a recent A Cadre of Principals√ Schools (Total): 19 board chairperson, Mary Hynes, point- 1997-98, fine arts programs received Opportunities for Higher Students (Total): 15,008 ed out in an awards nomination letter, 2,600,000 new dollars to upgrade pro- Levels of Achievement√ Per Pupil: $4,509 National, State, Other Arts Teachers (Total): 79 “School board members are also active grams over three to five years. Outside Forces√ artists. Libby Garvey plays the piano Benjamin Canada, who is now and sings with a performing group; superintendent of Portland, Oregon, eaufort County Public Schools began Diane Smith is a member of the board public schools and an advisor to this Badvocating for arts education in of the Arlington Arts Center, a profes- study, served as superintendent of 1989 when the district joined the Arts sional gallery; I received my bachelor’s Atlanta from 1993 to 1998. He made in the Basic Curriculum (ABC) Project degree in textiles. All board members articulating the value of the arts to the (see Greenville, SC, case study). In order enjoy school arts events throughout community a fundamental part of his for the district to join the statewide ABC the year. In addition to supporting stu- job. The message was well received: effort, the necessary funding for it had Today Atlanta has the highest level of to be approved by each individual

PAGE 40 school, which had responsibility for site- act.” The mayor is a musician; the to arts education programs in the face based arts funding. governor is a clarinetist. The annual of tightened budgets with the help of The choice to participate made event is so important to the communi- community partnerships, parents’ by the Beaufort schools reflected the ty – helping to define it and provide fund-raising efforts, and joint buying support of both school principals and its cohesion – that a 30-member coor- of arts materials. the community. What’s more, dinating committee meets monthly to ● although private sources have con- plan it. tributed generously to the arts education programs, the schools of Beaufort have chosen not to rely on ABOVE AVERAGE A Profile: this “soft money” to cover the district’s payroll of nearly 80 arts Counselors in each of the high CHARLOTTE - specialists. Instead, the nearly $60,000 schools in Boise, ID, reviewed the MECKLENBURG (NC) records of students involved in school in private funding raised by the com- activities. They found that students Factors Statistics munity is used for “extras” – scholarships, who participated in the orchestra had The Community√ Schools (Total): 130 arts festivals, and special projects. grade point averages and attendance National, State, Other Students (Total): 92,619 The community’s involvement Outside Forces√ Per Pupil: $5,081 records higher than school averages. Planning√ Arts Teachers (Total): 515 with Beaufort County Public Schools includes partnerships with local arts organizations such as the Arts Council ifteen years ago, Charlotte-Mecklen- Boise Independent School of Beaufort County and the Self-Family Fburg, like other districts its size, District spends “upwards of 15 per- Arts Center. The former education pro- faced many competing demands on its cent” of its $133 million general fund gram director of the South Carolina resources and offered limited arts edu- budget on the arts, including salaries, Arts Commission, Jill Warzer, pointed cation to its students. Yet the com- supplies, equipment, busing for special out, “Every performing and presenting munity also had a number of strong field trips and more. This financial organization of note has initiated an arts advocates with a powerful vision commitment supports a high quality educational outreach component of what the arts could do for students. instructional staff (11.5 percent, or 185 which may be as diverse as providing Their vision was grounded in the certified arts teachers, of the district’s artists and ensembles in the schools to shared conviction that the arts play an 1,600 teachers). It provides for the funding scholarship initiatives.” important role in helping children to ● space required for teaching classes in think critically and to find creative visual arts, musical arts, dance and approaches in solving problems. They movement, theater, and creative writ- believed, too, in the role the arts play ing. Boise also makes sure there is in learning across the curriculum. time for the arts: To promote rather Bringing that vision to life, A Profile: than restrict student electives, Boise however, required a plan. So the com- BOISE (ID) has seven-period days plus a “zero” munity’s arts advocates, working with Factors Statistics period class opportunity at many of its the school system’s arts administration secondary schools. The Community√ Schools (Total): 41 and the Arts & Science Council of Continuity in Leadership√ Students (Total): 26,680 In addition, Boise schools make Charlotte and Mecklenburg County, Per Pupil: $4,719 the most of the outreach programs of brought in the Wolf Organization Arts Teachers (Total): 185 the area’s arts organization such as the (now Wolf, Keens and Company) of Idaho Academy of Dance, which offers nce a stop on the Chautauqua cir- Boston as consultants to assist in plan- a 10-week artist-in-residence program cuit, Boise is an example of a place ning. O to four schools each semester. where music took hold at the turn of A number of strategies and activ- the century and continues to play a ● ities contributed to and helped shape vital role in the life of the community the resulting plan. A survey conducted today. by the consultants found “overwhelm- Each year during the first week ing” community support for the arts in in May, this metropolitan community A Profile: education, including endorsement by of approximately 250,000 people, BURLINGTON (WI) 92 percent of respondents for addition- “drops everything and makes music al classroom instruction in the arts. As for itself,” explained Larry Williams, Factors Statistics a result, school arts administrators and The Community√ Schools (Total): 7 local artists began exploring options coordinator of music in the Boise The School Board√ Students (Total): 3,529 Schools. The Superintendent√ Per Pupil: $6,082 together. They articulated a mission “Music Week” in 1998 marked Planning√ Arts Teachers (Total): 24 and goals statement with the aim of the 80th anniversary of this celebra- building a high-quality, comprehen- tion – nine full days of music in the he K-12 school district of sive arts education program that would parks, churches, performance halls, TBurlington, a town just north of be nationally recognized within five and schools. “It permeates all of our the Wisconsin-Illinois state line that is years’ time. institutions at every level,” Williams known for its chocolate factory, serves The Arts & Science Council, noted, “and everyone gets in on the some 3,500 students in seven schools. which funds services for schoolchild- A supportive school board and admin- ren, established a new policy — pro- istration have managed to resist cuts continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 41 posed by the local arts group — that schools through the North Carolina designates arts education as a top prior- Standard Course of Study. The Arts & A Profile: ity. The policy appropriates one-third Science Council also began requiring HARLOTTESVILLE of all new monies raised to support groups seeking grants to specify on the C (VA) educational programs that directly ben- applications how their service would Factors Statistics efit Charlotte-Mecklenburg youth. At a interface with the Standard Course of The Community√ Schools (Total): 9 An Elementary Foundation√ Students (Total): 4,292 time when public funding of the arts Study. In other words, a criteria for Opportunities for Higher Per Pupil: $7,857 was an issue for debate, the Arts & funding became a program’s relevance Levels of Achievement√ Arts Teachers (Total): 26 √ Science Council stepped into the void to the goals set down in the state stan- Continuous Improvement to facilitate and distribute the support dards. Also, multiple, interrelated necessary to keep arts programs in experiences became the norm. (See or more than two decades, the Charlotte-Mecklenburg schools. “The World of Oz.”) FCharlottesville City Schools district The Wolf Organization, mean- The Arts & Science Council also has nurtured an environment for the while, began developing a 10-year plan formed the Cultural Education growth of ever-stronger arts programs designed to integrate arts in the Collaborative, an organization tasked and ever-greater access to them. with the coordination of arts educa- Charlottesville City Schools’ tion activities between the schools and orchestra program, for example, has local arts and science organizations. flourished since the early 1980s — Additionally, the Council has support- growing from eight to nearly 100 members, garnering state and national “The World of Oz” and ed the renovation of an arts facility Other “Great Ideas” in devoted to arts education and the col- awards, playing at the White House Charlotte-Mecklenburg laboration of the schools and com- and state conferences. The choral and munity organizations. band programs also have won student In 1997, Charlotte-Mecklenburg Schools participation and their share of and the Cultural Education Collaborative Local businesses — including awards. The growth of these programs of the Arts & Science Council premiered national banks headquartered in “The World of Oz” as a model for the first Charlotte — have rallied around arts is the result of careful cultivation. To collaboration of their new partnership. education efforts as well. The interest fourth graders in a year-long This literacy-based program connected Education Foundation, which has fifth-grade arts course, Charlottesville social studies, math, communication, sci- received national recognition, provides City Schools created the Fine Arts ence, and the arts in an integrated grants to support new initiatives, such Introduction and Recruitment approach to learning at all grade levels as the formation of a quintet of music Program. Fine arts teachers go into (K-12). Together with sponsors First teachers to perform in the system’s each fourth-grade classroom, some- Union National Bank (which provided schools. In this way, the teachers are times with older students, to describe $100,000 support), the Charlotte City their programs or give hands-on Center Partners, and 15 cultural, arts, recognized as musicians as well as demonstrations of their instruments. and science organizations throughout the instructors. community, the Cultural Education Today Charlotte-Mecklenburg’s In addition, the Charlottesville and Collaborative designed a year-long series long-range planning is manifest in University Symphony Orchestra per- of classroom activities, a curriculum each student’s education. Every ele- forms an annual “Young People’s guide, instructional plans (delivered via mentary student in the district is now Concert” for all fourth graders on the the Internet), and off-site education pro- taught art and music every week by grounds of the University of Virginia. grams and performances for all trained specialists. The district’s stu- With the district’s population Charlotte-Mecklenburg students. dents also may look forward to the representing a wide socio-economic School-based “World of Oz” units were availability of Advanced Placement range, Charlottesville City has made aligned with the Charlotte-Mecklenburg courses in the arts when they reach accessibility a major goal. Over the Schools’ Performance standards. Twelve secondary school. Carefully planned years, Charlottesville City Schools has instructional activities featured an arts and block scheduling has not only stockpiled some 200 good band instru- science focus connected to other subject increased opportunities for offering ments and 100 good orchestra areas, and additional curriculum-based new, specialized courses but also has instruments. The district purchased arts, cultural, and science programs were afforded students a greater ability to these musical instruments with funds brought into the classroom throughout the allocated in the budget. Additionally, year by artists, scientists, and affiliate enroll in programs of their choice. At four or five instruments are donated organizations. In the local community, the high school level, the system as a special museum exhibitions and perfor- whole is moving away from generalist each year. Students are able to rent an mances were offered, and a “yellow brick arts courses into more specific content instrument at $75 per year, with the road” wound through Charlotte’s uptown areas with higher expectations. fee going to the instrument repair bud- Cultural District. ● get. According to Jeff Suling, the fine arts coordinator, “The fee tends to The “Grants for Great Ideas” program make the students take better care of rewards creative curricular thinking through the granting of funds ($25,000 the instruments.” For those who can- annually) for new programs and teacher not afford the rental fee, the $75 is collaboration such as “The Rainbow waived. Similarly, the $10 fee for Connection,” which brings together ele- Charlottesville City Schools’ visual arts mentary school arts teachers to create program is waived for some students. meaningful integrated units. ğ Ethnicity as well as economic need is a consideration in the school district, which attempts to pull students

PAGE 42 “IF YOU BUILD IT . . .” arts venues, scholarship aid, and the “If you build it, they will come” is an axiom that A Profile: purchase of instruments and band does not necessarily hold true for an arts center. CHELMSFORD (MA) uniforms. School councils and parent- All across America well-meaning arts leaders teacher organizations further supplement have built local and regional arts centers only to Factors Statistics arts education needs. A school board wonder where to find audiences to support The Community√ Schools (Total): 7 committed to backing arts initiatives √ Students (Total): 5,512 them. That, in part, is how many an “education The Superintendent A Cadre of Principals√ Per Pupil: $5,500 has influenced the opinions of fellow outreach” program began to help build the next An Elementary Arts Teachers (Total): 31 board members, and both superinten- √ audience. Then there are communities like Foundation dent and principals have teamed to Charlottesville, Virginia. Planning√ provide leadership in restructuring Charlottesville has a fine 1,276-seat Performing or more than 25 years, the Chelmsford’s arts education. Arts Center in Charlottesville High School. This is FChelmsford School District, approx- ● not the standard high school auditorium retrofit- imately 50 miles northwest of Boston, ted for occasional concerts. The Center was built has maintained strong arts education with a separate entrance to provide the feeling of a separate performance venue. The school dis- while struggling against state-level tax tricts’ performing arts groups perform here, to be cuts and funding limitations. Faced A Profile: sure, but so do local, state, national and interna- with extensive budget cuts a decade CHITTENDEN SOUTH (VT) tional performing arts groups, such as the ago, Chelmsford was forced to take a Moscow Ballet. comprehensive approach toward Factors Statistics √ Schools (Total): 6 The school district employs a full-time theater rebuilding its arts education programs. The Community Teachers Who Practice Students (Total): 4,100 manager and assistant to run the theater day to After conducting a survey and review- Their Art√ Per Pupil: $7,800 day, separately from other school facilities, and ing existing programs, the district National, State, Other Arts Teachers (Total): 17 charges for the use of the hall at different rates leaders developed a five-year, system- Outside Forces√ Continuous Improvement√ for various groups. Everyone benefits, particular- wide plan to make curriculum and ly the students. The school system gains schedule changes. he school district of Chittenden revenues, the students gain a great space to The district began to: perform and display their talents, and the com- South — situated south of • reinstate (after a five-year absence) T munity gains a center for the arts as well as a Vermont’s largest city, Burlington — tangible manifestation of the link between the weekly visual art classes in the ele- comprises a number of independent arts and education, school and community, mentary schools, in addition to towns in a largely rural setting. A chal- future artist and future audience. ğ weekly music and choir classes; lenge to the continuity of arts pro- • introduce dance classes for second grams and instruction is posed by the graders with the help of an artist- fact that each of the towns within the of all groups into the arts programs. in-residence grant from the district is run by autonomous, sepa- Charlottesville has found that while all Massachusetts Cultural Council; rate, and independent school boards. ethnic groups take visual arts and vocal • form small music groups of fourth- As a result, although the school district music, fewer minority students partici- grade beginning students who as a whole is making great strides pate in instrumental music. To gain meet once a week; toward proficiency in the arts, each their interest, teachers will visit music • establish a new graduation require- individual town is approaching this classes with minority students for a ment for all high school students goal at a different rate and through hands-on introduction to musical to have 15 fine arts credits by the different methods. instruments to show their realness end of their senior year (beginning Despite the challenges this com- and accessibility. with the class of 2001); plex arrangement presents, Chittenden South has set the goal of a comprehen- In the visual arts, students are • add a high school-level course in sive, sequential, and high-quality arts tested in fourth grade using the same theater. program for all of its students. Placing set of criteria the district uses to identi- At the middle school level, fy students for its “gifted classes.” equal emphasis on the value of music, Chelmsford faced difficulties with arts art, theater, and dance, the district is After a thorough judging process, scheduling. To meet this challenge, those who show visual arts skills are working as a whole to see that each dis- block scheduling was instituted with cipline is represented fully through a offered the opportunity to participate arts schedules completely restructured in a fifth-grade program called district-wide standards committee. Arts into an arts block. Instead of students educators throughout the district consult ArtQuest. Students meet weekly after being taken out of classes to go to school with art teachers and an artist one another on student achievement in music rehearsals, they now have these the context of the Vermont Framework in residence. They develop goals, cri- classes daily, along with other disci- tique their own artwork, and maintain standards document. plines. As a result, the middle school Many teachers use the arts in a portfolio. The program focuses on music programs witnessed a 50 per- creating art, learning new techniques, integrated units, both with and with- cent increase in student participation out assistance from arts instructors, studying the art and art history of vari- and interest. ous cultures, and visiting museums and they collaborate among disciplines The changes have been support- and schools. Music teachers of small and galleries. The district cites two ed by the community. The Chelmsford practices that have contributed to the elementary schools meet regularly, Friends of Music organization, which share ideas, and even plan joint con- success of this effort: (1) all art teach- has provided consistent financial and ers are invited to participate, and (2) certs. The distance between sites in the political support for arts education for district makes it difficult for students students are provided with transporta- many years, sponsors in-school artist tion home. ● visits and residencies, transportation to continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 43 to establish relationships and friend- To determine how best to use ICARE has set forth eight expec- ships in other schools, so such the foundations’ resources, the six tations for individual school/cultural opportunities are of special significance. organizations came together and hired institution partnerships. The partners Instructors at the Charlotte the Boston-based Wolf Organization to are expected to commit to: Central School — aware that past limi- conduct a comprehensive study. The 1. a long-term relationship tations of planning time with teachers consulting group identified and met 2. joint planning and contact time with students cur- with every agency in the county 3. professional development for all tailed diffusion of the arts among involved in the arts and ultimately rec- participants disciplines — are participating in a ommended the creation of a commit- multi-year collaboration between a tee of school district personnel and 4. identification of specific learning local pottery artisan/parent and an art arts group leaders tasked with formu- objectives of all disciplines teacher that is designed to integrate art lating the approach. 5. development of engaging and par- and social studies. Meanwhile, with a salary subsidy ticipatory activities for students Many arts educators in the dis- from one of the foundations, one indi- 6. on-site and school-site programming trict have become leaders in the state, vidual was hired to work in the school developing rubrics and benchmarks in system and another to work with a 7. integration of cultural experiences a five-year, ongoing development of coalition of cultural groups. The objec- into the daily school curriculum assessment techniques. District arts tive: to explore how arts groups could 8. accountability through program teachers and students collaboratively work to meet the needs of the schools. evaluation and student assessment share and critique student work online Visits to Chicago, Milwaukee, and To help partners meet expecta- with artists and other districts through other large school systems with suc- tions, ICARE supports professional a statewide Web project with the cessful arts/schools collaborations development of teachers, artists, par- Vermont Arts Council. Student music proved invaluable. As part of this ini- ents, and administrators. ICARE offers compositions are digitized, artwork is tiative, the Cleveland team established a summer institute on curriculum scanned, and portfolios are retained a link to the Web site of the Chicago development and a series of at least electronically. Student work is also dis- Arts Partnership in Education (CAPE), six workshops on partnership played on school home pages. and they now exchange lesson plans mechanics, student assessment, parent ● and best practices. involvement and other areas relevant The resulting program supported to arts education. by the six foundations is known as After two years of operation, pro- ICARE — for “Initiative for Cultural gram evaluations conducted by ICARE, Arts in Education.” It is administered the 12 schools, and the Wolf by the Cleveland Cultural Coalition, Organization showed improved atten- A Profile: which also raises funds from business- dance at partnership schools. Test CLEVELAND (OH) es and corporations. ICARE’s mission is scores had improved at some sites. And to connect “the resources of the Greater at one school, which services children Factors Statistics Cleveland cultural community to the with behavioral problems, both behav- The Community√ Schools (Total): 119 needs of the Cleveland Public Schools National, State, Other Students (Total): 74,026 ior and attendance have improved. Outside Forces√ Per Pupil: $7,151 in a way that places arts and culture at Expansion of the program to Planning√ Arts Teachers (Total): 257 the center of the school curriculum.” more schools is one clear goal. Such Of the 119 schools in the expansion would require the full ne of the most financially chal- Cleveland system, a dozen are now financial participation of the Cleve- Olenged school districts in the nation, engaged in 11 different partnerships land school district, as well as the Cleveland Public Schools, has succeeded established by this program. The involvement of cultural institutions, in creating a strong and successful basis Cleveland Opera, the Cleveland artists, and parents, to ensure its suc- for arts education through the concerted Museum of Art, Young Audiences of cess and long-term viability. Changes effort of six local foundations. Greater Cleveland, and the Cleveland in the governance of Cleveland Public According to Dr. Richard Boyd, Orchestra are just a few of the local Schools — from state control to the who was serving as superintendent — groups that have helped create and city of Cleveland — are likely to have appointed by the state — in 1995, the integrate lesson plans in the schools. an impact. Also, the ICARE administra- foundations decided to contribute to To participate in the ICARE pro- tors note, as the Cleveland school the systemic improvement of arts edu- gram, a school or an arts group must district moves to site-based manage- cation in the schools rather than submit a proposal based upon a ment, individual schools will receive simply continue to help keep local arts school’s needs. The cultural partner more funds from the district. This new groups viable. The staff at one founda- must make a minimum commitment money could help support arts education questioned, for example, the of five years to the school. Depending tion at those sites. Given ICARE’s efficacy of continuing to spend on the school’s needs, ICARE provides school staff technical assistance in $50,000 a year to send all of the third funding for professional development assessment, accountability, use of com- grade children to a performance of the for arts specialists and classroom teach- munity resources and grant-writing, symphony once a year. “How does ers, the fees of artist/educators from the skills should be in place to enable that change kids in the long run?” outside the school, compensation for arts education to remain viable with- they asked themselves. teacher and artist planning time, and out complete dependency upon ICARE. materials for arts education projects. ●

PAGE 44 In addition to traditional areas A Profile: A Profile: of the arts curriculum — visual arts, LOVIS music, creative writing, theater and C (CA) COEUR D’ALENE dance — video production and graphic Factors Statistics 271 (ID) design are offered at the middle and The Community√ Schools (Total): 32 high school levels, and specialized The Superintendent√ Students (Total): 30,627 Factors Statistics visual arts instruction at the elemen- National, State, Other Per Pupil: $4,084 √ Schools (Total): 14 √ Arts Teachers (Total): 359 The Community Outside Forces The Superintendent√ Students (Total): 8,770 tary level. Integration of the arts Continuity in Leadership√ Per Pupil: $4,121 curriculum into other content areas is Arts Teachers (Total): 34 An Elementary encouraged, particularly at the elemen- he Clovis Unified School District is Foundation√ Tlocated in a growing suburb of Opportunities for Higher tary level, and each school designates a Fresno, California, where change is Levels of Achievement√ line item for arts education in its occurring rapidly as new families move respective budget. Curriculum guides into the district known for its small- resort community overlooking a were developed to involve not just town charm and good schools. Alake of the same name, Coeur staff and administrators in arts educa- Arts education in Clovis schools d’Alene boomed as a center for logging tion, but also members of the has succeeded because of top-down and mining during the 1880s. In the community. support. “My goal is to have every stu- 1990s, it has been building a forward- Community partnerships are dents involved in the arts every day,” looking, technology-integrated program abundant at both the local (Citizens’ says Dr. Walter L. Buster, superinten- of arts education that is firmly rooted Council for the Arts) and state (Idaho dent. His interest is to focus on a in a century-old tradition of support. Commission on the Arts) levels. student’s need for a well-rounded edu- Coeur d’Alene’s arts programs Through active advocacy efforts, grants cation of mind, body, and spirit. A have benefited greatly from a remark- have been received for artist residen- well-rounded education includes study able continuity of staffing. Two cies, innovative programs, musical of the arts. typical examples are the current high instruments, curriculum materials, One of the district’s schools, school band director — only the third choir robes, and technology equip- Valley Oak Elementary, is participating since the late 1920s — and an instruc- ment. Local businesses donate in the Transforming Education Through tor in the high school art program materials that would otherwise be dis- the Arts Challenge, supported by the who only recently retired after 26 carded to the visual arts program: Getty Education Institute for the Arts years of service. Vocal and elementary flooring companies donate discarded and the Annenberg Foundation. Valley music teachers have been added to the tile; printing companies donate cut Oak is one of 36 schools throughout faculty over many years, and the dis- paper, and interior designers give fab- the country that are participating in the trict achieved full-time, elementary ric and wallpaper samples. Parent Challenge. During the first year, teach- through high school music coverage in volunteers assist in the classrooms or ers at the school learned about the 1986. The high quality of instruction with special projects, and they are Discipline-Based Arts Education (DBAE) in Coeur d’Alene has been recognized often the initiators of fund raisers and method of teaching the arts and have at the local, state, and national levels other awareness-building projects. begun integrating the arts across other through numerous awards and invita- The introduction of technology subjects. This one school’s involvement tions to staff to participate in special provides the district with an opportuni- is helping other schools to learn about training opportunities. ty to explore skills necessary for many the whole school change model Dr. David Rawls, superintendent, arts-based careers. Through partner- through district-wide workshops. believes that arts programs must be ships with Adobe and Macromedia, Among the many ways the com- available to all children beginning at teachers have learned to use new munity supports arts in the schools is an early age. He also supports ongoing resources, expanding their own teach- the Clovis Arts Docent program, which arts education for all, as well as deeper, ing to include technology. sends parents and volunteers to visit broader, and more comprehensive This effort has been so successful classrooms weekly to discuss and share opportunities for students as their that individual Coeur d’Alene instruc- history and research about works of skills and talents develop. tors have been selected as Northwest art. The program, in existence for In Coeur d’Alene, all elementary Technology Teacher of the Year. more than 15 years, involves training students take regularly scheduled art Teacher Mike Clabby directed an by art teachers, and sometimes partici- and music classes, and services are also American history class at Lakes Middle pation in DBAE classes. provided to pre-school and special School through a year-long project cul- ● education students. Special choruses minating in the production of a are offered to fourth and fifth graders CD-ROM. Using the advanced software who wish to gain additional singing Director and SoundEdit 15, he broke experience, and all sixth graders are the class into small teams and led stu- exposed to music and art in a series of dents acting as writers, artists, research “exploratory” classes. At the seventh- directors and project directors to grade and high school levels, art and design segments focusing on topics music become elective classes (drama ranging from slavery to the U.S. gov- becomes an elective at the high school ernment. level), while some music classes are ● open to any student who registers and others are open by audition.

