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>> Arts Learning Tools and Resources: Bringing the ARTS to All Students
The California County Superintendents Educational Services Association (CCSESA) Arts Initiative released another publication entitled "Arts Learning Tools and Resources: Bringing the ARTS to All Students". It provides a summary of the six arts education tools and resources developed by regional lead county offices of education that can be used to guide advocacy, arts assessment, K-6 arts integration and curriculum development, leadership, and professional development. Also featured in the publication are the Vision and Core Principles developed by the CISC Visual and Performing Arts Subcommittee.
>> Guidebook to Expand Arts Learning in Public Schools
California State PTA (Parents and Teacher Association) and the California County Superintendents Arts Initiative have partnered to release a new publication entitled "Be a Leader for Arts Education: A Guidebook To Expand Arts Learning in Public Schools". The guide provides key information on the benefits of a comprehensive core curriculum and strategies you can use to ensure that the arts are integrated into that core.
The guide includes:
- Information supporting the belief that the arts are essential in our children's education
- Strategies for moving forward
- Ways to mobilize districts and engage community
- Planning tips and guidelines
- Web resources
>> Accountability in Arts Education: Building a Statewide System of Reciprocity
The need to tear down artificial barriers in order to accomplish lasting change resonates today. The artificial barriers that exist in public education - between different subject areas and competing priorities - compromise our childrens' education by forcing either/or choices.
We need to build effective coalitions that can move beyond these false dichotomies and implement a truly balanced education for tomorrow's citizens. In order to do that, we must develop shared accountability, so that no one involved in public education - teachers, parents, administrators, public officials, community leaders, future employers - can stay on the sidelines and allow the current shortages and turf wars to continue to divide us.
For more information on the concept of "reciprocal accountability" in arts education, see the California Alliance for Arts Education's briefing paper "Accountability in Arts Education: Building a Statewide System of Reciprocity". Download [ PDF | 1,9 MB ]
In newly published findings, the nonprofit Center for Arts Education reports that New York City high schools with the highest graduation rates also offered students the most access to arts education. The report considered data gathered over two years from more than 200 schools. In New York City, the cultural capital of the world, public school students do not enjoy equal access to an arts education. In fact, in schools with the lowest graduation rates—where the arts could have the greatest impact-students have the least opportunity to participate in arts learning.
This report takes the first ever look at the relationship between school-based arts education and high school graduation rates in New York City public schools. The findings, based on data collected by the New York City Department of Education (DOE), strongly suggest that the arts play a key role in keeping students in high school and graduating on time.
>> Why Our Schools Need The Arts, Jessica Hoffmann Davis
This inspiring book leads the way to a new kind of advocacy—one that stops justifying the arts as useful to learning other subjects and argues instead for the powerful lessons that the arts, like no other subjects, teach our children. Davis, a leading voice in the field of arts education, offers a set of principles and tools that will be invaluable to advocates already working hard to make the case and secure a strong place for the arts in education. She also reaches out to those who care deeply about education but have yet to consider what the arts uniquely provide. This book is for anyone willing to brave a new terrain in which the arts are finally embraced without apology! Davis is a cognitive developmental psychologist and founder of the Arts in Education Program at the Harvard Graduate School of Education. Download [ PDF | 83,6 KB ]
>> National Endowment for the Arts Announces Upcoming Education Leaders Institute
Through the Education Leaders Institute, the National Endowment for the Arts will convene decisionmakers from several states to develop coordinated state arts education strategies to design public education with arts at the core. The latest Education Leaders Institute will be held in Chicago, Illinois, on July 26-28, 2010. The five state teams are led by the Oregon Arts Commission, Washington State Arts Commission, New Hampshire State Council on the Arts, Arts Alliance Illinois, and Ohio Arts Council.
The NEA is working in cooperation with the Illinois Arts Council, and its partner the Illinois Humanities Council to implement the NEA Education Leaders Institute. The Illinois Arts Council has broad experience with state and local government collaborations, and expertise in arts-in-education issues. [ Further information ... ]
>> Los Angeles County 'Arts for All' releases case studies
'Arts for All: The Vanguard Districts – Case Studies from the First Five Years' offers insights gleaned from eleven vanguard districts that joined the initiative in its first five years about implementing their arts education plans. In 2008, the Arts for All Executive Committee commissioned Lynn Waldorf to conduct a series of case studies on the eleven vanguard school districts that joined the initiative within its first five years.
>> New Project Zero study - The Qualities of Quality
The New Project Zero study 'The Qualities of Quality: Understanding Excellence in Arts Education' highlights importance of arts educators focusing on quality, and need for alignment of purposes. Many children in the United States have little or no opportunity for formal arts instruction and access to arts learning experiences remains a critical national challenge. Additionally, the quality of arts learning opportunities that are available to young people is a serious concern.
Understanding this second challenge — the challenge of creating and sustaining high quality formal arts learning experiences for K–12 youth, inside and outside of school—is the focus of a new report from Project Zero at the Harvard Graduate School of Education.
'The Qualities of Quality: Understanding Excellence in Arts Education' addresses the multiple challenges of achieving and sustaining quality in arts education, across major as well as emerging art forms in rural, urban, and suburban settings.
Further links: www.wallacefoundation.org and www.aep-arts.org.
>> Arts Education Partnership
The Arts Education Partnership provides information and communication about current and emerging arts education policies, issues, and activities at the national, state, and local levels.
>> Every child in every school
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>> cape
'cape' advances the arts as a vital strategy for improving teaching and learning by increasing students’ capacity for academic success, critical thinking and creativity.PE advances the arts as a vital strategy for improving teaching and learning by increasing students’ capacity for academic success, critical thinking and creativity.APE advances the arts as a vital strategy for improving teaching and learning by increasing students’ capacity for academic success, critical thinking and creativity.
>> National Art Education Association (NAEA)
The NAEA is a dynamic community of practice is where visual arts teachers, scholars, researchers and professors, students, administrators, and art museum educators, and artists come together around a shared belief in the power of the arts in developing human potential.
>> National Guild for Arts Education
[ Further information ... ]
>> New Jersey Arts Education Partnership (NJAEP)
The NJAEP was established in 2007 with the mission to provide a unified voice for a diverse group of constituents who agree on the educational benefits and impact of the arts, specifically the contribution they make to student achievement and a civilized, sustainable society.
>> Arts for learning
Young Audiences’ most complete national program, Arts for Learning Lessons (A4L Lessons) © is a ground-breaking supplemental literacy program that joins the creativity and discipline of the arts with learning science to raise student achievement in reading and writing and to develop skills for learning and life. The program consists of five text-based instructional units for Grades K-8, taught by classroom teachers, that integrate an art form, and related residencies delivered in the classroom by a teaching artist, that accentuate the art form while reinforcing literacy skills. Each Unit and Residency incorporate a particular art form – one each on theater, music, and dance, and two on visual arts. Working back and forth with reading, writing, and art, each A4L Unit and Residency improves student achievement of specific literacy objectives while building children’s capacities to think imaginatively, work cooperatively, and communicate effectively in words, images and performance. [ Further information ... ]
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