• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Committing to Quality in Education: Arts at the Core
 

Committing to Quality in Education: Arts at the Core

on

  • 3,088 views

 

Statistics

Views

Total Views
3,088
Views on SlideShare
3,084
Embed Views
4

Actions

Likes
3
Downloads
60
Comments
1

2 Embeds 4

http://arteducation-gladys.blogspot.com 3
http://www.mtlisawhittingtonvisualartaesthetics.blogspot.com 1

Accessibility

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel

11 of 1 previous next

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Committing to Quality in Education: Arts at the Core Committing to Quality in Education: Arts at the Core Document Transcript

    • Committing to Quality in Education: Arts at the Core A Guidebook and Planning Tool
    • P r o j E C t S tA f f ADVISory CoMMIt tEE CrItICAL rE ADErS Julie Adrianopoli Dean Auriemma Neil Codell Director of Policy and Strategic Initiatives Director of Curriculum & Instruction, Homewood- Superintendent, Illinois Arts Alliance flossmoor High School (flossmoor) Niles township High School District 219 Guidebook Project Director (Skokie) Lead Editor Libby Lai-Bun Chiu Arts & foreign Language Specialist, Marica Cullen Ra Joy ISBE/IAC Partnership, Illinois Arts Council Director of Curriculum and Instruction, Executive Director (Chicago) Illinois State Board of Education Illinois Arts Alliance (Springfield) Tammie Herrejon Lara Pruitt Drama teacher/Director, Dr. Amber Harper Educational Consultant Lake Zurich Middle School South Superintendent, Guidebook Project Manager (Lake Zurich) Leepertown C.C.S.D. #175 Lead Writer (Leepertown) Richard Murphy fine Arts Chair, Andrea Keck University High School/University of Illinois, Education Consultant (Urbana-Champaign) (Scottsdale, AZ) Sharon S. Reed Amy Rasmussen Director of fine Arts, Executive Director, Peoria Public Schools Chicago Arts Partnerships in Education (Peoria) (Chicago) Carlyn Shank David Roche Director of Audience Development and Director, office of Arts Education, Communications, Sangamon Auditorium, Chicago Public Schools University of Illinois at Springfield (Chicago) (Springfield) Terry Scrogum Nancy Stemper Executive Director, Executive Director, Illinois Arts Council Carbondale Community Arts (Carbondale) Sarah Solotaroff (Chicago) Charles Thomas Arts Development Supervisor, Susy Watts Chicago Public Schools office of Arts Education Arts and Learning Consultant/Instructor (Chicago) for Visual Arts Education, Pacific Lutheran University Joanna Vena (tumwater, WA) (Washington State) Director of School Partnerships, Center for Community Arts Partnerships at Cynthia Weiss Columbia College Chicago Associate Director of School (Chicago) Partnerships/Project AIM, Center for Community Arts Partnerships, Columbia College Chicago (Chicago) fUNDING for tHIS GUIDEBook WA S G E N E r o U S Ly P r o V I D E D By D E S I G N S E r V I C E S D o N At E D By Jehan Abon Abigail Friedman Sarah McKemie Graphic Designer Illustrator Photographer
    • 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.
    • Committing to Quality in Education: Arts at the Core A Guidebook and Planning Tool
    • Introduction About the About Illinois Arts Alliance Illinois Creates In 1982, a small group of artists Illinois Arts Alliance’s programs Since the launch of Illinois Creates, and arts administrators joined and services focus on research, IAA has met with many key forces to combat the possible education, and leadership education leaders and legislators, elimination of funding for the development for arts organizations collaborated with the Illinois arts by the state of Illinois. from and communities. In addition, one State Board of Education and our early advocacy the Illinois of our signature programs, Illinois the Illinois Arts Council to identify Arts Alliance (IAA) was born. Creates, focuses on establishing and promote new resources and today, IAA is the premier multi- comprehensive arts education in opportunities for arts education, disciplinary arts advocacy and every Illinois public school. and worked to elevate awareness service organization, working to about the importance of arts promote the value of the arts to In the spring of 2005, Illinois education in schools, districts and all residents of Illinois. through Creates commissioned the first communities statewide. statewide advocacy, research, statewide survey of principals and leadership development, IAA and superintendents to assess Now, thanks to the generous advances widespread support the status of arts education in support of the Lloyd A. fry of the arts and arts education, Illinois and to better understand foundation and the Chicago enhances the health of the arts the challenges in delivering Community trust and the and cultural sector, and fosters arts instruction in Illinois public Illinois Arts Council, IAA has a climate in which the broadest schools. the research uncovered developed Committing to Quality spectrum of artistic expression broad disparities in the levels of in Education: Arts at the Core, a can flourish. arts education offered in schools Guidebook and Planning Tool that throughout the state. A full offers encouragement, inspiration, report and other arts education and support to education and arts resources can be found at www. education stakeholders. IllinoisCreates.org. 11
    • The Status of Arts Using the Guidebook An overwhelming 88% of Education in Illinois voters say they believe that schools can and should Public Schools this Guidebook is first and foremost a guide and planning tool incorporate 21st century that can assist stakeholders in building or strengthening arts skills into their curriculum. While 93% of Illinois principals and superintendents believe education in their school or district. It is also a call to action for Voters Attitudes toward 21st Century Skills, 2007 that the arts are an essential all members of the school community. from superintendent part of quality education, research conducted by the to parent, educator to teaching artist, each has a role and Illinois Arts Alliance in 2005 responsibility: to ensure that each child in Illinois receives the found: education to which they are entitled. » 20% of principals surveyed report having no arts Committing to Quality in Education: Arts at the Core offers program in their school. guidance appropriate for rural, suburban and urban communities » 28% of superintendents while addressing the needs of the elementary, middle school and report that of the four arts disciplines—dance, music, high school levels. In this Guidebook you will find an explanation theater, visual arts—none of policies, practices and systems that support success in arts were considered part of the core curriculum in education; ideas for effective practice from schools and school their district. districts across the state; and worksheets to help stakeholders » One in ten superintendents set action agendas that work toward implementing a high quality report having no full- or arts education program. part-time certified arts teachers, in any discipline, It is not necessary for the reader to read the Guidebook from anywhere in their district. 23% of principals also front to back. While each section provides new and different report employing no full- indicators, ideas and advice, the Guidebook is written so that or part-time certified arts teachers. each section can stand alone. » 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) 12
    • SeCTION 1 SeCTION 4 SeCTION 7 A Quality Education for Instruction and Professional Planning for Effective Arts Every Child, is written for Development, are important Education, explains how those who need a greater pieces to consider for using the elements of high understanding of how the arts administration, faculty and staff. quality education as a guide, can support the goals that through attention to delivery districts and schools can—and schools are already working methods and developing the should—engage in planning for toward, while also addressing the capacity of all members of the the future. Effective planning need for each child to receive an teaching community, schools can requires a committed team of education that develops his/her meet the needs of students in representatives from school full potential. this section can be multiple ways. and community. Beginning by helpful for advocacy efforts, or assessing current arts education SeCTION 5 for reminding any reader why arts programming, worksheets and Collaboration and specific steps can provide education is so important to our Partnership, will help those guidelines for creating arts children and our schools. who work with and within schools education policy that will support SeCTION 2 to find ideas for developing high quality education for all Administrative Leadership, resources that provide greater students. describes the critical role that educational opportunities for leaders of districts and schools the children. Arts partners, SeCTION 8 play in supporting the arts and businesses, parents, community A Call to Action, defines action arts education across the state. organizations—all can work steps for various stakeholders. Leaders can review this section to together with schools to improve Each member of the school develop their capacity to use the arts education. community—from school board arts in educating their students. member to citizen—has a critical SeCTION 6 Advocates can also use this role in determining the successful Accountability, will assist role of arts education. material to find specific ways to planning groups—at all levels—in support administrative leadership finding ways to communicate in serving their students’ needs. arts programming to parents and SeCTION 3 community. through accounting Curriculum and Assessment, for success and development, is a tool for all members of the schools and districts can show arts teaching workforce, as the importance of the arts in well as for non-arts teachers, student achievement and school administrators and parents/ improvement. 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. Introduction 13
    • A Quality Education for Every Child the goal of a public education Because of 21st Century others are the most critical More than 80 percent of is to create fully educated requirements and demands, skills for students to develop. voters think education in citizens; to develop students’ education must look very these aptitudes will make them “the basics” is not enough to self-concept, their ability to different than it has in the past. strong contributors to our future fire the imagination and the think independently, to care for Memorization of material has workforce—clearly connecting to creative, innovative thinking themselves and others and to become less important, while their success as adults. young people will need to feel that they are valuable; to help effective use and understanding prosper in the 21st century every child develop into an adult of multiple methods of It is the responsibility of anyone economy, according to a who is a resourceful and critical communication has become involved in public education to new national poll. thinker that can identify problems critical. Schools must develop seriously consider how to meet Imagine Nation Survey, and create original solutions. each student’s ability to the needs of each and every a national poll released by understand and communicate child. While it is clear that there Lake Research Partners, January 2008 the 21st Century requires both independently and co- are financial limitations affecting increasingly different talents operatively. they need to what is possible, decisions about and capabilities, built on encourage learners’ individual how to use available resources innovation, communication and talents while attending to diverse must be driven by what is best for 66 percent of voters say the understanding of diverse needs. Curriculum and instruction the students. they believe that students perspectives. the development should provide connections need more than just the of new technologies and the Illinois children deserve an between the classroom and the basics of reading, writing, cultural diversity of our students educational experience that rest of the world. math and science. Schools will continue to change the gives them a solid foundation also need to incorporate a classrooms in our schools. Schools need to develop each for success in the future. broader range of skills into Students need to develop child’s capacity to collaborate, Schools must provide equitable, core academic content. the abilities to apply, analyze, to create positive self-images, to developmental arts education opportunities for every child in Beyond the Three R’s: synthesize and evaluate take turns, to speak passionately, Voters’ Attitudes toward situations and data across and to listen actively. these skills order to ensure that they receive 21st Century Skills, 2007 the comprehensive education initiated by Partnership for 21st multiple contexts. We must are critical to their development Century Skills consider how best to meet into successful adults. Creative they are entitled to. these realities with educational thinking, effective communication solutions. and the ability to work with 14 Section 1