Lessons From School Districts That Value ARTS EDUCATION PAGE 45 ue over time. Moreover, there must be A Profile: A Profile: a willingness to constantly evaluate the goals and outcomes of the pro- COLUMBUS (NE) CSD #3 (NY, NY) gram and to work toward positive Factors Statistics Factors Statistics change and program effectiveness. The Community√ Schools (Total): 10 The Community√ Schools (Total): 37 The challenge for CSD #3, the The School Board√ Students (Total): 3,538 An Elementary Students (Total): 15,000 District Arts Per Pupil: $4,855 Foundation√ Per Pupil: $7,863 district’s leadership points out, is in Coordinator(s)√ Arts Teachers (Total): 17 Opportunities for Higher Arts Teachers (Total): 165 institutionalizing these partnerships National, State, Other Levels of Achievement√ and making them part of the fabric of Outside Forces√ National, State, Other Outside Forces√ teaching and learning in this Upper Continuous olumbus, NE, is a small rural town Improvement√ approximately 70 miles west of PARTNERS APLENTY C ven after New York City cut all of its Omaha. The Columbus Public Schools school arts programs in the early Community School District #3 has implemented a Discipline-Based Arts E established partnerships with these 1970s, Community School District #3 Education program more than a institutions and organizations, among (CSD #3) on Manhattan’s Upper West decade ago. Ann Masters, Nebraska others. Funding for the partnerships Side has succeeded in keeping the arts Department of Education, recommend- is provided by a range of sources, alive in its schools. The concerted fund ed the district for this study: including grants obtained by the school raising efforts of district parents has district or by the partnering organization. been one major factor. Another is the • Because of Columbus’ involvement Carnegie Hall (Schools Partnership building of strong, enduring partner- [with DBAE] on a national level, LINK-UP! Program) ships with arts organizations and secondary art educator Jean CUNY Graduate Center institutions. Detlefsen has served on the From its broad and deep experi- 42nd Street Fund National Board of Professional ence with partnerships, CSD #3 offers Lincoln Center Institute Teaching Standards Setting valuable lessons in how to develop Metropolitan Opera Guild Committee and has coordinated and manage external arts education (Creating Original Opera Program) Nebraska’s K-12 Visual and resources. Particularly instructive are Museum of Modern Art Performing Arts Curriculum Frame- the district’s expectations of both the (Visual Thinking Curriculum, or VTC) works Project that was funded by schools and the participating the U.S. Department of Education, Music for the World Foundation institutions. Office of Innovation. New York Philharmonic “We demand a great deal more • Columbus continues to be interest- Studio in a School from these institutions than a short pre- ed in excellence in arts education as packaged residency program that comes Teachers College, Columbia University they begin their work to ensure that and goes within a period of weeks and (including the Creative Arts all high school students receive Laboratory, or CAL) offers little more than an enrichment visual arts education through inte- experience to our students and their Artists in residencies, which also are grating the visual arts into history, teachers,” Shelly Alpert, CSD #3 direc- funded in many different ways, have language arts, and foreign language included: tor of cultural arts wrote in the district’s classes. This curriculum program is report for this study. She elaborated: Alvin Ailey Dance Company supported by an Annenberg-Getty • CSD #3 insists upon ongoing American Ballroom Dance Institute Arts Partnership award which pro- professional development for our Arts Horizons vides staff development, technical pedagogical staff; workshops for par- Ballet Hispanic assistance, and materials to 36 ents, and an ongoing and long-term Bloomingdale House of Music school buildings in the nation. teaching artist presence in the school Blue Heron Theater (20 weeks or more). We expect our Columbus Public Schools’ expe- Chamber Music Society of classroom teachers to become educa- Lincoln Center riences with Discipline-Based Arts ted in the residency discipline and to Education are documented in Brent Children’s Art Carnival take responsibility for teaching, plan- Wilson’s The Quiet Evolution: Changing City Center ning, program implementation, and the Face of Arts Education (1997), pub- Elaine Kaufman Cultural Center integration into other subject areas. If lished by the Getty Education Institute L.E.A.P. a classroom teacher is working with a for the Arts. Metropolitan Museum of Art performance-based program, s/he is ● also responsible for attendance at per- Midori Foundation Residencies formances and exhibits both in school National Dance Institute and at the cultural institution on an New York City Ballet ongoing basis. We have learned that 92nd Street Y Chamber Symphony all members of the school community, Studio Museum in Harlem including the principal, who are Symphony Space C.A.P. afforded the privilege of working with Teachers and Writers Collaborative a particular institution, must make a Western Wind Vocal Ensemble commitment of time, energy, and will- Young Audiences of New York ingness to be educated in order for the ğ program to be effective and to contin-

PAGE 46 West Side community. enhance educators’ efforts to integrate The many arts partnership initia- the arts across the curriculum. Located A Profile: tives of the district are supported by in nearby Easton, Binney & Smith L ORADO the school board, which has consis- became an active partner in the Resica E D #15 (AR) tently approved budgets with major project, which resulted in a formal in- Factors Statistics funding for the partnerships, for the service program. The Community√ Schools (Total): 9 Continuity in Leadership√ Students (Total): 4,800 district’s arts-based schools (The One good collaboration led to Per Pupil: $4,021 Centre School, Wadleigh Alternative another, which was launched two Arts Teachers (Total): 20 Arts Middle School, School for Writing years ago. The second partnership — and Publishing, West Side Academy between Resica and East Stroudsburg he El Dorado School System has a Middle School, and the Special Music University — was initiated by Ttradition of excellence in the arts School of America), and for salaries for Naudascher and Dr. Patricia Pinciotti, a that spans more than 50 years. a full-time arts coordinator and arts professor of education whose grant- The music program holds the staff developer. writing efforts resulted in funding record for longevity. A trophy case in Community Superintendent from Heinz. This collaboration’s focus the high school gymnasium displays Patricia A. Romandetto also supports is ongoing staff development to give awards won by district musical groups the arts education programs and the district’s arts specialists and class- dating back to 1928. El Dorado was would like to see the district’s schools room teachers a knowledge base in arts one of the first school systems in the use the arts as a tool for restructuring. and integration strategies. state to recognize the importance of Parents, meanwhile, demonstrate their Additionally, that collaboration having certified music specialists to support through countless fund raisers has led a project to build students’ teach music classes to elementary stu- and vigorous advocacy. Alpert points inquiry skills. At the start of the year, dents. “Having this very important out that even in New York City, as in the elementary students from Resica foundation,” the district reports, “is so many districts across the country, and college students from East Strouds- one of the factors in the development “It is often parental pressure that has burg University visit the Allentown Art of outstanding programs in the sec- persuaded the district to fund full-time Museum. The purpose of the museum ondary schools.” In addition to its positions in the arts.” visit, Greg Naudascher explains, “is for leadership in hiring, the district was ● the students to learn how to really the first, and for many years the only, look at a piece of art, to interpret a school system in the state to offer work in a systematic way and respond orchestra instruction as part of the cur- in a journal in words and pictures. riculum. The string program was Later, we will use this journal to look instituted in the late 1950s at about at a piece of art and tie what we’ve the same time a community orchestra A Profile: observed into curricular themes, say was formed. AST TROUDSBURG Turner’s work if the theme is oceans. El Dorado Schools’ Thespian E S (PA) In the spring, we plan to return to an Troupe No. 42, granted a charter in Factors Statistics art museum — to the Metropolitan 1936, is active today as it draws upon The Community√ Schools (Total): 7 Museum of Art in New York — which students in grades 9 - 12 who have the The School Board√ Students (Total): 6,164 will give the students an opportunity An Elementary Foundation√ Per Pupil: $5,096 opportunity to take Drama I, II, III, Continuous Improvement√ Arts Teachers (Total): 35 to use the inquiry skills they’ve devel- and IV. A fully equipped “Little oped over the year.” Theater” on the high school campus East Stroudsburg Area School estled in the Pocono Mountains, facilitates student-produced theater District has a consistent curriculum for East Stroudsburg Area School works. Each semester the students pro- N the school system, but each school has District provides a sequentially devel- duce a play which they present to the the freedom to determine how to oped foundation in basic arts educa- district’s elementary and secondary deliver it. The effects of Resica’s explo- tion at the elementary level and offers schools as well as other area high rations in arts-based learning are electives and activities in the visual schools. Students also participate in beginning to be seen elsewhere in the arts, music, and drama from grades 8 individual competitions at the regional district. Says Naudascher, “We’ve cho- through 12. With this firm base and and state level. sen to look at the arts as an important the school board’s continuing financial Although much of the art activi- part of what we do at Resica. We are support of the arts programs, the dis- ty at the elementary level is the work seeing a ripple effect elsewhere in the trict is fertile ground for pilot progams of the classroom teachers, El Dorado district. One thing that’s occurring is in arts education. has a certified arts specialist who works that Howard Gardner’s theory of mul- One such program began six or with children in special arts projects. tiple intelligences is pervading our seven years ago under the guidance of Classes in the middle and high schools schools. So more and more administra- Resica Elementary School principal are taught by certified art teachers. tors and teachers are seeing how the Greg Naudascher and Becky Gorton, The district allocates 3 percent of arts dovetail with that, and they are an early childhood educator at its budget to arts education and provides looking at how to make the arts work Northampton Area Community designated music classrooms in each ele- in their classrooms and schools.” College. Their schools formed one of mentary school, ensemble rehearsal 12 core teams in “Arts as a Way of ● rooms in each secondary school, arts Learning,” a national training program rooms in each middle school, and two developed by Binney & Smith to art rooms in the high school.

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Lessons From School Districts That Value ARTS EDUCATION PAGE 47 The community, which has sup- The purpose of the art and music ported arts education in the district “core” is “sequential development of A Profile: through ongoing advocacy and arts student art/music knowledge, skills, AIRFAX OUNTY organization partnerships, recently insti- and attitudes K-12.” The distinguish- F C (VA) tutionalized its support when a group of ing characteristics of this program Factors Statistics citizens established an educational include a focus on the production of The Community√ Schools (Total): 239 The School Board√ Students (Total): 149,830 endowment. In creating the endow- art, providing a dedicated classroom Planning√ Per Pupil: $7,451 ment, which is dedicated to funding space and time, as well as high expecta- Arts Teachers (Total): 771 innovative programs beyond the scope tions in student performance and of the district’s financial resources, the production. The “integrated arts” pro- airfax County Public Schools (FCPS) founders stated their belief that the fine gram focuses more on exposure and Fserves a sprawling suburban region arts are core subjects. opportunity for multidisciplinary learn- of Virginia across the Potomac River ● ing in a project-focused environment. from Washington, D.C. Once a largely An example of the integrated- rural area, the county began expand- arts program is the whole-school ing rapidly in the early 1970s and program at Coburn Elementary School, 1980s as new business and commercial centers located within its boundaries. A Profile: which serves 850 pre-kindergarten to sixth-grade students. Its integrated These changes brought increased ELMIRA (NY) arts program provides classes in grades wealth and growth to schools and Factors Statistics 2 to 6 with two artists in residence, school programs (including arts educa- The Community√ Schools (Total): 13 one in the fall and one in the spring. tion programs). But as the growth Continuity in Leadership√ Students (Total): 8,270 Each artist has expertise in a culture or slowed in the late 1980s and early An Elementary Per Pupil: $4,758 1990s, school budgets became political Foundation√ Arts Teachers (Total): 51 time period being studied in the social studies curriculum of that grade level. as well as fiscal issues. The aim is also to integrate science, The district is in the fortunate ocated in New York’s Finger Lakes mathematics, and language arts into position of having substantial and Lregion not far from the Pennsylvania the unit. For example, third-grade well-organized community support for border, Elmira is the state’s 16th largest students studying Africa with a resi- arts education, as well as a highly school district, serving more than 8,200 dent artist over a period of two or diverse population that generally rec- students in 13 schools. Although three weeks learn different dances for ognizes the significance of the arts to Elmira’s economy took a downturn in planting, weddings, and hunting. education. Fairfax County students the 1980s with the loss of manufactur- Classroom activities also focus on originate from more than 150 coun- ing jobs, the city is making a comeback learning about African languages, eco- tries and speak more than 100 with recent employment growth. nomics, costumes, and government. different languages and dialects. Some Elmira has a strong history of Students have an opportunity to 93 percent of the district’s graduates go fine arts and boasts a program in place demonstrate their knowledge by on to college. for more than half a century. The exhibiting their work and performing Fairfax County Public Schools’ breadth and depth of the district’s fine in a song-and-dance festival for par- commitment to the arts began in 1964 arts program are rare among small city ents, peers, and community when the district implemented band school districts. It provides a wide representatives. in grades 5 through 12. String pro- range of courses including instrumen- Coburn’s program has received grams in grades 4 through 12 followed, tal and vocal music opportunities and additional funding from the Arts of and choral programs have been in advanced electives in sculpture, oil the Southern Finger Lakes and the place since the 1950s. Elementary gen- painting, photography, and ceramics. New York State Council of the Arts. eral music began in the 1960s, and In a district with 49 percent of its stu- The program serves as a model for the theater arts came into their own when dents receiving free or reduced meals, other eight elementary schools in the separated from English programs in a elective enrollment ranges from 43 to district and has been recognized self-sustaining department. 77 percent of eligible students. statewide as an exemplary program. Beginning in 1985, a new empha- Elmira’s school leaders seek a The Elmira School District also sis was placed on arts education, balanced curriculum of academics, aes- provides opportunities for students to resulting in a significant increase in thetics, and athletics, believing that an participate in summer arts programs. course offerings, staffing, and student appreciation of culture and the arts is The Integrated Arts Summer enrollment. In 1991, the district’s Fine essential to the education of the whole Experience for third graders serves as Arts Office, allying itself with a number person. Their aim is to establish the an immersion experience with a spe- of community leaders, stated the need arts within a cultural and historical cial focus on beginning musical for a “clear vision for the arts, a com- context that conveys both the distinct instruments. The children also study mon agenda.” A public-private nature of each art form and the inter- theater, dance, visual arts, and vocal partnership — the Fairfax Arts relationships among art forms. music in this program, which runs Coalition for Education (FACE) —was The district has developed two daily, three hours a day for six weeks. formed to spearhead an advocacy effort. arts programs with different purposes: Composed of parents, teachers, (1) core curricular arts education and ● students, business leaders, arts organi- (2) arts integration. zations, and other members of the community, FACE meets regularly to further a proactive arts agenda for the

PAGE 48 schools. The heightened awareness students as individuals, acknowledging Fremont County student recently rep- which the organization promotes was their culture, building positive self- resented the state of Wyoming at the critical to curtailing cuts to arts bud- concepts, and instilling and National History Day Competition. gets when the school system faced reinforcing a sense of worth through Elders of the Arapaho and across-the-board cutbacks during 1991- the application of the arts” has been Shoshone tribes, who officiate at reli- 93. The successes of FACE have been key to shaping the Fremont district’s gious ceremonies, offer advice, and attributed in part to the fact that the educational vision. govern the tribe, are among the com- group has represented a philosophy of This arts-centered philosophy munity members involved in this arts education as opposed to individual combines the uniqueness of a tradi- process. Demonstrations of traditional programs or instructors. Therefore, tional culture with the multiple ways arts and crafts, singing, drumming and decisions beneficial to the entire com- of knowing that the arts encourage. dancing are regularly presented to the munity of children have been arrived Native arts experiences are offered at students by community artists. at more easily. all levels and to all students and are A partnership with the Lander The agenda and calendar of FACE embedded in nearly all classes across Valley Medical Center yields a special are set to impact the budgetary deci- the curriculum. Singing, music, dance, annual exhibit of student art, and stu- sions of both the Fairfax County and traditional handcrafts are taught dents from Fremont’s high school School Board and Board of Supervisors, in combination with lessons on sym- (Wyoming Indian) became the first a strategy that has proved effective on bolism and nature studies, and special and only high school students invited a regular basis. Each year from 1992 events such as Native American to exhibit their work in the Main through 1997, the elimination of the Heritage Week and Native American Gallery of the Wyoming State fourth-grade strings program was slot- Day give occasion for district-wide par- Museum. Local businesses present art ted as a budget reduction. In the wake ticipation in traditional celebrations. scholarships for students attending of FACE’s campaign of letters, faxes, Fremont County’s curriculum is and graduating from Wyoming Indian e-mails, telephone calls, and public designed by a district-wide team com- High School, and a local printer pro- advocacy appearances, the proposed posed of board members, education duces calendars illustrated with cut never took place. Attempts to elimi- staff, and members of the community. student artwork and provides them on nate or reduce the elementary art Native American language and culture a complimentary basis to the commu- program also met with such resistance play an inseparable and integrated role nity. from the organization that the pro- in the articulation of all Performance Fremont administrators believe gram not only was retained but grew in Standards, which exist at the school, that “when you, as a district, reach out number of instructors from 75 to 102. district, and national — but not state — to bring the community into your arts As a result of its participation in FACE, levels. The county’s curriculum review education reform, the collaborations are the parent-teacher organization of process is continual, as administrators as varied as the towns in our county.” Fairfax County led the way in promot- strongly believe that becoming “too Districts have emphasized this outreach ing a fine arts graduation requirement comfortable or satisfied can jeopardize as the link that makes their education separate from the practical arts. any successful program or system.” in the arts relevant. ● Illustrated books in native languages are ● published by the district for use in instruction, and Native American language courses are offered alongside other A Profile: languages. Cultural immersion programs A Profile: FREMONT COUNTY 14 at the K-2 level ensure preservation at this critical stage of development. FULTON COUNTY (GA) Given a community that copes (WY) Factors Statistics with unemployment as high as 90 per- Factors Statistics The Community√ Schools (Total): 63 The Community√ Schools (Total): 3 cent, the district seeks outside support The School Board√ Students (Total): 64,649 The Superintendent√ Students (Total): 737 for cross-curricular projects. With the An Elementary Foundation√ Per Pupil: $5,765 National, State, Other Per Pupil: $9,076 assistance of the Bureau of Land Opportunities for Higher Arts Teachers (Total): 260 Outside Forces√ Arts Teachers (Total): 11 Levels of Achievement√ Planning√ Management and the Wyoming State National, State, Other Historic Preservation Office, an archeol- Outside Forces√ Planning√ remont County School District 14 ogy curriculum block was established Continuous Improvement√ F— the only K-12 school district on that integrates the fields of photogra- the Wind River Indian Reservation phy, math, science, and cultural tudents in Fulton County, Georgia, near Ethete, Wyoming — was formed history. A grant to preserve oral tradi- Sbegin their arts learning with a by community members who held a tions and storytelling provides students strong elementary visual arts and vision of educating their children with opportunities to use sound and music foundation, move to an arts while incorporating the Native Amer- video technology to conduct research requirement in sixth through eighth ican culture into the curriculum. With and record cultural events while com- grades, and, in high school, may the dual challenge of education and bining the disciplines of English, social choose from a wide range of arts elec- preservation of culture before them, studies, math, communication, music, tives — visual art, music, dance, Fremont County has relied on the arts art, and photography. The efforts of theater, television and film produc- to meet the needs of its students. students participating in these and sim- tion, graphic communications and Superintendent Lonny Hoffman ilar projects have been recognized at design, and arts and technology. The believes that “paying attention to the the state and national levels, and a continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 49 Fulton district also offers two magnet high schools: (1) the School of Arts A Profile: VOTE “YES” FOR THE ARTS BUDGET and Sciences, with courses such as Glen Ridge Public Schools arts special- music theory, history of the arts, com- GLEN RIDGE (NJ) ists, classroom teachers, and position, conducting, and choreography Factors department heads recognize that work- and (2) the School for Visual and The Community√ The School Board√ Statistics ing together to create a budget Performing Arts, with ballet, jazz band, The Superintendent√ Schools (Total): 5 maximizes the resources available to sculpture, play production and set Continuity in Leadership√ Students (Total): 1,408 them in order to run their programs. design, ceramics, commercial design, A Cadre of Principals√ Per Pupil: $8,716 Parent/Public Relations√ Arts Teachers (Total): 4 The budget process in Glen Ridge and graphic art and printing. An Elementary Foundation√ begins with consensus among the edu- To support these arts-intensive Planning√ cators. Then it moves to administrators √ programs, the district offers staff devel- Continuous Improvement for review — first to the principals of opment courses year-round. To better each school, then to the superinten- serve elementary and middle school len Ridge Public School District has dent, then on to the school board. But students with special needs, Fulton G a 30-year history of support for the here’s where Glen Ridge departs from County employs three adaptive arts arts, an engaged community, and a the ordinary. Instead of a vote on the specialists and three music therapists. school board that supports the arts not budget by the Board of Education, the The Music Education Department, Art only in words but in deeds — hiring a budget is put before the public for a Education Department, and Services for superintendent, Judith Conk, who was vote. This is the point at which commu- Exceptional Children work cooperative- one of the authors of the State Core nity support for arts-based items is ly to schedule and prioritize classes; a Curriculum Content Standards in the crucial — when competition is high for pair of art and music specialists share a Arts and president of the Alliance for the limited resources. Because the public vote provides an opportunity for home-base school where they meet Arts Education/New Jersey. Conk speaks the public’s opinions to be voiced, every Friday as well as periodically with to the importance of: community groups such as the Music other specialists for sharing and plan- • supportive administrative leadership Parents Association organize “get out ning. Ultimately, the therapists are able — “When you sit with a board dur- the vote campaigns” to build support to achieve goals of special education ing budget cutting, it is vital to have for the arts. For the past couple of and life skills in addition to goals of articulate spokespersons who can years, these campaigns have been the regular elementary and middle show how the arts help children suc- successful: The allocation for arts music and art education curriculum. ceed in learning”; education has increased. ğ The community is central to the • teachers with vision who “make a dif- success of arts education in the district. ference in making the case for arts Parents volunteer at school events, support” because they see this is “not organize and support school fundrais- principal became aware of a growing just the battle of art for art’s sake ver- ing and booster club efforts. They also student desire for drama courses, the sus integrating the arts, but about volunteer to share their personal exper- principal found a neighboring high engaging with the arts as a whole”; tise with students in the classroom. school that was willing to provide In advocating the importance of • community involvement and interactive distance learning courses arts education to the community, the partnerships to help the district “allowing students at two different Fulton County district has formed maximize resources. sites to pursue their love of theater.” alliances with many regional business- Glen Ridge parents advocate for A similar solution led to a film pro- es, including Georgia Power Company, their children’s education and roll up duction class. Nations Bank, and the Music and Arts their sleeves to work together in self- The Glen Ridge Board of Center. These businesses have provid- supporting enrichment committees Education nurtures such creative ed support by donating venue space aimed at providing high quality arts thinking and also recognizes achieve- for arts events, providing scholarships experiences and artists in the schools. ment and new ideas from teachers to outstanding arts students, and The Music Parents Association orga- and students at each board meeting’s assisting with fundraising. nized a “get out the vote” campaign “Showcase of Successes.” A teacher of The school board supports arts that was responsible for passing the origami, for instance, taught this art education financially, but this support school budget with increased arts form in the context of the study of goes beyond dollars. Both teachers and funding. Community members with geometry. He demonstrated his tech- students are frequently recognized for special talents find ways to share them niques at a board meeting, and, said achievement in the arts. Moreover, the with the children; Chuck Mangione, Superintendent Conk, “people could Fulton County Board of Education has for example, rehearsed the jazz band see that the arts are grounded in worked for state support of the arts in one of his compositions. An actor many subjects.” through frequent communication and who had performed in “Jesus Christ Art teachers also assign a two- advocacy with the State Board. For Superstar” helped with the high school month sculpture homework project example, Fulton County’s superinten- theater’s summer production. The dent, Stephen Dollinger, testified at a and will visit students at home to community also supports innovation State Board meeting on the need to advise them on their sculpturing. The include fine arts classes in the formula in arts education, among other areas of constant communication among for students who hope to graduate from the curriculum, by providing seed administrators, parents, students, and Georgia high schools with a “College money for research and special projects. teachers serves to further strengthen Preparatory Diploma with Distinction.” There is also ingenuity at work Glen Ridge arts education programs. ● here: For example, when a high school ●

PAGE 50 These components combine into SPECTRA+ line item (40 percent of A Profile: a curriculum that involves art, music, total program funding) in the district’s dance, drama, literary, and media arts. annual budget also aided implementa- HAMILTON (OH) Each school must offer arts instruction tion, as well as assistance from Miami Factors Statistics in music, visual art, dance, and drama University of Ohio and the Ohio Arts The Community√ Schools (Total): 18 at least one hour per week, and class- Council. The School Board√ Students (Total): 10,034 The Superintendent√ Per Pupil: $4,437 room teachers are trained to deliver The Fitton Center for the A Cadre of Principals√ Arts Teachers (Total): 40 academic subjects through the arts by Creative Arts is the principal SPECTRA+ An Elementary teaming and planning with arts teach- player, providing funding, leadership, Foundation√ National, State, Other ers and artists. core values, and beliefs upon which to Outside Forces√ Teachers are required to schedule build the program, as well as the Planning√ Continuous built-in planning time among their “ABCDE” (Arts Basic Center for the Improvement√ peers and arts specialists to enable arts Development of Educators) program of integration activities in content areas. teacher development and training. amilton, located approximately 20 Among the activities yielded by the Through ABCDE, educators are trained Hmiles from Cincinnati, is home to collaborative planning are a project in why and how to transform school one of the nation’s leading efforts to that teaches students to write their culture through the arts. demonstrate the effectiveness of quality own operas, impromptu “sidewalk con- The typical cost of the SPECTRA+ daily arts experiences in the traditional certs” for the community, and the program — including staff professional neighborhood elementary school. The staging of an evening of dinner theater. development, artists-in-residence, arts success of Hamilton’s experimental Local artist-in-residence programs specialists, coordinators, materials and educational program rests with a are an integral part of school activities. equipment, — varies depending on community — school boards, superin- Artists become a part of the school cul- school size and needs, but it begins in tendents, principals, teachers, parents, ture, sharing their creativity with all year one at $15,000 to $20,000, increas- artists, local institutions — willing to grade levels of students and teachers, ing to $40,000 to $60,000 by the year take risks and plan and work together. and filling in the gaps in those instances four. Evaluation costs are an additional Under conducive conditions cre- where certified personnel cannot average of $2,500 or more annually. ated by increased development of arts instruct in underrepresented art forms. Numerous sources of funding are education policy at the national and Residencies are planned in advance ses- tapped: boards of education, state and state levels, the cities of Hamilton and sions to ensure maximum effectiveness. local arts councils and agencies, state neighboring Fairfield resolved during Follow-up frequently takes the form of education agencies, private and corpo- 1990 to map out a Cultural Action Plan teachers electing to repeat what they rate foundations, and individuals. for their schools, beginning at the ele- have learned from the artists. Program effectiveness, student mentary level. Conducted by Burgard Parents are a valuable resource to creativity, teacher/student attitudes, and Associates of Beaufort, North the SPECTRA+ program and sites, serv- academic and thinking skill improve- Carolina, this plan had two immediate ing as mentors, tutors, and classroom ment, attendance, discipline and goals: (1) the construction of a new aides, and supporting school activities school atmosphere are among the areas arts center in Hamilton and (2) the such as “Fine Arts Evenings.” They measured to assess curriculum effec- institution in the Hamilton and also serve on site-based decision-mak- tiveness. The effects of SPECTRA+ have Fairfield schools of a comprehensive ing teams and, joining with members been demonstrated in improved stu- arts education program supported by of the school board, advocate for the dent performance as measured in the that same arts center. The program program and basic arts education at the areas of reading, math comprehension, outlined in the plan called SPECTRA+ local and state level. and creative thinking. (Schools, Parents, Educators, Children, As SPECTRA+ school districts Self-esteem and attendance rates Teachers Rediscover the Arts) was elsewhere have found, student perfor- were also heightened, and students are implemented during the 1991-92 mances before school board members frequent finalists and award winners at school year. Through an application resulted in record turnouts, surpassing the state and national levels. process in 1990, one elementary school attendance of these same parents at These outcomes have heralded in each city (Hamilton and Fairfield) parent-teacher conferences. the expansion of SPECTRA+ in other was selected to become a SPECTRA+ A funding arrangement for school districts across Ohio, in Calif- site. After a year of planning, the pro- SPECTRA+ was created through a part- ornia, and in New York. In the home gram was introduced at each school in nership between the pair of school district of Fairfield, any school can 1992 and later expanded to add two districts and the Hamilton-Fairfield become a SPECTRA+ site, but as the additional sites in Hamilton. Arts Association (which became the program is not “one size fits all,” each SPECTRA+ is a methodology that Fitton Center for the Creative arts school uses the tenets of the program’s places the arts in the daily curriculum when it opened in 1992). The arrange- plan to design a program that suits that as a basic subject. The program has ment allowed the schools to assume individual site. five major components: more funding responsibility as the ● 1. Arts instruction Fitton Center gradually pulled back 2. Arts integration both financially and programmatically 3. Artists in residence during the four-year program evaluation period (1991-94). Funding 4. Professional development for provisions from the Goals 2000: teachers Educate America Act and a separate 5. Evaluation and advocacy

Lessons From School Districts That Value ARTS EDUCATION PAGE 51 “Parents, no matter their socio- the local university for help in provid- A Profile: economic status, love to see their ing staff development for established children succeed and perform,” says teachers. HATTIESBURG (MS) Wallin. “Even if funding is harder to Three important things are hap- Factors Statistics achieve, it takes very little money to pening in Hattiesburg due in part to The Community√ Schools (Total): 9 hang up a child’s art work or highlight these communications efforts and a The Superintendent√ Students (Total): 5,275 A Cadre of Principals√ Per Pupil: $5,170 their achievements at a PTA meeting. high level of community support: National, State, Other Arts Teachers (Total): 30 Arts don’t take formalized systems to 1. The district allocation for arts Outside Forces√ get going. It’s all because parents care education is continuing to for their children.” increase annually. “Theater at Hattiesburg High School was Hattiesburg Public School always more than just putting on a play. It District also finds that access to the 2. The arts were not singled out for involved learning from others and from latest research linking the arts to learn- reductions during the last budget observation; through our travels we always ing and brain development is essential crisis. found innovations that we would not have for educating administrators and 3. A line item has been added to the experienced if we had confined ourselves to teachers about the arts. Therefore, the district budget for visual arts sup- south Mississippi....Most importantly, theater district holds monthly meetings of plies, augmenting site-based has taught me more about myself. Through principals and six meetings of fine arts funding for the arts. it, I have learned my own strengths and teachers each year to meet that objec- ● weaknesses. I have realized my limitations tive. In addition, Hattiesburg turns to and discovered unrecognized possibilities.” — Kyle Robert Jefcoat, alumnus; Graduate Student, Duke University Law School; Former President, Yale Dramatic Association THE SUPERINTENDENT: APPLYING Dr. Gordon Walker, Hattiesburg’s superinten- magine developing a district-wide LIFE’S LESSONS IN THE ARTS dent, has a clear vision for arts education based upon personal conviction. That con- arts education program that: I “The status of the arts in Hattiesburg Public viction stems from a childhood incident: An • ensures sequential music instruction Schools is...a direct reflection of the leader- art teacher criticized his picture of an eagle by certified music specialists for every ship of the superintendent and his and discouraged him from drawing. Today, a student K-6, followed in middle and commitment to educating all children,” similar picture of an eagle drawn by his son high school by opportunities to Penny Wallin, district director of secondary now hangs in his office as a reminder of that progress to bands, choral groups, education, wrote. “The fact is, in a state that childhood experience. Walker recognizes orchestras, and a percussion ensemble; falls woefully short in its support for formal that not all children are the same when it arts education, any focus on the arts has to • provides drama instruction in 40 per- comes to artistic ability, yet it is the school’s have leadership and commitment at the responsibility to see that “all students’ lives cent of its schools; local level to exist and thrive.” are enriched and enhanced through acade- • offers dance courses in middle and mic achievement in the arts.” ğ high school and forms a dance “team” that competes; • expands secondary school visual arts instruction to include ceramics, tex- tile design, video arts, and photography. journalism. Students from the eight Now imagine developing that A Profile: high schools also may elect to partici- program in a community that must ENRICO OUNTY pate in arts classes held at Henrico High meet the unique needs of a culturally H C (VA) School’s Center for the Arts. This pro- diverse student population and in a Factors Statistics gram offers double periods devoted to state where state-level funding for arts The Community√ Schools (Total): 56 the visual arts, dance, musical theater, The School Board√ Students (Total): 39,000 education is virtually nonexistent. The Superintendent√ Per Pupil: $5,672 and drama. How would you meet those An Elementary Foundation√ Arts Teachers (Total): 143 An additional outlet for student challenges? According to Penny Wallin, Opportunities for Higher Levels of Achievement√ artistic expression is the Henrico Public director of secondary education, Schools-run cable station, Channel 36, Hattiesburg Public School District began he best evidence of support for arts which features a variety of programs to address them in the process of devel- Teducation in Henrico County (VA) highlighting the arts in the area. oping a comprehensive strategic plan in Public Schools is the district’s curricu- Support for arts education comes 1994. In that process, Wallin explains, lum, K-12. Elementary students take from several key constituencies, includ- “the community-wide commitment to classes from art and music specialists ing the superintendent, school board arts education was ‘reinvented.’” who serve all 39 elementary schools. members, teachers, business leaders, Funding today comes from a Middle school and high school students and parents, who have come to have variety of sources: partnerships with may study in the fields of music, visual high expectations of the district. (Both local arts councils, local business sup- arts, theater, and creative writing, and Henrico’s Tuckahoe Middle School and port, the Mississippi State University, they may choose among a wide range Douglas S. Freeman High School have and parents. of courses, including barbershop quar- been selected as Blue Ribbon Schools tets, music theory, computer graphics, by the U.S. Department of Education). art history, speech communication, and ●

