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Department of Education. State of Arizona. Arts Education in Arizona. Creating a Leadership Role for the Arizona Department of Education. Department of Education. State of Arizona. Arts Program Specialist Mission:.

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Arts education in arizona

Department of Education

State of Arizona

Arts Education in Arizona

Creating a Leadership Role for the Arizona Department of Education


Arts program specialist mission

Department of Education

State of Arizona

Arts Program Specialist Mission:

Ensuring all Arizona’s K-12 students have access to a comprehensive and quality education in the arts


Program plan

Arts Education Research Highlight: Music the study of music has a direct positive effect on students’ ability in math.

Second graders who received piano instruction plus practice with a math video game along with math instruction, scored 15 to 41 percent higher on a test of ratios and fractions than second graders who received extra English lessons plus the math video game, and students who received no special lessons in addition to traditional math.

Case Study 1

100

90

80

70

60

Percentage Points

50

Test Scores

40

30

20

10

0

Piano Lessons

No Piano

Lessons

Shaw and Rauscher, 1997


Program plan

Arts Education Research Highlight: Visual Arts the study of visual arts has a positive impact on overall student learning.

A 1996 study by Howard Gardner involved 96 1st graders in eight classrooms. Four classes were arts enriched and four were controls which received only the standard arts curriculum. After seven months, 77 percent of the arts-enriched classes scored at grade level, compared to 55 percent of the control group. The reading scores of the experimental classes, which averaged below the control groups at the beginning, caught up. (Jensen, pg. 59)

Case Study 7

90

80

70

60

50

Percent

40

30

20

10

0

Arts-enriched

Control Group

Classes

Percentage of Students

Scoring at Grade Level


Program plan

Arts Education Research Highlight: Dance the study of dance has a positive impact on language arts development

In Seattle, 3rd grade students studied language arts concepts through dance activities. Although the district-wide reading scores showed a decreaseof 2 percent, the students involved in the dance activities boostedtheir Metropolitan Achievement Test reading scores by 13 percentin six months. (Leroux & Grossman, 1999)

Case Study 8

70

60

50

40

District-wide

Dance

Students

30

Percentage Points

20

10

0

Year 1

Year 2


Program plan

Arts Education Research Highlight: Drama the study of drama is correlated to higher college entrance scores.

There are correlations with movement arts and higher college entrance scores. The College Board reports that for the 1999 school year, there are differences between scores of students taking dramatic arts those with no coursework in this content areas.

Case Study 7b

80

70

60

50

Math and

Verbal

Scores

40

Percentage Points

30

20

  • students in drama study scored 44 points higher;

  • students with acting or production experience scored 53points higher on the averaged math and verbal scores.

10

0

No Art Classes

Drama Classes

Acting/Production

4+ Years of Dance

College Board, 2001


Arts program plan

Arts Program Plan

Tactics

(short-term issues needing attention)

Strategies

(long-term system changes needing implementation)

Data

(where are we and how do we improve?)

Communication

(as a conduit between and with stakeholders)


Tactics

Tactics

Support and Celebrate arts education programs at the local level

Short term issues needing ADE leadership


Program plan

Tactics

2003/2004 work areas:

  • Comprehensive curriculum

  • Advocacy

  • Enforcement

    II.Rapid Response system

  • Identify successful local advocacy models

  • Identify arts education programs and research that “resonate” with leadership

  • Create network to share successful models with districts facing arts education funding cuts


Tactics1

Tactics

  • Best Practices Recognition and Dissemination

  • Determine next steps for Arizona Arts Education Research Institute:

    • Recognize current research-based arts education programs

    • Fund dissemination pilot sites

  • Determine ADE role with other Best Practices recognition

    • Partner with Arts Education Associations

    • Best Practices as models for dissemination

2003/2004 work areas:


Strategies

Strategies

Create and Strengthen arts education programs within the public education system

Long-term system change


Strategies1

Strategies

2003/2004 work areas:

  • Highly Qualified Teachers

    • Recognizing the four arts disciplines as outlined in Arizona Academic Standards

    • Partnership with Arizona’s state universities

  • Arts Education within ADE monitoring

    • Federal and State funding streams (e.g. Title I)

    • Model arts education programs funded via NCLB


Strategies2

Strategies

2003/2004 work areas:

  • Arts Standards incorporated into Academic Standards and Accountability

    • Training in Arts Standards

    • Certification of standards-based arts curriculum

  • Fine Arts Credit Requirement

    • Graduation from high school

    • University admissions


Program plan

Data

Provide quality information on the status of arts education in

Arizona’s public education system


Program plan

Data

2003/2004 work areas:

  • Determine what data is already collected by ADE

    • Collection practices; dissemination practices; data sharing

  • Determine what data is collected by others in arts education field


Program plan

Data

2003/2004 work areas:

  • What data is the field interested in?

    • e.g. types of specialists; length of service

  • Create an arts education data collection plan

    • Implement in 2004/2005


Communication

Communication

Create a collaborative environment

where the arts education field can:

  • Provide input to

  • Receive information from

  • and Connect with ADE

    Supports all other program plan areas


Communication1

Communication

2003/2004 work areas:

  • Provide service to arts educators

  • Meet at least annually with key stakeholders

  • Participate in stakeholder conferences and meetings

  • Learn from other models

    • Arts Education Partnership, California, Los Angeles County, New Mexico


Communication2

Stakeholders and Partners (AZ):

Arizona Alliance for Arts Education

Arizona Art Educators Association

Arizona Music Educators Association

Arizona Dance Arts Alliance

Arizona Theatre Alliance

Arizona Thespian Association

Arizona Commission on the Arts

Arizona State University Katherine K. Herberger College of Fine Arts

University of Arizona College of Fine Arts

Northern Arizona University College of Fine Arts

Maricopa Community Colleges Fine Arts Department

District Arts Coordinators

Arts and Sciences in Education Network

ArtNet

Flagstaff Cultural Partners

Local Arts Agencies

Phoenix Arts Commission

Tucson/Pima Arts Council

Arizona Arts Education Research Institute

Larry Whitesell

Jeanne Belcheff

Dr. Gretchen Boyer

Dr. Lin Wright

Stakeholders and Partners (outside AZ)

Arts Education Partnership

Americans for the Arts

John F. Kennedy Center for the Performing Arts

Los Angeles County Arts Commission/Arts Education Partnership

California Alliance for Arts Education

New Mexico Department of Education

National Endowment for the Arts

Music Educators National Conference

National Arts Education Association

U.S. Department of Education

Communication


Communication3

Communication

2003/2004 work areas:

  • Develop communication plan

    • Types of information to communicate

      • Research, Superintendent Horne speeches, etc.

    • Most effective means for communication

      • Listserv; web-site; other arts education outlets


Means to an end

Means to an end…

“In any job—almost all jobs these days—and especially jobs that involve management or supervisory positions, you spend most of your time finding solutions to problems that arise or thinking of ways to take advantage of opportunities. People that can tap into other parts of their brain are those who survive and thrive at those jobs. Those are exactly the kinds of skills fostered by an arts curriculum or arts in education.”

- Dave A. Howell, Vice President, Wells Fargo


Program plan

Department of Education

State of Arizona

Contact Information

Lynn Tuttle

Arts Specialist

Arizona Department of Education

1535 W. Jefferson

Phoenix, AZ 85007

[email protected]

602/364-1534


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