committing to quality in education: arts at the core
TRANSCRIPT
Arts at the CoreCommitting to Quality in Education:
A Guidebook and Planning Tool
Julie Adrianopoli Director of Policy and Strategic Initiatives
Illinois Arts Alliance Guidebook Project Director
Lead Editor
Ra Joy Executive Director
Illinois Arts Alliance
Lara Pruitt Educational Consultant
Guidebook Project Manager Lead Writer
ProjECt StAff
Neil Codell Superintendent,
Niles township High School District 219 (Skokie)
Marica Cullen Director of Curriculum and Instruction,
Illinois State Board of Education (Springfield)
Dr. Amber Harper Superintendent,
Leepertown C.C.S.D. #175 (Leepertown)
Andrea Keck Education Consultant
(Scottsdale, AZ)
Amy Rasmussen Executive Director,
Chicago Arts Partnerships in Education (Chicago)
David Roche Director, office of Arts Education,
Chicago Public Schools (Chicago)
Terry Scrogum Executive Director, Illinois Arts Council
Sarah Solotaroff (Chicago)
Susy Watts Arts and Learning Consultant/Instructor
for Visual Arts Education, Pacific Lutheran University
(tumwater, WA) (Washington State)
Cynthia Weiss Associate Director of School
Partnerships/Project AIM, Center for Community Arts Partnerships,
Columbia College Chicago (Chicago)
Jehan Abon Graphic Designer
Abigail Friedman Illustrator
Sarah McKemie Photographer
CrIt ICAL rE ADErS
Dean Auriemma Director of Curriculum & Instruction, Homewood-
flossmoor High School (flossmoor)
Libby Lai-Bun Chiu Arts & foreign Language Specialist,
ISBE/IAC Partnership, Illinois Arts Council (Chicago)
Tammie Herrejon Drama teacher/Director,
Lake Zurich Middle School South (Lake Zurich)
Richard Murphy fine Arts Chair,
University High School/University of Illinois, (Urbana-Champaign)
Sharon S. Reed Director of fine Arts,
Peoria Public Schools (Peoria)
Carlyn Shank Director of Audience Development and
Communications, Sangamon Auditorium, University of Illinois at Springfield
(Springfield)
Nancy Stemper Executive Director,
Carbondale Community Arts (Carbondale)
Charles Thomas Arts Development Supervisor,
Chicago Public Schools office of Arts Education (Chicago)
Joanna Vena Director of School Partnerships,
Center for Community Arts Partnerships at Columbia College Chicago
(Chicago)
ADVISory CoMMIt tEE
fUNDING for tHIS GUIDEBook WAS GENEroUSLy ProVIDED By
DESIGN SErVICES DoNAtED By
Introduction ...................................................................................................11
About the Illinois Arts Alliance
About Illinois Creates
Using the Guidebook
A Quality Education for Every Child .................................................................14
Administrative Leadership ..............................................................................18
Curriculum and Assessment ..........................................................................23
Instructional and Professional Development ....................................................28
Collaboration and Partnership .........................................................................33
Accountability ................................................................................................38
Planning for Effective Arts Education ...............................................................41
A Call to Action ..............................................................................................49
Contents
Developing the Guidebook
Education in the arts is recognized at both the state and federal level as components of what a child should know and be able to do. The Illinois School Code includes the teaching of art as a fundamental learning area, requiring that resources be identified, objectives and assessments be created, and results reported to the public. there are also state standards in the arts that direct schools in how to provide the arts as a part of a child’s complete education. Still, many schools and districts do not provide even minimum levels of the arts for their children, putting them at a great disadvantage to many of their peers.
to assist schools and districts with strengthening and building high quality arts education programs (dance, drama, music, visual arts), the Illlinois Arts Alliance (IAA) launched a statewide effort to create a guidebook and planning tool that provides guidance and assistance based on ideas and input from practitioners thoughout the state.
this guidebook represents ideas and input from practitioners throughout Illinois. from surveys to focus groups to interviews and research, themes were developed that spoke to common experience of teachers, artists, administrators and arts partners. While specific ideas for practice and quotes from the field are highlighted, the remaining content was developed from input across multiple sources including:
8 focus group sessions held with educators, school administrators and arts education stakeholders »throughout the state.
An online survey that was distributed from November 15 – December 15, 2007, through the Illinois Arts »Aliiance’s Illinois Creates network. the survey resulted in 730 responses and 315 completed surveys.
An analysis of proposals and reports from Illinois school districts that received funding from the Illinois »State Board of Education Arts and foreign Language grant program.
Interviews with school and district personnel doing innovative arts education. »
In addition to this data collection, the authors reviewed models, research and support tools from across the country. An advisory committee of leaders in arts education also helped to guide the book’s development. A final draft was read by ten critical readers for final feedback and edits.
the arts are fundamental components of education. the IAA recognizes that implementing arts education in today’s education environment can be challenging, and is pleased to offer this guidebook to all education stakeholders as a tool to effectively address the role of arts education for each child in Illinois, as well as to become a catalyst for reforming arts education in Illinois public schools.
Arts at the CoreCommitting to Quality in Education:
A Guidebook and Planning Tool
Introduction
About the Illinois Arts Alliance
In 1982, a small group of artists
and arts administrators joined
forces to combat the possible
elimination of funding for the
arts by the state of Illinois. from
our early advocacy the Illinois
Arts Alliance (IAA) was born.
today, IAA is the premier multi-
disciplinary arts advocacy and
service organization, working to
promote the value of the arts to
all residents of Illinois. through
statewide advocacy, research,
and leadership development, IAA
advances widespread support
of the arts and arts education,
enhances the health of the arts
and cultural sector, and fosters
a climate in which the broadest
spectrum of artistic expression
can flourish.
About Illinois Creates
Illinois Arts Alliance’s programs
and services focus on research,
education, and leadership
development for arts organizations
and communities. In addition, one
of our signature programs, Illinois
Creates, focuses on establishing
comprehensive arts education in
every Illinois public school.
In the spring of 2005, Illinois
Creates commissioned the first
statewide survey of principals
and superintendents to assess
the status of arts education in
Illinois and to better understand
the challenges in delivering
arts instruction in Illinois public
schools. the research uncovered
broad disparities in the levels of
arts education offered in schools
throughout the state. A full
report and other arts education
resources can be found at www.
IllinoisCreates.org.
Since the launch of Illinois Creates,
IAA has met with many key
education leaders and legislators,
collaborated with the Illinois
State Board of Education and
the Illinois Arts Council to identify
and promote new resources and
opportunities for arts education,
and worked to elevate awareness
about the importance of arts
education in schools, districts and
communities statewide.
Now, thanks to the generous
support of the Lloyd A. fry
foundation and the Chicago
Community trust and the
Illinois Arts Council, IAA has
developed Committing to Quality
in Education: Arts at the Core, a
Guidebook and Planning Tool that
offers encouragement, inspiration,
and support to education and arts
education stakeholders.
11
Using the Guidebook
this Guidebook is first and foremost a guide and planning tool
that can assist stakeholders in building or strengthening arts
education in their school or district. It is also a call to action for
all members of the school community. from superintendent
to parent, educator to teaching artist, each has a role and
responsibility: to ensure that each child in Illinois receives the
education to which they are entitled.
Committing to Quality in Education: Arts at the Core offers
guidance appropriate for rural, suburban and urban communities
while addressing the needs of the elementary, middle school and
high school levels. In this Guidebook you will find an explanation
of policies, practices and systems that support success in arts
education; ideas for effective practice from schools and school
districts across the state; and worksheets to help stakeholders
set action agendas that work toward implementing a high quality
arts education program.
It is not necessary for the reader to read the Guidebook from
front to back. While each section provides new and different
indicators, ideas and advice, the Guidebook is written so that
each section can stand alone.
An overwhelming 88% of
voters say they believe that
schools can and should
incorporate 21st century
skills into their curriculum.
Voters Attitudes toward 21st Century Skills, 2007
20% » of principals surveyed report having no arts program in their school.
28% » of superintendents report that of the four arts disciplines—dance, music, theater, visual arts—none were considered part of the core curriculum in their district.
One in ten » superintendents report having no full- or part-time certified arts teachers, in any discipline, anywhere in their district. 23% of principals also report employing no full- or part-time certified arts teachers.
11% » of school districts in Illinois require no arts instruction in any grade.
80% » of high school principals report that students in their schools are not required to take a single course in the arts in order to graduate.
Arts at the Core: Every School, Every Student (2005)
The Status of Arts Education in Illinois Public Schools
While 93% of Illinois principals and superintendents believe that the arts are an essential part of quality education, research conducted by the Illinois Arts Alliance in 2005 found:
12
SeCTION 1
A Quality Education for
Every Child, is written for
those who need a greater
understanding of how the arts
can support the goals that
schools are already working
toward, while also addressing the
need for each child to receive an
education that develops his/her
full potential. this section can be
helpful for advocacy efforts, or
for reminding any reader why arts
education is so important to our
children and our schools.
SeCTION 2
Administrative Leadership,
describes the critical role that
leaders of districts and schools
play in supporting the arts and
arts education across the state.
Leaders can review this section to
develop their capacity to use the
arts in educating their students.
Advocates can also use this
material to find specific ways to
support administrative leadership
in serving their students’ needs.
SeCTION 3
Curriculum and Assessment,
is a tool for all members of the
arts teaching workforce, as
well as for non-arts teachers,
administrators and parents/
community. It defines areas of
a high quality arts education
program, including ways that
programs can develop through
greater clarity in implementation.
All districts can improve their
programming through continued
attention to these critical
elements.
SeCTION 4
Instruction and Professional
Development, are important
pieces to consider for
administration, faculty and staff.
through attention to delivery
methods and developing the
capacity of all members of the
teaching community, schools can
meet the needs of students in
multiple ways.
SeCTION 5
Collaboration and
Partnership, will help those
who work with and within schools
to find ideas for developing
resources that provide greater
educational opportunities for
the children. Arts partners,
businesses, parents, community
organizations—all can work
together with schools to improve
arts education.
SeCTION 6
Accountability, will assist
planning groups—at all levels—in
finding ways to communicate
arts programming to parents and
community. through accounting
for success and development,
schools and districts can show
the importance of the arts in
student achievement and school
improvement.
SeCTION 7
Planning for Effective Arts
Education, explains how
using the elements of high
quality education as a guide,
districts and schools can—and
should—engage in planning for
the future. Effective planning
requires a committed team of
representatives from school
and community. Beginning by
assessing current arts education
programming, worksheets and
specific steps can provide
guidelines for creating arts
education policy that will support
high quality education for all
students.
SeCTION 8
A Call to Action, defines action
steps for various stakeholders.
Each member of the school
community—from school board
member to citizen—has a critical
role in determining the successful
role of arts education.
Introduction 13
A Quality Education for Every Child
the goal of a public education
is to create fully educated
citizens; to develop students’
self-concept, their ability to
think independently, to care for
themselves and others and to
feel that they are valuable; to help
every child develop into an adult
who is a resourceful and critical
thinker that can identify problems
and create original solutions.
the 21st Century requires
increasingly different talents
and capabilities, built on
innovation, communication and
the understanding of diverse
perspectives. the development
of new technologies and the
cultural diversity of our students
will continue to change the
classrooms in our schools.
Students need to develop
the abilities to apply, analyze,
synthesize and evaluate
situations and data across
multiple contexts. We must
consider how best to meet
these realities with educational
solutions.
More than 80 percent of
voters think education in
“the basics” is not enough to
fire the imagination and the
creative, innovative thinking
young people will need to
prosper in the 21st century
economy, according to a
new national poll.
Imagine Nation Survey, a national poll released by Lake Research Partners, January 2008
66 percent of voters say
they believe that students
need more than just the
basics of reading, writing,
math and science. Schools
also need to incorporate a
broader range of skills into
core academic content.
Beyond the Three R’s: Voters’ Attitudes toward 21st Century Skills, 2007 initiated by Partnership for 21st Century Skills
Because of 21st Century
requirements and demands,
education must look very
different than it has in the past.
Memorization of material has
become less important, while
effective use and understanding
of multiple methods of
communication has become
critical. Schools must develop
each student’s ability to
understand and communicate
both independently and co-
operatively. they need to
encourage learners’ individual
talents while attending to diverse
needs. Curriculum and instruction
should provide connections
between the classroom and the
rest of the world.
Schools need to develop each
child’s capacity to collaborate,
to create positive self-images, to
take turns, to speak passionately,
and to listen actively. these skills
are critical to their development
into successful adults. Creative
thinking, effective communication
and the ability to work with
others are the most critical
skills for students to develop.
these aptitudes will make them
strong contributors to our future
workforce—clearly connecting to
their success as adults.
It is the responsibility of anyone
involved in public education to
seriously consider how to meet
the needs of each and every
child. While it is clear that there
are financial limitations affecting
what is possible, decisions about
how to use available resources
must be driven by what is best for
the students.
Illinois children deserve an
educational experience that
gives them a solid foundation
for success in the future.
Schools must provide equitable,
developmental arts education
opportunities for every child in
order to ensure that they receive
the comprehensive education
they are entitled to.
Section 114
Addressing Developmental Needs
the arts provide clear pathways
to the difficult task of reaching
the whole child. they include
concrete experiences that
address students’ developmental
needs, from teaching a young
child to cut and skip, to helping
young adults develop the ability
to think abstractly and perform
professionally.
Social and Emotional Development
the inherent connection of the
arts to emotion and collaborative
process directly addresses the
social and emotional needs of
students. the arts provide safe
places to express ideas while
developing pride through the
accomplishment of authentic
work that is shared with an
audience. Without the arts we
lose the ability to bring beauty,
imagination and emotion into our
schools.