    • IDEAs for EffECtIvE “We want our kids to be good Quality in Education: PrACtICE readers and good at math. Staying with just that is not Arts at the Core enough for our children. they need to be better than for children, school isn’t only preparation for life, it is life. Schools and Culturally school leaders must encourage students to reach for their passion, that. that’s where the arts engage them in the process of their own learning, and find ways to Relevant come in.” celebrate and connect to their greatest promise. the arts are about Curriculum Frances Garcia, Principal, connection, to our inner-selves, the larger world, other cultures as well McKinley Park School, Chicago Public Schools as our own. these critical needs are an important way that the arts can “the Mckinley Park Elementary serve the development of children who are successful adults. School mission is to facilitate the development of responsible, the profound impact of arts education on children and youth follows sensitive, and compassionate “you get to the core of them throughout their lives. Arts education rewards children by helping individuals that understand who people’s emotion in the arts. them reach practical goals such as academic achievement and career they are and realize the endless you become more sensitive, success. Arts education also enriches our youth with social, cultural and limits for success. this can a kinder gentler person. emotional benefits. only be accomplished through they encourage reflection an artistic and culturally rich and deep, inner-moments of Addressing Life Skills for approach to education. Even peace.” Developmental the 21st Century with the challenges that exist Needs Neil Codell, Superintendent, in the Chicago Public School Creativity and innovation will be District 219 system, we have been able to the arts provide clear pathways among the most prized skills in to the difficult task of reaching accomplish a balance among the future workforce. Each child the whole child. they include the arts and culture (the science needs to develop his/her abilities “We often underestimate the of the soul) and the basic concrete experiences that to think creatively, to develop value of having a climate subjects (the science of the address students’ developmental ways to work collaboratively to where young people believe brain). needs, from teaching a young solve problems. the arts provide that their dreams will be child to cut and skip, to helping avenues to develop these abilities supported. When children Mckinley Park’s student young adults develop the ability as well as to improve both verbal are sent the message that population is over 97% to think abstractly and perform and non-verbal communication. the arts are not as important Hispanic. our goal is to create professionally. as other things, we’re doing a culturally relevant curriculum. Relevant a great disservice to the one example was the building Social and Curriculum children and the community.” of a gigantic, 20 x 32 foot, Emotional Development the creation of artifacts requires replica of the city of Mexico- Elizabeth Lewin, Former Superintendent, investment in the production tenochtitlan— pride of the Pre- Carbondale Elementary District the inherent connection of the of work to be shared, giving Hispanic Mexican civilization. arts to emotion and collaborative it immediate relevance and the quality of this project was process directly addresses the connections to others. the arts significant enough to have it social and emotional needs of allow us to celebrate the diversity displayed at the field Museum students. the arts provide safe of our student population while of Natural History. Along with places to express ideas while connecting students to their this large-scale model, we have developing pride through the personal cultural history. prepared our students in the accomplishment of authentic art of Pre-Hispanic dancing work that is shared with an and rituals. Parents, staff and audience. Without the arts we administration all take part in lose the ability to bring beauty, the art-making alongside the imagination and emotion into our students, including the entire schools. educational community of Mckinley Park.” Frances Garcia, Principal, McKinley Park Elementary, Chicago Public Schools A Quality Education for Every Child 15
    • IDEAs for EffECtIvE PrACtICE The Arts Enhance “Everyone I know will tell you that they have seen changes High Quality School Practice in achievement—it’s attitude and engagement. Since our Using the Arts Arts instruction has the ability to address concerns across the district Strings program became and school. Improving attendance, increasing student engagement, to Differentiate developing critical thinking skills and helping students to understand required at the 2nd and 3rd Instruction the value of discipline in their academic efforts—all are proven results of grade levels, there has never been a teacher that has not student work in the arts. gone out of his/her way to teachers at Mahomet-Seymour there are four arts disciplines under the direction of both state and talk about how much better High School are encouraged federal education: music, visual art, dance and drama. Each art form the students are behaving in to use the arts in content develops a different aspect of a student’s mind and allows for different their classes.” classes to differentiate student learning. the arts can students to show their various strengths. Artistic practice provides Nancy Stemper, schools with the tools needed to meet the challenge of providing high Carbondale Community Arts provide opportunities for all types of learners to engage in quality experiences for all children. content and demonstrate their knowledge while deepening Student Engagement Opportunities to Utilize “In the arts we teach to in School and Learning Higher-Order Thinking Skills their content and arts learning. mastery, if students come the arts create clear pathways the arts are about representing in not knowing what they Visual Art teacher, Stephanie to student engagement through ideas through another language, should, then we go back Lee explains one example, “I the production of authentic requiring critical thought and teach the skills that they proposed the 3-D Postcard work products. the process of to translate an idea into a don’t know. In traditional assignment in jewelry class developing creative work creates specific discipline. the arts curriculum we miss the and a student approached active involvement in learning offer the opportunity to show concept of mastery. In a me asking if her content and pride in accomplishment. that problems have multiple leadership position, we could revolve around a book solutions—calling for analysis are trying to share how art they were reading for AP Development of Student and synthesis of ideas. instruction can influence English. It worked out really Skill From Introductory achievement across the well, she was able to meet all to Basic to Mastery Revision and spectrum.” requirements for both art and Testing of Ideas Dr. Herschel Hannah, English.” A Mahomet-Seymour the nature of the artistic process Deputy Superintendent, student, comments in her results in the creation of work High quality arts education Peoria Public Schools artist statement, “In the book products. these products engages students in developing [frankenstein by Mary Shelley] require skill to be completed, ability through multiple drafts. he is referred to as monster and evidence of ability is clearly through repetition, drafting and “the test scores are good and nothing else. the words demonstrated. As skills are rehearsal, students learn the in our school. We think that above his head symbolize the developed, work improves. value of working to improve the the arts allow our children to prejudice that lingers. the font Students progress through a success of a project. the process take a sense of achievement of the silver title make it appear clear sequence of developing of testing ideas and revising first into their classrooms. they out-of-the-ordinary. I burnt ability in their pursuit of success attempts develops discipline and are more expansive thinkers his copper lips and hair to an in the arts. responsibility for results. in their classroom work and off-black. His face is bent to when they take the tests. It’s show his abnormal features. Application of Skills not necessarily the product, In Hollywood they make him to Solving Real Problems but the path the child has appear green with bolts coming to take in making an arts the application of skills to solving out of his head. Mary Shelley product. the persistence real problems is the most widely did not intend for him to look and the discipline causes used method of instruction in that way.” the child to expand the way high-quality arts classrooms. Interview with Stephanie Lee, Visual they achieve and perceive. Students develop greater ability Art Teacher at Mahomet-Seymour they are more resourceful.” High School and understanding as they utilize ever-expanding abilities to Paulette Aronson, Art Teacher, observable effect. Anna Elementary 16 Section 1
    • “the arts are the connection. Differentiated Learning— Connecting Ideas When you have something Addressing the Needs Across Content Areas that is abstract—you have of All Populations the arts can provide multiple the translation of an idea across to create meaning. It gives ways to present information to different forms of expression a connection—hands on. students who learn in different requires greater understanding Second language learners ways. of content areas. Students who and middle-schoolers made are not typically successful in astronomical success. When » Dance can provide ways for academic study may benefit you come at it from so many kinesthetic learners to use greatly from the use of the arts. different angles it makes it movement. more significant.” » Drama can give verbal » Drama can help students learners a way to demonstrate enact scientific processes and JB Culbertson, Title 1 Director and knowledge. visualize abstract scientific Superintendent for concepts. » the visual arts can provide Summer School, Peoria Public Schools concrete demonstration of » Mathematical concepts may abstract concepts for visual become clear through the learners. use of dance movements that john Wilson, executive » Music can assist with demonstrate shape, line, and director of the National memorization and the angles. Education Association, said demonstration of patterns for » Historic events can come to requirements of the No Child auditory learners. life through the creation of Left Behind (NCLB) Act that » All students can develop visual arts products. schools meet standardized greater depth of understanding » Music can provide concrete testing benchmarks have through experiencing content representation of abstract created an “instructional in multiple ways. literary ideas such as mood straitjacket” for teachers or tone. who want to teach creativity. Hands-On Learning » together, all four art forms can Narrowing the curriculum provide connections between the arts inherently involve content and understanding. to limit access to the arts hands-on learning, providing in school especially hurts the opportunity for students to Parent and Community disadvantaged children who engage more than their minds in Involvement may get such exposure the process of making sense of nowhere else. Parents and community can the world. Press Release about the Imagine become involved in schools Nation survey and its implication through their involvement in the for national education policy released by Keep Arts in School, exhibition or performances of January 24, 2008. 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
    • Administrative Leadership 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. 18 Section 2
    • IDEAs for EffECtIvE How Do Effective District and School Administrators Support PrACtICE the Arts? Demonstrate That the Arts Are Valued as Employ the Arts as Solutions to District-Wide Consider How Standards Can Be Met in All Four Art Providing a a Core Academic Program Concerns Forms, Across All Grade Levels Clear Vision It is the responsibility of the power of the arts in the Illinois State Board of When leadership makes delivery education administrators to addressing broader issues should Education identifies standards of arts education a priority, adhere to Illinois School Code, not be underestimated. Districts for four art forms: music, dance, partners and individuals often which specifies that arts are a can develop innovative solutions visual arts and drama. Every develop innovative solutions core learning area and must be to problems through the use of student in every grade deserves that provide resources for given priority allocation of time, the arts. research has shown the opportunity to discover how schools. the superintendent staff and resources. School that the arts can have a strong these art forms can help him/her of the Carbondale Elementary boards and superintendents must impact on student engagement, develop into productive adults. District made it clear that she clearly speak to the value of arts attendance, parent involvement, was interested in developing the instruction as part of a high- resource development and It is up to administration to set potential of her students through quality education in their district. student achievement in non-arts the minimum standard for all the development of instrumental Investment in the following content areas. schools, while also creating goals music for primary students. opportunities demonstrates to reach beyond the basic level Her vision created community administrative value of the arts: Districts can take full advantage provided. to have the greatest engagement in developing a of these possibilities by including impact, instruction should be » Arts events need to be program that would require the arts in all conversations sequential, developmental and attended and discussed students at the elementary across education policy. If there is student achievement should by all members of district level to learn how to play the not a district fine arts coordinator, be measured. Where multiple administration, just as sports violin. In partnership with the it is important to identify someone schools engage the education and academic success are local arts agency, Carbondale to serve this role, both to ensure of children across grades k–12, celebrated and shared. Community Arts, and violin the quality of arts education there must be communication » Needs assessments should instruction from staff at Southern programming and to collaborate about curriculum alignment in be conducted annually to help Illinois University, the thomas in district-wide problem solving. the arts. district leaders understand Strings Program became a reality. which areas need support such Currently all second and third Provide a Clear Vision: as scheduling, equipment, grade students in District 95 are A Place for Schools, Parents materials and professional and Community to Engage required to learn how to hear, development. hold and play the violin. “When I » Presentations by members of Arts education manifests itself communicated my desire to see the arts teaching faculty should in many different ways. there is the program come back—people be encouraged to ensure that no one right way, rather there are that shared my vision said, ‘She high levels of administration many paths to success. through would support it if we did it.’ ” continue to understand and the development of a planning Elizabeth Lewin, address how the arts can process that invites all members Former Superintendent, Carbondale Elementary District contribute to student success of the school community, across the curriculum. districts can create structures » teachers of the arts must that facilitate the investment of be included on planning parents, businesses, universities/ committees, as the arts can colleges and arts partners. often create unique solutions Districts that set policy in the to challenging issues. arts for all schools provide a strong base for the creation of sustainable arts education. for a list of documented research on the benefits of arts education go to www.IllinoisCreates.org Administrative Leadership 19
