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Arts Education in Arizona

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  1. Department of Education State of Arizona Arts Education in Arizona Creating a Leadership Role for the Arizona Department of Education

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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)

  8. Tactics Support and Celebrate arts education programs at the local level Short term issues needing ADE leadership

  9. 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

  10. 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:

  11. Strategies Create and Strengthen arts education programs within the public education system Long-term system change

  12. 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

  13. 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

  14. Data Provide quality information on the status of arts education in Arizona’s public education system

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

  21. 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

  22. Department of Education State of Arizona Contact Information Lynn Tuttle Arts Specialist Arizona Department of Education 1535 W. Jefferson Phoenix, AZ 85007 602/364-1534