New Opportunities for Interest-Driven Arts Learning in a Digital Age

Arts and Culture, Computers and Technology, Education and Literacy

New Opportunities for Interest-Driven Arts Learning in a Digital Age

Traditionally in the United States, schools and after-school programs have played a promi-nent part in teaching young people about the arts. Arts education has been waning in K-12 public schools in recent times, however. This is especially true in low-income communities, where public schools have often cut back on arts instruction so they can devote limited public education dollars to subjects such as writing and math that are the focus of high-stakes standardized tests.

When we look outside of school, however, we see a strikingly different landscape, one full of promise for engaging young people in artistic activity. What makes this landscape possible is an eagerness to explore that springs from youths' own creative passions -- what we call "interest-driven arts learning" -- combined with the power of digital technology.

This report is a step in trying to understand the new territory. It gives a rundown of scholarship in the areas of arts and out-of-school-hours learning; offers a framework for thinking about interest-driven arts learning in a digital age; examines young people's media consumption; provides a survey of youths' creative endeavors online and elsewhere, along with a look at the proliferation of technologies that young people are using in the arts; and concludes with thoughts about challenges and possibilities for the future

August 1970

Geographic Focus: North America-United States

Los Angeles Unified School District Arts Education and Creative Cultural Network Plan

Arts and Culture, Education and Literacy

Los Angeles Unified School District Arts Education and Creative Cultural Network Plan

This paper describes the 2012-2017 plan for funding arts education in the Los Angeles Unified School District. This mission for this project is as follows:

The Visual and Performing Arts are an integral part of the District's comprehensive curriculum and are essential for learning in the 21st century. All LAUSD students, from every culture and socioeconomic level, deserve quality arts learning in dance, music, theatre, and visual arts as part of the core curriculum.

August 1970

Geographic Focus: North America-United States (Western)-California-Los Angeles County

Preparing Students for the Next America: The Benefits of an Arts Education

Arts and Culture, Education and Literacy

Preparing Students for the Next America: The Benefits of an Arts Education

Every young person in America deserves a complete and competitive education that includes the arts. America's global stature, culture of innovation, and entrepreneurial spirit depend on the strength of a world-class education system. Perhaps now more than ever -- as the country becomes increasingly diverse, the world more interconnected, and the workplace more oriented around technology and creativity -- arts education is key to such a system and to ensuring students' success in school, work, and life.

For this reason, the Arts Education Partnership (AEP) created ArtsEdSearch.org -- the nation's first clearinghouse of research examining the mounting body of evidence on the benefits of an arts education. Drawing on the research in ArtsEdSearch, this bulletin offers a snapshot of how the arts support achievement in school, bolster skills demanded of a 21st century workforce, and enrich the lives of young people and communities.

August 1970

Geographic Focus: North America-United States

What School Leaders Can Do to Increase Arts Education

Arts and Culture, Education and Literacy

What School Leaders Can Do to Increase Arts Education

Learning in and through the arts develops the essential knowledge, skills, and creative capacities all students need to succeed in school, work, and life. As the top building-level leaders, school principals play a key role in ensuring every student receives a high-quality arts education as part of a complete education.

In a time of shrinking budgets and shifting priorities, what can school principals do to make and keep the arts strong in their schools? This guide offers three concrete actions school principals can take to increase arts education in their schools:

A -establish a school-wide commitment to arts learning;

B -create an arts-rich learning environment; and

C - rethink the use of time and resources.

Each action is supported with several low-cost or no-cost strategies that other school leaders have used and found to be effective -- whether it's beginning an arts program where none exists, making an existing program stronger, or preserving an arts program against future cuts. While many of the strategies are drawn from elementary schools, they are likely to be applicable in a variety of grade levels.

Mounting research evidence confirms that students in schools with arts-rich learning environments academically outperform their peers in arts-poor schools. Where the arts are an integral component of the school day, they positively impact student attendance, persistence and engagement; enhance teacher effectiveness; and strengthen parent and community involvement. Research also shows school principals serve as the primary decision makers as to whether and to what extent the arts are present within a school.

The Arts Education Partnership (AEP) prepared this guide, with support from the President's Committee on the Arts and the Humanities (PCAH). The increasingly critical role of school leaders, along with the growing body of evidence on the benefits of arts learning, summarized most recently in a new report published by the PCAH prompted the development of the guide.