Life Skills for the 21st Century
Creativity and innovation will be
among the most prized skills in
the future workforce. Each child
needs to develop his/her abilities
to think creatively, to develop
ways to work collaboratively to
solve problems. the arts provide
avenues to develop these abilities
as well as to improve both verbal
and non-verbal communication.
Relevant Curriculum
the creation of artifacts requires
investment in the production
of work to be shared, giving
it immediate relevance and
connections to others. the arts
allow us to celebrate the diversity
of our student population while
connecting students to their
personal cultural history.
Culturally Relevant Curriculum
IDEAs for
EffECtIvE
PrACtICE
“the Mckinley Park Elementary
School mission is to facilitate
the development of responsible,
sensitive, and compassionate
individuals that understand who
they are and realize the endless
limits for success. this can
only be accomplished through
an artistic and culturally rich
approach to education. Even
with the challenges that exist
in the Chicago Public School
system, we have been able to
accomplish a balance among
the arts and culture (the science
of the soul) and the basic
subjects (the science of the
brain).
Mckinley Park’s student
population is over 97%
Hispanic. our goal is to create
a culturally relevant curriculum.
one example was the building
of a gigantic, 20 x 32 foot,
replica of the city of Mexico-
tenochtitlan— pride of the Pre-
Hispanic Mexican civilization.
the quality of this project was
significant enough to have it
displayed at the field Museum
of Natural History. Along with
this large-scale model, we have
prepared our students in the
art of Pre-Hispanic dancing
and rituals. Parents, staff and
administration all take part in
the art-making alongside the
students, including the entire
educational community of
Mckinley Park.”
Frances Garcia, Principal, McKinley Park Elementary, Chicago Public Schools
“We want our kids to be good
readers and good at math.
Staying with just that is not
enough for our children.
they need to be better than
that. that’s where the arts
come in.”
Frances Garcia, Principal, McKinley Park School, Chicago Public Schools
“you get to the core of
people’s emotion in the arts.
you become more sensitive,
a kinder gentler person.
they encourage reflection
and deep, inner-moments of
peace.”
Neil Codell, Superintendent, District 219
“We often underestimate the
value of having a climate
where young people believe
that their dreams will be
supported. When children
are sent the message that
the arts are not as important
as other things, we’re doing
a great disservice to the
children and the community.”
Elizabeth Lewin, Former Superintendent, Carbondale Elementary District
Quality in Education: Arts at the Core
for children, school isn’t only preparation for life, it is life. Schools and
school leaders must encourage students to reach for their passion,
engage them in the process of their own learning, and find ways to
celebrate and connect to their greatest promise. the arts are about
connection, to our inner-selves, the larger world, other cultures as well
as our own. these critical needs are an important way that the arts can
serve the development of children who are successful adults.
the profound impact of arts education on children and youth follows
them throughout their lives. Arts education rewards children by helping
them reach practical goals such as academic achievement and career
success. Arts education also enriches our youth with social, cultural and
emotional benefits.
A Quality Education for Every Child 15
Student Engagement in School and Learning
the arts create clear pathways
to student engagement through
the production of authentic
work products. the process of
developing creative work creates
active involvement in learning
and pride in accomplishment.
Development of Student Skill From Introductory to Basic to Mastery
the nature of the artistic process
results in the creation of work
products. these products
require skill to be completed,
and evidence of ability is clearly
demonstrated. As skills are
developed, work improves.
Students progress through a
clear sequence of developing
ability in their pursuit of success
in the arts.
Application of Skills to Solving Real Problems
the application of skills to solving
real problems is the most widely
used method of instruction in
high-quality arts classrooms.
Students develop greater ability
and understanding as they
utilize ever-expanding abilities to
observable effect.
Opportunities to Utilize Higher-Order Thinking Skills
the arts are about representing
ideas through another language,
requiring critical thought
to translate an idea into a
specific discipline. the arts
offer the opportunity to show
that problems have multiple
solutions—calling for analysis
and synthesis of ideas.
Revision and Testing of Ideas
High quality arts education
engages students in developing
ability through multiple drafts.
through repetition, drafting and
rehearsal, students learn the
value of working to improve the
success of a project. the process
of testing ideas and revising first
attempts develops discipline and
responsibility for results.
Using the Arts to Differentiate Instruction
IDEAs for
EffECtIvE
PrACtICE
teachers at Mahomet-Seymour
High School are encouraged
to use the arts in content
classes to differentiate
student learning. the arts can
provide opportunities for all
types of learners to engage in
content and demonstrate their
knowledge while deepening
their content and arts learning.
Visual Art teacher, Stephanie
Lee explains one example, “I
proposed the 3-D Postcard
assignment in jewelry class
and a student approached
me asking if her content
could revolve around a book
they were reading for AP
English. It worked out really
well, she was able to meet all
requirements for both art and
English.” A Mahomet-Seymour
student, comments in her
artist statement, “In the book
[frankenstein by Mary Shelley]
he is referred to as monster
and nothing else. the words
above his head symbolize the
prejudice that lingers. the font
of the silver title make it appear
out-of-the-ordinary. I burnt
his copper lips and hair to an
off-black. His face is bent to
show his abnormal features.
In Hollywood they make him
appear green with bolts coming
out of his head. Mary Shelley
did not intend for him to look
that way.”
Interview with Stephanie Lee, Visual Art Teacher at Mahomet-Seymour High School
The Arts Enhance High Quality School Practice
Arts instruction has the ability to address concerns across the district
and school. Improving attendance, increasing student engagement,
developing critical thinking skills and helping students to understand
the value of discipline in their academic efforts—all are proven results of
student work in the arts.
there are four arts disciplines under the direction of both state and
federal education: music, visual art, dance and drama. Each art form
develops a different aspect of a student’s mind and allows for different
students to show their various strengths. Artistic practice provides
schools with the tools needed to meet the challenge of providing high
quality experiences for all children.
“Everyone I know will tell you
that they have seen changes
in achievement—it’s attitude
and engagement. Since our
Strings program became
required at the 2nd and 3rd
grade levels, there has never
been a teacher that has not
gone out of his/her way to
talk about how much better
the students are behaving in
their classes.”
Nancy Stemper, Carbondale Community Arts
“In the arts we teach to
mastery, if students come
in not knowing what they
should, then we go back
and teach the skills that they
don’t know. In traditional
curriculum we miss the
concept of mastery. In a
leadership position, we
are trying to share how art
instruction can influence
achievement across the
spectrum.”
Dr. Herschel Hannah, Deputy Superintendent, Peoria Public Schools
“the test scores are good
in our school. We think that
the arts allow our children to
take a sense of achievement
into their classrooms. they
are more expansive thinkers
in their classroom work and
when they take the tests. It’s
not necessarily the product,
but the path the child has
to take in making an arts
product. the persistence
and the discipline causes
the child to expand the way
they achieve and perceive.
they are more resourceful.”
Paulette Aronson, Art Teacher, Anna Elementary
Section 116
“the arts are the connection.
When you have something
that is abstract—you have
to create meaning. It gives
a connection—hands on.
Second language learners
and middle-schoolers made
astronomical success. When
you come at it from so many
different angles it makes it
more significant.”
JB Culbertson, Title 1 Director and Superintendent for Summer School, Peoria Public Schools
john Wilson, executive
director of the National
Education Association, said
requirements of the No Child
Left Behind (NCLB) Act that
schools meet standardized
testing benchmarks have
created an “instructional
straitjacket” for teachers
who want to teach creativity.
Narrowing the curriculum
to limit access to the arts
in school especially hurts
disadvantaged children who
may get such exposure
nowhere else.
Press Release about the Imagine Nation survey and its implication for national education policy released by Keep Arts in School, January 24, 2008.
Differentiated Learning— Addressing the Needs of All Populations
the arts can provide multiple
ways to present information to
students who learn in different
ways.
Dance can provide ways for »
kinesthetic learners to use
movement.
Drama can give verbal »
learners a way to demonstrate
knowledge.
the visual arts can provide »
concrete demonstration of
abstract concepts for visual
learners.
Music can assist with »
memorization and the
demonstration of patterns for
auditory learners.
All students can develop »
greater depth of understanding
through experiencing content
in multiple ways.
Hands-On Learning
the arts inherently involve
hands-on learning, providing
the opportunity for students to
engage more than their minds in
the process of making sense of
the world.
Connecting Ideas Across Content Areas
the translation of an idea across
different forms of expression
requires greater understanding
of content areas. Students who
are not typically successful in
academic study may benefit
greatly from the use of the arts.
Drama can help students »
enact scientific processes and
visualize abstract scientific
concepts.
Mathematical concepts may »
become clear through the
use of dance movements that
demonstrate shape, line, and
angles.
Historic events can come to »
life through the creation of
visual arts products.
Music can provide concrete »
representation of abstract
literary ideas such as mood
or tone.
together, all four art forms can »
provide connections between
content and understanding.
Parent and Community Involvement
Parents and community can
become involved in schools
through their involvement in the
exhibition or performances of
finished work created by students
studying the arts. Investment in
school life can also be enhanced
through the invitation of parents
and community as audiences for
regular celebrations of artistic
accomplishment.
A Quality Education for Every Child 17
AdministrativeLeadership
Section Summary
School boards, superintendents and principals have the critical role of transforming our
current educational system. their words and their deeds show their values, and their values,
in turn, set priorities. In districts and schools where administration establishes a clear role for
the arts, the path to quality education is laid and student success follows.
In focus groups across the state, administrators, teachers and community arts advocates,
agreed that administrative leadership is the strongest link to quality arts education
programming. In districts where school boards and superintendents demonstrate value for
the arts, quality arts education flourishes. In schools where principals provide leadership and
support for the arts, the arts become a showcase for high student achievement.
teachers of the arts, as well as non-arts or general classroom teachers, need to know that
their work is valued and that their students’ accomplishments are understood and celebrated
by the school. they need leadership that works in collaboration with them to create a vision
for arts education; then actively acquire resources to develop the vision into reality.
Arts teachers must also be developed as leaders through direct work on school-wide
planning and implementation initiatives. When districts and schools tackle problems, the arts
must be engaged as potential solutions. Administrators need to posses an understanding of
what the arts can do in order to best serve their students.
Section 218
Demonstrate That the Arts Are Valued as a Core Academic Program
It is the responsibility of
education administrators to
adhere to Illinois School Code,
which specifies that arts are a
core learning area and must be
given priority allocation of time,
staff and resources. School
boards and superintendents must
clearly speak to the value of arts
instruction as part of a high-
quality education in their district.
Investment in the following
opportunities demonstrates
administrative value of the arts:
Arts events need to be »
attended and discussed
by all members of district
administration, just as sports
and academic success are
celebrated and shared.
Needs assessments should »
be conducted annually to help
district leaders understand
which areas need support such
as scheduling, equipment,
materials and professional
development.
Presentations by members of »
the arts teaching faculty should
be encouraged to ensure that
high levels of administration
continue to understand and
address how the arts can
contribute to student success
across the curriculum.
teachers of the arts must »
be included on planning
committees, as the arts can
often create unique solutions
to challenging issues.
Employ the Arts as Solutions to District-Wide Concerns
the power of the arts in
addressing broader issues should
not be underestimated. Districts
can develop innovative solutions
to problems through the use of
the arts. research has shown
that the arts can have a strong
impact on student engagement,
attendance, parent involvement,
resource development and
student achievement in non-arts
content areas.
Districts can take full advantage
of these possibilities by including
the arts in all conversations
across education policy. If there is
not a district fine arts coordinator,
it is important to identify someone
to serve this role, both to ensure
the quality of arts education
programming and to collaborate
in district-wide problem solving.
Provide a Clear Vision: A Place for Schools, Parents and Community to Engage
Arts education manifests itself
in many different ways. there is
no one right way, rather there are
many paths to success. through
the development of a planning
process that invites all members
of the school community,
districts can create structures
that facilitate the investment of
parents, businesses, universities/
colleges and arts partners.
Districts that set policy in the
arts for all schools provide a
strong base for the creation of
sustainable arts education.
IDEAs for
EffECtIvE
PrACtICE
for a list of documented research on the benefits of arts education go to www.IllinoisCreates.org
How Do Effective District and School Administrators Support the Arts?
Consider How Standards Can Be Met in All Four Art Forms, Across All Grade Levels
the Illinois State Board of
Education identifies standards
for four art forms: music, dance,
visual arts and drama. Every
student in every grade deserves
the opportunity to discover how
these art forms can help him/her
develop into productive adults.
It is up to administration to set
the minimum standard for all
schools, while also creating goals
to reach beyond the basic level
provided. to have the greatest
impact, instruction should be
sequential, developmental and
student achievement should
be measured. Where multiple
schools engage the education
of children across grades k–12,
there must be communication
about curriculum alignment in
the arts.
Administrative Leadership
Providing a Clear Vision
When leadership makes delivery
of arts education a priority,
partners and individuals often
develop innovative solutions
that provide resources for
schools. the superintendent
of the Carbondale Elementary
District made it clear that she
was interested in developing the
potential of her students through
the development of instrumental
music for primary students.
Her vision created community
engagement in developing a
program that would require
students at the elementary
level to learn how to play the
violin. In partnership with the
local arts agency, Carbondale
Community Arts, and violin
instruction from staff at Southern
Illinois University, the thomas
Strings Program became a reality.
Currently all second and third
grade students in District 95 are
required to learn how to hear,
hold and play the violin. “When I
communicated my desire to see
the program come back—people
that shared my vision said, ‘She
would support it if we did it.’ ”
Elizabeth Lewin, Former Superintendent, Carbondale Elementary District
19
How Can School Principals Maximize the Potential of the Arts?
teachers, parents and community members all consistently report
that the principal has the ability to overcome gaps and weaknesses in
district leadership, as well as the potential to undo the most carefully
designed district plans. Building leadership at the school level sets the
tone for what is important, and creates structures that support effective
instruction—from resource allocation to professional development of
staff.