PAGE 52 visual arts specialists. Soon thereafter, A Profile: a team of university professors, mem- THE JAMES ROUSE THEATER AT bers of the Tampa Museum of Art and WILDE LAKE HIGH SCHOOL HILLSBOROUGH Arts Council staffs, and school district COUNTY (FL) employees developed an elementary Redefining its mission in the early arts curriculum that is still in place 1990s, the Howard County Arts Factors Statistics Council wanted to strengthen its dedi- The Community√ Schools (Total): 174 throughout the system. Today, cation to the schools in Howard The School Board√ Students (Total): 146,389 through a collaboration with the County. With the district's acceptance, Continuity in Leadership√ Per Pupil: $3,505 Tampa Museum of Art, Hillsborough District Arts Arts Teachers (Total): 587 the two groups sat down to figure out Coordinator(s)√ County's arts specialists and regular a way to reach the students as well as classroom teachers readily access cur- the community. The solution was to renovate the auditorium at Wilde Lake n 1973, Hillsborough County – riculum-integrated materials in a Media Resource Center. High School into a state of the art Tampa – had no art museum, no per- teaching facility that also could serve I Art specialists have tended to forming arts center, and just one visual as a community theater. stay with the county schools over the arts elementary teacher. Today, the Home to more than a million people, years. They are constantly motivated community is home to an art museum, Howard County is situated between a performing arts center, and a school to grow: Twice a year there are profes- Baltimore and Washington, D.C. The system with nearly 600 certified visual sional study days in each arts council hoped the renovated auditori- arts and music teachers, visiting artists, discipline, and there are frequent um would appeal to performing arts and professional development program opportunities to participate in profes- groups that often did not have the sional development seminars and financial means to rent theater space for teachers of the arts conducted in Baltimore or Washington. The through the partnering state university. workshops. The district's schoolchild- ren, of course, benefit from the schools, meanwhile, would acquire an The sea change didn't just impeccable arts learning facility and happen. “It took many people who consistency and years of experience. direct access to the performing artists. Educational administrators at all had the same thoughts,” said the first In further discussions, the school dis- levels of the system make sure that visual arts teacher, Joe Testasecca. “Our trict and the arts council identified a attitude was ‘We're going to do it!’” when funding cuts are necessary, all need to form a governing committee Change was first felt in the wind departments take equal cuts. The sup- "to guarantee an appropriate sharing in the early 1970s, around the time port the arts now receive is due to arrangement among the parties and to Testasecca was hired and began look- solid partnerships throughout the maintain the quality of the performing arts space." The committee would be ing for ways to put the arts into the community and consistent advocacy by both district and arts council staffs. made up of representatives of the schools. The visual arts instructor community, the arts, and the Maryland learned of a model in Boston for an ● Department of Education. It also was artists-in-schools program adminis- determined that "priority will be given tered in conjunction with a local arts to arts and educational objectives of council. Fortunately, Tampa had a the Department of Education" fol- small, young arts council, and the lowed by Howard County arts and A Profile: sponsoring organizations. However, community was beginning to take HOWARD COUNTY (MD) an outside management team would steps toward the establishment of a oversee the day-to-day operations of museum and a performing arts center. Factors Statistics the theater, such as contracts, box So Testasecca went to the school The Community√ Schools (Total): 61 office, scheduling, and publicity. Parent/Public Relations√ Students (Total): 40,275 board, explaining the program he want- Opportunities for Higher Per Pupil: $6,100 After studying the costs of constructed to launch, and was granted $15,000 Levels of Achievement√ Arts Teachers (Total): 232 ing a new facility, the two groups in seed money. The resulting program decided it would be far more cost-effi- – Artists-in-the-Schools – continues to ased largely on the district's and cient to renovate the Wilde Lake High be funded by the school board and Bcommunity's belief that the arts are School's theater for a tenth of the cost jointly sponsored by the school board an integral part of a child's learning, the of a new facility. In order to pay for the renovation, the groups relied on a Howard County Public Schools' budget and the county arts council. It has public/private partnership. The public grown to include performances, work- for the arts has been increasing since partners included Howard County, the shops and field trips for children, 1991 at a rate that surpasses the amount State of Maryland, and the National teacher training, curriculum and needed to cover basic costs. As a result, Endowment for the Arts through a resource development. One important Howard County Schools now have: grant to the Howard County Arts factor in maintaining the financial sup- • arts courses that are a standard part Council. The private supporters, both port, Testasecca points out, is regular of the K-12 curriculum; individuals and corporations, include James Rouse and his firm, the Rouse reports to the school board. • visual and musical arts requirements Company, developer of Baltimore's By 1989, with the arts center up for middle school students in grades Inner Harbor, Boston's Fanueil Hall, and running and community support 6 - 8, plus the options of chorus, and Columbia, MD. Rouse personally for the arts in the schools growing, the piano, and band (45 percent of the donated $100,000, although he asked school board voted to put visual arts total school population opts to par- that his gift be kept anonymous until programs in the elementary schools. ticipate in band); the opening of the facility, which he Within four months, the former lone attended with his grandson, actor • a requirement for high school students Edward Norton. arts teacher was directing the recruit- to complete at least one fine arts course ment and training of more than 70 ğ

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Lessons From School Districts That Value ARTS EDUCATION PAGE 53 – theater, dance, music, and visual art them in the arts through the Robert Watkins who, following in the are all offered – for graduation; resources of local arts institutions; arts-committed steps of his predecessor, • additional arts specialists on staff, with ■ Bingham Fine Arts Academy and has established an academy to further the visual arts staff alone growing from the Music Arts Institute - providing enhance arts education in the district. 32 to more than 80 in 10 years. selected students with individual- ● Howard County has sought sup- ized instruction; port from the community as it has ■ Multiple Piano Concert - featuring grown its arts education program. The 120 piano players in concert, many school district publishes a yearly of them from the Independence calendar highlighting student artwork school district; A Profile: as part of its community outreach ■ Telecommunity Center - giving stu- efforts. Most fruitful has been its part- dents access to two computer labs IOWA CITY (IA) nership with the Howard County Arts at Southwestern Bell's community Factors Statistics Council. The arts council has assisted center; National, State, Schools (Total): 22 the district with fund raising and the Other Outside Forces√ Students (Total): 10,445 ■ The Mayor's Christmas Concert and Per Pupil: $3,763 building of a community theater facili- the Truman Concert - offering per- Arts Teachers (Total): 66 ty within the district's Wilde Lake formance opportunities for students. High School (see sidebar.) he Iowa City Community School With nearly 350 musical perfor- District has found that the follow- mances a year and frequent requests T ● ing comprehensive curriculum review of local festivals, foundations, and process has helped the district to meet community sites to feature student state mandates. It also helps school work at exhibitions, festivals, and district leaders keep tab on its progress fund raisers, the students of in arts education. The district shares it Independence's schools are a visible here for the use of other school districts: and active reminder to the commu- A Profile: nity of the value of the district's arts Iowa City Community School District INDEPENDENCE (MO) program. Comprehensive Curriculum Review Factors Statistics • Student Achievement: Appreciation Process The Community√ Schools (Total): 19 and performance both count in The Superintendent√ Students (Total): 11,539 Independence. YEAR ONE Opportunities for Higher Per Pupil: $4,100 Levels of Achievement√ Arts Teachers (Total): 48 Many students demonstrate excep- • Establish the self-study committee; tional talent in the arts, and the chairperson is curricular area district strives to showcase that talent coordinator. ndependence, Missouri, best known for the benefit primarily of the stu- • Select committee members. as the hometown of President I dent but also for the district. Given • Develop a budget and timeline for Harry S Truman, is also recognized the high level of free or reduced Years 1 - 3 that includes funding, today for its district-wide arts educa- lunch participation (the elementary release time, inservice, and text- tion program. According to Assistant average is 41 percent) and the high book/materials purchase. Superintendent Marcia Haskin, there number of adults in the community • Appoint program subcommittees. are three key factors at work: without a high school diploma or a • Sustained support: A comprehensive GED (10,000), showcase and award • Establish program intent. written curriculum and a commit- opportunities enable many students • Document district goals, program ment to coordinators, department to pursue their talents beyond the mission statement, program goals, chairs, and certified art teachers (K- high school setting. Many of the stu- learner outcomes, sequential grade 12) allow the district to have a dents afforded these opportunities level/course curriculum guides. coordinated arts program that focuses now work professionally in the arts. • Survey appropriate populations to on student achievement and devel- Student appreciation of the arts is determine special program issues. ops community involvement. another aspect considered crucial to • Collect evidence and analyze Teachers have the freedom to pursue the overall development of young program effectiveness. innovative grants that link other people. By providing all students • Secure state guidelines, national partners, bring additional resources, with a wide range of arts experiences and state trends/standards, current and integrate with more traditional through such programs as Arts research, available curriculum mat- academic areas. Partners and the Mayor's Christmas erials and alternative curriculum • Community Involvement: Artists, Concert, students learn teamwork framework. arts organizations, public audiences, and audience skills and gain an • Develop a list of key questions that local businesses, and funders partner increased understanding of the arts. need to be addressed to determine with the district's teachers and stu- The district also believes that art program effectiveness. dents for program development as experiences add to overall academic well as performances. This involve- achievement levels. • Submit questions to the curriculum council, administrative council, direc- ment is seen in: In addition to these critical factors of instruction, building faculties. ■ Arts Partners - sequentially intro- tors, Independence has the active ducing students to and involving involvement of its superintendent, Dr. • Revise and edit list of questions.

PAGE 54 • Develop a plan for collection of data • Begin textbook and materials Through this collaboration, the dis- necessary to answer key questions. adoption process. trict's Arts-In-Education budget has • Identify the kinds of information mushroomed from $10,000 to needed to address key questions. YEAR THREE: IMPLEMENTATION $100,000. Among the many projects • Identify appropriate sources of • Continue implementation. the funds support are artist residencies, a film series, a fully integrated dance information. • Complete curriculum writing. program for elementary students, and • Specify methods, procedures, and/or • Finalize textbook selection process. guest artists' workshops. instruments to collect information, • Develop individual building plans Its most recent effort is an inte- and to the extent possible, procedures framework. grated videography class at the high for studying and analyzing the • Schedule and conduct inservice at school. This project brings together information (consider: data base infor- district and building level. Jamestown High School, the Arts mation, student/teacher/others surveys, Council, Time-Warner Cable, the interviews, inventories, summaries). YEAR FOUR: IMPLEMENTATION Education Video Center in New York • Develop ways to store information. AND MONITORING City, and a local videographer in an • Conduct data analysis. • Continue staff development at effort to expand arts offerings and • Complete findings summary. district and building levels. impact the larger system of the high school with a more product-based • Interpret findings and draw conclu- • Monitor implementation. sions regarding program strengths, approach to teaching and learning. • Determine additional curriculum program weaknesses, recommenda- In this semester-long course, stu- writing needs. tions for action. dents work for two hours each day with a team of teachers and communi- YEARS FIVE TO SEVEN: YEAR TWO: ANALYZE EVIDENCE ty resource people to produce video to FORMATIVE EVALUATION AND AND CONDUCT AUDIT be shown on the local cable channel. MONITORING While it is just in the pilot stages, • Submit completed study (intent, • Continue staff development support Guild notes, “the program has real evidence, analysis and findings) to as needed. potential for showing a variety of the curriculum council, administra- expansion opportunities for the arts.” tive council, superintendent, and • Identify corrective actions. board of directors. ● ● • Prepare and conduct audit. • Arrange audit date and team members with state NCA office. A Profile: • Plan audit schedules and other JAMESTOWN (NY) A Profile: activities. JEFFERSON COUNTY (KY) • Disseminate study and audit Factors Statistics information to faculty. The Community√ Schools (Total): 10 Factors Statistics Students (Total): 5,662 The Community√ Schools (Total): 151 • Participate in audit. Per Pupil: $7,522 Students (Total): 96,594 Arts Teachers (Total): 34 • Participate in preliminary audit report. Per Pupil: $5,501 Arts Teachers (Total): 0 • Review and accept final audit report. ocated in Chautauqua County, • Present final audit report to curriculum LNew York, home of the famous he Jefferson County Public Schools council, administrative council, super- Chautauqua Institution, Jamestown Tdistrict, which includes the city of intendent, and board of directors. and the surrounding region come alive Louisville, benefits tremendously from • Develop implementation plans. for eight weeks each summer with its involvement with an organization • Revise self-study and audit findings. student workshops and wonderful known as the Kentucky Cultural • Develop proposal for implementa- opportunities to work and learn with Consortium. Self-described as “a group tion of recommendations to be world-renowned visiting artists and of cultural resource representatives and presented to curriculum council, performers. As Judy Guild, the dis- educators who meet to create, pro- administrative council, superinten- trict's director of professional mote, and review cultural resource dent, and board of directors; proposal development, says, “Our community programs for Kentuckian students,” to include curriculum writing, staff lives, breathes, flourishes, and the Kentucky Cultural Consortium was development, textbook adoption, responds to the arts in such a way as established in 1979 in the hope of timelines, materials adoption, assess- to make you wonder where school and bringing together organizations and ment methods. community divide.” gaining new ideas to benefit students • Present implementation plan to cur- That coming together of school and the entire community. Since riculum council, administrative and community now extends into the then, its membership has swelled to council, superintendent for review. school year. Six years ago, the school more than 50 organizations, and par- • Present implementation plan to district of Jamestown — a relatively ticipation continues to increase. board of directors. poor, small city rich in foundation dol- According to Superintendent lars — and the local arts council joined Stephen Daeschner, the Cultural • Begin implementation. forces and began pooling district funds Consortium provides “educators with • Prioritize curriculum writing and and funds raised by the council from cultural 'recipes’ for creating student evaluation needs for the summer. foundations and corporations. continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 55 activities. [The partnership] enables learning experiences. In Part III, the the district approached her with a pro- our students to sample a wide array of district launched a “First Class” Art posal: The Kettle Moraine school programs and activities.” Because such Resource Library (1997-98) to put key district would commit its resources and a large proportion of the artistic components from the Arts Resource the participation of two of its kinder- resources of the community have con- Collection on the district's “First Class” garten classes to her ongoing study. solidated into one easily accessible computer-networked mail service. The organization, the students of Jefferson “First Class” Art Resource Bank is THE RESEARCH County are introduced to theater, bal- intended to serve as an easily accessi- Morning kindergarten children let, chamber music, opera, and visual ble source of research-supported were introduced to the keyboard art. Some partner organizations create materials for art teachers K-12. through a weekly class and regular activities to supplement the standard Teachers are further educated access to the instrument during free curriculum. For example, the A.P.P.L.E., through a nine-year-old mentoring time. Afternoon kindergarten children Inc. group, a musical theater produc- collaboration designed by the adminis- experienced no change in their pro- tion company, provides teachers with tration and the teachers' union. All gram, which did not include music. lesson plans that coordinate with new teachers hired in this school sys- The morning children were every show they present. Many other tem are provided with a full-time divided into two groups of 10. The groups provide similar tools— study mentor teacher for the purpose of music teacher worked with one group guides, workbooks, etc. – to integrate introducing them to the Kenmore of 10 children on keyboards, the class- their particular programs into the school culture. The mentor and room teacher worked with the other classroom experience. teacher work together for a half day on journal writing. ● per week throughout the school year Both morning and afternoon on performance criteria: use of effec- children were tested before the key- tive instructional techniques and boarding classes began and again at strategies, knowledge of subject matter, the end of the year. A Profile: classroom management, and profes- THE RESEARCH RESULTS KENMORE - TOWN OF sional skills and responsibilities. In the The morning children tested 45 period from 1995 to 1998, nearly a percent higher (measuring speed, accu- TONAWANDA (NY) dozen new art teachers were mentored racy) on tests involving the completion Factors Statistics by a full-time art mentor. of puzzles and the replication of a Planning√ Schools (Total): 13 ● three-dimensional pyramid structure. Continuous Improvement√ Students (Total): 7,358 Per Pupil: $9,191 THE OUTCOME FOR KETTLE MORAINE Arts Teachers (Total): 23 ARTS EDUCATION A Profile: After seeing encouraging results omprising the communities of from the students in the pilot program, CKenmore and the Town of KETTLE MORAINE Kettle Moraine recently made piano Tonawanda, just north of Buffalo, this lessons a requirement for all 1,800 K-6 district along the shores of Lake Erie (WALES, WI) pupils for the 1998-99 school year. The launched a multi-part project in 1996 to Factors Statistics program – 90 minutes per week per stu- assist art teachers in the development of The Community√ Schools (Total): 6 dent – is made possible by private √ curriculum and sharing of ideas. The School Board Students (Total): 4,100 funding from the community, which In Part I of the project, Kenmore National, State, Other Per Pupil: $6,668 Outside Forces√ Arts Teachers (Total): 31 has given the program strong support. undertook the creation of a visual arts Rauscher believes more research resource collection that includes cur- he school district of Kettle Moraine is still needed but notes that piano rent theories and issues in the field of Twas created in 1967 amidst the lessons “certainly will not do any art education, research, lessons, arti- farms, lakes and rolling hills of west- harm.” As Kettle Moraine cles, videos, and other curricular ern Waukesha County, Wisconsin, Superintendent Sarah Jerome told materials to serve as a resource bank nearly 25 miles outside of Milwaukee. Education Week, “The worst that can for art teachers K-12. The collection In a bold and unique initiative, the happen is that kids will learn to play has given art teachers access to new School District of Kettle Moraine the piano,” adding, “It's not the only practices, ideas for implementing arts decided to undergird its commitment thing that we do…but this program education theories, and increased to arts education by funding research. has been nothing but positive.” knowledge of the use of technology in The research was set in motion Not including the teacher's salary, arts education. The resource collection when Kettle Moraine district educators the cost is $2,500 for 10 keyboards, is organized into such topic areas as decided to participate in a study that, in including accessories, per classroom; portfolio assessment, aesthetics, multi- the end, persuaded them that keyboard texts are $20. Schools also need ade- ple intelligences, Arts Propel, instruction not only would enrich their quate space for dividing classes and multiculturalism, art journals and children's souls but also would improve housing keyboard study, so that sound writing in the arts, arts advocacy, inter- their brains and their achievement in will not carry to other classrooms. To disciplinary learning, critical thinking, reading, math, and writing. learn more about the research, the art history, art criticism. Intrigued by the early music lessons, the methods, see this study's In Part II of the project, the dis- learning and brain development Web site for contact information. trict conducted a half-day retreat for research of Dr. Frances Rauscher, who Kettle Moraine's decision to pur- all art teachers to explore new had accepted a post at the nearby sue the Rauscher research project was resources and participate in interactive University of Wisconsin at Oshkosh,

PAGE 56 based upon a solid foundation of pub- The city's hospitals, corporations, the vital, it is crucial for the district to lic confidence built of 60 years of Renaissance Center, and City Hall con- keep pace with the explosive enroll- quality and attention to student sistently display student artwork in ments that have led to continuous achievement, sound fiscal manage- their public spaces. A summer “Fun new school construction. The district ment, and a comprehensive Fest” brings the whole community has numerous challenges to face, educational program. Two elementary together in celebration of the arts. including finding adequate physical schools in Wisconsin won national Kingsport City Schools’ curricu- space, certified and well-trained teach- Blue Ribbon School awards in 1997. lar emphases have long been placed on ers, and the slow pace of funding Both schools are in Kettle Moraine. the visual arts, its full orchestra pro- allocations for specific programs. Each of the four elementary schools gram, and, for the past 20 years, its However, the district's adminis- has at least one music teacher and an theater program. In the last three tration has made a commitment to art teacher assigned to provide 90 years, the district has conducted a cur- strong arts programs and has found minutes per week of instruction to stu- riculum project that makes the arts, ways to find the appropriate staff and dents in both music and art in first notes Davis, “an integral part of our materials to sustain this high level of through fifth grades. All sixth-grade curriculum — as important as every programming. This commitment is students are enrolled in art and music other subject.” exemplified by the district's recent as are three-quarters of the seventh- Both Kingsport teachers and stu- infusion of more than $400,000 to sup- and eighth-grade students. dents have received local, state, and port visual arts instruction for every The Kettle Moraine school board national recognition in a variety of student from kindergarten to eighth is intent on providing a high quality artistic disciplines, including major grade. The district has also been suc- arts education to help prepare students honors for the high school band and cessful in receiving grants from the for “meaningful, fulfilling, productive for its computer art program. Kingsport Arizona Commission on the Arts, lives in an increasingly complex world.” has produced state and regional art Tempe Council on the Arts, and Parent educators of the year and student win- Teacher Group Fund Raising Activities. ● ners in the Pentel Exhibit hosted by teacher Betty Hyder. ● The school system benefits, too, by encouraging its teachers to contin- A Profile: ue to develop their talents as artists. INGSPORT One recent exhibit highlighted the A Profile: K (TN) artwork of four teachers and four Factors Statistics artists: “Four by Four” represented an LARIMER COUNTY- The Community√ Schools (Total): 10 array of visual artwork for the whole The School Board√ Students (Total): 6,196 THOMPSON R-2J (CO) Continuity in Leadership√ Per Pupil: $6,362 community of Kingsport. Factors Statistics Teachers Who Practice Arts Teachers (Total): 36 ● √ The Community√ Schools (Total): 26 Their Art √ Parent/Public Relations√ District Arts Coordinator(s) Students (Total): 13,789 Parent/Public Relations√ Per Pupil: $4,845 Opportunities for Higher Arts Teachers (Total): 64 or more than 50 years, the Levels of Achievement√ Kingsport school district, which National, State, Other Outside F A Profile: Forces√ serves more than 6,000 students in YRENE Planning√ this city in northeastern Tennessee, K 28 Continuous Improvement√ has supported an arts program for (TEMPE, AZ) every educational level, K-12. Factors Statistics arimer County and the Thompson “Everyone believes in the arts as The Community√ Schools (Total): 23 LValley around Loveland, Colorado, part of a balanced education,” says The Superintendent√ Students (Total): 19,184 are home to a school district that over Ruth Davis, the district's community An Elementary Per Pupil: $4,524 three decades has developed a strong Foundation√ Arts Teachers (Total): 78 relations coordinator. The Board of Planning√ K-12 arts education program with the Education has supported schooling in help of an active, financially support- the arts for decades. Teachers in the ocated in Tempe, Arizona, the ive community. At the same time, the district have consistently affirmed the LKyrene Elementary School District 28 district has distinguished itself with key role of the arts in education and is a K-8 system that feeds into a unified outstanding student performance and passed that appreciation on to new regional high school district. Kyrene's leadership in the development of stan- teachers. “We have one current middle arts education program went through a dards for visual arts and music at the school teacher,” Davis adds, “who was series of cutbacks in the 1980s. Over local and state levels. one of the first students to take orches- the past six years, funding support has Although Larimer County is one tra as a subject when she was here. increased enough to reintroduce innov- of the poorer large districts in Colorado, And her teacher is still in the school.” ative arts programs, including a strings it nonetheless has managed to keep There also has been continuity program for students in grades 6 - 8 and staffing steady and arts programs budget- in the support and participation of pilot dance programs in an elementary ed with their own line items. (Additional parents and the community at large. school and middle school. resources obtained from the district's Many parents start their children with Much of the funding increase is many partnerships and community- private tutors in music at a young age. due to “sudden growth” monies that based programs are treated as extra, not are connected to increasing enroll- essential, arts funding.) For years, the ments. Though the funding support is continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 57 district has included an art and/or music work with the Galef Institute and pilot Teachers also were studied over curriculum specialist on every major “Different Ways of Knowing” (DWoK) the three years and were observed to be administrative committee. With a seat at – a research-based professional devel- increasing their use of the visual arts, the table, so to speak, the arts are taken opment initiative for teachers and drama, music, and movement to pro- into account when the district considers administrators with a content-rich mote learning. They spent more time staffing, funding, space, new buildings, interdisciplinary history and social facilitating learning, and they increased graduation requirements, and school-to- studies curriculum that integrates the the time students were engaged in com- career opportunities. visual, literary, and media arts as well as plex creative thinking activities. In fact, In Larimer County, the arts have drama, music, dance, math, and science. in a real world instance of Dr. Arthur made strides in many of these areas. An urban district of six elemen- Greenberg's “Tom Sawyer's fence” theo- All elementary schools now have an tary schools, one middle school, and ry (see profile of New York's CSD #25), art teacher and music teacher on an a second middle school in planning, when other teachers saw how enthusi- approximately half-time basis. (One Lawndale serves some 5,500 students, astic pilot teachers at Anderson School school had been allowed to pilot a 80 percent of whom qualify for free were about the response of their stu- music-and-physical-education-only and reduced lunch. More than 84 per- dents to DWoK and the impact of the program added visual art last year after cent of the students are minority, professional development initiative on pressure from parent groups and the including 51 percent Hispanic, and their own teaching, they wanted to par- school board.) District educators, who more than a third have limited ticipate, too. have been schooled in curriculum English. More than 21 languages are Meanwhile, as participants in mapping, are aligning visual arts cur- spoken by the students. Galef's leadership training seminars, riculum with other subjects in every The district provided an ideal many Lawndale teachers have pro- elementary school. laboratory for testing the power of the gressed to leadership roles and are Meanwhile, at the high school arts as everyday learning tools as well working both outside and inside the level, the district has developed partner- as subjects of learning. The specific district to help more teachers change ships with various community groups. joint mission of the Lawndale district their teaching practices. As a result, Frequent exhibitions and exchange pro- and the Galef Institute was to explore Lawndale is now formulating strategies grams as well as financial support from how the visual and performing arts for creating a professional develop- annual events and a trust fund help might lead to changes in teaching ment center to provide a more formal provide students with opportunities to strategies that, in turn, would lead to way to incorporate the arts into its develop competencies in a wide variety increased student achievement of all year-round curriculum. District leader- of arts-related careers. Hewlett-Packard children in a classroom. ship sees such strategies positioning Company's major donation of both An evaluation study was coordi- the arts in the center of students' computer equipment and training has nated by faculty at the UCLA Graduate emerging literacy and intellectual made it possible for students to learn School of Education and Information growth as well as disciplines of study computer-based graphic design, music Studies. In 1995, the University of in their own right. composition, video production, and California at Los Angeles published the During the first years of the ini- television broadcasting. High school art results of a three-year comparison tiative, grants from the Ahmanson students also may explore teaching by study that documented: Foundation provided a significant leading art classes for elementary chil- • significant gains in vocabulary, com- amount of financial support (about 80 dren at a local art gallery – a program prehension, and other measures of percent). The purpose of these grants established with funds from a grant language arts - about 8 percentile was to enable Lawndale to develop an written by a student artist. The nearby points higher on standardized tests infrastructure to sustain Different state university supports these “student- for each year of participation; Ways of Knowing internally. With this teachers” by giving them advice and • higher student scores on written goal met, the district and schools are opportunities to attend arts education tests of social studies content now responsible for DWoK's imple- methods courses on its campus. knowledge; mentation. ● • higher student grades by about “The early long-term funding one-half grade point for DWoK support of the Ahmanson Foundation participants in comparison to and the Galef Institute,” wrote nonparticipants; Superintendent Joe Condon and A Profile: Assistant Superintendent David • positive correlation between partici- Moorhouse of their arts education ini- AWNDALE pation in Different Ways of L (CA) tiative, “allowed us to put our toes into Knowing and increased cognitive Factors Statistics waters we might never have explored engagement and intrinsic interest The Community√ Schools (Total): 7 with our own limited resources; our The School Board√ Students (Total): 5,489 in the humanities The Superintendent√ Per Pupil: $3,753 explorations convinced us through our National, State, Other Arts Teachers (Total): 1 The continuously rising academ- collaborative work with the Galef √ Outside Forces ic achievement of Lawndale students Institute that we could achieve the aca- has been recognized at state and feder- demic goals of our district, particularly awndale School District, located in al levels. Two years ago, Anderson literacy for a large population of sec- LLos Angeles' South Bay area, began Elementary School was named a Title I ond language learners. We could build its journey into the world of the arts, California Achieving Elementary an interdisciplinary team of leaders school reform, and higher student School, and last year Lawndale's Mark from our schools and district office achievement in 1990 when six teach- Twain Elementary School was selected who would build an infrastructure for ers at Anderson Elementary agreed to as a California Distinguished School.