    • IDEAs for EffECtIvE How Can School Principals Maximize the PrACtICE “the most effective building Potential of the Arts? principals see students in all types of activities and it teachers, parents and community members all consistently report is crucial for the credibiliy of Committing that the principal has the ability to overcome gaps and weaknesses in district leadership, as well as the potential to undo the most carefully principals to attend events to All Four designed district plans. Building leadership at the school level sets the including sports and arts. All students will know you Art Forms tone for what is important, and creates structures that support effective instruction—from resource allocation to professional development of care about them because you choose to come and staff. Under the direction of 2008 see them perform and Superintendent of the year, participate. Whether or not Issues such as scheduling and funding can prove to be barriers for some Blondean Davis, Matteson the principal realizes it, his/ or windows of opportunity for others. through an investment in their own District 162 has renewed its her attendance at events professional development, principals can provide a stable base for arts commitment to increase its is noticed by and modeled education that develops these important understandings: investment in the fine arts by the rest of the staff. the program because they believe » Define rigorous content in each art form which develops student arts endure forever and can it is an important element in the capacity in specific ways be celebrated for a lifetime. development of well-rounded » Connect arts content to non-arts content and build student Grounding students in students. understanding the arts is a great way to » Use arts projects and responses to differentiate the learning process prepare students to become through engagement in a specific » Use arts responses as performance-based evidence of learning life-long learners.” planning process, the district › for example; writing a play with historical context, creating a sought to create policy and a sculpture to show mood or theme in a novel, crafting a piece of Chuck Hoots, Managing Principal for Secondary long term plan for teaching all music to show mathematical patterns, choreographing a dance to Education, District 186, four art forms. Beginning with an explain scientific concepts Springfield High School, Springfield Public Schools understanding of what the arts » Utilize arts teachers as providers of rigorous content rather than can do, a planning team sought providers of preparation periods resources and developed the » Share arts achievement with families and community ability to meet state standards. » Provide professional development in the arts for all staff Planning for the future, the music and art staff has increased from As well as developing their expertise in the arts, principals must connect 14 to 18. for fy06 and fy07 with those who teach the arts in their schools to understand the value, modern dance and drama will be potential and needs of arts education in their buildings. then they can offered in all schools. begin to envision a plan. their vision can explore how the arts can address school-wide concerns, and determine the best methods to Matteson District 162 provide a comprehensive arts education for all students. ISBE Arts and Foreign Language grant proposal, 2006 20 Section 2
    • Why Do Arts Teachers Need To Be School “from my leadership seat, the Director of fine Arts, Leaders? my focus has been on While administrative leadership can provide support and resources, collaborating with the other arts teachers must step up to the role of school leader. High quality academic departments to arts education programs are most often the result of passionate arts infuse the arts in all of the educators who light the fires of students, parents, community, other district initiatives. We have teachers and administrators. Whether district coordinators, fine arts a staff of more than 80 fine chairs or arts teachers—their strength and leadership create the arts specialists. We have necessary energy to propel their arts programs to success. arts partners and alliances with more community arts Successful arts educators across the state are advocates for their organizations than ever programs every day, envisioning connections across the curriculum, and before. these collaborations collaborating with both arts and non-arts teachers. they use student serve to sustain our fine arts work to showcase development in an individual student to parents, and department. We strive for the program to the community. the three r’s of education— rigor, relevance and In many cases, arts teachers become a strong component of effective relationships!” administrative leadership across the school. for example, arts leaders can develop school-wide plans for arts integration, serving as mentors for Sharon Samuels Reed, Director of Fine Arts, classroom teachers who develop innovative practice. they can work as Peoria Public Schools 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
    • Does Administrative Leadership Meet High Quality Standards? Does Not Meet standards striving to Meet standards Meets standards Exceeds standards too busy to attend arts Makes time to attend all arts reports on student and knows which students performances and events performances and events program progress in all four are “arts leaders” through art forms to parents and attendance at events and Unsure of what the arts Hires qualified arts staff and community discussions with staff can do to support student negotiates partnerships that achievement support students meeting Uses personal connections Articulates a 5-year plan ISBE arts standards with business and community for the arts to parents Sees arts programming as leaders to build arts and community including separate from the rest of the Supports arts programs with programming diversified funding and curriculum discretionary funding opportunities to develop takes advantage of personal further programming. Does not consider arts staff Includes arts teachers on professional development when planning professional all school planning teams, opportunities to understand Has gained personal development and school-wide including professional curriculum in all four arts knowledge and expertise in planning initiatives development and School multiple art forms and uses Improvement Plan (SIP) Holds arts curriculum to the this expertise to support Sees arts classes as fun same standard of rigor and student achievement projects unrelated to the Identifies potential resources review that other disciplines in development of ability and for partnership and funding of the school receive Presents publicly on the understanding the arts value of the arts in a quality Meets regularly with teachers education, prepared to defend Does not encourage Seeks opportunities to see of the arts to provide the allocation of resources in attendance or participation by evidence of student learning support and problem solving the arts school or community at arts in the arts around issues of materials, events and programs equipment, scheduling and Maintains budget lines for Considers the arts as funding staffing, materials, equipment Considers the arts staff as solutions to school-related and professional development preparation teachers so that issues such as attendance, Holds staff accountable for in all four art forms classroom teachers can have parent involvement, student student achievement in the planning time engagement, etc. arts, requiring evidence of Uses data to track, progress and development of measure and report student Does not understand the skills across state standards achievement in the arts to Illinois fine Arts Learning ensure accountability Standards Provides opportunities for students of all abilities to Provides specific collaborative access the arts, including planning time, on a regular opportunities for those gifted basis, for the development and talented in the arts of arts integrated curriculum across the school 22 Section 2
    • 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
    • IDEAs for EffECtIvE PrACtICE The Basis of a Quality Education “It is important to make connections across An effective curriculum in any content area defines the scope of what grade levels and schools students should know and be able to do, as well as the sequence in which in a district. the drama High Standards they should learn the material and develop the necessary skills. curriculum at Lake Zurich for Arts Education While curriculum should be broad enough to allow for creative Middleschool is written with our ‘sister school.’ We implementation related to the needs of students in a particular class, it then have several times Curie Metropolitan High School can provide for consistency in a school or district. It is also a clear way for during the year where the arts education begins with the districts and schools to ensure the sequential development of skills and two middle school drama requirement that all students in knowledge from introductory to basic to mastery throughout the span of teachers meet at the high the school take one arts course the k–12 grade levels. school, with the high school in order to graduate. Students in the Performing Arts Department drama teacher, to talk about begin their study by selcting what the kids have learned a “major” from 13 categories and what they will be The Need for Curriculum Helps in the arts. Curie prides itself learning. We also talk about Quality Curriculum Develop Partnerships in its offering of full, sequential who is rEALLy excited curricula in each major. Within the Effective arts programs include Curriculum maps are also and involved in the shows department there are 36 courses curriculum in each of the four important for successful at the middle school level, taught by 25 faculty members. disciplines so that teachers collaborations. Whether internal or and how we can keep them have clear criteria for providing external, partners can understand excited when they enter “one of the very important instruction. In districts where arts where connections are being high school.” elements of a high-quality curriculum is not available, this made and determine teaching Tammie Herrejon, Drama curriculum is inviting is an important initial goal for the plans that align with classroom Teacher/Director, Lake Zurich professionals to visit, perform Middle School South development of quality. In districts goals. Curriculum documents for the students, and talk about where curriculum is established, can help non-arts teachers what it is like to work in the field. it is important to regularly revisit understand specific arts skills A high-quality curriculum also these documents to ensure being taught to their students in research conducted in includes attention to assessment. that they are current with best order to include references to the 2005 found that 20% of Assessment is as important in the practices and new technologies in arts in their teaching, or develop Illinois public schools had arts as it is in any other subject; the field. Curriculum documents their own use of arts strategies to no arts program—resulting it is a tool used to understand should align teaching strategies enhance other content. in thousands of students whether or not the students are and assessments with state External partners can also use receiving no regular learning what and how you want standards while providing curriculum documents to better instruction in the arts. them to learn. Many of our art resources and tools to develop students go on to art schools best practice in teaching. understand goals for student Illinois Creates, Arts at the Core: learning. When used as a planning Every School, Every Student because we start them with a portfolio their first year and they Curriculum can serve as a guide tool between the school and add to it through their time here. for a teacher’s lesson planning, but outside organizations, specific When they leave, they have a can also be a critical document objectives can be targeted as entry fantastic portfolio that they can for district or school-wide points for partnership. Parents can continue to develop.” arts education planning. the also understand student learning development of curriculum helps needs with greater clarity, often Wendy R. Haynes, Director of Performing and Visual to define necessary resources for creating a more collaborative Arts, Curie Metropolitan High School, staffing, professional development, relationship between families and Chicago Public Schools materials and equipment. It can the arts education program. provide a useful communication tool for sharing needs with district or school personnel, while firmly establishing a more sustainable arts education program. 24 Section 3
    • IDEAs for EffECtIvE National and What Makes Quality Curriculum? PrACtICE State Standards Importantly, curriculum is a written document that is available to Importance of teachers and community and widely used across the district or school. National standards It specifies the concepts, skills, techniques and artistic processes that for Arts Education will be learned by students at each grade level. Curriculum can be used to allocate resources and advocate for programmatic needs as a Documented Developed by the Consortium of National Arts Education well as to guide instruction. Curriculum Associations (under the the best curriculum does not specify that every child do the same guidance of the National School district #1, a k–8 rural activity or project, but that all students in a grade level learn the same Committee for Standards district in raccoon, Illinois, was content. just as in any other academic content area, the content is in the Arts), the National awarded an ISBE Arts and spiraling and builds along a continuum while circling back to reinforce, Standards for Arts Education foreign Language Planning re-teach or re-engage the learner with important concepts. outlines basic arts learning Grant in 2006, followed by an outcomes integral to the While consultants can provide great insight into the development of Implementation Assistance a curriculum, a district’s teachers of the arts are local experts in what Grant in 2007 to help comprehensive k–12 students should know and be able to achieve in the arts. Arts teachers develop curriculum maps education of every American should be a part of curriculum creation and revision so that their with assessments for its arts student. for more information knowledge of the students, school and resources can be reflected in education programs. According go to the kennedy Center a realistic document. the curriculum should also be developed based to the proposal submitted for the ArtsEdge website: on the local population of students and include up-to-date skills grant, attention to developing http://artsedge.kennedy- regarding applicable technology and relevant experiences based on curriculum documents will help to center.org/teach/standards student culture. secure the sustainability of their programming by providing clear Curriculum should define the minimum that each child is responsible community understanding for for learning, and include potential adaptations for special populations. their arts education goals. this Illinois Learning Individuals with disabilities, gifted and talented learners and English curriculum map is only a sample standards for fine Arts language learners should all be included in the curriculum design. of how one district aligned their curriculum and assessment. Developed using the National Many other formats are possible. Connections Across Curriculum Standards for Arts Education, Schools and districts should 1985 State Goals for fine use mapping formats that align Collaborative efforts between teachers, or between teachers and Arts, and various other with what is used to develop external partners, can be more easily developed when working from a national and state resources curriculum in other content areas common set of goals. (under the guidance of and that meet goals for arts the Illinois Alliance for opportunities for integrating curriculum can be showcased in education planning. Arts Education). for more curriculum while defining objectives for teaching of the arts. these Information from the ISBE Arts information go to the Illinois objectives include: Education and Foreign Language State Board of Education grant proposal narrative from the » relating patterns and cycles in science and music. Raccoon School District, 2006 website www.isbe.net » 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. Curriculum and Assessment 25
