Gaining the Arts Advantage: Lessons from School Districts That Value Arts Education

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ED 429 029 SO 030 865

AUTHOR Longley, Laura, Ed. TITLE Gaining the Arts Advantage: Lessons from School Districts that Value Arts Education. INSTITUTION President's Committee on the Arts and the Humanities, Washington, DC.; Department of Education, Washington, DC.; National Endowment for the Arts, Washington, DC.; White House Millennium Council, Washington, DC.; Arts Education Partnership, Washington, DC. SPONS AGENCY General Electric Foundation, Ossining, NY.; Binney and Smith, Inc., Easton, PA.; John D. and Catherine T. MacArthur Foundation, Chicago, IL. PUB DATE 1999-00-00 NOTE 93p. AVAILABLE FROM President's Committee on the Arts and the Humanities, 1100 Pennsylvania Avenue, NW, Suite 526, Washington, DC 20506; Tel: 202-682-5409; Web site: http://www.pcah.gov PUB TYPE Reports - Descriptive (141) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Art Education; *Community Influence; *Community Involvement; Educational Resources; Elementary Secondary Education; *Financial Support; Program Development; Public Schools; *School Districts; *Staff Development

ABSTRACT This report responds to questions posed by school and community leaders throughout the United States about public school districts that have made competence in the arts, as well as literacy, one of the fundamental goals of education for students. Ninety-one school districts are featured in this report, but hundreds more were identified by state and national education and arts organizations as having outstanding arts education throughout their schools. The report provides information about how school districts developed and sustained arts education in the face of the enormous pressure to prove the success of their schools by accountability measures that focus largely on reading, mathematics, and writing. It documents practices used by the school districts to address staffing and program and resource needs. The central finding of this report is that the critical factor in sustaining arts education in schools is the active involvement of influential segments of the community in shaping and implementing the policies and programs from each school district. (LB)

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BEST CON AVA LA3 E 2 NEF,Inwris COMMIT:EP THF ARTS ANTHE, HUMANITIES aid ARTS EDUCATION. PARTNERSHIP PRESIDENT'S ARTS COMMITTEE ON ADVISORY THE ARTS AND COMMITTEE ARTS EDUCATION THE HUMANITIES PARTNERSHIP GORDON AMBACH JANE WALTERS HILLARY RODHAM CLINTON RICHARD J. DEASY EXECUTIVE DIRECTOR COMMISSIONER Honorary Chair COUNCIL OF CHIEF STATE Director TENNESSEE DEPARTMENT JOHN BRADEMAS SCHOOL OFFICERS OF EDUCATION Chairman WASHINGTON, DC NASHVILLE, TN PEGGY COOPER CAFRITZ Vice Chair BENJAMIN CANADA DENNIE PALMER WOLF SUPERINTENDENT EMILY MALINO SCHEUER EXECUTIVE DIRECTOR Vice Chair PORTLAND PUBLIC SCHOOLS PACE - HARVARD PORTLAND, OR TERRY SEMEL GRADUATE SCHOOL Vice Chair OF EDUCATION RAMON C. CORTINES SUSAN BARNES-GELT CAMBRIDGE, MA EXECUTVE DIRECTOR LERONE BENNETT, J. THE PEW NETWORK FOR OTIIER ADVISORS MADELEINE HARRIS BERMAN STANDARDS-BASED REFORM STANFORD UNIVERSITY ELLEN MCCULLOCH-LOVELL CURT BRADBURY PALO ALTO, CA DEPUTY ASSISTANT TO THE JOHN H. BRYAN PRESIDENT AND ADVISOR "'MARIO CANDELA DIANE FRANKEL TO THE FIRST LADY ON ANNE COX CHAMBERS DIRECTOR THE MILLENNIUM MARGARET CORBETT DALEY INSTITUTE OF MUSEUM WHITE HOUSE AND LIBRARY SERVICES EVERETT L. FLY MILLENNIUM COUNCIL WASHINGTON, DC WASHINGTON, DC HARVEY GOLUB RICHARD S. GURIN DOUG HERBERT SARAH HOWES DIRECTOR IRENE Y. HIRANO AGENCY REPRESENTATIVE ARTS IN EDUCATION DAVID HENRY HWANG OF THE U.S. DEPARTMENT NATIONAL ENDOWMENT OF EDUCATION QUINCY JONES FOR THE ARTS WHITE HOUSE ROBERT MENSCHEL WASHINGTON, DC MILLENNIUM COUNCIL RITA MORENO JIM HERBERT WASHINGTON, DC ANTHONY PODESTA DIRECTOR ANN SHEFFER DIVISION OF RESEARCH RAYMOND SMITH AND EDUCATION PROGRAMS ISAAC STERN NATIONAL ENDOWMENTFOR SHIRLEY WILHITE THE HUMANITIES WASHINGTON, DC HAROLD WILLIAMS FEDERAL MEMBERS DAVE MASTER DAVID BARIUM DIRECTOR ARTIST DEVELOPMENT JAMES H. BILUNGTON AND TRAINING WILLIAM R. FERRIS WARNER BROTHERS FEATURE DIANE B. FRANKEL ANIMATION GLENDALE, CA JOHN D. HAWKE, JR. I. MICHAEL HEYMAN BONNIE POLITZ BILL IVEY SENIOR PROGRAM OFFICER CENTER FOR YOUTH JAMES A. JOHNSON DEVELOPMENT TERRY PETERSON AND POLICY RESEARCH ACADEMY FOR EARL A. POWELL, III EDUCATIONAL DEVELOPMENT ROBERT STANTON WASHINGTON, DC HARRIET OR FULBRIGHT t)Executive'Diltor

BEST COPY AVAHABLE GAINING THE

ADVANTAGE

Lessons From School Districts That Value ARTS EDUCATION

President's Committee on the Arts and the Humanities and Arts EducationPartnership

Arts Education Partnership

Funded by GE FUND THE JOHN D. AND CATHERINE T. MACARTHUR FOUNDATION BINNEY & SMITH (GE Fund Additional Support Provided by NATIONAL ENDOWMENT FOR THE ARTS U.S. DEPARTMENT OF EDUCATION WHITE HOUSE MILLENNIUM COUNCIL COPYRIGHT © 1999 PRESIDENT'S COMMITTEE ON THE ARTSAND THE HUMANITIES AND ARTS EDUCATION PARTNERSHIP

EDITOR/WRITER: LAURA LONGLEY PUBLICATION DESIGN: PETER M. SAK, BINNEY & SMITH

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5 GAINING THE

ADVANTAGE

dyCl ENTS

FOREWORD PAGE 4 by Harriet Mayor Fulbright and Richardj. Deasy

INTRODUCTION PAGE 5 by Ratnon 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 8 7

Lessons From School Districts That ValueARTS EDUCATION his study was directed on behalf of the FOREWORD President's Committee ('n Hu, Arts and tile Hmmmities and Arts Educaihm by Harriet Mayor Fulbright and Richard J. Deasy Partnership by Harriet Mayor Fulbrisht and Richard I. Horsy

Tcis report responds to ques- schools by accountability measures 1)-6.!,3'ident's r:dmmitt,,c cm thi:r tions posed by school and that focus largely on reading, math, Art,:and 'the Humanitiess nee ommunity leaders through- and writing. e spring of 1997, has spent out the United States about public We believe this reportand most of her adult life in the school districts that have made the database available on its accom- fields of education and the competence in the arts as well as panying Web siteprovide answers arts. tier administrative literacy one of the fundamental to both sets of "how." It documents experience includes the purposes of schooling for all their some of the best practices used by Congressional Arts Caucus fits 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 these districts, how they are doing involvement by influential seg- Richard J. Deas it, and what effects they see." ments of the community which qirecldi Education Similar questions were value the arts in the total affairs of Parbierollir:formerly nown framed by school superintendents the school district: in governance, as the Goals 2000 Arts and school board members we gath- funding, and program delivery. Education Partnership, served 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 and sustained arts education in the the United States. assistant to the secretary of face of the enormous pressures on Ninety-one school districts education in Pennsylvania them to prove the success of their are featured in this report. But and as president and CEO of hundreds more were identified by the National Council for "...the presence state and national education and International Visitors. A prize- arts organizations as having out- winning journalist covering and quality of arts standing arts education throughout politics and government at the 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 require an districts who contributed their and urban affairs in the 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. AF1TS community which ADVANTAGE value the arts..."

BEST COPY AVAILABLE 7 PAGE4 INTRODUCTION RAMON C. CORTINES, is the executive director of the Pew by Ramon C. Cortines Network for Standards-Based Reform at Stanford University.He has been a school teacher and an administrator since 1956. He has taught at the elementary middle, component in the curriculum and a and senior high school levels and held MAKING THE basic tool in the school reform arsenal. numerous positions in public schools, 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 DISTRICT-WIDE "real world" skills or achieving success City Public School System in September in the "other basics." Therefore, mak- 1993, he served in that position until ARTS EDUCATION ing the case for the arts to important October 1995. He has chaired task forces constituencies involved in school and committees at both the state and federal levels. He serves on the boards of A WORDToMY COLLEAGUES: reformparents, business and civic Brown University, the J. Paul Getty Trust, There is a two-day retreat described leaders, other educatorsis a crucial Scholastic, Inc., Special Olympics, Inc., in this report at which superintendents of part of a school leader's job today. the San Francisco Symphony, and the each of the school districts in New York In my experience, the case for National Center for Pubric Policy and Citychallenged by the redoubtable the arts is built upon either (1) the Higher Education Maxine Greenedecide 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. cific application of the philosophy that To establish the value of an beauty. We know about the ancient will work in their districts. The school arts education's consequences, its "real Greeks and Native Americans, for leaders recognize that they need a vision world" benefits, many people point to example, by the architecture, poetry, and that they must be able to articulate the wonderful skills and habits that and paintings they left behind. We, the values of arts education to their unique artistic appreciation and production too, will be known someday to future communities. help form. Indeed, the arts stimulate, generations by the art we produce and develop, and refine many cognitive I have colleagues like those in leave to posterity.I believe that stu- and creative skills; they contribute sig- mind as I offer the following thoughts on dents cannot understand culture,their nificantly to the creation of the flexible making the case for district-wide arts own or others', without a solid sense education in public education today. and adaptable "knowledge workers" so of the arts. many business people say will be cru- There are other important Since 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, gone a sea change. Reformers tiple intelligences of students. to 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 as fundamentally interrelated. The point of intrinsic value is a little like and 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 schools that help students acquire the should we care about our health?" The parents how the arts help develop a knowledge, skills, confidence, and arts, like our health, need no calculus motivation to succeed in the increas- of justification. We engage in the arts, young person's character and values, ingly sophisticated workforce and as we ought to teach the arts, because confidence and empathy, respect and parents and citizens. this is part of what it means to be tolerance. Because the arts possess the human. The arts are fundamental to If, for example, you area power to play a role in meeting this communicating and understanding member of the cast of a play,you have challenge, an arts education must be not only ourselves, but others. an obligation to learn your lines well. fundamental, not incidental. I consid- Through the arts we learn to appreci- You have to help pull the performance er the arts to be the "fourth R"a basic ate, and even to create, things of together. You can't just ad lib and "do your own thing." You have to work

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Lessons From School Districts That ValueARTS EDUCATION a Pen=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 centuryspecifically, 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 cultural interests when hiring your decision making, leadership, high-level that developing fluency in artistic next educator, whether you are look- literacy and communication, and the expression and understanding fosters higher-order thinking skills of analy- ing for a music teacher, a math capacity for problem posing and prob- teacher, or a principal. lem solving. This is exactly what the sis, synthesis, and evaluation; arts help produce. that the arts are multi-modal, Reach out to the local university or college to establish or strengthen a The so-called "creative arts addressing and fostering the multiple partnership that will enhance arts industry," moreover, is no small thing. intelligences of students (spatial abil- education. The arts represent six percent of our ities, for example, develop through gross national product, a figure equal drawing and sculpture, mathemati- Invite local arts groups to give per- to wholesale trade. In 1990, consumer cal-logical abilities through formances or demonstrations at your spending on the performing arts out- producing and listening to music, schools. paced expenditure on either motion kinesthetic or physical abilities Call a community forum on the arts pictures or sports. Meanwhile, technol- through dance, interpersonal skills to discuss recent research on the arts ogy is tapping into the arts and through drama); and learning. 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 usstudents 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.

PAGE6 of the districts were selected on the basis of demographic and geographical How 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 All 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 and 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 Districtsin General"). Eight

A few of the districts and their states Depth: 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 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.

Lessons From School Districts That ValueARTS EDUCATION n PAGE 7 Lvntinued 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 challenges in offering strong arts and superintendents who have won picture altogether. education. awards for leadership in arts educa-

WHO STUDIED THE Mary Lee Fitzgerald, senior fellow, Paul Williams, superintendent of 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- Seven 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 districts, administration, arts educa- Nellie King, superintendent of Brent Wilson, professor and head of tion, and specific programs across the Lackawanna City Schools in New York, art education in the School of Visual nation; with their evaluation of appli- received her certificate of advanced Arts at the Pennsylvania State cants to this study and their time and study in educational administration at University, holds a Ph.D. in art educa- expertise on site visits to the "case Buffalo State University. tion from the Ohio State University, study" districts, and with their invalu- Lane Plugge, superintendent of Grand an MFA degree in painting and sculp- able review and comment on the final Island (NE) Public Schools, currently ture from Cranbrook Academy of Art draft of this report. At the request of serves as president of the Nebraska (1958), and a bachelor of science the President's Committee and Arts Council of School Administration. He degree in art and art education from Education Partnership, they also share received his master's degree from the Utah State University. His most on the report's Web site (www.pcah.gov) University of Nebraska at Omaha, and recent book is The Quiet Evolution: what they feel they personally learned his Ph.D. from the University of Changing the Face of Arts Education from these school districts. Nebraska at Lincoln. (1997), published by the Getty 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 TI-E received his Ed.D. from the University of Southern CalifOrnia. -:1 .1 ADVANTAGE

PAGE8 THE STUDY'S FINDINGS

PURPOSE AND A CENTRAL FINDING THE LocAL CONTEXT PROCESS Acentral finding emerges. School AND CRITICAL leaders repeatedly affirm: THE PURPOSE OF THIS STUDY SUCCESS FACTORS THE SINGLE MOST CRITICAL IS TO IDENTIFY THE CONDITIONS FACTOR IN SUSTAJNING ARTS re specific characteristics of these AND PRACTICES THAT CREATE etworks and the consensus that is EDUCATION IN THEIR SCHOOLS AND SUSTAIN DISTRICTWIDE reached vary in response to local con- IS THE ACTIVE INVOLVEMENT COMMITMENT TO ARTS texts. Vancouver, Washington, differs OF INFLUENTIAL SEGMENTS OF EDUCATION FOR ALL STUDENTS. in specific detail from Miami, Florida, THE COMMUNITY IN SHAPING as will be seen in the case studies. And AND IMPLEMENTING THE while a degree of consensus is the iihe WHY DISTRICT-WIDE? qua non if the arts are to be part of the POLICIES AND PROGRAMS OF Quality arts instruction can be education of all students, other factors found in schools throughout the THE DISTRICT. must be in place to create and sustain United States. Often, however, these the quality and scope of the district's The real and metaphorical programs reach only segments of the arts education. walls of the school district become student population. This study exam- These factors can be stated "permeable." A kaleidoscope of small ines efforts in public school districts generally, but the critical lessons again communities composed of individuals urban, suburban, and rural lie in the way they play out in con- , through- and groups from the broader commu- out the United States to make the arts crete situations. nity actively engage with one another an essential part of the general educa- in arts and arts education activities tion of all students. NOT ALL ARE PRESENT IN EVERY inside and outside of the schools. All of the districts discussed DISTRICT, BUT A SUFFICIENT 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 aspects of their instructional programs SUSTAIN ARTS EDUCATION IN *THE the importance of arts education in in dance, music, theater, visual arts, or SCHOOL SYSTEM. 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. school districts. s ADVANTAGE:

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Lessons From School Districts That Value ARTS EDuarioN DA... a 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- .! 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 different intelligences in its teaching as Iupport for arts education in school district budgets is obviouslyan possible. Superintendents and school essential factor if all students are to have access to learning in the board members referred to the Gardner research as a reason for sup- arts. Districts included in this report were asked to quantify their porting the arts in their schools. Again annual spending for arts education as a percentage of the totalbudget 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 different ways, so we need to be giving cult to do so, as they would if asked to do thesame for science, social them the opportunity to do just that." studies, or other school subjects. Budgeting methods and strategies The arts, this study's researchers observed, provide multiple ways for vary from school district to school district throughout the United students to exercise intellect. States, but, generally, funding for arts and other subjects isencom- passed within broader categories such as personnel, facilities, materials, IV and so on. The advent of site-based management further complicates the analysis as individual school buildings are often given discretionto 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 between two competing ways of looked for the evidence in numbers of personnel- coordinators and organizing instruction. arts specialists in particular - in the appropriateness of the facilities for One approach is to think of each school subject as a separate arts instruction, in professional development programs for faculty, 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 secondary level, the school day is evidence that during periods of budget cutting the arts were treated 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 majornew other school subjects and that the best way to learn is by encouraging investment - in a new school building or specialized program- is a 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 several school subjects simultaneously. ular district arts education budget in the form of grants, contributed 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 strongest districts further enliven their programs with these supplemental funds. ADVANTAGE

PAGE 1 0 13 cation programs during facility CRITICAL UCCESS renovation and development. 4FACTOR: THE FACTORSfor Achieving SUPERINTENDENT' SUPERINTENDENTSWHO REGULARLY ARTICULATE A VISION District-Wide FOR ARTS EDUCATION ARE CRITICALLY IMPORTANT TO ITS Arts Education SUCCESSFUL IMPLEMENTATION AND STABILITY.

cuperintendents interviewed fOr the active parent and community study generally credit school staff, liFACTOR: THE involvement in school arts programs; key board members, and/orinfluential community forces with assisting interdisciplinary teams involving arts or COMMUNITY convincing them to develop specialists in the development of a vision IN DISTRICTS WITH STRONG for schooling that includes curricula; arts educa- ARTS EDUCATION, THE tion. But the subsequent actions by arts faculty involvement in commu- COMMUNITY the superintendent are vitalto sustain- BROADLY DEFINED nity arts events; AS PARENTS AND FAMILIES, ing district-wide arts education. artist residencies; ARTISTS, ARTS ORGANIZATIONS, Superintendents in these dis- BUSINESSES, LOCAL CIVIC AND student exhibitions and perfor- tricts take such actions as: CULTURAL LEADERS AND mances for community audiences. regularly articulating in writing, INSTITUTIONS IS ACTIVELY memos, and speeches the impoT- ENGAGED IN THE ARTS POLITICSarFACTOR: THE tance of the arts in achieving the goals of the school district; AND INSTRUCTIONAL PROGRAMS SCHOOL BOARD OF THE DISTRICT. appointing highly effective district- SCHOOL DISTRICTS WITH wide arts coordinators; re community assists in the teach- STRONG ARTS EDUCATION developing a shared understanding ig 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 andpro- 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 toensure venues for faculty and student works district-wide initiatives apply to and and performances. /1-7 ypically, one or more influential include the arts; Formal "partnerships" of 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 toII/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 treat arts education equally with CONTINUITY staff and the community. School IN THE SCHOOL AND other subject areas when budget cuts administrators in these districts encour- are required; COMMUNITY LEADERSHIP TO 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 FromSchool Districts That ValueARTS FIMICATICIN 4 4 Many districts examined in this Smaller districts often lack Many principals interviewed 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 themit 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- level leadership in the screening and arts or be persuaded by other pragmatic OFACTOR: THE hiring of teachers. considerations to make them an important 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. COORDINATOR communication among individual 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 tendents repeatedly affirm the S 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 education programs and in keeping CONTINUE TO LEARN AND GROW INSTRUMENTAL IN THE POLICY'S "the arts" part of a district's definition IN MASTERY OF THEIR ART SUCCESSFUL DISTRICT-WIDE of education. Their first piece of FORM AS WELL AS IN THEIR IMPLEMENTATION. advice to their colleagues in other dis- TEACHING COMPETENCE. tricts is to hire an effective Mhe study reaffirms research on the 77he presence of arts specialists in a coordinator. They emphasized the role of the principal as the prima- 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. 15 PAGE1 2 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 metier, 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 their art and to teaching. Adminis- building relationships important to the THEIR BROAD STRATEGY FOR trators, in turn, pointed out that the school and district. best teachers stay actively engaged in SECURING AND SUSTAINING their art form through exhibitions Or FACTOR: AN COMMUNITY SUPPORT FOR THE and performances in district andcom- DISTRICT'S OVERALL munity venues. In the strongest ELEMENTARY EDUCATIONAL GOALS. districts, this commitment to the FOUNDATION Districts examined in this study teacher as artist is reflected in recruit- offered a wide range of special- STRONG ARTS PROGRAMS IN ment and hiring practices that include 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 District leaders advise their col- FACTOR: develop proficiency in their art forms leagues to establish strong arts 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 RELATIONS efforts at that level. They give several 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 THEIR PROGRAMS KNOWN national levels. Their achievements 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 rn the districts profiled here, school begun in elementary grades, a district leaders employ a variety of tech- will not have quality programs at the4 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 Exhibition spaces and performance OUTSIDE FORCES of an interdisciplinary curriculum by venues in the schools are made avail- elementary schools. School leaders MANY DISTRICTS IN THIS STUDY able to students, faculty, and find, too, that beginning programs in EMPLOY STATE OR NATIONAL community artists. Free tickets are pro- the early years builds relationships POLICIES AND PROGRAMS TO vided to students, staff, and faculty for with parents and community organiza- ADVANCE ARTS EDUCATION. attendance at community arts events. tions important to sustaining their One district provided free piano lessons Prlicies, mandates, and funding from support for comprehensive arts educa- to all district staff. Others create week- thestate 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 1 3 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 OFACTOR: movements, federal funding for general district examined in school improvement or targeted pro- CONTINUOUS this report exhibits these grams or populations all were used to support and advance the arts education IMPROVEMENT 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 the factors occur, the served to stimulate reform efforts in a EDUCATION PROMOTE 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 TArlile researchers found few dis- this report illustrate the specific ways tricts 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 consensus into programs and practices. student, teacher, and administrative on the importance of arts 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- munity leaders in their parts of the uations of principals and teachers as Implementing and 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 ir FACTOR: PLANNING yearcomposing new music for a choral group, for instance. What success factors to achieve a SCHOOL LEADERS IN THIS researchers observed in these districts level of quality that keeps STUDY ADVISE THE ADOPTION 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. BUT RECOMMEND ITS following profiles andcase INCREMENTAL IMPLEMENTATION. study reports show how eaders at the district and building this occurs in specific local Ilevels repeatedly told researchers that it was important to combine a contexts. The lessons of compelling vision of the importance of . - this report are best learned arts education with a thoughtful imple- . . - mentation plan that showed how by analyzing these districts. resources would be apportioned over S - time to reach all schools and students. '

The plan established confidence among . I . arts teachers and building-level admin- - I istrators that resources eventually # would be available but that the increases in district-wide support must necessarily be incremental. Districts

PAGE 14 developing and sustainingstrong, high SCHOOL DISTRICT quality arts education district-Wide. THE STUDY'SWEB CASE STUDIES SITE:WWW.PCAH.GOV Gaining the Arts Advantage:Lessons From School Districts ThatValue AND ILES Arts Education can beaccessed at www.pcah.gov on the World WideWeb. Lessons From School Districts All of the profiles andcase studies included in this publicationappear on the Web site. The Website includes That Value contact information for each district. In addition, contact informationis provided for other districtsrecommended ARTS EDUCATION for inclusion in the studybecause of a specific aspect of theirarts education. Several other useful additional files are availableon the Web site, such as a chart of demographic data profile or case study in no way reflects on the THE STUDY'S school districts studied. The the importance of a district or the chart has city or county population quality of its arts education programs. statistics and AUTHORS ethnic minority percentages; In some instances, the profile may per capita income, education, and There are, literally, hundreds of simply reflect those features the dis- unemployment figures; the rural, urban, writers of the case studies and trict wanted to call to our attention. or suburban nature of the school district; its profiles publishedin print All of the school systems location and on the World Wide Web in the state and nearest large in this recommended for this study which city, as report. Leaders of national arts organi- well as categories of the area's participated by providing a complete, primary zations, chairpersons of state arts businesses and industries. 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 nity members wrote many an eloquent the printed report, on the Web site, or factors studied as well as alphabetically recommendation that found its way both. Printed case studies and profiles by into the report text and context. school district or by state. 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 sometimes passionate reports on arts on the study's Web site, and welcome AND A FEW TERMS education in their districts. The study's questions and comments from other he study's findings sectiondetails researchers, directors, project assis- school districts. the major factors that tants, and editor also served as T enable a The President's Committee on school district to provide contributors. In those instances where arts educa- the Arts and the Humanities and the tion comprehensively throughout it was clear which of two or more all Arts Education Partnership hope this of its schools. The factors contributors wrote a particular report highlighted study will serve as a catalyst for the above each district profileare 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 directly from the "district report." was report- urge school board members, superin- ed by the districts. Itwas based upon Therefore, while the case tendents, principals, district arts 1997 information-gatheringand study sites were visited by researchers coordinators, teachers, and leaders of checked with the districts foraccuracy whose observations form the basis for arts, business, civic, and parent-teacher prior to publication. Namesand 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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,;'1 tt_L is Pen p Amongthe terms used in the 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. 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 arts magnets, many of these schools attractive, warm, welcoming, and understanding the nature, mean- visually exciting. were organized during the 1970s to ing, and value of art (aesthetics). attract students from across school 2. The Arts' Comprehensive Tasks From Getty Education Challenge Students. neighborhood boundaries (Miami, Institute for the Arts Arts students, with the help of their FL; Milwaukee, WI). In recent years, District arts education budget however, new arts magnet schools teachers, undertake big projects. They includes salary, materials, resources, produce a play, present a concert or have been developed, not to balance space, travel spent annually on arts dance recital, create an Advanced 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. tage of the unique contributions that dents master an enormous number of (See "How to Measure Commitment artistic skills, direct a myriad of aes- the arts make to students education to Arts Education" in the preceding thetic and expressive qualities toward (Greenville, SC; Vancouver, WA). given ends, and symbolize human section.) Arts magnet schools exist at all three behaviors and emotions in a great 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 selective, admitting only those stu- through/throughout the curriculum... connected to the creation of a complex but coherent whole work. dents who successfully audition or Interdisciplinary approach to present outstanding portfolios. Other arts education... Students willingly discipline themselves 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 the basis of interest. to curriculum and the teaching of the process, learn to see the boundaries arts. "Infusion" (as in "arts-infused" in a world that, to many teenagers, Artist residency programs: 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 ied had residency programs, but in than it was in the early 1990s. The carry the discipline required in arts general these programs were term still communicates the "pouring making to the discipline of study. designed to enrich basic K-12 arts of the arts into" a basic curriculum 3. The Arts Turn Schools Into education. School officials agree where the presence of the arts might Communities. that arts residency programs cannot have been missing altogether. Wherever the research teams went in replace balanced, comprehensive, "Integration" conveys the creation of a arts-based schools, they were greeted sequential arts education taught by "whole" curriculum by the bringing by smiles. Students, teachers, administrators said, "We are like a family." certified arts specialists. together of several subjects and disci- "We support one another." "This is Arts specialists are teachers hired plines. The degree to which the arts our place." The occupants of arts- specifically to teach a particular art and other curricular areas such as centered schools see themselves as mathematics, science, or social studies members of communitiescommuni- discipline. (In those cases in which a ties that they have a role in creating teacher teaches two subjects, the arts are brought together and "integrated" and sustaining. They are able to discipline is the primary subject of usually can be ascertained from the capitalize on the fact that the arts instruction.) context of each profile or case study. encourage students and faculty mem- "Interdisciplinary" in relation to arts bers to work together, to create things Discipline-Based Arts Education together, to perform together, to dis- (DBAE): Educators who take the education is used primarily to describe play the results of their efforts either cooperation between arts teach- DBAE approach, developed by the together. Teachers are continually ers of different genres, such as music modeling their skills, revealing their Getty Education Institute for the and visual art, or cooperation between interpretations, insights, and judg- Arts, integrate content from the four ments to the younger members of disciplines that contribute to the teachers of different curricular areas, these arts communities. such as music and mathematics. creation, understanding, and The arts transform learning and schools. appreciation of art: Again, context is key. making art (art production); 19

