Connecting Arts Education Policy and Research to Classroom Teaching.
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| Title: | Connecting Arts Education Policy and Research to Classroom Teaching. |
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| Language: | English |
| Authors: | Burns, Maureen |
| Peer Reviewed: | N |
| Page Count: | 23 |
| Publication Date: | 2003 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Academic Standards, Art Education, Educational Change, Educational Cooperation, Educational Policy, Elementary Secondary Education, Fine Arts, Postsecondary Education, State Standards |
| Geographic Terms: | California |
| Abstract: | A national arts research agenda is presently substantiating claims about positive academic and social effects. As a result, states such as California responded with legislative activity that included the arts in mandates for educational reform. This was followed by the development of state content standards in dance, music, theater, and the visual arts to stimulate comprehensive, sequential arts programs in California's K-12 public schools. Yet these policy breakthroughs for arts education and the rhetorical promise of reform have not ensured compliance nor do they correspond to the reality of schooling. This paper describes the balance between this disconnection and provides a historical perspective on public policy and arts education research, and implementation at the local school level. The paper states that in California an emphasis on high stakes testing, including a high school exit examination that has exacerbated the problem and moved the arts to the curricular periphery in K-12 schools. It notes that, to complicate matters, the two large state systems for postsecondary schooling have adopted requirements of one year of visual or performing arts study for entrance eligibility. The Department of Education at the University of California Irvine, is working to build a community of learners to address these problems. The Arts Core research project, providing professional development for teachers, and the ArtsBridge program, building instructional partnerships among artists and K-12 teachers, are two examples of collaborative efforts aimed at successfully integrating the arts into the K-12 curriculum. (Contains 30 references.) (Author/BT) |
| Entry Date: | 2004 |
| Accession Number: | ED478755 |
| Database: | ERIC |
| Abstract: | A national arts research agenda is presently substantiating claims about positive academic and social effects. As a result, states such as California responded with legislative activity that included the arts in mandates for educational reform. This was followed by the development of state content standards in dance, music, theater, and the visual arts to stimulate comprehensive, sequential arts programs in California's K-12 public schools. Yet these policy breakthroughs for arts education and the rhetorical promise of reform have not ensured compliance nor do they correspond to the reality of schooling. This paper describes the balance between this disconnection and provides a historical perspective on public policy and arts education research, and implementation at the local school level. The paper states that in California an emphasis on high stakes testing, including a high school exit examination that has exacerbated the problem and moved the arts to the curricular periphery in K-12 schools. It notes that, to complicate matters, the two large state systems for postsecondary schooling have adopted requirements of one year of visual or performing arts study for entrance eligibility. The Department of Education at the University of California Irvine, is working to build a community of learners to address these problems. The Arts Core research project, providing professional development for teachers, and the ArtsBridge program, building instructional partnerships among artists and K-12 teachers, are two examples of collaborative efforts aimed at successfully integrating the arts into the K-12 curriculum. (Contains 30 references.) (Author/BT) |
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