    • IDEAs for EffECtIvE PrACtICE What Is Quality Assessment? “Most crucial in assessment is writing clear targets It is an understatement to say that efforts in the arts can be difficult to shared alike by student assess, but there are certain skills, concepts and techniques that are and teacher, followed by Sample Drama developed over time. Specific and consistent assessment criteria, as a transparent criteria seen in Assessments from part of a curriculum map, create dialogue about common outcomes and varied, creative responses Lake Zurich Middle goals for arts education. by students addressing a School South Assessment criteria are a part of a quality curriculum and should like problem.” Susy Watts, Instructor for 6th grade drama: be based on the state standards and essential skills in an art form. Visual Arts Education, Assessment criteria should be developed for each grade level and Pacific Lutheran University, WA. 1. take a written test on the communicated to the school community. Assessments should include aspects of the stage. multiple opportunities to demonstrate knowledge and ability while 2. Perform a Dionysian play after involving students through meaningful experiences. talking about theatre history. 3. Give the students a scenario Types of Assessment and have them perform the next day, using the improvisational the involvement of students in the assessment process provides for techniques that were taught. higher quality instruction, engaging students in reflection about the work. teachers across the state use rubrics, checklists, self-assessments, peer- 7th grade drama: critique and narrative descriptions as elements of each of these categories: 1. Perform a Musical Pantomime. » formative assessments are conducted as a work is in process, Assess them on whether or not giving feedback to teacher and student about areas of success and they incorporated a beginning, middle and end. Assess them in goals for improvement. these assessments allow teachers to discuss their techniques of pantomime. work with students as a project is developed. 2. Students will create and perform » summative assessments evaluate completed student projects, a fractured fairy tale. they articulating areas for improvement as well as celebrating success. will demonstrate their ability to these assessments are often used to communicate skills or progress to work in a group and achieve a parents or administration. final performance by working » Portfolio assessment allows for a range of assessments to be together. shared with students, parents and administration. Students develop 3. take a written test on stage portfolios across a unit of study, a year, or even an educational career. techniques, stage direction, and Pieces of work with relevant assessment materials can be included in character analysis. portfolios to show development of ability over time. 4. the students are assessed daily on their mini-skits. Quality assessment takes time to develop, and performance assessments take time to conduct. Schools and districts must allocate 8th grade second City, appropriate resources in order to encourage the use of evaluation that Broadway Bound, appropriately assesses student and program growth. Professional Musical theatre: development can be instrumental in the development of tools and 1. Students will be asked to create systems that meet the needs of district, school, teacher and student. a 20 min. variety sketch in a Samples of rubrics and assessments should be shared and discussed group. they will demonstrate across classrooms and schools. their mastery of improvisational skills. 2. take a written test on the development of a character. 3. Perform multiple skits working with several groups. 4. Perform a mini-musical in a group using song and dance. Tammie Herrejon, Drama Teacher/ Director, Lake Zurich Middle School South 26 Section 3
    • What Does Effective Curriculum and Assessment Look Like? Does Not Meet standards striving to Meet standards Meets standards Exceeds standards No written curriculum, each Curriculum is not written but is Curriculum maps are available Curriculum maps go teacher creates lesson plans thought about sequentially by for all grades and courses with through regular revision with with no long-range plan the arts teacher some assessments participation from teachers and community Arts classes are ungraded, Curriculum has no connection Curriculum is district-wide, graded pass/fail, or based to assessment content is linked from A.P. arts offered to high school solely on participation elementary school to middle juniors/seniors Each course or teacher school to high school No arts assessments are operates isolated from the Curriculum builds in completed others Sequential development of sequence, then spirals back skills over time to further develop basic Activities and projects are not Curriculum is written for one technique related to student ability or or two disciplines Curriculum is available for developmental level more than two disciplines Curriculum in all four arts Curriculum is limited to basic disciplines with performance teachers are unable to knowledge and skills Curriculum makes use of assessments and rubrics articulate a clear sequence of technology available for review skills being developed across teachers are not involved their art form in curriculum revision/ Curriculum includes concepts Current technology integrated development and techniques throughout curriculum and Written curriculum for assessment individual courses without Arts classes/forms are graded Students are offered choices connection across the art form based on a single assessment in the completion of projects/ Curriculum includes or project grade final assessments connections to other disciplines/content areas Available curriculum is not Class is graded based on used by all teachers of the art student achievement of Arts courses are required for form assessment criteria all high school students Assessments are not based A range of assessment Students have opportunities on relevant arts experiences strategies are used to assess to develop projects in arts student development and classes as assessments for Different teachers use different performance non-arts classes criteria for assessments High school arts courses are formative and summative weighted the same as other assessments are shared academic courses with students across the development of a work of art knowledge gained from non- arts classes is applied in arts classes Multiple assessments are used and students are actively involved 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. 28 Section 4
    • IDEAs for EffECtIvE What Makes Quality Instruction? PrACtICE 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, Student teachers must continue their professional development to stay abreast of contemporary arts practice. Choice in Student choice, cultural relevance and the use of up-to-date technology are all important aspects of high quality Curriculum instruction. teachers must adapt curriculum to make material culturally relevant for their student population, while also utilizing new technologies to advance their teaching. In the 6th–8th grades at franklin fine Arts Academy, Chicago technology has had a strong impact on the arts, with applications quickly becoming an important part of arts Public Schools, students rank education. Districts must dedicate funds and appropriate equipment and materials—from graphic design and their preferences in the arts digital media to musical software and computerized instruments—for teachers to take advantage of the growing each year. Students are offered development of this field. visual art, dance, drama, music and piano. Based on their Certified Arts When Adequate Resources practice, including curriculum, choices, students study two arts Teachers Aren’t Available assessments and relevant disciplines for the year. the fine materials/equipment. Effective instruction in the arts the arts teaching workforce must arts staff then selects students requires knowledge of specific include more than certified arts for each of the classes. Each year Utilizing External artistic processes as well as teachers if we are to provide students are placed into two of Support a clear understanding of the adequate arts education to their top three choices based on developmental needs and stages every child. Classroom teachers teaching artists can also help their rankings and their teachers’ of the children. Certified teachers and teaching artists, whether provide arts instruction when understanding of their abilities. of the arts have experience as part of an organization resources are not available for the teachers explain that the and content knowledge about or individuals, can provide certified arts teachers in every students give much more to the both their arts discipline and meaningful arts instruction when discipline. often these members class when they have chosen the appropriate pedagogy for their given the necessary supports. of the arts teaching workforce forms that most interest them. students. It is important that As needs across the state differ work collaboratively with this system respects student districts and schools invest in the from school to school, it is classroom teachers, providing choice while helping teachers to hiring of certified arts teachers so first important to consider how direct service to students while work with the most focused and as to give students appropriate each school is delivering arts demonstrating strategies and engaged participants. Students instruction in the arts, providing instruction. technique for teaching their art are able to make informed them with the same quality of form. choices about the art forms, arts education as many of their Building Internal having had dance, drama, visual peers throughout the state. Support Many innovative programs art and music instruction each provide contemporary arts year in grades k–5. full-time teachers of the fine arts While not optimal, classroom practice for students while or non-arts teachers can be Interview with fine arts teachers, are important investments for addressing professional Franklin Fine Arts Academy, Chicago schools and districts, providing another source of instruction in development for non-arts Public Schools regular instruction to students the arts when it is not possible teachers. these programs are while concurrently serving as to have certified arts teachers in best developed collaboratively a resource. With certified arts every discipline. As most teacher with arts teachers. teaching teachers in the building, the arts’ preparation programs include artists also require support place in school-wide activities very limited exposure to the arts, from schools, districts, arts and initiatives can be included by it is important for administrative organizations and higher those qualified to understand and leaders to develop ways to education. As they are not carry out arts education plans. assess and build the instructional credentialed arts teachers, many Certified arts teachers provide capacity of classroom teachers need support in pedagogy in direct links to parents and when they are asked to teach the same ways that classroom community, building on existing the arts. they must also be teachers need to better arts education resources. given appropriate resources understand arts content. for developing teaching Instruction and Professional Development 29
    • Illinois Art Education Integration of the › Students can create a “We need not look upon art Association (IAEA) Arts into Other Content musical score for a text, with as qualitatively apart from IAEA is a professional musical themes that show the rest of life. Instead, through the integration of organization for visual art evidence of character and we need to see it as a content, classroom teachers educators, individuals plot development refinement, a clarification, and teaching artists can often and groups who wish to and an intensification of find ways to teach a minimum » Development of abilities in support art education in those qualities of everyday level of certain art forms while collaboration and teaming Illinois. founded in 1935, experience that we normally deepening student understanding › All students benefit when IAEA promotes quality call complete.” of challenging material. often teachers learn to utilize the visual art education for the arts improve students’ resources of their colleagues Jackson, P.W. (1998). children and adults. John Dewey and the lessons Professional development memory, provide another path to » Established time for of art. New Haven, CT: understanding or allow students Yale University Press is offered through the collaborative planning annual conference, mini- to demonstrate their knowledge, › finding connections conferences, publications providing increased educational between arts teachers and (including the award winning opportunity. non-arts teachers newsletter, the Mosaic), » Developing strategies for › Planning projects or web site, and exhibitions. using the arts in classroom assessments across Professional development disciplines instruction credit is available throughout › Project planning between › the use of tableau to the year at workshops and teachers and external represent scientific concepts conferences. IAEA presents partners such as the water cycle, a number of scholarships, › Project planning between a theatre strategy where awards, and grants to teachers and parents students use their bodies recognize the professional to create frozen, word-less › on-going, not just once a development and leadership images that represent ideas year of art educators. » Understanding that The Importance of collaboration goes both ways; Professional Development the arts support non-arts Illinois Music Educators learning and non-arts learning Many schools lack arts teachers Association (IMEA) supports the arts in all of the four disciplines, so › A history teacher can districts must first consider who IMEA has been active in providing professional describe how the is responsible for delivery of the development opportunities impressionist painters arts standards. Every teacher for Illinois music educators evolved from the french that is responsible for teaching since the Association’s political society while the the arts requires ongoing founding in 1939. Literally art teacher shares the professional development in thousands of workshops biographies of important order to deliver high quality have been presented at the painters, detailing important instruction. Schools and districts annual IMEA “All-State” political events in their must provide resources to Music Conference. recently, lifetimes meet the professional needs IMEA has expanded of arts teachers, but should » Connecting patterns and professional development also consider the arts as themes across the curriculum offerings to include both capacity building for the entire › Line and shape are the district festivals and, of staff. By investing in greater important concepts in both special significance, summer understanding of the arts for all geometry and dance “best practices” workshops. teachers, schools and districts these workshops have taken » Understanding the use of can maximize the benefits of the place in different locations art products as assessment, arts for all students. around Illinois and they have developing collaborative been intensive sessions in models for differentiated the form of one and two day learning offerings. 30 Section 4