PAGE16 AINING 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 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; SCHOOL DISTRICT community, a forward-looking school ongoing professional development board, and the leadership of a remark- for arts specialists and classroom CASE STUDIES able community superintendent, Dr. teachers, including CSD #25's Direct Arthur Greenberg. Service to Children/Professional THE SUPERINTENDENT: TAKING Development for Teachers model as well as teachers' individualized plans; A Case Study: THE COMMUNITY'S CUE a team approach to all curriculum A n education leader who believes initiatives, including the Expressive CSD #25 A./.that 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 Community4 Schools (Total): 31 of superintendent in 1990. He indicated The School Board4 Students (Total): 23,946 directors of funded programs and The Superintendent-4 Per Pupil: $4,000 to the Board of Education that the first expressive arts to work collaboratively District Arts Coordinator(s)4Arts Teachers (Total): 91 thing he would do was to visit all the to seek competitive funding for the schools and ask community members THE LOCAL CONTEXT district to provide innovative arts pro- what they wanted to make their chil- grams (see sidebar "Finding Funding"). ommunity School District #25 dren's education stronger. Board (CSD #25) in Queens, New York, members laughed about hiring him on A COORDINATOR'S serves some 24,000 children in grades the spot, giving him six months to hit PIVOTAL ROLE pre-kindergarten through grade 12 the road and report his findings. After from a multicultural community. Its his time in the field and talks with par- ne of the first moves Greenberg students come from all over the world, ents (many of whom repeated the same Omade toward implementing the representing more than 100 countries refrain: "This is New York City, cultural community's "bring back the arts" con- and speaking 95 languages. District Mecca of the world. Where are the sensus was hiring Dr. Sharon Dunn, #25 is a highly challenged school dis- arts?"), Greenberg returned to the school the district's first arts coordinator in a trict. At the same time, it is hugely board and identified those areas of the decade and a half and now special blessed with the artistic wealth of curriculum that needed bolstering. assistant to the chancellor for the New York City. It benefits not merely High on his list were the "expres- entire New York City school system. from opportunities for students' "expo- sive arts": visual art, dance, drama, and Under Dunn's leadership and later sure" to the arts, but from the direct music. The superintendent's resulting under her successor team of Arlene involvement of world-class artists in "Areas of Emphasis" became the vision Jordan and Pat Lieberman, the district the district's classrooms. Dancers, for the development of all CSD #25 concentrated not only on hiring spe- musicians, actors, visual artists from curriculum initiatives, including the cialists but also on bringing the value City Center, Young Audiences, Studio- expressive arts. of arts education back to the schools. in-a-School, Carnegie Hall, the Alvin That vision has become reality To do this, they encouraged Ailey Dance Theater Foundation, the through a number of initiatives which, "integration" of the arts into the cur- Isamu Noguchi Garden Museum, the taken together, make for a strong infra- riculum. They also elected to make a Asia Society, the Paul Taylor Dance structure to support and to advance modest start: Dunn created a small Company, the Museum of Modern Art, teaching and learning in and through pool of money and concentrated on the Marquis Studios, Theatre Moves, the arts. The initiatives include: the schools most interested in having Columbia University, the Brooklyn the systematic restoration of the dis- arts education (approximately one- Conservatory of Music and more play trict's elementary school music third of the district's schools). As active roles in teaching and learning in program (lost in budget cuts in the interest among District #25 educators this school district. early 1990s), including a sequential has increased, with more classroom With such a wealth of resources program that supports early child- teachers voting to add arts specialists available to the community, it may hood teachers' use of music in the to their schools' "teacher cluster," the come as a surprise for some to learn classroom, recorder instruction for all district arts program and its pool of that until 1991, like most of New York third graders, and the opportunity for funds and grants have grown as well. City, the district's elementary schools fourth through sixth graders to learn Superintendent Greenberg's phi- had no music program and many of its to play string or band instruments; losophy likens the approach to Tom model arts partnership programs were the inclusion of community-based Sawyer and his fence: Limit initial par- continued on next page yL

Lessons From School Districts That Value ARTS EDUCATION PAGE 1 7 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). district did find variations in the quali- Artists work with teachers to develop I .O ty and rigor of arts education. But the lessons appropriate to the students' cur- district is addressing these inconsisten- ricula, based on the New York State - -. cies through professional development standards, then coach the teacher in of teachers and also by strengthening techniques of their particular discipline. I. the arts specialist programs. Addition- They team-teach classes, giving each o I ' - - - ally, the district has provided direct other feedback. Over time, the teachers .. -. assistance to principals who have learn to incorporate certain artistic requested help to "bring back" the arts. skills. The artists learn more about class- -o o . - District #25's aim is to strengthen the room management and curricula, and,

- . S value of the arts throughout the dis- in some cases, start taking education - . trict and give all administrators and courses to gain teacher certification. educators the means to provide high- CSD #25 is also tapping the tal- , 0 . quality arts education to all their ents of New York's institutions of . students. higher learning such as St. John's 0 . ' "O 0

S. 0 110 University and Columbia University. 00 0. ARTISTS AND TEACHERS Three elementary schools, for example,

lb 0SO . TEAM UP are partnering with Columbia arts edu- - cators, researchers, and program Decause New York is rich in cultural ' developers to find ways to incorporate . A O. 0 partners, Community School media arts into the traditional arts District #25 has been able to develop an 0 education curriculum. intensive professional development pro- . gram in which artists team with . -

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. II"

o .O. 00. a-- - 0

I e 0 a D . "The Arts for Literacy" was the theme of the Through small group discussions, the supenn- . - . Fordham University-New York City tendents tackled the questions of personal . I - . - Superintendent Network's Forum held on one philosophy and planning. of the days the study's research team visited. They agreed that each needed to: ' Dr. Arthur Greenberg, then superintendent of develop a personal definition of "arts" for a- o -. . Community School District #25, is the current - ; chair of the group. Greenberg has a reputation their district; -. . .- throughout the boroughs for his support of arts decide their view on "art for art's sake" and * education, as does his former arts supervisor, state their commitment; Dr. Sharon Dunn. (Both have since been recruited by Chancellor Rudy Crew for the cen- determine the utility of the arts for work, tral administration. Greenberg, whose CSD #25 citizenship, other public values; successor is Michelle Frani, is now serving as set out a belief system: why the arts count; Supervising Superintendent for Executive and show the connections: to community, ticipation to only those most interested, New-Program Development.) among disciplines. let others watch the fun, and they'll "You have got to believe in the arts yourself And they agreed on key elements of a line up for the chance to paint the first," Greenberg told his colleagues. "You can'tformal plan: fence (bring the arts into their class- expect your staff to make reform, to bring back the arts, if you won't take the lead." state a vision and mission, write goals and rooms). In practice, it hasn't been quite objectives; so easy for Community School District Greenberg recounted his early work in District #25, espousing what he calls his Theory of actively communicate with school and #25 to rebuild the arts in its schools. Sloppy Change: Begin with schools and per- community; For one thing, the district has site-based sonnel committed to the arts and strengthen lay out a realistic timeline; leadership: Principals have choices, their programs first. commit resources to implementation, including: such as whether, how, and how much Columbia University's Dr. Maxine Greene also arts education to offer. For another, challenged the superintendents, urging them to staffing and materials, integration of the arts into curricula for clarify their philosophy of arts education, con- professional development for arts special- other disciplines presents a challenge to sider its specific application in each of their ists and others so the arts are integrated, unique districts, and determine what skills he assessment and evaluation procedures to educators seeking to maintain a high or she needs to implement it. quality of arts education district-wide. gauge effectiveness.

PAGE1 8 21 projects; artists who participate in resi- attention to parent/public rela- A Case Study: dencies and conduct professional tions, reinforcing the bond between GREENVILLE COUNTY development workshops for teachers community and school district in on every imaginable art form; arts the most effective ways possibleby (SC) organizations that work with students sharing student art in all its myriad Factors Statistics in the schools and in their own the- forms with the community through 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 SuperintendenW Per Pupil: $6,578 which provides foundation grants for jazz guitar ensemble, the string quar- Continuity in Leadership,/ Arts Teachers (Total): 206 District Arts Coordinator(s),I needy children to attend perfor- tets, the gospel choir, the dance A Cadre of Principals,/ mances; Fluor Daniel, which makes company, the theater productions, Teachers Who Practice Their Art,/ possible programs at the Fine Arts Parent/PublicRelationsJ the superintendent's holiday greeting 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,/ Planning,/ Arts Teacher of the Year Award; teachers' and districts' successes; a school board, twice recognized for an elementary foundation, with THE LOCAL CONTEXT excellence by the Kennedy Center mandatory instruction for every stu- and National School Boards dent (K-5) in art, music, and physical fTile School District of Greenville Association, which voted approval of education (dance), followed by a _LCountyis 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. a former superintendent, Dr. academy, to take daily dance classes; Within its 800 square miles, it encompasses 92 urban, suburban, and rural Thomas E. Kerns, who envisioned a opportunities for higher levels of balanced curriculum that included achievement in the arts, including schools, including cluster arts magnet the arts in Greenville programs and elementary and middle a vision that the twice-weekly, after-school gifted 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, at the elementary level employs 48 (Arts Reaching Middle and Dr. Rudolph Gordon; teams of full-time certified teachers in Elementary Schools) attended by art, music, and physical education continuity of support for arts educa- more than 500 elementary and mid- (dance). The district has four after- tion that goes back to the 1960s dle school students in visual art, school orchestras, the only daily strings when the district employed music strings, dance, and drama; Advanced chamber music program at the high and art consultants to ensure quality Placement courses in drawing and school level in the United States, and programs in every school and conti- studio art, music theory and art his- an after-school program for gifted and nuity of arts education delivery by tory; two arts academiesStone talented elementary and middle school excellent art teachers who kept the (elementary) and League (middle) students which engages nearly 500 stu- delivery of arts education consistent and the Fine Arts Center (secondary); dents for 100 minutes twice a week in throughout periods of district-level national, state forces, including the the visual arts, drama, dance, and leadership change; National Standards for Arts strings instruction. In addition, there is a cadre of principals who have Education, the South Carolina Visual a two-week summer program that stayed in the district for decades and and Performing Arts Framework, and, serves 250 elementary students and encouraged school environments overall, a state structure that has 150 middle school students on a first- schools alive with murals of rolling been unusually supportive of arts come, first-admitted basis. South Carolina hills, dense forests, education (see "ABC Project" sidebar); rollicking sea wavesin which the planning, including five-year plans GREENVILLE: EVERYTHING arts and children thrive; created by the school board since GOING FOR ARTS EDUCATION district arts coordinators who have 1970 long before "strategic plan- succeeded in making the teachers ning" became de rigueur for school rthe arts educator or school system and students, curricula and class districts. dministrator regarding it from afar, 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- A nd yet, even in Greenville, the arts Indeed, nearly every factor that this ordinarily rich set of arts education Pi.have not beenare not now study has found to contribute to the offerings come together into a cohe- mmune from the financial woes or building and sustaining of strong sys- sive district-wide program; hanges in leadership that affect the tem-wide arts education can be found health of arts education elsewhere in at work in Greenville: teachers who practice their art, including some, like former class- he nation. a community that supports the Financial realities first hit home arts...including parents who always room teacher Deborah Rose, who so loved practicing her art outside the n Greenville in the late 1980s and pitch in with materials, muscle, or arly 1990s. In 1989, the School matching funds for grants or special school that she moved to teaching art full-time (see sidebar); continued on next page BEST t:L`PY AVAILABLE Lessons From School Districts That Value ARTS EDUCATION 22 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 state's highest arts education honor, education teachers) to assist the 41 ele- . 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- shortfall, the music and arts consultant tion to the all-day, five-year-old positions were eliminated; the follow- kindergartens. More teams will be S. ing year the district lost the fifth- added for the 60-plus kindergartens grade strings program. coming online. - . a. Then, in 1995, the school board The elementary arts teams, along and then-superintendent Patrick with art, music, drama, and dance '4 Timothy Jenny reinstated these posi- teachers at the middle and high school tions, and, with two new consultants, levels, elect "lead teachers" who repre- the commitment to high-level arts sent them in policy and curriculum education was reemphasized. Under discussions. The leads and the after- the leadership of Dr. Rudolph Gordon, school choral, orchestra, band, and the 1997-98 school year and the cur- drama teachers recently were awarded rent year has seen the employment of salary supplements to recompense them for the extra hours they spend each day providing extra training to students.

FILLING IN GREENVILLE'S GAPS Greenville's pride and joy is its Fine Arts Ctill, even in Greenville, most teach- Center (FAC), the school district's hub for ers continue to see needs and fill intense study in the arts. It was launched them, often without thought of rec- 27 years ago by South Carolina arts leg- ompense. And even in Greenville, it is end Virginia Ulrich - community member, essential to find and deploy resources ners who can help the school by pro- activist, teacher, principal, and, today, where they are lacking. viding volunteers for specific the powertiouse behind the future programs, technology in the form of Governor's School for the Arts, which will Parents help, either as volunteers or through their direct donations or in donated used copiers and computers, bring top arts students to Greenville from even direct donations. One of the all over the state. the more formal manner of Parent Teacher Associations. Business most successful direct grant partner- The Fine Arts Center's focus is and will ships is the one between the Fine Arts continue to be the School District of Education Partnerships provide dollars, equipment, and supplies. The Alliance Center and the world's largest con- Greenville County, providing opportuni- struction company, Fluor Daniel. For ties in the fine and performing arts to for Quality Education - a local granting agency whose interest is supplement- several years, the company has under- those students in the district most inter- written a major portion of the match ested and qualified. Here more than 260 ing the budgets of public schools with diverse students can expand their hori- funds for innovative teachers and pro- monies required for one of the largest zons beyond music, art, drama to gramsdistributes more than $50,000 individual school artist-in-residence dance, photography, and creative writ- each year to schools and to teachers, grants in South Carolina. ing. Fine Arts Center students spend some of which is for arts programs. CHANGES IN half the day at their home-base schools, Southern Bell teacher grants aid the other half at the center pursuing arts teachers, along with those in other EDUCATIONAL Focus pre-professional studies, often with a disciplines; the Metropolitan Arts particular concentration, under the guid- ven in Greenville, there can be ance of highly accomplished Council makes awards to teachers and Eperiods of transition. The district artist-teachers. According to student to schools, and the South Carolina Arts has experienced several in recent years: David Blackwood, one highlight is the Commission, through its Artist transitions from superintendents Kerns Center's teaching faculty who "allow Education Initiative, has an enormous to Jenny to Gordon. In addition, the you to shape your projects and facilitate impact on the face of public education. school board has acquired more con- rather than dictate or demonstrate." Service clubs, particularly Rotary servative members and its focus has The researchers for this study first met Clubs, underwrite three community shifted towards "back to basics." So Blackwood when they visited the center projects that, over their long histories, school board members such as and found him working independently have become community fixtures: Margaret Griffin Burch and Ann on his two-dimensional portfolio. Later "The Singing Christmas Tree," "Spring Sutherlin who together have spent they discovered that he also had a stun- Sing", and "A Night of Music." It is more than two decades on the school ning ability to work in three dimensions through their efforts that some stu- board, can find themselves once again crafting metal - and that his talents had dents get their first experience been highlighted in glass on metal: The "making the case" for the arts in educa- performing for an audience in the tion at the district level. Enamelist's Magazine. There wasone highly regarded arts complex in down- more thing: Like so many arts students, Parents and arts educators also the researchers learned, he performed town Greenville, the Peace Center for find themselves making the case at the well in other areas - and had just scored the Performing Arts. school level today. Since the district "perfect 800s" on the SATs. The district emphasizes the need moved to site-based decision making for schools to develop business part- and the state passed "accountability" P3 PAGE20 legislation, principals are evaluated on involvementthat keeping the arts the test scores of their students. But strong is worth the investment and the artsseen as difficult to "measure" will pay off in the long run. - are not tested. Some Greenville prin- AT THE HEART OF THE ARTS Superintendent Gordon felt enlight- IN GREENVILLE: cipals privately expressed concern to ened principals with a vision for total this study's researchers that, despite education would find ways to include TEAMS OF ARTS TEACHERS their support of the arts, the fact is the arts. Long-time arts teachers A that student performance in the arts rts educators in Greenville deduce that since the arts are not part 11 function as teams, so the does not put their jobs at risk but it of the principal accountability system, does in math. they run a real risk of alienation for 4researchers for this study often Other principals said that the the first time in decades. met with teachers in pairs and arts help them in so many areas - early found them quite knowledgeable learning, student engagement, parental POLITICAL REALITIES about one another's work. Veteran ven in Greenville, administrators visual art teacher Deborah Rose Emust take political realities into and her colleague, music specialist account. Sometimes it is a matter of Andrea Stephens, embody this focus or emphasis. When principal collaborative spirit. When the

A : Edward Holliday, for example, set researchers first visited Taylors 8' 0 .00 about transforming a neighborhood Elementary School and met Rose, - . : elementary school into an arts-focused her hands full of clay, she talked "o - school, he encountered some commu- with great enthusiasm about her nity resistance. Working with the career as a classroom teacher who . o- 0 district leadership, he was able to build - I . the school around a broader, more had discovered she loved artso - inclusive definition of the arts as they much that she moved to teaching relate to communications. The result- it full time. Stephens spoke with 000 ing Stone Academy of Communication equal passion about the newness, - . . Arts has since earned kudos from "con- excitement, and challenges of her

O S - . 0 servative" and "liberal" community first year of teaching music. These 111 - - . members alike. In 1997 the South colleagues share a bond thatgoes I 0 ' '' Carolina Arts Commission designated beyond discipline. Rose has given - it as an official Arts in the Basic the benefit of her teaching experi- Curriculum site. :11 -.0' 0 OS 0 SI ence to Stephens, who talked Similarly, Dr. Roy Fluhrer, who 11 . directs the successful 27-year-old arts- about classroom management and S. teaching ideas she learned from S . magnet high school, the Fine Arts . Center, finds himself revisiting the mis- the senior teacher. . - sion of the school and looking at new Both credited Taylors Elementary ways to make it a resource for the dis- 'I 0 IS 0 . S ' principaf Mary Woods, who has 011 . S S . trict's other schools. Whether grounded been at the school almost two Il ' in reality or perception, a recurring decades, for their productive envi- a issue associated with special schools is . S - the drain of talent. The challenge ronment. Woods is a highly - . , o - before Fluhrer is to unify the vision of focused, effective educator. A o o a high school for students specializing Awards dot her office wall. She is S.- I - in the arts to that of a specialized facili- clearly an institution in both the - . - - . S . o ty that serves the arts education needs . 0.41.11 0 . 0 0 . school and the community at of other schools as well. . large. In part because of hersup- - : -o . o . Even in Greenville, the future of port, both music and art enjoy f ID ID . -0 . the arts in education is a little fragile in the face of competition for more large, well-equipped spaces in which the students seemed at . funding for "academics." The chal- I - I . I lenge arts education leaders in home, whether learning to pinch a Greenville see as the district enters the pots or dance to Japanese music. - - - o

- 21st century will be to maintain fund- Whether Greenville principals will

- ing for the arts at levels commensurate . continue to give such strong sup- with its importance to student devel- port to arts specialists remains to :le II opment. Fluhrer summed up, "You can be seen given South Carolina's - e do it, but you still have to work to new accountability act which mea- - . - a- a I . make it flourish." I. sures principals' performance by test scores in other areas of the curriculum.