PAGE 58 continuous learning and growth within more time for the visual arts at the ele- The Friends group subsidizes the our district.” mentary level than the state requires. operating budget with volunteer work Arts education in Lawndale All middle school students take visual (ushering, chaperoning) and some Elementary School District has been arts classes each year, which reflects small financial grants. The arts are also and continues to be championed by the district's as well as state and nation- supported through grants from the the board of education, the superin- al standards. According to Marra, the Lexington Educational Foundation. tendent and other district-level district looks in particular for ways to Funds raised by the Friends of administrators, principals and teachers, integrate the arts into the curriculum. Lexington Music, Art, and Drama partners from the Galef Institute, the Dr. William Torok, superinten- Students are not intended to replace local Optimist Club (which provides dent, joins Marra in supporting a school budgets but to assist with such musical instruments), and parents, vision of integrated curriculum, which one-time expenses as choral risers and who participate in the curriculum with they are implementing through a airbrush compressors at the high school. their children. three-stage curriculum development ● Meanwhile, the Lawndale School process. It is their belief that the arts District has joined the South Bay should be an integral part of every cur- Technology Consortium of districts riculum area K-12. and is using technology as a powerful Within this art- and college-ori- A Profile: tool for expression through the arts. ented community, the school district ● gives back to the community by partici- LIMA (OH) pating in civic activities such as the Factors Statistics annual Lewisburg Festival of the Arts - The Community√ Schools (Total): 14 “You have to make the arts into a civic Continuity in Leadership√ Students (Total): 5,992 Continuous Per Pupil: $4,570 A Profile: project as well as a school project,” Improvement√ Arts Teachers (Total): 34 LEWISBURG (PA) counsels Marra. ● ike most other school systems in Factors Statistics Ohio, the Lima City Schools district The Community√ Schools (Total): 4 L Continuity in Leadership√ Students (Total): 1,847 has provided art and music in some Teachers Who Practice Per Pupil: $8,591 form since its inception. But it was not Their Art√ Arts Teachers (Total): 18 until the mid- to late-1950s, when this An Elementary A Profile: Foundation√ EXINGTON urban district consolidated its high L (MA) school, that art, music, and drama “A strong arts program has flourished Factors Statistics here for more than two decades,” says were established as separate programs, The Community√ Schools (Total): 9 each with a departmental chair. In the the assistant superintendent of An Elementary Students (Total): 5,556 Lewisburg Area School District, Dr. Foundation√ Per Pupil: $6,727 intervening years, Lima's student pop- Patsy Marra. “You don't have to have Arts Teachers (Total): 35 ulation swelled through the 1960s, then money to get started. Interest and moti- began shrinking in the 1970s and 1980s. exington Public Schools views the vation within the school community are Arts programming, however, con- arts as an integral part of every stu- what count.” L tinued to flourish with the support of dent's basic curriculum. The music the community and school board. ewisburg, a rural town 55 miles curriculum, for example, gives every Quietly, Lima City Schools moved into Lnorth of the Pennsylvania state student the opportunity to experience the vanguard of arts curriculum innova- capital of Harrisburg, has had profes- music through a comprehensive, tion, creating a Balanced Comprehensive sional musicians in the central office sequential, longitudinal curriculum Art Curriculum based upon the princi- of the school district for more than 40 taught by music specialists. Students in ples of Discipline-Based Arts Education, years. Marra herself sings with the grades K-4 receive musical instruction moving toward standards in advance of Buffalo Valley Chorus, directs her with a music specialist for 60 minutes the state and national efforts, providing church choir, and plays clarinet for per week. Students in grade 5 receive a professional development opportunities local organizations. “Some of our 45-minute session of instruction and for faculty. teachers,” she adds, “played with participate in a fifth-grade chorus Lima City Schools offers many Jimmy Dorsey and Glenn Miller, and rehearsal for 45 minutes each week. lessons in strong system-wide arts edu- several are now playing in groups all Two major community/parent cation, Three in particular stand out in over the region. A superintendent in organizations help keep the Lexington the program description written by the 1960s had formed our high school Fine and Performing Arts Department Mike Huffman, head of the arts/arts band 20 years earlier; he also had strong. The Citizen Advisory magnet programs: played the oboe in the Bucknell Committee is comprised of members University music department. “And,” of the community who assist the dis- (1) ON TEACHERS WHO PRACTICE she says with pride, “our [visual] arts trict arts coordinator with political and THEIR ART: teaching staff members have even bet- curriculum issues. The Friends of The Lima City School district has ter credentials. We now have the best Lexington Music, Art, and Drama never backed away from hiring pro- artists, musicians, drama coaches, and Students (FOLMADS) is a tax-exempt, fessionals with postgraduate degrees storytellers in the region.” nonprofit organization designed to and experience. However, I think the The Lewisburg board of educa- involve Lexington students and their finer level of quality in our faculty tion demonstrates its support for the families in all aspects of the fine and would be their continued involve- arts in substantive ways. For example, performing arts at all grade levels in the Lewisburg school board allows the Lexington public schools. continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 59 ment and practice in their disci- works of art. It is currently allowing plines. Our music faculty are middle school artists the opportunity A Profile: members of the Lima Symphony to develop components for the gar- IVERPOOL Orchestra, the Lima Concert Band. den that reflect the history of the L (NY) They conduct various choral ensem- area in visual form. Our financial Factors Statistics bles and play in a variety of smaller outlay here was about $500. The School Board√ Schools (Total): 15 National, State, Other Students (Total): 9,030 instrumental ensembles. Art faculty, As noted earlier, our students are Outside Forces√ Per Pupil: $8,333 by and large, continue to exhibit Continuous Arts Teachers (Total): 58 constantly involved in projects that Improvement√ works in area and regional exhibi- provide amplified arts experiences by tions. Our theater arts faculty, as tapping the Lima community. This is he Liverpool Central School well as many of our music and art done not by chance but by design TDistrict (LCSD) encompasses the faculty, are players in Lima's Encore from all facets of the program. It is village of Liverpool and portions of the Theatre and various regional theater innovation aimed at relevance for towns of Clay and Salina just north- productions. Our dance faculty con- students and survival of programs. west of Syracuse. Like many a school tinue to “take class” in areas of district with a solid arts program and For us, community has direct linkage interest and choreograph for com- base of community support, Liverpool to the area of innovation and pro- munity performing groups. A num- nonetheless faced financial problems gramming. How we garner this ber of our arts faculty also sit on in the late 1980s and early 1990s. support, these partnerships is by boards and standing committees for “It wasn’t too long ago,” recalls being producers, “good arts earners” a variety of community arts organi- Daniel D’Agostino, coordinator of fine in the scheme of community arts. As zations, including the Council for the arts, “that the arts programs were a director, I spend a good amount of Arts of Greater Lima. severely impacted by budgetary and time on boards, committees, etc., staff cuts. It was this board of (2) ON COMMUNITY AND with all arts entities in Lima. We education that made the leap of faith “DOING MORE WITH LESS”: trade expertise, direction, organiza- to reinstate these programs along with The Lima City Schools is a dollar- tional time and effort for access to the additional staff to implement poor district. We are, however, the arts for our students. them. In three years, a district coordi- blessed in terms of proximity to busi- I would reiterate that much of our nator of fine arts was added, additional nesses, industry, and proactive arts arts faculty are participants, volun- staff was hired to teach vocal, instru- faculty. In fact, it is a constant tuning teers and paid, in the arts in the mental, general music, and visual arts. to do more with less and innovate community. The community Programs such as Performing Arts I and programming that keeps our curricu- embraces the arts in the district and II, Advanced Placement Music Theory, lum and instruction energized. We is proud of students and groups who Summer School for the Arts, and not only tap the community for rele- exhibit, play, act and dance, whether artists/authors in residence have been vance but have become players in it is at the local Civic Center or included in the curriculum. Professional the arts framework of Lima, Ohio. Carnegie Hall. I think that many performances were brought to the stu- Our students are accepted on par school systems could point to a dents, and students were brought to with adult artists in the community. financial infusion or giving from the professional arts experiences.” Innovative programming in the area community for a specific arts course. In addition, the board of of theater arts puts our students We could talk about raising $80,000 education also embraced school backstage and on stage in regional to send the Concert Choir to reform and took a leadership role in theater productions. Outreach pro- Carnegie Hall or raising $100,000 for addressing the challenges presented by gramming puts our instrumental the Marching Band to present them- new standards. ensembles at events for and with the selves in the Inaugural New Year's Beginning in 1995, the district Symphony. Constant work to con- Day Parade and Concert Series in provided summer curriculum develop- nect with the Area Council for the London, England. ment for the visual arts staff to develop Arts and Art Space/Lima lets us a K-12 curriculum that would address stretch our funding by working However, I don't feel that events are Goals 2000, the National Standards for “matches” for residency work and the real crux of the strength our pro- Arts Education, and the New York State artists' presentations. Our faculty and gramming gets from our “arts Learning Standards for the Arts. The students work and participate in arts partnerships.” It's the expanding visual arts team, with the enthusiastic activities in the community at a high and relevance-enhancing of the daily support of the board of education, was level often as colleagues. approach to our arts teaching that makes the effort to reach out for the first curricular group in the district Example: A current art experience community support worthwhile. to develop a standards-based curricu- involves the creation of a “Children’s lum. The following year, again with (3) ON CONTINUAL IMPROVEMENT: Garden” in midtown. The Ohio State school board leadership, the educators Our challenge immediately and University Extension Service, Art began work on instrumental and vocal beyond is, I feel, the same for all arts Space/Lima, the Allen County music scope and sequence, also driven entities, whether in schools or else- Museum, the Lima Public Library, by the goals and standards. where: to survive in this age of rapid and visual artists from the Lima City “The board not only directs policy, change and assimilation. Our sur- Schools form the consortium for this procedures, and supports the arts with vival depends on our ability to keep project. It has allowed a fifth-grade a strong budget,” D’Agostino added, pace with educational change and class the opportunity to study sculp- “they also make it a part of their own redefine ourselves, constantly shoot- ture as a form, work with a profession- lives to be ever-present at concerts, art ing for continual improvement. al artist/sculptor and create large-scale ● exhibits, and performances.” ●

PAGE 60 for an idea. They also help students "Alumni, whose ranks learn to give, to accept, and to follow A Profile: include Harrison Ford MAINE TOWNSHIP 207 constructive criticism; listen courteous- ly and critically as others speak; and the First Lady, (PARK RIDGE, IL) become more logical, more direct, and Factors Statistics more creative in organizing thoughts are passionate about for presentation; learn to control the The Community√ Schools (Total): 3 their arts education The School Board√ Students (Total): 6,155 fear of speaking or performing before The Superintendent√ Per Pupil: $12,664 an audience, and, as a result, become a at Maine Township..." Continuity in Leadership√ Arts Teachers (Total): 61 Continuous Improvement√ more confident person.” Alumni, whose ranks include “We are as serious about building the actor Harrison Ford and First Lady each area of study. The district's co- imagination as we are about nurturing Hillary Rodham Clinton, are passionate curricular program offers students the intellect,” Maine Township High about their arts education at Maine dozens of opportunities for perfor- School leaders affirmed in the district's Township and what it has meant to mance and participation across the self-assessment for this study. their lives. Ken Rice, news anchor for arts. Although the majority of students KDKA-TV in Pittsburgh, says he learned who participate are enrolled in the arts aine Township District 207's his- how to “overcome shyness and be a and humanities, the co-curricular pro- tory bears out that statement: M confident public speaker by participat- gram provides an avenue to educate Founded in 1902, the high school – ing in forensics at Maine. Every students who are unable to fit arts now on three campuses – began in a Saturday morning, with arts and drama classes into their schedules. modest enough building, but still, it teachers coaching, our 'speech team' Beyond the classroom walls and had facilities and staff to provide for a would compete with students from school campuses of District 207 is comprehensive arts program. Maine other districts in categories such as orig- Chicago, internationally known for its Township's music program was the first inal oratory, extemporaneous speaking, world-class symphony, opera, and arts of its arts programs to gain national and dramatic interpretation. It was an museums. Its spectacular skyline is fame as its music chairman, Alexander incredibly fun, exciting way to learn.” itself an outdoor museum of architec- M. Harley, and his wife, Frances, Douglas Irvine, assistant curator tural landmarks. Maine students founded the Modern Music Masters of Spertus Museum's Artifact Center in frequently take advantage of all of (Tri-M) in 1936, now, an international Chicago, adds, “The arts in education these resources through numerous field organization of high school musicians. are a daily component of my profes- trips. In addition, because the three The records on the National sional career. The educational schools of the district have excellent Forensic League indicate a strong pro- foundation I formed at Maine South performance spaces available for rental, gram at Maine Township as early as gave me the inspiration, confidence, many of the community's artists are the 1940s. The visual art program and self-awareness to use the arts as a frequently found in the schools, began to develop in the 1950s, along fundamental way to educate hundreds rehearsing or performing. with the drama curriculum. In 1959, of children and families each month.” Parents support the many arts pro- the district launched a radio station – Maine Township offers more grams in the district through fine arts WMTH 90.5 FM, which is probably the than 40 different classes in art, music, booster groups that they have formed oldest continually broadcasting high speech/drama/broadcasting, dance, for each campus. They provide both school radio station in Illinois. and creative writing, and extensive co- funding and hands-on assistance. They Every year since 1962, beginning curricular offerings giving students help produce the annual school musical, with The King and I, each school in opportunities to develop skills and uti- assist on occasion with major equipment Maine Township has produced a full- lize knowledge that is gained in the purchases, support arts awareness pro- scale Broadway-style musical. By the curricular program. All courses have grams, and work with faculty and mid-1970s, based upon its success in written goals, course outlines, specific students in building sets, making cos- broadcast education, the district had activities, and evaluation plans tumes, editing and printing program installed color television studios in all designed to give students an under- books, doing publicity, and ushering. buildings. standing of production, history, The administration and school In 1982, the administrative criticism, and aesthetic relevance of board, meanwhile, show their support approach to arts education took a turn of the fine arts programs by providing towards integration of the arts with facilities, budgets, and extra stipends for the creation of the fine arts depart- co-curricular activities. Every department in each of the three existing MAINE TOWNSHIP: ment in District 207 has its own budget buildings. One administrator would TESTING ARTS EDUCATION page with individual budget lines, supervise the work of art, broadcasting, As a measure of the value Maine including the art, music, and dance, drama, music, photography, Township puts on arts education, all speech/drama budget. Creative writing and speech. This concept has been seniors are tested in the areas of is included in the English department copied throughout the State of Illinois dance, music, theater, and visual budget, and dance is in the physical as a model approach to arts education. arts to gain a sense of their compe- education budget. Maine Township's curriculum is tency and familiarity with the arts. More than 85 percent of the students Local property taxes provide the particularly strong in the area of tested annually meet or exceed the base of revenue for the school district, speech/drama. These courses, Maine's standards set forth by the district even though there is some funding Fine Arts Curriculum Guide notes, fine arts staff. from the State of Illinois and various “teach students where to look and what to look for in gathering support continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 61 grants. Maine Township does not have words get the word out that you have tions/arrangements are similar in any financial partners in the artistic an active and involved department,” he “parts-to-whole” structuring; community, but its staff members are advised. “The students, parents, admin- • unifying the arts disciplines at the active members of local community istration, and school committee take school level to create interdiscipli- arts groups. great pride in positive press. nary projects – where art students Like virtually every other school “It is also important to be create the sets and props, the music district participating in this study, patient,” Meinelt added, echoing students create and perform the Maine Township struggles to maintain school leaders in many other districts music, theater students develop char- or improve its current arts program in that participated in this study. acterization, creative writing students the face of competition from other “Positive change takes time. When write the script, the dance students quarters of the curriculum. Fortunately building a program, it has to be done create the choreography, and the for this community, the philosophy of slowly and steadily over time. We try technical theater students are in the school board and superintendent is to work with a set of departmental charge of the sound and lighting; that to be culturally literate is to possess goals that are first established in the • introducing students to both applied the basic information needed to thrive spring and then refined in the fall of art careers as well as fine art careers. in the modern world. The district seeks each new school year. This is followed Today, the Memphis City to celebrate architecture, design, drama, with checkpoints throughout the year. Schools system's strong commitment instrumental and choral music, art, Our experience has shown us that to the arts is evidenced in staffing, photography and performance. Further when we set realistic but forward- course offerings at the secondary level, development, refinement, and exten- thinking goals and then publicize our funding for equipment and materials, sion of this curriculum is afforded successes, we have been able to earn technology-based programs, innova- through the board of education's strate- the respect of both the school person- tive enrichment and special programs, gic plan that emphasizes curriculum nel and the community.” and district-level leadership. The avail- and staff development. ● ability of the arts to all children is ● attributed to the strong leadership of the superintendent, who believes that the arts are essential to the development of every child. While other A Profile: major school districts across the nation A Profile: MEMPHIS (TN) were cutting funding for the arts, Dr. MASCONOMET (MA) Factors Statistics N. Gerry House was supporting the Factors Statistics The Community√ Schools (Total): 161 advancement of arts education. The Superintendent√ Students (Total): 110,000 All 103 K-6 schools have either The Community√ Schools (Total): 2 √ √ Students (Total): 1,581 Continuity in Leadership Per Pupil: $4,805 Orff music or art specialists (10 schools Parent/Public Relations District Arts Arts Teachers (Total): 375 Planning√ Per Pupil: $6,244 √ have both). The district's goal is to Arts Teachers (Total): 9 Coordinator(s) Opportunities for Higher have a music specialist and an art spe- Levels of Achievement√ cialist for every 525 students by the n Masconomet Regional School National, State, Other Outside Forces√ year 2000. All 20 middle/junior high IDistrict, which serves Essex County Continuous schools have art and music (vocal and √ some 25 miles northeast of Boston, Improvement instrumental) programs, and three arts educators have found two key middle schools have theater programs. hen the entire country was strategies for strengthening arts pro- All 29 high schools have visual art, deciding what to do about the grams: W vocal music, instrumental music, and downslide of student achievement in 1. visibility for your arts education theater programs. Four schools have the early 1980s, Memphis City Schools program; dance programs, which have recently (MCS) adopted the Discipline-Based 2. patience and persistence in been moved to the arts from physical Arts Education (DBAE) philosophy effecting change. education. which inspired notable changes within Professional staff development “When you are seeking public the individual arts disciplines (dance, for the 400-plus arts specialists is pro- support,” said Walter M. Meinelt, theater, music, and visual arts). Those vided by the district each year to chairman of the arts department of changes occurring across the arts disci- update strategies for implementing arts Masconomet Regional Junior-Senior plines resulted in Memphis City standards. Additional training is High School, “it is essential to be seen Schools placing greater emphasis on: offered at the Teaching and Learning in the community. Work at fostering • spiraling essential knowledge and Academy for elementary classroom business and school partnerships; vol- skills across K-12 grade levels; unteer to paint faces at community teachers in arts integration practices. • establishing higher expectations and fairs and festivals; display work in the Under the auspices of the academy, the importance of “quality” relating town hall, in the public library, and in Bruce Elementary School is serving as a to student production/performance; the local malls; participate in art con- model arts integration school in which tests (and when the results are positive • educating every child to be a knowl- all regular teachers have been trained make sure that they are publicized); edgeable producer and consumer of by the Memphis Arts Council's apply for grants that bring artists into all of the arts; Aesthetic Institute program. Further, the schools and invite the public to • identifying the interrelationships the school is being heavily evaluated come hear or see them as well. In other among all of the arts, especially in in ways very few schools are in any understanding that all art composi- curriculum area.

PAGE 62 This extensive arts training, as well as arts standards implementation QUALITY COUNTS MEMPHIS SINGS OF and curriculum design, is provided “When students see where they are “KIDS 'N' BLUES” through the district's three arts admin- going, they’re more in tune with organ- istrators. The music and dance and the izing the essential components which Kids 'N' Blues is a cross-curricular art and theater specialists are part of contribute to an exemplary product. learning activity, now in its third year, They are less likely to complain about the Office of Student Standards. The which brings together some 700 stu- special skills coordinator (Orff music, the time necessary to accomplish the dents from eight Memphis elementary elementary strings, class piano, and desired results, and they are more like- schools and one high school. The pro- elementary movement) is in the Office ly to complete their work – no matter how difficult the task. In the arts there of Instructional Support. ject engages the students in learning is always the presence of 'quality,' about the blues as an art form, how it Their combined allegiance in which actually drives dedication to has influenced history (and vice versa), promoting all of the arts has provided practice and refinement of skills to pro- a recognizable strength in the duce the best possible product. How how arts forms relate to society, tech- Memphis community. similar is this description to the appli- nology, demography, and the The arts are part of both budget cation of knowledge and skills in the economics of regions. and building planning in Memphis. The general everyday workplace?” While its culminating project, a stu- MCS school board has increased overall —James Holcomb allocations to the arts as well as provid- Arts Administrator dent-produced CD, has received ing five full-time musical instrument Music and Dance nationwide attention, the project may repair technicians to maintain the dis- Memphis City Schools be most remarkable for its impact on trict's $9 million-plus musical students who, with little or no back- equipment inventory. Most funding is ground in the arts, studied in depth the site-based to the local schools, but pro- power the arts have in society and tection for the arts has been encouraged through student achievements and thus the importance of sustaining, by the district office. The three arts partnerships is an essential part of the teaching, and making art. Kids 'N' administrators are included on the success of the district's arts programs. Blues successfully integrates art into architectural design teams for new con- MCS originated the Adopt-a- the mainstream classroom curriculum structions and renovations to ensure School program in which local proper and adequate space for the arts. businesses have the opportunity to and helps to break down the divisions Meanwhile, the district considers adopt a school. The Orpheum Theatre between art and other subject areas. technology in planning for both cur- has adopted all of the arts programs in Perhaps most important, however, has riculum and building. Two high the district, providing discount or free been the involvement of parents, schools have recording studios and tickets for teachers or students, school- grandparents, and community mem- classes in commercial music. Students to-work opportunities, and student bers in the students' research in eight elementary and one high workshops. Last year, the Orpheum school are involved in a special “Kids offered the first enrichment summer interviews. These activities reinforce 'N' Blues” program (see sidebar) in program for students interested in interaction between the student's which they rely on technology to learning the business and management school activities and those occurring research, interact with other students aspects of theater production. at home and in the community. They and experts worldwide, and develop Nationally recognized for its involve the students in spoken and original blues. Three high schools offer innovative programs in the district, the sung language, much like the evolution classes and studio experiences in tele- Memphis Arts Council's Center for Arts of the art form itself. And even though vision and video production. Students Education provides the Lincoln Center a large number of students' families at Overton Creative and Performing aesthetic education teacher training are at or below the poverty level, they Arts High School are engaging in digi- and classroom follow-up program for have supported the students with tal studio music and designing 300 teachers each year, the Wolf Trap regard to attendance, performances, architectural structures and fashions Early Learning Through the Arts child- on computers. Overton has received hood program in 19 Head Start centers, recording sessions after regular school Goals 2000 funds to support the a six-part Family Arts Series, an after- hours, transportation and chaperones. Digital Art and Design (DAD) program. school program in eight schools, and Fine-tuned for the Memphis City To give all children opportunities the Artists Residency program currently Schools district by a team that includ- in interdisciplinary arts practices, the in 70 schools. The Center for Arts ed Superintendent House, the program district offers enrichment programs Education is funded primarily by grants was designed and developed by David tuition-free to students, including: and local benefactors. after-school playwriting and producing, The National Academy of Reider of BBN Systems & a summer arts camp, a blues camp, a Recording Arts and Sciences (NARAS), Technologies in Cambridge, music technology camp, and more. Memphis Chapter, offers its Grammy Massachusetts, whose Co-NECT Underlying all the programs and in the Schools performance program, School Design incorporates collabora- initiatives is the rich heritage of lecture/demonstration concerts in the tive and project-based learning and Memphis as a “hometown” for many schools, mentorship/advisory bureau, multi-age clusters. BellSouth great arts talents and as the “birthplace and periodic seminars. Foundation provided the funding. of blues and rock 'n' roll.” Community ● ğ support for arts education formed

Lessons From School Districts That Value ARTS EDUCATION PAGE 63 studies after school, on weekends, and instruction begins in the fifth grade. In A Profile: during the summer can take courses in middle school, students study music INOT the visual arts, puppetry, music, story- every day for each of three years. It is M (ND) telling, writing, and dance, all taught not unusual for music teachers to see Factors Statistics by local arts specialists. 300 to 400 children during a day. On The Community√ Schools (Total): 18 To fill in gaps in funding, the the one hand, Ritter points out, that is The School Board√ Students (Total): 7,692 The Superintendent√ Per Pupil: $4,095 school district seeks donations and a large number of children for instruc- Planning√ Arts Teachers (Total): N/A works with the arts council. “Funding tional purposes. On the other hand, he Continuous does not come easily,” says Arlyn adds, “That’s a tremendous parent base.” Improvement√ Marquardt, curriculum coordinator for That parent base proved critical the district. “Perseverance – like con- to Missoula arts education in the mid- ore than 100 miles from the stantly writing grants and thinking of 1990s when a budget crisis developed MNorth Dakota state capital of new ways to fund raise – all helps.” over an enrollment-driven formula Bismarck, Minot City is a primarily ● devised by the state legislature for Scandinavian/German community allocating funds to school districts. In that also is home to a large number of Missoula, fifth-grade instrumental Native Americans and personnel at the music, elementary visual art, middle Minot Air Force Base. It is a communi- school general music, and the K-8 ty that supports the arts, as is evident A Profile: fine arts coordinator were slated for from its two local ballet companies, MISSOULA elimination. numerous musical groups, the Western A coalition of groups of parents, Plains Children's Opera, the Mouse COUNTY (MT) community leaders, and arts educators River Children's Theater, and the Factors Statistics spoke strongly in support of arts edu- annual Norsk Hostefest celebration. The Community√ Schools (Total): 20 cation. Letters, board meeting It is also a community that has Parent/Public Relations√ Students (Total): 9,430 attendance, university and alumni provided music and visual arts at the National, State, Other Per Pupil: $4,245 Outside Forces√ Arts Teachers (Total): 56 spokespeople, and a volunteer eco- middle and high school levels and nomic analysis of the impact all music taught by specialists in elemen- helped reverse the momentum to cut tary school for many years. But drastic issoula is a university community, arts education. The school board and cuts at the state level have prohibited Mmanufacturing center, and distri- the administration chose to keep the the hiring of elementary-level visual bution hub for western Montana. It existing programs intact. In fact, with arts specialists. From the district's has a vibrant arts community nurtured the community value of the arts firmly five-year planning project, begun in by the 11,000 students at the established, the administration chose 1988-89, an interim solution surfaced University of Montana and its schools to invest in arts education infrastruc- in the form of a series of workshops of music, art, dance and drama, and ture and expanded the fine arts on arts education for Minot adminis- English. Not only the university but coordinator position from K-8 to K-12. trators and educators. also four galleries, practicing artists Meanwhile, in the last few years, These staff development work- and musicians, the Missoula Cultural the State of Montana has put a fine arts shops have become an ongoing Council, a children’s theater, a sym- graduation requirement in place which, priority for the volunteer committee of phony and symphony choir, and says Ritter, “has increased participation educators and community leaders Young Artists of Montana provide a significantly in all arts classes.” called Minot Public Schools Arts base of cultural value. “It is from this Missoula County Public Schools has Resource for Teachers and Students community that Missoula County revised or is revising all of its arts curric- (MPS ARTS). Collaborating with the Public Schools draws such outstanding ula to reflect the National Standards for Minot Area Council on the Arts, MPS support,” explains Paul Ritter, Missoula Arts Education. As a result, music offers ARTS offers a special staff development fine arts supervisor. both performance-based study – with workshop in dance for community While music is viewed as the band, choir, and orchestra electives – as and public schools educators. The strongest segment of the arts in the well as general music in middle school MPS ARTS education curriculum, public schools, significant staffing and and theory in high school, which which follows the guidelines of the time also is given to the visual arts, emphasizes the basic skills needed to North Dakota Department of Public especially in the middle and high understand music. Instruction and the National Standards schools. Visual arts teachers see every But with Missoula’s enrollment for Arts Education, also has become a middle school student through nine- still declining, all of education – vital component of an Interactive week wheels. Also found in middle including the arts – is expected to Television (ITV) curriculum to enhance school wheels are courses in drama experience some cutbacks. The visual learning opportunities for students in and video production. Music, visual arts education specialists in the ele- the sparsely populated surrounding arts, and drama are offered at the high mentary schools do not provide area. An annual Creative Arts Camp school level. Creative writing sections planning release time for classroom developed and run by MPS ARTS pro- are offered at the urban high schools. teachers, so their positions may be vul- vides an integrated summer arts Music is viewed as the strongest nerable. Still, a value precedent has experience for students in grades K-2. arts program in the Missoula public been set for arts education that contin- Minot Public Schools also works schools. All elementary students study ues to carry over into the classrooms with Minot State University on a general music twice a week with a of Missoula. “College for Kids” program. Students music specialist, and instrumental who wish to pursue additional arts ●