    • IDEAs for EffECtIvE “When you walk out of a Addressing the Professional Development PrACtICE degree program, you get a certain amount of content— Needs of Certified Arts Teachers if you don’t constantly keep seeking and learning, then Certified arts specialists need to continue to understand best practices Professional what you offer your student in their discipline and further develop their own skill in providing Development for instruction. they need to stay up-to-date on arts processes, materials stagnates.” and technology as the modern art world continues to create exciting new Arts Teachers Carbondale Focus Group practice that should be shared with students. “the most effective components they also need to find meaningful ways to connect with other teachers of PD for arts teachers in their art form. often there are few other teachers in their building or are consistency and a even districts who teach the same subject matter, leaving many to feel programmatic approach that isolated. the support and encouragement of school and district leaders marries practicality with the is important, so that arts teachers can share their knowledge and make avant-garde. the consistency connections with other teachers of the same content. lets everyone know that they are part of a larger whole and Opportunities to Attend State or District or Regional that they have brothers and National Conferences Workshops for Arts Educators sisters out there in the field with » Allow for self-selection of » Assess the professional needs similar experiences. We build relevant content according to of arts teachers trust out of consideration and need » Develop workshops within then teachers and principals » Provide workshops at multiple districts to meet the needs of are more likely to take chances, levels from new to experienced these teachers making larger leaps forward. We to veteran » Utilize master/national board want them to grow, but also » resources should be provided certified teachers to provide want to recognize that each to pay for travel, attendance support in effective instruction school has its own life, culture and substitute coverage of » Develop collaborations with and demands. Arts focused classes higher education or arts PD is hard to find in public » Address specific needs, such as partners to discuss potential schools. Arts teachers need and the business and management training for arts educators deserve PD that is relevant to of art » regional offices of Education their subjects, but also relevant » Encourage arts teachers to (roE’s) can provide professional to how their subjects connect become members of state development for districts fine to others. We have to focus on professional associations, such arts teachers the strength of the connections, as the Illinois Music Education or integration, as well as the Association, the Illinois Art Collaborations with discipline of art. Arts teachers Education Association, or Illinois Other Schools Invested need to be recognized as Alliance for Arts Education as in High Quality Arts Education professionals: this is key to their well as the national affiliates » Provide for teachers to visit and self-actualization as leaders observe classrooms of other and agents of change within Opportunities to Attend teachers who teach the same schools.” Festivals, Cultural Events and discipline at another school/ Displays of Student Work Mario R. Rossero, district Fine and Performing Arts » Convene meetings to Magnet Cluster Program, Give ideas and inspiration for im- Chicago Public Schools collaborate on building or proving quality of student work revising curriculum and » Allow for meeting with assessment colleagues to collaborate and » Create multi-school develop better programming partnerships with external » resources should also be partners that utilize fewer provided to pay for travel and resources to greater advantage substitute coverage of classes for all Instruction and Professional Development 31
    • When Non-Arts Teachers External Providers of Become Teachers of the Arts Professional Development Many schools and districts struggle to find the resources to address all While arts teachers can be important resources for professional four art forms with certified specialists at all grade levels. While external development, there are many outside providers with the ability to partners can provide potential resources, this is sometimes not a long- assist schools in increasing their arts education expertise. from higher term solution due to cost, location or sustainability. education and museums, to theatre companies and teaching artists, the state of Illinois has professional development opportunities for the arts in Schools and districts can look to classroom or non-arts teachers as every region. Districts can work with regional offices of Education (roE) solutions if they are provided with ongoing and appropriate professional to leverage resources in providing needed professional development. development. Universities, arts partners and local artists can provide training, mentoring and coaching to help teachers create curriculum that Professional development providers often have specific programs for teaches the arts while developing ability in other content. developing staff abilities in the arts. these workshops can be adapted to suit school or district needs and offered on-site at schools during these teachers, while not always fully qualified, need to provide staff development days. they may provide overall understanding, or be content specific instruction that is sequential, developmental and designed to target a specific area such as arts integration or assessment meets state standards. Students should not lose an opportunity that in and through the arts. their peers throughout the state are receiving because of a shortage in district resources. 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 Arts Education as Staff Development: benefits, providing direct service in the arts to students, while creating curriculum and assessments and simultaneously servicing teacher needs A Whole School Strategy for professional development. In order to take full advantage of all that the arts can offer our students, other partners may invite schools to spend time at their location, we need to create common understanding among all faculty regardless utilizing resources and understanding ways to connect directly to other of grade or discipline taught—including administration. Arts teachers offerings they provide. for example, museums often offer teacher should play a clear role in planning and/or delivering school-wide staff workshops that relate to exhibits in their building. these professional development in the arts. development opportunities provide the dual benefit of developing teacher skill in relating to artifacts, but also share the resources available Arts teachers need for the entire school staff to understand what they do. at the museum. 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 “My team professionally develops the arts teachers as leaders, and in collaborative problem solving. expanding their curriculum, the arts teachers professionally develop the Recognition of the Importance » to understand how the arts classroom teacher in critical and appropriate arts based approaches. of the Arts in Education support the development of the classroom teacher teaches the students and so on… It’s important the whole child, including to build arts across the school because it’s the subject that connects » for all educators in intellectual, emotional and social all other subjects. Having the arts teachers as leaders takes what has the building, including development historically been a marginalized role and empowers these individuals to administration and counselors » to understand the importance of put art at the heart of a school and have everything stem from there.” » Developed by building arts leaders in conjunction with the arts in many careers and for Mario R. Rossero, Fine and Performing Arts Magnet Cluster Program, Chicago college success Public Schools external partners where needed (arts partners, higher education, » to experience learning in and businesses in the arts) through the arts to understand » to recognize that the arts its value as a student are important developers of » to deepen understanding of arts 21st century skills such as standards creativity, communication and » to recognize that Illinois School collaboration Code as well as No Child Left Behind (NCLB) legislation consider a core learning area 32 Section 4
    • 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 Within Districts/Regions Collaboration among teachers in schools can be the most cost-effective Collaboration within schools can provide greater opportunities for and sustainable way to increase student exposure to the arts. It can professional development, curriculum review and sharing of resources. also help students to reach higher levels of thinking skills by making Districts can work together to provide workshops for all of their connections across concepts, requiring analysis and synthesis of arts teachers or work together to revise and improve curriculum or ideas. With the multiple demands placed on teachers in the school, assessment ideas. the sharing of resources can provide opportunities specific plans and tools must be used to encourage cooperative to hire highly qualified staff or teaching artists that work across practice. Planning at the beginning of the year should be supported by multiple schools. opportunities to continually connect staff throughout the year. technology can be an important assistant in creating access to arts Strategies for Successful Arts teachers can provide programs, curriculum, student work and innovative ideas across Collaboration Within Schools professional development or schools in regional areas. When schools are geographically isolated, » Provide paid/release time for collaboration across projects to they can form electronic learning communities to share ideas and plan collaborative work help students get the most out of for students. Students can also participate in cross-school sharing by » Create common planning time all the material they study. A drama creating online portfolios, galleries and performances. for arts departments/fine arts teacher can coach a writing teacher in improvisation techniques; he/ In particular, it is critical for teachers of the arts to regularly staff during the school day » Provide arts teachers with she can arrange to come into communicate with each other about the development of programming resource periods for non-arts the classroom to assist with the that connects elementary, middle and high school arts programs. High staff to discuss project ideas improvisational work, or can school programs are well served by lower grades that develop skills » Use thematic connections for support the project through student necessary for success at their level. All students are served when the school-wide projects to embrace work on improvisation, related to smooth transition from one grade level produces greater skills and the arts as a fundamental means writing, during regular drama class understanding in the arts. of expressing understanding period. All three methods can help » Include special education and students to develop improved Sharing Resources Throughout Districts: English Language Development writing skills and better written Ideas for Collaboration Between Schools staff in arts planning to allow work. » Share art products from one school to another, travel to perform or for the development of access display art work plans for all students, as well Non-Arts Teachers Can Ask Arts Staff How They Can » Plan professional development days for vertical and horizontal team as the use of arts as curricular Support Arts Learning building across schools adaptation for special needs » Create sequential curriculum that spans transitions between » Include the arts in school-wide » A history teacher can share buildings initiatives such as technology musical compositions from the » Partner with other schools to bring in programs for reduced cost integration time periods under study » A foreign language teacher Arts Teachers Can Share can require the reading of artist Resources For Adding Depth biographies to Non-Arts Content » A literature program can read plays or excerpts of text that will the creation of a dance, collage, be studied or produced in the musical score or play can provide drama department a clear means for students to » A math teacher can ask students articulate relationships between to create lines and shapes with a concepts. When individual or variety of materials, such as wire, small groups of students produce chalk, clay or paint different arts products exploring » A science teacher can ask the same theme, sharing becomes students to create stationary or an opportunity for critical thought. loco-motor movements (dance Students must explain and attempt concepts) that demonstrate to understand the representation of properties of liquids, solids or ideas that their peers have created gas resulting in deeper connections to content. 34 Section 5
    • IDEAs for IDEAs for EffECtIvE PrACtICE Charting EffECtIvE PrACtICE Collaboration 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 Museum posted in the teachers’ lounge for all to see—allowing them to contribute whenever they can. Partnerships talcott fine Arts and Museum Here is how it works: Academy has formal partnerships with many 1. two weeks before the beginning of each month, by a set date, the grade level teachers fill out the chart. museums, integrating museum 2. Each teacher on the fine arts team reviews the chart and circles their letter—L (library) A (art) M (music) P resources with state learning (P.E.) or S (Spanish) if he/she are going to collaborate with the specified grade level and subject during the standards. Museum learning given month. helps differentiate to varied 3. the fine arts team consults with each other to make sure that all grades and subjects are covered for the student interests and learning month. styles. Museums provide rich 4. fine arts and classroom teachers agree on skills and objectives from both forms as well as how students visual experiences that build will be evaluated on the collaborative lessons. background knowledge and are conducive to inquiry-based learning. keys to effective GRADE LEVEL reading Science Social Studies Math museum partnerships include: » Aligning learning standards with museum resources » Developing teacher abilities to use the museums as learning resources Unit theme: Unit theme: Unit theme: Unit theme: » 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 Skills: Skills: Skills: Skills: Academy, Chicago Public Schools L A M P S L A M P S L A M P S L A M P S DaNita Bell, Library Media Specialist, Edison Primary Elementary School, Peoria Public Schools, District 150 Collaboration and Partnership 35