Lessons From School Districts That ValueARTS 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 busingextremely 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- MexicoGonzales encouraged the The Communitr/ Schools (Total): 32 riculum and enrollment, goals and principals to form ad hoc groups to The School Boarchl Students (Total): 22,454 The Superintendent/ Per Pupil: $3,624 objectives, and the school board took achieve consensus on the issues. He Continuity in Leadership/ Arts Teachers (Total): 65 to a hard look at the elementary and concluded the meeting by reminding A Cadre of Principals4 secondary music program. That assess- them that he was coming around to Parent/Public Relations4 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 THE LOCAL CONTEXT lion bond issue to upgrade, refurbish, through itwhat you've achieved for and supply new instruments to the the kids, what's important," the resecond largest city in the State music program. In this period, the superintendent said. Each principal f 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. Outside, above the doorway of The next critical step was Gonzales's The Teacher's Portfolio: Evidence the Las Cruces Public Schools adminis- hiring of John Schutz, a 25-year of Success in Arts Education tration building, which is housed in a veteran band leader, as district It was no surprise, therefore, that renovated department store, a tiled coordinator for visual and perform- each elementary visual arts educator mosaic of the district logo, designed by ing arts. First a part-time coordinator, with whom the study team met a young student, announces to visitors then full-time, Schutz became the whipped out his/her teacher portfo- that the arts are at home here. Inside, district's "point person" for the arts. lio without prompting. Teacher the gateway to the district offices "He's the voice that reminds us about Bonnie Hosie flipped through a sam- shines with the latest secondary stu- the arts and lets us know how we're pling of a year's worth of student dents' art exhibit. The permanent doing in the rebuilding process," says work, explaining the curriculum she student art collection can be found a board member. and other teachers had developed. 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 specialtya 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. 1471en the people of Las Cruces needs. So the community's passage of 1-lookto identify the key agent of The Students' Portfolios: 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- butions to music and visual arts The School's Portfolio: tain portfolios demonstrating their activities, the school district had no A Principal's Measure of Support 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 onand build uponthe 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 Continuity in Las Cruces Eighth graders schedule an 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, often attend. The students then therefore, remains in his eleventh "Band parents" like Doug and JanBrown year. But Las Cruces still faces chal- have long been the backbone of answer questions, much like an oral music lenges of resources and expansion. programs nationwide. Their son Jeremy, dissertation defense, to demonstrate a The visual arts program at the ele- high school senior at Las Cruces'Mayfield their knowledge of the material cov- High School, and his parents talkedabout ered. "It's an emotional experience. mentary level continues to grow his commitment to musicover dinner with It helps them with the realization slowly, but it may begin facing fund- the researchers during their visit. 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 thetrom- pal Olivia Ogas. appears to be less valued in the com- bone mainstay of his school band,and, Presentations to the School Board: munity, and the expense of meeting when it came time to plan his schedule Keeping the Arts in Mind ADA (Americans with Disabilities for senior year, he told hisparents he Act) requirements for accessibility to wanted to include music asone of his Every board meeting begins with a stages has affected Las Cruces' deci- areas of concentration. student performance. The board sion not to invest heavily in raised meeting that the researchers attend- Doug Brown was worried that,with the proscenium performance spaces. ed was packed with presenting new block scheduling at Mayfield, col- Lack of a large enough performing lege-bound Jeremy's academic district administrators, parents of space limits the district and the com- performing students, and other com- performance would suffer if hespent too munity. much time in the arts. "One-fourthof my munity members. Led by an son's education was going to bespent in award-winning elementary music Despite any drawbacks or con- band. That was hard to swallowat first. teacher, Laurie Norman, a class cerns, however, the atmosphere from Then, as I saw what playing didfor him - marched in to the library and began community to school leaders, super- he's a quiet kid, but he really shinesin to sing and dance. The teacher con- intendent to district coordinator, band - I saw how he learned andgrew. parent to student, new teacher to I became a believer." ducted and coaxed as Orff instruments accompanied young voices. veteran is one of arts growth and Jeremy's parents' willingnessto accom- For the finale, large tires and bottles, strengthening. Las Cruces is moving modate his music studieswas matched wrapping paper and paper bags start- forward to reform education and by Mayfield High's willingnessto adapt as ed rattling and shaking during a including the arts at the heart of well. The entire Las Cruces districtis their children's learning. moving towards block scheduling. difficult counterpoint piece about recycling. Mayfield began restructuring in1995-96 as it moved to a full block schedule witha John Schutz explained that the four-period day throughout the week. performances help keep the arts on Traditional two-semester classesare the table as board members - former offered in one semester. Studentstake educators, a business leader, a former A Case Study: fewer courses. For Mayfield, thekey to legislator make decisions that this transition has been flexibilityIn order affect education. Schutz, for example, 31f111111A0 for Jeremy to continue topursue band and Advanced Placement coursework, has begun exploring ways to expand DADE t'tokilM717 dance in the Las Cruces schools by Mayfield guidance counselors developed Factors Statistics an independent AP English course engaging the community. As schools so he The Communityq Schools (Total): 328 could attend band. This adaptation dabble with groups like Ballet The School Boardil Students (Total): 341,000 impressed the Browns, who felt that Folklorico, he can remind board The Superintendent/ Per Pupil: 85,137 Jeremy would not have to choose"arts" members of the successes of the Las Continuity in Leadership,/ Arts Teachers (Total): 1,200 District Arts Coordinator(s)./ or "academics." He could do both. Cruces High School Mariachi Band, A Cadre of Principals-4 Las Cruces uses block schedulingin dif- which linked arts education to com- Teachers Who Practice Their Art/ ferent forms, including 4x4 with munity culture. An Elementary Foundation4 a Opportunities for Higher Levels of Achievement/ 6-period Monday and the above5x4. One important way the board National, State, Other Outside ForcesV Arts educators mentioned their concerns supports the arts is to keep the arts in 1 about the changes. Among them is a mind during discussions about THE LOCAL CONTEXT possible reduction in enrollment inarts remodeling or new construction. courses given that students will take "When it's time to build a new build- -A itiami-Dade County is not only the fewer courses on these schedules. ing," said a member, "that's the time .1. '/IL fourth largest school system in Professional development anda risk-free the country - with more than 340,000 year of experimentation have helped the to remember the arts. I'm the one transition in Mayfield. The students who remembers to ask, 'What about students and nearly 18,000 teachers - but it is also one of the nation's most interviewed preferred blockscheduling: the music sound system? What "Less stress, less homework." "More about the music space?' In a rapidly diverse. The district's students come time to learn; you're not bouncing growing district, the commitment of from 155 different countries and speak around so quickly." Ruth Bird,one of space makes all the difference in the 150 different languages, which adds the visual arts teachers at Mayfield, years to come." language barriers to the hurdles of appreciated the extra time to workand :poverty and other urban ills constantly develop ideas with students. : facing Miami schools leadership. AmlasessamegirsISWIE_. continued on next page BEST COPY AVAILABLE Lessons From School Districts That ValueARTS EDUCATION PAGE23 THE SCHOOL BOARD'S together to develop and strengthen COMMITMENT consensus of policy direction as Miami-Dade County Public Schools e arts, officially embraced by the move into a new millennium. While visiting Biscayne Gardens rchoolboard in the early 1990s, Meanwhile, translating the Elementary School in Miami, have become critical components of the board's vision into a system-wide way researchers for this study had the plea- district's strategy to manage and benefit sure of meeting two sixth-grade of teaching and learning in and students who showed them a from its diversity. As 35-year-board through the arts has been and contin- com- member G. Holmes Braddock told this ues to be the work of a large, pelling large-format book they and their classmates had made the year before. study's visiting researchers, "As a board, committed network that includes the we decided that we needed to make a superintendent, school principals, dis- The book, entitled A Page ata Time, statement about the artsthat they trict arts supervisors, teachers, parents, grew out of an instructional unit with were as basic as any other subject." and civic groups. In searching for clues the theme "Conflict and Resolution" That policy, still in place and to how a school district builds and sus- that had been planned cooperatively supported by superintendent Roger C. by social studies, language arts, and tains strong arts education, the visual arts teachers. Cuevas nearly a decade later, reflects researchers for this report met with the community's politically demon- and observed many participants in Students from five elementary schools strated desire to make the arts part of that vital network. in the district visited the Wolfsonian learning in Miami-Dade County. It was Museum, which specializes in the dec- a grassroots swell from the arts com- THE MANY LESSONS OF orative and propaganda arts, in Miami Beach. There students viewed artworks munity, which elected arts advocate LILIA GARCIA AND THE Betsy H. Kaplan to the board, that led related to the First and Second World in part to the board's commitment to DIVISION OF LIFE SKILLS War and, in the museum's library, the arts. perused book, many of them rare and f Betsy Kaplan has served as the beautiful, that chronicled in words and An avid arts supporter over I1 community's arts beacon on the images the conflicts of this century. decades in the classroom, community, school board, the lightning rod in the and politics, Kaplan serves as a walk- operating system of arts learning is Back at school, the Biscayne ing, talking, voting reminder of the Gardens elementary students fash- 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 tinues to keep by its actions. Arts evoked both chaos and calm. Inside, 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, when some district schools and their helped to organize arts teachers into a they mounted a photographic portrait language arts programs were deemed powerful lobby that gained the sup- of a student. Each portrait, however, "deficient" by the State of Florida port of key school board members, was printed on transparent acetate, Board of Education, the School Board business leaders, local arts organiza- which made it possible to see frag- chose not to cut art, music, and physi- tions, and parents. "We became a force ments of student handwriting on the cal education in favor of language arts. to be reckoned with," said Garcia. sheets beneath the photographs. The Instead, the Miami-Dade County board Today Garcia is a force to be recog- sheets were filled with stories and opted to extend the school day by one nizedthe linchpin for district-wide historical accounts of how students' hour in those schools to allow for the arts learning for all students at all lev- family members and other acquain- additional hour of language arts. Board els in all schools, taught by full-time tances had experienced conflict in members also advocate the arts certified arts specialists. Under her their lives and how they had resolved statewide by their participation in a leadership, the Division of Life Skills it. The students had conducted the multitude of arts-related conferences has an explicit policy of relating to interviews and written the chronicles and organizations. Kaplan has served "the implementation of a series of of family struggles and triumphs. for more than 10 years on the Florida reading, writing, and mathematics The Wolfsonian directors and curators Alliance for Arts Education/Arts for a learning strategies that are integrated so appreciated this book and those Complete Education board, which with the arts curriculums and which made by the students in the other makes recommendations to the Florida focuses on supporting the [school] participating schools that they Department of Education. District initiative of raising perfor- purchased them for the museum's But as many a school district has mance standards." It seems to matter permanent collection. 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 factas 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 tendentpresents 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 2 7 PAGE24 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-focusedfor 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 Send ler. 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 communityin the schools, at also reap the rewards of opportunities School's principal, Dr. William local arts eventspresenting 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, Renuart 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- Art Works 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 opportunitythe 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.) Miami-Dade County Public School their arts discipline. Robert T. Davis, district is continuously working currently the only music supervisor, THE PRINCIPALS' DIFFERENCE to keep the solid base of opportunity shared a bit about his self-selected pro- With many award-winning schools offered by "regular" schools in balance fessional development portfolio for the on the site visit list, the report's district: Part of his montage was to researchers anticipated strong princi- continued on nextpage

Lessons From School Districts That ValueARTS 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 (WO 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-4 Schools (Total): 154 development of every curriculum ini- The New World School of the The SuperintendenN Students (Total): 107,043 tiative and education practice Continuity in Leadership-4 Per Pupil: $7,768 Arts is another unusual institution, A Cadre of Principals-4 Arts Teachers (Total): 473 produced at each school site and offering both high school and state National, State, Other district-wide." university collegiate programs with the Outside Forces-4 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 hereinclud- ror more than 150 years, Milwaukee children also learn theater and dance. ing 40 high school students who met Public Schools have demonstrated a The report's researchers encountered with report researchersspeak 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 structuresix to nine weeks of lessons longer!" one student exclaimed. "That balance of students across the district, in a particular areaposes challenges. we do not have dorms here, since I the MPS system today is shaped by the The "specialized" schoolsthe travel an hour and a half to get here diversity of its schools. By designing schools of choiceoffer 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. PAVAC, the Performing and But what the researchers found in Visual Arts Center, is a school of Miami as well as in Milwaukee and choice within Miami Northwestern other districts with strong magnet pro- Senior High, a school that serves a pri- grams is that the arts help create an . marily African-American urban environment for learning no matter SO community where barbed wire and the focus of the magnet school. In D O s' - cement barriers are part of the neigh- other words, a science and technology I- borhood landscape. But open the magnet school that incorporates the doors of PAVAC, and visitors find stu- arts will have a more vital environ- II . - dents focused on music. In one ment for learning. - - S S rehearsal space, a teacher admonished While Miami's 16 special arts S . studentsall trying to get into the schools/programs reach only 4,900 swing of jazzfor not tuning up first: studentsa small percentage of the . "If this were the gig, and you weren't 340,000 student populationthey .. tuned, you would lose the gig." reach them well. The question for The Design and Architecture the district leader is how to expand - - - Senior High School can be found in upon the resources of the choice Miami's fashion and design district. schools. How does a school district . Here one can sense the creativity and continue to raise the level of all the pick up students' sense of humor, too: other schools, so they, too, experience "The Phantoms" the school's nonexis- excellence in the arts and in learning? tent sports team rendered in a large Miami does not have easy answers. mural guard the door. Outfits of Instead, it works hard to ensure that feathers, leather, lace, and cloth adorn the baseline -- the least a child will get - - . the windows. Design and Architecture -- is a strong arts education. Many a students cut and paste, engineer and school district in America would be SO design their way to portfolios and proud to do just that. I. skills that make them ready to corn-

PAGE 26 'Af 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- ARTS EDUCATION nization, and instructional approach. wide," and 12 are "regular." Of the 21 For the arts, Milwaukee students rrhe Milwaukee Public Schools dis- schools with high school students, may self-select their school, choosing 1 trict 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 "ci ide": each school must provide the commu- school, as well as anenormous 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 choices and specialized programs reconciled with has also received grants to underwrite the acquisi- simply because they have facilities for dance, the- tion of digital photographic equipment the general expectation that all students should so that 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' and mathematics; (2) the language arts; (3) visual own 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. physical education? the Internet, produced and issued to students in 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 arts an important place in many of its schools, Creating a multimedia yearbook is an enormously scores and other data and information, however, Milwaukee provides a model for other districts complex task that requires students to acquire have not been used to determine what it is about where there is a wish to offer students a choice of skills and competencies relating to a variety of the arts that facilitates students' learning and quality educational programs. computer programs. The task also requires them changes their attitudes toward school. In many to make thousands of design decisions relating to It is important to point out that the great diversity of cases the data already exist; they await analysis in the relationships among graphic designs and school organizational plans ancfprograms are not Milwaukee and in other cities where students have sounds, video clips, still images, and musical imposed from the top down but just the reverse. the option to attend arts schools. compositions. By the time the yearbook students However, because the district has such a history of complete eighth grade they know just about central office leadership in the arts, the innovative A.E. Burdick's Traditional everything necessary to live productively within schools include the arts as a matter of course. This Educational Program the digital age. practice has served to institutionalize the arts A. E. Burdick is a neighborhood K-8 school that, despite numerous changes, including changes in Throughout the year students work with musicians district leadership. according to its description, offers a "traditional in residence - composers and performers. The educational program." Descriptions notwithstand- music program fills the entire school. In the words Three schools of art provide three different mod- ing, education at Burdick is far from traditional. of one of the music teachers, "We wanted to incor- els of choice: The school places special emphasis on music, porate music into all areas of the curriculum. We computer technology, and multimedia education. Elm Creathm Arts Elementary School are a school family." Because of music, Burdick is a The music program creates an atmosphere of happy family and a joyous place. Twenty-one years ago, before Elm Elementary innovation and excitement that pervades the School became Milwaukee's Creative Arts school. The two full-time music teachers and part- Milwaukee School of Languages Elementary School, its students' achievement testtime instrumental teachers have created a music scores placed the children in the district's lowest program in which every student plays a musical Milwaukee School of Languages for students in 10 percent. After one year as an arts magnet instrument. In the words of one teacher, "Every grades 6 through 8 "offers continuing language school, although 50 percent of the neighborhood's kid expects to play an instrument." Actually, every immersion in French, German and Spanish (with a students remained in the school, the students' student plays several instruments, sings, and beginning elective in Japanese) for students from achievement test scores placed them in the dis- more. They are all composers and conductors. elementary programs or with sufficient language trict's upper 10 percent. proficiency. Math, language arts, and social studies The students and teachers have created an are taught in the second language in grades 6-8." Surely there were many factors that contributed to orchestra's worth of "instruments"- an amazing the first year's dramatic rise in test scores: an collection of plastic bottles and buckets, tubes, In actuality, the arts - literature, music, visual arts, influx of new students whose parents wished them pans, pieces of wood, metal percussion objects and theater - provide the content for largeseg- to receive a special type of education, enthusiastic that hang from a wire extending the width of the ments of the School of Language curriculum. The teachers and administrators specially selected to music room, all sorts of things that create sounds reason is simple; The study of a language comes work in the school, a curriculum that integrated the when blown into, stroked, or beaten upon. As a to life though the culture of its country of origin. arts with each school subject, and active coopera- succession of student composers mounted the And what reveals culture? The arts. tive learning. "podium" to conduct their compositions, other students informed the researchers, "Sure, we The school's language teachers in each subject Parents, teachers, school administrators, arts could recognize each kid's style, even if we could- matter area are able to rely upon a vast collection supervisors, and students explain student n't see who was conducting." Students are also of visual and music resources developed to sup- achievement at Elm by pointing to these factors: able to improvise seemingly endless compositions port the music and art curricula. (The district without the aid of a conductor. spends literally millions of dollars on arts resource The arts make schools engaging places for children. materials on a regular cycle - the last being pur- Teaching and learning are fun. Not all the instruments created in the schoolare chased in 1993. These reproductions, recordings, Reading, calculating, and other "academics" are "low-tech." When funds were unavailable to pur- books, and other resource materials are placed in not so onerous when they are done in the context chase a drum synthesizer, one of the music each school - just like textbooks.) More Important- of the arts (for example, students learn to com- teachers and his students constructed one. ly, the language school's visual arts teachers serve pute through dance). as resources for their colleagues, suggesting the The music teachers wrote proposals and received The arts schools are kinetically engaging. artworks that provided the specific subject matter 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

continued on next page 30 BEST COPY Lessons From School Districts That ValueARTS EDUCATION AVAILABLE PAGE27 special programs that include the arts Milwaukee, this pattern of collabora- ASSESSMENT AND THE ARTS as an important component. Different tive leadership pervades virtually every schoolsregular as well as specialized dimension of education and, in large Milwaukee is experimenting with a dis- schoolsalso offer a variety of curricu- trict-wide assessment program involving measure, accounts for the strength of 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 working in new territory. With the assis- Milwaukee, they found the arts strong commitment of the superintendent. tance 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 were designed to assess students' Teaching and Learning Goals: end, he is working to achieve "quality 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 a logo. The task assesses students' ability While Milwaukee principals, COORDINATING MORE 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 Tn Milwaukee, visual arts and music conveys the idea "This Is My School." The desire, at the same time the district 1 curriculum 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 portraits through one or more of the arts and assessment, send strong signals recent years, however, budget reduc- 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 and (3) how imaginatively they can use the the arts has varied somewhat. art supervisor, and, at different times, form to express an idea. Regardless of the level of support, the anywhere from four to six supervising The program's launch was not without arts curriculum specialists continued to teachers of art who also worked from 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 specialistsone for ment of the exercises had conducted pilot art, the other for musicin the central tests of the assessment tasks in their own grams continued to flourish in times classrooms. The following spring, meet- when central support was weaker. office, while a second art specialist ings were held to prepare teachers to These schools continued to innovate works in the Division of Curriculum 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 resources of one art and one music the spring of 1997. (Teachers of mathe- In other words, the authority matics, writing, and science were required that resides both within schools and supervisor are stretched thinly as they 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 Milwaukee visual arts teachers Issues pertaining to the scoring of students' responses and how the findings system and keeps the arts relatively report that they missed the close 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. Nevertheless, the approach represents 1V1PS provides an excellent example cadre of art supervisors. However, while important advances, permitting students to of the advantages that come losing arts coordinators, the district 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 and curriculum specialists. In arts teachers to their staffs, the arts cur-

3.1 PAGE28 MILWAUKEE'S ACE PROGRAM APPLAUSE 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. schools in eight school districts, includ- attention. Dutch educators are studying Milwaukee Public Schools. ACE At the middle school level, ACE's ing MPS's Elm Creative Arts School brings learning through music into the emphasis broadens to encompass as a model for schools in the classroom every day, aiming to three areas: Netherlands. Elm also was selected advance each child's overall learning for a 1997 Business Week Award for integrating the arts across the school and development. curriculum, bridging students' learn- Instructional Innovation. Lincoln Center Middle School received the ACE pursues that goal through a series ing in academic subjects and the arts; 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 riculum beginning in kindergarten and MSO musicians and other outstand- grams involving students, educators, continuing through each grade level. ing professional artists; artists, and performing arts groups. These experiences are structured The Wisconsin Alliance for Arts addressing school-to-work issues around a coordinating theme for each Education recognized 10 Milwaukee through broad access to MSO and grade. For example, kindergartners elementary schools for their exem- learn about the "Family of Music" (com- other arts industry resources and personnel. plary programs. The Milwaukee 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 found within all types of "families." with arts and academic faculty Civilization: A Report to the Third and fourth graders develop cultur- throughout the school year. As part- President and Congress on Arts al awareness, sensitivity, and pride by ners, they plan and implement all Education (1988). The Milwaukee exploring cultural heritages and cross- program components, including ACE visual arts program was studied in influences found in communities curriculum, artist visits, parent involve- depth by the Rand Corporation and worldwide (third grade) and in ment, and assessment. the Getty Education Institute for the Wisconsin (fourth grade). Fifth graders In 1998-99, 50 specially prepared Arts; the results were reported in become "Ace Inventors" and explore ensembles and individual artists are Beyond Creating: The Place for Art in interdependence in artistic and scientif- America's Schools (1985). ic processes and problem solving. making 400 presentations in ACE 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 grade, an evening family concert at Center, Ballet Wisconsin, Chance, trict's collaboration with the each school, a specially designed con- Dancecircus, Discovery World Milwaukee Art Museum. The museum cert by the full orchestra for each grade Museum, and more. partnership provides curriculum mate- level (parents invited), teacher in-ser- Now in its ninth year, Arts in rials for teachers, junior docent vices and summer curriculum planning programs, arts classes for teachers, and workshops, and a parent newsletter. An Community Education is funded by grants from the National Endowment opportunities for in-class guest speak- ambitious assessment component for the Arts, GE Fund, Harley Davidson ers and artists. Through the annually documents ACE's progress and effectiveness in achieving interdis- Foundation, Emory T. Clark Family Milwaukee Art Museum's new program Foundation, among many others. 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 riculum supervisors were presented THE MILWAUKEE "bartered" for artists' school programs. with the equity argument: "If specialists Their studios are intermingled with COMIvfUNITY: INSIDE AND are good for some schools, why aren't classrooms throughout the school they good for all schools?" OUTSIDE THE SCHOOLS building, resulting in artist-student Today all of Milwaukee's elemen- re Milwaukee community plays a interactions all day, every day- an tary schools, in addition to its middle artist residency in the fullest sense. and high schools, are served by art and ritical and ongoing role from out- music specialists. It is noteworthy that side the school system (as advocates the addition of art and music specialists and hinders) and from inside the sys- to the elementary level was accom- tem (through artist residencies and plished during the same time that program partnerships). MPS is develop- much of the authority to establish edu- ing new partnerships all the time. Two cational programs was being transferred stand out: the Milwaukee Symphony's from the district to individual schools. ACE program (see sidebar) and the dis-

32 Lessons From School Districts That ValueARTS EDUCATION PAGE 29 classroomto 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 REDONDO ship with parents and grandparents of the well-tended connections to busi- 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- Outside Forces./ organizations, educators, arts patrons, 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 °Ine of three adjacent middle- Education's call for content and estab- come "beach towns" south of Los below of Redondo's technology/arts lishing a 21st century vision for itself initiativesmany of which have been Angeles International Airport and sep- by developing partnerships and secur- arate spiritually if not physically from underwritten by businessesis testa- 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. a community caught in the middle. to the Redondo Beach community and 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 neighborsbut 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 Iproximity 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 Districtuntil recently a K-8 district with a separate high school districtis a small system: one high school, one Initiative Partner Description continuation high school, two middle ArtsEDNet, LA. 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 Community in California, ever since Proposition 13 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 Apple Computer, AT&T of technology in educational cult. But Redondo Beach also has a 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 donated by families of two education renewal, Redondo Beach 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 Beach Net housing Arts Redondo Beach, Sun and run by students, serves 14 a K-6 vocal music instruction pro- KnowledgeNetTM Micro Computers 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 Foundat!on 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- Principals as Partners fully integrate the visual arts, they are still 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-trainingto 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 Education (DBAE). The reason principals dren over eight years of their schooling. back the string orchestra first," she says. are willing to devote teacher and adminis-

Theatre Project, an ambitious and In the process, the students learn project, they respondedoverwhelm- complex undertaking that linked three from and with each other. One ingly, "It's ours!" "It'sour baby." "We other high schools - one in Texas, Redondo senior and a pre-eminent made this." "We workedhard. Northern California, and Illinois - MIDI musical composer (the school Collaboration isn'teasy, but I can see with Redondo. The 40 or so Redondo consults with him in development of the light at the endof the tunnel!" students in the project talked at MIDI classes) proudly shared with the Simultaneously, inthe 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, castingparts, making their across time and land barriers. They bars of the song he was composing. "It contributions to thecollaborative orig- described how they were video confer- works, it really works, it's going to be inal production whichwas to receive encing the far-flung classes in order to great!" he exclaimed. His fellow stu- its premiere performancein Redondo brainstorm. E-mail and online chats dents warmly received this newest a month later. DeborahJohns and Paul were their avenues for jointly crafting creation. Soon after, the black box Collette, the theaterinstructional 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 beenmore difficult than with students from Texas. The students who the writers were as they nodded they had originallyimagined. It was employed MIDI technology to com- their heads approvingly, listening to also proving morerewarding. pose music, share and critique scores. first interpretations. The time andovertime this They found ways to adapt a time-hon- What Redondo students were group of Redondo studentsand teach- ored tradition of creative collaboration learning was the basics of creation, ers were putting into theinteractive using the tools of the future. criticism, and performance. How have production seemedto be nothing in But - this part is important - it they learned it? Interactively with stu- comparison to their beliefin 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 groundand 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 BEST COln- AVAILABLE Lessons From School Districts That Value ARTS EDUCATION PAGE31 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 build certain skills as defined by the eRedondo district collaborates 'Th with its neighboring beachdistricts to traditional fine arts K-12 curriculum. offer evening classes at theSouth Bay Adult Schoolon school grounds. At the same time, there may be gains: Classes range from Basic Skills and Parent Educationto Crafts & Decorative a town meeting full of business people Arts, Fine Arts & Music, who are partners for technology first, and Communication. Basicskills classes Suchas English as a Second Languageconsidered a "mandated" class but also for the arts; a license to can be experiment; students interested, excit- offered free to the public.Adults are chargeda fee for arts courses. The _presence of this after-hours arts ed, and skilled in doing creative things education on school groundsbenefits the K-12 students in a number with technology; and access to of ways: resources for the arts that might not be a Shared Resources: Interest from theadult education TV Production available any other way. Workshop, for example, led to an increased demand forequipment, and the eventual acquisition of A LEADERSHIP CHALLENGE a video production studionow shared with the Redondo high school students. Tiere is another challenge Redondo Shared Personnel: The Bleachfacesa challenge every assistant principal of the AdultSchool also spear- heads development of Redondo school district faces at one time or High School's Center for the another: change in leadership. Advancement of Art and Entertainment (CAAE).Her talents as an admin- Redondo's present and future leaders istrator help spread her value of the arts within the districtstructure and to must build upon the strengths of con- the community at large. sensus and value for the arts in New Arts Advocates: Many of the students in the adulteducation classes education that Beverly Rohrer helped seem to be older than parents with the community develop. school children. These adultswithout children speak highly of their arts experiences and theircommunities. Individuals who value the arts are ripe for mobilizing insupport of the arts in local schools.

A Case Study:

DISCOVERING WHAT WORKS A NEW TRACK FOR VANCOUVER (WA) Factors , Mot every endeavor succeeds equal- ARTS AND TECHNOLOGY Statistics ly well. Redondo's Discovery Lab, The Community,/ Schools (Total): 33 rreachers, administrators, and stu- The School Board,/ Students (Total): 19,000 for example, was established as "a .1 dents in Redondo Beach have all The Superintendent/ Per Pupil: $6,043 career-to-work modular lab based upon District Arts Coordinator(s),/ Arts Teachers (Total): 129 played a role in the development of a A Cadre of Principals,/ Dr. Howard Gardner's theory of seven new track within Redondo Union High Parent/Public Relationsg intelligences." The lab provides stu- Opportunities for Higher Levels of Achievement,/ Schools called the Center for the dents with tools to help create and Planning,/ 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 computers and their ideas, but not and art, computer-aided design and ani- ancouver, Washington - a suburb mation, musical theater, MIDI music, Vof Portland, Oregon, and not to be necessarily with each other or the CD production, and broadcasting, teacher. Using Gardner's intelligences confused with Vancouver, British among other areas. In each area of model, the Discovery Lab program is Columbiawas once a thriving ship- study, students are expected to meet missing the kinesthetic (movement) building center. Some 70,000 ship standards in "Artistic Perception, and interpersonal (person-to-person workers built 80 ships here during Creative Expression, Historical and communication) intelligences. World War II. But in 1989, scores of Cultural Context, and Aesthetic manufacturing plants closed, and Students working with the lab are Valuing" to complete a specialization. learning important skills for the 21st 15,000 high-wage, mostly union jobs disappeared. As a result, Vancouver century. The question is whether they AN ELEMENT OF RISK are acquiring an education in the arts. family incomes plummeted. The aver- The challenge for Redondo Beach th the face of the financial challenges age household's income lossreal, not - and, in the future, for thousands of / presented by the State of California, adjustedwas $5,000 over the previ- school districts across Americais Redondo's strategy is to merge arts ous decade's income. Consequently, learning how to connect the.arts to with technology, then turn the district the number of students receiving free new media while still teaching the into a resource for others. No other and reduced lunch skyrocketed from basics of the original artistic disciplines. district visited by the study's 12 to 49 percent. Adding to the local 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.