PAGE 64 be designed to match these standards.” A Profile: A Profile: Shortly after he joined the dis- ONTELLO AMDEN trict as superintendent in 1997, M (WI) MSAD #28 (C - William R. Doughty stated his inten- Factors Statistics ROCKPORT, ME) tion to continue the administration’s √ The Superintendent Schools (Total): 2 Factors Statistics support of arts education: Continuity in Leadership√ Students (Total): 900 Per Pupil: $7,589 The Community√ Schools (Total): 3 “My five-year plan for this school dis- Arts Teachers (Total): 10 The School Board√ Students (Total): 1,440 The Superintendent√ Per Pupil: $6,230 trict...begins with my wholehearted Continuity in Leadership√ Arts Teachers (Total): 25 enjoyment of the level of commit- he unique feature of the long- National, State, Other ment, skill, and participation in our Outside Forces√ Testablished arts program in the outstanding programs and of com- School District of Montello, district amden-Rockport’s Maine School munity support of arts in our schools. administrator Robert Klug suggests, is In the first school budget I saw the collaboration among the various CAdministrative District #28 reports a “longstanding and growing commit- passed, the community supported the arts disciplines. funding of several new positions in “There is a lot of crossover: Art ment to the arts over the past 25 years.” The milestones cited by the district the arts as well as a new arts program teachers and art students, for example, which will include many more visit- work with drama teachers and stu- closely parallel those of many districts included in this report. In a brief list, ing artists in the elementary school dents,” he says. “This interaction and drama and visual arts programs allows projects to be integrated into a they highlight the links of community- superintendent-school board that in the middle school. Thus the vision system and theme. Visual art, speech, is not simply my vision, but is mold- and drama are all integrated, which is build consensus and support for arts education: ed and worked on by the whole what education is all about.” community. Our continual efforts This integrated curriculum oper- • 1972 - The “Youth Arts Program” was incorporated. This community- over sustained years will help this to ates at several levels within each blossom for our students so that each Montello class, even in the elementary based program provides arts enrichment throughout the district, of us will be able to recognize the school. In this way, all students, artist within them and within us.” including special needs students, can has supported residencies at all interact in one class. The junior high levels in dance, poetry, painting, program includes traditional arts and crafts, architecture, composition, emphasis on performing arts, includ- cartooning, drama, storytelling, ing film and theater using puppets, and folk art. A Profile: marionettes and shadow puppets. • 1979 - The high school was Students participate at their own level expanded to include rehearsal, MSAD #40 of interest and ability. performance, and art spaces. (WALDOBORO, ME) “We encourage every student to • 1980s - Through the decade, focus Factors Statistics explore his or her ability,” says Klug, on arts education continued, The School Board√ Schools (Total): 9 “and see if they want to proceed to the including a commitment to hiring The Superintendent√ Students (Total): 2,425 next level in that particular field. art educators who were both teach- National, State, Other Per Pupil: $4,036 There should be an opportunity for ers and artists/performers. Outside Forces√ Arts Teachers (Total): 14 Planning√ every child to try out his or her talents The school board and adminis- Continuous Improvement√ and interests.” tration demonstrate support for arts Drama, reading, and creative programs by regularly allocating funds aldoboro, Maine, and the neigh- writing all have long histories in to them as well as hiring new staff. As Wboring rural communities of Montello and are enthusiastically sup- the district has built its arts education Friendship, Union, Warren, and ported by staff, school board, and program, time and materials allocated Washington, began to witness changes superintendent, who is chairman of to arts education have consistently in the arts education of their school the Wisconsin Forensics Association. increased. For example, plans for a district in 1978, the year David R. Gaul Klug sees these activities as enormous- new high school with expanded arts became superintendent of Maine ly effective ways to explore individual facilities have been strongly endorsed School Administrative District #40. creativity: “Drama gives students a by both the board and administration The instrumental and vocal chance to develop, express themselves, as a high priority. Budget decisions are music programs, which had been in and gain the confidence to achieve.” made first by teachers, then approved existence since the early 1950s, had at the administrative level, followed by consistently provided challenging cur- ● board and then voter approval. riculum for the students of MSAD #40 The district reports that the (as the district is usually abbreviated). departments that are the most well Where attention was most needed was equipped – music and visual art – are in the visual arts, and attention was “close to reflecting the national volun- paid there with great success. tary standards developed in response In the past dozen years, with the to the Goals 2000 legislation.” With support of the school board, district- the construction of a new high school and building-level administrators, and facility, MSAD #28 anticipates that the community, the school system has “the drama and dance programs will developed an elementary art program, continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 65 created positions for three arts teachers, were in attendance. These people were "Team Teaching" Music and added one arts teacher each to the there to send a clear message that this For the past 35 years, the Norman Public middle and high school levels. Along program should continue.” Schools' band and orchestra faculty has with the teaching staff came develop- The challenge over the next five been "team teaching." The secondary ment of a comprehensive visual arts years, Nestor observed, will be one of vocal music faculty also has been team curriculum similar to a Discipline-Based developing working relationships and teaching on a limited basis for 15 years. Art Education model for grades K-12. explaining the importance of arts edu- "'Team teaching' is defined in our case as Interdisciplinary teaching in cation. “Once this is established,” she placing two teachers in one class in order to divide the class into smaller groups and MSAD #40 is strongest at the middle said, “we need to continue with our to provide peer coaching. This tactic gives school level. Around 1985, D.R. Gaul important curriculum work, moving students who perform on different instru- Middle School, then called Union forward with our assessment compo- ments or who have different vocal ranges Junior High, began its transition from nents and working to achieve the the opportunity to study with experts who can 'model' the sound and techniques of a junior high to a middle school. highest standards for all students in that instrument or voice," explains John Instead of scheduling art as an “allied visual and performing arts.” Clinton, district arts coordinator. arts” course separate from the core ● The program is structured to create an classes, the art teacher advocated – and added benefit: teacher development. the “core” teachers supported – the Upper level teachers are required to team inclusion of art as a core subject. This teach at the beginning and intermediate A Profile: levels; those with primary responsibilities one small step for a Maine school dis- at the beginning and intermediate stages trict took place at least five years prior NORMAN (OK) work with upper level students and have to the inclusion of the arts in Goals the opportunity to see their needs first- Factors Statistics hand. Team teaching is generally 2000’s “core curriculum.” The School Board√ Schools (Total): 22 scheduled during school hours. In some As a result, visual art classes The Superintendent√ Students (Total): 12,435 cases, it occurs before and/or after began meeting the same number of District Arts Per Pupil: $3,960 school hours when students attend sec- Coordinator(s)√ Arts Teachers (Total): 71 tional rehearsals. times per week as other subjects. Parent/Public Relations√ ğ Consequently, students began to have National, State, Other Outside Forces√ higher regard for art as a subject. The Planning√ Continuous Improvement√ art curriculum has since evolved into area in which we hire, and they must an integral part of many interdiscipli- orman, Oklahoma, is largely a meet criteria to verify their abilities to nary units, such as the eighth-grade Nmiddle-class, reasonably affluent teach and demonstrate.” unit on Ancient Greece. community that is home to the The overall arts program has been MSAD #40, which has used the University of Oklahoma. However, its carefully articulated in a process that National Standards for Arts Education low property taxes and lack of industry engaged all of the district’s fine and per- and Maine’s Learning Results as guide- make the Norman Public Schools system forming arts teachers. According to lines, has taken the lead in Maine with one of the poorer districts in the state. Clinton, “We studied a variety of stan- district-wide arts assessment. Currently, “We have to optimize every situ- dards, including the National Standards the district has established benchmarks ation for the benefit of our students’ for Arts Education, different state-level in the visual arts for students in grades education and to support our commu- curriculum guides, lesson plans and goals 3, 6, 8, and 12. Performance assess- nity’s desire for high standards and from our teachers, textbooks on the arts, ments have been developed for grades achievement,” says Dr. John Clinton, and fine and performing arts education 3, 6, and 8; they are being field tested. who directs the district’s arts programs. courses at universities. The committees The assessments combine a range of In Norman, all areas of the arts of arts teachers developed articulation activities that ask the students to draw are taught by specialists in the field charts and curriculum guides, which they images and answer questions about with the exception of visual art at the presented with the fine arts director to their choices, identify well-known elementary level, which is taught by the director of curriculum for the district, artists’ work and the work of others, classroom teachers (some certified in to the assistant superintendent for educa- and answer questions about the art of visual arts). Additionally, all of the tional services, to the superintendent of other cultures. teachers are full-time certified teachers, schools, and to the principal at each The arts educators of MSAD #40 with the exception of the teachers for school. Opportunity was given to each of anticipated change with the 1996 modern dance, music theory, and sec- these administrators to suggest changes. retirement of Superintendent Gaul and ondary general music. After changes were made, a final presen- the arrival of Dr. Roger Spugnardi as While the district saw a signifi- tation was made to the board of well as several new administrators and cant need for those classes, Norman education. Opportunity was again pro- school board members. According to did not have the funds to hire certified vided for suggested changes. A the arts educator Argera (Argy) Nestor, instructors. “So,” Clinton explained, “I final copy was then sent to all teachers, who is a recent Maine Teacher of the looked through the state department administrators, and school board mem- Year, “In the spring of 1997, when the of education rules to discover that we bers.” budget was being scrutinized by newer could, in fact, hire ‘adjunct’ teachers. The curriculum guides are now school board members, community Adjuncts are hired on an hourly con- reviewed every two years to allow for support was clear. A suggestion was tract basis. The number of hours they expansion and corrections. “It is the made to eliminate the instrumental can teach is limited, but hiring them only way we believe these documents music program at the elementary and allows us to meet the needs of a limit- will remain viable in helping our middle school levels. This information ed number of students within our teachers complete their tasks,” he says. appeared in the newspapers, and at the budget constraints. The adjuncts must Standing behind Norman’s next board meeting 150 taxpayers have an undergraduate degree in the intensive work on curriculum, stan-

PAGE 66 dards implementation, and overall arts the school board, parents, a Foundation assessment, expanding inclusions, education programs is a community for Excellence, and the business com- widening integration, and adopting that shows its support through parent munity; Advanced Placement programs state and national standards. organizations, including a new com- in art and music; and an arts appren- ● munity/parent group dedicated to the ticeship program for students to gain support of all of the fine and perform- experience in art-related careers. ing arts in the Norman schools. The Originally a small rural district community at large and various artis- that has grown into a large suburban A Profile: tic partner groups, such as the system with increased demand for the Firehouse Art Center, University of arts, North Allegheny allocates 4.5 OAK PARK 97 (IL) Oklahoma, Sooner Theater, Norman percent of the district’s budget for arts Factors Statistics Arts and Humanities Council, and the education, including staff. According to The Community√ Schools (Total): 10 The Superintendent√ Students (Total): 5,306 Children’s Arts Network, assist with in- the department chairs for music and Continuity in Leadership√ Per Pupil: $4,600 kind opportunities and, on occasion, art, James T. Reinhard, Jr., and Frank J. An Elementary Arts Teachers (Total): 34 financial matching. Farina, Jr., respectively, the district phi- Foundation√ National, State, Other Given a fluctuating financial losophy is: “The teacher makes the Outside Forces√ state, Norman Public Schools’ budget difference.” The district also recognizes cuts to arts programs are overcome the need for space for the arts. ak Park is singular among American through matching grants, community Art and music specialists meet Osuburbs in its rich artistic heritage support, and donations from alumni elementary students once a week each and fertile contemporary arts climate. and friends of the arts programs. in designated rooms. Middle school Writers Ernest Hemingway and Edgar The arts programs have friends on students are met every day for one- Rice Burroughs, modern dance pioneer the board of education and particularly third of the school year in designated Doris Humphrey, and architect Frank in the office of Dr. Nancy O’Brian, who rooms. Upper secondary students are Lloyd Wright were Oak Park residents a played the clarinet when she was in met daily according to elective sched- century ago. Today the community, high school, has been a teacher, princi- uling, although the high schools’ which sits at the western border of pal, curriculum director, assistant specialized studio and rehearsal facili- Chicago, is home to celebrated actors, superintendent, and now superinten- ties are increasingly taxed by the sculptors, composers, filmmakers, and dent in the Norman school system. She number of students. other artists, and it embraces more than values arts education and articulates this Special initiatives are supported, 200 arts organizations and businesses. vision: “Through arts education, every including a program for integrating Many of these individuals and organi- child will have the opportunity to the arts at the elementary level; an zations play important supporting roles develop his/her gift as a performer or interdisciplinary art, science, social in the schools of Oak Park Elementary artist; every child will have the opportu- studies collaboration on the Allegheny District 97. nity to utilize the arts as an important River, which is funded by the Historically, the Oak Park com- tool in the development of intellectual Department of Environmental munity has placed great emphasis on and personal growth, and every child Protection; a high school art gallery, the quality of its schools and has long will have the opportunity to learn the and traveling gallery program. The played an active role in making the language of arts education in order to computer multimedia course offered schools strong in arts education. In develop an appreciation of the fine and by art and music was recognized, 1989, for example, a team of parents, performing arts.” along with electronic music composi- community members, teachers, and ● tion and music, as a “Best Practices in administrators came together to make the Arts” program by the Pennsylvania district budget reduction recommenda- Department of Education, the tions to the school board. Unanimously, A Profile: Pennsylvania Council on the Arts, and they recommended raising class size the Howard Heinz Endowment. rather than making any reductions to NORTH ALLEGHENY North Allegheny’s superinten- the district’s art programs. The district (PITTSBURGH, PA) dent, Dr. Lawrence Bozzomo, has since added arts staff. Parents also Factors Statistics emphasizes careful planning and the participate in the schools as volunteers shaping of a focused vision for the in arts-related activities. The Community√ Schools (Total): 13 The School Board√ Students (Total): 8,326 arts. That vision includes thoughtful In fact, the Oak Park Education The Superintendent√ Per Pupil: $8,787 integration of the curriculum, present- Foundation, a volunteer coalition of District Arts Coordinator(s)√ Arts Teachers (Total): 64 An Elementary Foundation√ ing concepts and skills sequentially. He community and business leaders and Opportunities for Higher Levels of Achievement√ also advocates the use of new tech- educators, has been working with the National, State, Other Outside Forces√ nologies in the arts. Oak Park Area Arts Council to plan and Planning√ Continuous Improvement√ Over the next five years, North pilot an “ArtStart” effort to more effec- Allegheny must meet the challenge of tively link area visual, performing, and ifty years of commitment to arts growth of student participation in the literary artists with the schools. For Feducation in Pittsburgh’s North arts with an increase in facilities, staff, more than a decade already, artists and Allegheny School District has shaped a equipment, materials and supplies. In authors have been providing hundreds program that today includes specialists addition, with grants, partnerships, of area students, selected by classroom teaching music and the visual arts, the- advocacy and other creative solutions, lottery, with annual workshops. ater and dance (97 percent of them the district anticipates widening inte- Besides a tradition of communi- full-time and certified); support from gration, introducing portfolio ty arts support, Oak Park has had the continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 67 benefit of Dr. John Fagan’s leadership apparent in the district administration. and consistent commitment to the For more than 20 years, arts education A Profile: arts. In 1989, for example, when the supervision for the Ohio County LATHE district was struggling financially, Schools was provided by Patricia O 233 (KS) Superintendent Fagan supported Solomon. When legislated downsizing Factors Statistics Julian Middle School’s fledgling CAST cut county office staffs in the state, The Community√ Schools (Total): 34 The School Board√ Students (Total): 18,748 (Communication, Art, Speech, Solomon assumed additional responsi- The Superintendent√ Per Pupil: $4,588 Theater) program, then in its second bilities as director of personnel and District Arts Arts Teachers (Total): 103 Coordinator(s)√ year of a three-year Illinois State Board shared arts supervision with Dr. An Elementary Foundation√ of Education funding grant. In 1996, Bonnie Ritz, director of instruction, National, State, Other Outside Forces√ he similarly supported Emerson whose academic background is in lan- Planning√ Continuous Improvement√ Middle School, then in the third year guage arts and theater. When Solomon of an Urban Partnership Grant for its retired in 1996, Ritz took responsibility lathe District Schools’ experiences BRAVO program of incorporating the for supervision of all arts instruction in Oin planning and continuous arts into the curricula and into the schools. Continuity and effective improvement, as detailed in the dis- extracurricular activities. leadership have been maintained. trict’s report for this study, may prove District 97 is more than 100 The transitions from a strong ele- particularly useful to other school dis- years old, and the arts have been an mentary foundation in the arts to tricts. important part of Oak Park students’ middle school and then high school educational experience for as far back are noteworthy. Beginning in kinder- ON BUILDING AN ARTS EDUCATION as records are available. All students garten, students receive music and art TEAM FROM (ALMOST) SCRATCH participate in arts, music, and physical instruction with a certified professional Arts education has been a part education instruction (including educator. This instruction is provided of Olathe District Schools since the dance) through the curricula, and all to every student, kindergarten through district was formed in 1965, but in the students have access to specialists in grade 8. Strings instruction, which has past 10 years, both programs and these areas. The district also has vigor- grown in recent years, is available coordination of the arts have ously pursued a strategy of integration beginning at grade 4. increased. Dr. Ron Wimmer, superin- for dance, drama, music, and the At the fifth-grade level (fourth tendent, and Dr. Alison Banikowski, visual arts, employing consultants, in some schools), chorus is an option. assistant superintendent for curricu- conducting staff development, and The middle school instrumental music lum and instruction, along with many securing funds from a variety of instructors provide the instruction for other individuals, have been instru- sources. The district’s arts curricula grade 5 students. Jazz bands also begin mental in focusing attention on the has been reviewed and revised in in middle school. To facilitate continu- arts and in providing leadership and recent years to reflect the Illinois State ation in arts education, band students support for the district’s facilitators Goals for Learning in the Fine Arts. visit Wheeling Park High School during and coordinators. Performance assessments have been grade 8. Orchestra concerts involve • For many years, monthly meetings written for all grades in visual arts, both middle school and high school were scheduled with a district general music, dance, and drama. student performances, and students are administrator and the music coordi- provided the opportunity to shadow nator. In 1983-84, an elementary art ● high school students during grade 8. teacher was hired half-time to coor- Ohio County Schools relation- dinate visual arts education for the ship with the community is a two-way 16 elementary buildings. Through a street. Partnerships with businesses great deal of effort on the part of a A Profile: and arts organizations support the few key members of the community, HIO OUNTY schools’ arts activities; arts students’ the administration and Board of O C (WV) and teachers’ participation in civic Education looked closely at the sta Factors Statistics events and service projects benefit the tus of visual arts education at the The Community√ Schools (Total): 14 community. The larger benefit of this elementary level. They then added Teachers Who Practice Students (Total): 6,371 to the half-time position to create a Their Art√ Per Pupil: $6,137 relationship is evident in the voting An Elementary Arts Teachers (Total): 35 booth: Taxpayers in this school district total of four elementary art resource Foundation√ have never rejected an excess levy to teachers to support teachers in their support the public schools. task of providing visual arts educa- hio County Schools’ mission, the Funding for arts education – tion each week for their students. district reports, is to develop O teachers’ salaries, state-adopted text- • That team of four wrote a K-6 art cur- young people to their maximum books, instructional materials, riculum in 1984-86. In 1987, it was potential in social responsibility, equipment, instrument repair, and recognized by the National Art employability in the workplace, and staff development programs – comes Education Association as a model ele- lifelong learning. The district has iden- from the school budget. Grants and mentary art curriculum. The program tified four areas key to accomplishing fund raising by parents and communi- was recognized by the Kansas State its mission: staff development, com- ty groups support special concerts, Department of Education as a munity involvement, management of artists’ residencies, and other needs. Program of Excellence. One of the academic performance, and transition members of the art resource teacher preparation. ● group was designated as Team Leader. In the area of arts education, the In 1986-87, facilitators for general benefits of well-managed transition are music, secondary choral music, and orchestra were appointed. Each per-

PAGE 68 son was teaching full time and national standards were a driving force Parents take a leading role in beginning to assume some coordina- in the writing of local curriculum. The making the arts more visible and more tion responsibilities. fine arts coordinator served on a task valuable to education in the Orland • In 1987-88, the Elementary Art Team force which wrote the Kansas Standards district. The Parents Music Association Leader began to assume some K-12 for Visual Art Education during a simi- raises funds for music camp scholar- visual arts coordination duties. She lar time period, and brought relevant ships, uniforms, instruments, and was named District Art Coordinator dialogue from arts educators around the audio equipment. Parents for and given one-half day a week for state to the curriculum-writing process.” Education has contributed many dol- coordination responsibilities. That If Olathe’s arts curriculum was lars to provide additional arts time was expanded to one and one- given a boost by the national standards experience for Orland School District half days a week in 1993-94, and the campaign, it was given a challenge by students. With the support of parents yearly contract was extended by three the State Board of Regents, which and the community at large, the dis- weeks to match the contract length of recently defined the specific number of trict and the Village of Orland Park other curriculum coordinators. credits required for scholarships in the have collaborated not only on month- • In 1994-95, a new position of Fine state colleges, putting a heavy empha- ly showcases of student artwork but Arts Coordinator was created. It was sis on “core” requirements. The time also on an annual fine arts exhibition. filled by the Visual Arts Coordinator, restrictions of a six-hour school day are This exhibition incorporates who continues in that position and causing scheduling problems for stu- visual work from grades K-8 and continues to serve one day a week as dents seeking to include the arts in includes a recital by the district orches- an art resource teacher for one ele their education. tra. To display the student art work, mentary building. At the same time, a Suggested solutions include set- the Village of Orland Park purchased facilitator for theater was appointed. ting aside blocks of time for the arts or 40 flats, commits the Village Hall for a • In 1996-97, the facilitator positions moving to a seven-hour school day, month for the show, and gives the became stipend positions. thereby affording students more sched- time of a maintenance crew for assis- • Monthly meetings continue with the uling options. tance with installation. Meanwhile, assistant superintendent for curricu ● the district gives arts teachers addition- lum and instruction, fine arts al time to prepare the art exhibit for coordinator, the music coordinator, display. From this community art exhi- the orchestra facilitator, the sec- bition, a student work is selected to ondary choral facilitators, and the represent each school and is displayed general music facilitators. A Profile: for a year in the board of education ON BUILDING AN ARTICULATED RLAND offices. These pieces are professionally O 135 framed and returned to the student at CURRICULUM FROM FRAGMENTS RLAND ARK the year’s end. In the 1980s, Olathe curriculum (O P , IL) As a gesture of thanks (and good for each of the arts areas was fragment- Factors Statistics public relations), each opening night vis- ed. It had been written for grade-level The Community√ Schools (Total): 13 The School Board√ Students (Total): 5,526 itor to the fine arts exhibition receives a groupings without much alignment for National, State, Other Per Pupil: $6,103 small memento of student artwork. future or previous grade-level groups Outside Forces√ Arts Teachers (Total): 41 (elementary, junior high, and high ● school). No formal coordination exist- ike other Chicago area school sys- ed among the fine arts. Ltems, Orland School District 135 Today, a five-year curriculum takes excellent advantage of the city’s revision cycle is in place, established multitude of arts resources. Even if A Profile: by the district in the early 1990s for all those world-class resources were not ARSIPPANY ROY ILLS content areas. It includes pre-study, available, the district could point with P -T H curriculum writing, implementation, pride to its work in arts education TOWNSHIP (NJ) resource selection, and assessment within its own 24 square miles of Factors Statistics composing. southwestern Cook County. The Community√ Schools (Total): 12 The district arts leaders report: Arts education in the Orland The School Board√ Students (Total): 6,157 Park School District is inclusive, acces- The Superintendent√ Per Pupil: $9,189 “An important factor was writing Teachers Who Practice Arts Teachers (Total): N/A sequentially for kindergarten through sible, measurable (using portfolio and Their Art√ grade 12. Since this was a new authentic assessments), national and Planning√ approach for most, it was comfortable state standards-based, performance- to varying degrees, but very educational and product-focused. It is taught by t took a lot of talking through for all of us to be involved in recom- visual arts and music specialists in a “I rough years, but it has been mending what curriculum looks like at comprehensive sequential program worth it in every way,” says Dr. each level and to clearly see relation- that begins in the district’s four prima- Timothy Brennan, superintendent of ships between the levels. Focusing on ry centers and continues through the schools for this affluent metropolitan outcomes rather than activities was a three intermediate centers and three New York suburban district which has leap for many of those involved. Our junior highs. Drama is also taught grown enormously since the 1960s. A district’s curriculum writing coincided starting at the middle-school level. former music teacher, Brennan points with the publication of the National The program is fully funded by the to the consolidation of administration Standards for Arts Education. The school district, but the community still and support services as a way to incor- provides additional support. continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 69 porate the arts into a program of unity arts commission, and an arts-valuing sistency in using hardware and soft- and strength anchored by arts special- community, the arts play – and thrive ware in the arts classrooms. We have ists at every grade level, enhanced by – in Peoria, just 15 miles from Phoenix several teachers who are on the cut- the many cultural and educational and part of Arizona’s fastest-growing ting edge of technology. Therefore, resources of New York City, and sup- community. we are already using those teachers ported by the board of education and As it builds on its successes in to train and educate their fellow arts the community it serves. arts education, the Peoria Unified teachers. Those same teachers are Among the district’s arts special- School District stands out for its pursuing grants that will help us to ists are practicing artists who show recruitment of teachers, attention to create our own programs.” and perform locally and regionally. elementary-level arts learning, “We have developed our own Web Several individuals have had shows of approach to technology, and tangible site for the arts to serve schools and their work at the Morris Museum, the contribution to community. community, and we hope to have it Newark Museum, the Cathedral of St. Peoria recruits teachers with on the Internet by the end of John the Divine, and other locations strong arts preparation and abilities in September 1997. We are currently throughout the New York metropoli- their medium. In particular, the dis- working with the City of Peoria and tan area. The district has supported the trict seeks arts teachers who practice our technology department to bring professional growth of its arts educa- their art form in some capacity besides our arts programs to the schools tors with tuition reimbursement, the classroom – for example, music and community via cable TV.” payment for “art clinics” and sabbati- teachers who direct or perform in cals, as well as traditional conferences choral groups and artists who exhibit Peoria’s newest high school has and professional meetings. or sell their paintings and sculpture. already been designed to house a tele- All students have the opportuni- “The higher the level of professional- vision setup complete with computer ty to participate in the arts. One ism they exhibit, the higher the skill and editing stations. Art, photo, and anecdote illustrates the district’s and level they bring to our students,” says yearbook rooms already have been its educators’ commitment to access. Andre Licardi, district director of arts redesigned to accommodate this plan. When more than 100 students in an education. The district administration’s elementary school of 300 wanted to The knowledge and skills of the interpretation of “community involve- play in the school band, the supply of teachers are directed throughout the ment” goes not only to what the musical instruments was exhausted. district, beginning at the elementary community and its resources bring to Not wanting to deny any child who level. “The thriving high school pro- the schools, but what the schools could not afford to rent an instrument grams are testimonials to our bring to the community. Three pro- the opportunity to participate, the elementary counterparts,” Licardi jects serve as examples: instrumental music teacher put a points out. “They are working together • Festival of Trees: For this joint pro- notice on the Internet requesting to provide the essential skills needed ject with the Peoria Chamber of donations of used instruments. The for comprehensive, higher-level pro- Commerce, students make orna- response was overwhelming, and every grams in all areas. As of 1994, all high ments with a theme (Phoenix Suns, student who wanted to play in the school students are required to take Native American, Desert Animals) band was able to do so. one class in the arts for graduation. and decorate the trees, which are Even with all manner of funds Also, 34 percent of our high school then auctioned to community busi- made available, the district would be students are currently enrolled in the nesses and the funds distributed unable to offer high-quality arts educa- arts during each year of high school.” back into the community. tion without some creative planning – Peoria offers the high school stu- • Empty Bowl: Ceramic students at all in particular, the scheduling of the ele- dent a four-year, curriculum-based 29 schools put hands and hearts to mentary art program in a nontraditional program in art, advertising art, ceram- work and raise funds going to orga- unit format rather than in periods. ics, photography and media, band, nizations that feed the hungry. In dance, drama, theater and humanities. 1987, students raised more than ● “Since our high schools currently have $8,800 for three local charities. block scheduling,” Licardi adds, “the • Music Ends Silence: Following on the number of arts students has increased success of the Empty Bowl, students at each of our high schools.” A Profile: obtain pledges for an entire day of Peoria also provides a lesson in music (performed by Peoria’s school PEORIA 11 (AZ) the integration of technology into the bands and choirs) at various sites. Factors Statistics teaching and learning of the arts. Funds help local students with special The Community√ Schools (Total): 29 Licardi explains where the district has needs pursue a music education. The School Board√ Students (Total): 28,500 been, where it’s going, and how it The Superintendent√ Per Pupil: $2,500 plans to get there: Teachers Who Practice Arts Teachers (Total): 97 ● Their Art√ “The first phase is implementing An Elementary Foundation√ technology in our curriculum, units Planning√ Continuous Improvement√ of study, and lesson plans. More than 85 percent of our arts teachers ith a supportive school board, already use computers, either in the W a superintendent (Dr. Paul classroom and/or at home. We are Koehler) who was chosen by the gov- currently developing a plan for con- ernor to serve on the board of the state