Issues such as scheduling and funding can prove to be barriers for some
or windows of opportunity for others. through an investment in their own
professional development, principals can provide a stable base for arts
education that develops these important understandings:
Define rigorous content in each art form which develops student »
capacity in specific ways
Connect arts content to non-arts content and build student »
understanding
Use arts projects and responses to differentiate the learning process »
Use arts responses as performance-based evidence of learning »
for example; writing a play with historical context, creating a ›
sculpture to show mood or theme in a novel, crafting a piece of
music to show mathematical patterns, choreographing a dance to
explain scientific concepts
Utilize arts teachers as providers of rigorous content rather than »
providers of preparation periods
Share arts achievement with families and community »
Provide professional development in the arts for all staff »
As well as developing their expertise in the arts, principals must connect
with those who teach the arts in their schools to understand the value,
potential and needs of arts education in their buildings. then they can
begin to envision a plan. their vision can explore how the arts can
address school-wide concerns, and determine the best methods to
provide a comprehensive arts education for all students.
“the most effective building
principals see students in
all types of activities and it
is crucial for the credibiliy of
principals to attend events
including sports and arts.
All students will know you
care about them because
you choose to come and
see them perform and
participate. Whether or not
the principal realizes it, his/
her attendance at events
is noticed by and modeled
by the rest of the staff. the
arts endure forever and can
be celebrated for a lifetime.
Grounding students in
the arts is a great way to
prepare students to become
life-long learners.”
Chuck Hoots, Managing Principal for Secondary Education, District 186, Springfield High School, Springfield Public Schools
Section 2
IDEAs for
EffECtIvE
PrACtICE
Committing to All Four Art Forms
Under the direction of 2008
Superintendent of the year,
Blondean Davis, Matteson
District 162 has renewed its
commitment to increase its
investment in the fine arts
program because they believe
it is an important element in the
development of well-rounded
students.
through engagement in a specific
planning process, the district
sought to create policy and a
long term plan for teaching all
four art forms. Beginning with an
understanding of what the arts
can do, a planning team sought
resources and developed the
ability to meet state standards.
Planning for the future, the music
and art staff has increased from
14 to 18. for fy06 and fy07
modern dance and drama will be
offered in all schools.
Matteson District 162 ISBE Arts and Foreign Language grant proposal, 2006
20
“from my leadership seat,
the Director of fine Arts,
my focus has been on
collaborating with the other
academic departments to
infuse the arts in all of the
district initiatives. We have
a staff of more than 80 fine
arts specialists. We have
arts partners and alliances
with more community arts
organizations than ever
before. these collaborations
serve to sustain our fine arts
department. We strive for
the three r’s of education—
rigor, relevance and
relationships!”
Sharon Samuels Reed, Director of Fine Arts, Peoria Public Schools
Why Do Arts Teachers Need To Be School Leaders?
While administrative leadership can provide support and resources,
arts teachers must step up to the role of school leader. High quality
arts education programs are most often the result of passionate arts
educators who light the fires of students, parents, community, other
teachers and administrators. Whether district coordinators, fine arts
chairs or arts teachers—their strength and leadership create the
necessary energy to propel their arts programs to success.
Successful arts educators across the state are advocates for their
programs every day, envisioning connections across the curriculum, and
collaborating with both arts and non-arts teachers. they use student
work to showcase development in an individual student to parents, and
the program to the community.
In many cases, arts teachers become a strong component of effective
administrative leadership across the school. for example, arts leaders
can develop school-wide plans for arts integration, serving as mentors for
classroom teachers who develop innovative practice. they can work as
liaisons to business or arts partners, collaborating to develop work that
unites the school with its community. they can also lead professional
development or speak at school board or district meetings to provide
understanding and direction for arts education decision making.
When arts educators become school-wide leaders they create new
roles that include the arts in all elements of school planning. In many
cases where there is a lack of administrative leadership in the arts,
some innovative arts teachers have continued to develop effective
programming by becoming advocates and resource developers who
ensure that their students receive the education they deserve.
Administrative Leadership 21
too busy to attend arts
performances and events
Unsure of what the arts
can do to support student
achievement
Sees arts programming as
separate from the rest of the
curriculum
Does not consider arts staff
when planning professional
development and school-wide
planning initiatives
Sees arts classes as fun
projects unrelated to the
development of ability and
understanding
Does not encourage
attendance or participation by
school or community at arts
events and programs
Considers the arts staff as
preparation teachers so that
classroom teachers can have
planning time
Does not understand the
Illinois fine Arts Learning
Standards
Does Not Meet standards Meets standards Exceeds standardsstriving to Meet standards
Makes time to attend all arts
performances and events
Hires qualified arts staff and
negotiates partnerships that
support students meeting
ISBE arts standards
Supports arts programs with
discretionary funding
Includes arts teachers on
all school planning teams,
including professional
development and School
Improvement Plan (SIP)
Identifies potential resources
for partnership and funding of
the arts
Seeks opportunities to see
evidence of student learning
in the arts
Considers the arts as
solutions to school-related
issues such as attendance,
parent involvement, student
engagement, etc.
reports on student and
program progress in all four
art forms to parents and
community
Uses personal connections
with business and community
leaders to build arts
programming
takes advantage of personal
professional development
opportunities to understand
curriculum in all four arts
Holds arts curriculum to the
same standard of rigor and
review that other disciplines in
the school receive
Meets regularly with teachers
of the arts to provide
support and problem solving
around issues of materials,
equipment, scheduling and
funding
Holds staff accountable for
student achievement in the
arts, requiring evidence of
progress and development of
skills across state standards
Provides opportunities for
students of all abilities to
access the arts, including
opportunities for those gifted
and talented in the arts
knows which students
are “arts leaders” through
attendance at events and
discussions with staff
Articulates a 5-year plan
for the arts to parents
and community including
diversified funding and
opportunities to develop
further programming.
Has gained personal
knowledge and expertise in
multiple art forms and uses
this expertise to support
student achievement
Presents publicly on the
value of the arts in a quality
education, prepared to defend
the allocation of resources in
the arts
Maintains budget lines for
staffing, materials, equipment
and professional development
in all four art forms
Uses data to track,
measure and report student
achievement in the arts to
ensure accountability
Provides specific collaborative
planning time, on a regular
basis, for the development
of arts integrated curriculum
across the school
Does Administrative Leadership Meet High Quality Standards?
Section 222
Curriculum and Assessment
Section Summary
If schools want an arts program that will challenge students and improve
achievement, a written curriculum and assessments must be in place, ready
to be shared. this curriculum should also be aligned with school and district-
wide goals. Districts need to commit time and resources for the development of
curriculum and assessments, and then plan to use these documents to build upon
their arts education programming.
An effective curriculum can demonstrate the rigorous work required of the arts,
showcasing projects as evidence of increased ability in critical thought and
discipline, while proving to the school community that the arts are important
content. A quality curriculum can demonstrate the specific skills being developed
by arts projects, including assessments that describe how a skill has been
demonstrated or needs improvement.
Assessment should not be seen as a separate piece from curriculum. An
appropriate curriculum defines assessments that will be used to measure student
progress toward meeting goals and objectives. Embedding assessments in
curriculum maps allows for dialogue among participants about the development
of student ability.
Curriculum and Assessment 23
The Need for Quality Curriculum
Effective arts programs include
curriculum in each of the four
disciplines so that teachers
have clear criteria for providing
instruction. In districts where arts
curriculum is not available, this
is an important initial goal for the
development of quality. In districts
where curriculum is established,
it is important to regularly revisit
these documents to ensure
that they are current with best
practices and new technologies in
the field. Curriculum documents
should align teaching strategies
and assessments with state
standards while providing
resources and tools to develop
best practice in teaching.
Curriculum can serve as a guide
for a teacher’s lesson planning, but
can also be a critical document
for district or school-wide
arts education planning. the
development of curriculum helps
to define necessary resources for
staffing, professional development,
materials and equipment. It can
provide a useful communication
tool for sharing needs with district
or school personnel, while firmly
establishing a more sustainable
arts education program.
Curriculum Helps Develop Partnerships
Curriculum maps are also
important for successful
collaborations. Whether internal or
external, partners can understand
where connections are being
made and determine teaching
plans that align with classroom
goals. Curriculum documents
can help non-arts teachers
understand specific arts skills
being taught to their students in
order to include references to the
arts in their teaching, or develop
their own use of arts strategies to
enhance other content.
External partners can also use
curriculum documents to better
understand goals for student
learning. When used as a planning
tool between the school and
outside organizations, specific
objectives can be targeted as entry
points for partnership. Parents can
also understand student learning
needs with greater clarity, often
creating a more collaborative
relationship between families and
the arts education program.
High Standards for Arts Education
Curie Metropolitan High School
arts education begins with the
requirement that all students in
the school take one arts course
in order to graduate. Students in
the Performing Arts Department
begin their study by selcting
a “major” from 13 categories
in the arts. Curie prides itself
in its offering of full, sequential
curricula in each major. Within the
department there are 36 courses
taught by 25 faculty members.
“one of the very important
elements of a high-quality
curriculum is inviting
professionals to visit, perform
for the students, and talk about
what it is like to work in the field.
A high-quality curriculum also
includes attention to assessment.
Assessment is as important in the
arts as it is in any other subject;
it is a tool used to understand
whether or not the students are
learning what and how you want
them to learn. Many of our art
students go on to art schools
because we start them with a
portfolio their first year and they
add to it through their time here.
When they leave, they have a
fantastic portfolio that they can
continue to develop.”
Wendy R. Haynes, Director of Performing and Visual Arts, Curie Metropolitan High School, Chicago Public Schools
The Basis of a Quality Education
An effective curriculum in any content area defines the scope of what
students should know and be able to do, as well as the sequence in which
they should learn the material and develop the necessary skills.
While curriculum should be broad enough to allow for creative
implementation related to the needs of students in a particular class, it
can provide for consistency in a school or district. It is also a clear way for
districts and schools to ensure the sequential development of skills and
knowledge from introductory to basic to mastery throughout the span of
the k–12 grade levels.
“It is important to make
connections across
grade levels and schools
in a district. the drama
curriculum at Lake Zurich
Middleschool is written
with our ‘sister school.’ We
then have several times
during the year where the
two middle school drama
teachers meet at the high
school, with the high school
drama teacher, to talk about
what the kids have learned
and what they will be
learning. We also talk about
who is rEALLy excited
and involved in the shows
at the middle school level,
and how we can keep them
excited when they enter
high school.”
Tammie Herrejon, Drama Teacher/Director, Lake Zurich Middle School South
Section 3
IDEAs for
EffECtIvE
PrACtICE
research conducted in
2005 found that 20% of
Illinois public schools had
no arts program—resulting
in thousands of students
receiving no regular
instruction in the arts.
Illinois Creates, Arts at the Core: Every School, Every Student
24
Developed by the Consortium
of National Arts Education
Associations (under the
guidance of the National
Committee for Standards
in the Arts), the National
Standards for Arts Education
outlines basic arts learning
outcomes integral to the
comprehensive k–12
education of every American
student. for more information
go to the kennedy Center
ArtsEdge website:
http://artsedge.kennedy-
center.org/teach/standards
Developed using the National
Standards for Arts Education,
1985 State Goals for fine
Arts, and various other
national and state resources
(under the guidance of
the Illinois Alliance for
Arts Education). for more
information go to the Illinois
State Board of Education
website www.isbe.net
National standards for Arts Education
Illinois Learning standards for fine Arts
National and State Standards
Connections Across Curriculum
Collaborative efforts between teachers, or between teachers and
external partners, can be more easily developed when working from a
common set of goals.
opportunities for integrating curriculum can be showcased in
curriculum while defining objectives for teaching of the arts. these
objectives include:
relating patterns and cycles in science and music. »
Exploring culture and history through the comprehension of »
selected dance pieces.
Discussing point-of-view in theatre and literature. »
Linking geometric study in visual art and math (i.e. symmetry, line »
and shape).
As curriculum develops over time, the integration of common themes
can be developed across courses. Creating works of art can also be a
valid means of assessing student knowledge in other curricular areas.
Importance of a Documented Curriculum
IDEAs for
EffECtIvE
PrACtICE
School district #1, a k–8 rural
district in raccoon, Illinois, was
awarded an ISBE Arts and
foreign Language Planning
Grant in 2006, followed by an
Implementation Assistance
Grant in 2007 to help
develop curriculum maps
with assessments for its arts
education programs. According
to the proposal submitted for the
grant, attention to developing
curriculum documents will help to
secure the sustainability of their
programming by providing clear
community understanding for
their arts education goals. this
curriculum map is only a sample
of how one district aligned their
curriculum and assessment.
Many other formats are possible.
Schools and districts should
use mapping formats that align
with what is used to develop
curriculum in other content areas
and that meet goals for arts
education planning.
Information from the ISBE Arts Education and Foreign Language grant proposal narrative from the Raccoon School District, 2006
What Makes Quality Curriculum?
Importantly, curriculum is a written document that is available to
teachers and community and widely used across the district or school.
It specifies the concepts, skills, techniques and artistic processes that
will be learned by students at each grade level. Curriculum can be
used to allocate resources and advocate for programmatic needs as
well as to guide instruction.
the best curriculum does not specify that every child do the same
activity or project, but that all students in a grade level learn the same
content. just as in any other academic content area, the content is
spiraling and builds along a continuum while circling back to reinforce,
re-teach or re-engage the learner with important concepts.
