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ANN ARBOR, Ml 48106 18 BEDFORD ROW. LONDON WCIR 4EJ, ENGLAND 1316677 THURSTON, JAMES THE EFFECT AND IMPACT OF TEACHER TURNOVER, BACKGROUND AND TRAINING ON ARTS IN SECONDARY EDUCATION. THE AMERICAN UNIVERSITY, M.A., 1981 Universify COPR. 1980 THURSTON, JAMES . Microfilms IriberilcttlO rial aoo n .z e e b r d .,a n n a r b o r , mi . a i œ o 1980 JAMES THURSTON ALL RIGHTS RESERVED PLEASE NOTE; In all cases this material has been filmed In the best possible way from the available copy. Problems encountered with this document have been identified here with a check marik __ 1. Glossy photographs or pages. 2. Colored illustrations, paper or print _____ 3. Photographs with dark background _____ 4. illustrations are poor copy______ 5. Pages with black marks, not original copy. 6. Print shows through as there is text on both sides of page. 7. Indistinct, broken or small print on several pages 8. Print exceeds margin requirements_____ 9. Tightly bound copy with print lost in spine ______ 10. 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C. 20011 T ‘0 ; A y ; o. a a i o i f y l i b r a r y THE EFFECT AMD IMPACT OF TEACHER TURNOVER, BACKGROUND AND TRAINING ON ARTS IN SECONDARY EDUCATION BY James Thurston ABSTRACT Teacher turnover, background, and training present major developmental problems for educational institutions of any sort, but esp ecially for secondary art in stitu tio n s offering professional level arts training. The effect and impact of these problems on the Duke Ellington School of the Arts and the secondary le v e l (9 through 12) of the North Carolina School of the arts is the concern of this thesis. This thesis uses the case study approach, on-site interviews with administrators, faculties, parents, students, and con­ cerned individuals, plus data and statistics gathered from professional arts associations and the U.S. Department of Education. The results are Inconclusive, yet informative and educational, while presenting an overview of arts in education at the secondary level. TABLE or CONTENTS INTRODUCTION................................. Chapter I . ARTS IN EDUCATION Existing Federal Programs Toward Coordinated Federal Policies for Support of Arts Education Lessons of the Past Decade: The Case for Planning The Arts Process in Basic Education Making the Arts An Essential Part of Each Child's Education Toward A Solid Arts in Education Program Evaluating the Arts in Education Cone ].usion I I . HISTORICAL OVERVIEWS OF THE DUKE ELLINGTON SCHOOL OF THE ARTS AND THE NORTH CAROLINA SCHOOL OF THE A R T S............................................................ 20 Introdution Ellington Briefing Ellington History What is the Duke Ellington Sclîool of the Arts? Ellington's Local Advisory Board E llin g to n As A 'Community Resource Ellington's Funding Purposes, Goals, and Objectives for Filington Ccmmunication and Public Information Student Admission, Evaluation, and Graduation Requirements Survey of Problems at Ellington Strengthening of Programs at Ellington Interview With the Princioal 111 The North Carolina School of the Arts Giannini's Dream ’Jorth Carolina School of the Arts Foundation The School's Budget Community Involvement Goals and Purpose Special Opportunities Interview With the Director of Admissions Chancellor's Statement Conclusion I I I . TEACHER TURNOVER, BACKGROUND AND TRAINING . 82 Teacher Hi mover Stress and Burnout Teacher Background and Training The Training and Development of Pro­ fessional Artists Arts Education State Arts Agencies A View of Arts in Education Administration C onclusion IV ARTS IN EDUCATION ARE ENDURING.................................. 117 O b serv a tio n s, Hopes, and Dreams Effect and Impact Overview IV CHARTS 1. Educational Trends............................................................................. If) 2. Current Expenditures of Educational Institutions 84 V INTRODUCTION Teacher turnover, background, and training present major developmental problems for educational institutions of any sort, but especially for secondary art institutions offering professional level arts training. The effect and impact of these problems on the Duke Ellington School of the Arts and the North Carolina School of the Arts C9 through 12) , and their respective student bodies is the subject of this investigation. The Duke E llin g to n School of the A rts and the North Carolina School of the Arts (9 through 12) both offer spe­ cialized and professional level arts training, plus academic requirements for college. They are located in two different areas of the East Coast of the United States. They have student bodies of similar size and diverse ethnic back­ grounds; Duke Ellington is definitely a minority inner-city school and North Carolina School of the Arts is a residen­ tial school located in a medium-size city. Both schools are publicly (federal, state, and local) supported and supplemented by private grants from a variety of founda­ tions and donors. The contrast in the development of their arts programs from their inception until now is significant and of interest, and are the basis of this examination of 1 2 the effect and impact of teacher turnover, background, and training on arts in secondary education. As a fine arts teacher for the past six years at the Duke Ellington School of the Arts, I have been ob­ serving, analysing, participating, and evaluating some of the circumstances, events and occurrences which have stimulated the Ellington School, student body, faculty, administrators, parents, school board, and community-at- large. These observations, etc., are perhaps naive and understated, yet, I hope they reveal an aspect of the exp erien ce and knowledge acquired. The concerns in the arts, beyond developing approaches within the affective demain, mechanical skills, or tecti- niques , are the turnover rates for arts specialists, the a rt tea ch ers' background and tr a in in g and the Eact th a t art programs have less of a foothold in education than do most other disciplines. The continued need for the devel­ opment of teachers and/or administrators who have ccme to recognize their impact and value is crucial for arts in education. The constant turnover of trained arts-aware personnel often turn arts in education, the training process into a program without any continuity, expertise, or specif­ ics. Unfortunately, generally, this syndrome is not con­ sidered when programs are initiated or after they have been implemented. When people leave and new people come on board, it is difficult to sustain the energy, motivation. 3 and time required to develop and follow through with orig­ inal ideas and ground work that have previously been ini­ tiated or started. Finally, understanding the way school systems typically behave, allocate their resources, deal with their staff, set their priorities, and are affected by personnel changes and by other new educational ideas and innovations suggest a need for this kind of information. Every variable dealing with the turnover, background, and training of teachers in a secondary school arts program has a cum ulative e f f e c t and Impact on th e sc h o o l, and i t s prograv development. Therefore, so that others can plan better and have fresh insights, plus have a greater under­ standing of all that's involved, this work will be of use.

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