PAGE 70 To put the arts within each stu- planning can make even the priceless A Profile: dent’s reach in this ethnically and contribution – Marian McPartland’s financially diverse community, the offer to play and teach high school stu- PORT WASHINGTON (NY) Port Washington school district offers dents, Omni Recordings’ studio services Factors Statistics a broad range of courses, from intro- – go further, do more. A new dance The Community√ Schools (Total): 6 ductory training to intermediate and fund set up by the Blumenfeld family The School Board√ Students (Total): 4,102 The Superintendent√ Per Pupil: $15,200 advanced experiences. Opportunities is being tapped not only for workshops District Arts Coordinator(s)√ Arts Teachers (Total): 33 for students to excel are offered in and artist residencies, but the district Opportunities for Higher many different art forms, and in many also has used it to create a “Tappin’ Levels of Achievement√ National, State, Other arenas within each art form. The visual and Jammin’” elective for eighth-grade Outside Forces√ arts program includes studio courses as students at the middle school. Planning√ Continuous Improvement√ well as several levels of computer graphics, holography, design, and art ● history offerings. A K-12 dance and ocated in Nassau County on Long movement program – still a rarity in Island, Port Washington Union Free L most school districts – has been evolv- School District (UFSD) is a comfortable ing in all of the district schools over A Profile: suburban community of six schools. the past eight years. “Were you to interview any PUYALLUP (WA) Parent and community con- given fifth-year student here,” David Factors Statistics stituencies have very high expectations Meoli, Port Washington’s director of The Community√ Schools (Total): 32 for the Port Washington schools and √ creative arts, wrote in the district’s The School Board Students (Total): 18,312 play meaningful roles in delivering The Superintendent√ Per Pupil: $5,453 report for this study, “you would find Arts Teachers (Total): 84 high-quality arts instruction to their District Arts that (s)he most likely: sings in the cho- Coordinator(s)√ children. Involvement takes the form √ rus, plays in the band/orchestra, has A Cadre of Principals of freely shared community resources, An Elementary Foundation√ taken dance workshops with members Planning√ the participation of local arts organiza- of the Martha Graham School and/or tions and each school’s parent-teacher American Ballet Theatre, has created a ince it was founded in 1854, the group, and the work of a district-wide hologram, has been to an art museum SPuyallup School District, on the out- Cultural Arts Committee made up of in a class setting several times, has per- skirts of Tacoma, has made a place for parent representatives from each of the formed in at least one play/musical the arts in the education of its young six schools. The committee meets reg- production, has created numerous people. That place continued to be ularly to preview artists and plan arts two- and three-dimensional art works, secured – and expanded – by careful experiences for all district students. and is able to talk about his/her own planning, budgeting, and educating of Resource allocation – time, (and others’) work in terms of quality, others in the importance of the arts. space, budget lines – is a telling mea- composition, historical perspective, “The education of children in sure of the value of the arts in the and expressiveness.” the arts is an integral part of the dis- district. Port Washington cites as vital It would be easy to attribute that trict’s strategic plan,” Superintendent a full-time arts administrator, teachers hypothetical student’s breadth and Richard D. Stovde points out. “Our open to museum and artist collabora- depth of arts education to the fact that community has had a longstanding tion, and central and building the Port Washington school district lies commitment to the ‘whole child,’ administrators who fully include just a short train ride from Manhattan. never limited to just the development music, art, theater, and dance in their Or one might point to the environ- of academic talents alone. We are fully consideration of budgeting, schedul- ment created by the artists who have committed to fulfill this expectation ing, staffing and facilities decisions. lived here (John Philip Sousa, John not only because of our community’s Although the bulk of the fund- Cassavetes, Perry Como, Shlomo beliefs, but also because we believe ing for arts programs is provided Mintz, Marian McPartland, and cast that few children can be a significant through the district budget, particular- members of “Seinfeld”), or to arts sup- benefit to our society without a grasp ly in the area of staffing, there are porters with names like Frick and of the value of the arts.” many ways that the district optimizes Guggenheim. Puyallup plans for arts educa- its resources – by utilizing state aid for Those factors, as well as state tion. Elementary principals assist arts events, competitive grants, and and national standards and fine arts classroom teachers in providing time the funding or fund-raising support of graduation requirements, do come into and schedules that promote the explo- parents and other community mem- play. But like many other school dis- ration of band, orchestra, choir, visual bers. In recent years, the community tricts that responded to this study’s art, theater, and dance. Meanwhile, has supported a new arts wing in one questionnaire, Port Washington points school building administrators at the school and the refurbishing of three to three linked areas as key to its secondary level make master schedules district auditoriums, the creation of a strong arts education: (1) range of that are developed around the arts. dedicated gallery space in an elemen- opportunity for all students, (2) forms The arts are placed on the master tary school (planned and paid for by of community involvement, and (3) scheduling board before other subjects the parents), and raised enough allocation of resources – time, space, in order to create a conflict-free envi- money to air condition the high and budget lines. ronment for student scheduling. school auditorium complex. What propels arts education The programs offered at the sec- There are, of course, some things forward here, however, is planning and ondary level range from the required that money cannot buy. Thoughtful commitment to continuous improvement. continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 71 visual and performing arts classes for seventh graders to pottery and computer A Profile: PRIDE OF PUYALLUP graphic design for high school students. ANDOLPH Budgeting for the arts begins It’s not every school system that has R with Puyallup’s basic education bud- its own museum. COUNTY (WV) get. As Deanna Rine, assistant The Karshner Museum was donated Factors Statistics to the Puyallup School District in √ principal of Stahl Junior High School, The Community Schools (Total): 15 explains, “Parents, grants, and partner- 1930 and has been owned, operated, Students (Total): 4,855 ships are supportive of our programs staffed, and solely supported by the Per Pupil: N/A Arts Teachers (Total): 0 but do not fund our most important school system ever since. Displaying exhibits on the cultural, regional, and resource: our teachers.” Rine described natural history of the northwestern andolph County is the largest county the budget process: “Budgetary deci- United States, the museum allows Rin West Virginia with a population of sions are recommended by the students to get a firsthand view of just 26.5 people per square mile. Its superintendent’s cabinet and voted on many Native American artworks. The unemployment rate is more than 10 per- by the school board. All school board museum also features an exhibit of cent, and 60 percent of its students members reflect their community and glassworks by Dale Chihuly. receive free and reduced lunch. strongly support the arts. The school Puyallup elementary students visit After severe budget cuts in 1988 district has maintained a music line the district-owned Karshner Museum eliminated elementary arts teachers, item in the budget which is managed at least once, sometimes twice a parents, artists, and educators met to year. Transportation for these visits is by the music coordinator. This type of explore options for arts education arts funding has been in existence for paid for by the school district. Students also learn through the within the system. They devised a new more than 50 years. A budget line item way for Randolph County to bring the for arts education ensures that equal Karshner Museum in their classrooms. The museum provides arts back: the ArtsBank Council, an monies will be provided for every “Discovery Kits” to spur discussion artist-in-residency program of local school program, regardless of building of museum exhibits in the classroom. artists who would be hired by the dis- principal support.” A kit may be used in order to prepare trict to teach in the schools. Each artist Puyallup employs district arts a classroom for a museum visit or to would spend an intensive four-week coordinators for visual arts, drama, further classroom learning. ğ residency at one school where each and music. The district did lose its student would have the opportunity to music supervisor position six years work and learn with the artist. A pro- ago, but, according to Rine, “the pub- gram coordinator would be hired by lic outcry was so great that it was the district to oversee its day-to-day Outreach Program, high school stu- reinstated within one year.” operations. dents have performed plays dealing The community’s staunch sup- When Randolph County Schools’ with teen alcohol abuse, teen pregnan- port is also crucial for recruiting and budget was slashed, the district had to cy, and stereotyping and labeling for retaining excellent teachers, such as find other means to fund the ArtsBank. 50 different junior high school class- high school drama instructor Lynda The district turned to the West Virginia rooms and more than 3,000 students. Belt who was named 1997 Teacher of Commission on the Arts for grants The issues were selected by student the Year by the American Alliance for through its Arts-in-Education program. survey. In order to participate, high Theater and Education. This money was used to hire the local school students enroll in a Drama Community support takes the artists and a coordinator. Art supplies Outreach class teaching “interactive form of partnerships with local artists at first were provided by local business drama techniques.” The class meets such as glassmaker Dale Chihuly, sever- partners-in-education; they are now only one hour a day, but it requires a al musical organizations, and the new paid for by the ArtsBank. significant amount of additional com- Valley Arts United group which pro- In addition, ArtsBank provides a mitment from the students. Puyallup motes the arts in the community and per student stipend for art supplies; High School estimates that its students at the same time builds support for arts some of these art materials would not who participate in the program spend education in the schools. Mostly, sup- be available to children in rural areas at least 25 hours each semester work- porters are parents, who often otherwise. ArtsBank also pays for ing in the community. participate in programs as performers mileage for artists who must travel with their sons and daughters, and ● long distances to teach in the rural ele- Puyallup residents who simply value mentary schools. the role the arts play in their daily lives. "A budget line item Today artists for the ArtsBank The school district nourishes this program are recruited through ads community support in many ways. for arts education placed in the local papers by the Student talents bring the arts to nurs- ensures that equal school system. County administrators ing homes and hospitals. They and the ArtsBank coordinator screen contribute to the annual downtown monies will be the applicants, who must show that arts show sponsored by the city coun- they are practicing artists and work cil and local businesses. Advanced arts provided for every well with children. Artists must design students also contribute to the com- school program, art lessons to enhance regular curricu- munity’s quality of life by educating lum and participate in an in-service younger children about important regardless of building day to ensure that they understand social issues. Through the Drama principal support." their duties and can communicate

PAGE 72 effectively with children. In general, estate market, thereby taking a positive 75 percent of the artists hired hold a role in helping to counteract the degree in fine arts or arts education. THEATER IN ROBBINSDALE: shrinkage phenomenon. “THE ART OF THE PRESENT” Not only has the ArtsBank The school district has been pro- brought the arts back into the elemen- Robbinsdale Area Schools was active in this effort, educating local real tary classrooms, but it also has honored by the Children’s Theater estate agents about the arts programs strengthened the community’s aware- Foundation of America as the recipi- and the other benefits of the school ness of the arts. As the program ent of the first-ever Medallion Award system. To help agents answer the became a growing presence in the given to a school drama program. proverbial first question – “What are Randolph County Schools, the commu- Honoring “continuity and artistry,” the the schools like?” – Robbinsdale Area following award citation says a great nity began to take notice. Whereas in Schools developed and now sponsors deal about what constitutes excel- the past funding came mainly from seminars for some 80 real estate agents lence in theater for young people: grants, now banks, business leaders, each year. The agents earn continuing professional people, and the local hos- ccasionally, amid the maelstrom education credit and promote the pital contribute. Many civic Oof controversy that surrounds school district to prospective residents. organizations helped raise funds as public schools today, a beam shines In February 1998, for example, well. The local vocational school staff out from a lighthouse steadfast in the the half-day event included a short and Future Business Leaders of America storm, sending inspiration and hope performance piece from a musical, a provide clerical help to create mailing to those who struggle with the tides student reading from an award-win- lists and to send out fund-raising let- of protest, financial problems, and ning literary magazine, and a visual ters. The Annual ArtsBank Auction is societal changes that sweep the arts discussion led by a fifth-grade stu- nation’s schools. another avenue through which the dent. Superintendent Thomas Bolin, community helps support the program. Based on a curriculum taught by who originated this idea, welcomes the Local artists and organizations con- certificated theater professionals, participants. The agenda includes distribute their artwork to the auction for extended to the community through cussions on academic opportunities in the community to purchase, and the an annual season of productions, the schools, roundtable sessions led by proceeds go to ArtsBank. with special attention to senior citi- principals, as well as arts presentations. ● zens, with traveling shows for This district has had a full-time children, and including student- public relations specialist on staff for directed one-act plays, the 15 years. (All districts in the performances of the Robbinsdale Minneapolis metropolitan area have a high schools have been recognized position like this in the office of the by experts in the field through the superintendent.) In Robbinsdale Area Minnesota drama competition A Profile: Schools, this specialist oversees a Web where at least one of the three dis- page, the community newsletter, ROBBINSDALE (MN) trict schools has reached state level in 19 out of the last 30 years. media relations, a cable television link Factors Statistics and a print shop in addition to the The Superintendent√ Lest one think that Robbinsdale is √ Schools (Total): 19 seminar for real estate agents. Continuity in Leadership Students (Total): 13,939 Parent/Public Relations√ Nirvana, where pain and worry have The schools also have a long his- Per Pupil: $5,875 been extinguished, District 281 has National, State, Other Arts Teachers (Total): 73 tory of hiring certified teachers with Outside Forces√ weathered the difficulties of popula- training in theater and experience in tion growth and decline, moving directing. Minneapolis is a theater he Robbinsdale Area school district from one high school to three and town, and theater programs have been is located in a “first ring” suburb now to two. It has an ethnic and T a powerful asset to the district since of Minneapolis where the student pop- economic distribution close to that ulation has dropped from 28,000 to of the nation and faces the financial the 1950s. School productions are very 14,000 over a 10-year period. Two high and social pressures common to popular, meeting their expenses and schools instead of three now serve the communities everywhere. then some from ticket sales. In addi- district. In part, that is the result of a tion to the popularity of theater in the The French actor and director Jean community and the long history of state policy that enables junior and Louis Barrault called theater “The senior high school students to enroll hiring gifted “career” teachers who Art of the Present.” Presently, educa- stay and make the program attractive in college courses, free of charge. tion is sailing on a “sea of troubles,” to students (100 auditioned for roles in Another state policy – “open enroll- wherein some schools have lost a recent musical), success has been ment” – puts schools in competition course and even foundered. District attributed to: with one another to attract students. 281 has continued to make way, Test scores and special programs providing its generations of young • Support from the administration: are generally what draw students to a people with a present experience in “The superintendent supports all of school. Therefore, the district’s arts art, a present platform to study the the arts,” reports one teacher. “He education program has become a human condition, a present oppor- believes in them. Our financing is tremendous marketing tool for tunity to acquire skills important to looked upon as just as important as Robbinsdale Area Schools and the personal future, a present concrete that for sports.” Theater produc- community at large. The district has adventure in jointly solving mutual tions, like football games, are promoted its programs, such as arts problems – a headlight example of extracurricular. Theater teachers education, as a “plus” in the local real theater in education. ğ continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 73 All students have the opportuni- ROBBINSDALE’S “COMPREHENSIVE A Profile: ty to experience these hands-on ARTS PLANNING PROGRAM” OCHESTER courses, including the 20 percent of R (NH) students in the district with disabilities The Comprehensive Arts Planning Factors Statistics and special needs. “The big challenge Program committee (CAPP) with The Community√ √ Schools (Total): 10 is to maintain funding for programs members from the community, par- The Superintendent Students (Total): 4,600 Continuity in Leadership√ like School-to-Work and special educa- ents, and staff meets regularly to Per Pupil: $4,200 Opportunities for Higher Arts Teachers (Total): 25 tion,” Houston added. Everyone – fulfill the following mission: Levels of Achievement√ National, State, Other staff, parents, community booster • Communicating the importance Outside Forces√ organizations – helps with writing of arts in schools grants, field trips, equipment dona- • Promoting arts education ochester, New Hampshire, is a sea- tions, and a variety of other projects.” • Initiating arts events Rcoast town characterized by a low socio-economic scale and residents with ● • Creating opportunities for arts a limited educational background. In involvement by the total community the decade that Dr. Raymond Yeagley The committee works in close has been superintendent, the arts have cooperation with the district been put to work to help provide a bet- A Profile: superintendent, who initiated the ter future for its young people. ROCKCASTLE real estate seminars, and with A band director certified in school principals. A student- music education before he arrived in COUNTY (KY) designed logo, “All the Arts for All Rochester, Superintendent Yeagley has Factors Statistics the Students,” is used in promotion promoted a vision of the arts – includ- The School Board√ √ Schools (Total): 5 of CAPP activities. The Superintendent Students (Total): 3,163 ing theater as well as visual art and District Arts music – as basic to education for all √ Per Pupil: $4,466 ğ Coordinator(s) Arts Teachers (Total): 15 students. National, State, Other Outside Forces√ Rochester draws upon and exhibits many of the same strengths as he Rockcastle County School other communities with healthy arts TDistrict is in a lightly populated who direct plays, like football coach- education programs: a sound K-12 arts area in the middle of Kentucky. In es, are paid for the time they put in curriculum; a host of co-curricular fact, the entire county is home to only after school hours. “The central activities involving theater, music, and about 15,000 people. Despite its small office is willing to say, ‘This is as visual art; parent booster organizations; size and lack of resources, the Rock- important to kids and the communi- business partnerships; a supportive castle district has still been able to ty as other things.’ ” administration, and high-quality arts establish a commendable arts educa- • More than one theater teacher at teachers. What is rooted in the superin- tion program. By seeking help beyond each high school: Rather, there is tendent’s vision and what has come to local sources, the school district for- generally a team of five, highly qual- set the district apart, points out Joanne mulated an arts program that would ified theater teachers at each site. Houston, director of music, is benefit its students. This means that a variety of projects Rochester’s approach to its vocational- In 1989, there was no organized can be in process at the same time, technical “School to Work” program in arts education program in the district. and when someone retires, other the visual and performing arts. Music specialists had been serving people are there with long-term Rochester School District pro- every grade level, although formal experience to maintain the continu- vides more than 40 course offerings at visual arts instruction was available ity of the programs. the high school level in the visual arts, only to high school students. writing, music, and media communica- • An annual major theatrical produc- Nonetheless, research indicated that a tions. Among them: Music Appre- tion at each middle school: These number of teachers were, in fact, inte- ciation, Musical Theater, Band, productions may be directed by a grating the arts on a daily basis. The Chorus, Accelerated Chamber parent, principal, or English teacher. leaders of the school district – then- Ensemble Singers, Basic Art, Art 1, 2, 3, They provide good preparation for Superintendent Bige W. Towery, Jr., the and 4, Art 3 and 4 Honors, Advanced the high school drama programs. school board, and central office staff – Placement Art, Ceramics 1 and 2, appreciated their students’ need for a • Fine arts as a requirement for high Painting and Drawing 1 and 2, school graduation: “It is a positive strong background in the arts, but Sculpture 1 and 2, Commercial Art, they also understood that they did not thing to make credit in fine arts a Housing and Home Decor, Graphic requirement for high school gradua- have the resources to establish an arts Trades 1 and 2, Newswriting and program. tion,” states one teacher. The state Photography, Technical Writing, Film, allows theater to be taken as an Therefore, the school system Media and Communication and sought financial support from the state English credit and not just as an Careers, Graphics Communications elective. level and eventually received a grant of and Technology, Drafting Technology, $9,600 from the Kentucky Arts Council ● Photography (black-and-white, color, to assist with development of a digital), Technical Drafting and Design, program over three years. The district Woodworking Technology 1, 2, and 3. used the money to establish a basic

PAGE 74 arts program within the district. • With commitment of staff develop- During this three-year period, the A Profile: ment time and money, teachers can school district slowly began allotting SAINT PAUL 625 (MN) deliver integrated arts curriculum. its own funds towards arts education • It is easier to build participation in and eventually was able to fund the Factors Statistics √ the arts from the elementary level up. The Community Schools (Total): 64 program autonomously. The School Board√ High school participation is lower √ Students (Total): 43,747 Initially, the Rockcastle County The Superintendent Per Pupil: $7,110 without the elementary impetus. An Elementary Foundation√ School District’s “Basic Arts Program” Arts Teachers (Total): 176 • Secondary students will select arts was created to provide only the funda- programming as an option when it aint Paul Public School District 625 mental levels of arts education. is offered in an interdisciplinary educates nearly 44,000 students, However, in the years since its incep- S mode. tion, the Basic Arts Program has more than 30 percent of whom have • Through competition and increased evolved to the point where it can no limited proficiency in English. Growing performance, the district has dis- longer be considered just basic. increasingly diverse, the district reports covered a larger student talent pool Besides covering the fundamentals of that the arts are a “natural vehicle for than previously thought. music and the visual arts, the program learning” because they provide stu- has both expanded and become more dents with opportunities to “process • Through the interdisciplinary interdisciplinary. ideas in a way that may be more natur- approach, students can experience Interestingly, H. Allen Pensol, al – visual, kinesthetic, and aural a wider spectrum of arts programs. Basic Arts coordinator, pointed out, learning.” • Increased parent participation has “When the Kentucky Education School District 625 benefits from occurred in arts-related programming. Reform Act (KERA) became law in 15 years of Comprehensive Arts • Teachers and arts partners need to 1990, many other districts were slow Program Planning (CAPP), which share a common language when to realize that the arts and humanities began in 1983 with the start-up for the implementing interdisciplinary would eventually be included in the district’s original arts magnet, Mississippi programming. Creative Arts Elementary School. Accountability Index on the Kentucky • Arts partnerships have been able to Strongly supported by its school board Instructional Results Information expand the breadth and variety of and superintendent, arts education in System (KIRIS) by 1993.” Due to the arts offerings K-12. foresight of the school district leaders, Saint Paul is built on the district’s • By introducing students to arts at a “district-wide arts instruction had funding of the arts, starting with a young age, we are building future already been initiated. Students and firm elementary foundation. All 66 ele- arts audiences. teachers with little or no prior interest mentary schools, in fact, participate in in the arts were becoming comfortable music, visual arts, and creative writing; • Corporate funding increases the and even eager to incorporate an arts some also offer students dance, speech, chance of success for interdiscipli- and humanities dialogue into their and video. At the middle and high nary arts programming. schedule and daily lives.” Furthermore, school levels, the district provides a Pensol added, “Now that the Kentucky range of facilities and opportunities: Department of Education has consti- dance studios, TV/video studios, black tuted a State Core Content and set box theaters, a publishing center, part- A Profile: Standards for Kentucky Schools, teach- nership programs with the University ers in Rockcastle County are seeing of Minnesota, Ordway Music Theatre, SALINA 304 (KS) Minnesota Opera, and other commu- how the district’s initial groundwork Factors Statistics in arts instruction is accommodating nity organizations. The Community√ √ Schools (Total): 15 and complementing instruction in The district identified its top Planning Students (Total): 7,636 other disciplines.” three program strengths as (1) breadth Per Pupil: $3,821 Arts Teachers (Total): 37 Since Superintendent Towery’s of arts offerings, (2) interdisciplinary retirement in 1995, the arts education practices or integration of the arts throughout the curriculum, and (3) he strength of arts education in program of Rockcastle County has Salina Unified School District 304 received the enthusiastic support of access to the arts. District’s arts special- T ist/coordinator Thomas K. Gale added lies in integration of the arts into the Superintendent Larry B. Hammond. mainstream curricula. Through its In addition to encouraging the school what he believes Saint Paul School District 625 has learned in these areas: Arts Infusion Program, produced in board to increase arts education fund- partnership with the local arts agency, ing and advocating for arts education the Salina Arts and Humanities • If the Saint Paul Public Schools dis- at state and national conferences, he Commission, the district has created trict doesn’t make arts free/low makes his support manifest. “Quite an interdisciplinary system encourag- cost, schools can’t afford them. often,” Pensol noted, “Superintendent ing lifelong learning through the arts Hammond engages in year-round • Having artists who represent diver- while bettering student performance. classroom arts activities along with sity in the district increases student In Salina, the community has a the students.” identification and participation. direct investment in the artistic future ● • It is easier to support arts program- of its children. With a population of ming when it includes basic skills 43,000, Salina is the regional center for in all areas presented in an interdis- a very rural area in the center of the ciplinary manner. state of Kansas. Through concentrated

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Lessons From School Districts That Value ARTS EDUCATION PAGE 75 effort over the last 20 years, Salina has schools to provide in-depth support for developed its arts and cultural A Profile: arts education and public outreach." resources to include a local arts agency AN OSE The artist-in-residence program spon- that is a department of city govern- S J (CA) sored by the California Arts Council ment; a visual arts center and historical Factors Statistics provides experiences in music, visual √ The Community Schools (Total): 44 museum (both nationally accredited); a The School Board√ arts, drama, and dance for students. √ Students (Total): 33,815 community theater with a strong The Superintendent Per Pupil: $5,453 San Jose has implemented mag- youth program; an annual arts festival Arts Teachers (Total): 100 net programs and academies in 26 (the Smoky Hill River Festival) now in schools, five of which encompass the its twenty-second year, and a sympho- hile the San Jose Unified School magnet arts strand. Best known ny orchestra, as well as a local arts- WDistrict has many lessons to nationally is San Jose Unified's Lincoln based grants program. share in the development of a rich, Academic and Visual Performing Arts The Salina school district achieves sequential visual and performing arts High School, which has developed a depth and quality of program delivery curriculum, this nationally recognized model program with Apple Computer through a balance of comprehensive district’s accomplishments are espe- – "Computing in the Arts" – that is planning with these agencies. This cially instructive when viewed supported by the California State approach, which involves exposure to through the lenses of financial and Department of Education. The and training by a variety of local and demographic challenges. University of Santa Clara and the Tech national educators and artists, succeeds The passage of Proposition 13 in Museum of Innovation also are collab- because the district recognizes the com- 1979 presented San Jose Unified with a orating with Lincoln in designing a munity agencies’ expertise in the fiscal crisis faced with varying success model educational program in multi- delivery of arts education and the by all California school districts. What media video which targets reading and importance of creating viable partner- further complicated San Jose Unified's literacy for Limited English Proficient ships between artists and educators. response to that resource problem were (LEP) students. One overarching goal of the Arts the problems of its own geography Partnerships such as these, in Infusion Program is to extend aware- and population distribution. Some 24 addition to proactive grant procure- ness of the program into the miles long but only 2 to 3 miles wide, ment and the use of state desegregation community. School-residency artists the district has majority populations in monies, make it possible for the district are commonly featured in other venues the south, minority populations in the to meet the need for magnet schools in the community. For example, a story- north. The year before Proposition 13 while simultaneously providing arts teller working in the schools may was passed, student housing facilities education to all students. Today appear at the local senior center and of nearby San Jose State University approximately 4.8 percent of the dis- also work with members of the local were converted to accommodate trict's $165 million gross annual budget storytellers’ guild, later performing with Vietnamese refugees. Ethnicity of the is applied to arts education. Equity, as the guild at a community-wide family district's more than 33,000 students is defined by the desegregation court dinner and bringing parents into the comprised of 43 percent Hispanic, 39 order, requires that no student be circle. The Smoky Hill River Festival is percent white, 12 percent Asian, and denied access to programs due to an event that leads to longer-term 7 percent other. financial hardship. To ensure equity, artist-in-residence programs through To address the resulting social therefore, the district funds all arts which Salina children establish relation- and educational problems, in 1982 the education materials, supplies, and ships with professional dancers, district initiated a voluntary desegrega- necessary fees. musicians, visual artists, theater artists. tion program by establishing several San Jose Unified's experience It is also a source of funding. magnet elementary, middle, and high offers a lesson in how one seemingly One example of increasing the schools. In 1984, identified as a heavi- small triumph after another can build availability of arts instruction in the ly impacted minority school district, the kind of broad, deep community- classroom is the use of a drama curricu- San Jose Unified came under court wide support that makes it possible to lum consultant. The consultant is order to desegregate its schools and to overcome the highest hurdles. A news- available on a continuing basis, upon rely "heavily on the use of magnet paper columnist's critique of Cory request, to assist teachers in using the schools to encourage voluntary trans- Elementary magnet school's performing dramatic arts as a teaching tool. Salina fers for the purpose of desegregation." arts production provides case in point: elementary students learn history by With increasing need for “By most standards Cory should not enacting early settlers as characters and resources to expand and develop the be able to afford the extravagant per- learn planetary relationships by physi- magnet programs in the face of drasti- formance the kids are putting on. It's cally exploring time and distance. This cally reduced state financial support, the kind of show you might expect position is funded through the Quality the school district began seeking arts in an affluent suburban school dis- Performance Accreditation category of and corporate partners. trict. The communities [Cory] does the Kansas Arts Commission’s Arts in "In 1986," Dr. Bill Erlendsen, pull from are among the poorest in Education grant initiatives. director of external programs, reports, the city. Many of Cory's kids are dis- The Salina district has forged "the school district began partnering advantaged. While I'm not certain partnerships and found innovative with existing arts organizations, includ- what standards you are supposed to ways to extend the local agencies’ ing American Musical Theater, San Jose apply to 5, 6, 7 and 8-year-olds, hav- considerable arts resources. Symphony, Opera San Jose, San Jose ing seen it, I'll guarantee it: This ● Repertory Theater, the San Jose show will knock your socks off.” Museum of Art and other professional and community groups with district ●