PAGE32 35 Curiously, it was the need to Consensus Leads to Strategic Goals address facility rehabilitation that and District Reorganization sparked Vancouver's educational : With consensus of vision developing . 6 reform and, in turn, spurred the corn- among the community, the school munitys economic revitalization. board, and the superintendent, How VANCOUVER ACHIEVED Vancouver began shaping these specific, measurable, achievable goals: CONSENSUS OF VISION 1. Revitalization of the Curriculum The School Board Challenges the 2. Preparation of Staff for the 21st Superintendent Century Changes in the Vancouver school 3. Rehabilitation of Facilities S. system have been directed by its . superintendent of 18 years, Dr. James 4. Community Partnerships Parsley. Yet he is the first to point out The emerging consensus also provid- . S I.. that the call for education reform ed a foundation for the kind of - came not from him but from the . sweeping administrative changes - - . Vancouver Board of Education. It that would be needed to implement was 1989, and Dr. Parsley had just Vancouver's vision. presented to the school board his A In 1990, the district eliminated 24 cen- annual report summarizing the previ- . ous year's activities and making a tral office positions and reconstituted operations. Weekly school board meet- recommendation for facilities repairs. - ings moved to alternating agendas: "I can remember," Jim Parsley .511 Every other week the board meets on . la recalled, "my board president taking fiscal matters; at alternate meetings, it - the report and tossing it across the addresses the strategic plan and moni- . - table and saying, 'All it talks about is 5 tors all the systems and roles. - bricks and mortar. All this talks I about is asphalt and roofs. There's The superintendent's role, in particular, underwent significant change in no vision in this. There's no direc- .- . I I la tion. There's nothing in here for this period. As Dr. Parsley explained, kids. I want and expect a strategic "I became the 'planner' for the school plan for the school district." district. Half my time and title was moved over into the area of strategic - The Superintendent Connects planning. By my heading up this With the Community effort, we eliminated about 10 layers Superintendent Parsley met the of bureaucracy between planning and the decisions of the board." board's challenge, but not by turning another issue - choicethat helped to to his staff to write a strategic plan. How GOALS WERE SET focus the arts issue. "All of a sudden," Instead, he turned to the community AND MET said Dr. Parsley, "the arts surfaced not of Vancouver and engaged the citi- from the point of view of someone zens in developing a plan that would Wiat would Vancouver have to do saying, 'Oh, I like the arts' or 'I've had belong to them. t-loget their children ready for experienced in the arts' but really from "Our first effort," he told this study's the 21st century? This was the ques- looking at the kinds of kids we serve team of researchers/reporters, "was to tion that drove the community's and knowing that the light can come connect with the community on discussions on education reform and on for some kids through the arts. coming up with a vision and a mis- ultimately shaped its four goals. That was an 'Aha!" sion 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 1,4 363; Lessons From School Districts That Value ARTS EDUCATION PAGE33 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 clubs," he added. The bond issues Secondary Choice How TEACHERS, PARENTS, passed overwhelmingly - with 70-some At the secondary level, the Vancouver percent of the voters approving funding AND ADMINISTRATORS VIEW community's demand for "choice" for 27 construction projects. VANCOUVER'S CHANGES 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- Tschools 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 and electives ranging from choir to want thg dream." created; health is on its way. For the arts, Brzoska envisioned drama. The high schools also have a Goal 4: Community Partnership a school fed by the entire K-12 district. range of programs, including some With the community's backing of the The newly emerging Vancouver School very strong traditional music, art, and vision and the funding needed for of Arts and Academics brings together drama. Then there is the Vancouver facilities in place, school leaders sys- a group of 600 students selected by School of Arts and Academics, which tematically began seeking out and interest - not talent - to learn in an embraces dance, creative writing, film, engaging organizations and individuals arts-centered curriculum. With assis- and video. The district's challenge is to of substantial means. The district tance from the College Board, the balance broad exposure and high stan- developed partnerships with locally Getty Education Institute for the Arts, dards with focused opportunities. based corporations, such as Hewlett- and a board of community members, A town meeting with parents, Packard Company, Inc., and with Brzoska and other educators are creat- students, teachers, school board mem- donors, such as Leslie Durst, whose ing a school starting at the sixth grade bers, and administrators helped this leadership gifts to Vancouver arts edu- with arts teaching and experiences study's researchers better understand cation stem from her arts-rich truly at the core. how Vancouver grapples with its new childhood in New York City. Today, Every staff member - from jani- direction. There is some tension Vancouver schools benefit from an tors to secretaries, teachers to between teachers who have one foot educational foundation which main- administrators - has an arts interest or in the "arts school" and those who do tains approximately $1 million in activity. The highly charged educators not. A number of board members assets, spending interest income on wrangle daily with the evolution of pointed out that some students still children's education needs, from musi- the school and the breadth of its focus. will want the arts in a "balanced envi- cal instruments for needy students to In the "academic" half of the day, the ronment" in which they can also travel funds for competitions. School math, science, and language teachers cheerlead or do sports. (The Arts and district employees' payroll deductions- use their own arts knowledge to teach Academics high school takes students in addition to United Way checkoffs - in an integrated manner. Howard through a rigorous extra-period school amount to 25 percent of the founda- Gardner's theory of "multiple intelli- day and does not offer sports.) tion's annual revenue. gences" is frequently mentioned Everyone agreed that planning regarding the modes of learning and for change is best. "Start with where HOW VANCOUVER their choices of environments. the people are," said one teacher. IMPLEMENTED II'S PLAN Meanwhile, other high schools "Build the trust, respect, and leave time to plan." And, Dr. Parsley, added later, n 1989, Portland's loss was in the district offer the arts in others ways. For example, in the new, archi- "Deliver on your promises. That builds IVancouver'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 3 7 PAGE34 them without school-age children. Per A Case Study: capita income hovers around $30,000. Unemployment is low. Housing costs WYOMING (OH) are higher in Wyoming than in other Factors Statistics parts of the region, but many a parent S o 6 The Community4 Schools (Total): 3 has been willing to pay the price in . The School Board4 Students (Total): 1,800 order to access the local schools. There O . The Superintendent4 Per Pupil: $6,700 - Continuity in Leadership,/Arts Teachers (Total): 15 are only three schools in this 2.57- District Arts Coordinator(s)J square-mile district: the elementary 0 0 Opportunities for Higher Levels of Achievement4 school with plus or minus 690 stu- .0 dents, the middle school with 580, SO On Thursday, February 5, 1998, it and the high school with 530. . ..O. snowed steadily for a second day, Just about everyone who lives . 0 resulting in the heaviest snowfall in Wyoming, the researchers learned, 0 . S..11 ever recorded in the Cincinnati, seems to be proud of the schools. People used words and phrases like 00 -0 . 00 0* Ohio, area. The night before, in "high expectations," "quality," "rigor," .0 the suburb of Wyoming, "caring," "distinctive," "excellent," and . oo- Superintendent Ted Knapke had "a sense of mission." It's fair to say that the character of the community is sub- . IA - canceled school for that day. S. o-o g. stantially defined by a system-wide Researchers visiting the communi- 0 education program of which the arts . . ty on behalf of the President's are a prized part. 0. Committee on the Arts and the BUILDING A "COMMUNITY ft.0 I/ 0. Humanities and the Arts . . . Education Partnership figured they OF PRACTICE" .0 . would have to reschedule the Ctudents who grow up in middle and S S P . evening town meeting on arts edu- upper middle class homes generally do better than those less advantaged. cation. That proved unnecessary: In Wyoming, most students have - - More than 150 Wyoming citizens advantages that come from the things A . drove or walked through falling that money can buytravel, comput- 0 snow on mostly unplowed streets ers, cultural eventsand those money 0 can't buyparents who graduated .0 0 . O and sidewalks to talk with them. from college, who have books in their homes, who expect their children to Wat was it about Wyoming and work hard, and who monitor the chil- aIrtseducation that would pro- dren's progress. duce such a good turnout in such bad In such an environment, how to weather? . provide equity and opportunity for the - Dr. Paul Williams, the superin- less advantaged can become the kind tendent of Beachwood (OH) City of challenge that divides communities. . 00 Schools and one of the visitors to In this community of practice, Wyoming for this study, came to Wyoming's citizens seized upon a believe that the development of arts problem and, in seeking a solution, - in Wyoming, Ohioas well as in developed a strategy for all students' -- . Vancouver, Washingtonwas through success. When Wyoming school lead- o "communities of practice." (See side- ers observed not long ago that a higher - . 0 .0- -0 bar, also Vancouver case study.) than average percentage of minority .O.0 . 0 . "We found," he wrote, "that these students were achieving below the rest O communities practiced advanced arts of the students, they turned to the 6" 0 .I 0. 0. 0 0 education. In Wyoming, the arts were community's black leaders and said, . . developed within congruent values of "We need your help." Intervention pro- S. .41 the larger community. The motivation grams soon were developed and . - I. came from the parents, grandparents, implemented with the support of min- 1. and citizens of the district." isters, civic leaders, parents, teachers, -- - Situated on the outskirts of administrators, and students who were Cincinnati, Wyoming is a landlocked enlisted to help lower-achieving stu- o . community of some 8,000 people and dents. The outcome is, in the words of 3,300 households, 60 to 70 percent of one board member, "a bottom end that has shifted up."

continued on ne.xt page

Lessons From School Districts That ValueARTS EDUCATION PAGE 35 LEADERSHIP'S CONSENSUS receive a surprisingly high number of series of photographs based on a AND CONTINUITY awards and scholarships for a small dis- theme, develop negatives, make prints, trict. Indeed, it was the success of and mount and bind their pho- Mhe Wyoming school board has Wyoming's visual arts students in tographs in a small handmade book. / 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 they become serious enough to divide OF SUCCESS and printing processes before they 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 programswhere 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 eachhave served in gram has always been in place, and we ADVANCED PLACEMENT'S the Wyoming school system since it was work at making sure that any and founded in 1874. every student feels that he/she can WELCOME CHALLENGE For most of the past 124 years, take art and music classes and be suc- Tiie College Board's Advanced the superintendents have stood firmly cessful. Often, too, our kids are going lnacement 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 That community includes a vitally ships, superior and excellent ratings in Advanced Placement courses. Students / important 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 subjectsalthough 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 with the band at half-time high standards. Schools are even evalu- 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 body Advanced Placement courses and sub- 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- Photographyis 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 u 3 9 :7\ PAGE 36 "The Middle Man" - An Important Principal to Remember

Without that middle school arts that he and the teachers would gram toward tasks that students program 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 Where, for example, would So he rejected the visit. Immediately, the art teacher sent system). It calls for comprehensive, Wyoming be today if middle school issues-based instructional units, principal Brandon Cortes had not him an e-mail message protesting, "You are undercutting everything I jointly planned and presented by met an art teacher who wouldn't teams of teachers representing take "no" for an answer? stand for, everything I have been trying to teach." Cortes changed his each subject area. The arts teach- Brandon Cortes' office displays a mind and the Art Institute has ers, Cortes noted, play an essential reproduction of a painting by become a regular stop on the role in each of the integrated units- American artist Keith Haring, who Chicago itinerary. During the 1997- something he didn't understand gained his initial fame by making 98 trip, 60 of the 100 students very well a few years ago. 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- Brandon Cortes is good at listening is simple: If school administrators paper that's used to back empty are to understand the role that the poster frames. The principal pur- to the views of others. He has created an 18-member "Envisioning arts can play in students' lives, they chased it during a visit to a Haring may have to begin by learning more exhibition in Toronto. Committee" composed of parents and teachers who meet monthly to about the role the arts play in their Cortes' interest in art and the power ask "Where are we going?" Among own lives. 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. remembered asking her, thinking GAINING THE that students' interest in art would One outcome of the process is a be no greater than his own and proposal prepared by a teacher to 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, thevisual 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 scoreexplored the relate. Says Youkilis, "Their art classis 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 thinkI'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 40, Lessons From School Districts That ValueARTS EDUCATION PAGE 37 enough to talk around me about arithmetic and reading isn't enough. what's on their minds or going on in We need to stress the whole child, the their lives. Sometimes, it puts you on - whole package. Some 30 percent of the the .spot." According to a student, "It's - kids in this country live in poverty: S.. S S like a team - the AP team. And teach- - How do you motivate them to do ers really care. They give support for reading and writing when their

what you want to do." A schools are the ones that are the first Adds Youkilis, "It's so thrilling to - to cut the arts whenever costs go up. learn so much from my students. And And they are the ones who most need to see them learn. But you do have to the arts, because the arts get the kids be willing to walk the kids through the involved with school and learning. II AP arts process. I've never had a kid "That's something," Knapke con- who didn't make it, though, and with cludes, "I would hope legislators and fewer than 500 kids in the school, we - - other leaders would work to change." have a smaller base to pull from than "It does take money for art to do schools of 3,000 students. We've happen," adds Alison Youkilis. "In been so lucky with the performance of order to do photography, you have to our children, because other kids see art . have a camera and photo paper. This students winning contests and the like gets to one of the most unfortunate and say to themselves, 'There's a chance - parts of public education: that because that I, too, can perform at that level." money is so minimal, we as teachers

II are afraid to dream and afraid to do it THE REAL WORLD'S and go and reach the next level." CHALLENGES Youkilis concluded on a note of 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 grants. We go to businesses for equip- research that's been ment 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 continues to reach in its pocket to help make the case make high quality education possible. But he sees a nationwide problem in that you can't expect 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. "There is a phrase'Do more having the full 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 what people think they don't need is GANING THE the arts." the arts..."

ADVANTAGE 41

PAGE38 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. Factors Statistics students may be most evident in the Teachers who enroll in the pro- fifth grade. All fifth-grade students The Community 4 Schools (Total): 89 gram earn two graduate credits for National, State, and Other Students (Total): 48,066 approximately 1,260 in 1998learn Outside Forces NI 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 andcom- 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 onan through staff development. That partner- Alaskan exhibit. It supports both the Ann Arbor cdmmunity scholarship. ship has helped to spawn other initiatives arts and the social studies curricula in "The camp experience left me inawe. 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 educationincluding 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 ANN ARBOR (MI) engage students as active participants. the planning of an arts education- 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-NI Schools (Total): 30 the arts throughout the curriculum. came a National Symphony Orchestra Continuity in Leadershipq Students (Total): 15,874 Planning-NI Per Pupil: $7,981 Ann Arbor's music and arts teachers "American Residencies" program, an Continuous lmproyemenb/ 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 re Ann Arbor School District which allows students to explore Education Program, and, in Anchorage, ocated in a university town 40 careers in both areas. a continuing program of activities for miles from Detroithas benefited Anchorage teachers. greatly from 20 years of ongoing arts 42 Lessons From School Districts That ValueARTS EDUCATION PAGE 39 dent perforthances, we enjoy commu- A Profile: nity and professional performances, ARLINGTON(VA) exhibits, and lectures." Atlanta Public Schools' Music Advisory Committee (MAC) is composed of10 Factors Statistics music teachers who represent K-12 The Communityq Schools (Total): 41 instruction in general music, band,cho- The School Board4 Students (Total): 17,568 rus, and orchestra proportionately. They Parent/Public Relationm/ Per Pupil: $9,330 are invited to participate in the MAC by An Elementary Arts Teachers (Total): 104 AProfile: Foundatiort/ the district music coordinator. Atlanta ATLANTA (GA) school leaders say that thegroup has Pr le public school system of Factors Statistics opened communications by educating / Arlington, Virginia, a suburb of teachers in administrative procedures The School Board 11 Schools (Total): 108 and limitations and providing them with Washington, D.C., educates one of the The Superintendent/ Students (Total): 60,208 nation's most diverse and sophisticated National, State, and Per Pupil: $7,188 a way to voice their concerns in a timely, Other Outside Forceml Arts Teachers (Total): 219 appropriate, and effective fashion. student populations17,500 students Plannine from around the world speaking 53 dif- tie MAC surveys staff forinput on issues ferent languages. Students consistently both small and large, including funding, score well above state and national aver- The Atlanta Public Schools' staffing, and supplemental pay and brings ages on standardized tests. The high board members value the arts, and, those issues to their meetings. The MAC school graduation rate is 92.5 percent. discusses the issues and offerssugges- therefore, they fund the arts. The tions on how to make improvements. The The Arlington School Board, its Atlanta school district is one the few music coordinator takes thesesugges- chairman noted,"understands the ben- in this national study that includes a tions under advisement when developing efits every student receives from the line item and discrete funds allocated proposals for the administration and the arts." That understanding is clear specifically for arts education. Funds Board of Education. throughout the Arlington school sys- specified for arts programs cannot be The MAC has provided assistance in tem, where the artsmusic, visual arts, diverted to other disciplines. School publishing a music teachers' handbook theater, and dance (included in the leaders believe that this approach for the school system, providing specifi- physical education curriculum)are helps protect arts programs from losses cations and installation priorities fornew given full consideration as academic that could threaten basic needs. In a music technology, and recommending disciplines, complete with weekly district in which 80 percent of the stu- teachers for staff development. It insti- instructional time of elementary students are considered poor, this strategy tuted free piano lessons for the district's dents in music and the visual arts, has been key to maintaining equal employees, making the point that what certified specialists in each field, staff access to quality arts schooling. In is good for the students is good for their development opportunities, residen- 1997-98, for example, the board allo- educators, too. 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 Taxa one cent sales tax Just as schools have reported in for school construction and renova- this study that arts teachers who prac- tionwheels 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 more to their jobs as well. As a recent these funds to instruction. During Factors Statistics board chairperson, Mary Hynes, point- A Cadre of Principals4 Schools (Total): 19 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 Achievements/ Per Pupil: $4,509 "School board members are also active grams over three to five years. National, State, Other Arts Teachers (Total): 79 artists. Libby Garvey plays the piano Benjamin Canada, who is now Outside Forces./ 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 199. 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 43 PAGE 40 school, which had responsibility for site- act." The mayor is a musician; the to artseducation 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 A Profile: this "soft money" to cover the dis- BOVE AVERAGE trict's payroll of nearly 80 arts Counselors in each of the high CHARLOTTE- schools in Boise, ID, reviewed the specialists. Instead, the nearly $60,000 records of students involved in school MECXLEMEURGsjanD 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 records higher than school averages. Outside Forces.' Per Pupil: $5,081 with Beaufort County Public Schools Planning,/ Arts Teachers (Total): 515 includes partnerships with local arts organizations such as the Arts Council Eifteen years ago, Charlotte-Mecklen- of Beaufort County and the Self-Family Boise Independent School r burg, like other districts its size, Arts Center. The former education pro- District spends "upwards of 15 per- faced many competing demands on its gram director of the South Carolina cent" of its $133 million general fund resources and offered limited arts edu- budget on the arts, including salaries, Arts Commission, Jill Warzer, pointed cation to its students. Yet the com- out, "Every performing and presenting supplies, equipment, busing for special munity also had a number of strong organization of note has initiated an field trips and more. This financial arts advocates with a powerful vision educational outreach component commitment supports a high quality of what the arts could do for students. which may be as diverse as providing instructional staff (11.5 percent, or 185 Their vision was grounded in the artists and ensembles in the schools to certified arts teachers, of the district's shared conviction that the arts play an funding scholarship initiatives." 1,600 teachers). It provides for the important role in helping children to space required for teaching classes in think critically and to find creative visual arts, musical arts, danceand 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 AProfile: Bringing that vision to life, 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 In addition, Boise schools make Continuity in Leadership,/ Students (Total): 26,680 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- cuit, Boise is an example of a place a 10-week artist-in-residence program ning. Q 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 coordinator of music in the Boise The Community,/ Schools (Total): 7 The School Board,/ Students (Total): 3,529 local artists began exploring options 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- tionnine full days of music in the fli-teK-12 school district of sive arts education program that would parks, churches, performance halls, _I Burlington, 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 44 Lessons From School Districts That ValueARTS 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 of all new monies raised to support groups seeking grants to specify on the CHARLOTTESVILLE (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 time when public funding of the arts An Elementary Foundation,/ Students (Total): 4,292 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 AchievemenN Arts Teachers (Total): 26 Science Council stepped into the void to the goals set down in the state stan- Continuous lmprovemenN to facilitate and distribute the support dards. Also, multiple, interrelated necessary to keep arts programs in experiences became the norm. (See ror more than two decades, the Charlotte-Mecklenburg schools. "The World of Oz.") / Charlottesville 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 "The World of Oz" and ed the renovation of an arts facility members, garnering state and national 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 Local businesses including participation and their share of and the Cultural Education Collaborative national banks headquartered in awards. The growth of these programs of the Arts & Science Council premiered Charlotte have rallied around arts is the result of careful cultivation. To "The World of Oz" as a model for the first education efforts as well. The interest fourth graders in a year-long collaboration of their new partnership. fifth-grade arts course, Charlottesville This literacy-based program connected Education Foundation, which has 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 recognized as musicians as well as their programs or give hands-on Center Partners, and 15 cultural, arts, instructors. demonstrations of their instruments. and science organizations throughout the Today Charlotte-Mecklenburg's In addition, the Charlottesville and community, the Cultural Education long-range planning is manifest in University Symphony Orchestra per- Collaborative designed a year-long series forms an annual "Young People's of classroom activities, a curriculum each student's education. Every elementary student in the district is now Concert" for all fourth graders on the guide, instructional plans (delivered via grounds of the University of Virginia. the Internet), and off-site educationpro- taught art and music every week by grams and performances for all trained specialists. The district's stu- With the district's population Chariotte-Mecklenburg students. dents also may look forward to the representing a wide socio-economic availability of Advanced Placement range, Charlottesville City has made School-based 'World of Oz" unitswere courses in the arts when they reach accessibility a major goal. Over the aligned with the Charlotte-Mecklenburg years, Charlottesville City Schools has Schools' Performance standards. Twelve secondary school. Carefully planned block scheduling has not only stockpiled some 200 good band instru- instructional activities featured an arts and ments and 100 good orchestra science focus connected to other subject increased opportunities for offering areas, and additional cufficulum-based new, specialized courses but also has instruments. The district purchased arts, cultural, and science programswere afforded students a greater ability to these musical instruments with funds brought into the classroom throughout the enroll in programs of their choice. At allocated in the budget. Additionally, year by artists, scientists, and affiliate the high school level, the system as a four or five instruments are donated organizations. In the local community, whole is moving away from generalist each year. Students are able to rent an special museum exhibitions and perfor- arts courses into more specific content instrument at $75 per year, with the mances were offered, and a "yellow brick areas with higher expectations. fee going to the instrument repair bud- road" wound through Charlotte's uptown get. According to Jeff Suling, the fine Cultural District. arts coordinator, "The fee tends to The "Grants for Great Ideas"program make the students take better care of rewards creative curricular thinking the instruments." For those who can- through the granting of funds ($25,000 not afford the rental fee, the $75 is annually) for new programs and teacher waived. Similarly, the $10 fee for collaboration such as "The Rainbow Charlottesville City Schools' visual arts Connection," which brings together ele- program is waived for some students. mentary school arts teachers to create Ethnicity as well as economic meaningful integrated units. 45 need is a consideration in the school district, which attempts to pull students

PAGE 42 "IF You BUILD IT.. ." artsvenues, scholarship aid, and the A Profile: "If you build it, they will come" is an axiom that purchase of instruments and band does not necessarily hold true for an arts center. CHELMSFORD (MA) uniforms. School councils and parent- teacher organizations further supplement All across America well-meaning arts leaders Factors Statistics have built local and regional arts centers only to arts education needs. A school board wonder where to find audiences to support The Communitr/ Schools (Total): 7 The Superintendent4 Students (Total): 5,512 committed to backing arts initiatives them. That, in part, is how many an "education A Cadre of Principals's/ 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 FoundatiorN Planning./ dent and principals have teamed to Charlottesville, Virginia. provide leadership in restructuring Charlottesville has a fine 1,276-seat Performing ormore 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 while struggling against state-level tax a separate performance venue. The school dis- cuts and funding limitations. Faced A Profile: tricts' performing arts groups perform here, to be with extensive budget cuts a decade sure, but so do local, state, national and interna- ago, Chelmsford was forced to take a CHITTENDEN1SOUTH tional performing arts groups, such as the Moscow Ballet. comprehensive approach toward Factors Statistics rebuilding its arts education programs. The Community4 The school district employs a full-time theater Schools (Total): 6 After conducting a survey and review- Teachers Who Practice Students (Total): 4,100 manager and assistant to run the theater day to ing existing programs, the district Their Art./ Per Pupil: $7,800 day, separately from other school facilities, and National, State, Other Arts Teachers (Total): 17 charges for the use of the hall at different rates leaders developed a five-year, system- Outside Forces4 Continuous Improvement/ for various groups. Everyone benefits, particular- wide plan to make curriculum and ly the students. The school system gains schedule changes. revenues, the students gain a great space to The district began to: e school district of Chittenden perform and display their talents, and the com- reinstate (after a five-year absence) Routh situated south of munity gains a center for the arts as well as a weekly visual art classes in the ele- Vermont's largest city, Burlington tangible manifestation of the link between the mentary schools, in addition to comprises a number of independent arts and education, school and community, weekly music and choir classes; towns in a largely rural setting. A chal- future artist and future audience. introduce dance classes for second lenge to the continuity of arts pro- graders with the help of an artist- grams and instruction is posed by the fact that each of the towns within the of all groups into the arts programs. in-residence grant from the Massachusetts Cultural Council; district is run by autonomous, sepa- Charlottesville has found that while all 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 meet once a week; pate in instrumental music. To gain 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); In the visual arts, students are plex arrangement presents, Chittenden add a high school-level course in South has set the goal of a comprehen- tested in fourth grade using the same theater. set of criteria the district uses to identi- sive, sequential, and high-quality arts fy students for its "gifted classes." At the middle school level, program for all of its students. Placing After a thorough judging process, Chelmsford faced difficulties with arts equal emphasis on the value of music, scheduling. To meet this challenge, those who show visual arts skills are art, theater, and dance, the district is offered the opportunity to participate block scheduling was instituted with working as a whole to see that each dis- in a fifth-grade program called arts schedules completely restructured cipline is represented fully through a into an arts block. Instead of students ArtQuest. Students meet weekly after district-wide standards committee. Arts being taken out of classes to go to school with art teachers and an artist educators throughout the district consult music rehearsals, they now have these in residence. They develop goals, cri- one another on student achievement in tique their own artwork, and maintain classes daily, along with other disci- the context of the Vermont Framework plines. As a result, the middle school a portfolio. The program focuses on standards document. creating art, learning new techniques, music programs witnessed a 50 per- Many teachers use the arts in cent increase in student participation studying the art and art history of vari- integrated units, both with and with- ous cultures, and visiting museums and interest. out assistance from arts instructors, The changes have been support- and galleries. The district cites two and they collaborate among disciplines ed by the community. The Chelmsford practices that have contributed to the and schools. Music teachers of small Friends of Music organization, which success of this effort: (1) all art teach- elementary schools meet regularly, ers are invited to participate, and (2) has provided consistent financial and share ideas, and even plan joint con- political support for arts education for students are provided with transporta- certs. The distance between sites in the tion home. many years, sporisors in-school artist district makes it difficult for students visits and residencies, transportation to continued au next page 46 Lessons From School Districts That ValueARTS EDUCATION minF 4% 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 tailed diffusion of the arts among involved in the arts and ultimately rec- 3. professional development for all disciplines are participating in a ommended the creation of a commit- participants 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 Factors Statistics at one school, which services children 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 Qne of the most financially chal- Cleveland system, a dozen are now financial participation of the Cleve- lenged 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 47 In addition to traditional areas of the arts curriculum visual arts, A Profile: AProfile: music, creative writing, theater and CLovis (CA) COEUR IVALENE dance video production 'and graphic Factors Statistics design are offered at the middle and, The Community,/ Schools (Total): 32 271 (ID) 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 tary level. Integration of the arts Outside Forces,/ Arts Teachers (Total): 359 The Community./ The Superintendent,/ Students (Total): 8,770 curriculum into other content areas is Continuity in Leadership,/ Per Pupil: $4,121 An Elementary Arts Teachers (Total): 34 encouraged, particularly at the elemen- The Clovis Unified School District is tary level, and each school designates a .1 located in a growing suburb of Foundation,/ Opportunities for Higher line item for arts education in its Fresno, California, where change is Levels of Achievement,/ respective budget. Curricultim guides occurring rapidly as new families move were developed to involve not just into the district known for its small- Aresort community overlooking a 1-1lake of the same name, Coeur staff and administrators in arts educa- town charm and good schools. tion, but also members of the Arts education in Clovis schools d'Alene boomed as a center for logging and mining during the 1880s. In the community. has succeeded because of top-down Community partnerships are support. "My goal is to have every stu- 1990s, it has been building a forward- looking, technology-integrated program abundant at both the local (Citizens' dents involved in the arts every day," Council for the Arts) and state (Idaho says Dr. Walter L.Buster, superinten- of arts education that is firmly rooted in a century-old tradition of support. Commission on the Arts) levels. dent. His interest is to focus on a Through active advocacy efforts, grants student's need for a well-rounded edu- Coeur d'Alene's arts programs have benefited greatly from a remark- have been received for artist residen- cation of mind, body, and spirit. A cies, innovative programs, musical well-rounded education includes study able continuity of staffing. Two typical examples are the current high instruments, curriculum materials, of the arts. choir robes, and technology equip- One of the district's schools, school band director only the third since the late 1920s and an instruc- ment. Local businesses donate Valley Oak Elementary, is participating materials that would otherwise be dis- in the Transforming Education Through tor in the high school art program who only recently retired after 26 carded to the visual arts program: the Arts Challenge, supported by the flooring companies donate discarded Getty Education Institute for the Arts years of service. Vocal and elementary music teachers have been added to the tile; printing companies donate cut and the Annenberg Foundation. Valley paper, and interior designers give fab- Oak is one of 36 schools throughout faculty over many years, and the district achieved full-time, elementary ric and wallpaper samples. Parent the country that are participating in the volunteers assist in the classrooms or Challenge. During the first year, teach- through high school music coverage in 1986. The high quality of instruction with special projects, and they are ers at the school learned about the often the initiators of fund raisers and Discipline-Based Arts Education (DBAE) in Coeur d'Alene has been recognized at the local, state, and national levels other awareness-building projects. method of teaching the arts and have The introduction of technology begun integrating the arts across other through numerous awards and invitations to staff to participate in special provides the district with an opportuni- subjects. This one school's involvement ty to explore skills necessary for many is helping other schools to learn about training opportunities. Dr. David Rawls, superintendent, arts-based careers. Through partner- the whole school change model ships with Adobe and Macromedia, through district-wide workshops. believes that arts programs must be available to all children beginning at teachers have learned to use new Among the many ways the com- resources, expanding their own teach- munity supports arts in the schools is an early age. He also supports ongoing arts education for all, as well as deeper, ing to include technology. the Clovis Arts Docent program, which This effort has been so successful sends parents and volunteers to visit broader, and more comprehensive opportunities for students as their that individual Coeur d'Alene instruc- classrooms weekly to discuss and share tors have been selected as Northwest history and research about works of skills and talents develop. In Coeur d'Alene, all elementary Technology Teacher of the Year.' art. The program, in existence for Teacher Mike Clabby directed an more than 15 years, involves training students take regularly scheduled art American history class at Lakes Middle by art teachers, and sometimes partici- and music classes, and services are also School through a year-long project cul- pation in DBAE classes. provided to pre-school and special 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 Sound Edit 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.

