America’s public schools instruct more than four million students who are English language learners. The NEA Task Force on the Arts and Human Development will host a webinar to share how one innovative program is using dance and theater arts education to help ‘emerging bilinguals’ learn English and flourish in school.
Carol Morgan, deputy director for education at ArtsConnection, and Jennifer Stengel-Mohr of Queens College, New York will discuss findings from their research on the ArtsConnection’s program, Developing English Language Literacy through the Arts (DELLTA). DELLTA reaches English language learners and their teachers in 15 New York City public schools. This work was developed with support from the Office of Innovation and Improvement’s Arts in Education Model Development and Dissemination and Professional Development for Arts Educators grant programs.
(Oct. 8, 2014) The U.S. Department of Education has awarded $13.4 million to 34 organizations to help arts educators grow and improve arts instruction, and share effective models of arts in education that support student achievement in the arts and other areas.
“The arts are an essential part of a well-rounded educational experience, and all students deserve access to high-quality arts instruction,” said U.S. Secretary of Education Arne Duncan. “Great arts educators can help students grow and succeed inside and outside of the classroom.”
These grantees are supported by two distinct programs, Arts in Education Model Development and Dissemination (AEMDD), and Professional Development for Arts Educators (PDAE). AEMDD grants support school districts and non-profit organizations with arts expertise to create materials that can be integrated into arts disciplines across elementary and middle schools. The Professional Development for Arts Educators program supports professional development for arts educators that use innovative approaches to improve and expand arts education programs.
Each September brings a special day at the U.S. Department of Education: a day when the marble halls and foyers of the agency’s headquarters fill with excited crowds of students, teachers, families, local and visiting officials, and passionate supporters of the arts.
This year was no exception: on Friday, Sept. 19, winners of the 2014 Scholastic Art & Writing Awards were honored for their accomplishments. The Department sponsored the opening of two exhibits, one of awardees from around the country and one of Portland, Ore., awardees, with a total of 80 works of art. Among the honorees were the five newly chosen National Student Poets.
The day began with two workshops — one in the visual arts for the teachers of student winners, and one in poetry for the student winners.
What’s hope got to do with it? When the “it” is the persistent achievement gaps for African American and Hispanic students, the answer is a lot.
I don’t know if Bill Strickland, a 1996 MacArthur Fellow and visionary arts education entrepreneur, and Richard Carranza, superintendent of the San Francisco public schools, have met (my guess is they have not), but they must be channeling one another.
The two have a lot in common, and at the top of the list is an absolute conviction to the role of the arts in creating the needed learning environment for minority students in high-poverty schools to achieve academically, thrive in and outside of school, and graduate career and college-ready. Coincidentally, Strickland and Carranza keynoted national forums on arts education — for the Arts Education Partnership (AEP) and the White House Initiative on Educational Excellence for Hispanics (WHIEEH), respectively, within the past month. The forums provided a propitious run-up to National Arts in Education Week, Sept. 14-20, so designated by the U.S. Congress in House Resolution 275. Click here for the full agenda of the AEP forum and a link to the video of Bill Strickland’s keynote address.
How do in-school arts education programs affect student creativity, academics, or social outcomes? That is the central question for an August 27th webinar by the National Endowment for the Arts that will feature researchers from the Kennedy Center and Johns Hopkins University, who will share their investigation of these topics.
Ivonne Chand O’Neal, director of research and evaluation at The John F. Kennedy Center for the Performing Arts, will share her study on the Changing Education Through the Arts (CETA) program on Washington D.C.-area public school students, their parents, and teachers. The CETA program is supported by an OII Arts in Education National Program grant to the Kennedy Center. Mariale Hardiman, professor at the Johns Hopkins University School of Education and former principal of Roland Park Elementary/Middle School in Baltimore, Maryland, will discuss her work at the intersection of cognitive research and effective teaching strategies.
10-year-old art opening speaker Anthony Madorsky signs postcards of his artwork at the Museums: pARTners in Learning art exhibit opening. (Department of Education photo by Tony Hitchcock)
On July 23, the U.S. Department of Education (ED) was proud to host the grand opening of the student art exhibit Museums: pARTners in Learning at its headquarters in Washington. In their second collaboration, ED and the Association of Art Museum Directors (AAMD) worked for more than a year to present the visual artwork and creative writing from the arts education programs at 16 academic museums. Students, family members, teachers, and art museum directors from across the country celebrated the opening of the exhibit of magnificent work by students ages 5–17.
Deputy Under Secretary Jamie Studley welcomed guests to the Department and thanked AAMD for its partnership, adding that “we [at ED] are all about partnerships because we recognize that it is only in working together that we can achieve our goals.” Studley not only emphasized the critical partnership for learning between art and other classroom subjects, such as chemistry, history and math, she also noted the importance of art “as a source of inspiration and a way to practice discipline, build skills, and get better at doing something.”
