Advancements in arts education policy and practice never happen by accident. These occur because of the planning and actions of many people and organizations. This is true whether we are speaking of standards, graduation requirements, data gathering, teacher training, addressing issues of equity or the arts place as a core subject. As Congress now reconvenes, a top priority will be a final education bill and with it… the fate of the arts as a core subject. This means that we have reached a moment, once again, that will require the actions of many to ensure that the arts maintain their place as a core subject.

A Defining Moment: Arts Omitted from Core Subjects

In the summer of 1989, the National Governors Association (NGA) unveiled the “National Education Goals.” This was the first time any group had attempted to define, at the federal level, what the core subjects for our schools should include. The goals – released in Charlottesville, VA at a special education-focused NGA meeting chaired by then-Governor of Arkansas Bill Clinton – stated:

Goal Three: “children will demonstrate competency in core subjects English, math, science, history and geography.”

The omission of music and arts education from our nations’ educational agenda was the spark that brought together the partners of the National Commission for Music Education: National Association of Music Merchants (NAMM), The Recording Academy (NARAS), Music Educators National Conference (now known as NAfME), and the American Music Conference (now the NAMM Foundation), which ultimately led to the presentation of the report Growing Up Complete, to Congress, making the case for the importance of music and arts education for EVERY CHILD. This was followed by the formation of the National Coalition for Music Education in March of 1991, to carry out the recommendations of the report.

Later in 1991, President George H.W. Bush announced his education agenda under the name America 2000. This program embraced the NGA’s recommendations listing core subjects as English, math, science, history and geography. Again, no music. No arts.

National leaders for all aspects of the arts community objected, pleading for inclusion of the arts. All these requests to change goals and include the arts were met with blunt replies of "No," from then-President Bush, then-Secretary of Education Lamar Alexander and even then-head of the National Governors Association’s Education Goals Panel, Roy Romer. All we were asking for was a comma and four letters:  a, r, t, s.

For the previous 2-1/2 years, the coalition and others had battled for inclusion and recognition of the arts as part of education reform. All suggestions and requests for change were constantly rebuffed. No matter how strong the case being made and no matter how influential the leaders bringing the issue forward on the community’s behalf, the answer was always the same. No!

A Defining Moment: Mike Greene on the Grammy Awards

Mike Greene, the President and CEO of the Recording Academy and a coalition partner, was angered by the lack of progress with national leaders. Fed up by the lack of progress, he took the stage at the Grammy Awards on Tuesday, February 25, 1992, and in front of 1.5 BILLION people, like a preacher from the pulpit, launched the following salvo:

In the near future, you're going to be hearing a great deal about the government's plan for education. It's called AMERICA 2000. 

It's a supposed educational blueprint for the next millennium.  And guess what?  Among the goals, the words 'art' and 'music' are not even mentioned one time.  The very idea that you can educate young people in a meaningful way without music and art is simply absurd..

In an effort to head off the negative press, the U.S. Department of Education announced, the very next day, the "America 2000 Arts Partnership," just in time to be printed in the paper. It would be three weeks before the formal details of the plan were released. When they were, music and arts education were, at least, invited to the table. The plan spoke of National Standards for Arts Education, but stopped short of embracing the arts as a core subject. It would take a change of administration and a new Secretary of Education to make that happen.

A Defining Moment: Secretary of Education Riley Adds the Arts to Core Subjects

With the change of administration after the 1992 Presidential election, a new Secretary of Education, Richard Riley, entered the scene.

After being in office for less than one month and following intensive discussions with the Coalition leaders, on February 23, 1993, the new U.S. Secretary of Education released the following statement on the importance of Arts in education:

"As we work to improve the quality of education for all children, the arts must be recognized as a vital part of our effort.  The arts--including music, theater, dance, and visual arts--are a unique medium for communicating what is common to all of us as human beings and what is special to each of us as creative individuals.  The arts provide valuable opportunities for understanding our cultural heritage and that of all other civilizations.  The arts also enhance our nation's economic competitiveness by developing creative problem-solving skills, imagination, self-discipline and attention to detail.

Emerging national education standards will, for the first time, provide a clear vision of the knowledge, skills, and concepts that all students need to learn through studying the arts.

Building on existing arts education partnerships, the Department will implement and support new education reform efforts which insure that the arts are an integral part of every child's education."

The overwhelming response to this statement from music and arts educators, advocates, and supporters, from across the country, gave the Secretary the courage to then change the National Education Goals and add “the Arts,” as a core subject, to the new education legislation: Goals 2000.

Intensive lobbying was needed for the next year by the music and arts education community to make sure the arts remained as a core subject. Letter writing, telephone and fax campaigns (remember this is pre-mainstream internet and email usage) were deployed. Advocates took to the Capitol to meet with Representatives and Senators (even during an ice storm that paralyzed the city), to ensure there were enough “votes” in town before the Easter recess to pass the final bill. I sat in the Senate Gallery for the final vote with Secretary of Education Riley, Chief of Staff Terry Peterson, NEA Deputy Chair Scott Shanklin, and USDOE staffers Ted Rebarber and Jennifer Davis. With the final votes cast, hugs and high fives were all over the place. We had won!

A Defining Moment: Arts as Core Subjects Signed into Law as National Standards for Arts Education Released

On March 11, 1994 the first National Standards for Arts Education were released to much fanfare at the National Press Club in Washington DC. These were the first of the content standards to be released as part of the call for rigorous standards in all subject areas. On March 31, 1994, on the south lawn of the White House President Clinton signed Goals 2000 and arts education was finally codified into federal law as a core subject. The accompanying report language with the law defined arts education as instruction in Dance, Music, Theatre and Visual Art.  What began in 1989 came to fruition five years later. It is important to note this did not happen by accident! For the full story go here:

http://www.quadrantresearch.org/the-untold-story-of-how-music-and-arts-e...

On January 23, 2001 President Bush signed No Child Left Behind into law. This latest iteration of the Elementary and Secondary Education Act retained the arts as a core subject. However, the definition of core subjects was not included in the accompanying report language.

Our Own Defining Moment: New Education Legislation and Where We Go From Here

After eight years of inaction on education policy - this has been a very busy spring and summer in Congress. Both the House and the Senate have passed their own versions of the reauthorization of the Elementary and Secondary Education Act (ESEA, previously known as Goals 2000 and No Child Left Behind and our governing federal education policy). For an analysis of these bills go here:

http://blog.americansforthearts.org/2015/07/06/esea-reauthorization-–-the-senate-takes-action

http://www.nafme.org/icymi-esea-2015-recap/

The House and Senate education bills now go to conference committee to reconcile the difference and come up with a final package for a vote and, if passed, on to President Obama for signature. The big issue is this:

The Senate Bill includes core subjects explicitly calling out music and arts.

The House bill has eliminated all core subjects (including the arts).

The efforts to have the arts become a core subject were herculean. Efforts to keep them there over the years have been equally important. The combination of the arts as a core subject and having National Standards for Arts Education (and the newly revised standards) have created a bedrock from which states and local school districts have developed policies, programs and curriculum.

How Does This Story End?

Well… that is largely up to us… you and I. We must make our voices heard… loudly and clearly.

Over the next few weeks National Arts Organizations (AFTA, NAfME, NAMM and many others) will be advising the field on the specific actions and communication needed to advance the cause and protect the arts as a core subject. Each of us… you, your colleagues and myself… must follow this guidance and take whatever action is suggested to ensure we emerge from the effort as strong, if not stronger, than we are today.

Throughout the history of arts education others have risen to meet the challenges presented and faced these challenges head-on to advance the field.

It’s our turn now.