AEP staff reviewed the relevant literature as well as conducted personal interviews with school principals and with practitioners who work closely with principals. School principals and other leaders interested in increasing arts education in America's schools can adopt any of these actions and strategies one at a time or implement several at once. When taken together as part of an overall approach, however, their effects are more likely to be cumulative,

August 1970

Geographic Focus: North America-United States

Collaboration Paints a Bright Future for Arts Education

Arts and Culture, Education and Literacy

Collaboration Paints a Bright Future for Arts Education

In July 2010, working with a nonprofit organization called Big Thought, officials at the Dallas IndependentSchool District embarked on an approach to summer school they hoped would change the image from one of punishment and failure and engage kids. The idea was to support teachers, artists, and others to replace worksheet-style instruction with teaching animated by music, visual arts, dance, and theater.

The new arts-rich summer school program that resulted is just another sign of Dallas' initiative, spearheaded by BigThought (www.bigthought.org), to bring together schools, cultural organizations, and others to restore high-quality arts instruction to the many classrooms from which it has long been missing. "What's the goal of education: to assess kids or prepare them for life?" asks Craig Welle, executive director of enrichment curriculum and instruction for the Dallas Independent School District. "If you've taken the arts out of the education system, you are no longer preparing kids for life."

This report talks about the history of arts education funding and the success of the Dallas initiative.

August 1970

Geographic Focus: North America-United States (Southwestern)-Texas-Dallas County-Dallas

Arts for All Higher Education Think Tank

Arts and Culture;Education and Literacy

Arts for All Higher Education Think Tank

As we enter the 21st century -- the global information age -- we must ensure our students are equipped to thrive in an environment that will require them to be able to shift their thinking and remain open to learning throughout their lives. Flexibility, innovation, improvisation and the ability to communicate across diverse cultures are skills crucial to future success. The arts are the most efficient way to teach those skills. By working to include and sustain the arts as part of a comprehensive K-12 curriculum, we allow students to cultivate the crucial skills they will need to function in a 21st century world.

Arts for All is a dynamic, county-wide collaboration working to create vibrant classrooms, schools, communities and economies through the restoration of all arts disciplines into the core curriculum for each of our 1.7 million public K-12 students. One of the key strategies to ensure high quality arts education is to improve the quality of teaching and learning. We believe that when we help build the skills, knowledge, and confidence of the people who provide arts instruction to students, they are able to translate district policies and plans into high quality student learning. Practical tools and partnership opportunities promote the collective responsibility of classroom teachers, arts teachers, and artists to deliver high quality arts education. The on-going development of teachers and artists increases their ability to raise the quality of arts education.

On Friday, May 7, 2010, Arts for All in partnership with California State University at Northridge, hosted the Arts for All Higher Education Think Tank. This event brought together decision makers throughout the education community to begin to discuss how to strategically address quality arts education in teacher preparation programs in order to impact teacher practice and student learning. Over 60 people attended representing 13 institutions of higher education, 3 foundations, 6 school districts and partners from the Los Angeles County Office of Education, Orange County Office of Education and the California Commission on Teacher Credentialing.

This report is a transcript of those proceedings.

August 1970

Geographic Focus: North America / United States (Western) / California / Los Angeles County

Arts for All School Arts Survey: Measuring Quality, Access and Equity in Arts Education

Education and Literacy

Arts for All School Arts Survey: Measuring Quality, Access and Equity in Arts Education

As part of its goal to make quality, sequential arts education a reality in all public K-12 classrooms in Los Angeles County, Arts for All connects school districts with effective tools and resources to improve arts learning. The Arts for All School Arts Survey: Measuring Quality, Access and Equity in Arts Education is the most recent of these tools to be introduced. It was developed to measure access to and quality of arts instruction at the school site level as well as to develop a system for collecting and reporting the data. The results are useful to schools and school districts to find out what is working, what's not working, and to point the way toward improvement. But the results can also provide a picture of what's happening across a region.

The following summary describes how the survey was built and its first test in five school districts encompassing 100 schools. As a result of this test, some refinements will be made in the survey, but the survey's strength and utility have been proven. Los Angeles County now has a means of objectively measuring quality and access to arts education and making the results easily accessible.

August 1970

Geographic Focus:

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