PAGE 76 the Getty Center for the Arts. Lockett, A Profile: arts in education coordinator for the I MADONNARI Selma City school district, had learned ANTA ARBARA ITALIAN STREET PAINTING FESTIVAL S B about the center and its summer insti- COUNTY (CA) This three-day festival held each tutes in Discipline-Based Arts Memorial Day weekend brings together Education (DBAE) from her superin- Factors Statistics 400 professional and nonprofessional The Community√ Schools (Total): 91 artists of all ages to create 200 large- tendent (who didn't know about arts The Superintendent√ Students (Total): 62,194 scale chalk drawings that fill the plaza instruction but knew Lockett did and Per Pupil: N/A trusted her knowledge). Selma's super- Arts Teachers (Total): 43 at the Santa Barbara mission. Sponsoring businesses, individuals, intendent was exploring any program and families pay from $10 for a 2’x 2’ that would help the mostly poor hen the California state deficit child’s pavement drawing square to minority youth in this district 50 miles brought cuts in education W $450 for a 12’ x 12’ square. The festival from the state capital of Montgomery. funding, many public schools had to also features live music and an Italian Lockett called Bell, who had spent dismantle their arts programs. In Santa Market. Some 30,000 people turn out 20 years in public education with the Barbara County, performing and visual for the event, and many more visit the Montgomery (AL) schools before going artists are working with elementary site over the following weeks as the to Saint James School, a nonsectarian, school students and providing their artwork fades and finally disappears. college preparatory coeducational day teachers with staff development I Madonnari Festival’s annual profit of school network of two elementary through a private-public partnership $50,000 enables the Children’s Creative schools, one middle school, and one between the Children’s Creative Project (CCP) to provide every school high school located in middle- to Project (CCP), a community-based, arts in the county with $200 arts credit high-income residential areas of education nonprofit, and the Santa toward the fees of touring or resident artists. It also pays for the production Montgomery. Bell agreed to join Barbara County Education Office. of a catalog that is distributed to every Lockett, each of them taking teams of Incorporated in 1974, the school and describes the 150 touring administrators, arts teachers, and class- Children’s Creative Project became a artist performances and 50 resident room teachers to the Southeast Center program of the Santa Barbara County artists available to them. Each year for Education in the Arts. Education Office under the leadership selected arts offerings are organized A few years later, as interest in of Superintendent William J. Cirone. around a different theme derived from the Southeast Center grew and it could The education office provides the CCP academic subject areas or cultural no longer handle the numbers wishing with the executive director’s salary, traditions. to enroll, the Getty Education Institute office space, utilities, accounting ser- CCP presents a second festival each for the Arts asked Lockett and Bell if vices, insurance, legal assistance, April at the San Luis Obispo Mission. they would be interested in developing printing, and management training. ğ a satellite center. With only two full-time staff and a According to Lockett, she was part-time bookkeeper and secretary, “dumb enough to assume it would CCP provides schools with resident work” and just charged ahead. Lockett artist workshops (from 8 to 30 weeks’ arts education resources and experi- and Bell went to their respective duration) and 600 touring artists with ences for 63,000 Santa Barbara students school leaders. Dr. James Carter, performances in 150 schools. is great. The realization of that poten- superintendent of Selma City Schools, CCP handles the scheduling for tial poses a worthwhile challenge for and Dr. Raymond Furlong, headmaster touring artists who receive 100 percent the local school districts. of Saint James School, then sat of their fees. Resident artist workshops ● down for private conversations about cost $32 per hour, of which 12 percent the benefits to both systems. DBAE goes to CCP to cover administrative was a successful catalyst: Both leaders costs. Schools pay artists’ fees from agreed that the collaboration was school site funds, money earned by A Profile: about the children and fully commit- PTA fund raisers, school district gener- ELMA ted themselves to the project. al funds, and support from local S (AL) Each school district brought businesses or service groups. CCP Factors Statistics √ strengths to the collaboration. Saint secures grants and stages fund raisers, The Superintendent Saint James School District Arts James provided clout, a campus for the such as the I Madonnari Italian Street √ Schools (Total): 4 Coordinator(s) Students: 1,272 institute, and start-up funding. Selma Painting Festival (see sidebar), an idea Planning√ Per Pupil: $3,591 offered a rural, diverse constituency, CPC’s director, Katy Korea, brought Arts Teachers (Total): 6 receptive principals, and more funding. back to Santa Barbara after a trip to Selma City Public Schools Still, the project started off with so lit- Italy in 1987. Schools (Total): 12 Students (Total): 4,862 tle in the way of resources that Martha While the residency and touring Per Pupil: $4,731 Lockett recalls going to grocery stores artists’ partnership program does not Arts Teachers (Total): 17 to get them to sponsor schools' partici- replace a fully funded, system-wide arts pation by donating food. She then education program, this effort is help- ight years ago, two college friends, picked up the food, cooked over the ing to keep the arts alive. Through the Martha Lockett and John Bell, went E weekend, and brought the meals to the I Madonnari Festival, Koury has succeed- to the Southeast Center for Education first institute in the summer of 1996. It ed in engaging the entire community in the Arts, which was established in offered approximately 100 black public both as sponsors and participants. The 1989 at the University of Tennessee at potential of a program that provides Chattanooga as a regional institute of continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 77 What's more, arts specialists arts education program and enhanced HOW TO GAIN SUPPORT FOR who initially feared that classroom its value throughout the district. YOUR ARTS EDUCATION INITIATIVE teacher involvement in DBAE might The key to success was the interest The Alabama Institute for Education in result in the elimination of specialists' and participation of the school board the Arts offers this down-to-earth advice jobs are finding their services in even member and Seminole County’s business for other school districts pursuing arts greater demand. community. The board member was education initiatives: ● invited to work with the planning com- • Get leaders/decision makers commit- mittee and serve as the event co-chair – ted to the project up front. a move that helped spread enthusiasm • School leaders: Find someone in the among other board members. The community committed to the arts and A Profile: school board endorsed the project after committed to the schools. Develop a seeing the strong support of business. personal relationship with him or her. SEMINOLE COUNTY (FL) These contributing companies included • Don't be afraid to ask for help. Factors Statistics Lockheed Martin, Scholastic, the √ The Community Schools (Total): 52 American Automobile Association • Learn how to beg in a positive way; The School Board√ √ Students (Total): 56,000 (which donated its AAA headquarters as it's an art form. Parent/Public Relations Per Pupil: $4,355 the site for the event), and Disney • Go slow. Develop a core group, a Arts Teachers (Total): 154 critical mass of support. (which donated assistance with lighting ne of three counties that make up design, choreography, sound equipment, • Public school educators: Do more the most densely populated area and help in judging auditions). advocacy and public relations with O civic groups such as the Chamber of in central Florida, Seminole is one of These sponsors welcomed the Commerce, Kiwanis, Rotary, Ruritans. the state’s – and nation’s – most opportunity to make a statement in dynamic centers of growth. Seminole support of public schools. “Aesthetic lit- • Keep the focus on kids. It's about them. Everyone has a vested interest is also young: Of its approximately eracy” – an echo of the national push in their success. 300,000 residents, nearly 60,000 are for literacy in general – was the advo- ğ students in grades K-12. cacy message, with emphasis placed on The close proximity of this area the growing number of cultures and to Orlando has created cultural, eco- communities in the area. In addition, school teachers and white private nomic, and social diversity and has the organizers avoided a negative school teachers from 16 schools and also presented the county with a vast “doom-and-gloom, the-arts-are-in- organizations an opportunity to mingle number of social issues and economic trouble” message. The lesson the Arts that had never before existed. The problems for which it was unprepared. Alive organizers now share with other teachers began to find that their prob- The range of incomes within the dis- school districts is: “Be positive, asser- lems are the same and that there are trict, as reported by the 1990 census tive, enthusiastic about the importance good people everywhere doing any- tracts, reflects great disparity in socio- of the arts. Make things happen.” thing they can do to reach kids. economic conditions: The median Half of the $24,000 raised in the Today the Alabama Institute for family income ranges from $10,000 to event’s first year helped establish an Education in the Arts (AIEA) is a $71,000, with several large pockets of “Arts Alive Grant” – a mini-grant statewide, multi-arts center dedicated critical need occurring in juxtaposition program to encourage innovative pro- to bringing about change in education to affluence. In many aspects, the posals involving the arts. Grants are through a comprehensive program in county has had to reframe its identity available to any fine arts educators Discipline-Based Arts Education for all and restructure priorities. through a panel process. children through professional training, The arts, therefore, play an The first grant was been awarded curriculum development and imple- important role in the county as a cul- to high school Advanced Placement mentation, and arts education tural and educational bridge. The need art teachers who used the funds to advocacy. Through its three institutes to provide full and equal access to the take seniors interested in applying to in the visual arts, music, and theater, district’s arts education also is serving art schools to Sarasota for a college AIEA serves and promotes collabora- to provide the community with an portfolio day. That one trip resulted in tion among school districts, teachers, opportunity to come together in sup- a total of $28,000 in scholarships for administrators, parents, artists, port of a shared goal. the graduating seniors. docents, arts councils, cultural institu- In 1996, a member of the The remaining $12,000 is being tions, colleges and universities, and Seminole County Public Schools Board used to help the county’s new art mag- the Alabama Department of Education. of Education, a community involve- net school purchase string and rhythm Any public or private school ment coordinator, and the district’s instruments, lighting and stage equip- with a nondiscriminatory enrollment fine arts curriculum specialist came ment, and also to hire a ballet policy is eligible for participation. together around an idea for a district- instructor – the director and founder Schools are required to send a team wide fund-raising event: a $100-a-plate of a local professional ballet company consisting of a classroom teacher, an black-tie evening designed to showcase – to teach a ballet class. arts specialist (if available), and a prin- not only the artistic talents of students Seminole County plans to focus cipal or administrator. The state arts but also of teachers, principals, and its next fund raiser – at the Orlando council's support of teachers' participa- other public school staff. Museum of Art – on technology train- tion has stimulated interest in other The “Arts Alive” event raised ing for teachers. teachers, and, as a result of its involve- $24,000 net, but perhaps more impor- ● ment, the council has changed its tant, it raised awareness of the district’s focus to the support of arts education.

PAGE 78 of national theater touring groups in A Profile: A Profile: Chicago, Detroit, Indianapolis, and IOUX ALLEY OUTHWEST LLEN Fort Wayne. Each full-time teacher is S V (SD) S A assigned a laptop computer with a Factors Statistics COUNTY (IN) modem for use at home and at school. √ The School Board Schools (Total): 3 Training in basic applications as well District Arts Students (Total): 651 Factors Statistics Coordinator(s)√ The Community√ Schools (Total): 9 as in subject-specific applications is Per Pupil: $4,921 √ An Elementary Arts Teachers (Total): 6 The School Board Students (Total): 5,359 provided, and as personnel attain high Foundation√ The Superintendent√ Per Pupil: $5,327 levels of skills they qualify for upgrad- Parent/Public Relations√ Arts Teachers (Total): 27 National, State, Other ed equipment. The elementary staff hile the communities of the Outside Forces√ has worked to enhance the software Sioux Valley School District have W programs that are part of the MIDI sys- long supported the arts, until 1995 his Fort Wayne, Indiana, school tems in all of their rooms. At the this rural school district provided arts Tdistrict, which is comprised of pri- middle and high school levels, the dis- education only at the junior high and marily white, middle-class students, trict provides a series of workshops on high school levels. Today, with K-12 has more than doubled in size over the the use of the computer synthesizer under one roof, the arts education pro- past 20 years, making it one of the and the keyboard equipment. gram begins in kindergarten. fastest-growing districts in Indiana. The Southwest Allen County The strategy for expanding arts Southwest Allen County Schools’ Schools also provide something even education into the elementary grades arts education receives support from more rare: time. All of the arts teachers involved research, written reports, and every key quarter – school board, have daily collaboration time – presentations to the school board. superintendent, administration, par- a time when they can meet with According to elementary arts specialist ents, and the community at large. The colleagues or classroom teachers to Erica Howell who was instrumental in support is evident in the depth and respond to a student’s needs or inter- effecting change in Sioux Valley’s breadth of arts education in the dis- ests or to plan cross-disciplinary units, school system, the way to achieve such trict and especially in the planning visiting artists’ schedules, or in-house a goal is to “gather various types of time and opportunities for professional activities. Elementary teachers have 45 research together and write reports development that are afforded all of its minutes each day while middle school that make the case and show conclu- teachers, arts teachers included. and high school teachers have 30 min- sively how arts impact a child. Then Moreover, while the school system has utes a day. The teachers of each take those reports to the Board of required cuts in spending on materials discipline meet monthly to coordinate Education and explain that the arts are in the past, the district reports that plans, share resources, visit local and as important as athletics.” reduction in staff as a means of con- state museums, review curriculum Result: The budget was increased trolling the budget – even when faced expectations, and discuss information to accommodate curriculum needs and with reduced funding – has never been gleaned from conference attendance. to add a full-time specialist for the ele- considered. Parents and staff have expressed mentary grades. An additional The district provides a broad interest in more programming for the full-time instrumental music instructor range of arts education at all levels arts. Some teachers believe there is a also was hired. Now the problem the throughout the system. In addition to need for an arts coordinator; others district must solve is space. A bond visual arts and music, the Southwest favor a more defined program for tal- issue was voted down due to tax con- Allen County Schools also offers dance ented youth. All have made a solid cerns, so the school system is looking theory, dancing, and competitive ice commitment to an orchestra and are for space in another building. Over the skating. Musical theater productions building this program even though it next few years, Sioux Valley will need are mounted at all schools, often in is expensive to offer a class with such to find a solution to its “facility conjunction with other curricula, such small numbers of students during the crunch.” Says Howell, “The upside is as a unit on rain forests. first years. great: We have this need because our Both the superintendent and This commitment may be boost- program has grown. The downside is assistant superintendent are arts advo- ed in part by the clearly visible that there is still more work to be done.” cates. They have used the powerful benefits of the arts as demonstrated by ● emerging research on the arts and cog- a single program in Southwest Allen nitive development to advance arts County Schools: Several years ago two education. The assistant superinten- teachers who had participated in a dent relies on the National Standards New York Metropolitan Opera work- for Arts Education to set the direction shop returned to Fort Wayne to launch for curricular revision and program an annual fifth-grade project – a stu- development. dent-written, -directed, and -produced Southwest Allen County Schools opera. Students from all of the district places a high priority upon profession- schools participate in the annual al development of teachers, including FAME (Fine Arts and Music for three full days a year of on-site work- Elementary) Festival, which includes a shops. The district also encourages week-long focus on culturally diverse teachers to take students to major art experiences for elementary art and exhibits in Chicago, Cleveland, and music students and their families. Toledo, as well as to the performances What began as a local festival reaching continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 79 2,000 students in northeastern Indiana tically – assessed every year. Objectives The strongest elements that the now engages 200,000 students across were written for each grade level. Spring Branch school district has suc- the northern and central part of the Spring Branch music teachers ceeded in maintaining are overall state with festivities at three sites. were then asked to write strategies for depth in all the arts disciplines, an the new objectives. The curriculum orchestra program that is a model for ● writing committee also sought the help Texas, and the Arts Partners aesthetic of the district’s central office as well as education program. outside help from outside the district. Spring Branch’s Arts Partners Implementation is being carried out at program evolved as the district’s demo- A Profile: the “campus” level with each campus graphics changed radically – from a having its own curriculum expert from suburban to an urban community – SPRING BRANCH the curriculum-writing committee. in just 10 years. (HOUSTON, TX) These experts now meet at least twice a The district sought to use the year to address the ongoing curriculum arts to broaden understanding and Factors Statistics process and related issues. bridge the cultural gap by exposing all The Community√ Schools (Total): 38 District Arts Students (Total): 30,556 Meanwhile, with the help of par- the students to a variety of cultures. At Coordinator(s)√ Per Pupil: $5,596 ents, teachers, and others in a statewide the beginning, when students were A Cadre of Principals√ Arts Teachers (Total): 154 National, State, Other coalition, the district is finding ways to asked whether they wanted to partici- Outside Forces√ continue to fund arts education. pate in an arts activity, they had little According to Bill McGlaun, the or no context for knowing whether district’s executive director for sec- they wanted to become engaged. The he Spring Branch Independent ondary schools, arts programs are strategy the district developed was to School District’s visual arts and T increasing, not falling back. The 1998- increase arts awareness so the students music coordinators and their colleagues 99 budget includes five additional would have a basis for judgment and in the school system have been given elementary art teachers. McGlaun to give all students the opportunity to the same challenge the Commonwealth cites the use of technology in the arts, experience the arts. Now, seven years of Texas gives every Texas district: including animation, as a force for later, all ethnic groups interact actively • On the one hand, they must pro- promoting support of arts education. with increased exposure to the arts. vide the best possible arts education Craig Welle, music coordinator, cites “We should never underestimate experience for high school students, research. “A lot of the research that’s the value of an arts program and its who are now required to take one going on is really helping us make the impact on the student’s education,” credit of fine arts to graduate; case for arts education, but the chal- says McGlaun. • On the other hand, they have no lenge seems to be to find ways to share ● stated guidelines for curriculum that information with decision makers.” beyond using the new Texas One strategy to overcome lack of state Essential Knowledge and Skills for legislative support for the arts, he fine arts. offered, is to establish a coalition of A Profile: In Spring Branch as elsewhere in teachers at the state level, to work STARKVILLE (MS) Texas, it is up to the district to deter- through PTAs, and to lobby for the arts mine what course requirements need in order to gain foundation money Factors Statistics √ to be in place to insure student access The Community Schools (Total): 9 and grants which may help keep pro- The School Board√ to and high achievement in all fine √ Students (Total): 4,119 grams in place. The Superintendent Per Pupil: $5,403 arts disciplines. The state legislature An Elementary Arts Teachers (Total): 28 also has left it to the district to find Foundation√ National, State, Other Outside Forces√ ways to cope with cuts in education Planning√ Continuous Improvement√ funding and to keep existing arts pro- MUSIC AND THE MEASURE OF grams in place. ACHIEVEMENT tarkville School District provides To address the music curriculum, “Music as part of the ‘enrichment’ area many examples of excellence and for example, Spring Branch organized S of the fine arts in the ‘required’ curricu- innovation in arts education: a team of teachers who first read books lum mandated by [Texas] Senate Bill • a solid elementary foundation in on multiple intelligences and learning One, will not be tied to statewide stu- the arts, giving every student in styles as well as articles on assessment, dent assessment,” the Spring Branch grades K-5 one period per week brain research, urban schools, national district reported. “If music instruction is with the music specialists and one standards and technology, and drafts to be truly learner-centered, some kind period per week with the visual arts of TEKS (Texas Essential Knowledge of student assessment must be con- specialists; and Skills). They then developed a ducted at the local level. The TEKS mission statement about how music validate music educators’ role in pro- • the district technology plan and viding students with a well-balanced instruction should impact students’ the capital improvement plans, education, but until music teachers which include the addition of a lives. Benchmarks were set at three move forward with assessing student production studio at Starkville High grade levels. Because music teachers in achievement reliably, they will be a step the Spring Branch district see hun- behind those in other disciplines which School with classes in television dreds of students no more than twice a do have measures in place.” broadcast communications, a MIDI week, they decided all students’ ğ lab for the instrumental music progress could be formally – and realis- department, and an increasing emphasis on the graphic arts;

PAGE 80 • an outstanding theater program • Involvement in the arts improves aca- art and music. Physical education beginning in ninth grade; demic achievement and results in the incorporates music and dance. High • a creative writing program which development of well-rounded students school graduation requirements speci- benefits from intensive professional who are able to leave a rural fy two credits per one year of fine or development for teachers, “publishing Mississippi school district and compete performing arts and two credits per activities” at every level for students, in prestigious college and university one year of applied arts. and an annual “Writer’s Day” with environments across the country. “Young children,” Johnson experts addressing the importance of • By providing a great variety of arts observes, “are open to sampling new writing in the “world of work”; offerings, we are able to involve experiences. By the age of 15, they gen- • collaborative projects between the large numbers of students from erally stop sampling as they get on Starkville School District and diverse backgrounds, abilities, and track to college. “If you don’t have the Mississippi State University, includ- interests. We have seen the theory arts in the elementary grades, you will ing a design program that brings of multiple intelligences in action! have less in high school. The question university architecture students to • Participation in art-related activities is: What do you want your children to Rosa Stewart Elementary School; promotes understanding and accep- look like when they leave you? Holistic education is what creates good quality • an interdisciplinary after-school tance of individuals from diverse of life. We have a strong commitment program for fourth and fifth graders ethnic and cultural groups. to holistic education for kids. Our stu- that integrates the arts with other • Participation in the arts provides a dents end up with an unbelievably curricula (recently awarded a grant common bond and a common strong, rich background in the arts.” of $3 million from the U.S. interest among students. To sustain this kind of commit- Department of Education). • The required fine arts in our ment to the arts, Summit’s super- Starkville also has other valuable schools promote involvement in intendent notes, requires “a person lessons to share – lessons the district the arts far beyond the schoolhouse at the top who will say ‘no,’ who will learned the hard way. Joyce Polk, dis- door. This participation in the arts not turn to the arts or to the arts pro- trict arts coordinator, explains: helps to promote healthy lifestyles grams in the elementary schools when “In Mississippi, there has not for a lifetime. (Research indicates budgets are cut. It’s easy to drop things been strong financial support for arts that the most effective drug abuse at the elementary level. It’s a quick education. Funding for personnel and prevention strategy is a high level way to reduce a district’s budget. programs in the arts has not been a of supervised student activity that When superintendents are told they part of the Minimum Foundation extends beyond the school day.)” have to add so many things – AIDS Funding Program – the mechanism for ● education, drug education – you have distribution of state funds to local to have leadership that will again and school districts in Mississippi. Only in again recommit to culture.” very recent years have state accredita- Summit’s board of education has tion regulations addressed standards A Profile: long supported funding, staffing, and for arts education.” space for the arts. Every building project Despite these obstacles, the com- SUMMIT RE-1 undertaken since 1963 or before has fea- munity’s expectations for arts education (FRISCO, CO) tured space allocated to the visual arts have been high, and the school board and music. Each secondary school has a and administration has tried to meet Factors Statistics The Community√ Schools (Total): 10 fully equipped auditorium and separate them by funding, supporting, and pro- The School Board√ Students (Total): 2,407 vocal and instrumental music areas. The moting arts education. The Superintendent√ Per Pupil: $4,797 six elementary schools also have dedi- “What have we learned?” Joyce An Elementary Arts Teachers (Total): 16 Foundation√ cated arts space and an integrated Polk asked – and answered this way: multipurpose performance area. “We have learned that: ummit County, Colorado, is a com- An “ours” (versus “yours”) • Interests in and participation in the Smunity rich in culture. With fewer approach to resources is credited by arts provides a link between school than 25,000 permanent residents, it is Summit leaders as contributing to a and community and promotes sup- home to two summer orchestras, a “for the good of all” mentality that lit- port for the total educational system. year-round community band, a choral erally opens doors for all elements of • Community involvement is a vital society, two dance studios, a county Summit’s “learning community.” For component of a strong arts education. arts council, two community theaters, example, local community theaters and • Given opportunity and encouragement, and a thriving colony of practicing the schools maintain cooperative agree- assistance and support is available from artists. Residents expect the arts to be ments and share costumes, props, and many segments of the community. available to all and consider the arts to sets freely. The Breckenridge Music • Much more than an effective educa- be integral to the total educational Institute provides a free assembly to an tional program results when a program of the community. elementary school in exchange for use community works together in the “We make a commitment to of the building for rehearsals. The endeavor. Human relationships are begin in kindergarten,” says Dr. local community college, Colorado nourished, and arts programs begun Nadine Johnson, superintendent, “and Mountain College, uses district facili- in schools continue far beyond. give students the arts all the way ties for many of its programs. And each through high school.” year the “Backstage at the Riverwalk” • Cooperation and support for arts edu- Elementary students receive an musical comedy production – spon- cation results in a better quality of life hour of instruction per week in both for the citizens of our community. continued on next page

