1. A
Passport to Arts Polic
y
Purpose
Create a curriculum that educates fourth- and
fifth-grade students on the foundations of engaged
citizenship, the policy making process, and the arts.
Methodology
Employ a focused, holistic methodology of analytical
discourse surrounding the arts and citizenship.
Research current learning standards for fourth- and
fifth-grade students including a theoretical
introspection of the creative and cognitive abilities
of target population.
Design an educational approach that is interactive,
with interdisciplinary potential and accessibility to
both students and teachers.
Learning
Outcomes
Attain knowledge about the United States
government.
Realize the power of the people within our
government system.
Learn about the policy making process and how it is
relevant to keeping the arts alive in schools and
communities.
Produce a policy brief covering an arts issue that
students find important.
Empower students with the application of civic
engagement.
Recommendations
A mixed-method evaluation process can ascertain the
learning outcomes that the curriculum has the potential
to support.
There is also potential for longitudinal analysis of civic
engagement development for students that were
introduced to the curriculum in comparison with
students who were not.
Ethical
Implications
How does a teacher present and discuss, in an ethical
and unbiased manner, the complex historical context
that affected the arts in our country?
How does a teacher discuss topics that may arise, such as
the intersections and inequities within government
policy?
How does a teacher address adverse opinions and
opposition to the curriculum?
ReferencesBishop, B. (2008). The big sort:Why the clustering of like-minded America is tearing us apart.NewYork, NY: Houghton Mifflin.
Brenson, M. (2001). Visionaries and outcasts:The NEA,Congress,and the place of the visual artist in America.NewYork: New
Press.
Brindle, Meg and Constance DeVereaux.“Arts Management: Government, Nonprofits and Evaluation.Arts and Cultural
Policy:What Governments Do (and Don’t Do) to MakeArts Happen.”TheArts Management Handbook: New
Directions for Students and Practitioners.Armonk, NY: M.E. Sharpe, 2011. N. page. Print.
Brown University. (n.d.).The Choices Program. Retrieved from http://www.choices.edu.
DeVereaux, C. & Griffin, M. (2013). Narrative,identity,and the map of cultural policy once upon a time in a globalized world.
Farnham, Surrey, England:Ashgate.
Dewey, J. (1916/2004). Democracy and education. Mineola, NY: Dover Publications.
Gosling, J. (2004). Understanding, Performing,Appraising Public Policy. Pearson Education, Inc.
Independence HallAssociation. (2014, January 1). Policy Making: Political Interactions. Retrieved December 19, 2014,
from http://www.ushistory.org/gov/11.asp.
Kraft, M., & Furlong, S. (2004). Public policy:Politics,analysis,and alternatives (Parts II, III, and IV).Washington, D.C.: CQ
Press.
LEAP 600 “ArtsAdvocacy and Policy,” instructor: Dr. Constance DeVereaux.
McAvoy, P., & Hess, D. (2013). Classroom deliberation in an era of political polarization.Curriculum Inquiry, 43 (1), 14-47.
Polisi, J. (2005).TheArtist as Citizen. Pompton Plains, NJ:Amadeus Press.
Alexis Harrison, and Connor Kealey
Curriculum presented byAlexis Harrison,
Connor Kealey, Natalie Dollison, andAlina Osika
Curriculum created by Carrie Care,
Curriculum Objectives
Week 1 - Introduction
Interpret the processes for law and policy making
Week 2 - History:Arts in Policy
Understand how the arts fit into the policy making process
Identify why the arts should be represented in theAmerican
government
Week 3 - Experience the Arts
Articulate why art is important, particularly within education
Explore the value and social benefits of the arts
Week 4 - Arts Policy in America
Understand how multi-faceted the arts are
Understand what to do with a passion or interest in the arts
Week 5 - Art as a Citizen
Articulate the ways students can be active supporters of the arts
Determine how and why government and the arts are interconnected
Week 6 - Policy Briefs
Articulate how the arts fit into the policy process
Determine what aspect of the arts is important to students
Weeks 7 & 8 - Policy Briefs, continued
Comprehend and demonstrate policy writing
Apply what is learned to real world situations