While consultants can provide great insight into the development of
a curriculum, a district’s teachers of the arts are local experts in what
students should know and be able to achieve in the arts. Arts teachers
should be a part of curriculum creation and revision so that their
knowledge of the students, school and resources can be reflected in
a realistic document. the curriculum should also be developed based
on the local population of students and include up-to-date skills
regarding applicable technology and relevant experiences based on
student culture.
Curriculum should define the minimum that each child is responsible
for learning, and include potential adaptations for special populations.
Individuals with disabilities, gifted and talented learners and English
language learners should all be included in the curriculum design.
Curriculum and Assessment 25
Types of Assessment
the involvement of students in the assessment process provides for
higher quality instruction, engaging students in reflection about the work.
teachers across the state use rubrics, checklists, self-assessments, peer-
critique and narrative descriptions as elements of each of these categories:
formative assessments » are conducted as a work is in process,
giving feedback to teacher and student about areas of success and
goals for improvement. these assessments allow teachers to discuss
work with students as a project is developed.
summative assessments » evaluate completed student projects,
articulating areas for improvement as well as celebrating success.
these assessments are often used to communicate skills or progress to
parents or administration.
Portfolio assessment » allows for a range of assessments to be
shared with students, parents and administration. Students develop
portfolios across a unit of study, a year, or even an educational career.
Pieces of work with relevant assessment materials can be included in
portfolios to show development of ability over time.
Quality assessment takes time to develop, and performance
assessments take time to conduct. Schools and districts must allocate
appropriate resources in order to encourage the use of evaluation that
appropriately assesses student and program growth. Professional
development can be instrumental in the development of tools and
systems that meet the needs of district, school, teacher and student.
Samples of rubrics and assessments should be shared and discussed
across classrooms and schools.
Sample Drama Assessments from Lake Zurich Middle School South6th grade drama:
take a written test on the 1.
aspects of the stage.
Perform a Dionysian play after 2.
talking about theatre history.
Give the students a scenario 3.
and have them perform the next
day, using the improvisational
techniques that were taught.
7th grade drama:
Perform a Musical Pantomime. 1.
Assess them on whether or not
they incorporated a beginning,
middle and end. Assess them in
their techniques of pantomime.
Students will create and perform 2.
a fractured fairy tale. they
will demonstrate their ability to
work in a group and achieve a
final performance by working
together.
take a written test on stage 3.
techniques, stage direction, and
character analysis.
the students are assessed daily 4.
on their mini-skits.
8th grade second City,
Broadway Bound,
Musical theatre:
Students will be asked to create 1.
a 20 min. variety sketch in a
group. they will demonstrate
their mastery of improvisational
skills.
take a written test on the 2.
development of a character.
Perform multiple skits working 3.
with several groups.
Perform a mini-musical in a 4.
group using song and dance.
Tammie Herrejon, Drama Teacher/Director, Lake Zurich Middle School South
What Is Quality Assessment?
It is an understatement to say that efforts in the arts can be difficult to
assess, but there are certain skills, concepts and techniques that are
developed over time. Specific and consistent assessment criteria, as a
part of a curriculum map, create dialogue about common outcomes and
goals for arts education.
Assessment criteria are a part of a quality curriculum and should
be based on the state standards and essential skills in an art form.
Assessment criteria should be developed for each grade level and
communicated to the school community. Assessments should include
multiple opportunities to demonstrate knowledge and ability while
involving students through meaningful experiences.
“Most crucial in assessment
is writing clear targets
shared alike by student
and teacher, followed by
transparent criteria seen in
varied, creative responses
by students addressing a
like problem.”
Susy Watts, Instructor for Visual Arts Education, Pacific Lutheran University, WA.
Section 3
IDEAs for
EffECtIvE
PrACtICE
26
No written curriculum, each
teacher creates lesson plans
with no long-range plan
Arts classes are ungraded,
graded pass/fail, or based
solely on participation
No arts assessments are
completed
Activities and projects are not
related to student ability or
developmental level
teachers are unable to
articulate a clear sequence of
skills being developed across
their art form
Written curriculum for
individual courses without
connection across the art form
Does Not Meet standards Meets standards Exceeds standardsstriving to Meet standards
Curriculum is not written but is
thought about sequentially by
the arts teacher
Curriculum has no connection
to assessment
Each course or teacher
operates isolated from the
others
Curriculum is written for one
or two disciplines
Curriculum is limited to basic
knowledge and skills
teachers are not involved
in curriculum revision/
development
Arts classes/forms are graded
based on a single assessment
or project grade
Available curriculum is not
used by all teachers of the art
form
Assessments are not based
on relevant arts experiences
Different teachers use different
criteria for assessments
Curriculum maps are available
for all grades and courses with
some assessments
Curriculum is district-wide,
content is linked from
elementary school to middle
school to high school
Sequential development of
skills over time
Curriculum is available for
more than two disciplines
Curriculum makes use of
technology
Curriculum includes concepts
and techniques
Students are offered choices
in the completion of projects/
final assessments
Class is graded based on
student achievement of
assessment criteria
A range of assessment
strategies are used to assess
student development and
performance
High school arts courses are
weighted the same as other
academic courses
knowledge gained from non-
arts classes is applied in arts
classes
Multiple assessments are
used and students are actively
involved
Curriculum maps go
through regular revision with
participation from teachers
and community
A.P. arts offered to high school
juniors/seniors
Curriculum builds in
sequence, then spirals back
to further develop basic
technique
Curriculum in all four arts
disciplines with performance
assessments and rubrics
available for review
Current technology integrated
throughout curriculum and
assessment
Curriculum includes
connections to other
disciplines/content areas
Arts courses are required for
all high school students
Students have opportunities
to develop projects in arts
classes as assessments for
non-arts classes
formative and summative
assessments are shared
with students across the
development of a work of art
What Does Effective Curriculum and Assessment Look Like?
Curriculum and Assessment 27
Instruction and Professional Development
Section Summary
Schools and school districts must follow the Illinois School Code and provide learning
opportunities in all four art forms for every child. When planning for arts education
programming, it is important to consider the myriad delivery methods possible. While
quantity of arts education is important to consider, there are clear markers for quality in the
delivery of instruction.
one of the highest benchmarks for quality instruction is a well-trained certified arts teacher.
Even the best arts education districts must focus on the continual improvement of teaching
and learning in the arts. Certified arts teachers must further refine and develop their
teaching ability through dedicated professional development. It is important that districts
and schools understand that the needs of a classroom teacher asked to implement arts
instruction will be different from those of a teaching artist or arts specialist.
Administration and non-arts teachers must also develop their abilities to use and relate to
the arts. the ability to collaborate with arts teachers, integrate the arts into other content,
or to support student involvement in the arts all hinge on the development of their arts
understanding. In planning for professional development it is important to consider school
or district-wide goals including the role of arts integration.
Section 428
Certified Arts Teachers
Effective instruction in the arts
requires knowledge of specific
artistic processes as well as
a clear understanding of the
developmental needs and stages
of the children. Certified teachers
of the arts have experience
and content knowledge about
both their arts discipline and
appropriate pedagogy for their
students. It is important that
districts and schools invest in the
hiring of certified arts teachers so
as to give students appropriate
instruction in the arts, providing
them with the same quality of
arts education as many of their
peers throughout the state.
full-time teachers of the fine arts
are important investments for
schools and districts, providing
regular instruction to students
while concurrently serving as
a resource. With certified arts
teachers in the building, the arts’
place in school-wide activities
and initiatives can be included by
those qualified to understand and
carry out arts education plans.
Certified arts teachers provide
direct links to parents and
community, building on existing
arts education resources.
When Adequate Resources Aren’t Available
the arts teaching workforce must
include more than certified arts
teachers if we are to provide
adequate arts education to
every child. Classroom teachers
and teaching artists, whether
as part of an organization
or individuals, can provide
meaningful arts instruction when
given the necessary supports.
As needs across the state differ
from school to school, it is
first important to consider how
each school is delivering arts
instruction.
Building Internal Support
While not optimal, classroom
or non-arts teachers can be
another source of instruction in
the arts when it is not possible
to have certified arts teachers in
every discipline. As most teacher
preparation programs include
very limited exposure to the arts,
it is important for administrative
leaders to develop ways to
assess and build the instructional
capacity of classroom teachers
when they are asked to teach
the arts. they must also be
given appropriate resources
for developing teaching
Student Choice in Curriculum
IDEAs for
EffECtIvE
PrACtICE
In the 6th–8th grades at franklin
fine Arts Academy, Chicago
Public Schools, students rank
their preferences in the arts
each year. Students are offered
visual art, dance, drama, music
and piano. Based on their
choices, students study two arts
disciplines for the year. the fine
arts staff then selects students
for each of the classes. Each year
students are placed into two of
their top three choices based on
their rankings and their teachers’
understanding of their abilities.
the teachers explain that the
students give much more to the
class when they have chosen the
forms that most interest them.
this system respects student
choice while helping teachers to
work with the most focused and
engaged participants. Students
are able to make informed
choices about the art forms,
having had dance, drama, visual
art and music instruction each
year in grades k–5.
Interview with fine arts teachers, Franklin Fine Arts Academy, Chicago Public Schools
What Makes Quality Instruction?
At the core of all instructional practice should be the delivery of quality experiences for students. Each art
form has its own best practice instruction, but all disciplines benefit from instruction that combines individual
attention with small and large group learning experiences. As the arts are a continually evolving field of learning,
teachers must continue their professional development to stay abreast of contemporary arts practice.
Student choice, cultural relevance and the use of up-to-date technology are all important aspects of high quality
instruction. teachers must adapt curriculum to make material culturally relevant for their student population,
while also utilizing new technologies to advance their teaching.
technology has had a strong impact on the arts, with applications quickly becoming an important part of arts
education. Districts must dedicate funds and appropriate equipment and materials—from graphic design and
digital media to musical software and computerized instruments—for teachers to take advantage of the growing
development of this field.
practice, including curriculum,
assessments and relevant
materials/equipment.
Utilizing External Support
teaching artists can also help
provide arts instruction when
resources are not available for
certified arts teachers in every
discipline. often these members
of the arts teaching workforce
work collaboratively with
classroom teachers, providing
direct service to students while
demonstrating strategies and
technique for teaching their art
form.
Many innovative programs
provide contemporary arts
practice for students while
addressing professional
development for non-arts
teachers. these programs are
best developed collaboratively
with arts teachers. teaching
artists also require support
from schools, districts, arts
organizations and higher
education. As they are not
credentialed arts teachers, many
need support in pedagogy in
the same ways that classroom
teachers need to better
understand arts content.
Instruction and Professional Development 29
Integration of the Arts into Other Content
through the integration of
content, classroom teachers
and teaching artists can often
find ways to teach a minimum
level of certain art forms while
deepening student understanding
of challenging material. often
the arts improve students’
memory, provide another path to
understanding or allow students
to demonstrate their knowledge,
providing increased educational
opportunity.
Developing strategies for »
using the arts in classroom
instruction
the use of tableau to ›
represent scientific concepts
such as the water cycle,
a theatre strategy where
students use their bodies
to create frozen, word-less
images that represent ideas
Understanding that »
collaboration goes both ways;
the arts support non-arts
learning and non-arts learning
supports the arts
A history teacher can ›
describe how the
impressionist painters
evolved from the french
political society while the
art teacher shares the
biographies of important
painters, detailing important
political events in their
lifetimes
Connecting patterns and »
themes across the curriculum
Line and shape are ›
important concepts in both
geometry and dance
Understanding the use of »
art products as assessment,
developing collaborative
models for differentiated
learning
IAEA is a professional
organization for visual art
educators, individuals
and groups who wish to
support art education in
Illinois. founded in 1935,
IAEA promotes quality
visual art education for
children and adults.
Professional development
is offered through the
annual conference, mini-
conferences, publications
(including the award winning
newsletter, the Mosaic),
web site, and exhibitions.
Professional development
credit is available throughout
the year at workshops and
conferences. IAEA presents
a number of scholarships,
awards, and grants to
recognize the professional
development and leadership
of art educators.
IMEA has been active in
providing professional
development opportunities
for Illinois music educators
since the Association’s
founding in 1939. Literally
thousands of workshops
have been presented at the
annual IMEA “All-State”
Music Conference. recently,
IMEA has expanded
professional development
offerings to include both
the district festivals and, of
special significance, summer
“best practices” workshops.
these workshops have taken
place in different locations
around Illinois and they have
been intensive sessions in
the form of one and two day
offerings.
Illinois Art Education Association (IAEA)
Illinois Music Educators Association (IMEA)
“We need not look upon art
as qualitatively apart from
the rest of life. Instead,
we need to see it as a
refinement, a clarification,
and an intensification of
those qualities of everyday
experience that we normally
call complete.”
Jackson, P.W. (1998). John Dewey and the lessons of art. New Haven, CT: Yale University Press
Students can create a ›
musical score for a text, with
musical themes that show
evidence of character and
plot development
Development of abilities in »
collaboration and teaming
All students benefit when ›
teachers learn to utilize the
resources of their colleagues
Established time for »
collaborative planning
finding connections ›
between arts teachers and
non-arts teachers
Planning projects or ›
assessments across
disciplines
Project planning between ›
teachers and external
partners
Project planning between ›
teachers and parents
on-going, not just once a ›
year
The Importance of Professional Development
Many schools lack arts teachers
in all of the four disciplines, so
districts must first consider who
is responsible for delivery of the
arts standards. Every teacher
that is responsible for teaching
the arts requires ongoing
professional development in
order to deliver high quality
instruction. Schools and districts
must provide resources to
meet the professional needs
of arts teachers, but should
also consider the arts as
capacity building for the entire
staff. By investing in greater
understanding of the arts for all
teachers, schools and districts
can maximize the benefits of the
arts for all students.