For teachers in New York City’s District 75, which serves more than 20,000 special needs students across the city, an innovative arts-integration approach to instruction is improving students’ social-emotional and communications skills and helping students and teachers to achieve both individual and classroom goals.
Supported by a $4.6 million Investing in Innovation (i3) grant from OII in 2010, the Everyday Arts for Special Education (EASE) project is also being adapted by the Los Angeles Unified School District (LAUSD), where special education leaders are using the project’s arts-integration techniques to help achieve a system-wide goal of reducing the number of self-contained classrooms and schools. The Urban Arts Partnership, which manages the EASE grant for District 75, began leading professional development sessions for LAUSD teachers two years ago, and this year is working with 45 teachers in L.A. and nearly 350 in New York City.
Eighteen middle and high school students from Los Angeles and Lawrence, Mass., learned about the power of serendipity at the ED headquarters on May 15. The students — from the School for the Visual Arts and Humanities at Robert F. Kennedy Community Schools in Los Angeles and the Elevated Thought Foundation — were there to demonstrate their artistic achievements and speak to both the importance of arts education and the power of student voice in education reform. The lesson on serendipity was courtesy of ED’s Teaching Ambassador Fellows program.
Former Teacher Ambassador Fellow Linda Yaron shares the experience she and her students had in preparing for their art exhibit and exposition on what it means to be a learner.
Linda Yaron, a 2010 Teaching Ambassador Fellow (TAF) at the ED headquarters, worked with seniors from the School for the Visual Arts and Humanities to showcase their art and writing in response to the question: “What does it means to be a learner?” As plans for the exhibit were discussed with the Student Art Exhibit Program team this past winter, current Washington TAF Emily Davis shared her experience with students from Elevated Thought, an extra- and co-curricular program in Lawrence that uses the arts to examine societal issues that the 12- to 18-year-old participants encounter in their community.
Joelle Michaud (front), president of Art Education DC, speaks with a young artist about her work.
On May 2, six months after the government shutdown forced a stop to their art exhibit opening at the ED headquarters, a delegation of nearly 100 student artists, teachers, school administrators, and parents from the Iredell-Statesville Schools (I-SS) in North Carolina arrived at ED to celebrate the artistic accomplishments of students in the visual arts, music, theatre, and dance.
Students from Iredell-Statesville Schools open the exhibit with a ribbon cutting.
In recognition of their excellent work, Associate Assistant Deputy Secretary for Innovation and Improvement Ursula Wright opened the program by applauding the district’s improved academic outcomes and decreased dropout rate as a result of its focus on arts integration. “Your collective investment in arts education is a testament to your communities’ commitment to uplifting the entire child,” she said, “… to ensuring that the youth in the Iredell-Statesville school system will receive a well-rounded education that will help to develop their creativity, increase engagement, and enrich their academic curriculum.”
Brady Johnson, the I-SS superintendent, expressed his gratitude for the students’ talents and his optimism for the great impact that their generation will have on the nation in the future. One saying in particular influenced his decision to make arts integration a central aspect of his district’s curriculum: “Kids can make beautiful art, but art can make beautiful kids.”
Concept Schools student artists, teachers, and administrators join OII Acting Assistant Deputy Secretary Nadya Chinoy Dabby (third from left) for a “photo-op” just before the official ribbon-cutting.
From the Great Lakes to the nation’s capital, Department staff and guests were proud to welcome the talented student artists, their fellow students, and their teachers and parents to the Concept Schools Student Art Exhibit opening in Barnard auditorium on March 31. Some 130 charter school students, representing 18 Concept Schools from six states (Illinois, Indiana, Missouri, Michigan, Ohio, and Wisconsin), were in attendance to both celebrate their own artwork on display at the Department and support their fellow students’ work.
Nadya Chinoy Dabby, OII’s Acting Assistant Deputy Secretary, welcomes the students, teachers, and parents who came from six states for the exhibit opening.
To kick off the program, Acting Assistant Deputy Secretary for Innovation and Improvement Nadya Chinoy Dabby welcomed guests to the Department and thanked Concept Schools’ families for making the long journey to share their children’s work. According to Dabby, “Arts education … at Concept Schools … is an essential part of a well-rounded educational experience.” She said that her high school education at an arts magnet school “helped nurture a lifelong appreciation for the arts.” Speaking on behalf of the Department, Dabby said, “We believe … that all children should have access to great arts instruction … no matter where you grow up or what school you go to.”
Next, Concept Schools President Sedat Duman expressed his appreciation for the Department, students, staff, teachers, and parents for making the exhibit and opening a success. He introduced a video describing the nationally recognized work that Concept Schools does to prepare students for higher education. According to the video, about 90 percent of Concept students go on to college.