Arts Education

Research positively correlates arts education to school success factors such as higher graduation rates and stronger achievement scores. Arts education is also correlated to social and emotional development, civic engagement, and future arts participation. Yet low income students and students of color continue to lack access to everyday instruction in the arts while in school. This systemic denial of the arts and instruction through the arts translates into children who are ill-prepared for advanced study in high school and are behind in the skills they need to be successful in the workforce and college.
Posted on February 28, 2014 by Steve

New York City public high school students are not getting the arts education required by state regulations, according to an audit released today by New York State Comptroller Thomas P. DiNapoli.

“Our audit reveals too many New York City schools may be cutting corners with arts education,” DiNapoli said. “Students should be taught by certified teachers for the required number of hours each week. We all want to find the right formula to improve education and improving arts instruction needs to be part of that equation.”

Posted on February 25, 2014 by Steve

From Mark W. Anderson, reporting for NBC Chicago:

A new survey of 170 Chicago public elementary schools by Raise Your Hand Illinois found that 65 percent do not offer the expected minimum of two hours of arts education per week, as stated by both Mayor Emanuel and CPS officials.

The web-based survey of 444 respondents, conducted in January and February, includes information from parents and teachers representing nearly one-third of CPS schools. The survey found:

  • 14 percent have no arts instruction
  • 51 percent have less than two hours of arts instruction per week
  • 26 percent have two hours of art instruction
  • 9 percent have more than two hours of arts instruction
  • 31 percent saw a decline in arts instruction this year

The findings are in marked contrast to the promises and proposals the mayor and CPS officials have touted in recent years.

As part of its arts education plan, for example, the “Arts Abstract 2012-2015” states the first goal of its the CPS District Arts Policy is to "make arts a core subject by dedicating 120 minutes of arts instruction per week for elementary schools.” The plan goes on to set “...

Posted on September 25, 2012 by admin

The Arts Education Funders Coalition K-12 Education Policy Agenda has been revised and is now available online.

The revision includes the addition of the section "School-wide programs and target assistance—using Title I funds for arts education".

http://www.giarts.org/k-12-education-policy-agenda

Posted on April 3, 2012 by Steve

The report Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 was released Monday, April 2 from the National Center for Education Statistics (NCES). The report presents selected findings from a congressionally mandated study on arts education in public K–12 schools. The data were collected through seven Fast Response Survey System surveys during the 2009-10 school year. This report provides national data about arts education for public elementary and secondary schools, elementary classroom teachers, and elementary and secondary music and visual arts specialists. Comparisons with data from the 1999–2000 FRSS arts education study are included where applicable.

See complete details about the report here.

Posted on June 21, 2011 by Steve
Julie Fry and Richard Kessler hosted Common Core: What Are the Possibilities for the Arts? as part of the 2011 GIA Web Conference Series. Too many questions were submitted for the available time, so we have posted the questions here with responses from Julie and Richard.

Question: Can anyone predict how high stakes testing for "accountability" give way to the deeper, higher order learning which are goals of the Common Core standards?

Answer:   I don't think that high stakes testing is going away, in fact, the stakes will get even higher since measurements of principal and teacher effectiveness will be based, in part, on test scores. So, with bonuses, tenure, and termination based partly on testing, the stakes will increase dramatically. What Common Core seeks to do, is to use more robust and authentic types of assessment, combined with the goals of the Common Core, to move us away from the problems associated with bubble testing.

Question: While this call is about CCSS, my concern is that the arts will not be a priority in CCSS or elsewhere if the...