As part of an upcoming Thought Leader Forum titled Every School, Every Child, I was asked by Janet Brown, CEO of Grantmakers in the Arts, to spend some time with their newly released report Foundation Funding for Arts Education: An Update on Foundation Trends by Steven Lawrence, director of research, and Reina Mukai, research manager, both from the Foundation Center.
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Foundation Funding for Arts Education (311 Kb)
Key Findings
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Changing media policy has affected and will continue to shape how art is made and distributed, whose voices are heard, and who has access to those voices. To take an angle on this multifaceted subject, we invited two articulate media experts into a conversation about their workwork that has profound implications for artists and for social justice activists. Jenny Toomey, executive director of the Future of Music Coalition, interviews Loris Taylor, executive director of Native Public Media.
Evaluations of arts education programs raise some of the greatest challenges I face in reviewing proposals. Even in a secular age, when people are pressed to describe the nature of art, they come to words like "essence." How do we get to a point where we know that children have learned to make and to encounter that kind of knowing?
There are an abundance of theories — and even more clichés — about why the arts should be in young people's lives. However, academically rigorous research that demonstrates the power of the arts is scarce. This article summarizes a decade of research by a team of anthropologists in after-school programs identified by young people themselves as high quality. The researchers found common characteristics that made these programs successful, whether their focus was academic, sport, community service, or the arts. The balance of these characteristics differs among programs, though.
Beginning in 1999, the United Nations Educational, Scientific and Cultural Organization (UNESCO) launched a global initiative to strengthen arts education. In 2003, Portuguese delegates to the United Nations called for a global conference to address this aim, resulting in the first-ever World Conference on Arts Education. The World Conference brought together 1,200 artists, educators, policy makers, and researchers from over ninety-seven countries in Lisbon, Portugal from March 6-9, 2006.
We live in a world of "widespread hostility toward the United States and its policies."1 This antipathy is not limited to the countries and peoples that are directly affected by the U.S. "war on terror" and its attendant pol-icies, but includes many of our former allies and fellow democracies. A friend who just returned from a year in Spain reports that she spent a significant amount of time and energy convincing people she met there that the U.S.