Loading in 2 Seconds...
Loading in 2 Seconds...
Visual and Performing Arts Council Professional Development Program 2004-2005 Los Angeles Music Center “Arts Strategy”. Education Code 51210.
Professional Development Program
2004-2005 Los Angeles Music Center “Arts Strategy”
“The adopted course of study for grades 1 to 6, inclusive, shall include instruction…in the following areas of study: (e)Visual and performing arts, including instruction in the subjects ofdance, music, theatre, and visual arts, aimed at the development of aesthetic appreciation and the skills of creative expression.”
In the course of a school year, how much written arts curriculum do you teach in your classroom?
year-long sequence of study based on written curricula in the arts
Does the written curriculum, if used in your classroom, reflect the five component strands of the California state arts content standards (artistic perception, creative expression, historical and cultural context, aesthetic valuing, and connections /relationships, /applications)?
In preparing or selecting your curriculum, what assumptions do you make about your students\' prior learning in the arts?
3. Some students have had standard-based instruction in the arts, and only a few are prepared for standards-based curriculum at the grade level I teach
4. Students have had standards-based instruction, but not all students have achieved grade-level mastery
5. Most of my students have mastered the state arts content standards for the previous grade level.
What is the focus of the arts curriculum in your classroom?
Who selected and approved the arts curriculum you are using in your classroom?
Formerly piloted visual arts texts are available and still used by some teachers as a foundation for lessons.
Carver Music Box Program
A clearly written, logically sequenced curriculum that is standards-aligned and coordinated with core content instruction
The curriculum must be teacher friendly and easy to use.CurriculumVisual Arts, Music, Theatre and Dance
Who teaches the arts to your students?
How much arts instruction is provided to your students during school hours throughout the year?
Relative strength in visual arts
Teachers “do their own thing” which enriches the program for their students.
The Music Center visiting artists workshops and assemblies at Carver
The music consultant workshops at Valentine
Teachers expose students to arts but don’t necessarily teach concepts.
Some teachers worry that integrating the arts into core content will extend the time required to teach the core concepts and thus, and may effect the overall schedule.
Need for common lessons across each grade levelInstructional ProgramsVisual Arts, Music, Theatre and Dance
Do you have access to professional development opportunities in the arts?
2. I have sought out funds for professional development in the arts, but with very limited success
3. I have secured funds for some professional development
in the arts, e.g., to fulfill re-certification requirements
4. My school and/or school district provides funds and time for
me to access professional development opportunities in the arts
5. Time and funds are provided for me to regularly participate in workshops with teaching artists and arts specialist/teachers, for visits to model classrooms, and for attendance at conferences and summer institutes
Who is available to provide support for arts instruction at your school?
5. Our school district provides a district-wide arts coordinator and arts specialist/teachers, who are available to me on a regular basis for guidance
When “specialist” instructional assistants or consultants are available and classes are scheduled for their service, instruction is of quality and consistent.
Teachers feel more comfortable with the visual arts than with other disciplines
Most teachers do not have a strong background in the arts and feel insecure about teaching the arts disciplines
Most teachers presently do not feel qualified to adequately teach the arts. Some fear a lack of appropriate “talent” to adequately teach a program.Capacity of TeachersVisual Arts, Music, Theatre and Dance
Do your students have access to facilities, either on-site or off-site, that are designed and equipped for the unique requirements of each arts discipline (e.g., stage, dance floor, art room, and music room)?
What do you see as the main barriers for arts education at your school?
Generous, supportive parents who volunteer and fund instructional assistants, consultants,and materials.
Visual Arts facilities
Music Box Program at Carver
Teacher friendly lessons that don’t extend core content time, but rather, enhance it.
Funds and guidance for conferences.
Equipment and materials
Guidance and support in teaching the contentResourcesVisual Arts, Music, Theatre and Dance
To what extent do your students have access to performances and residencies by professional artists?
How frequently do your students take field trips to experience works of art at art museums and attend live performances at arts venues?
Students occasionally attend in-school performances and participate in artist residencies
Visual Arts: Exhibitions at Open House
Music: Holiday Program
It is time to review the field trips to ensure that they are coordinated with core content but also matched to concepts in the visual and performing arts.
Access to the Art Room and Multipurpose Room when it is not scheduled.
The p.m. K rarely has access to cultural arts activities because of the timing.
Re-establish “Partners in Education” services to support community involvement in the school program.Access to Arts Experiences, Artists, and Works of Art
PTA funds instructional assistants for visual arts
PTAs funds workshops
Volunteers for special programs
Teachers access community arts resources that are available since they rarely have time or funds to choose among different options.
Teachers would like to let the parents and community know more about the things they are already doing well with relation to the arts in their classrooms.Connections to Community and Parents