4,a 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 Community4 Schools (Total): 10 The Communitr/ Schools (Total): 37 The challenge for CSD #3, the The School Boarthi Students (Total): 3,538 An Elementary Students (Total): 15,000 District Arts Per Pupil: $4,855 Foundatiom/ Per Pupil: $7,863 district's leadership points out, is in Coordinator(s)-4 Arts Teachers (Total): 17 Opportunities for Higher Arts Teachers (Total): 165 institutionalizing these partnerships National, State, Other Levels of Achievement-4 and making them part of the fabric of Outside Forces4 National, State, Other Outside Forces-4 teaching and learning in this Upper Continuous Ciolumbus, NE, is a small rural town Improvement/ approximately 70 miles west of Omaha. The Columbus Public Schools ven after New York City cut all of its implemented a Discipline-Based Arts Eschool arts programs in the early Community School District #3 has Education program more than a 1970s, Community School District #3 established partnerships with these decade ago. Ann Masters, Nebraska (CSD #3) on Manhattan's Upper West institutions and organizations, among Side has succeeded in keeping the arts others. Funding for the partnerships Department of Education, recommend- is provided by a range of sources, ed the district for this study: alive in its schools. The concerted fund raising efforts of district parents has including grants obtained by the school district or by the partnering organization. Because of Columbus' involvement been one major factor. Another is the [with DBAE] on a national level, building of strong, enduring partner- Carnegie Hall (Schools Partnership ships with arts organizations and LINK-UP! Program) secondary art educator Jean Detlefsen has served on the institutions. CUNY Graduate Center National Board of Professional From its broad and deep experi- 42nd Street Fund ence with partnerships, CSD #3 offers Teaching Standards Setting Lincoln Center Institute Committee and has coordinated valuable lessons in how to develop and manage external arts education Metropolitan Opera Guild Nebraska's K-12 Visual and (Creating Original Opera Program) Performing Arts Curriculum Frame- resources. Particularly instructive are the district's expectations of both the Museum of Modern Art works Project that was funded by (Visual Thinking Curriculum, or VTC) the U.S. Department of Education, schools and the participating Music for the World Foundation Office of Innovation. institutions. Columbus continues to be interest- "We demand a great deal more New York Philharmonic ed in excellence in arts education as from these institutions than a short pre- Studio in a School they begin their work to ensure that packaged residency program that comes and goes within a period of weeks and Teachers College, Columbia University all high school students receive (including the Creative Arts visual arts education through inte- offers little more than an enrichment Laboratory, or CAL) grating the visual arts into history, experience to our students and their teachers," Shelly Alpert, CSD #3 direc- Artists in residencies, which also are language arts, and foreign language funded in many different ways, have tor of cultural arts wrote in the district's classes. This curriculum program is included: supported by an Annenberg-Getty report for this study. She elaborated: CSD #3 insists upon ongoing Alvin Ailey Dance Company Arts Partnership award which pro- American Ballroom Dance Institute vides staff development, technical professional development for our pedagogical staff; workshops for par- Arts Horizons assistance, and materials to 36 Ballet Hispanic school buildings in the nation. ents, and an ongoing and long-term teaching artist presence in the school Bloomingdale House of Music Columbus Public Schools' expe- (20 weeks or more). We expect our Blue Heron Theater riences with Discipline-Based Arts classroom teachers to become educa- Chamber Music Society of Education are documented in Brent ted in the residency discipline and to Lincoln Center Wilson's The Quiet Evolution: Changing take responsibility for teaching, plan- Children's Art Carnival the Face of Arts Education (1997), pub- ning, program implementation, and City Center lished by the Getty Education Institute integration into other subject areas. If Elaine Kaufman Cultural Center for the Arts. a classroom teacher is working with a LE.A.P. performance-based program, s/he is also responsible for attendance at per- Metropolitan Museum of Art formances and exhibits both in school Midori Foundation Residencies and at the cultural institution on an National Dance Institute ongoing basis. We have learned that New York City Ballet all members of the school community, 92nd Street Y Chamber Symphony including the principal, who are Studio Museum in Harlem afforded the privilege of working with Symphony Space C.A.P. a particular institution, must make a Teachers and Writers Collaborative commitment of time, energy, and will- Western Wind Vocal Ensemble ingness to be educated in order for the Young Audiences of New York program to be effective and to contin- -- 4 9 ,

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 the school board, which has consis- became an active partner in the Resica EL DORADO#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 Communitrl Schools (Total): 9 district's arts-based schools (The Continuity in Leadership-NI Students (Total): 4,800 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 reEl Dorado School System has a Middle School, and the Special Music University was initiated by radition 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. Turner's work if the theme is oceans. El Dorado Schools' Thespian EAST STROUDSBURG (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-NJ Schools (Total): 7 Museum of Art in New York which students in grades 9 - 12 who have the The School Board4 Students (Total): 6,164 will give the students an opportunity An Elementary Foundation4 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 Nrest led in the Pocono Mountains, East Stroudsburg Area School facilitates student-produced theater 1 )IEast Stroudsburg Area School District has a consistent curriculum for works. Each semester the students pro- District provides a sequentially devel- the school system, but each school has duce a play which they present to the oped foundation in basic arts educa- the freedom to determine how to district's elementary and secondary tion at the elementary level and offers deliver it. The effects of Resica's explo- schools as well as other area high electives and activities in the visual rations in arts-based learning are schools. Students also participate in arts, music, and drama from grades 8 beginning to be seen elsewhere in the individual competitions at the regional through 12. With this firm base and district. Says Naudascher, "We've cho- and state level. the school board's continuing financial sen to look at the arts as an important Although much of the art activi- support of the arts programs, the dis- part of what we do at Resica. We are ty at the elementary level.is the work trict is fertile ground for pilot progams seeing a ripple effect elsewhere in the of the classroom teachers, El Dorado in arts education. district. One thing that's occurring is has a certified arts specialist who works One such program began six or that Howard Gardner's theory of mul- with children in special arts projects. seven years ago under the guidance of tiple intelligences is pervading our Classes in the middle and high schools Resica Elementary School principal schools. So more and more administra- are taught by certified art teachers. Greg Naudascher and Becky Gorton, tors and teachers are seeing how the The district allocates 3 percent of an early childhood educator at arts dovetail with that, and they are its budget to arts education and provides Northampton Area Community looking at how to make the arts work designated music classrooms in each ele- College. Their schools formed one of in their classrooms and schools." 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.

continued on next page 5 0 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, organization partnerships, recently insti- and attitudes K-12." The distinguish- FAIRFAX COUNTY (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-4 Schools (Total): 239 endowment. In creating the endow- The School Board4 Students (Total): 149,830 art, providing a dedicated classroom Planning-4 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- rairfax County Public Schools (FCPS) founders stated their belief that the fine gram focuses more on exposure and .1serves 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-4 Schools (Total): 13 one in the fall and one in the spring. tion programs). But as the growth Continuity in Leadership-4 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's/ 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 51 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 corn- 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 FREMONT COUNTY 14 at the K-2 level ensure preservation at this A Profile: critical stage of development. FULTON COUNTY (GA) Given a community that copes (WY) Factors Statistics Factors with unemployment as high as 90 per- 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 Superintendent4 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-4 Management and the Wyoming State National, State, Other Historic Preservation Office, an archeol- Outside Forces,/ Planning,1 Tremont County School District 14 ogy curriculum block was established Continuous Improvement,/ 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 ValueARTS 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 music theory, history of the arts, com- GLEN RIDGE (NJ) Glen Ridge Public Schools arts special- position, conducting, and choreography Factors ists, classroom teachers, and and (2) the School for Visual and The Community-4 Stat ist ics department heads recognize that work- Performing Arts, with ballet, jazz band, The School Board./ ing together to create a budget The Superintendent-4 Schools (Total): 5 sculpture, play production and set Continuity in Leadership./ Students (Total): 1,408 maximizes the resources available to design, ceramics, commercial design, A Cadre of Principals./ Per Pupil: $8,716 them in order to run their programs. and graphic art and printing. Parent/Public Relations./ Arts Teachers (Total): 4 An Elementary Foundation./ The budget process in Glen Ridge To support these arts-intensive Planning./ begins with consensus among the edu- programs, the district offers staff devel- Continuous Improvemenbl cators. Then it moves to administrators opment courses year-round. To better for review first to the principals of serve elementary and middle school 17 len Ridge Public School District has each school, then to the superinten- students with special needs, Fulton a 30-year history of support for the dent, then on to the school board. But County employs three adaptive arts arts, an engaged community, and a here's where Glen Ridge departs from specialists and three music therapists. school board that supports the arts not the ordinary. Instead of a vote on the The Music Education Department, Art only in words but in deeds hiring a budget by the Board of Education, the Education Department, and Services for superintendent, Judith Conk, who was budget is put before the public for a Exceptional Children work cooperative- one of the authors of the State Core vote. This is the point at which commu- ly to schedule and prioritize classes; a Curriculum Content Standards in the nity support for arts-based items is 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 home-base school where they meet Arts Education/New Jersey. Conk speaks public vote provides an opportunity for every Friday as well as periodically with to the importance of: the public's opinions to be voiced, other specialists for sharing arid plan- supportive administrative leadership community groups such as the Music ning. Ultimately, the therapists are able "When you sit with a board dur- Parents Association organize "get out to achieve goals of special education ing budget cutting, it is vital to have the vote campaigns" to build support and life skills in addition to goals of articulate spokespersons who can for the arts. For the past couple of the regular elementary and middle show how the arts help children suc- years, these campaigns have been music and art education curriculum. ceed in learning"; successful: The allocation for arts The community is central to the education has increased. success of arts education in the district. teachers with vision who "make a dif- Parents volunteer at school events, ference in making the case for arts organize and support school fundrais- support" because they see this is "not 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 volunteer to share their personal exper- sus integrating the arts, but about principal found a neighboring high tise with students in the classroom. engaging with the arts as a whole"; 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 education financially, but this support origami, for instance, taught this art school budget with increased arts form in the context of the study of goes beyond dollars. Both teachers and funding. Community members with students are frequently recognized for geometry. He demonstrated his tech- 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, Fulton County Board of Education has Superintendent Conk, "people could worked for state support of the arts for example, rehearsed the jazz band see that the arts are grounded in through frequent communication and in one of his compositions. An actor many subjects." advocacy with the State Board. For who had performed in "Jesus Christ Art teachers also assign a two- example, Fulton County's superinten- Superstar" helped with the high school month sculpture homework project dent, Stephen Dol linger, testified at a theater's summer production. The and will visit students at home to State Board meeting on the need to community also supports innovation 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

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

"Le $4 BEST COPY AVAILABLE Lessons From School Districts That ValueARTS 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-4 get going. It's all because parents care for their children." education is continuing to 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 Dr. Gordon Walker, Hattiesburg's superinten- gine developing a district-wide dent, has a clear vision for arts education /amasrteducation program that: based upon personal conviction. That con- ensures sequential music instruction "The status of the arts in Hattiesburg Public viction stems from a childhood incident. An by certified music specialists for every Schools is.. a direct reflection of the leader- art teacher criticized his picture of an eagle student K-6, followed in middle and ship of the supenntendent and his and discouraged him from drawing Today, a high school by opportunities to commitment to educating all children," similar picture of an eagle drawn by his son progress to bands, choral groups, Penny Wallin, district director of secondary now hangs in his office as a reminder of that orchestras, and a percussion ensemble; education, wrote. "The fact is, in a state thatchildhood experience. Walker recognizes falls woefully short in its support for formal that not all children are the same when it provides drama instruction in 40 per- arts education, any focus on the arts has to comes to artistic ability, yet it is the school's cent of its schools; have leadership and commitment at the responsibility to see that "all students' lives offers dance courses in middle and local level to exist and thrive." are enriched and enhanced through acade- high school and forms a dance mic achievement in the arts." "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 AProfile: high schools also may elect to partici- program in a community that must H ENRICO COUNTY (VA) pate in arts classes held at Henrico High meet the unique needs of a culturally 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, education is virtually nonexistent. The School Board-4 Students (Total): 39,000 The Superintendent./ Per Pupil: $5,672 and drama. How would you meet those An Elementary FoundationqArts 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 7-be best evidence of support for arts which features a variety of programs to address them in the process of devel- / education 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 55 visual arts specialists. Soon thereafter, A Profile: a team of university professors, mem- HILLSBOROUGH bers of the Tampa Museum of Art and Arts Council staffs, and school district COUNTY (FL) employees developed an elementary Redefining its mission in the early Factors Statistics arts curriculum that is still in place 1990s, the Howard County Arts The CommunityJ Schools (fotal): 174 throughout the system. Today, Council wanted to strengthen itsdedi- The School Board./ Students (Total): 146,389 through a collaboration with the cation to the schools in Howard Continuity in Leadership4 Per Pupil: $3,505 Tampa Museum of Art, Hillsborough County. With the district'sacceptance, District Arts Arts Teachers (Total): 587 the two groups sat down to figure Coordinator(s)4 County's arts specialists and regular out a way to reach the students as well classroom teachers readily access cur- as the community. The solutionwas to th1973, Hillsborough County riculum-integrated materials in a renovate the auditorium at Wilde Lake 1 Tampa had no art museum, noper- Media Resource Center. High School into a state of theart forming arts center, and just one visual Art specialists have tended to teaching facility that also couldserve arts elementary teacher. Today, the stay with the county schools over the as a community theater. community is home to an art museum, years. They are constantly motivated Home to more than a million people, a performing arts center, and a school to grow: Twice a year there are profes- Howard County is situated between system with nearly 600 certified visual sional study days in each arts Baltimore and Washington, D.C.The arts and music teachers, visiting artists, discipline, and there are frequent council hoped the renovated auditori- and professional development program opportunities to participate in profes- um would appeal to performing arts for teachers of the arts conducted sional development seminars and groups that often did not have the financial means to rent theaterspace through the partnering state university. workshops. The district's schoolchild- in Baltimore or Washington. The ren, of course, benefit from the The sea change didn't just schools, meanwhile, would acquirean happen. "It took many people who consistency and years of experience. impeccable arts learning facility and had the same thoughts," said the first Educational administrators at all direct access to the performing artists. levels of the system make sure that visual arts teacher, Joe Testasecca. "Our In further discussions, the schooldis- attitude was 'We're going to do it!" when funding cuts are necessary, all trict and the arts council identifieda Change was first felt in the wind departments take equal cuts. The sup- need to form a governing committee in the early 1970s, around the time port the arts now receive is due to "to guarantee an appropriate sharing Testasecca was hired and began look- solid partnerships throughout the arrangement among the parties and to ing for ways to put the arts into the community and consistent advocacy maintain the quality of the performing by both district and arts council staffs. arts space." The committee would be schools. The visual arts instructor made up of representatives of the learned of a model in Boston for an community, the arts, and the Maryland artists-in-schools program adminis- Department of Education. It alsowas tered in conjunction with a local arts determined that "priority will begiven council. Fortunately, Tampa had a to arts and educational objectivesof the Department of Education" fol- small, young arts council, and the A Profile: community was beginning to take lowed by Howard County arts and steps toward the establishment of a HOWARD COUNTY (MD) sponsoring organizations. However, an outside management team would museum and a performing arts center. Factors Statistics oversee the day-to-day operations of So Testasecca went to the school The Community4 Schools (Total): 61 the theater, such as contracts, box board, explaining the program he want- Parent/Public Relations./ Students (Total): 40,275 office, scheduling, and publicity. Opportunities for Higher Per Pupil: $6,100 ed to launch, and was granted $15,000 Levels of Achievement4 Arts Teachers (Total): 232 After studying the costs of construct- in seed money. The resulting program ing a new facility, the twogroups Artists-in-the-Schools continues to ased largely on the district's and decided it would be far morecost-effi- be funded by the school board and Bcommunity's belief that the arts are cient to renovate the Wilde LakeHigh jointly sponsored by the school board an integral part of a child's learning, the School's theater for a tenth of thecost and the county arts council. It has Howard County Public Schools' budget of a new facility. In order topay for the grown to include performances, work- for the arts has been increasing since renovation, the groups reliedon a shops and field trips for children, 1991 at a rate that surpasses the amount public/private partnership. The public partners included Howard County,the teacher training, curriculum and needed to cover basic costs. As a result, State of Maryland, and the National resource development. One important Howard County Schools now have: Endowment for the Arts througha factor in maintaining the financial sup- arts courses that are a standard part grant to the Howard County Arts port, Testasecca points out, is regular of the K-12 curriculum; Council. The private supporters, both reports to the school board. visual and musical arts requirements individuals and corporations, include By 1989, with the arts center up James Rouse and his firm, the Rouse for middle school students in grades Company, developer of Baltimore's and running and community support 6 - 8, plus the options of chorus, for the arts in the schools growing, the Inner Harbor, Boston's Fanueil Hall, piano, and band (45 percent of the and Columbia, MD. Rouse personally school board voted to put visual arts total school population opts to par- donated $100,000, although heasked programs in the elementary schools. ticipate in band); that his gift be kept anonymousuntil Within four months, the former lone a requirement for high school students the opening of the facility, whichhe arts teacher was directing the recruit- attended with his grandson, actor to complete at least one fine arts course ment and training of more than 70 Edward Norton.

56 continued on next page fr, Lessons From School Districts That ValueARTS EDUCATION' PAGE 53 theater, dance, music, and visual art them in the arts through the Robert Watkins who, following in the are all offeredfor 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 The Mayor's Christmas Concert and Other Outside Forcesq Students (Total): 10,445 building of a community theater facili- Per Pupil: $3,763 the Truman Concert - offering per- Arts Teachers (Total): 66 ty within the district's Wilde Lake formance opportunities for students. High School (see sidebar.) With nearly 350 musical perfor- 7-De Iowa City Community School mances a year and frequent requests istrict has found that the follow- of local festivals, foundations, and ing comprehensive curriculum review community sites to feature student process has helped the district to meet work at exhibitions, festivals, and state mandates. It also helps school fund raisers, the students of district leaders keep tab on its progress Independence's schools are a visible in arts education. The district shares it and active reminder to the commu- here for the use of other school districts: 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 Community4 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 AchievemenW 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. ndepenclence, Missouri, best known for the benefit primarily of the stu- Select committee members. Ias the hometown of President dent but also for the district. Given Harry S Truman, is also recognized Develop a budget and timeline for the high level of free or reduced Years 1 - 3 that includes funding, today for its district-wide arts educa- lunch participation (the elementary tion program. According to Assistant release time, inservice, and text- average is 41 percent) and the high book/materials purchase. Superintendent Marcia Haskin, there number of adults in the community are three key factors at work: without a high school diploma or a Appoint program subcommittees. 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 innovative grants that link other program effectiveness. people. By providing all students Secure state guidelines, national partners, bring additional resources, with a wide range of arts experiences and integrate with more traditional and state trends/standards, current through such programs as Arts research, available curriculum mat- academic areas. Partners and the Mayor's Christmas Community Involvement: Artists, erials and alternative curriculum 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 dents for program development as experiences add to overall academic program effectiveness. 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. F 57 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, information. a film series, a fully integrated dance 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 and to the extent possible, procedures an inte- framework. grated videography class at thehigh for studying and analyzing the school. This project brings together information (consider: data base infor- Schedule and conduct inservice at district and building level. Jamestown High School, theArts mation, student/teacher/others surveys, Council, Time-Warner Cable, interviews, inventories, summaries). the YEAR FOUR: IMPLEMENTATION Education Video Center in New York Develop ways to store information. AND MONITORING City, and a local videographerin an Conduct data analysis. effort to expand arts offerings Continue staff development at and Complete findings summary. impact the larger system of the high district and building levels. school with a more product-based Interpret findings and draw conclu- Monitor implementation. sions regarding program strengths, approach to teaching and learning. program weaknesses, recommenda- Determine additional curriculum In this semester-longcourse, stu- tions for action. writing needs. dents work for two hours eachday with a team of teachers andcommuni- YEAR TWO: ANALYZE EVIDENCE YEARS AVE TO SEVEN: ty resource people to produce videoto FORMATIVE EVALUATION AND AND CONDUCT AUDIT be shown on the local cable channel. MONITORING While it is just in the pilotstages, Submit completed study (intent, Guild notes, "the program has real evidence, analysis and findings) to Continue staff development support 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 A Profile: activities. JAMESTOWN (NY) JEFFERSON Disseminate study and audit Factors Statistics COUNTY (KY) information to faculty. The Communityq Schools (Total): 10 Factors Statistics Students (Total): 5,662 The Community-4 Schools (Total): 151 Participate in audit. Per Pupil: $7,522 Students (Total): 96,594 Participate in preliminary audit report. Arts Teachers (Total): 34 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 re Jefferson County-Public Schools council, administrative council, super- Chautauqua Institution, Jamestown istrict, 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-describedas "a group tion of recommendations to be world-renowned visiting artists and of cultural resource representativesand 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 Consortiumwas 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 swelledto council, superintendent for review. school year. Six years ago, the school more than SO 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 Stephen Daeschner, the Cultural Begin implementation. and the local arts council joined 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-NI 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 omprising the communities of AProfile: After seeing encouraging results CKenmore and the Town of from the students in the pilot program, Tonawanda, just north of Buffalo, this KETTLE MORAINE Kettle Moraine recently made piano district along the shores of Lake Erie lessons a requirement for all 1,800 K-6 (WALES, WI) pupils for the 1998-99 school year. The launched a multi-part project in 1996 to Factors Statistics assist art teachers in the development of program90 minutes per week per stu- The Community,/ Schools (Total): 6 dent - is made possible by private curriculum and sharing of ideas. The School Boarchl Students (Total): 4,100 In Part I of the project, Kenmore National, State, Other Per Pupil: $6,668 funding from the community, which undertook the creation of a visual arts Outside Forces,/ Arts Teachers (Total): 31 has given the program strong support. resource collection that includes cur- Rauscher believes more research Reschool district of Kettle Moraine is still needed but notes that piano rent theories and issues in the field of as created in 1967 amidst the art education, research, lessons, arti- lessons "certainly will not do any farms, lakes and rolling hills of west- harm." As Kettle Moraine cles, videos, and other curricular ern Waukesha County, Wisconsin, materials to serve as a resource bank Superintendent Sarah Jerome told 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 has given art teachers access to new happen is that kids will learn to play School District of Kettle Moraine the piano," adding, "It's not the only practices, ideas for implementing arts decided to undergird its commitment education theories, and increased thing that we do...but this program to arts education by funding research. has been nothing but positive." knowledge of the use of technology in The research was set in motion arts education. The resource collection Not including the teacher's salary, 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 portfolio assessment, aesthetics, multi- including accessories, per classroom; the end, persuaded them that keyboard texts are $20. Schools also need ade- ple intelligences, Arts Propel, instruction not only would enrich their multiculturalism, art journals and quate space for dividing classes 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 disciplinary learning, critical thinking, will not carry to other classrooms. To reading, math, and writing. learn more about the research, the art history, art criticism. Intrigued by the early music In Part II of the project, the dis- lessons, the methods, see this study's learning and brain development Web site for contact information. trict conducted a half-day retreat for research of Dr. Frances Rauscher, who all art teachers to explore new Kettle Moraine's decision to pur- 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 5 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 commitnient 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 $400,000to 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 beensuc- 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. KINGSPORT One recent exhibit highlighted the A Profile: (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,/ THOMPSON R-2J (CO) Students (Total): 6,196 community of Kingsport. Continuity in Leadership,/ Per Pupil: $6,362 Factors Teachers Who Practice Arts Teachers (Total): 36 Statistics Their Art/ The Community,/ Schools (Total): 26 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 ror more than SO years, the Levels of Achievement/ / Kingsport school district, which AProfile: National, State, Other Outside Forces,/ serves more than 6,000 students in Planning4 this city in northeastern Tennessee, KYRENE28 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 LValley around Loveland, Colorado, The Community,/ Schools (Total): 23 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 developeda strong Foundation,/ Arts Teachers (Total): 78 relations coordinator. The Board of Plann ng,1 K-12 arts education program with the Education has supported schooling in help of an active, financiallysupport- the arts for decades. Teachers in the ocated in Tempe, Arizona, the ive community. At the same tinie, 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. the past six years, funding support has one of the first students to take orches- 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- due to "sudden growth" monies that private tutors in music at a young age. 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 CO, Lessons From School Districts That ValueARTS EDUCATIA; 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. Galefs 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 gallerya 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 AProfile: positive correlation between partici- Assistant Superintendent David LAWNDALE(CA) pation in Different Ways of Moorhouse of their arts education ini- Factors Knowing and increased cognitive tiative, "allowed us to put our toes into Statistics waters we might never have explored The Community4 engagement and intrinsic interest Schools (Total): 7 with our own limited resources; our The School Board-4 Students (Total): 5,489 in the humanities The Superintendent-4 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-4 ic achievement of Lawndale students Institute that we could achieve the aca- has been recognized at state and feder- awndale School District, located in demic goals of our district, particularly 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 its journey into the world of the arts, ond language learners. We could build California Achieving Elementary an interdisciplinary team of leaders school reform, and higher student School, and last year Lawndale's Mark achievement in 1990 when six teach- from our schools and district office Twain Elementary School was selected who would build an infrastructure for ers at Anderson Elementary agreed to as a California Distinguished School.