    • IDEAs for EffECtIvE PrACtICE Collaboration Between School Looking for External Resources Staff and Universities there are many types of external partnerships that support school improvement: higher education, museums, teaching artists, theaters, roosevelt Magnet School for the Arts’ (rMS) project, Arts in Motion, dance companies, symphonies or music groups, libraries, funds was a collaborative effort between rMS’ arts, math, and science providers, state agencies and other school districts. When partnerships departments and Bradley University’s visual arts and science are developed collaboratively as part of an arts education program, they departments, designed to teach students the science principles of are more likely to have a positive and sustainable impact on student motion. Workforce goals for the 21st Century emphasize collaboration achievement and program development. as a key component to success in the workplace. this project, which emphasized university level professors, middle school teachers, Partners can work with schools Plan to Succeed along with university students and middle school students working to develop arts education Effective partnerships require an together, achieved collaboration at the highest level. this included programming in support of a investment of time in planning. design elements, building kinetic sculpture prototypes, meeting all general education plan. they can district approval of prototypes, resource acquisition and development be used in a variety of ways to » Develop projects with clear of a common vocabulary across content areas. Six teams worked support arts education. objectives that unify schools on a different principle of motion, resulting in six ten-to-twelve-foot » Work toward the school’s arts » Providing professional sculptures. the project resulted in an interactive world class sculpture education goals, connecting development garden whereby students teach other students, or participate in the directly to school curriculum › Staff workshops helping all traditional teacher led instructional experience. roosevelt Magnet » Work with the support of faculty understand the value School teamed with Bradley University to turn simple machines into administration, frequently of the arts in education works of art. communicating progress » Building capacity in teaching » Involve arts teachers in planning Taunya L. Jenkins, Principal, Roosevelt Magnet School, the arts Peoria Public Schools, District 150 » Address all arts disciplines › teaching artists delivering through partnership experiences dance instruction when a » Establish methods to certified dance teacher can communicate outcomes that can not be hired be measured » Assisting schools in teaching » Plan for continued development non-arts subjects through the based on evaluation of outcomes arts Building Sustainable IDEAs for EffECtIvE › Arts organizations providing Understand the Needs of the PrACtICE arts integration training Partnerships » Providing enrichment, Arts Education Program Needs assessment is a critical extension or support to current component of working with external arts education practice Pulaski Elementary School in Chicago has partnerships with partners. › Museums or theaters as multiple arts organizations, bringing tremendous resources to field trip destinations to see » Is there a weakness in the the school each year. Pulaski principal, Leonor karl, explains that professional works of art delivery of instruction of a partnership requires mutual investment. “you need to be committed specific art form? to the partner. they have needs and you need to fulfill them. that’s When partnerships are developed » Can instruction in this art form be what makes you a partner and not just a receiver of services. We collaboratively as part of an arts enhanced through professional have joined all our partnerships with that spirit. they know that if education program, they are development from an outside they ask me to do something I will do it. And so they do things for more likely to have a positive and provider? me. these opportunities have made a tremendous impact on the sustainable impact on student » Can resident artists provide school. they happen because we have built a relationship with each achievement and program additional instruction in an arts other. Now, I don’t have to work that hard. But at the beginning, I development. discipline? had to go to a lot of meetings and do a lot of paperwork. Get your » What resources are needed name out there and people come to you.” by our current arts education Taunya L. Jenkins, Principal, Roosevelt Magnet School, teachers? Peoria Public Schools, District 150 » How can we support efforts to connect the arts with other content? 36 Section 5
    • IDEAs for Assess Potential Resources its own treasures waiting to be have programs that bring arts EffECtIvE Available in the Community discovered. In fact, there are over professionals into the classroom PrACtICE often there are opportunities 70 local arts agencies throughout or school. they can also provide to partner with parents or the state that provide resources enrichment opportunities for and support to communities teachers, students or parents community. Schools should be careful to look closely for lcoal and schools. In addition, there wishing to extend arts experience School/ resources. are statewide associations and nonprofits: outside of the classroom. Much like higher education Business » Are there parents or community members that have experience » IAA (Illinois Arts Alliance) institutions, many arts partners Partnerships have established education and in teaching or working in the » IAAE (Illinois Alliance for Arts outreach programs, supported A school-business partnership arts? Education) by grants, which allow for school can build awareness and support » Are their parents or community » IAEA (Illinois Art Education partnerships to be very affordable. for the hard work students and members with skills, materials Association) teachers are doing within the or equipment/space that could » IMEA (Illinois Music Educators Teaching Artists classroom. As students are support programs? Association) building their identity through » What opportunities are » ItA (Illinois theater Association) teaching artists can bring school-based experiences, a available in our area to engage innovative ideas, connected school-business partnership with professional works of art? Universities and Colleges to contemporary arts practice, allows students to see that their » What connections can be directly into the classroom. work is deeply valued not only Universities and colleges are an made to real world arts this profession has gained by fellow students and teachers excellent place to start looking for applications? increasing recognition and there but also by members of their potential collaboration. Schools » What community resources are thousands of well-qualified home community. of the arts or education are often would like to engage with the teaching artists working across looking to engage in collaborative 1. Have a process and product school but need direction or the state. Even in geographically work with schools on arts driven curriculum. far too project ideas to support? remote areas, there are teaching education programming. While many fine art students are artists willing to travel and not pushed to create and be faculty can serve as mentors Create Conversations share their skills in providing or sources for professional productive, and far too many with the Community arts education or professional development, college students departments do not exhibit or development to increase teacher perform enough. When needs and potential can serve as assistants while capacity. resources have been defined, it gaining experience. 2. once you have something to is important to begin dialogue the Illinois Arts Council maintains share, start small and work across the community to find Higher education institutions two rosters for teaching Artists your way up. Everyone will hidden possibilities that may may also have strong abilities to and Arts organizations that are enjoy seeing the students’ have been overlooked. Is there seek grants for the development well prepared to work in schools. work result but not everyone a parent who can build sets and implementation of innovative these can be obtained by going to is willing to help—keep it for the dance show? A service programs developed in schools www.state.il.us/agency/iac/. manageable while still being organization willing to donate or districts. In addition, these ambitious. space for a concert or play? institutions often have facilities Community Businesses/ that attract high-quality artists. 3. require student help at older A business willing to donate Organizations often, funding for field trips ages and ask for parent help paint? A local museum or gallery or performances is supported Schools need to seek out places at all ages. Parents must willing to provide reduced cost through grant opportunities or where the arts are part of work, be the first to acknowledge admission for students? reduced costs for students. then engage in dialogue about their children’s work and your potential collaboration. Many local commitment to it and them. Make Use of Professional Resources Arts Partners organizations work to support the Dean M. Auriemma, community, including libraries, Director of Curriculum, Instruction the state of Illinois has a wealth Arts partners can range from and Professional Development, clubs, service groups and local Homewood-Flossmoor High School of culture, from institutions of a nationally known museum arts councils. Attendance at arts higher education to arts, cultural to a local art gallery, from a events, advertising of events, and community organizations community theater to a church sharing of facilities and celebrating to teaching artists that travel choir. often classrooms can visit student accomplishments the state. While Chicago ranks professional works of art, with are important ways that local as one of the richest arts cities supporting material available communities can support the arts. in the world, each region has for teachers to use in the classrooms. Many arts partners 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. 38 Section 6
    • IDEAs for EffECtIvE “Sharing clear results of our How Can Accountability Evidence PrACtICE arts program raises the Help to Further Arts Education Creates Support profile of the program, and the idea of accountability can often there are gaps in when it comes time to look at modifying the program, be intimidating. It’s often thought knowledge that inhibit Accounting for to diminish the power of the arts. parents and community from no one wants to cut a successful program.” However, it is important that arts understanding the development a Successful Paulette Aronson, Art Teacher, advocates and participants see the value of sharing their success of student ability in the arts. Programs must help the public Program Anna Elementary School in concrete ways. Investing recognize why a piece of work there are several ways in which in descriptions of growth can is more demanding or advanced we communicate information provide real benefits to arts and how the content builds about our fine arts programs to “In education, we are education. along a continuum. Parents and parents and the community. In missing the opportunity community may not understand these communications we let to show what is important. » Measured progress can create how the product they see reflects them know what we are teaching the arts are critical, but outcome goals that more student accomplishment in and how our students are until we collectively value deeply involve the arts in a given area, whether a play, responding to our programming. the impact of the arts on school improvement planning drawing, dance or music concert. Accountability is part of a student learning, the funding » Indicators create will not follow. We have to administrative accountability constant reporting process in In order to gain support for the frame the argument to show for securing support which we try to keep our parents arts as a core content area, everyone how and why this » Accountability creates and community informed about schools need to provide evidence is important. We don’t teach demand for the materials who we are and what we do. of student growth. While to the test, we teach across and equipment necessary assessment is often difficult » setting up parent/teacher all subject areas—including to implement high-quality in the arts, measures need to conferences for children to the arts—and they do well instruction be created to demonstrate bring their parents to see their on the test. Additionally, the » Shared outcomes develop achievement and progress. these portfolios arts help our children learn understanding of the rigorous tools can provide parents with » sharing award and special skills and develop talents investment they require from understanding of how the arts event information with our that are not easily measured participants are important in their child’s school board members by a test.” » Measures of student development. » working cooperatively with civic achievement can point to areas Craig Benes, Principal, organizations which support of strength and weakness, Arts education planning Talcott Elementary School, activities in which our students Chicago Public Schools allowing programs to build on should include indicators that can participate their best work and provide help the school community » hanging work and presenting better education in the arts engage. they can also provide performances to showcase funding for the arts, as » Collection of data can help direction for contributions that student work always, is crucial. Although districts understand if all further development of the arts » soliciting information mandated subjects do not students are being served and education at the school. from parents about their always get increased dollars, if programming is equitable It is important to involve arts understanding of the fine arts they certainly have a better across all populations in the teachers directly in developing programs track record than those that district indicators that will be shared » inviting parents to be involved do not. As of 2008, the state with the public. Planning teams in student activities of Illinois does not test the should first ask teachers of the » sharing musical talents in arts. therefore, it becomes arts what their programmatic community venues even more imperative that goals are; how outcomes can be » making posters in visual art we devise and adopt a celebrated and what measures classes with topics which are method of arts evaluation can be used to understand relevant to the community that will be recognized and program growth. Documentation » attending Parent/teacher acknowledged by our civic of growth can show elements of organization meetings and and educational leaders.” progress as well as final products talking to parents Richard Murphy, Executive in order to inform the school Paulette Aronson, Art Teacher, Teacher, Fine Arts, University of Illinois Laboratory High School community about how learning in Anna Elementary the arts develops. Accountability 39