Section 430
Opportunities to Attend State or National Conferences
Allow for self-selection of »
relevant content according to
need
Provide workshops at multiple »
levels from new to experienced
to veteran
resources should be provided »
to pay for travel, attendance
and substitute coverage of
classes
Address specific needs, such as »
the business and management
of art
Encourage arts teachers to »
become members of state
professional associations, such
as the Illinois Music Education
Association, the Illinois Art
Education Association, or Illinois
Alliance for Arts Education as
well as the national affiliates
Opportunities to Attend Festivals, Cultural Events and Displays of Student Work
Give ideas and inspiration for im-
proving quality of student work
Allow for meeting with »
colleagues to collaborate and
develop better programming
resources should also be »
provided to pay for travel and
substitute coverage of classes
District or Regional Workshops for Arts Educators
Assess the professional needs »
of arts teachers
Develop workshops within »
districts to meet the needs of
these teachers
Utilize master/national board »
certified teachers to provide
support in effective instruction
Develop collaborations with »
higher education or arts
partners to discuss potential
training for arts educators
regional offices of Education »
(roE’s) can provide professional
development for districts fine
arts teachers
Collaborations with Other Schools Invested in High Quality Arts Education
Provide for teachers to visit and »
observe classrooms of other
teachers who teach the same
discipline at another school/
district
Convene meetings to »
collaborate on building or
revising curriculum and
assessment
Create multi-school »
partnerships with external
partners that utilize fewer
resources to greater advantage
for all
Professional Development for Arts Teachers
IDEAs for
EffECtIvE
PrACtICE
“the most effective components
of PD for arts teachers
are consistency and a
programmatic approach that
marries practicality with the
avant-garde. the consistency
lets everyone know that they
are part of a larger whole and
that they have brothers and
sisters out there in the field with
similar experiences. We build
trust out of consideration and
then teachers and principals
are more likely to take chances,
making larger leaps forward. We
want them to grow, but also
want to recognize that each
school has its own life, culture
and demands. Arts focused
PD is hard to find in public
schools. Arts teachers need and
deserve PD that is relevant to
their subjects, but also relevant
to how their subjects connect
to others. We have to focus on
the strength of the connections,
or integration, as well as the
discipline of art. Arts teachers
need to be recognized as
professionals: this is key to their
self-actualization as leaders
and agents of change within
schools.”
Mario R. Rossero, Fine and Performing Arts Magnet Cluster Program, Chicago Public Schools
“When you walk out of a
degree program, you get a
certain amount of content—
if you don’t constantly keep
seeking and learning, then
what you offer your student
stagnates.”
Carbondale Focus Group
Addressing the Professional Development Needs of Certified Arts Teachers
Certified arts specialists need to continue to understand best practices
in their discipline and further develop their own skill in providing
instruction. they need to stay up-to-date on arts processes, materials
and technology as the modern art world continues to create exciting new
practice that should be shared with students.
they also need to find meaningful ways to connect with other teachers
in their art form. often there are few other teachers in their building or
even districts who teach the same subject matter, leaving many to feel
isolated. the support and encouragement of school and district leaders
is important, so that arts teachers can share their knowledge and make
connections with other teachers of the same content.
Instruction and Professional Development 31
When Non-Arts Teachers Become Teachers of the Arts
Many schools and districts struggle to find the resources to address all
four art forms with certified specialists at all grade levels. While external
partners can provide potential resources, this is sometimes not a long-
term solution due to cost, location or sustainability.
Schools and districts can look to classroom or non-arts teachers as
solutions if they are provided with ongoing and appropriate professional
development. Universities, arts partners and local artists can provide
training, mentoring and coaching to help teachers create curriculum that
teaches the arts while developing ability in other content.
these teachers, while not always fully qualified, need to provide
content specific instruction that is sequential, developmental and
meets state standards. Students should not lose an opportunity that
their peers throughout the state are receiving because of a shortage in
district resources.
Arts Education as Staff Development: A Whole School Strategy
In order to take full advantage of all that the arts can offer our students,
we need to create common understanding among all faculty regardless
of grade or discipline taught—including administration. Arts teachers
should play a clear role in planning and/or delivering school-wide staff
development in the arts.
Arts teachers need for the entire school staff to understand what they do.
once an initial understanding of the arts is provided across the school,
the arts can do for teachers what they can also do for students—address
other content and school-wide needs through hands-on engagement and
collaborative problem solving.
Recognition of the Importance of the Arts in Education
for all educators in »
the building, including
administration and counselors
Developed by building arts »
leaders in conjunction with
external partners where needed
(arts partners, higher education,
businesses in the arts)
to recognize that the arts »
are important developers of
21st century skills such as
creativity, communication and
collaboration
External Providers of Professional Development
While arts teachers can be important resources for professional
development, there are many outside providers with the ability to
assist schools in increasing their arts education expertise. from higher
education and museums, to theatre companies and teaching artists, the
state of Illinois has professional development opportunities for the arts in
every region. Districts can work with regional offices of Education (roE)
to leverage resources in providing needed professional development.
Professional development providers often have specific programs for
developing staff abilities in the arts. these workshops can be adapted
to suit school or district needs and offered on-site at schools during
staff development days. they may provide overall understanding, or be
designed to target a specific area such as arts integration or assessment
in and through the arts.
Still other opportunities include individual support of school needs,
developing programs that include one-on-one support through the
development of curriculum. Many artist residencies have multiple
benefits, providing direct service in the arts to students, while creating
curriculum and assessments and simultaneously servicing teacher needs
for professional development.
other partners may invite schools to spend time at their location,
utilizing resources and understanding ways to connect directly to other
offerings they provide. for example, museums often offer teacher
workshops that relate to exhibits in their building. these professional
development opportunities provide the dual benefit of developing
teacher skill in relating to artifacts, but also share the resources available
at the museum.
“My team professionally develops the arts teachers as leaders, and in
expanding their curriculum, the arts teachers professionally develop the
classroom teacher in critical and appropriate arts based approaches.
the classroom teacher teaches the students and so on… It’s important
to build arts across the school because it’s the subject that connects
all other subjects. Having the arts teachers as leaders takes what has
historically been a marginalized role and empowers these individuals to
put art at the heart of a school and have everything stem from there.”
Mario R. Rossero, Fine and Performing Arts Magnet Cluster Program, Chicago Public Schools
to understand how the arts »
support the development of
the whole child, including
intellectual, emotional and social
development
to understand the importance of »
the arts in many careers and for
college success
to experience learning in and »
through the arts to understand
its value as a student
to deepen understanding of arts »
standards
to recognize that Illinois School »
Code as well as No Child Left
Behind (NCLB) legislation
consider a core learning area
Section 432
Collaboration and Partnership
Section Summary
Partnering with internal and external resources allows schools to build on existing
programs and develop practice that showcases real world learning. While partners are
not replacements for an arts education program that values the arts as core content,
they can extend opportunities for students.
Collaborations begin within the walls of a single building, where teachers work together
to discuss and create learning experiences for students. fine arts staff can partner with
non-arts teachers to relate courses or art forms, working to develop projects that have
mutually beneficial outcomes. A true partnership benefits both sides.
the spirit of collaboration should reach out beyond building walls to include other
schools within the district or region, parents, community and statewide resources.
Across the state, partnerships with higher education, arts organizations, cultural
institutions, community businesses and local arts agencies provide depth to existing
discipline-based arts programs.
Collaboration and Partnership 33
Collaboration Within Schools
Collaboration among teachers in schools can be the most cost-effective
and sustainable way to increase student exposure to the arts. It can
also help students to reach higher levels of thinking skills by making
connections across concepts, requiring analysis and synthesis of
ideas. With the multiple demands placed on teachers in the school,
specific plans and tools must be used to encourage cooperative
practice. Planning at the beginning of the year should be supported by
opportunities to continually connect staff throughout the year.
Collaboration Within Districts/Regions
Collaboration within schools can provide greater opportunities for
professional development, curriculum review and sharing of resources.
Districts can work together to provide workshops for all of their
arts teachers or work together to revise and improve curriculum or
assessment ideas. the sharing of resources can provide opportunities
to hire highly qualified staff or teaching artists that work across
multiple schools.
technology can be an important assistant in creating access to arts
programs, curriculum, student work and innovative ideas across
schools in regional areas. When schools are geographically isolated,
they can form electronic learning communities to share ideas and plan
for students. Students can also participate in cross-school sharing by
creating online portfolios, galleries and performances.
In particular, it is critical for teachers of the arts to regularly
communicate with each other about the development of programming
that connects elementary, middle and high school arts programs. High
school programs are well served by lower grades that develop skills
necessary for success at their level. All students are served when the
smooth transition from one grade level produces greater skills and
understanding in the arts.
Sharing Resources Throughout Districts: Ideas for Collaboration Between Schools
Share art products from one school to another, travel to perform or »
display art work
Plan professional development days for vertical and horizontal team »
building across schools
Create sequential curriculum that spans transitions between »
buildings
Partner with other schools to bring in programs for reduced cost »
Strategies for Successful Collaboration Within Schools
Provide paid/release time for »
collaborative work
Create common planning time »
for arts departments/fine arts
staff during the school day
Provide arts teachers with »
resource periods for non-arts
staff to discuss project ideas
Use thematic connections for »
school-wide projects to embrace
the arts as a fundamental means
of expressing understanding
Include special education and »
English Language Development
staff in arts planning to allow
for the development of access
plans for all students, as well
as the use of arts as curricular
adaptation for special needs
Include the arts in school-wide »
initiatives such as technology
integration
Arts Teachers Can Share Resources For Adding Depth to Non-Arts Content
the creation of a dance, collage,
musical score or play can provide
a clear means for students to
articulate relationships between
concepts. When individual or
small groups of students produce
different arts products exploring
the same theme, sharing becomes
an opportunity for critical thought.
Students must explain and attempt
to understand the representation of
ideas that their peers have created
resulting in deeper connections to
content.
Arts teachers can provide
professional development or
collaboration across projects to
help students get the most out of
all the material they study. A drama
teacher can coach a writing teacher
in improvisation techniques; he/
she can arrange to come into
the classroom to assist with the
improvisational work, or can
support the project through student
work on improvisation, related to
writing, during regular drama class
period. All three methods can help
students to develop improved
writing skills and better written
work.
Non-Arts Teachers Can Ask Arts Staff How They Can Support Arts Learning
A history teacher can share »
musical compositions from the
time periods under study
A foreign language teacher »
can require the reading of artist
biographies
A literature program can read »
plays or excerpts of text that will
be studied or produced in the
drama department
A math teacher can ask students »
to create lines and shapes with a
variety of materials, such as wire,
chalk, clay or paint
A science teacher can ask »
students to create stationary or
loco-motor movements (dance
concepts) that demonstrate
properties of liquids, solids or
gas
Section 534
Charting Collaboration
IDEAs for
EffECtIvE
PrACtICE
two weeks before the beginning of each month, by a set date, the grade level teachers fill out the chart.1.
Each teacher on the fine arts team reviews the chart and circles their letter—L (library) A (art) M (music) P 2.
(P.E.) or S (Spanish) if he/she are going to collaborate with the specified grade level and subject during the
given month.
the fine arts team consults with each other to make sure that all grades and subjects are covered for the 3.
month.
fine arts and classroom teachers agree on skills and objectives from both forms as well as how students 4.
will be evaluated on the collaborative lessons.
franklin Edison Primary Elementary School in Peoria uses a collaboration chart created by the teachers to
develop opportunities for classroom teachers and school-wide specialists to work together. the chart is
posted in the teachers’ lounge for all to see—allowing them to contribute whenever they can.
DaNita Bell, Library Media Specialist, Edison Primary Elementary School, Peoria Public Schools, District 150
GRADE LEVEL reading Science Social Studies Math
Unit theme:
Skills:
L A M P S
Unit theme:
Skills:
L A M P S
Unit theme:
Skills:
L A M P S
Unit theme:
Skills:
L A M P S
Museum Partnerships
IDEAs for
EffECtIvE
PrACtICE
talcott fine Arts and Museum
Academy has formal
partnerships with many
museums, integrating museum
resources with state learning
standards. Museum learning
helps differentiate to varied
student interests and learning
styles. Museums provide rich
visual experiences that build
background knowledge and
are conducive to inquiry-based
learning. keys to effective
museum partnerships include:
Aligning learning standards »
with museum resources
Developing teacher abilities »
to use the museums as
learning resources
Creating time for museum »
educators and teachers to
work and plan together
Being patient and building the »
relationship slowly
Craig Benes, Principal, Talcott Fine Arts and Museum Academy, Chicago Public Schools
Collaboration and Partnership
Here is how it works:
35
Collaboration Between School Staff and Universities
IDEAs for
EffECtIvE
PrACtICE
roosevelt Magnet School for the Arts’ (rMS) project, Arts in Motion,
was a collaborative effort between rMS’ arts, math, and science
departments and Bradley University’s visual arts and science
departments, designed to teach students the science principles of
motion. Workforce goals for the 21st Century emphasize collaboration
as a key component to success in the workplace. this project, which
emphasized university level professors, middle school teachers,
along with university students and middle school students working
together, achieved collaboration at the highest level. this included
design elements, building kinetic sculpture prototypes, meeting all
district approval of prototypes, resource acquisition and development
of a common vocabulary across content areas. Six teams worked
on a different principle of motion, resulting in six ten-to-twelve-foot
sculptures. the project resulted in an interactive world class sculpture
garden whereby students teach other students, or participate in the
traditional teacher led instructional experience. roosevelt Magnet
School teamed with Bradley University to turn simple machines into
works of art.
