Marete Wester

When it comes to advocating for arts education, I think we are in the “best of the best”—and the “worst of the worst”—of times.

I’ll start with the "worst of the worst."

The political environment for education is more hostile and corrosive than ever before.

The economy has not rebounded enough to help stave off what the loss of federal education funds to the states through the 2010 stimulus package will mean to local districts. Loss of teachers and programs are not just happening in the arts—they will happen system and subject-wide.

One recent example is the U.S. House of Representatives and Senate passed a Continuing Resolution (CR) to provide funds for FY 2011 (current year) for two weeks to avoid a federal government shutdown. The two weeks is up on Friday.

The CR actually makes a $4 billion cut in domestic spending, including a number of federal education programs—such as Teach for America.  Not surprisingly, among these programs designated for cuts is the $40 million Arts in Education program for which we advocate every year.

This means that if these cuts stand in the final budget for 2011, programs that had been awarded these federal funds—many of which are already taking place—would see their funding end. It is likely that these programs once cut, would be hard to get restored in the federal 2012 budget.

Given the hostile reality, what in the world would make me think that we are even a touch into the “Best of the Best” of times?

I’ll give you three good reasons:

1.  We know more now than 20 years ago. There is research out there—from programs that improve learning, to brain research that argues that the arts help us think—that we can use to help make our case. More artists and arts groups are working with arts educators to better assess student outcomes—which in turn helps us develop compelling stories that resonate with parents, legislators, school board members, administrators and other key business leaders.

2.  Millenials are entering the field with a new energy and drive—and armed with the technology and social media skills that have the potential to make them a force to be reckoned with if they choose to become activists on behalf of arts education. In recent weeks, we’ve seen youth use social media and advocacy to topple dictators. Why in the world can’t it be used to put arts back in schools?

As a field, we are more united, more collaborative, and have better advocacy tools than ever before. Even as few as 10 years ago, we were having divisive and unproductive conversations about who “should” teach the arts—practicing artists or arts specialists?

The question has become not one of “either or”, but “both and”, as we have more and more evidence of how educators and artists can effectively work together to deepen the learning experience.

It is the best of the best of times for advocates to reach out to and recruit others to the cause. Now is the time to be engaged—for the reality is that action in numbers will be the only thing standing between major losses for what many have fought for over decades— and making a difference.