    • IDEAs for EffECtIvE PrACtICE Planning for Accountability Investing in a process that accounts for arts progress involves dedicated planning. It is crucial that the information shared shows the powerful A Recognized impact that the arts can have on students both as creators and Arts Education Model responders. teams should consider how the joy of artistic process and sharing of arts products can be a part of the data. the Niles township Board of Education has a fine Arts budget that Schools must consider a range of outcomes in order to adequately is 4.53% of their annual instructional budget, making it higher than understand the effects of the arts on student development. It is important to consider a broad range of possibilities when developing most boards of education nationwide. District 219’s long-range plan systems of accountability for the arts. resulted in appointing a dedicated fine Arts Director. the Board strives to make all of these growing opportunities available to every student by Developing Indicators » Process documentation implementing programs to assist with arts fees, instrument lending and of Student Achievement including display panels, recently establishing an Alumni Giving Back program. narrated discussions of work » What data can be used » Parent involvement in school to describe programmatic District 219’s arts education programs are distinguished by a number programs accomplishments and of classes and opportunities. the students also act as the in-house progress? Demonstration crew for local community organizations that rent the space. the District » What curricular assessments of Accountability videotapes all performances for broadcasting on their local television are shared and discussed with channel, providing a hands-on experience for those students in parents? » How can these indicators be broadcast communications. Students also have access to professional » What curricular assessments communicated to the public? can be aggregated across » How can a greater audience artists in wide-ranging fields through numerous artist-in-residence programs to show growth be built for sharing program programs. Students are also taught the importance the arts play in their across a group of students? results? growth socially and communally. » What other measures of » How can this sharing result in progress are important to further understanding of artistic District 219 has established a strong commitment to reach out and consider and share? progress? promote the fine and performing arts as a way to build a better, more » How can these goals be » How can qualitative data be connected community. free public performances within the various measured along a continuum to compiled? departments of drama, dance, music and visual arts are frequently held. » How can outcomes be linked both show success and growth Students regularly work with local senior centers and community groups across grade levels to show over time? on a variety of arts-based projects. the arts programs within the District developmental progress? » Where are the arts in the school have received recognition from notable professional organizations, » What other indicators School Improvement Plan (SIP)? including the Illinois Alliance for Arts Education. demonstrate success? » Where are the arts on the school report card? Arts education is not an area that is taken for granted in this community. Ideas for Data Collection Equal Access to Arts Education A commitment to the arts makes Niles township High School District » Curricular assessments— 219 Board of Education a model for arts education in Illinois and quantitative, qualitative, » Are we providing equitable performance assessments with access to the arts across all throughout the country. rubrics, portfolios, etc. grade levels and buildings? Excerpts from John F. Kennedy Center Press Release, April 17, 2007. For more » Performances, events, » Do all programs provide information on the Kennedy Center award, go to www.kennedy-center.org displays, exhibitions curricular adaptations so that » Courses offered populations with special needs » Minutes of instruction provided can have equal opportunity to in each discipline engage in the arts? » Awards earned by programs » Are all four arts disciplines, » Graduates continuing in the dance, drama, visual art and arts music offered to students at high » Attendance of arts students levels of quality? » Attendance at arts events » Are there programs for students » Materials developed to market who are gifted or talented in the program events 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. 40 Section 6
    • 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
    • The Role of an Arts Leadership Team (ALT) Creating an Arts Leadership Team (ALT) Beyond Planning 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 An organized group of concerned arts education stakeholders is key to to create a sense of ownership by those that will directly impact ensuring that arts education remains strong and viable. An important first implementation success. teacher investment in the plan is essential, step for this group, which we will call an Arts Leadership team (ALt), is but the active involvement of each member is also critical to the final to develop a 3-5 year arts education action plan for the school or district. outcome. Consider representatives from these areas to create a team Go to www.IllinoisCreates.org/Creating an Arts Leadership Team for with wide perspectives that will take advantage of multiple opportunities: more information or refer to Committing to Quality in Education. » Administrative leadership—superintendent, principals Beyond the creation of an arts education action plan, an ALt can be » District directors of curriculum and instruction very effective in advocating for arts education. teachers, parents and » School board members community leaders must work together for the benefit of students, and » District fine arts coordinators an organization group or coalition is one way to do this. Here are some » District grant coordinators or regional office of Education ways, beyond planning, that an ALt can have an impact: representatives Communication » teachers of the arts » teachers of other content representing various grade levels » Develop and maintain lists of arts education supporters in your » Professional teaching organization representatives community » Parents » Communicate with arts education stakeholders on decisions affecting » Community arts organization representatives arts education » Business leaders » Develop and publish a newsletter to promote the goals of the ALt and » representatives from higher education the good work happening in the district » Students » Educate and inform the press about the importance of arts education Administrative Group members should be prepared to devote time toward planning and be willing to attend all meetings. once the ALt is formed, it is » Establish lines of communication and common understanding with important to create specific roles for participants. It is helpful to have administration co-chairs of the committee to create responsibility for setting agendas » Acquire knowledge of administrative proposals/decisions that may and completing project goals on time. Additionally, a secretary can take impact the arts in the school or district minutes during planning meetings to record progress toward objectives. » Develop and present new ideas to strengthen the arts the planning group can create additional roles as the planning process » Be present at school board meetings and important education moves forward. Creating clear responsibilities for all members can help discussions to ensure that progress is made in a timely manner. » 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! 42 Section 7
    • Developing an Innovative Plan Hiring an See Worksheet A and B on pages 47 and 48. Outside Consultant 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 Hiring an outside facilitator or team should address the roles of team members and create clear deadlines in order to account for progress consultant to help you with some toward final goals. the following five steps suggest areas that should be addressed: or all of your planning process can be a good investment. STEP 1 and vision for the district and » What should students know Consultants can not only each school, other school-wide about the arts? What should motivate a planning team, Conducting an Assessment of Arts Education initiatives, copies of school they be able to do in the arts? but they are also required by improvement plans and other » How do students benefit contract to keep progress moving once an engaged team has been data describing the community from a comprehensive arts forward. In addition, they can established, their first task is to and students should be collected. education program? provide general guidance and identify the current arts education » How are schools improved suggestions on the process, environment. Sources for the the planning team should not be when arts education plays gather research and support collection of data should be discouraged by the results of the a central role in educating materials, resolve conflicts and identified as well as specific tasks assessment. there is opportunity students? keep the group focused on the for committee members. Invested in every school and district » In 3–5 years what would we big picture rather than personal leadership teams may also throughout the state to improve like arts education to look like agendas. A good arts planning create surveys or focus groups its arts program. By assessing the in our school/district? What is consultant will: to assess attitudes or opinions current status of arts education our desired future? about the arts from students, the process of identifying areas » Have an understanding of parents or community. Minimally, for growth or expansion can Agreement around what students arts education and education the following information should begin. should know and be able to planning be collected for each of the four do in the arts is necessary in » take time to listen to the art forms: STEP 2 order to ensure consistency specific goals and timeline of Envision High Quality Arts and sustainability. After team the group » Curriculum and assessment for Every Child members have discussed their » Be trained in facilitation materials/descriptions vision for arts education, a written methods, including the » Staffing and instructional the greatest ideas begin with statement or list encompassing availability of tools for effective delivery a vision that denies all barriers. shared beliefs should be meetings » Professional development teams should begin discussions compiled. this statement or » Negotiate a contract with clear » Collaborations/external of a future where all of the arts vision should motivate, inspire outcomes and expectations partnerships are provided for every child. they and guide the planning team as » funding sources can then articulate what schools they develop an arts education » Materials (textbooks, supplies, would look like if arts education plan. instruments, include quality in was of the highest quality and description) how that vision might contribute » Equipment and facilities to articulated school plans. (technology, classroom space, include quality in description) once a vision for arts education » Evidence of student achievement is established, it can help guide the creation of a general set of Download Example Assessments goals for arts education that No need to create a new assessment survey, there are some In addition to data specifically support school-wide initiatives effective tools that have already been developed such as the related to arts education and relate to the district or school kennedy Center Community Audit and the California Alliance for programming, leadership mission. these goals can then be Arts Education Arts Education Assessment. for examples and teams should compile relevant used to develop an action plan support go to www.illinoiscreates.org information about district/ to increase opportunities in the school-wide goals. the mission arts. Here are some questions to consider when developing a vision for arts education: Planning for Effective Arts Education 43