,dl PAGE 58 . I 6 1 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 ftom 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- tool for expression through the arts. ented community, the school district AProfile: 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 A Profile: project as well as a school project," Continuous Per Pupil: $4,570 Improvement./ LEWISBURG (PA) counsels Marra. Arts Teachers (Total): 34 Factors Statistics ikemost other school systems in The Community4 Schools (Total): 4 LOhio, the Lima City Schools district Continuity in Leadership./ Students (Total): 1,847 has provided art and music in some Teachers Who Practice Per Pupil: $8,591 Their Art./ Arts Teachers (Total): 18 form since its inception. But it was not An Elementary A Profile: until the mid- to late-1950s, when this Foundation./ LEXINGTON(MA) urban district consolidated its high "A strong arts program has flourished school, that art, music, and drama here for more than two decades," says Factors Statistics were established as separate programs, The Community./ Schools (Total): 9 the assistant superintendent of An Elementary Students (Total): 5,556 each with a departmental chair. In the 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 as an integral part of every stu- Arts programming, however, con- what count." L tinued to flourish with the support of dent's basic curriculum. The music the community and school board. Tewisburg, a rural town 55 miles curriculum, for example, gives every north of the Pennsylvania state Quietly, Lima City Schools moved into 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 local organizations. "Some of our professional development opportunities 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. several are now playing in groups all Two major community/parent lessons in strong system-wide arts edu- over the region. A superintendent in organizations help keep the Lexington cation, Three in particular stand out in the program description written by the 1960s had formed our high school Fine and Performing Arts Department band 20 years earlier; he also had Mike Huffman, head of the arts/arts 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

dtST COPY AVAILABLE Lessons From School Districts That ValueARTS EalCATION 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- Orchestra, the Lima Concert Band. den that reflect the history of the LIVERPOOL (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-V Schools (Total): 15 instrumental ensembles. Art faculty, National, State, Other Students (Total): 9,030 As noted earlier, our students are Outside Forces4 Per Pupil: $8,333 by and large, continue to exhibit Continuous Arts Teachers (Total): 58 works in area and regional exhibi- constantly involved in projects that provide amplified arts experiences by Improvement/ tions. Our theater arts faculty, as e Liverpool Central School well as many of our music and art tapping the Lima community. This is done not by chance but by design District (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 munity performing groups. A num- to the area of innovation and programming. How we garner this nonetheless faced financial problems 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 a variety of community arts organi- being producers, "good arts earners" in the scheme of community arts. As Daniel D'Agostino, coordinator of fine zations, including the Council for the arts, "that the arts programs were Arts of Greater Lima. a director, I spend a good amount of time on boards, committees, etc., severely impacted by budgetary and staff cuts.It was this board of (2) ON COMMUNITY AND with all arts entities in Lima. We "DOING MORE WITH LESS": trade expertise, direction, organiza- education that made the leap of faith The Lima City Schools is a dollar- to reinstate these programs along with tional time and effort for access to the additional staff to implement poor district. We are, however, the arts for our students. blessed in terms of proximity to busi- them. In three years, a district coordi- nesses, industry, and proactive arts I would reiterate that much of our nator of fine arts was added, additional faculty. In fact, it is a constant tuning arts faculty are participants, volun- staff was hired to teach vocal, instru- to do more with less and innovate teers and paid, in the arts in the mental, general music, and visual arts. programming that keeps our curricu- community. The community Programs such as Performing Arts I and lum and instruction energized. We embraces the arts in the district and II, Advanced Placement Music Theory, not only tap the community for rele- is proud of students and groups who Summer School for the Arts, and vance but have become players in exhibit, play, act and dance, whether artists/authors in residence have been the arts framework of Lima, Ohio. it is at the local Civic Center or included in the curriculum. Professional Our students are accepted on par Carnegie Hall. I think that many performances were brought to the stu- with adult artists in the community. school systems could point to a dents, and students were brought to Innovative programming in the area financial infusion or giving from the professional arts experiences." of theater arts puts our students community for a specific arts course. In addition, the board of backstage and on stage in regional We could talk about raising $80,000 education also embraced school theater productions. Outreach pro- to send the Concert Choir to reform and took a leadership role in gramming puts our instrumental Carnegie Hall or raising $100,000 for addressing the challenges presented by ensembles at events for and with the the Marching Band to present them- new standards. Symphony. Constant work to con- selves in the Inaugural New Year's Beginning in 1995, the district nect with the Area Council for the Day Parade and Concert Series in provided summer curriculum develop- Arts and Art Space/Lima lets us London, England. ment for the visual arts staff to develop stretch our funding by working However, I don't feel that events are a K-12 curriculum that would address "matches" for residency work and the real crux of the strength our pro- Goals 2000, the National Standards for artists' presentations. Our faculty and gramming gets from our "arts Arts Education, and the New York State students work and participate in arts partnerships." It's the expanding Learning Standards for the Arts. The activities in the community at a high and relevance-enhancing of the daily visual arts team, with the enthusiastic level often as colleagues. approach to our arts teaching that support of the board of education, was Example: A current art experience makes the effort to reach out for the first curricular group in the district to develop a standards-based curricu- involves the creation of a "Children's community support worthwhile. lum. The following year, again with Garden" in midtown. The Ohio State (3) ON CONTINUAL IMPROVEMENT. school board leadership, the educators University Extension Service, Art Our challenge immediately and Space/Lima, the Allen County beyond is, I feel, the same for all arts began work on instrumental and vocal Museum, the Lima Public Library, entities, whether in schools or else- music scope and sequence, also driven by the goals and standards. and visual artists from the Lima City where: to survive in this age of rapid Schools form the consortium for this change and assimilation. Our sur- "The board not only directs policy, project. It has allowed a fifth-grade vival depends on our ability to keep procedures, and supports the arts with class the opportunity to study sculp- pace with educational change and a strong budget," D'Agostino added, ture as a form, work with a profession- redefine ourselves, constantly shoot- "they also make it a part of their own al artist/sculptor and create large-scale ing for continual improvement. lives to be ever-present at concerts, art exhibits, and performances."

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

1141 Lessons From School Districts That ValueARTS EDUCATIC) DweAl 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 projectswhere 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 in the modern world. The district seeks art careers as well as fine art careers. each new school year. This is followed Today, the Memphis City to celebrate architecture, design, drama, with checkpoints throughout the year. instrumental and choral music, art, Schools system's strong commitment Our experience has shown us that to the arts is evidenced in staffing, photography and performance. Further when we set realistic but forward- development, refinement, and exten- course offerings at the secondary level, thinking goals and then publicize our funding for equipment and materials, sion of this curriculum is afforded successes, we have been able to earn through the board of education's strate- technology-based programs, innova- the respect of both the school person- tive enrichment and special programs, gic plan that emphasizes curriculum nel and the community." and staff development. and district-level leadership. The availability 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 AProfile: 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 community./ Schools (Total): 2 The Superintendent,/ Students (Total): 110,000 All 103 K-6 schools have either Per Pupil: $4,805 Parent/Public Relations,/ Students (Total): 1,581 Continuity in Leadership,/ Orff music or art specialists (10 schools Planning,/ Per Pupil: $6,244 District Arts Arts Teachers (Total): 375 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 National, State, Other rn Masconomet Regional School year 2000. All 20 middle/junior high 1 District, which serves Essex County Outside Forces,/ 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 Wien the entire country was middle schools have theater programs. strategies for strengthening arts pro- All 29 high schools have visual art, grams: leciding what to do about the downslide of student achievement in vocal music, instrumental music, and 1. visibility for your arts education theater programs. Four schools have program; the early 1980s, Memphis City Schools (MCS) adopted the Discipline-Based dance programs, which have recently 2. patience and persistence in been moved to the arts from physical effecting change. Arts Education (DBAE) philosophy which inspired notable changes within education. "When you are seeking public the individual arts disciplines (dance, Professional staff development support," said Walter M. Meinelt, theater, music, and visual arts). Those for the 400-plus arts specialists is pro- chairman of the arts department of changes occurring across the arts disci- vided by the district each year to Masconomet Regional Junior-Senior plines resulted in Memphis City update strategies for implementing arts High School, "it is essential to be seen Schools placing greater emphasis on: standards. Additional training is in the community. Work at fostering spiraling essential knowledge and offered at the Teaching and Learning business and school partnerships; vol- skills across K-12 grade levels; Academy for elementary classroom unteer to paint faces at community teachers in arts integration practices. fairs and festivals; display work in the establishing higher expectations and Under the auspices of the academy, town hall, in the public library, and in the importance of "quality" relating Bruce Elementary School is serving as a the local malls; participate in art con- to student production/performance; 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.

6 5 PAGE 62 This extensive arts training, as well as arts standards implementation and curriculum design, is provided MEMPHIS SINGS OF 'When students see where they are through the district's three arts admin- "KIDS 'N' BLUES" 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. the Office of Student Standards. The They are less likely to complain about learning activity, now in its third year, special skills coordinator (Orff music, the time necessary to accomplish the which brings together some 700 stu- elementary strings, class piano, and desired results, and they are more like- dents from eight Memphis elementary elementary movement) is in the Office ly to complete their work - no matter schools and one high school. The pro- of Instructional Support. how difficult the task. In the arts there ject engages the students in learning is always the presence of 'quality,' Their combined allegiance in about the blues as an art form, how it promoting all of the arts has provided which actually drives dedication to a recognizable strength in the practice and refinement of skills to pro- has influenced history (and vice versa), Memphis community. duce the best possible product. How how arts forms relate to society, tech- The arts are part of both budget similar is this description to the appli- nology, demography, and the cation of knowledge and skills in the economics of regions. and building planning in Memphis. The general everyday workplace?" MCS school board has increased overall While its culminating project, a stu- allocations to the arts as well as provid- James Holcomb ing five full-time musical instrument Arts Administrator dent-produced CD, has received Music and Dance nationwide attention, the project may repair technicians to maintain the dis- Memphis City Schools trict's $9 million-plus musical be most remarkable for its impact on equipment inventory. Most funding is students who, with little or no back- site-based to the local schools, but pro- ground in the arts, studied in depth the tection for the arts has been encouraged through student achievements and power the arts have in society and by the district office. The three arts partnerships is an essential part of the thus the importance of sustaining, administrators are included on the success of the district's arts programs. teaching, and making art. Kids 'N' architectural design teams for new con- MCS originated the Adopt-a- Blues successfully integrates art into structions and renovations to ensure School program in which local the mainstream classroom curriculum 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 technology in planning for both cur- has adopted all of the arts programs in between art and other subject areas. riculum and building. Two high the district, providing discount or free Perhaps most important, however, has schools have recording studios and tickets for teachers or students, school- been the involvement of parents, classes in commercial music. Students to-work opportunities, and student grandparents, and community mem- in eight elementary and one high workshops. Last year, the Orpheum bers in the students' research school are involved in a special "Kids offered the first enrichment summer 'N' Blues" program (see sidebar) in program for students interested in interviews. These activities reinforce which they rely on technology to learning the business and management interaction between the student's research, interact with other students aspects of theater production. school activities and those occurring and experts worldwide, and develop Nationally recognized for its at home and in the community. They original blues. Three high schools offer innovative programs in the district, the involve the students in spoken and classes and studio experiences in tele- Memphis Arts Council's Center for Arts sung language, much like the evolution vision and video production. Students Education provides the Lincoln Center of the art form itself. And even though at Overton Creative and Performing aesthetic education teacher training a large number of students' families Arts High School are engaging in digi- and classroom follow-up program for tal studio music and designing are at or below the poverty level, they 300 teachers each year, the Wolf Trap have supported the students with architectural structures and fashions Early Learning Through the Arts child- regard to attendance, performances, on computers. Overton has received hood program in 19 Head Start centers, Goals 2000 funds to support the a six-part Family Arts Series, an after- recording sessions after regular school Digital Art and Design (DAD) program. school program in eight schools, and hours, transportation and chaperones. To give all children opportunities the Artists Residency program currently Fine-tuned for the Memphis City in interdisciplinary arts practices, the in 70 schools. The Center for Arts Schools district by a team that includ- district offers enrichment programs Education is funded primarily by grants tuition-free to students, including: and local benefactors. ed Superintendent House, the program after-school playwriting and producing, The National Academy of was designed and developed by David a summer arts camp, a blues camp, a Recording Arts and Sciences (NARAS), Reider of BBN Systems & music technology camp, and more. Memphis Chapter, offers its Grammy Technologies in Cambridge, Underlying all the programs and in the Schools performance program, Massachusetts, whose Co-NECT initiatives is the rich heritage of lecture/demonstration concerts in the School Design incorporates collabora- Memphis as a "hometown" for many schools, mentorship/advisory bureau, tive and project-based learning and great arts talents and as the "birthplace and periodic seminars. multi-age clusters. BellSouth of blues and rock 'n' roll." Community Foundation provided the funding. support for arts education formed

613 BEST AVAILABLE Lessons From School Districts That Value ARTS EDUCATHA PAGE63 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 the visual arts, puppetry, music, story- every day for each of three years.It is MINOT (N D) 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-4 Schools (Total): 18 To fill in gaps in funding, the the one hand, Ritter points out, that is The School Board4 Students (Total): 7,692 The Superintendent/ Per Pupil: $4,095 school district seeks donations and a large number of children for instruc- Planning-4 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." Improvementq Marquardt, curriculum coordinator for That parent base proved critical the district. "Perseverancelike con- to Missoula arts education in the mid- 1Wthan 100 miles from the stantly writing grants and thinking of 1990s when a budget crisis developed North Dakota state capital of new ways to fund raiseall helps." over an enrollment-driven formula Bismarck, Minot City is a primarily devised by the state legislature for Scandinavian/German community that also is home to a large number of allocating funds to school districts. In 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: from its two local ballet companies, fine arts coordinator were slated for elimination. numerous musical groups, the Western MISSOULA 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 Statistics spoke strongly in support of arts edu- annual Norsk Hostefest celebration. Factors It is also a community that has The Communitr/ Schools (Total): 20 cation. Letters, board meeting Parent/Public Relations-4 Students (Total): 9,430 attendance, university and alumni provided music and visual arts at the National, State, Other Per Pupil: $4,245 spokespeople, and a volunteer eco- middle and high school levels and Outside Forcesq Arts Teachers (Total): 56 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 Missoula is a university community, cuts at the state level have prohibited arts education. The school board and manufacturing center, and distri- the administration chose to keep the the hiring of elementary-level visual bution hub for western Montana. It arts specialists. From the district's existing programs intact. In fact, with 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 on arts education for Minot adminis- ture and expanded the fine arts English. Not only the university but coordinator position from K-8 to K-12. trators and educators. also four galleries, practicing artists These staff development work- Meanwhile, in the last few years, 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- priority for the volunteer committee of graduation requirement in place which, phony and symphony choir, and says Ritter, "has increased participation educators and community leaders Young Artists of Montana provide a called Minot Public Schools Arts significantly in all arts classes." 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 studywith workshop in dance for community While music is viewed as the and public schools educators. The band, choir, and orchestra electivesas 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 Instruction and the National Standards understand music. schools. Visual arts teachers see every But with Missoula's enrollment for Arts Education, also has become a middle school student through nine- vital component of an Interactive still declining, all of education week wheels. Also found in middle including the artsis expected to Television (ITV) curriculum to enhance school wheels are courses in drama learning opportunities for students in experience some cutbacks. The visual and video production. Music, visual arts education specialists in the ele- the sparsely populated surrounding arts, and drama are offered at the high area. An annual Creative Arts Camp mentary schools do not provide school level. Creative writing sections planning release time for classroom developed and run by MPS ARTS pro- are offered at the urban high schools. vides an integrated summer arts teachers, so their positions may be vul- 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 with Minot State University on a ues to carry over into the classrooms general music twice a week with a of Missoula. "College for Kids" program. Students music specialist, and instrumental who wish to pursue additional arts 6 PAGE 64 be designed to match these standards." A Profile: A Profile: Shortly after he joined the dis- MONTELLO (WI) MSAD #28_ (CAMDEN- trict as superintendent in 1997, William R. Doughty stated his inten- Factors Statistics ROCKPORT% ME) tion to continue the administration's The Superintendent./ Schools (Total): 2 Factors support of arts education: Continuity in Leadership./ Students (Total): 900 Statistics Per Pupil: $7,589 The Communitrl 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 e unique feature of the long- Continuity in Leadership./ Arts Teachers (Total): 25 enjoyment of the level of commit- National, State, Other ment, skill, and participation in our / established arts program in the Outside Forces./ School District of Monte llo, district outstanding programs and of com- administrator Robert Klug suggests, is Clamden-Rockport's Maine School munity support of arts in our schools. the collaboration among the various Administrative District #28 reports In the first school budget I saw arts disciplines. a "longstanding and growing commit- passed, the community supported the "There is a lot of crossover: Art ment to the arts over the past 25 years." funding of several new positions in teachers and art students, for example, The milestones cited by the district the arts as well as a new arts program work with drama teachers and stu- closely parallel those of many districts which will include many more visit- dents," he says. "This interaction included in this report. In a brief list, ing artists in the elementary school allows projects to be integrated into a they highlight the links of community- and drama and visual arts programs system and theme. Visual art, speech, superintendent-school board that in the middle school. Thus the vision and drama are all integrated, which is build consensus and support for arts is not simply my vision, but is mold- what education is all about." education: ed and worked on by the whole This integrated curriculum oper- 1972 - The "Youth Arts Program" community. Our continual efforts ates at several levels within each was incorporated. This community- over sustained years will help this to Monte llo class, even in the elementary based program provides arts blossom for our students so that each school. In this way, all students, enrichment throughout the district, of us will be able to recognize the including special needs students, can has supported residencies at all artist within them and within us." 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. marionettes and shadow puppets. 1979 - The high school was A Profile: Students participate at their own level expanded to include rehearsal, MSAD #40 of interest and ability. performance, and art spaces. "We encourage every student to 1980s - Through the decade, focus (WALDOBOROg ME) explore his or her ability," says Klug, on arts education continued, Factors Statistics "and see if they want to proceed to the including a commitment to hiring The School Board./ $chools (total): 9 The Superintendent.I 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 every child to try out his or her talents Planning./ The school board and adminis- Continuous improvement] and interests." tration demonstrate support for arts Drama, reading, and creative programs by regularly allocating funds Waldoboro, Maine, and the neigh- writing all have long histories in to them as well as hiring new staff. As boring rural communities of Monte llo 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 equippedmusic and visual artare 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,

CI continued on next page

Lessons From School Districts That ValueARTS EDUCATION PAGE 65 created positions for three arts teachers, were in attendance. These people were and added one arts teacher each to the there to send a clear message that this "Team Teaching" Music middle and high school levels. Along program should continue." For the past 35 years, the Norman Public 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 MSAD #40 is strongest at the middle said, "we need to continue with our to divide the class into smaller groups and school level. Around 1985, D.R. Gaul to provide peer coaching. This tactic gives 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 a junior high to a middle school. highest standards for all students in can 'model' the sound and techniques of 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 classes, the art teacher advocatedand The program is structured to create an added benefit: teacher development. the "core" teachers supportedthe Upper level teachers are required to team inclusion of art as a core subject. This teach at the beginning and intermediate one small step for a Maine school dis- A Profile: levels; those with primary responsibilities trict took place at least five years prior at the beginning and intermediate stages NORMAN (OK) work with upper level students and have to the inclusion of the arts in Goals the opportunity to see their needs first- 2000's "core curriculum." Factors Statistics hand. Team teaching is generally As a restilt, visual art classes The School Board,/ Schools (Total): 22 scheduled during school hours. In some The Superintendent4 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- times per week as other subjects. Coordinator(s),/ Arts Teachers (Total): 71 tional rehearsals. Parent/Public Relations,/ Consequently, students began to have National, State, Other Outside Forces,/ MEW higher regard for art as a subject. The Planning,/ art curriculum has since evolved into Continuous improvement/ area in which we hire, and they must an integral part of many interdiscipli- Morman, Oklahoma, is largely a meet criteria to verify their abilities to nary units, such as the eighth-grade 1 middle-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 Communitr/ Schools (Total): 10 Children's Arts Network, assist with in- The Superintendent/ Students (Total): 5,306 the department chairs for music and Continuity in Leadership-4 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- Foundationg Given a fluctuating financial National, State, Other losophy is: "The teacher makes the Outside Forces-4 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 Qsuburbs 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,/ Planning,/ nologies in the arts. Oak Park Area Arts Council to plan and 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 Dfty years of commitment to arts growth of student participation in the literary artists with the schools. For / education 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 ValueARTS 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 AProfile: arts. In 1989, for example, when the supervision for the Ohio County district was struggling financially, Schools was provided by Patricia OLATHE 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 (Communication, Art, Speech, The School Boarch/ Students (Total): 18,748 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 year of a three-year Illinois State Board shared arts supervision with Dr. Coordinator(s),/ An Elementary Foundation4 of Education funding grant. In 1996, Bonnie Ritz, director of instruction, National, State, Other Outside Forces4 he similarly supported Emerson whose academic background is in lan- Planning./ Middle School, then in the third year guage arts and theater. When Solomon Continuous Improvement,/ of an Urban Partnership Grant for its retired in 1996, Ritz took responsibility BRAVO program of incorporating the lathe District Schools' experiences for supervision of all arts instruction in in planning and continuous arts into the curricula and into the schools. Continuity and effective O extracurricular activities. improvement, as detailed in the dis- leadership have been maintained. trict's report for this study, may prove District 97 is more than 100 The transitions from a strong ele- years old, and the arts have been an particularly useful to other school dis- 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, schools' arts activities; arts students' the administration and Board of OHIO COUNTY (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 CommunityJ Schools (Total): 14 community. The larger benefit of this elementary level. They then added Teachers Who Practice Students (Total): 6,371 Their Artq Per Pupil: $6,137 relationship is evident in the voting to the half-time position to create a An Elementary Arts Teachers (Total): 35 booth: Taxpayers in this school district total of four elementary art resource Foundation-J have never rejected an excess levy to teachers to support teachers in their support the public schools. task of providing visual arts educa- nhio County Schools' mission, the tion each week for their students. district reports, is to develop Funding for arts education teachers' salaries, state-adopted text- That team of four wrote a K-6 art cur- young people to their maximum riculum in 1984-86. In 1987, it was potential in social responsibility, books, instructional materials, recognized by the National Art employability in the workplace, and equipment, instrument repair, and staff development programscomes Education Association as a model ele- lifelong learning. The district has iden- mentary art curriculum. The program tified four areas key to accomplishing from the school budget. Grants and was recognized by the Kansas State its mission: staff development, com- fund raising by parents and communi- Department of Education as a munity involvement, management of ty groups support special concerts, 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- 7 1 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 onlyon 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 fora 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 ORLAND 135 offices. These pieces are professionally CURRICULUM FROM FRAGMENTS framed and returned to the student at In the 1980s, Olathe curriculum (ORLAND PARK, IL) the year's end. for each of the arts areas was fragment- Factors Statistics As a gesture of thanks (and good ed. It had been written for grade-level The Community,/ Schools (Total): 13 public relations), each opening night vis- groupings without much alignment for The School Board,/ Students (Total): 5,526 itor to the fine arts exhibition receivesa 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 AProfile: by the district in the early 1990s for all those world-class resources were not content areas. It includes pre-study, available, the district could point with PARSIPPANY...TROY HILLS 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 "An important factor was writing Park School District is inclusive, acces- The Superintendent,/ Per Pupil: $9,189 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 a Tt took a lot of talking through for all of us to be involved in recom- visual arts and music specialists in a / 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 ValueARTS EDUCATION 72 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 playand 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, Several individuals have had shows of approach to technology, and tangible "We have developed our own Web their work at the Morris Museum, the contribution to community. site for the arts to serve schools and Newark Museum, the Cathedral of St. Peoria recruits teachers with community, and we hope to have it John the Divine, and other locations strong arts preparation and abilities in on the Internet by the end of throughout the New York metropoli- their medium. In particular, the dis- September 1997. We are currently tan area. The district has supported the trict seeks arts teachers who practice working with the City of Peoria and professional growth of its arts educa- their art form in some capacity besides our technology department to bring tors with tuition reimbursement, the classroomfor example, music our arts programs to the schools payment for "art clinics" and sabbati- teachers who direct or perform in and community via cable TV." 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 ProfNe: obtain pledges for an entire day of Peoria also provides a lesson in music (performed by Peoria's school PEORIA 1 1(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,I "The first phase is implementing An Elementary Foundation,/ technology in our curriculum, units Planning,/ Continuousimprovement/ of study, and lesson plans. More than 85 percent of our arts teachers /17ith a supportive school board, already use computers, either in the 1 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