Taunya L. Jenkins, Principal, Roosevelt Magnet School, Peoria Public Schools, District 150
Building Sustainable Partnerships
Taunya L. Jenkins, Principal, Roosevelt Magnet School, Peoria Public Schools, District 150
Pulaski Elementary School in Chicago has partnerships with
multiple arts organizations, bringing tremendous resources to
the school each year. Pulaski principal, Leonor karl, explains that
partnership requires mutual investment. “you need to be committed
to the partner. they have needs and you need to fulfill them. that’s
what makes you a partner and not just a receiver of services. We
have joined all our partnerships with that spirit. they know that if
they ask me to do something I will do it. And so they do things for
me. these opportunities have made a tremendous impact on the
school. they happen because we have built a relationship with each
other. Now, I don’t have to work that hard. But at the beginning, I
had to go to a lot of meetings and do a lot of paperwork. Get your
name out there and people come to you.”
Partners can work with schools
to develop arts education
programming in support of a
general education plan. they can
be used in a variety of ways to
support arts education.
Providing professional »
development
Staff workshops helping all ›
faculty understand the value
of the arts in education
Building capacity in teaching »
the arts
teaching artists delivering ›
dance instruction when a
certified dance teacher can
not be hired
Assisting schools in teaching »
non-arts subjects through the
arts
Arts organizations providing ›
arts integration training
Providing enrichment, »
extension or support to current
arts education practice
Museums or theaters as ›
field trip destinations to see
professional works of art
When partnerships are developed
collaboratively as part of an arts
education program, they are
more likely to have a positive and
sustainable impact on student
achievement and program
development.
Looking for External Resources
there are many types of external partnerships that support school
improvement: higher education, museums, teaching artists, theaters,
dance companies, symphonies or music groups, libraries, funds
providers, state agencies and other school districts. When partnerships
are developed collaboratively as part of an arts education program, they
are more likely to have a positive and sustainable impact on student
achievement and program development.
Plan to Succeed
Effective partnerships require an
investment of time in planning.
Develop projects with clear »
objectives that unify schools
Work toward the school’s arts »
education goals, connecting
directly to school curriculum
Work with the support of »
administration, frequently
communicating progress
Involve arts teachers in planning »
Address all arts disciplines »
through partnership experiences
Establish methods to »
communicate outcomes that can
be measured
Plan for continued development »
based on evaluation of outcomes
Understand the Needs of the Arts Education Program
Needs assessment is a critical
component of working with external
partners.
Is there a weakness in the »
delivery of instruction of a
specific art form?
Can instruction in this art form be »
enhanced through professional
development from an outside
provider?
Can resident artists provide »
additional instruction in an arts
discipline?
What resources are needed »
by our current arts education
teachers?
How can we support efforts »
to connect the arts with other
content?
Section 5
IDEAs for
EffECtIvE
PrACtICE
36
IDEAs for
EffECtIvE
PrACtICE
School/ Business PartnershipsA school-business partnership
can build awareness and support
for the hard work students and
teachers are doing within the
classroom. As students are
building their identity through
school-based experiences, a
school-business partnership
allows students to see that their
work is deeply valued not only
by fellow students and teachers
but also by members of their
home community.
Have a process and product 1.
driven curriculum. far too
many fine art students are
not pushed to create and be
productive, and far too many
departments do not exhibit or
perform enough.
once you have something to 2.
share, start small and work
your way up. Everyone will
enjoy seeing the students’
work result but not everyone
is willing to help—keep it
manageable while still being
ambitious.
require student help at older 3.
ages and ask for parent help
at all ages. Parents must
be the first to acknowledge
their children’s work and your
commitment to it and them.
Dean M. Auriemma, Director of Curriculum, Instruction and Professional Development, Homewood-Flossmoor High School
Assess Potential Resources Available in the Community
often there are opportunities
to partner with parents or
community. Schools should be
careful to look closely for lcoal
resources.
Are there parents or community »
members that have experience
in teaching or working in the
arts?
Are their parents or community »
members with skills, materials
or equipment/space that could
support programs?
What opportunities are »
available in our area to engage
with professional works of art?
What connections can be »
made to real world arts
applications?
What community resources »
would like to engage with the
school but need direction or
project ideas to support?
Create Conversations with the Community
When needs and potential
resources have been defined, it
is important to begin dialogue
across the community to find
hidden possibilities that may
have been overlooked. Is there
a parent who can build sets
for the dance show? A service
organization willing to donate
space for a concert or play?
A business willing to donate
paint? A local museum or gallery
willing to provide reduced cost
admission for students?
Make Use of Professional Resources
the state of Illinois has a wealth
of culture, from institutions of
higher education to arts, cultural
and community organizations
to teaching artists that travel
the state. While Chicago ranks
as one of the richest arts cities
in the world, each region has
its own treasures waiting to be
discovered. In fact, there are over
70 local arts agencies throughout
the state that provide resources
and support to communities
and schools. In addition, there
are statewide associations and
nonprofits:
IAA (Illinois Arts Alliance) »
IAAE (Illinois Alliance for Arts »
Education)
IAEA (Illinois Art Education »
Association)
IMEA (Illinois Music Educators »
Association)
ItA (Illinois theater Association) »
Universities and Colleges
Universities and colleges are an
excellent place to start looking for
potential collaboration. Schools
of the arts or education are often
looking to engage in collaborative
work with schools on arts
education programming. While
faculty can serve as mentors
or sources for professional
development, college students
can serve as assistants while
gaining experience.
Higher education institutions
may also have strong abilities to
seek grants for the development
and implementation of innovative
programs developed in schools
or districts. In addition, these
institutions often have facilities
that attract high-quality artists.
often, funding for field trips
or performances is supported
through grant opportunities or
reduced costs for students.
Arts Partners
Arts partners can range from
a nationally known museum
to a local art gallery, from a
community theater to a church
choir. often classrooms can visit
professional works of art, with
supporting material available
for teachers to use in the
classrooms. Many arts partners
have programs that bring arts
professionals into the classroom
or school. they can also provide
enrichment opportunities for
teachers, students or parents
wishing to extend arts experience
outside of the classroom.
Much like higher education
institutions, many arts partners
have established education and
outreach programs, supported
by grants, which allow for school
partnerships to be very affordable.
Teaching Artists
teaching artists can bring
innovative ideas, connected
to contemporary arts practice,
directly into the classroom.
this profession has gained
increasing recognition and there
are thousands of well-qualified
teaching artists working across
the state. Even in geographically
remote areas, there are teaching
artists willing to travel and
share their skills in providing
arts education or professional
development to increase teacher
capacity.
the Illinois Arts Council maintains
two rosters for teaching Artists
and Arts organizations that are
well prepared to work in schools.
these can be obtained by going to
www.state.il.us/agency/iac/.
Community Businesses/ Organizations
Schools need to seek out places
where the arts are part of work,
then engage in dialogue about
potential collaboration. Many local
organizations work to support the
community, including libraries,
clubs, service groups and local
arts councils. Attendance at arts
events, advertising of events,
sharing of facilities and celebrating
student accomplishments
are important ways that local
communities can support the arts.
Collaboration and Partnership 37
Accountability
Section Summary
Districts must measure student growth and achievement in the arts,
demonstrate equitable distribution of arts education opportunities and
report progress to the public. the clear evaluation of arts education allows
districts to celebrate and improve their programs while increasing student
achievement.
If the arts are to be given their due as a core content area, they must be
responsible for their role and share success in ways that help the public
better understand the importance of arts education.
Section 638
How Can Accountability Help to Further Arts Education
the idea of accountability can
be intimidating. It’s often thought
to diminish the power of the arts.
However, it is important that arts
advocates and participants see
the value of sharing their success
in concrete ways. Investing
in descriptions of growth can
provide real benefits to arts
education.
Measured progress can create »
outcome goals that more
deeply involve the arts in
school improvement planning
Indicators create »
administrative accountability
for securing support
Accountability creates »
demand for the materials
and equipment necessary
to implement high-quality
instruction
Shared outcomes develop »
understanding of the rigorous
investment they require from
participants
Measures of student »
achievement can point to areas
of strength and weakness,
allowing programs to build on
their best work and provide
better education in the arts
Collection of data can help »
districts understand if all
students are being served and
if programming is equitable
across all populations in the
district
“Sharing clear results of our
arts program raises the
profile of the program, and
when it comes time to look
at modifying the program,
no one wants to cut a
successful program.”
Paulette Aronson, Art Teacher, Anna Elementary School
“In education, we are
missing the opportunity
to show what is important.
the arts are critical, but
until we collectively value
the impact of the arts on
student learning, the funding
will not follow. We have to
frame the argument to show
everyone how and why this
is important. We don’t teach
to the test, we teach across
all subject areas—including
the arts—and they do well
on the test. Additionally, the
arts help our children learn
skills and develop talents
that are not easily measured
by a test.”
Craig Benes, Principal, Talcott Elementary School, Chicago Public Schools
funding for the arts, as
always, is crucial. Although
mandated subjects do not
always get increased dollars,
they certainly have a better
track record than those that
do not. As of 2008, the state
of Illinois does not test the
arts. therefore, it becomes
even more imperative that
we devise and adopt a
method of arts evaluation
that will be recognized and
acknowledged by our civic
and educational leaders.”
Richard Murphy, Executive Teacher, Fine Arts, University of Illinois Laboratory High School
Accounting for a Successful Program
IDEAs for
EffECtIvE
PrACtICE
there are several ways in which
we communicate information
about our fine arts programs to
parents and the community. In
these communications we let
them know what we are teaching
and how our students are
responding to our programming.
Accountability is part of a
constant reporting process in
which we try to keep our parents
and community informed about
who we are and what we do.
setting up parent/teacher »
conferences for children to
bring their parents to see their
portfolios
sharing award and special »
event information with our
school board members
working cooperatively with civic »
organizations which support
activities in which our students
can participate
hanging work and presenting »
performances to showcase
student work
soliciting information »
from parents about their
understanding of the fine arts
programs
inviting parents to be involved »
in student activities
sharing musical talents in »
community venues
making posters in visual art »
classes with topics which are
relevant to the community
attending Parent/teacher »
organization meetings and
talking to parents
Paulette Aronson, Art Teacher, Anna Elementary
Evidence Creates Support
often there are gaps in
knowledge that inhibit
parents and community from
understanding the development
of student ability in the arts.
Programs must help the public
recognize why a piece of work
is more demanding or advanced
and how the content builds
along a continuum. Parents and
community may not understand
how the product they see reflects
student accomplishment in
a given area, whether a play,
drawing, dance or music concert.
In order to gain support for the
arts as a core content area,
schools need to provide evidence
of student growth. While
assessment is often difficult
in the arts, measures need to
be created to demonstrate
achievement and progress. these
tools can provide parents with
understanding of how the arts
are important in their child’s
development.
Arts education planning
should include indicators that
help the school community
engage. they can also provide
direction for contributions that
further development of the arts
education at the school.
It is important to involve arts
teachers directly in developing
indicators that will be shared
with the public. Planning teams
should first ask teachers of the
arts what their programmatic
goals are; how outcomes can be
celebrated and what measures
can be used to understand
program growth. Documentation
of growth can show elements of
progress as well as final products
in order to inform the school
community about how learning in
the arts develops.
Accountability 39
A Recognized Arts Education Modelthe Niles township Board of Education has a fine Arts budget that
is 4.53% of their annual instructional budget, making it higher than
most boards of education nationwide. District 219’s long-range plan
resulted in appointing a dedicated fine Arts Director. the Board strives
to make all of these growing opportunities available to every student by
implementing programs to assist with arts fees, instrument lending and
recently establishing an Alumni Giving Back program.
District 219’s arts education programs are distinguished by a number
of classes and opportunities. the students also act as the in-house
crew for local community organizations that rent the space. the District
videotapes all performances for broadcasting on their local television
channel, providing a hands-on experience for those students in
broadcast communications. Students also have access to professional
artists in wide-ranging fields through numerous artist-in-residence
programs. Students are also taught the importance the arts play in their
growth socially and communally.
District 219 has established a strong commitment to reach out and
promote the fine and performing arts as a way to build a better, more
connected community. free public performances within the various
departments of drama, dance, music and visual arts are frequently held.
Students regularly work with local senior centers and community groups
on a variety of arts-based projects. the arts programs within the District
have received recognition from notable professional organizations,
including the Illinois Alliance for Arts Education.
Arts education is not an area that is taken for granted in this community.
A commitment to the arts makes Niles township High School District
219 Board of Education a model for arts education in Illinois and
throughout the country.
Excerpts from John F. Kennedy Center Press Release, April 17, 2007. For more information on the Kennedy Center award, go to www.kennedy-center.org
Developing Indicators of Student Achievement
What data can be used »to describe programmatic accomplishments and progress?What curricular assessments »are shared and discussed with parents?What curricular assessments »can be aggregated across programs to show growth across a group of students?What other measures of »progress are important to consider and share?How can qualitative data be »compiled?How can outcomes be linked »across grade levels to show developmental progress?What other indicators »demonstrate success?
Ideas for Data Collection
Curricular assessments— »quantitative, qualitative, performance assessments with rubrics, portfolios, etc.Performances, events, »displays, exhibitionsCourses offered »Minutes of instruction provided »in each disciplineAwards earned by programs »Graduates continuing in the »artsAttendance of arts students »Attendance at arts events »Materials developed to market »program events
Planning for AccountabilityInvesting in a process that accounts for arts progress involves dedicated planning. It is crucial that the information shared shows the powerful impact that the arts can have on students both as creators and responders. teams should consider how the joy of artistic process and sharing of arts products can be a part of the data.