    • STEP 3 Here are some questions Specifying a Timeline expenditures. Here are some to help you determine your and Responsibilities budget elements to consider: Write an Arts Education Plan goals: It is important to specify a » Administrative/coordinating See Worksheets A and B on 1. What do we want to timeline for achieving the goals staff (salary and benefits) pages 47 and 48. accomplish in the next 3–5 and executing the strategies » faculty (salary and benefits) An action plan for arts education years to achieve our vision? within the plan. your timeline » text books, materials and sets specific targets for What will we do and not do? should be realistic and supplies implementation of the vision. 2. What are the top arts assignments should be given » Equipment (including related the planning team should build education priorities for the to team members and others if technology) on the foundation of their joint school/district? necessary in order to ensure the » facilities vision to clarify specific needs 3. What are the expected goals and strategies are being » Professional development for arts education. While this outcomes if we successfully given the attention they need to » research and planning time process may take some time, it achieve the stated goals? come to fruition. » Visiting artists (residencies and is important to remember that by performances) going through a planning process Developing Strategies STEP 4 once a budget is developed, the there will be greater consistency Developing a once specific goals have been Arts Leadership team should and, hopefully, efficiency and Funding Strategy identified, planning teams should prioritize and discuss possible effectiveness in your arts spend time talking about the funding sources. Identifying education program. to make a quality arts education overall methods or strategies where the funding can realistically program a reality, consideration to achieve what they want to come from and developing a Identifying Goals needs to be given to a budgeting accomplish. Multiple strategies strategy for seeking funds can and funding strategy. As part the planning team should will likely need to be developed be intimidating and challenging. of Conducting an Assessment carefully determine what they for each goal—some of these However, with a quality Arts of Arts Education (Step 1), want to do or accomplish, strategies may already be Education Plan for in place, there should be a greater keeping in mind the realities that happening, some may be new potential funders are much more understanding of what is exist within the school system as or different from what is already likely to take interest in a school currently being spent as well well as those being driven by the being done. or school district. Here are some as where funding is needed to vision they agreed to. Each goal areas to consider as possible establish equity. taking this into Here are some questions to funding sources to implement will not necessarily need to be consideration as well as what it help you determine realistic your plan: accomplished immediately; rather will cost to implement the goals strategies or action steps: your Arts Education Plan should and strategies identified in the » District/schools discretionary cover a period of time (generally 1. What 2–5 steps will we take to Arts Education Plan (Step 3), is funds 3-5 years). Using the needs achieve the stated goal? a necessary step in making your » State grant programs assessment as the baseline, 2. Who will be responsible? Plan a reality. Administrative » federal funding goals should be developed in the 3. What support systems are Leadership will want to » Private/community foundations following areas: needed to carry out the stated understand, in real terms, what or corporations/businesses strategies? the Plan means financially before » State or local arts agencies » Curriculum and assessment materials/descriptions they give support. » Community arts partners It is important to recognize » Staffing and instructional » Parent or community groups the School Improvement Plan first, make a list of areas that delivery (SIP) as an appropriate place need funding, keeping in mind » Professional development for considering arts education. current expenditures and » External partnerships the SIP should address what is costs associated to goals and » funding sources working and needs improvement strategies identified in the Arts » Materials (textbooks, supplies, across all areas of the curriculum. Education Plan. Next, identify in instruments—always include Arts education is no exception real terms what the actual costs quality in description) and should be addressed in the will be for each element needing » Equipment and facilities SIP. funding. then, identify the total (technology, classroom cost for each school year covered space—always include quality in the plan. In other words, if your in description) plan covers three years, a budget » Evidence of student should be developed for all three achievement years with a breakdown of all 44 Section 7
    • STEP 5 » Is there a certain time remember, school board An arts education policy Move From Arts Education Plan when new policies can be members are elected to represent is a key indicator of the to Policy introduced? the people of the community on sustainability and equitable » Who can propose new education-related matters and distribution of arts education once an Arts Education Plan is policies? therefore can probably be swayed in a school or district. in place, it is important that the by public opinion. there is power plan is communicated to the » What language should be used in numbers, so encourage all arts broader school community. A or what format should the education supporters to attend goal of the planning team should plan be written in so it can be the meeting in a show of support. be to get the plan signed-off on adopted as a policy? Also, write a press release and by the superintendent and all » Are there any “champions” use the media to generate principals affected. After this, the on the school board or in broader interest and support. ultimate goal would be to get the the community that could be plan adopted as a policy by the often times, if school boards influential? district school board. It is also are hesitant to adopt the Arts important to share the plan with once there is a clear Education Plan as a policy it is other school and district faculty understanding of district/school because of the financial crisis in so as to identify opportunities protocol, it is time to talk to the which most schools and districts for collaboration and generate principals and superintendents. are placed. Always keep the a broader understanding of the Identify a few key leaders who focus on what is best for the strategic direction of the arts will represent the ALt at key students; develop a message that education program. meetings and be able to clearly will resonate and articulate the communicate that you would like benefits of a quality arts program. to garner support, encourage their endorsement of the plan and all planning team members to If a policy is not adopted eventual support in implementing attend meetings where the plan is immediately, don’t be the strategies outlined in the plan. being presented. these meetings discouraged. Be persistent and If funding will be needed, be sure are a great opportunity to inform remember that what you are to outline your funding request people of the importance of arts doing will improve the quality of and present the budget that education and the work of the education for students. once has been developed. See if the planning team. a policy is adopted continue to superintendent or principal has any suggestions and incorporate provide updates to the education Prior to the meeting, research their feedback so that they administrators and school should be done to gain a better develop a sense of ownership for board. Promote the success of understanding of how policies the plan. the students and the progress are adopted within your school being made in the school/district district or school. once you have the support of toward meeting the goals outlined the education administrator(s), in the plan. it is time to approach the school board or local school council. 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 1. Start early: good proposals often take a month or more to research, write, review, revise, assemble, and submit. 2. read through the guidelines and application very carefully several times, and follow the grantor’s instructions to the letter. Applications are turned away when they do not meet the funding agency’s requirements. 3. research the donor organization and sources of information on grants and grant writing before writing your proposal. If possible, cite research to support the effectiveness of your program ideas. 4. Collect successful grant applications to use as models for your own proposal. the more good proposals you read, the more you’ll understand the techniques of effective grant writing. 5. Make sure your goals are realistic, given the resources of your organization. 6. Write concisely, and to the point. Do not use extraneous or verbose language. 7. Have several readers—including at least one person not involved in the project— read and critique your proposal narrative. 8. Prepare a reasonable, detailed budget that includes every program activity that 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. 9. Include an evaluation plan that tells your readers how the effects of your program activities will be measured. 10. Proofread! Spelling and grammar errors do not convey a positive image. Compiled by the Chicago Public Schools Office of Arts Education 46 Section 7
    • WoRkSHEET Arts Leadership Team A 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 Prepare an Arts Education Plan for the following areas: Curriculum, Assessment, Staffing, Professional Step 3 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
    • Putting it All Together: WoRkSHEET B 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 48 Section 7
    • 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
    • What You Can Do “All Illinois children deserve a quality, comprehensive the first step for all stakeholders is to create an Arts Leadership team for your school or district. this team education that provides should have stakeholders from all possible groups and plan to create a written plan or strategy to strengthen a solid foundation for arts education in the school/district. Beyond the establishment of a clear arts education planning process, success. this must include here’s what specific groups can do: the arts as part of the core curriculum. Arts instruction, School Boards/ Classroom Teachers Community Organizations/ like other subjects, must be Superintendents Businesses standards-based, equitable » Collaborate with arts teachers » Adopt policy for effective arts in the building to co-create arts » Develop partnerships with and sustainable.” education in all four art forms integrated curriculum schools for arts-related needs Illinois Creates Vision for Illinois » Create plans with supporting » Support arts teachers and Public Schools, 2005 » Share needs for creativity and budgets that acknowledge arts students through attendance innovative thinking with district as core curriculum at events educators, including careers » Demonstrate value of the » Seek out professional and skills that require arts arts with clear systems for development to develop knowledge accountability, including your abilities to teach in, and curriculum, assessment and through, the arts Parents/Citizens public sharing of data showing progress Higher Education » Advocate for high-quality Institutions arts education in your school Principals district » Create professional » Provide leadership for arts development programming in » Attend arts events and education across the school arts education for credentialed encourage your children’s » Provide professional arts educators as well as participation in the arts development in the arts for all general education faculty and » request measures of school staff administration accountability for arts » Provide collaborative release » Collaborate with schools and education in your schools time for arts teachers and other districts to create innovative staff models for arts education If members in each of these » Develop and support arts partnerships groups move forward with partnerships with parents, » Include arts education in determination, we can create community and cultural general teacher education a state in which each child has resources programs and administrative access to a comprehensive certificate programs education that includes the Credentialed » recruit arts education majors arts. If no one stands up for arts Arts Teachers from general teacher programs education, we can expect no » Provide high quality, standards- or arts majors more than what we have today. based arts education to all Arts Partners/ students Teaching Artists » Collaborate with teachers across the building to develop » Align programs with arts arts-integrated instruction standards and school » Share successes with school curriculum and district leaders » Provide support for curriculum » Seek out professional and assessment development development that expands » Provide professional your ability to provide best development opportunities for practice arts instruction credentialed arts teachers as well as non-arts faculty and administrators » Advocate for high-quality arts education in your school/ district 50 Section 8
    • 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
    • The following teachers, HoME WooD fLoSSMoor Mary Jorgensen The following publications artists, administrators and Jennifer Kelly were reviewed as we gathered arts partners contributed input for this Guidebook through focus groups, and Lynn Stockton Laura Kohaus interviews April Hann Jason Landes California Alliance for Arts Laura Milas Mickey Lower education and California PTA, Mike Rogers Ben Luginbuhl Community Arts education CHICAGo Gail Zernia Stephanie Lyon Project Traci Manning California Alliance for Arts Leneor Karl PEorIA Dan Marcotte education, Insider’s Guide to Wendy Haynes Rebecca Marcotte Arts education Planning Mario Rossero Karen Henderson Sara Marquiss Arts education Partnership, Gaining Carol J. Friedman Jerry Spayer Kimberly Martin-Boyd the Arts Advantage: Lessons Amanda Olson Marcia Merriman Kelly Maschert Learned from School Districts Brian Santos Bev Stenoisk Jayme Mason that Value Arts Anne Houseworth DaNita Bell Dorothy McDowell Washington State Arts Commission, Margaret Koreman Taunya Jenkins Chris McGraw Arts education Resource Maliwan Deimer Sharon Reed Lance Meadows Initiative Mary Ridley Alison Nelson Marylynn Meredith Craig Benes Dr. Herschel Hannah Lynn Metz Mapping the Future of Arts Sean egan JB Culbertson Gabe Myers education, Mississsippi Alliance Frances Garcia Kelli Nichols for Arts education Marge Kelly Denishe O’Brien Kennedy Center Community Arts BLooMINGtoN Anne O’Neill Audit Karen O’Shea San Francisco Unified School Navana Ahrends IAE A CoNfErENCE Heather Pierce District, Arts education Master Patty Aldrich Lisa Preston Plan Debbie Aurelius-Muir Stephanie Lee Colleen Rapp Julie Basting Governor’s Commission on the Liz Farnesi Tricia Reckers Jill Belongia Arts in education: Findings and Kelly Handschuh Michele Reckers Kyle Berens Recommendations, July 2006, Cheryl Bunton Jolynn Robinson Heidi Blaine education Commission of the Tracy Burton Jason Ruyle Charlene Bokesch-Parsons States Jerome Hausman Linda Schmelzer Jennifer Bolton The Progress of education Reform Mike Hertz Jan Scott Brooke Boyd 2004, The Arts in education, Michelle Williams Bob Sear Kelly Brinker education Commission of the Sandy Stevens Sherry Sharp Ryan Budzanski States Suzy Carson Melissa Siebenthal Peggy Caslow Critical evidence, How the Arts Kitty Carson Mary Sigler Chris Corpus Benefit Student Achievement, Beth Smith Sharon Corrigan National Assembly of Atate Arts ellen Smith CArBoNDALE Anne Corrigan Agencies and Arts education Mary ellen Somers Stephanie Cunningham Partnership Donna Stadsholt Gloria Jones Larry Custer Angie Stalter Working Partnerships: Professional elizabeth Lewin Lisa D’Antonio Katrina Stansbury Development of the Arts Sally Gradle Mary eggleston Kate Sullivan Teaching Workforce, Arts Paulette Aronson Margot ehrlich Dan Swallow education Partnership Nancy Stemper Karen Fehr Susan Trammel Juli Fraher Diane Turek Photography provided by: SPrINGfIELD Patty Garbe Brandon Uftring Sara Garrett Audubon elementary School Stephanie Umland Chuck Hoots Mike Guerrero Chicago Arts Partnerships in Mike Wallace Jessica Gillis Michelle Hardwick education (CAPe) Patricia Warren Stacie Reichensperger Beth Hoegger Nathan Webb Chicago Department of Cultural Karyn Childers Christine Hoffert Tara Wells Affairs Lynn Gilmore Greg Hoffert Christie Lazarider Jessica Hooten Chicago Shakespeare Theater Marianne Stremsterfer Rhonda Hornstein Hinsdale Center for the Arts Kathy elmore Marjorie Jarand Hubbard Street Dance Company Rebecca Johnson Illinois Arts Alliance Urban Gateways: Center for Arts education
    • Illinois Arts Alliance 203 N. Wabash, Suite 1920 Chicago, IL 60601 Phone (312) 855–3105 fax (312) 855–1565 www.artsalliance.org www.illinoiscreates.org