I./ 73 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 PORT WASHINGTON (NY) financially diverse community, the offer to play and teach high schoolstu- 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 Superintendent4 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 Levels of Achievement,/ many different art forms, and in many also has used it to createa "Tappin' 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-4 Continuous ImprovementV well as several levels of computer graphics, holography, design, and art ocated in Nassau County on Long history offerings. A K-12 dance and LIsland, Port Washington Union Free movement programstill a rarity in most school districts - has been evolv- School District (UFSD) is a comfortable AProfile: suburban community of six schools. ing in all of the district schools over "Were you to interview any the past eight years. PUYALLUP (WA) given fifth-year student here," David Parent and community con- Factors stituencies have very high expectations Statistics Meoli, Port Washington's director of The Community,/ Schools (Total): 32 creative arts, wrote in the district's for the Port Washington schools and The School Board,/ Students (Total): 18,312 report for this study, "you would find play meaningful roles in delivering The SuperintendentV Per Pupil: $5,453 District Arts . Arts Teachers (Total): 84 that (s)he most likely: sings in the cho- high-quality arts instruction to their Coordinator(s),/ rus, plays in the band/orchestra, has children. Involvement takes the form A Cadre of Principals,/ of freely shared community resources, An Elementary Foundation,/ taken dance workshops with members Planning,/ of the Martha Graham School and/or the participation of local arts organiza- American Ballet Theatre, has created a tions and each school's parent-teacher Since it was founded in 1854, the hologram, has been to an art museum group, and the work of a district-wide Puyallup School District, on the out- in a class setting several times, has per- Cultural Arts Committee made up of skirts of Tacoma, has madea place for formed in at least one play/musical parent representatives from each of the the arts in the education of itsyoung production, has created numerous six schools. The committee meets reg- people. That place continued to be two- and three-dimensional art works, ularly to preview artists and plan arts secured - and expanded- by careful and is able to talk about his/her own experiences for all district students. planning, budgeting, and educating of (and others') work in terms of quality, Resource allocation - time, others in the importance of the arts. composition, historical perspective, space, budget lines - is a telling mea- "The education of children in and expressiveness." sure of the value of the arts in the the arts is an integral part of the dis- It would be easy to attribute that district. Port Washington cites as vital trict's strategic plan," Superintendent hypothetical student's breadth and a full-time arts administrator, teachers Richard D. Stovde points out. "Our depth of arts education to the fact that open to museum and artist collabora- community has had a longstanding the Port Washington school district lies tion, and central and building commitment to the 'Whole child,'' just a short train ride from Manhattan. administrators who fully include never limited to just the development Or one might point to the environ- music, art, theater, and dance in their of academic talents alone. Weare fully ment created by the artists who have consideration of budgeting, schedul- committed to fulfill this expectation lived here (John Philip Sousa, John ing, staffing and facilities decisions. not only because of our community's Cassavetes, Perry Como, Shlomo Although the bulk of the fund- beliefs, but also because we believe Mintz, Marian McPartland, and cast ing for arts programs is provided that few children can bea significant members of "Seinfeld"), or to arts sup- through the district budget, particular- benefit to our society withouta grasp porters with names like Frick and ly in the area of staffing, there are of the value of the arts." Guggenheim. many ways that the district optimizes Puyallup plans for arts educa- Those factors, as well as state its resources - by utilizing state aid for tion. Elementary principals assist and national standards and fine arts arts events, competitive grants, and classroom teachers in providing time graduation requirements, do come into the funding or fund-raising support of and schedules that promote the explo- play. But like many other school dis- parents and other community mem- ration of band, orchestra, choir, visual tricts that responded to this study's bers. In recent years, the community art, theater, and dance. Meanwhile, questionnaire, Port Washington points has supported a new arts wing in one school building administrators at the to three linked areas as key to its school and the refurbishing of three secondary level make master schedules strong arts education: (1) range of district auditoriums, the creation of a that are developed around thearts. opportunity for all students, (2) forms dedicated gallery space in an elemen- The arts are placed on the master of community involvement, and (3) tary school (planned and paid for by scheduling board before other subjects allocation of resourcestime, space, the parents), and raised enough in order to create a conflict-free envi- and budget lines. money to air condition the high ronment for student scheduling. What propels arts education school auditorium complex. The programs offered at thesec- forward here, however, is planning and There are, of course, some things ondary level range from the required commitment to continuous improvement. that money cannot buy. Thoughtful continued on next page , I..; 74 Lessons From School Districts That Value AmsEDUCATION PAGE 71 visual and performing arts classes for seventh graders to pottery and computer A Profile: graphic design for high school students. PRIDE OF PUYALLUP RANDOLPH Budgeting for the arts begins It's not every school system that has with Puyallup's basic education bud- its own museum. COUNTY (WV) get. As Deanna Rine, assistant The Karshner Museum was donated principal of Stahl Junior High School, Factors Statistics to the Puyallup School District in The Cornmunity4 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 but do not fund our most important school system ever since. Displaying Arts Teachers (Total): 0 resource: our teachers." Rine described exhibits on the cultural, regional, and andolph County is the largest county the budget process: "Budgetary deci- natural history of the northwestern in West Virginia with a population of sions are recommended by the United States, the museum allows R superintendent's cabinet and voted on students to get a firsthand view of just 26.5 people per square mile. Its by the school board. All school board many Native American artworks. The unemployment rate is more than 10 per- members reflect their community and museum also features an exhibit of cent, and 60 percent of its students strongly support the arts. The school glassworks by Dale Chihuly. receive free and reduced lunch. district has maintained a music line Puyallup elementary students visit After severe budget cuts in 1988 item in the budget which is managed the district-owned Karshner Museum eliminated elementary arts teachers, by the music coordinator. This type of at least once, sometimes twice a parents, artists, and educators met to arts funding has been in existence for year. Transportation for these visits is explore options for arts education more than 50 years. A budget line item paid for by the school district. within the system. They devised a new Students also learn through the way for Randolph County to bring the for arts education ensures that equal Karshner Museum in their class- monies will be provided for every arts back: the ArtsBank Council, an rooms. The museum provides artist-in-residency program of local school program, regardless of building "Discovery Kits" to spur discussion principal support." artists who would be hired by the dis- of museum exhibits in the classroom. trict to teach in the schools. Each artist Puyallup employs district arts A kit may be used in order to prepare would spend an intensive four-week coordinators for visual arts, drama, a classroom for a museum visit or to and music. The district did lose its further classroom learning. residency at one school where each music supervisor position six years student would have the opportunity to ago, but, according to Rine, "the pub- work and learn with the artist. A pro- lic outcry was so great that it was gram coordinator would be hired by reinstated within one year." Outreach Program, high school stu- the district to oversee its day-to-day The community's staunch sup- dents have performed plays dealing operations. port is also crucial for recruiting and with teen alcohol abuse, teen pregnan- When Randolph County Schools' retaining excellent teachers, such as cy, and stereotyping and labeling for budget was slashed, the district had to high school drama instructor Lynda 50 different junior high school class- find other means to fund the ArtsBank. Belt who was named 1997 Teacher of rooms and more than 3,000 students. The district turned to the West Virginia Commission on the Arts for grants the Year by the American Alliance for The issues were selected by student Theater and Education. survey. In order to participate, high through its Arts-in-Education program. Community support takes the school students enroll in a Drama This money was used to hire the local form of partnerships with local artists Outreach class teaching "interactive artists and a coordinator. Art supplies at first were provided by local business such as glassmaker Dale Chihuly, sever- drama techniques." The class meets al musical organizations, and the new only one hour a day, but it requires a partners-in-education; they are now paid for by the ArtsBank. Valley Arts United group which pro- significant amount of additional com- motes the arts in the community and mitment from the students. Puyallup In addition, ArtsBank provides a at the same time builds support for arts High School estimates that its students per student stipend for art supplies; education in the schools. Mostly, sup- who participate in the program spend some of these art materials would not porters are parents, who often at least 25 hours each semester work- be available to children in rural areas participate in programs as performers ing in the community. otherwise. ArtsBank also pays for with their sons and daughters, and mileage for artists who must travel Puyallup residents who simply value long distances to teach in the rural elementary schools. the role the arts play in their daily lives. The school district nourishes this "A budget line item Today artists for the ArtsBank community support in many ways. program are recruited through ads Student talents bring the arts to nurs- for arts education placed in the local papers by the ing homes and hospitals. They ensures that equal school system. County administrators contribute to the annual downtown and the ArtsBank coordinator screen arts show sponsored by the city coun- monies will be the applicants, who must show that cil and local businesses. Advanced arts provided for every they are practicing artists and work students also contribute to the com- well with children. Artists must design munity's quality of life by educating school program, art lessons to enhance regular curricu- younger children about important regardless of building lum and participate in an in-service social issues. Through the Drama day to ensure that they understand principal support." their duties and can communicate

PAGE 72 7 5 effectively with children. In general, 75 percent of the artists hired hold a estate market, thereby taking a positive degree in fine arts or arts education. : I role in helping to counteract the Not only has the Arts Bank shrinkage phenomenon. brought the arts back into the elemen- The school district has been pro- 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- ness of the arts. As the program ent of the first-ever Medallion Award and the other benefits of the school became a growing presence in the given to a school drama program. system. To help agents answer the Randolph County Schools, the commu- Honoring "continuity and artistry," the proverbial first question- "What are nity began to take notice. Whereas in following award citation says a great the schools like?"- Robbinsdale Area the past funding came mainly from deal about what constitutes excel- Schools developed and nowsponsors grants, now banks, business leaders, lence in theater for young people: seminars for some 80 real estate agents professional people, and the local hos- each year. The agents earn continuing rycasionally, amid the maelstrom pital contribute. Many civic education credit and promote the k...../of controversy that surrounds school district to prospective residents. organizations helped raise funds as public schools today, a beam shines well. The local vocational school staff out from a lighthouse steadfast in the In February 1998, for example, and Future Business Leaders of America storm, sending inspiration and hope the half-day event includeda short provide clerical help to create mailing to those who struggle with the tides performance piece from a musical,a lists and to send out fund-raising let- of protest, financial problems, and student reading from an award-winters. The Annual Arts Bank Auction is societal changes that sweep the ning literary magazine, anda visual another avenue through which the nation's schools. arts discussion led by a fifth-grade stu- community helps support the program. dent. Superintendent Thomas Bolin, Local artists and organizations con- Based on a curriculum taught by who originated this idea, welcomes the tribute their artwork to the auction for certificated theater professionals, participants. The agenda includes dis- the community to purchase, and the extended to the community through an annual season of productions, cussions on academic opportunities in proceeds go to Arts Bank. with special attention to senior citi- the schools, roundtable sessions led by zens, with traveling shows for principals, as well as arts presentations. children, and including student- This district has had a full-time directed one-act plays, the public relations specialist on staff for performances of the Robbinsdale 15 years. (All districts in the high schools have been recognized Minneapolis metropolitan area havea by experts in the field through the position like this in the office of the A Profile: Minnesota drama competition superintendent.) In Robbinsdale Area ROBBINSDALE (MN) where at least one of the three dis- Schools, this specialist overseesa Web trict schools has reached state level page, the community newsletter, Factors Statistics in 19 out of the last 30 years. media relations, a cable television link The Superintendent4 Schools (Total): 19 and a print shop in addition to the Continuity in Leadership4 Students (Total): 13,939 Lest one think that Robbinsdale is Parent/Public Relationsq Per Pupil: $5,875 seminar for real estate agents. National, State, Other Nirvana, where pain and worry have Arts Teachers (Total): 73 Outside Forcesq been extinguished, District 281 has The schools also have a long his- weathered the difficulties of popula- tory of hiring certified teachers with he Robbinsdale Area school district tion growth and decline, moving training in theater and experience in Tis located in a "first ring" suburb from one high school to three and directing. Minneapolis is a theater of Minneapolis where the student pop- now to two. It has an ethnic and town, and theater programs have been ulation has dropped from 28,000 to economic distribution close to that a powerful asset to the district since 14,000 over a 10-year period. Two high of the nation and faces the financial the 1950s. School productionsare very schools instead of three now serve the and social pressures common to popular, meeting their expenses and district. In part, that is the result of a communities everywhere. then some from ticket sales. In addi- state policy that enables junior and The French actor and director Jean tion to the popularity of theater in the senior high school students to enroll Louis Barrault called theater "The community and the long history of in college courses, free of charge. Art of the Present." Presently, educa- hiring gifted "career" teachers who Another state policy - "open enroll- tion is sailing on a "sea of troubles," stay and make the program attractive ment"puts schools in competition wherein some schools have lost to students (100 auditioned for roles in with one another to attract students. course and even foundered. District a recent musical), success has been Test scores and special programs 281 has continued to make way, attributed to: are generally what draw students to a providing its generations of young Support Pm?: tile administration: school. Therefore, the district's arts people with a present experience in "The superintendent supports all of education program has become a art, a present platform to study the the arts." reports one teacher. "He tremendous marketing tool for human condition, a present oppor- believes in them. Our financing is Robbinsdale Area Schools and the tunity to acquire skills important to looked upon as just as importantas community at large. The district has prersonal future, a present concrete that for sports." Theater produc- promoted its programs, such as arts adventure in jointly solving mutual tions, like football games, are education, as a "plus" in the local real Problemsa headlight example of extracurricular. Theater teachers 'theater in education. continued on next page 7 6 Lessons From School Districts That ValueARTS EDUCAtION PAGE 73 All students have the opportuni- ROBBINSDALE'S "COMPREHENSIVE A Profile: ty to experience these hands-on ARTS PLANNING PROGRAM" ROCHESTER courses, including the 20 percent of (NH) students in the district with disabilities Factors Statistics and special needs. "The big challenge The Comprehensive Arts Planning The Communitr/ Schools (Total): 10 Program committee (CAPP) with The Superintendent/ is to maintain funding for programs Students (Total): 4,600 Continuity in Leadershipq members from the community,par- Per Pupil: $4,200 like School-to-Work and special educa- Opportunities for Higher Arts Teachers (Total): 25 tion," Houston added. Everyone ents, and staff meets regularly to Levels of Achievement/ fulfill the following mission: National, State, Other staff, parents, community booster Outside Forces4 organizationshelps with writing Communicating the importance grants, field trips, equipment dona- of arts in schools ochester, New Hampshire, is a sea- tions, and a variety of other projects." Promoting arts education Rcoast town characterized by a low Initiating arts events socio-economic scale and residents with a limited educational background. In Creating opportunities for arts the decade that Dr. Raymond Yeagley involvement by the total community has been superintendent, the arts have The committee works in close been put to work to help provide a bet- A Profile: cooperation with the district ter future for its young people. ROCKCASTLE superintendent, who initiated the A band director certified in real estate seminars, and with music education before he arrived in COUNTY (KY) school principals. A student- Rochester, Superintendent Yeagley has Factors Statistics designed logo, "All the Arts for All promoted a vision of the artsinclud- The School Boardg Schools (Total): 5 the Students," is used in promotion ing theater as well as visual art and The Superintendent/ District Arts Students (Total): 3,163 of CAPP activities. Per Pupil: $4,466 musicas basic to education for all Coordinator(s)'/ Arts Teachers (Total): 15 students. National, State, Other Rochester draws upon and Outside Forces4 exhibits many of the same strengths as rTtle Rockcastle County School other communities with healthy arts / District 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. An annual major theatrical produc- writing, music, and media communica- Nonetheless, research indicated that a tion at each middle school: These tions. Among them: Music Appre- number of teachers were, in fact, inte- productions may be directed by a ciation, Musical Theater, Band, grating the arts on a daily basis. The parent, principal, or English teacher. Chorus, Accelerated Chamber leaders of the school districtthen- They provide good preparation for Ensemble Singers, Basic Art, Art 1, 2, 3, Superintendent Bige W. Towery, Jr., the the high school drama programs. and 4, Art 3 and 4 Honors, Advanced school board, and central office staff Fine arts as a requirement for high Placement Art, Ceramics 1 and 2, appreciated their students' need for a Painting and Drawing 1 and 2, strong background in the arts, but school graduation: "It is a positive Sculpture 1 and 2, Commercial Art, thing to make credit in fine arts a they also understood that they did not Housing and Home Decor, Graphic have the resources to establish an arts requirement for high school gradua- Trades 1 and 2, Newswriting and tion," states one teacher. The state program. 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

77 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 PAUL625 (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. program autonomously. The Community./ Schools (Total): 64 High school participation is lower Initially, the Rockcastle County The School Board./ Students (Total): 43,747 The Superintendent./ Per Pupil: $7,110 without the elementary impetus. School District's "Basic Arts Program" An Elementary Foundation./ Arts Teachers (Total): 176 Secondary students will select arts was created to provide only the funda- programming as an option when it mental levels of arts education. aint Paul Public School District 625 educates nearly 44,000 students, is offered in an interdisciplinary However, in the years since its incep- S mode. tion, the Basic Arts Program has more than 30 percent of whom have evolved to the point where it can no limited proficiency in English. Growing Through competition and increased longer be considered just basic. increasingly diverse, the district reports performance, the district has dis- Besides covering the fundamentals of that the arts are a "natural vehicle for covered a larger student talent pool music and the visual arts, the program learning" because they provide stu- than previously thought. 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, alvisual, 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. Accountability Index on the Kentucky Creative Arts Elementary School. Arts partnerships have been able to Instructional Results Information Strongly supported by its school board 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 "district-wide arts instruction had funding of the arts, starting with a By introducing students to arts at a already been initiated. Students and firm elementary foundation. All 66 ele- young age, we are building future teachers with little or no prior interest mentary schools, in fact, participate in arts audiences. 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- Standards for Kentucky Schools, teach- nership programs with the University AProfile: ers in Rockcastle County are seeing of Minnesota, Ordway Music Theatre, SALINA304 (KS) Minnesota Opera, and other commu- how the district's initial groundwork Statistics in arts instruction is accommodating nity organizations. Factors 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 Since Superintendent Towery's of arts offerings, (2) interdisciplinary Arts Teachers (Total): 37 practices or integration of the arts retirement in 1995, the arts education re strength of arts education in program of Rockcastle County has throughout the curriculum, and (3) access to the arts. District's arts special- alina Unified School District 304 received the enthusiastic support of lies in integration of the arts into the Superintendent Larry B. Hammond. ist/coordinator Thomas K. Gale added mainstream curricula. Through its In addition to encouraging the school what he believes Saint Paul School board to increase arts education fund- District 625 has learned in these areas: Arts Infusion Program, produced in partnership with the local arts agency, ing and advocating for arts education the Salina Arts and Humanities at state and national conferences, he If the Saint Paul Public Schools dis- makes his support manifest. "Quite Commission, the district has created trict doesn't make arts free/low an interdisciplinary system encourag- often," Pensol noted, "Superintendent cost, schools can't afford them. 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 the students." In Salina, the community has a 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

continued on next page , 7 8 Lessons From School Districts That ValueARTS 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 SAN JOSE The artist-in-residence program spon- that is a department of city govern- (CA) sored by the California Arts Council ment; a visual arts center and historical Factors Statistics provides experiences in music, visual museum (both nationally accredited); a The Community,/ Schools (Total): 44 arts, drama, and dance for students. community theater with a strong The School Board,/ Students (Total): 33,815 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- TVIDile the San Jose Unified School magnet arts strand. Best known ny orchestra, as well as a local arts- istrict 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 L.7 7 9 PAGE 76 the Getty Center for the Arts. Lockett, A Profile: I MADONNAR1 arts in education coordinator for the SANTA BARBARA ITALIAN STREET PAINTING FESTIVAL Selma City school district, had learned about the center and its summer insti- COUNTY (CA) This three-day festival held each Memorial Day weekend brings together tutes in Discipline-Based Arts Factors Statistics 400 professional and nonprofessional Education (DBAE) from her superin- The Communityq Schools (Total): 91 artists of all ages to create 200 large- tendent (who didn't know about arts The Superintendent4 Students (Total): 62,194 Per Pupil: N/A scale chalk drawings that fill the plaza instruction but knew Lockett did and Arts Teachers (Total): 43 at the Santa Barbara mission. trusted her knowledge). Selma's super- Sponsoring businesses, individuals, intendent was exploring any program Wiben the California state deficit and families pay from $10 for a 2'x 2' that would help the mostly poor rought cuts in education child's pavement drawing square to minority youth in this district 50 miles funding, many public schools had to $450 for a 12' x 12' square. The festival from the state capital of Montgomery. also features live music and an Italian dismantle their arts programs. In Santa Lockett called Bell, who had spent Market. Some 30,000 people turn out Barbara County, performing and visual 20 years in public education with the artists are working with elementary for the event, and many more visit the site over the following weeks as the Montgomery (AL) schools before going school students and providing their artwork fades and finally disappears. to Saint James School, a nonsectarian, teachers with staff development I Madonnari Festival's annual profit of college preparatory coeducational day through a private-public partnership school network of two elementary between the Children's Creative $50,000 enables the Children's Creative Project (CCP) to provide every school schools, one middle school, and one Project (CCP), a community-based, arts in the county with $200 arts credit highschoollocated in middle- to education nonprofit, and the Santa toward the fees of touring or resident high-income residential areas of Barbara County Education Office. artists.It also pays for the production Montgomery. Bell agreed to join Incorporated in 1974, the of a catalog that is distributed to every Lockett, each of them taking teams of Children's Creative Project became a school and describes the 150 touring administrators, arts teachers, and class- program of the Santa Barbara County artist performances and 50 resident room teachers to the Southeast Center Education Office under the leadership artists available to them. Each year for Education in the Arts. of Superintendent William J. Cirone. selected arts offerings are organized around a different theme derived from A few years later, as interest in The education office provides the CCP the Southeast Center grew and it could with the executive director's salary, academic subject areas or cultural traditions. no longer handle the numbers wishing office space, utilities, accounting ser- to enroll, the Getty Education Institute vices, insurance, legal assistance, CCP presents a second festival each Apnl at the San Luis Obispo Mission. for the Arts asked Lockett and Bell if printing, and management training. they would be interested in developing With only two full-time staff and a a satellite center. part-time bookkeeper and secretary, According to Lockett, she was CCP provides schools with resident "dumb enough to assume it would artist workshops (from 8 to 30 weeks' arts education resources and experi- work" and just charged ahead. Lockett duration) and 600 touring artists with ences for 63,000 Santa Barbara students and Bell went to their respective performances in 150 schools. is great. The realization of that poten- school leaders. Dr. James Carter, CCP handles the scheduling for tial poses a worthwhile challenge for touring artists who receive 100 percent the local school districts. superintendent of Selma City Schools, of their fees. Resident artist workshops and Dr. Raymond Furlong, headmaster of Saint James School, then sat cost $32 per hour, of which 12 percent down for private conversations about goes to CCP to cover administrative the benefits to both systems. DBAE costs. Schools pay artists' fees from school site funds, money earned by was a successful catalyst: Both leaders A Profile: agreed that the collaboration was PTA fund raisers, school district general funds, and support from local SELMA (AL) about the children and fully committed themselves to the project. businesses or service groups. CCP Factors Statistics The Superintendent4 Each school district brought secures grants and stages fund raisers, Saint James School District Arts Schools (Total): 4 strengths to the collaboration. Saint such as the I Madonnari Italian Street Coordinator(s)4 Students: 1,272 James provided clout, a campus for the Painting Festival (see sidebar), an idea Planning4 Per Pupil: $3,591 institute, and start-up funding. Selma CPC's director, Katy Korea, brought Arts Teachers (Total): 6 back to Santa Barbara after a trip to offered a rural, diverse constituency, Selma City Public Schools receptive principals, and more funding. Italy in 1987. Schools (Total): 12 While the residency and touring Students (Total): 4,862 Still, the project started off with so lit- Per Pupil: $4,731 tle in the way of resources that Martha artists' partnership program does not Arts Teachers (Total): 17 replace a fully funded, system-wide arts Lockett recalls going to grocery stores education program, this effort is help- ight years ago, two college friends, to get them to sponsor schools' partici- ing to keep the arts alive. Through the EMartha Lockett and John Bell, went pation by donating food. She then I Madonnari Festival, Koury has succeed- to the Southeast Center for Education picked up the food, cooked over the ed in engaging the entire community in the Arts, which was established in weekend, and brought the meals to the both as sponsors and participants. The 1989 at the University of Tennessee at first institute in the summer of 1996. It potential of a program that provides offered approximately 100 black public Chattanooga as a regional institute of _ . continued on next page " 8 0 Lessons From School Districts That ValueARTS EDUCATION BEST COPYAVAILABLE PAGE77 What's more, arts specialists arts education program and enhanced who initially feared that classroom . its value throughout the district. teacher involvement in DBAE might The key to success was the interest result in the elimination of specialists' and participation of the school board The Alabama Institute for Educationin jobs are finding their services in even the Arts offers this down-to-earth advice member and Seminole County's business greater demand. community. The board member was for other school districts pursuingarts education initiatives: invited to work with the planning committee and serve as the event co-chair Get leaders/decision makers committed to the project up front. a move that helped spread enthusiasm among other board members. The School leaders: Find someone in the A Profile: school board endorsed the project after community committed to the arts and seeing the strong support of business. committed to the schools. Develop a SEMINOLECOUNTY (FL) These contributing companies included personal relationship with himor her. Factors Statistics Lockheed Martin, Scholastic, the Don't be afraid to ask for help. The Communityq Schools (Total): 52 The School Board4 American Automobile Association Students (Total): 56,000 Learn tiow to beg in a positiveway; Parent/Public Relations4 (which donated its AAA headquarters as it's an art form. Per Pupil: $4,355 Arts Teachers (Total): 154 the site for the event), and Disney Go slow. Develop a coregroup, a (which donated assistance with lighting critical mass of support. ne of three counties that make up design, choreography, sound equipment, Public school educators: Domore Othe most densely populated area and help in judging auditions). advocacy and public relations with in central Florida, Seminole is one of These sponsors welcomed the civic groups such as the Chamber of the state'sand nation'smost opportunity to make a statement in Commerce, Kiwanis, Rotary, Ruritans. dynamic centers of growth. Seminole support of public schools. "Aesthetic lit- Keep the focus on kids. It's about is also young: Of its approximately eracy"an echo of the national push them. Everyone has a vested interest 300,000 residents, nearly 60,000 are for literacy in generalwas the advo- in their success. 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- instructorthe 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 raiserat the Orlando council's support of teachers' participa- other public school staff. Museum of Arton 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. ^ j 81 PAGE 78 of national theater touring groups A Profile: A Profile: Chicago, Detroit, Indianapolis, and Fort Wayne. Each full-time teacher is SIOUX VALLEY (SD) SOUTHWEST ALLEN assigned a laptop computer with a Factors Statistics COUNTY (IN) modem for use at home and at school. The School Board1/ Schools (Total): 3 District Arts Training in basic applications as well Students (Total): 651 Factors Statistics Coordinator(s)4 as in subject-specific applications is Per Pupil: $4,921 The Community,/ Schools (Total): 9 An Elementary Arts Teachers (Total): 6 The School Board,/ Students (Total): 5,359 provided, and as personnel attain high Foundationq The Superintendent,/ Per Pupil: $5,327 levels of skills they qualify for upgrad- Parent/Public Relations,/ Arts Teachers (Total): 27 1471ile the communities of the National, State, Other ed equipment. The elementary staff Outside Forces4 SiouxValley School District have has worked to enhance the software long supported the arts, until 1995 programs that are part of the MIDI sys- ris Fort Wayne, Indiana, school tems in all of their rooms. At the this rural school district provided arts istrict, which is comprised of pri- education only at the junior high and middle and high school levels, the dis- 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 under one roof, the arts education pro- the use of the computer synthesizer past 20 years, making it one of the and the keyboard equipment. gram begins in kindergarten. fastest-growing districts in Indiana. The strategy for expanding arts The Southwest Allen County Southwest Allen County Schools' Schools also provide something even education into the elementary grades arts education receives support from involved research, written reports, and more rare: time. All of the arts teachers every key quarterschool board, have daily collaboration time presentations to the school board. superintendent, administration, par- According to elementary arts specialist a time when they can meet with 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 effecting change in Sioux Valley's respond to a student's needs or inter- 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 a goal is to "gather various types of visiting artists' schedules, or in-house time and opportunities for professional activities. Elementary teachers have 45 research together and write reports development that are afforded all of its that make the case and show conclu- minutes each day while middle school teachers, arts teachers included. and high school teachers have 30 min- sively how arts impact a child. Then Moreover, while the school system has take those reports to the Board of utes a day. The teachers of each 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 as important as athletics." plans, share resources, visit local and reduction in staff as a means of con- state museums, review curriculum Result: The budget was increased trolling the budgeteven when faced to accommodate curriculum needs and expectations, and discuss information with reduced fundinghas never been gleaned from conference attendance. to add a full-time specialist for the ele- considered. mentary grades. An additional Parents and staff have expressed The district provides a broad interest in more programming for the full-time instrumental music instructor range of arts education at all levels also was hired. Now the problem the arts. Some teachers believe there is a 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 issue was voted down due to tax con- favor a more defined program for tal- 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 for space in another building. Over the commitment to an orchestra and are skating. Musical theater productions building this program even though it next few years, Sioux Valley will need are mounted at all schools, often in to find a solution to its "facility is expensive to offer a class with such conjunction with other curricula, such small numbers of students during the crunch." Says Howell, "The upside is as a unit on rain forests. great: We have this need because our first years. Both the superintendent and This commitment may be boost- program has grown. The downside is assistant superintendent are arts advo- that there is still more work to be done." ed in part by the clearly visible 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 projecta 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 82 Lessons From School Districts That Value ARTS EDUCATION PAGE 79 2,000 students in northeastern Indiana ticallyassessed 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- AProfile: the "campus" level with each campus graphics changed radicallyfrom 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 Factors Statistics year to address the ongoing curriculum arts to broaden understanding and process and related issues. The Community./ Schools (Total): 38 bridge the cultural gap by exposing all 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 A Cadre of Principals./ ents, teachers, and others in a statewide the beginning, when students were 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 re Spring Branch Independent district's executive director for sec- they wanted to become engaged. The chool District's visual arts and ondary schools, arts programs are strategy the district developed was to music coordinators and their colleagues increasing, not falling back. The 1998- increase arts awareness so the students in the school system have been given 99 budget includes five additional would have a basis for judgment and the same challenge the Commonwealth elementary art teachers. McGlaun to give all students the opportunity to of Texas gives every Texas district: cites the use of technology in the arts, experience the arts. Now, seven years On the one hand, they must pro- including animation, as a force for later, all ethnic groups interact actively vide the best possible arts education promoting support of arts education. with increased exposure to the arts. experience for high school students, Craig We Ile, music coordinator, cites "We should never underestimate who are now required to take one research. "A lot of the research that's the value of an arts program and its credit of fine arts to graduate; going on is really helping us make the impact on the student's education," On the other hand, they have no case for arts education, but the chal- says McGlaun. stated guidelines for curriculum lenge seems to be to find ways to share beyond using the new Texas that information with decision makers." Essential Knowledge and Skills for One strategy to overcome lack of state fine arts. legislative support for the arts, he offered, is to establish a coalition of A Profile: In Spring Branch as elsewhere in teachers at the state level, to work Texas, it is up to the district to deter- through PTAs, and to lobby for the arts STARKVILLE (MS) mine what course requirements need in order to gain foundation money Factors Statistics to be in place to insure student access The Community./ and grants which may help keep pro- Schools (Total): 9 The School Board4 to and high achievement in all fine grams in place. Students (Total): 4,119 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./ ways to cope with cuts in education National, State, Other Outside Forces./ Planning./ funding and to keep existing arts pro- - Continuous improvement./ grams in place. To address the music curriculum, tarkville School District provides many examples of excellence and for example, Spring Branch organized "Music as part of the 'enrichment'area S a team of teachers who first read books of the fine arts in the 'required'curricu- innovation in arts education: on multiple intelligences and learning lum mandated by (Texas] Senate Bill a solid elementary foundation in styles as well as articles on assessment, One, will not be tied to statewidestu- the arts, giving every student in brain research, urban schools, national dent assessment," the Spring Branch grades K-5 one period per week standards and technology, and drafts district reported. "If music instructionis with the music specialists and one of TEKS (Texas Essential Knowledge to be truly learner-centered,some kind period per week with the visual arts and Skills). They then developed a of student assessment must becon- specialists; ducted at the local level. The TEKS mission statement about how music the district technology plan and validate music educators' role inpro- instruction should impact students' viding students with a well-balanced the capital improvement plans, lives. Benchmarks were set at three education, but until music teachers which include the addition of a grade levels. Because music teachers in move forward with assessing student production studio at Starkville High the Spring Branch district see hun- achievement reliably, they will bea step School with classes in television dreds of students no more than twice a behind those in other disciplines which broadcast communications, a MIDI week, they decided all students' do have measures in place." lab for the instrumental music progress could be formallyand realis- department, and an increasing emphasis on the graphic arts;