Schools must consider a range of outcomes in order to adequately understand the effects of the arts on student development. It is important to consider a broad range of possibilities when developing systems of accountability for the arts.
through an investment in developing program accountability, schools and districts can better understand their ability to provide a high-quality arts education for all students. Data can provide clear understanding of equity and achievement in the delivery of arts programs. Public reporting of student growth can increase support for arts education programs across the district.
Process documentation »including display panels, narrated discussions of workParent involvement in school »programs
Demonstration of Accountability
How can these indicators be »communicated to the public?How can a greater audience »be built for sharing program results?How can this sharing result in »further understanding of artistic progress?How can these goals be »measured along a continuum to both show success and growth over time?Where are the arts in the school »School Improvement Plan (SIP)?Where are the arts on the school »report card?
Equal Access to Arts Education
Are we providing equitable »access to the arts across all grade levels and buildings?Do all programs provide »curricular adaptations so that populations with special needs can have equal opportunity to engage in the arts?Are all four arts disciplines, »dance, drama, visual art and music offered to students at high levels of quality?Are there programs for students »who are gifted or talented in the arts?
Section 6
IDEAs for
EffECtIvE
PrACtICE
40
Planning for Effective Arts Education
Section Summary
Arts instruction has the ability to address concerns across the district and school:
improving attendance, increasing student engagement, developing critical thinking
skills and helping students to understand the value of discipline in their academic
efforts—all proven results of student work in the arts. In order to effectively develop an
arts education program that will result in positive outcomes, schools and districts need to
think strategically about what steps can be taken to strengthen the depth and breadth of
arts experience for students.
Going through a planning process is a good first step. Districts and schools should
create a vision and a process for realizing their system’s commitment to quality:
sustainable arts education for all students. A collaborative process of working with
school, community and arts partners to develop and carry out a plan for arts education
can elevate abilities to provide the best education for their students. It is of critical
importance that the plan is in written form to ensure sustainability and ownership across
the school or district.
Go to the Illinois Creates website for resources and worksheets that will help you with
the entire planning process! www.IllinoisCreates.org
Planning for Effective Arts Education 41
Creating an Arts Leadership Team (ALT)
the first task in creating a plan to improve arts education programs is
to assemble a strong team. It is important that arts and non-teachers,
parents and community groups be members of the team in order
to create a sense of ownership by those that will directly impact
implementation success. teacher investment in the plan is essential,
but the active involvement of each member is also critical to the final
outcome. Consider representatives from these areas to create a team
with wide perspectives that will take advantage of multiple opportunities:
Administrative leadership—superintendent, principals »
District directors of curriculum and instruction »
School board members »
District fine arts coordinators »
District grant coordinators or regional office of Education »
representatives
teachers of the arts »
teachers of other content representing various grade levels »
Professional teaching organization representatives »
Parents »
Community arts organization representatives »
Business leaders »
representatives from higher education »
Students »
Group members should be prepared to devote time toward planning
and be willing to attend all meetings. once the ALt is formed, it is
important to create specific roles for participants. It is helpful to have
co-chairs of the committee to create responsibility for setting agendas
and completing project goals on time. Additionally, a secretary can take
minutes during planning meetings to record progress toward objectives.
the planning group can create additional roles as the planning process
moves forward. Creating clear responsibilities for all members can help
to ensure that progress is made in a timely manner.
The Role of an Arts Leadership Team (ALT) Beyond Planning
An organized group of concerned arts education stakeholders is key to
ensuring that arts education remains strong and viable. An important first
step for this group, which we will call an Arts Leadership team (ALt), is
to develop a 3-5 year arts education action plan for the school or district.
Go to www.IllinoisCreates.org/Creating an Arts Leadership Team for
more information or refer to Committing to Quality in Education.
Beyond the creation of an arts education action plan, an ALt can be
very effective in advocating for arts education. teachers, parents and
community leaders must work together for the benefit of students, and
an organization group or coalition is one way to do this. Here are some
ways, beyond planning, that an ALt can have an impact:
Communication
Develop and maintain lists of arts education supporters in your »
community
Communicate with arts education stakeholders on decisions affecting »
arts education
Develop and publish a newsletter to promote the goals of the ALt and »
the good work happening in the district
Educate and inform the press about the importance of arts education »
Administrative
Establish lines of communication and common understanding with »
administration
Acquire knowledge of administrative proposals/decisions that may »
impact the arts in the school or district
Develop and present new ideas to strengthen the arts »
Be present at school board meetings and important education »
discussions
recruit, train, support, and elect school board members or local »
school council members that value the ALt agenda
research and finance
Gather outside research and facts on arts education »
Maintain statistical data to track and measure progress »
fundraise for arts activities and programs »
Work with teachers in the development and presentation of an arts »
education budget
Policy and Curriculum
Assist in development (or monitoring) of district arts policy »
Assist in development (or monitoring) of district arts curriculum »
offer support to arts teachers and others providing instruction in »
the arts
the key to being influential is to be organized!
Section 742
STEP 1
Conducting an Assessment of Arts Education
once an engaged team has been
established, their first task is to
identify the current arts education
environment. Sources for the
collection of data should be
identified as well as specific tasks
for committee members. Invested
leadership teams may also
create surveys or focus groups
to assess attitudes or opinions
about the arts from students,
parents or community. Minimally,
the following information should
be collected for each of the four
art forms:
Curriculum and assessment »
materials/descriptions
Staffing and instructional »
delivery
Professional development »
Collaborations/external »
partnerships
funding sources »
Materials (textbooks, supplies, »
instruments, include quality in
description)
Equipment and facilities »
(technology, classroom space,
include quality in description)
Evidence of student »
achievement
In addition to data specifically
related to arts education
programming, leadership
teams should compile relevant
information about district/
school-wide goals. the mission
Developing an Innovative Plan
See Worksheet A and B on pages 47 and 48.
once a team is assembled, the planning process should include five stages that take the planning group from
an understanding of current practice to the development of policy. Prior to beginning the process, the planning
team should address the roles of team members and create clear deadlines in order to account for progress
toward final goals. the following five steps suggest areas that should be addressed:
and vision for the district and
each school, other school-wide
initiatives, copies of school
improvement plans and other
data describing the community
and students should be collected.
the planning team should not be
discouraged by the results of the
assessment. there is opportunity
in every school and district
throughout the state to improve
its arts program. By assessing the
current status of arts education
the process of identifying areas
for growth or expansion can
begin.
STEP 2
Envision High Quality Arts for Every Child
the greatest ideas begin with
a vision that denies all barriers.
teams should begin discussions
of a future where all of the arts
are provided for every child. they
can then articulate what schools
would look like if arts education
was of the highest quality and
how that vision might contribute
to articulated school plans.
once a vision for arts education
is established, it can help guide
the creation of a general set of
goals for arts education that
support school-wide initiatives
and relate to the district or school
mission. these goals can then be
used to develop an action plan
to increase opportunities in the
arts. Here are some questions
to consider when developing a
vision for arts education:
What should students know »
about the arts? What should
they be able to do in the arts?
How do students benefit »
from a comprehensive arts
education program?
How are schools improved »
when arts education plays
a central role in educating
students?
In 3–5 years what would we »
like arts education to look like
in our school/district? What is
our desired future?
Agreement around what students
should know and be able to
do in the arts is necessary in
order to ensure consistency
and sustainability. After team
members have discussed their
vision for arts education, a written
statement or list encompassing
shared beliefs should be
compiled. this statement or
vision should motivate, inspire
and guide the planning team as
they develop an arts education
plan.
Hiring an Outside ConsultantHiring an outside facilitator or
consultant to help you with some
or all of your planning process
can be a good investment.
Consultants can not only
motivate a planning team,
but they are also required by
contract to keep progress moving
forward. In addition, they can
provide general guidance and
suggestions on the process,
gather research and support
materials, resolve conflicts and
keep the group focused on the
big picture rather than personal
agendas. A good arts planning
consultant will:
Have an understanding of »
arts education and education
planning
take time to listen to the »
specific goals and timeline of
the group
Be trained in facilitation »
methods, including the
availability of tools for effective
meetings
Negotiate a contract with clear »
outcomes and expectations
Download Example AssessmentsNo need to create a new assessment survey, there are some
effective tools that have already been developed such as the
kennedy Center Community Audit and the California Alliance for
Arts Education Arts Education Assessment. for examples and
support go to www.illinoiscreates.org
Planning for Effective Arts Education 43
STEP 3
Write an Arts Education Plan
See Worksheets A and B on pages 47 and 48.
An action plan for arts education
sets specific targets for
implementation of the vision.
the planning team should build
on the foundation of their joint
vision to clarify specific needs
for arts education. While this
process may take some time, it
is important to remember that by
going through a planning process
there will be greater consistency
and, hopefully, efficiency and
effectiveness in your arts
education program.
Identifying Goals
the planning team should
carefully determine what they
want to do or accomplish,
keeping in mind the realities that
exist within the school system as
well as those being driven by the
vision they agreed to. Each goal
will not necessarily need to be
accomplished immediately; rather
your Arts Education Plan should
cover a period of time (generally
3-5 years). Using the needs
assessment as the baseline,
goals should be developed in the
following areas:
Curriculum and assessment »
materials/descriptions
Staffing and instructional »
delivery
Professional development »
External partnerships »
funding sources »
Materials (textbooks, supplies, »
instruments—always include
quality in description)
Equipment and facilities »
(technology, classroom
space—always include quality
in description)
Evidence of student »
achievement
Here are some questions
to help you determine your
goals:
What do we want to 1.
accomplish in the next 3–5
years to achieve our vision?
What will we do and not do?
What are the top arts 2.
education priorities for the
school/district?
What are the expected 3.
outcomes if we successfully
achieve the stated goals?
Developing Strategies
once specific goals have been
identified, planning teams should
spend time talking about the
overall methods or strategies
to achieve what they want to
accomplish. Multiple strategies
will likely need to be developed
for each goal—some of these
strategies may already be
happening, some may be new
or different from what is already
being done.
Here are some questions to
help you determine realistic
strategies or action steps:
What 2–5 steps will we take to 1.
achieve the stated goal?
Who will be responsible?2.
What support systems are 3.
needed to carry out the stated
strategies?
It is important to recognize
the School Improvement Plan
(SIP) as an appropriate place
for considering arts education.
the SIP should address what is
working and needs improvement
across all areas of the curriculum.
Arts education is no exception
and should be addressed in the
SIP.
Specifying a Timeline and Responsibilities
It is important to specify a
timeline for achieving the goals
and executing the strategies
within the plan. your timeline
should be realistic and
assignments should be given
to team members and others if
necessary in order to ensure the
goals and strategies are being
given the attention they need to
come to fruition.
STEP 4
Developing a Funding Strategy
to make a quality arts education
program a reality, consideration
needs to be given to a budgeting
and funding strategy. As part
of Conducting an Assessment
of Arts Education (Step 1),
there should be a greater
understanding of what is
currently being spent as well
as where funding is needed to
establish equity. taking this into
consideration as well as what it
will cost to implement the goals
and strategies identified in the
Arts Education Plan (Step 3), is
a necessary step in making your
Plan a reality. Administrative
Leadership will want to
understand, in real terms, what
the Plan means financially before
they give support.
first, make a list of areas that
need funding, keeping in mind
current expenditures and
costs associated to goals and
strategies identified in the Arts
Education Plan. Next, identify in
real terms what the actual costs
will be for each element needing
funding. then, identify the total
cost for each school year covered
in the plan. In other words, if your
plan covers three years, a budget
should be developed for all three
years with a breakdown of all
expenditures. Here are some
budget elements to consider:
Administrative/coordinating »
staff (salary and benefits)
faculty (salary and benefits) »
text books, materials and »
supplies
Equipment (including related »
technology)
facilities »
Professional development »
research and planning time »
Visiting artists (residencies and »
performances)
once a budget is developed, the
Arts Leadership team should
prioritize and discuss possible
funding sources. Identifying
where the funding can realistically
come from and developing a
strategy for seeking funds can
be intimidating and challenging.
However, with a quality Arts
Education Plan for in place,
potential funders are much more
likely to take interest in a school
or school district. Here are some
areas to consider as possible
funding sources to implement
your plan:
District/schools discretionary »
funds
State grant programs »
federal funding »
Private/community foundations »
or corporations/businesses
State or local arts agencies »
Community arts partners »
Parent or community groups »
Section 744
STEP 5
Move From Arts Education Plan to Policy
once an Arts Education Plan is
in place, it is important that the
plan is communicated to the
broader school community. A
goal of the planning team should
be to get the plan signed-off on
by the superintendent and all
principals affected. After this, the
ultimate goal would be to get the
plan adopted as a policy by the
district school board. It is also
important to share the plan with
other school and district faculty
so as to identify opportunities
for collaboration and generate
a broader understanding of the
strategic direction of the arts
education program.
to garner support, encourage
all planning team members to
attend meetings where the plan is
being presented. these meetings
are a great opportunity to inform
people of the importance of arts
education and the work of the
planning team.
Prior to the meeting, research
should be done to gain a better
understanding of how policies
are adopted within your school
district or school.
Is there a certain time »
when new policies can be
introduced?
Who can propose new »
policies?
What language should be used »
or what format should the
plan be written in so it can be
adopted as a policy?
Are there any “champions” »
on the school board or in
the community that could be
influential?
once there is a clear
understanding of district/school
protocol, it is time to talk to the
principals and superintendents.
Identify a few key leaders who
will represent the ALt at key
meetings and be able to clearly
communicate that you would like
their endorsement of the plan and
eventual support in implementing
the strategies outlined in the plan.
