Blog Posts for Arts Education Network

Student Achievement: No longer “A little bit of Technical Skills and a lot of Inspiration”

Posted by David Dietz, Sep 10, 2013 0 comments


O.David Dietz
O.David Dietz

In an ARTSblog post by Erin Gough on July 23, 2013, teachers are encouraged to be champions for the arts in ways that are often not a part of college preparatory curriculum. Erin notes that “too often, teachers believe that as long as their students leave their class with a little bit of technical skills and a lot of inspiration, they've done all they can to prove their value.” She then continues to connect the role of student achievement in the arts, in the form of student performances, plays, musicals and visual art presentations, to the role of teachers as advocates for student achievement in the arena of public policy makers.As a retired music educator (one of Erin’s teachers, I’m proud to say!) I would concur that my experience with arts teachers would support the premise that these teachers shy away from the very people and decision-making opportunities that ultimately affect both their art and their ability to be employed. Advocacy for advocacy’s sake is not the realm in which these teachers thrive and provide leadership. However, arts teachers do thrive and provide leadership in a realm that is important to public policy makers at all levels: student achievement.

Current trends in educator effectiveness systems require that evidence of student achievement be attributed to teacher evaluation, often in equal proportion with teacher observation. Arts teachers have long known that student achievement is the primary focus of instruction, and they have provided evidences of that achievement in the ways that Erin describes: student performances, plays, musicals and visual art presentations. However, student achievement must now be examined from the perspective of each individual student that a teacher instructs, and not from the conglomerate success achieved by an art show or a music/theatre/dance performance.

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Educational Leaders, Arts Standards, and the Common Core: Lessons from Recent Research

Posted by Nancy Rubino, Amy Charleroy, Sep 10, 2013 0 comments

In a recent survey conducted by the College Board of nearly 1000 K-12 principals and superintendents, more than 75% of respondents said that nationally, arts education should be given a greater priority level than it currently holds in American schools. They also indicated that they believe that the primary benefits of arts education are that they strengthen students’ creative thinking abilities, bolster cognitive development, contribute to a well-rounded educational experience and enhance students’ emotional well-being. However, when asked what factors could most effectively work in favor of keeping arts programs in schools, school leaders responded the arts curricula need to clearly address state educational standards (in the arts as well as in other subjects), college admission requirements, and the Common Core standards. These two sets of answers at first seem unrelated, or at least as if they reflect completely different sets of priorities, but they are both true: the arts do provide significant and wide-ranging benefits including those cited by the administrators surveyed; recent research credits arts participation with bolstering creative thinking skills, increasing graduation rates, and improving students’ overall engagement with school. On the other hand, arts educators also know that the security and continuity of their programs often relies on their ability to draw connections between the activities of their classrooms and the content and skills emphasized in non-arts subjects. These kinds of connections don’t need to feel forced or artificial: arts experiences do authentically engage students in habits of problem solving, presenting their own original ideas, and analyzing and interpreting the ideas of others – all skills central to the Common Core, and to studies across the curriculum.

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From Neolithic to Neo-Core Arts Standards: The Back-story to Writing the New Standards

Since the Neolithic Revolution, apprenticeships were the career pathway towards master artist status. In addition, one had to have a patron to provide access to the resources of their craft. Twelve thousand years later, we have codified the artistic learning experience into a matrix of what students should know and be able to do, through specific benchmarks known as standards.

The first National Standards for Arts Education were issued in 1994. A coalition of national arts and education organizations will issue a twenty-first century update of the standards in early 2014.

Kristy Callaway (Executive Director of the Arts Schools Network and member of arts education council at Americans for the Arts) interviews Jim Palmarini (Director of Educational Policy at Educational Theatre Association and member of the leadership team of the National Coalition for Core Arts Standards) about the process of updating the national arts education standards.

Kristy: Please set this up for me. What is the back-story of the writing teams? How were they selected and assembled?

Jim: We have five writing teams working to rewrite the national standards in the content areas of dance, media arts, music, theatre, and visual arts. In October, 2011, the National Coalition for Core Arts Standards (NCCAS) leadership issued an online application process. We had more than 360 applicants, most of who were highly qualified and experienced in one or more arts discipline. What we were seeking in each team was a balance of individuals who had expertise in teaching, standards and curriculum writing, assessment, and, of course, practical knowledge in their area of expertise. The leadership of NCCAS selected the team members. The College Board managed the selection of the media arts team.

The full five teams have met twice in person—most recently this past July—but most of their work has been done virtually in webinars, phone conferences, and email discussions. Writing grade-by-grade PreK-12 standards is intellectually challenging and complicated work, especially when you are working to both honor what is unique about each art form and trying to find common ground across the content areas. And nobody is getting paid—this is a voluntary effort by a dedicated cadre of individuals who truly believe in the value of standards for students and educators.

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State Standards Spree!

Posted by Lynn Tuttle, Sep 09, 2013 11 comments

Lynn Tuttle Lynn Tuttle

Read along and test your knowledge of standards, state policy and state level arts education as I take you through some of the oft-heard questions regarding state arts education standards.