PAGE80 8 3 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 oneyear of fine or development for teachers, "publishing Mississippi school district and compete performing arts and two creditsper 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 samplingnew writing in the "world of work"; offerings, we are able to involve experiences. By the age of 15, theygen- collaborative projects between the large numbers of students from erally stop sampling as they geton 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 an interdisciplinary after-school tance of individuals from diverse education is what creates good quality program for fourth and fifth graders ethnic and cultural groups. of life. We have a strong commitment that integrates the arts with other Participation in the arts provides a to holistic education for kids. Our stu- curricula (recently awarded a grant common bond and a common dents end up with an unbelievably of $3 million from the U.S. interest among students. strong, rich background in the arts." Department of Education). To sustain this kind of commit- The required fine arts in our ment to the arts, Summit's super- Starkville also has other valuable schools promote involvement in lessons to share - lessons the district intendent notes, requires "a person 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 trict arts coordinator, explains: not turn to the arts or to the arts pro- 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 education. Funding for personnel and at the elementary level. It's a quick 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.)" Funding Programthe mechanism for have to add so many things- AIDS distribution of state funds to local 4111 education, drug education- you have school districts in Mississippi. Only in to have leadership that will again and very recent years have state accredita- again recommit to culture." tion regulations addressed standards Summit's board of education has for arts education." A Profile: long supported funding, staffing, and Despite these obstacles, the com- SUMMITRE-1 space for the arts. Every building project munity's expectations for arts education undertaken since 1963 or before has fea- have been high, and the school board (FRISCO,CO) tured space allocated to the visual arts and administration has tried to meet Factors Statistics and music. Each secondary school hasa The Communityq Schools (Total): 10 fully equipped auditorium and separate them by funding, supporting, and pro- The School Board4 moting arts education. Students (Total): 2,407 vocal and instrumental music areas. The The Superintendent,/ Per Pupil: $4,797 six elementary schools also have dedi- "What have we learned?" Joyce An Elementary Arts Teachers (Total): 16 Polk asked - and answered this way: Foundation-4 cated arts space and an integrated "We have learned that: multipurpose performance area. ummit County, Colorado, is a com- An "ours" (versus "yours") Interests in and participation in the Smunity rich in culture. With fewer arts provides a link between school approach to resources is credited by than 25,000 permanent residents, it is Summit leaders as contributing to a and community and promotes sup- home to two summer orchestras, a port for the total educational system. "for the good of all" mentality that lit- 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 cooperativeagree- 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 foruse 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." Cooperation and support for arts edu- year the "Backstage at the Riverwalk" cation results in a better quality of life Elementary students receive an musical comedy productionspon- for the citizens of our community. hour of instruction per week in both continued on neXt page 84 Lessons From School Districts That ValueARTS ED6CATION RFST f:OPY AVAILABLE PAGE81 sored by Summit High School, the visual art, drama, and music to students Town of Breckenridge, and the non- with disabilities. Upon completion of 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 of its profits with the school district. schedules permit. that the school began with a singing To meet the needs of increasing program included in its curriculum: "In numbers of students with financial 1897, the principal was authorized to need, Patrons of the Arts (at Highland) buy 20 singing books at a price not to and Friends of the Arts (at Deerfield) exceed $.75 per copy." By 1912 and the school's silver anniversary, the curricu- programs were launched in the early A Profile: lum included "art, music, and one 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 Lwhich "called attention to the incorrect (DEERFIELD AND arts calendar of events. Funds support and unbecoming methods of dancing on students who might wish to take pri- the part of high school pupils at their HIGHLAND PARK, IL) vate lessons or do summer study in school dances. A dance instructor was Factors Statistics their art form. hired for PE classes for $50.00." The Communitr/ Schools Mal): 2 The fine arts curriculum is The School Board,/ Students (Total): 2,820 The Superintendenbl designed so that a student with no arts Per Pupil: $15,100 C,ontinuity in Arts Teachers (Total): 19 background can experience success in In 1995, an eighth-grade student in Leadership,/ any of the four arts - music, theater, Chicago telephoned Highland Park Teachers Who Practice Their Art4 Opportunities for Higher Levels of Achievernenbl dance, and visual arts. For example, wondering if the high school still had National, State, Other Outside Forces4 students with no dance background can the murals depicting American industry Planning,/ that Edgar Britton had painted in the Continuous Improvement/ enroll in dance, and the extracurricular dance program is open to any student 1930s as a WPA (Works Progress Tvith a century of arts education to in the school. Music courses, such as Administration) project. The call led to a its credit, Township High School electronic music, are specifically tremendous discovery: nine panels that District 113 had been leaning on a brick smoke- 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, have strong arts programs. It does. Yet based upon the national and State of Now restored, they have become a Highland Park I-figh School and its sister contemporary curricular-integration 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 Located in an affluent, highly form that can be translated into other used to create them. The Art History educated suburban community north- art forms for lifelong learning. students discussed the historic mean- west of Chicago, this secondary school Over the past 30-some years, ing of panels. Finally, the chemistry district has graduated hundreds of stu- Highland Park parents, faculty, and teacher brought her students to view dents, such as actor/director Gary student volunteers have been welcom- the murals and discuss with the con- Sinise, who have gone on to successful ing back alumni to perform or present servators the chemical analysis careers in university and professional workshops for the three-day, three- decisions involved in mural restoration. theater, music, dance, visual and media night festival of the arts called "Focus As a result of this integration of public arts. In fact, a student cannot graduate on the Arts." art works in curriculum, one graduate from Deerfield or Highland Park high is now studying art history, studio art, More recently, Deerfield High and chemistry in college so she can schools today without taking a mini- School added an artist-in residence became an art conservator. mum one-semester fine arts course program that bears some resemblance from among the 34 courses available. The project will continue as grant to an "educational barter" initiative in money is obtained. In addition, it has Taught by an outstanding faculty nearby Milwaukee (see Milwaukee become part of the "New Deal challenged by the district to contin- Public Schools case study). The Network" Web site of the Institute for ue to grow as artists as well as Deerfield artist in residence is given an Learning Technologies at Columbia educatorsthe courses range from honorarium by the school board and University. The Web site - http://new filmmaking and electronic music to studio space in a room adjacent to the deal.feri.org/classrm/teach.htrnl - technical theater and graphic design. visual arts classroom. In return, these describes "Highland Park's Edgar Given a district philosophy of inclu- artists provide instruction and inspira- Britton Murals: Using Public Art for sion, all arts courses are available to all tion for high school students who Interdisciplinary Study" and the cur- students. Support services and learning enjoy getting to know working profes- riculum development work of the accommodations are made when nec- sionals. There are other tangible school's fine and applied arts department chair, Connie Kieffer. 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 85 BEST COPY AVMLABLE PAGE82 seniors the opportunity to study a Planning grants from the Illinois chosen theme in a collaborative milieu State Board of Education. The district reports: "We are very fortu- that integrates the arts. In a nod to nate that Volusia County has Thomas Paine Elementary School historically employed district-level sub- research 'on the brain and the arts, the received its second Museum in the project stresses the importance of ject area specialists in all content areas. Classroom Grant to allow the Line items currently in the budget exist making connections. dance/drama teacher and a fourth- Dr. Linda M. Hanson, Township because the district and music special- grade teacher to create an online ists have been and continue to be very 113 superintendent, observes, "We have Abraham Lincoln museum. The never before been better poised for aggressive in making the program needs museum will serve as a link to other known to the decision makers. The dis- replacing antiquated points of view with fourth-grade dassrooms around the a new vision in arts education. Recent trict has willingly become very sensitive state, offering a collection of dramati- to arts education needs though full discoveries in the area of brain research zations of Lincoln folklore gathered have given us a new understanding of funding cannot always be provided." 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 learning process. We always knew the sary, the district adds, they "have been art and drama students to act as men- absorbed by across the board reductions arts enriched our lives and nurtured our ton for the fourth-grade students. souls; we know now that we learn or at the district level." Urbana High School received a As funding permits, the district through and because of the arts. The Museum in the Classroom Grant next century," she predicts, "will be has offered artist residencies, partner- from the state board of education noted for an expanded definition of stu- ship activities with area arts institutions, allowing art students to work close- dent learning and the essential role that AP and International Baccalaureate pro- the arts play in that understanding." ly with Adler Planetarium for two grams, professional development 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 /pro j ects/UHSArt/mic3) more than 2,500 students of all ages. AProfile: Parents and other community mem- Approximately 2 percent of the bers have begun participating in $5 million budget is spent for arts edu- URBANA 1 16 (IL) "Artshares" - regularly scheduled cation. Most of the allotment is salary, Factors Statistics occasions for arts-making experiences but line items for transportation, sup- The Superintendent,/ Schools (Total): 8 with their children. The district has plies, repairs, space rental, residencies, An Elementary Students (Total): 4,925 also begun hosting lecture-demonsira- and consultants are also allocated in Foundationg Per Pupil: $5,896 National, State, Other tions and performances of student limited amounts. Additional funds for Arts Teachers (Total): 30 Outside Forces,/ work for the school board and parent the arts are provided by the schools and Planning,/ organizations. accessed through a school-based deci- Superintendent Gene Amberg is sion-making process. Volusia schools rree dates in the life of Urbana take advantage of as many funding chool District 116 are instructive: credited with the vision for arts education in the Urbana school system, sources as possible: budget line items, 1924 The district budget shows its which is a source of pride for the school private grants, partnerships, parent first line item for arts education at the board, administration, teachers, stu- groups, and conmiunity fund raisers. secondary level. dents, and community at large. They The Arts Council of Volusia County also is active in promoting 1989 believe arts education - and students' A line item for arts education school-and-artist communication, at the elementary level is added to the successes in arts-based experiences - has played a "significant role" in the which has encouraged the participa- district's budget after schools decided improvement of student attitudes and tion of local artists and arts groups at to create a program called the Arts for performance in the classroom. both the classroom and school level. UrbanaElementary in answer to the The district's Volunteers in Public state-mandated goals for arts education Schools (VIPS) office helps keep the in Illinois. connections by maintaining a list of 1990-91The Arts for Urbana- people who are willing to contribute A Profile: their talents to schools. Elementary program is launched as an Superintendent William E. Hall integrated fine arts program taught by VOLUSIA COUNTY (FL) recognizes the value of arts learning to teams of arts specialists who are Factors Statistics students and the community at large: trained specifically in their chosen The Community,/ Schools (Total): 63 "Where students have a chance to cre- The School Board,/ areas: dance, drama, music, and Students (Total): 57,035 ate, use their imagination, and express The SuperintendenW Per Pupil: $4,566 visual art. An Elementary Foundation,/ themselves, we tend to have strong Arts Teachers (Total): 191 Since then: Opportunities for Higher academic programs, high levels of 'fam- Levels of Achievements/ ily and community support, and Enrollment in arts classes at the National, State, Other middle school and high school Outside Forces./ positive learning environments. This is levels has steadily increased. important as the arts build the skills T7olusia County may be best known valued by business and industry." The Arts for Urbana-Elementary V for Daytona Beach and race cars, but program has received three K-6 Arts it is also on a fast track for arts education. ok

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Lessons From School Districts That ValueARTS EDUCATION PAGE 83 ing for high school musicals, and serv- A Profile: A Profile: ing on the board of the state music WAUKESHA (WO WAYLAND(MA) educators' association. Principals and district administrators regularly attend Factors Statistics Factors Statistics concerts, plays, and art shows, and Planning,/ Schools (Total): 25 The Community4 Schools (Total): 5 The Superintendent,/ they "clear a path" for the arts pro- Students (Total): 13,465 Students (Total): 2,678 Per Pupil: $6,903 A Cadre of Principals4 Per Pupil: $7,043 grams by showing the whole district Planning,/ Arts Teachers (Total): 107 Arts Teachers (Total): 14 that arts education holds an important place in the Wayland school system. just 15miles or sodue west of very other year, the citizens in the 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 of the visual art program to the support would mean the loss of the arts pro- AProfile: of the community, board of education, gram in the schools. Every election has WESTBROOK (ME) and administration. Shared planning time passed the override overwhelmingly. and leadership are viewed as contributing Factors Statistics Many factors play critical roles The Superintendent,/ factors by other Waukesha arts educators. in that biennial accomplishment: the Schools (Total): 6 Parent/Public Relations,/ Students (Total): 2,944 Michael Potyinger, district music depart- community's involvement (parents Planning-4 Per Pupil: $5,709 Continuous ment chair, observes, "Shared weekly Arts Teachers (Total): 28 write letters, make phone calls, help improvement,/ planning time for the music spedalists is with publicity) and the quality of the central in the development of our ele- arts programs themselves (K-12, broad, rrle school district of Westbrook, mentary general music program, which is deep, accessible, innovative). 1 Maine, 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 - Dt. school district's encouragement of grade 4 for winds and percussion, and shared leadership. Schlueter offered Carroll McGary, Edward Connolly, and 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- 8 8 7 PAGE 84 Perseverance is a hallmark of the school committee members have given increasing supplies and adding Westbrook school distnct and its arts extraordinary amounts of time to careful staff at that time. This [strategy] education program Responding on planning and decision making dunng has provided the cushion necessary behalf of the distnct to a question about budget deliberations. Through team- to help ease us through this penod 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 financial times. centers that offer free materials to 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." budget. Supplies have been depleted, planning lessons. 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 administration's commitment to main- Keep an open mind about the ebb taining an appropriate level of staffing. and flow of school funding and The consensus is that while it is difficult understanding that "this period too for teachers to "do more with less," los- shall pass." A positive attitude and ing supplies has a less dramatic effect a will to maintain quality arts on the quality of instruction than losing instruction in the face of adversity staff. Cutting people would have meant goes a long way. You simply have GAINING THE cutting programs. to expect the growth to be slower during tight budget years. The arts programs have survived Capitalize on growth opportunities because the administration and the during boom years for the arts by ADVANTAGE

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 Women Artists, Opera Kansas, among not only exhibits the artwork of every art WICHITA259 (KS) many others), businesses (Boeing, student at the district-wide exhibitions, Factors Statistics The Communitri Kansas Power and Light, Di lions, and but it also displays learning outcomes Schools (Total): 81 National, State, Other Students (Total): 46,711 more), and foundations. For example, alongside each exhibited project to edu- Outside Forces-4 cate parents and the public about Per Pupil: $4,367 Knight-Ridder, parent firm of Tile Arts Teachers (Total): 213 lVichita Eagle provided a $500,000 grant students' art learning. Music students participate in community events and perform I n Wichita, Kansas, Unified School through its foundation to train class- at local nursing homes and senior centers. District 259 provides arts education at room teachers and community artists to The district's drama students not only every level of learning, K-12. That teach school content through the arts. work on their school theater productions accomplishment is a direct result of A community exchange program allows but also become involved in local commu- community support for arts education. students to spend time in businesses and nity theaters, performing on stage or Were it not for a successful parents' observe the arts "at work." Business working backstage. protest in 1996, the district might have employees in turn participate in work- "Parents see from the many per- lost not only its elementary instrumental shops with the students in the schools. forming arts programs, concerts, plays, music program but also its visual arts The result is an arts education pro- and band programs, as well as the visual program for grades 1 through 5. gram of breadth and depth. At the arts" says Janet Crawford, district direc- Community support in Wichita elementary level, each student receives a tor of art, "that the arts are viable in takes many forms and comes from a minimum of four hours of arts instruc- developing the whole person." variety of resources: parents, colleges and tion per week. In grades 1-5, students universities (Wichita State University, receive a total of 90 minutes of visual arts Kansas-Newman College, Friends instruction per week40 minutes taught University), local arts organizations by a certified art specialist, 50 minutes by the classroom teacher. Orchestra is

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88 BEST COPYAVAILABLE Lessons From School Districts That ValueARTS EDUCATION PAGE85 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 Community4 Schools (Total): 12 The SuperintendenN Students (Total): 7,025 District Arts Per Pupil: $4,609 Coordinator(s)4 Arts Teachers (Total): 39 Teachers Who Practice Their Art4

'TheWilliamsport Area School District 1 in 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, many of the region's most prominent, GAINING THE Li 8 9 ADVANTAGE

PAGE 86 ACKNOWLEDGMENTS

The President's Committee on the Information Services, this study would We are especially pleased to Arts and the Humanities and the not have happened. Its publication is acknowledge all the people aroundthe 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 welcomedinto 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 Partnershipare 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-DadeCounty, cation in America, and the impact of Craig Dreeszen of the University of FL; Arlene Jordan, New York her considerableand growing Massachusetts and to the many partic- Community School District #25; Susan leadership in the philanthropic ipants of three forumsone 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 managementwere 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 doneit 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 withus. advocating arts education, especially Superintendent's Forum for welcom- Your time, data, ideas, experiences, among the nation's businessleaders, 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 Committeeon the Arts From School Districts That Value Arts Doug Herbert, Sarah Howes, Alesha and the Humanities Education. Pulsinelli, and Maxine Stevens; Catherine Burt and Kimberley The President's Committeewas We would like to recognize Ellen created by Presidential Executive McCulloch-Lovell's role in initiating Heatherington, research assistants; PCAH special assistant Regina Syquia Order in 1982 to encourage private this work, the expert guidance of the sector support and to increase public Arts Advisory Committee, as well as and interns Julie Adair, Jennifer Brehm, Mimi Dionne, Kristin appreciation of the value of the arts the team of superintendents and edu- and the humanities, through projects, cators who helped to carry it out by Hathaway, Sarah Himmelheber, Carrie Hughes, Sheena Lee, Rohit Raghavan, publications, and meetings. visiting the "case study" school dis- Appointed by the President, the tricts. In particular, we thank Dawn M. David Silva, Andrew Silverstein, Jon Tucker, and Carmella Williams. Committee comprises leading citizens Ellis, senior project associate, for her from the private sector who have diligence in the collection of informa- M. Shawn Wray, who initially an joined the project as an intern, became interest in and commitment to the tion from hundreds of school districts humanities and the arts. Its members nationwide and for her insights into its invaluable information and communications resource. Judith Humphreys also include the heads of federal how arts education thrives throughout agencies with cultural programs, such a school system. Weitz guided the creation of a Web presence for the study. Susan Rappaport as the National Endowments for the Without the additional support Arts and the Humanities, the Institute of the National Endowment for the gave her valuable time and services to contact school districts and write of Museum and Library Services, the Arts, the U.S. Department of Education, U.S. Department of Education, the and the White House Millennium several profiles, Rhonda Nail Manis volunteered as the report's proofreader. Smithsonian Institution, the Library of Council as well as the in-kind services Congress, the National Gallery of Art of the Council of Chief State School Their contributions are greatly appreciated. and the John F. Kennedy Center for Officers and General Electric . the Performing Arts. 90 continued on next page

Lessons From School Districts That ValueARTS EDUCATION PAGE87 Arts Education Partnership development, dissemination, educa- The Arts Education Partnership tion and training, and practice. (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 skill development and community The U.S. Department of Education involvement in schools and arts was established by Congress on May 4, settings nationwide. 1980 in the Department of Education 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 range of education, social service, arts, The White House Millennium environmental, and other charitable Council was created in 1997 by organizations in the United States and President and Mrs. Clinton to give abroad. every American an opportunity to 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 91 ADVANTAGE

PAGE88 SCHOOL DISTRICTS BY STATE

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

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Lessons Froin Sarno! Disfricts.That Value ARTS, EDUCATION BEST CON AVAILABLE ® U.S. Department of Education Office of Educational Research and Improvement (OERI) ERIC National Library of Education (NLE) Educational Resources Information Center (ERIC)

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