Jennifer Armstrong

Now more than ever, professionals of multiple generations have knowledge and skills to share with one another.  The strategy suggested in the green paper to best share these assets to further the field is a collaborative and participatory leadership structure versus a top down hierarchical structure.  In the proposed strategy, not only is leadership developed at all levels within an organization - strengthening the individual, organization and field – but it also helps to prepare for smoother transitions and successions at any level at any moment.  It seems like such a logical approach, so what stands in its way of success? People.

It always comes down to people.  Our capacity to learn. Our capacity to change. Our capacity to communicate.  Our capacity to share.

Learn – More leaders in executive positions need to learn how this system might work and be successful for them.  How can we make this model and training more available and attractive to execs? Has collaboration been taught and cultivated in all of us? How can we strengthen that skill across all levels of leadership?

Joan Weber

The answer given to most people who want to help increase arts education in our community’s public schools is, “Write to your elected representatives.”

Yes, it’s a good idea. It increases the buzz that the official’s constituents think arts education is an important thing, but I don’t think it accomplishes much. I don’t mean to be cynical, but realistically, think of the path that letter takes. The elected official probably never sees the letter. A staffer reads it and the subject matter is noted in a database with the topics of all the other letters that the elected official receives.

The second popular answer is, “Donate to organizations that advocate for arts education.” In other words, hire your own lobbyist through donations. A lobbyist knows the internal processes of the lobbied officials.

Nonprofits have a political calculation to make. When an organization wants to partner with a school system, they need to work as partners. In this case, “partnership” is a euphemism for a vendor relationship. Nonprofits receive funding from the school system to implement arts programming. It is difficult, as a partner organization, to criticize the system that’s paying your salaries.

That said, donating to arts education organizations is a fantastic investment. Their access to policy makers and schools makes big things happen.

Zack Hayhurst

To commemorate the inaugural National Arts in Education week, I am dedicating this first post to Norman Scribner and Choral Arts Society of Washington. My experience interning with his organization exhibits why institutional and community support of arts education is so vital, no matter where one is in their academic journey.

I was saddened to learn the other day that Norman Scribner will be stepping down in 2012 as Artistic Director of Choral Arts Society. After founding the organization 45 years ago, Norman has led it through many a financial crisis and cultural change, present circumstances included. After sitting at the helm for so long, he has no doubt affected countless individuals in a positive way. I am thankful to be one of those lucky people.

After beginning my Master's degree in Arts Management at American University this past fall, Choral Arts Society was my first internship where I worked as a development apprentice. As far as I'm concerned, it was not only my first internship in D.C., but also my introduction to arts management.

Both Norman and Executive Director Debra Kraft realize the importance of arts education, both professionally and elementally. Supporting arts education in words is one thing, putting money behind it is another.  

Donna Collins

I am the Executive Director of the Ohio Alliance for Arts Education (OAAE), a statewide arts education service provider that was founded in 1974.  We’re a part of the Kennedy Center Alliance for Arts Education Network – a cadre of statewide organizations supporting arts education.

During the 2009-2010 school year OAAE delivered a program titled Arts Education: HQPD (High Quality Professional Development) to hundreds of arts educators, administrators, teaching artists, and cultural organization education managers. I must add that the program was supported with funding from The John F. Kennedy Center and Ohio Arts Council.

The program’s day-long sessions, or multi-sessions over a few days, included professional learning opportunities on the topics of academic content standards, assessment, and curriculum integration.

We had overwhelming support by school administrators who urged their staffers to attend these opportunities for High Quality Professional Development. We were thrilled and there will be a repeat performance during the 2010-2011 school year with the aim of serving as many educators as possible.

Today, I was surprised by a phone call from an elementary school principal who called to ask if the Curriculum Integration workshop we are providing for her district’s in-service day in October would be like the other workshops we provide as part of HQPD.

John Abodeely

For arts education programs and advocates to be successful, we must design our strategy and programs to fit within the larger context of public education. If our provision tactics—such as teaching artist residencies—do not fit within the limiting elements of our schools—such as budgets and schedules—then our work must change. If student requirements levied by the federal, state, or local policy narrow the curriculum too harshly to allow our kids to learn in and through the arts, then our work must change.

For example, arts integration has been used as more than as an instructional strategy. It has been an advocacy strategy. Providers have used arts integration to fit within scheduling limitations of schools. This is a response to the existing context of education.

Other programs now work with decision-makers that have more influence over the policy and funding conditions that may narrow the curriculum. Outreach to decision-making adults such as school boards and legislators seems to have become a part of many local programs, though years ago only national and state-level organizations did it. This is an effort to change the context of education.