  1. What are standards, and why do we have them? Part of the Educational Reform movement of the 1990’s, standards are descriptions of what students should know (knowledge) and be able to do (skills) in a particular content area. The first set of national standards was developed by the National Council of Teachers of Mathematics in 1989; the arts standards were the second set of national standards, published in 1994.
  2. So – we have national standards? But your title talks about state standards…I’m confused… National standards are voluntary standards with no accountability or “teeth” in the educational system until they are either adopted or adapted at the state level. They are guidance, whether the Common Core State Standards, the Next Generation Science Standards, or the soon to be released updated National Core Arts Standards.
  3. OK. What states have arts standards now?  48 states officially have arts education standards for K-12 at this moment in time. One state, Nebraska, is in the process of writing arts education standards as we speak. Can you guess which state doesn’t have state level standards?[i]
  4. How do states get or create arts standards?  The answer is… it depends. In my state, the State Board of Education, a board appointed by the Governor and including our directly elected Superintendent of Public Instruction, approves or adopts standards for our state. In other states, the legislature most vote to adopt standards. Regardless of the state, your SEADAE representative –the person who handles arts education for your state department of education - is the worker bee (or bureaucrat!) who shepherds arts standards through the appropriate process.
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What Next Generation Visual Arts Standards Are Not…

Posted by Dennis Inhulsen, Sep 09, 2013 2 comments

Editor’s note: This piece was originally published in the newsletter for the National Art Education Association, and has been reprinted with permission.

Dennis Inhulsen Dennis Inhulsen

Nearly one thousand art educators from all parts have reviewed and provided feedback to our Next Generation Visual Arts Standards. I am pleased to report that reviewers have supported our work as “agree” or “highly agree” with 85% to 92% approval in all categories.  As chair of the team of art educators writing the standards, I am proud and amazed by their perseverance and professionalism demonstrated throughout the process. While still a work in progress, we are on a positive path to support art education for all students and the teachers that serve them.

 

What are Standards?

The Common Core State Standards Initiative define standards as:

Educational standards help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning.

Source: http://www.corestandards.org

Further, educational standards, are developmentally appropriate, assess with reliable measures, and pay close attention to the gaps of demonstrated learning for all students. Standards in education can be traced to the early 1980’s when a “Nation at Risk” was published prompting legislation by congress through the Elementary and Secondary Education Act (ESEA).

Standards for Arts Education were first published in 1994 after the standards movement in education was well underway. Since the birth of the standards arts teachers have been increasingly held accountable to them. Our new standards reflect new practices in art education aligned to new challenges teachers face such as demonstrating growth in art for teacher effectiveness ratings and to help teachers with qualities that matter most transferring learning into adulthood. NAEA in partnership with the National Coalition of Core Arts Standards in the local autonomy of teachers and is striving to write standards that can be adapted to a wide variety of teaching and learning conditions. The standards further make the case for more learning in and through the arts.

Through feedback review it was noted that there is a fine line between standards and instruction & curriculum. Indeed, standards in the new Common Core for English Language Arts & Math oftentimes have a tone suggesting “how” to teach not “what” to teach. Like our standards, they are a hybrid of sorts providing enough detail for teachers to assimilate for unit planning.

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How do you say “Arts Education” in Spanish?

Posted by Alex Sarian, Aug 23, 2013 1 comment

Alex Sarian Alex Sarian

If you take a minute to reach out and feel the pulse of the arts education landscape around the country, I’m willing to bet you’ll hear the phrase “Community Engagement” a lot more than you’d expect: cultural institutions in every state provide education programs that engage the community through the arts; schools across the nation fight for arts programs that engage their students both in and out of the school day – and don’t expect to receive any money from the philanthropic sector unless “community engagement” is at the center of your argument.  And it should be.  In the arts (and even more in the world of arts education) we are in the business of engaging audiences (and students), so we need to constantly be in-tune with what makes them tick.

But do we often stop to talk about demographics?  No.  So let’s…

One of the highlights of my year (so far) was listening to Manuel Pastor discuss the demographic shift in communities around the US and how they will inherently affect those of us who claim to work to serve community needs.  In my opinion, some of the most important facts to come out of his research are:

-          In the last decade, the number of Latinos in the US has grown by 43%, whereas the number of African Americans has grown by 12%, and the number of Non-Hispanic Whites by 1%.

-          Statistics show that in 2010, the number of Non-Hispanic Whites dying was greater than the number being born.

-          Studies indicate that the “net migration” from Mexico is “0” – almost at a standstill.  Which indicates that the growth of the Latino community is a result, in large part, of family planning: the average Mexican family is 3-5 times larger than the average American family.

Pastor’s findings indicate that the largest demographic shift in the US today is affecting the youth population: there are currently 4.3 million less Non-Hispanic White people under the age of 18 than there were 10 years ago; and there are 4.7 million more Latinos under the age of 18 than there were 10 years ago.  By the year 2020, the majority of people under the age of 18 will be people of color.

So what are we doing as a field to engage the ‘new’ American community?

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