Lessons From School Districts That Value ARTS EDUCATION PAGE 81 sored by Summit High School, the visual art, drama, and music to students Town of Breckenridge, and the non- with disabilities. Upon completion of ARTS HISTORY IN HIGHLAND PARK profit Backstage Theater – rehearses at these courses, the students are main- Summit Middle School, then shares part streamed into other art classes as their Its 1987 centennial publication states that the school began with a singing of its profits with the school district. schedules permit. program included in its curriculum: “In To meet the needs of increasing ● 1897, the principal was authorized to numbers of students with financial buy 20 singing books at a price not to need, Patrons of the Arts (at Highland) exceed $.75 per copy.” By 1912 and the and Friends of the Arts (at Deerfield) school’s silver anniversary, the curricu- programs were launched in the early lum included “art, music, and one A Profile: 1990s. Funds are now raised collabora- Shakespearean play each year.” In 1915, TOWNSHIP 113 tively with parents and fine arts the board of education received a letter faculty through distribution of a fine which “called attention to the incorrect (DEERFIELD AND arts calendar of events. Funds support and unbecoming methods of dancing on the part of high school pupils at their students who might wish to take pri- HIGHLAND PARK, IL) school dances. A dance instructor was vate lessons or do summer study in hired for PE classes for $50.00.” Factors Statistics their art form. √ The Community Schools (Total): 2 The fine arts curriculum is The School Board√ A WORK IN PROGRESS √ Students (Total): 2,820 designed so that a student with no arts The Superintendent Per Pupil: $15,100 In 1995, an eighth-grade student in Continuity in background can experience success in Arts Teachers (Total): 19 Chicago telephoned Highland Park Leadership√ any of the four arts – music, theater, Teachers Who Practice Their Art√ wondering if the high school still had Opportunities for Higher Levels of Achievement√ dance, and visual arts. For example, the murals depicting American industry √ National, State, Other Outside Forces students with no dance background can that Edgar Britton had painted in the Planning√ Continuous Improvement√ enroll in dance, and the extracurricular 1930s as a WPA (Works Progress dance program is open to any student Administration) project. The call led to a ith a century of arts education to in the school. Music courses, such as tremendous discovery: nine panels that Wits credit, Township High School electronic music, are specifically had been leaning on a brick smoke- District 113 – also known as Deerfield- designed for the student with no music stack in the school attic since 1955. Highland Park – would be expected to background. But learning expectations, Now restored, they have become a have strong arts programs. It does. Yet based upon the national and State of contemporary curricular-integration Highland Park High School and its sister Illinois standards, are high. Each stu- work in progress. When the murals school, Deerfield, which opened in 1960, dent is expected to gain considerable were first found, AP Studio Art stu- are not resting on their many laurels. depth of knowledge in at least one art dents analyzed the artistic techniques used to create them. The Art History Located in an affluent, highly form that can be translated into other students discussed the historic mean- educated suburban community north- art forms for lifelong learning. ing of panels. Finally, the chemistry west of Chicago, this secondary school Over the past 30-some years, teacher brought her students to view district has graduated hundreds of stu- Highland Park parents, faculty, and the murals and discuss with the con- dents, such as actor/director Gary student volunteers have been welcom- servators the chemical analysis Sinise, who have gone on to successful ing back alumni to perform or present decisions involved in mural restoration. careers in university and professional workshops for the three-day, three- As a result of this integration of public theater, music, dance, visual and media night festival of the arts called “Focus art works in curriculum, one graduate arts. In fact, a student cannot graduate on the Arts.” is now studying art history, studio art, from Deerfield or Highland Park high More recently, Deerfield High and chemistry in college so she can became an art conservator. schools today without taking a mini- School added an artist-in residence mum one-semester fine arts course program that bears some resemblance The project will continue as grant from among the 34 courses available. to an “educational barter” initiative in money is obtained. In addition, it has become part of the “New Deal Taught by an outstanding faculty nearby Milwaukee (see Milwaukee Network” Web site of the Institute for – challenged by the district to contin- Public Schools case study). The Learning Technologies at Columbia ue to grow as artists as well as Deerfield artist in residence is given an University. The Web site – http://new educators – the courses range from honorarium by the school board and deal.feri.org/classrm/teach.html – filmmaking and electronic music to studio space in a room adjacent to the describes “Highland Park’s Edgar technical theater and graphic design. visual arts classroom. In return, these Britton Murals: Using Public Art for Given a district philosophy of inclu- artists provide instruction and inspira- Interdisciplinary Study” and the cur- sion, all arts courses are available to all tion for high school students who riculum development work of the students. Support services and learning enjoy getting to know working profes- school’s fine and applied arts depart- accommodations are made when nec- sionals. There are other tangible ment chair, Connie Kieffer. ğ essary, but generally the arts educators benefits, such as arts classes offered to work successfully with all students. the adult evening school and the resi- Special opportunities exist for dent artist’s sculpture that was ac- students at both ends of the learning quired for the school by a community- design and CAD (Computer Aided spectrum. In addition to Advanced wide fund-raising campaign. Design) drafting lab allow Deerfield Placement courses in art history, studio Continuous curriculum assess- students to pursue “real world” pro- art, music, as well as advanced theater ment had led to other innovations and jects. At Highland Park, an “Integrated performance for students seeking higher initiatives. New computers in a graphic Senior Project” gives second-semester levels of opportunity, District 113 offers

PAGE 82 seniors the opportunity to study a Planning grants from the Illinois The district reports: “We are very fortu- chosen theme in a collaborative milieu State Board of Education. nate that Volusia County has that integrates the arts. In a nod to • Thomas Paine Elementary School historically employed district-level sub- research on the brain and the arts, the received its second Museum in the ject area specialists in all content areas. project stresses the importance of Classroom Grant to allow the Line items currently in the budget exist making connections. dance/drama teacher and a fourth- because the district and music special- Dr. Linda M. Hanson, Township grade teacher to create an online ists have been and continue to be very 113 superintendent, observes, “We have Abraham Lincoln museum. The aggressive in making the program needs never before been better poised for museum will serve as a link to other known to the decision makers. The dis- replacing antiquated points of view with fourth-grade classrooms around the trict has willingly become very sensitive a new vision in arts education. Recent state, offering a collection of dramati- to arts education needs though full discoveries in the area of brain research zations of Lincoln folklore gathered funding cannot always be provided.” have given us a new understanding of from the eighth circuit. It will also pro- When budgets cuts have been neces- the function that the arts play in the vide an opportunity for high school sary, the district adds, they “have been learning process. We always knew the art and drama students to act as men- absorbed by across the board reductions arts enriched our lives and nurtured our tors for the fourth-grade students. or at the district level.” souls; we know now that we learn • Urbana High School received a As funding permits, the district through and because of the arts. The Museum in the Classroom Grant has offered artist residencies, partner- next century,” she predicts, “will be from the state board of education ship activities with area arts institutions, noted for an expanded definition of stu- allowing art students to work close- AP and International Baccalaureate pro- dent learning and the essential role that ly with Adler Planetarium for two grams, professional development the arts play in that understanding.” years and produce the winning web workshops and summer academies. The ● page in Illinois. (Visitors are wel- district also holds Florida’s largest Very come at www.cmi.k12.il.us/Urbana Special Arts Festival, which involves /projects/UHSArt/mic3) more than 2,500 students of all ages. Approximately 2 percent of the • Parents and other community mem- A Profile: $5 million budget is spent for arts edu- bers have begun participating in cation. Most of the allotment is salary, RBANA “Artshares” – regularly scheduled U 116 (IL) but line items for transportation, sup- occasions for arts-making experiences Factors Statistics plies, repairs, space rental, residencies, √ with their children. The district has The Superintendent Schools (Total): 8 and consultants are also allocated in An Elementary also begun hosting lecture-demonstra- √ Students (Total): 4,925 limited amounts. Additional funds for Foundation Per Pupil: $5,896 tions and performances of student National, State, Other the arts are provided by the schools and √ Arts Teachers (Total): 30 work for the school board and parent Outside Forces accessed through a school-based deci- Planning√ organizations. sion-making process. Volusia schools Superintendent Gene Amberg is hree dates in the life of Urbana take advantage of as many funding credited with the vision for arts educa- School District 116 are instructive: sources as possible: budget line items, T tion in the Urbana school system, private grants, partnerships, parent 1924 — The district budget shows its which is a source of pride for the school groups, and community fund raisers. first line item for arts education at the board, administration, teachers, stu- The Arts Council of Volusia secondary level. dents, and community at large. They County also is active in promoting believe arts education – and students’ 1989 — A line item for arts education school-and-artist communication, successes in arts-based experiences – at the elementary level is added to the which has encouraged the participa- has played a “significant role” in the tion of local artists and arts groups at district’s budget after schools decided improvement of student attitudes and both the classroom and school level. to create a program called the Arts for performance in the classroom. The district’s Volunteers in Public Urbana – Elementary in answer to the ● Schools (VIPS) office helps keep the state-mandated goals for arts education connections by maintaining a list of in Illinois. people who are willing to contribute 1990-91— The Arts for Urbana– their talents to schools. Elementary program is launched as an A Profile: Superintendent William E. Hall integrated fine arts program taught by VOLUSIA COUNTY (FL) recognizes the value of arts learning to students and the community at large: teams of arts specialists who are Factors Statistics “Where students have a chance to cre- trained specifically in their chosen The Community√ √ Schools (Total): 63 ate, use their imagination, and express The School Board Students (Total): 57,035 areas: dance, drama, music, and The Superintendent√ themselves, we tend to have strong √ Per Pupil: $4,566 visual art. An Elementary Foundation Arts Teachers (Total): 191 academic programs, high levels of fam- Opportunities for Higher Since then: Levels of Achievement√ ily and community support, and • Enrollment in arts classes at the National, State, Other positive learning environments. This is √ middle school and high school Outside Forces important as the arts build the skills levels has steadily increased. olusia County may be best known valued by business and industry.” • The Arts for Urbana-Elementary Vfor Daytona Beach and race cars, but ● program has received three K-6 Arts it is also on a fast track for arts education.

Lessons From School Districts That Value ARTS EDUCATION PAGE 83 ing for high school musicals, and serv- A Profile: A Profile: ing on the board of the state music AYLAND educators’ association. Principals and WAUKESHA (WI) W (MA) district administrators regularly attend Factors Statistics Factors Statistics concerts, plays, and art shows, and Planning√ The Community√ Schools (Total): 25 √ Schools (Total): 5 they “clear a path” for the arts pro- Students (Total): 13,465 The Superintendent Students (Total): 2,678 A Cadre of Principals√ grams by showing the whole district Per Pupil: $6,903 √ Per Pupil: $7,043 Arts Teachers (Total): 107 Planning Arts Teachers (Total): 14 that arts education holds an important place in the Wayland school system. ust 15 miles or so due west of very other year, the citizens in the J Milwaukee is the city of Waukesha, Etown of Wayland, west of Boston, ● which has supported arts education in must vote on whether to override a its school district for more than 40 years. severe property tax cap that was set Jeff Schlueter, chairman of the K- on Massachusetts citizens decades ago. 12 art program, attributes the longevity To not have a successful override vote A Profile: of the visual art program to the support would mean the loss of the arts pro- of the community, board of education, gram in the schools. Every election has WESTBROOK (ME) and administration. Shared planning time passed the override overwhelmingly. Factors Statistics and leadership are viewed as contributing Many factors play critical roles √ The Superintendent Schools (Total): 6 factors by other Waukesha arts educators. in that biennial accomplishment: the Parent/Public Relations√ √ Students (Total): 2,944 Michael Potyinger, district music depart- community’s involvement (parents Planning Per Pupil: $5,709 Continuous Arts Teachers (Total): 28 ment chair, observes, “Shared weekly write letters, make phone calls, help Improvement√ planning time for the music specialists is with publicity) and the quality of the central in the development of our ele- arts programs themselves (K-12, broad, he school district of Westbrook, mentary general music program, which is deep, accessible, innovative). TMaine, a small community outside the most important key in our secondary All K-8 students in this growing Portland, is recognized for the quality of success in music education.” district are required to take art and its arts education leadership, notably What also stands out as a partic- music. Instrumental music is offered through the work of three superintendents ular strength in Waukesha is the beginning in grade 3 for strings and from the late 1950s to the present – Dr. school district’s encouragement of grade 4 for winds and percussion, and Carroll McGary, Edward Connolly, and shared leadership. Schlueter offered rehearsals and lessons take place dur- Robert Hall. It is also known for the overall two suggestions: ing the school day. There is a chorus, excellence and continuous improvement • Allow leadership to be shared with orchestra, and band in every school. of its arts education programs, for its stu- students. “We have had great success Jazz ensembles and chamber music dents’ performance, and for its vigorous with high school artists sharing their ensembles are offered at the middle arts advocacy and perseverance during dif- work with middle school students,” school and high school. Theater arts ficult budget times. (See sidebar.) he said. “The older students feel hon- begins in grade 5, and all fifth graders Westbrook has no designated arts ored, and the middle schoolers have participate in an annual musical. advocate, yet a firm partnership among art role models.” The middle school also mounts a administrators, teachers, parents, and the • Invite high school students to be full musical production each year, community at large has proved highly the guest artists during Fine Arts which includes approximately 170 stu- effective. When the district was experi- Days in elementary schools. “This dents (40 percent of the school). A fall encing problems with funding, students is especially effective if the student play has just been added to the middle wrote to the state policy makers, and the goes back to his or her own ele- school theater program. The high PTA kept in touch with the legislative mentary school. It is very rewarding school’s theater program puts on six chair. When Westbrook almost lost a for art teachers to hear their former major productions annually, including part-time teacher to budget cuts, the students be so articulate about their a musical. Theater arts classes are heav- administration and school community art.” ily enrolled, and a film study course together made a commitment not to lose ● has been added. Both art and theater any teachers, and they realized that goal. arts offer sequential major courses. The administration and board took the To make the most of the budget position that “staffing is critical in keep- allocation for the arts, the staff assures ing class size down, learning skills up.” creative use each year. Considerable Vital to the advocacy efforts is time and effort is spent in careful plan- community visibility for the K-12 visual ning and sharing of equipment and art, music, and drama programs. By budget monies. newsletter, the district keeps the commu- Support for the arts program in nity abreast of core issues in arts the budget process and throughout the programs, gives accolades to students year comes from the superintendent, and teachers alike, and creates interac- Dr. Gary Burton, who follows another tions between community and schools. arts advocate, Dr. William Zimmerman. Westbrook schools engage parents Now retired, Zimmerman enjoyed play- in their children’s arts learning in a num- ing with the high school band, leading ber of ways. The schools host Family Art the elementary band in parades, play-

PAGE 84 THE MAINE WAY TO PERSEVERE Perseverance is a hallmark of the school committee members have given increasing supplies and adding Westbrook school district and its arts extraordinary amounts of time to careful staff at that time. This [strategy] education program. Responding on planning and decision making during has provided the cushion necessary behalf of the district to a question about budget deliberations. Through team- to help ease us through this period budget (“Have you overcome budgetary work, they have avoided severe of slower growth. cuts to arts education; if so, how?”) reductions in staff. While some posi- • Reap the benefits of resourceful- Janet Crawford, director of art, shed tions have been lost, the losses have ness and human resources. Art light on the kind of critical thinking, been kept to a minimum and have been teachers are masters at seeking problem solving, and resourcefulness distributed fairly across the disciplines. donations from local businesses, that gets folks in Maine through the The district’s practice of buying art sup- recycling, and utilizing resource worst of winters and tough plies in bulk and storing them centrally centers that offer free materials to financial times. also has helped Westbrook arts pro- schools. grams survive budget cuts. Pooling Cutbacks in recent years due to eco- Crawford summed up: “We never give up gives teachers the chance to choose nomic conditions have had a major and never take for granted the support we from a wide variety of art materials for impact on Westbrook’s art materials receive.” planning lessons. budget. Supplies have been depleted, ğ and replenishing has only recently Crawford offered three Westbrook begun. What offsets this strain on the lessons for surviving a period of eco- instructional program, however, is the nomic stress: Westbrook School Committee’s and the • Keep an open mind about the ebb administration’s commitment to main- and flow of school funding and taining an appropriate level of staffing. understanding that “this period too The consensus is that while it is difficult shall pass.” A positive attitude and for teachers to “do more with less,” los- a will to maintain quality arts ing supplies has a less dramatic effect instruction in the face of adversity on the quality of instruction than losing goes a long way. You simply have GAINING THE staff. Cutting people would have meant to expect the growth to be slower cutting programs. during tight budget years. ARTS The arts programs have survived • Capitalize on growth opportunities ADVANTAGE because the administration and the during boom years for the arts by

Nights, for example, which give parents (Wichita’s Center for the Arts, and children a chance to work collabora- A Profile: Symphony, Jazz Festival, Art Museum, tively on an actual art project. The district ICHITA Women Artists, Opera Kansas, among not only exhibits the artwork of every art W 259 (KS) many others), businesses (Boeing, student at the district-wide exhibitions, Factors Statistics Kansas Power and Light, Dillons, and √ The Community Schools (Total): 81 but it also displays learning outcomes National, State, Other more), and foundations. For example, √ Students (Total): 46,711 alongside each exhibited project to edu- Outside Forces Per Pupil: $4,367 Knight-Ridder, parent firm of The cate parents and the public about Arts Teachers (Total): 213 Wichita Eagle provided a $500,000 grant students’ art learning. Music students par- through its foundation to train class- ticipate in community events and perform n Wichita, Kansas, Unified School room teachers and community artists to at local nursing homes and senior centers. I District 259 provides arts education at teach school content through the arts. The district’s drama students not only every level of learning, K-12. That A community exchange program allows work on their school theater productions accomplishment is a direct result of students to spend time in businesses and but also become involved in local commu- community support for arts education. observe the arts “at work.” Business nity theaters, performing on stage or Were it not for a successful parents’ employees in turn participate in work- working backstage. protest in 1996, the district might have shops with the students in the schools. “Parents see from the many per- lost not only its elementary instrumental The result is an arts education pro- forming arts programs, concerts, plays, music program but also its visual arts gram of breadth and depth. At the and band programs, as well as the visual program for grades 1 through 5. elementary level, each student receives a arts” says Janet Crawford, district direc- Community support in Wichita minimum of four hours of arts instructor of art, “that the arts are viable in takes many forms and comes from a tion per week. In grades 1-5, students developing the whole person.” variety of resources: parents, colleges and receive a total of 90 minutes of visual arts ● universities (Wichita State University, instruction per week – 40 minutes taught Kansas-Newman College, Friends by a certified art specialist, 50 minutes by University), local arts organizations the classroom teacher. Orchestra is

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Lessons From School Districts That Value ARTS EDUCATION PAGE 85 offered in both the fourth and fifth active professional artists serve on the grades, band in fifth, so students have district’s faculty and create opportunities the opportunity to receive 60 to 90 min- to demonstrate the value of arts educa- utes of music instruction each week. tion. They promote sharing of equip- Middle school builds on the ment and rehearsal space, visiting of elementary base with visual arts and guest artists as clinicians and/or perform- music classes. At the high school level, ers in the schools, mentoring of students can take the mainstays of band, students, borrowing of costumes from art, and drama, and they can expand the local college theater department, and into more specialized areas such as AP use of the Community Arts Center, the Art, creative metalsmithing, experimen- region’s premiere performing arts facility, tal video, exploration of musical at a very low, subsidized cost. instruments, AP music theory, drama, Public advocacy-education is a and technology-based visual communi- responsibility shared by everyone in the cation classes, such as television and district’s leadership. The extracurricular photography. ensemble program, for instance, is designed To ensure access and quality, the not only to perform but also to “inform the Wichita Public School system strives for community about the great kids and the equal distribution of arts courses wonderful work taking place in the to the high schools, whether in low- schools,” explains Coulter. “There are very income or affluent areas. With fully few major banquets, conventions, or cele- implemented curriculum standards, brations in town that do not include the district also works to keep quality participation by a school group. We also consistently high. The effort appears have a high level of visibility with local ser- successful: USD 259 reports that an adju- vice agencies and clubs, such as Rotary, dicator from Omaha who participated Kiwanis, and Lions.” in a citywide music festival at which all The Williamsport district and its of Wichita school groups performed, arts education programs have become admitted to being “amazed at how well linked to the area’s economic develop- all of the groups performed.” ment. As Dr. Martha Robinson, ● Williamsport’s superintendent, affirmed, “The arts program is one of the strengths of our district and is responsible for attracting many families to our communi- A Profile: ty. We are committed to its remaining a strong and vibrant part of every student’s WILLIAMSPORT (PA) core curriculum.” ● Factors Statistics The Community√ √ Schools (Total): 12 The Superintendent Students (Total): 7,025 District Arts √ Per Pupil: $4,609 Coordinator(s) Arts Teachers (Total): 39 Teachers Who Practice Their Art√

he Williamsport Area School District Tin north central Pennsylvania includes the city of Williamsport, local townships, and some of the most rugged and secluded terrain in the East. Its arts education program is woven into the fabric of the community, which has a proud tradition of music and visual art. Program leadership, reports Richard Coulter, chair of the music department, has been a vital component of the district’s arts strength. Arts supervisors serve on local and regional arts boards and work with local arts agencies, universities, production houses, and businesses to develop alliances and mutually beneficial partnerships. In turn, GAINING THE many of the region’s most prominent, ARTS ADVANTAGE

PAGE 86 ACKNOWLEDGMENTS

he President's Committee on the Information Services, this study would We are especially pleased to T Arts and the Humanities and the not have happened. Its publication is acknowledge all the people around the Arts Education Partnership wish to made possible by the contributed time country who helped bring this study acknowledge the support of three out- and talents of Binney & Smith's senior to life. In every district they visited, standing leaders from the private publication designer, Peter M. Sak, and the researchers were welcomed into sector whose contributions to this Lee Manis, manager of Art & Design the homes of local families. The study extended far beyond the granti- Development. Binney & Smith also President's Committee and Arts ng of funds from their respective arranged major contributions of paper Education Partnership are very grateful organizations: and ink. Bell Atlantic funded the devel- to each of them. We also appreciate • Jane Polin, program manager and opment of the report's online version, the assistance of on-site coordinators comptroller of the GE Fund, for her created by Effie Samios and Ilia Startsev Deborah Brzoska in Vancouver, WA; unflagging support of this ambitious of Istros Media Corporation (IMC). Roy Fluhrer, Greenville, SC; Lilia project, her belief in its value to edu- Special thanks go to facilitator Garcia and staff, Miami-Dade County, cation in America, and the impact of Craig Dreeszen of the University of FL; Arlene Jordan, New York her considerable – and growing – Massachusetts and to the many partic- Community School District #25; Susan leadership in the philanthropic ipants of three forums – one of Loesl, Milwaukee, WI; John Schutz, Las arena; secondary school-age students in the Cruces, NM; and Alison M. Youkilis, • Nicholas S. Rabkin, senior District of Columbia held in August Wyoming, OH. program officer, The John D. and 1997, a second of school administra- Laura Longley's writing, editing, Catherine T. MacArthur Foundation, tors held in September 1997, in and production management were for his commitment to the study at a conjunction with the American superb and indispensable. She elicited, particularly critical juncture and for Association of School Administrators, clarified, and gave shape to the work his wise counsel throughout the and the third on December 6, 1997, of all of us. We couldn't have done it project; with school superintendents and advi- without her. • Richard S. Gurin, president and CEO sors gathered to help develop the Most of all, we are deeply of Binney & Smith and a member of protocol research questions for district indebted to each school district that the President's Committee on the Arts site visits and interviews. We thank participated in this effort by gathering and the Humanities, for staunchly the directors of the New York City information and sharing it with us. advocating arts education, especially Superintendent's Forum for welcom- Your time, data, ideas, experiences, among the nation's business leaders, ing the study's researchers to their and program descriptions form the and for dedicating his personal ener- conference on "The Arts for Literacy." core of this study. gies and corporate good will, financial We are grateful for the contribu- resources, and creative abilities to tions of volunteer researchers Kathy PROJECT PARTNERS Gaining the Arts Advantage: Lessons Fitzgerald, Rita Foy, Sara Goldhawk, President's Committee on the Arts Doug Herbert, Sarah Howes, Alesha From School Districts That Value Arts and the Humanities Education. Pulsinelli, and Maxine Stevens; Catherine Burt and Kimberley he President's Committee was We would like to recognize Ellen Heatherington, research assistants; created by Presidential Executive McCulloch-Lovell's role in initiating T PCAH special assistant Regina Syquia Order in 1982 to encourage private this work, the expert guidance of the and interns Julie Adair, Jennifer sector support and to increase public Arts Advisory Committee, as well as Brehm, Mimi Dionne, Kristin appreciation of the value of the arts the team of superintendents and edu- Hathaway, Sarah Himmelheber, Carrie and the humanities, through projects, cators who helped to carry it out by Hughes, Sheena Lee, Rohit Raghavan, publications, and meetings. visiting the "case study" school dis- David Silva, Andrew Silverstein, Jon Appointed by the President, the tricts. In particular, we thank Dawn M. Tucker, and Carmella Williams. Committee comprises leading citizens Ellis, senior project associate, for her M. Shawn Wray, who initially from the private sector who have an diligence in the collection of informa- joined the project as an intern, became interest in and commitment to the tion from hundreds of school districts its invaluable information and commu- humanities and the arts. Its members nationwide and for her insights into nications resource. Judith Humphreys also include the heads of federal how arts education thrives throughout Weitz guided the creation of a Web agencies with cultural programs, such a school system. presence for the study. Susan Rappaport as the National Endowments for the Without the additional support gave her valuable time and services to Arts and the Humanities, the Institute of the National Endowment for the contact school districts and write of Museum and Library Services, the Arts, the U.S. Department of Education, several profiles, Rhonda Nail Manis U.S. Department of Education, the and the White House Millennium volunteered as the report's proofreader. Smithsonian Institution, the Library of Council as well as the in-kind services Their contributions are greatly Congress, the National Gallery of Art of the Council of Chief State School appreciated. and the John F. Kennedy Center for Officers and General Electric the Performing Arts.

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Lessons From School Districts That Value ARTS EDUCATION PAGE 87 Arts Education Partnership development, dissemination, educa- he Arts Education Partnership tion and training, and practice. T (formerly known as the Goals Binney & Smith, maker of Crayola® 2000 Arts Education Partnership) is a products, has been providing hands-on private, nonprofit coalition of more products for children’s creative develop- than 100 national education, arts, ment, self-expression, and fun for nearly business, philanthropic, and govern- a century. Today the company offers a ment organizations that demonstrate multitude of art products for art and and promote the essential role of arts classroom teachers to motivate children’s education in enabling all students to learning and help them have successful succeed in school, life, and work. The hands-on art experiences. The company’s Partnership was formed in 1995 long-standing partnership with the through a cooperative agreement educational community has generated between the National Endowment for many successful programs for learning the Arts (NEA), U.S. Department of enrichment. Education, National Assembly of State The National Endowment for the Arts Arts Agencies (NASAA), and the Council is the federal grant-making agency that of Chief State School Officers (CCSSO). Congress created to support the visual, literary, design, and performing arts to SPONSORS benefit all Americans. The Arts GE Fund’s award-winning arts-in- Endowment's mission is twofold: to education program supports model foster the excellence, diversity, and partnerships between schools and vitality of the arts in the United States, cultural organizations. Through and to broaden public access to the advancing the role of the arts in arts. education, the GE Fund promotes both The U.S. Department of Education skill development and community was established by Congress on May 4, involvement in schools and arts 1980 in the Department of Education settings nationwide. Organization Act (Public Law 96-88 of Known as an innovator in corporate October 1979). The department's philanthropy, the GE Fund is a catalyst mission includes the promotion of for improving the education and well- improvement in the quality and use- being of men, women, and children fulness of education through federally around the world. As the principal supported research, evaluation, and vehicle for the GE Company's philan- sharing of information. thropy, the GE Fund supports a wide The White House Millennium range of education, social service, arts, Council was created in 1997 by environmental, and other charitable President and Mrs. Clinton to give organizations in the United States and every American an opportunity to abroad. mark the millennium through mean- The John D. and Catherine T. ingful activities that celebrate our MacArthur Foundation is a private, democracy, strengthen communities, independent grant-making institution and leave lasting gifts to the future. dedicated to helping groups and indi- The national theme is “Honor the past viduals foster lasting improvement in – Imagine the future.” Mrs. Clinton the human condition. The Foundation has issued a call to action to make the seeks the development of healthy arts basic to every child’s education, individuals and effective communities; enabling them to imagine the future peace within and among nations; through the arts. responsible choices about human reproduction; and a global ecosystem capable of supporting healthy human societies. The Foundation pursues this mission by supporting research, policy

GAINING THE ARTS ADVANTAGE

PAGE 88 SCHOOL DISTRICTS BY STATE (*Case Studies) KANSAS NEW YORK WASHINGTON Olathe CSD #3 Puyallup ALABAMA Salina CSD#25* Vancouver* Selma/St. James Wichita Elmira WEST VIRGINIA Jamestown ALASKA KENTUCKY Ohio County Kenmore-Town of Tonawanda Anchorage Jefferson County Randolph County Liverpool Rockcastle County ARKANSAS Port Washington WISCONSIN El Dorado MAINE Burlington NORTH CAROLINA MSAD #28 Kettle Moraine ARIZONA Charlotte-Mecklenburg Kyrene MSAD #40 Milwaukee* Peoria Westbrook NORTH DAKOTA Montello Minot Waukesha CALIFORNIA MARYLAND Clovis Howard County OHIO WYOMING Cleveland Fremont County Lawndale MASSACHUSETTS Hamilton Redondo Beach* Chelmsford Lima San Jose Lexington Wyoming* Santa Barbara Masconomet COLORADO Wayland OKLAHOMA Norman Larimer County-Thompson MICHIGAN Summit Ann Arbor PENNSYLVANIA East Stroudsburg FLORIDA MINNESOTA Lewisburg Hillsborough County Robbinsdale North Allegheny Miami-Dade County* Saint Paul Seminole County Williamsport MISSISSIPPI Volusia County SOUTH CAROLINA Hattiesburg Beaufort County GEORGIA Starkville Atlanta Greenville* MISSOURI Fulton County SOUTH DAKOTA Independence IDAHO Sioux Valley MONTANA Boise TENNESSEE Missoula County Coeur d'Alene Kingsport ILLINOIS NEBRASKA Memphis Columbus Maine Township TEXAS Oak Park NEW HAMPSHIRE Spring Branch, Houston Orland Park Rochester Township 113 VERMONT Urbana NEW JERSEY Chittenden South Glen Ridge VIRGINIA INDIANA Parsippany-Troy Hills Southwest Allen County Arlington County NEW MEXICO Charlottesville IOWA Las Cruces* Fairfax County Iowa City Henrico County PRESIDENT'S COMMITTEE ON THE ARTS AND THE HUMANITIES 1100 Pennsylvania Avenue, NW Suite 526 Washington, DC 20506

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GAINING THE ARTS ADVANTAGE Lessons From School Districts That Value ARTS EDUCATION