If funding will be needed, be sure
to outline your funding request
and present the budget that
has been developed. See if the
superintendent or principal has
any suggestions and incorporate
their feedback so that they
develop a sense of ownership for
the plan.
once you have the support of
the education administrator(s),
it is time to approach the school
board or local school council.
remember, school board
members are elected to represent
the people of the community on
education-related matters and
therefore can probably be swayed
by public opinion. there is power
in numbers, so encourage all arts
education supporters to attend
the meeting in a show of support.
Also, write a press release and
use the media to generate
broader interest and support.
often times, if school boards
are hesitant to adopt the Arts
Education Plan as a policy it is
because of the financial crisis in
which most schools and districts
are placed. Always keep the
focus on what is best for the
students; develop a message that
will resonate and articulate the
benefits of a quality arts program.
If a policy is not adopted
immediately, don’t be
discouraged. Be persistent and
remember that what you are
doing will improve the quality of
education for students. once
a policy is adopted continue to
provide updates to the education
administrators and school
board. Promote the success of
the students and the progress
being made in the school/district
toward meeting the goals outlined
in the plan.
An arts education policy
is a key indicator of the
sustainability and equitable
distribution of arts education
in a school or district.
Planning teams should consider these questions when developing plans for their district:
How can we provide certified arts teachers for all of our students? »
How can non-arts teachers support arts education for all children? »
How can arts teachers assist in achieving the educational goals set by the district? »
What can we do to allow every child equal access to the arts? Are special needs students and English Language Learners given equal opportunities »
to participate in all arts experiences?
How can we maintain a diversified funding base for the arts (mandated funding by district, grants, fundraising, discretionary funds)? »
What internal resources do we have to support arts education? »
How can we attract external resources to increase our programming? »
Can we leverage opportunities by collaborating across schools in our district, or with other districts in our region? »
How can we provide for an equitable distribution of resources across schools, while creating opportunities for gifted or talented students in the arts? »
How is arts learning developed and connected as students progress from elementary school to middle school to high school? »
Planning for Effective Arts Education 45
Ten Tips on Grant Writing and Proposal Submission
Start early: good proposals often take a month or more to research, write, review, 1.
revise, assemble, and submit.
read through the guidelines and application very carefully several times, and follow 2.
the grantor’s instructions to the letter. Applications are turned away when they do
not meet the funding agency’s requirements.
research the donor organization and sources of information on grants and grant 3.
writing before writing your proposal. If possible, cite research to support the
effectiveness of your program ideas.
Collect successful grant applications to use as models for your own proposal. 4.
the more good proposals you read, the more you’ll understand the techniques of
effective grant writing.
Make sure your goals are realistic, given the resources of your organization.5.
Write concisely, and to the point. Do not use extraneous or verbose language.6.
Have several readers—including at least one person not involved in the project—7.
read and critique your proposal narrative.
Prepare a reasonable, detailed budget that includes every program activity that 8.
will incur costs. Be sure to explain the details of your budget in a budget narrative,
even if there are no requirements to do so.
Include an evaluation plan that tells your readers how the effects of your program 9.
activities will be measured.
Proofread! Spelling and grammar errors do not convey a positive image.10.
Compiled by the Chicago Public Schools Office of Arts Education
Section 746
WoRkSHEET
AArts Leadership Team Creating an Arts Education Plan
Task in Action Planning Process Deadline Date
Step 1 Conduct an assessment of current practice in arts education
Step 2 Create a vision
Step 3Prepare an Arts Education Plan for the following areas: Curriculum, Assessment, Staffing, Professional Development, Collaborations/Partnerships, Materials/Equipment, facilities, Evidence of Student Achievement
Step 4 Develop a realistic budget and funding strategy
Step 5 Develop strategy for adopting plan as policy
Goal 1: Expected outcome:
Strategy/Action Steps Support Systems Needed People Responsible Budget Timeline
Goal 2: Expected outcome:
Strategy/Action Steps Support Systems Needed People Responsible Budget Timeline
Goal 3: Expected outcome:
Strategy/Action Steps Support Systems Needed People Responsible Budget Timeline
Planning for Effective Arts Education 47
WoRkSHEET
B Putting it All Together: Recommended Elements of a Written Arts Education Plan
A great deal of time has been spent gathering information and discussing goals and strategies. It is important that this work is captured into a written plan. The following elements should be included:
3 Executive Summary
A summary of the planning process
Background on the project
Bulleted list of priorities and expected outcomes
3 History and Background
A brief summary of the benefits of arts education
Any historical information about arts education in the school district
An assessment or any research or interviews that were done
3 Action Plan for Arts Education
All of the goals and strategies that were agreed to by the Arts Leadership Team
A timeline; list the person responsible
A budget with a description of the proposed funding strategy
3 Other Information
A list of planning team members and their contact information
Testimony or letters from key community leaders and organizations
other relevant information
Section 748
A Call to Action
this book represents a critical time for arts education across the state of Illinois. Arts
advocates now have a tool to use in evaluating and improving the arts education
programming in their districts. through focus groups across the state as well as
the statewide survey, schools and districts made a clear outcry that arts education
in schools statewide needs strong and focused support in order to maximize our
children’s potential.
the reference pages and planning worksheets in this book can be used to great
effect if placed in the hands of decision makers and planning teams. In addition to
the resources found in this guidebook, there are additional links to support materials
and programs that can help districts and schools to improve their arts education
programs. Please visit www.IllinoisCreates.org for more information.
A Call to Action 49
School Boards/ Superintendents
Adopt policy for effective arts »
education in all four art forms
Create plans with supporting »
budgets that acknowledge arts
as core curriculum
Demonstrate value of the »
arts with clear systems for
accountability, including
curriculum, assessment and
public sharing of data showing
progress
Principals
Provide leadership for arts »
education across the school
Provide professional »
development in the arts for all
school staff
Provide collaborative release »
time for arts teachers and other
staff
Develop and support arts »
partnerships with parents,
community and cultural
resources
Credentialed Arts Teachers
Provide high quality, standards- »
based arts education to all
students
Collaborate with teachers »
across the building to develop
arts-integrated instruction
Share successes with school »
and district leaders
Seek out professional »
development that expands
your ability to provide best
practice arts instruction
What You Can Do
the first step for all stakeholders is to create an Arts Leadership team for your school or district. this team
should have stakeholders from all possible groups and plan to create a written plan or strategy to strengthen
arts education in the school/district. Beyond the establishment of a clear arts education planning process,
here’s what specific groups can do:
Classroom Teachers
Collaborate with arts teachers »
in the building to co-create arts
integrated curriculum
Support arts teachers and »
students through attendance
at events
Seek out professional »
development to develop
your abilities to teach in, and
through, the arts
Higher Education Institutions
Create professional »
development programming in
arts education for credentialed
arts educators as well as
general education faculty and
administration
Collaborate with schools and »
districts to create innovative
models for arts education
partnerships
Include arts education in »
general teacher education
programs and administrative
certificate programs
recruit arts education majors »
from general teacher programs
or arts majors
Arts Partners/ Teaching Artists
Align programs with arts »
standards and school
curriculum
Provide support for curriculum »
and assessment development
Provide professional »
development opportunities for
credentialed arts teachers as
well as non-arts faculty and
administrators
Advocate for high-quality arts »
education in your school/
district
Community Organizations/Businesses
Develop partnerships with »
schools for arts-related needs
Share needs for creativity and »
innovative thinking with district
educators, including careers
and skills that require arts
knowledge
Parents/Citizens
Advocate for high-quality »
arts education in your school
district
Attend arts events and »
encourage your children’s
participation in the arts
request measures of »
accountability for arts
education in your schools
If members in each of these
groups move forward with
determination, we can create
a state in which each child has
access to a comprehensive
education that includes the
arts. If no one stands up for arts
education, we can expect no
more than what we have today.
“All Illinois children deserve
a quality, comprehensive
education that provides
a solid foundation for
success. this must include
the arts as part of the core
curriculum. Arts instruction,
like other subjects, must be
standards-based, equitable
and sustainable.”
Illinois Creates Vision for Illinois Public Schools, 2005
Section 850
Content for Further Discussion
While this book hopes to create change in arts education across the state,
there are many issues that emerged as important but were left uncovered in the
Guidebook. Some of these include:
the success of higher education in adequate preparation of teachers of the arts, »
whether arts specialists or arts teachers
the need for greater numbers of credentialed arts teachers graduating from state »
colleges and universities, certified and ready to teach
A credentialing or endorsement process for teaching artists »
Inclusion of arts content in principal and superintendent certification programs »
Ways to attract qualified arts teachers to rural schools and districts »
the importance and concerns of grade weighting in arts courses in high school »
Availability of text books for all arts disciplines »
Consideration of the need to revise Illinois fine Arts Learning Standards and »
Descriptors
Media Arts as the fifth major arts discipline »
the multifaceted role of parents as agents of change »
High quality arts education in after school programming »
Lack of connections and opportunity to network for the arts teaching workforce »
training art teachers to be effective school leaders »
51
Leneor Karl
Wendy Haynes
Mario Rossero
Carol J. Friedman
Amanda Olson
Brian Santos
Anne Houseworth
Margaret Koreman
Maliwan Deimer
Mary Ridley
Craig Benes
Sean egan
Frances Garcia
Marge Kelly
California Alliance for Arts
education and California PTA,
Community Arts education
Project
California Alliance for Arts
education, Insider’s Guide to
Arts education Planning
Arts education Partnership, Gaining
the Arts Advantage: Lessons
Learned from School Districts
that Value Arts
Washington State Arts Commission,
Arts education Resource
Initiative
Mapping the Future of Arts
education, Mississsippi Alliance
for Arts education
Kennedy Center Community Arts
Audit
San Francisco Unified School
District, Arts education Master
Plan
Governor’s Commission on the
Arts in education: Findings and
Recommendations, July 2006,
education Commission of the
States
The Progress of education Reform
2004, The Arts in education,
education Commission of the
States
Critical evidence, How the Arts
Benefit Student Achievement,
National Assembly of Atate Arts
Agencies and Arts education
Partnership
Working Partnerships: Professional
Development of the Arts
Teaching Workforce, Arts
education Partnership
Photography provided by:
Audubon elementary School
Chicago Arts Partnerships in
education (CAPe)
Chicago Department of Cultural
Affairs
Chicago Shakespeare Theater
Hinsdale Center for the Arts
Hubbard Street Dance Company
Illinois Arts Alliance
Urban Gateways: Center for Arts
education
Chuck Hoots
Jessica Gillis
Stacie Reichensperger
Karyn Childers
Lynn Gilmore
Christie Lazarider
Marianne Stremsterfer
Kathy elmore
Mary Jorgensen
Jennifer Kelly
Laura Kohaus
Jason Landes
Mickey Lower
Ben Luginbuhl
Stephanie Lyon
Traci Manning
Dan Marcotte
Rebecca Marcotte
Sara Marquiss
Kimberly Martin-Boyd
Kelly Maschert
Jayme Mason
Dorothy McDowell
Chris McGraw
Lance Meadows
Marylynn Meredith
Lynn Metz
Gabe Myers
Kelli Nichols
Denishe O’Brien
Anne O’Neill
Karen O’Shea
Heather Pierce
Lisa Preston
Colleen Rapp
Tricia Reckers
Michele Reckers
Jolynn Robinson
Jason Ruyle
Linda Schmelzer
Jan Scott
Bob Sear
Sherry Sharp
Melissa Siebenthal
Mary Sigler
Beth Smith
ellen Smith
Mary ellen Somers
Donna Stadsholt
Angie Stalter
Katrina Stansbury
Kate Sullivan
Dan Swallow
Susan Trammel
Diane Turek
Brandon Uftring
Stephanie Umland
Mike Wallace
Patricia Warren
Nathan Webb
Tara Wells
Stephanie Lee
Liz Farnesi
Kelly Handschuh
Cheryl Bunton
Tracy Burton
Jerome Hausman
Mike Hertz
Michelle Williams
Sandy Stevens
Suzy Carson
Kitty Carson
Gloria Jones
elizabeth Lewin
Sally Gradle
Paulette Aronson
Nancy Stemper
The following teachers, artists, administrators and arts partners contributed through focus groups, and interviews
The following publications were reviewed as we gathered input for this Guidebook
CHICAGo
SPrINGfIELD
Navana Ahrends
Patty Aldrich
Debbie Aurelius-Muir
Julie Basting
Jill Belongia
Kyle Berens
Heidi Blaine
Charlene Bokesch-Parsons
Jennifer Bolton
Brooke Boyd
Kelly Brinker
Ryan Budzanski
Peggy Caslow
Chris Corpus
Sharon Corrigan
Anne Corrigan
Stephanie Cunningham
Larry Custer
Lisa D’Antonio
Mary eggleston
Margot ehrlich
Karen Fehr
Juli Fraher
Patty Garbe
Sara Garrett
Mike Guerrero
Michelle Hardwick
Beth Hoegger
Christine Hoffert
Greg Hoffert
Jessica Hooten
Rhonda Hornstein
Marjorie Jarand
Rebecca Johnson
Karen Henderson
Jerry Spayer
Marcia Merriman
Bev Stenoisk
DaNita Bell
Taunya Jenkins
Sharon Reed
Alison Nelson
Dr. Herschel Hannah
JB Culbertson
Lynn Stockton
April Hann
Laura Milas
Mike Rogers
Gail Zernia
BLooMINGtoN
PEorIA
HoMEWooD fLoSSMoor
IAE A CoNfErENCE
CArBoNDALE
Illinois Arts Alliance
203 N. Wabash, Suite 1920
Chicago, IL 60601
Phone (312) 855–3105
fax (312) 855–1565
www.artsalliance.orgwww.illinoiscreates.org