Posts Tagged ‘creativity’

It’s back! AB 1330 is the same bill we fought last year with a new number.

April 11, 2011

Why Oppose AB 1330? Questions and Answers

What is AB 1330? This bill is an almost exact replica of last year’s AB 2446, which was vetoed due to cost concerns. The legislation will change California high school graduation requirements resulting in an “either / or” choice between Career Technical Education (CTE) and the Visual and Performing Arts (VAPA).

Why Oppose 1330? There is a better way to advance CTE. Last year we published a white paper that advocates a ‘Both / And’ approach to CTE and VAPA, in which these disciplines work together to create the best benefit for students. Pitting one subject area against another will accelerate the damage to arts education in recent years:

  • In 2000, more than one million students were enrolled in school music programs. By 2008, that number had dropped by 57% to to 470,000.
  • Inadequate funding is the main reason for these declines in arts education.
  • With the state’s budget crisis, these numbers have worsened. In 2009, 60% of districts surveyed by the Legislative Analysts Office had shifted Arts and Music Block Grant funds away from arts and music programs. 20% of those districts cut programs altogether.
  • According to a national study, African American and Latino students are impacted disproportionately by declines. There was a 49% drop among African Americans and 40% drop among Latinos.

In tough times, don’t certain programs need to be cut? Creativity and innovation are vital to student success and California’s economic recovery.

  • 1500 CEOs surveyed by IBM ranked creativity as the number one trait they look for in employees.
  • Arts education is linked to higher academic performance and standardized test scores, increased community service and lower dropout rates.
Update as of June 30, 2011: The bill has heard by the Senate Education Committee yesterday. The Alliance provided testimony against the bill, but after heated discussion, it was passes. AB 1330 next moves to the Senate Appropriations Committee. Stay tuned for an action alert when the bill next come to a vote.  

Science Teachers Love Art

April 7, 2011

John M. Eger, Author and Lecturer on Creativity and Innovation, Education and Economic Development

 

By John M. Eger. Re-printed with permission from John M. Eger.

There is a growing debate in America about art and science.

Explaining the Universe: Why Arts Education and Science Education Need Each Other author, scientist, and educator, Alan Friedman, says, “I am a science educator who finds this story (of the Universe) deeply fascinating and profound.” But most children do not know this story. ‘The solution is not just finding more good science teachers and developing good science curricula, but also encouraging more and better arts education.”

Recently, the National Science Teachers Association (NSTA), issued a paper called “Reaching Students Through STEM and the Arts.”

The paper states, “Teachers of science, technology, engineering, and mathematics (STEM) are discovering that by adding an “A” — the arts — to STEM, learning will pick up STEAM.”

They are of course talking about former president George W. Bush’s initiative called the America Competes Act, also known as the STEM initiative for Science Technology Engineering and Math.

That bill authorized $151 million to help students earn a bachelor’s degree, math and science teachers to get teaching credentials, and provide additional money to help align kindergarten through grade 12 math and science curricula to better prepare students for college.

Now, three years later, more and more people are asking why just math and science? Why not the arts, too?

For too long, we have been living with a false divide in our understanding of the brain, a misunderstanding of human nature and of the curriculum. The belief that art and science were two separate disciplines demanded different teaching methodology.

Fifty years ago, physicist-turned-novelist C.P. Snow talked about the “two cultures” of physicists and writers and the “hostility and dislike” that divided the world’s scientists from its literary intellectuals and artists. “That divide,” Natalie Angier of The New York Times wrote last summer, “continues to this day.”

Scientists and artists can change that false perception and perhaps are starting to do just that.

Many artists and scientists know that the divide is a myth. In fact, Leonard Shlain, author of Art and Physics: Parallel Dimensions in Time and Space, once observed that great art reflects what is happening in our physical world and often predicts our scientific future. For example, he writes that while Picasso probably didn’t know Einstein, his Cubism was developed about the same time that Einstein first published his theory of relativity.

Robert Root Bernstein, a MacArthur Prize Fellow studying at UCSD 20 years ago, took it upon himself to look at the biographies of the top 100 scientists who lived over the last 200 years. What he found was startling because he found that every great scientist was not only accomplished in his field but in fine arts as well. Not surprisingly, Bernstein says, “(there) shouldn’t be two cultures as currently exists, one favoring artists and the other scientists.”

In a corporate ad campaign of Exxon Mobil Stephen Greenlee, President of Upstream Research, says, “We actually have a lot of scientists who play music. The Creativity, the Innovation — there’s definitely a tie there.”

What is a surprise, really, is that there is any debate at all.

 

Read the article as it appeared in the Huffington Post

John M. Eger, author and lecturer on the subjects of creativity and innovation, education and economic development, is the Van Deerlin Endowed Chair of Communications and Public Policy and Director of the Creative Economy Initiative. He teaches in the School of Journalism and Media Studies, and the Honors Program at San Diego State University.

A former Advisor to two Presidents and Director of the White House Office of Telecommunications Policy he helped spearhead the restructuring of America’s telecom Industry and was Senior Vice President of CBS responsible for worldwide enterprises, which opened China to commercial television.

More recently he served as Chair of California Governor’s first Commission on Information Technology; Chair of the Governors Committee on Education and Technology; and Chair of San Diego Mayor’s “City of the Future” Commission.

One Superintendent’s Vision

February 10, 2011

Opening Remarks  at the Launch of the Alliance for Arts Education in Humboldt County, on January 27, 2011


By Garry T. Eagles, Ph.D., Superintendent, Humboldt County Office of Education

Editor’s note: The California Alliance for Arts Education in Humboldt County is one of the 25 Local Advocacy Network coalitions sponsored by the Alliance in our efforts to build advocacy capacity at the local level. Read more about our Local Advocacy Network.

“Welcome to the Breakfast Gathering of the California Alliance for Arts Education/Humboldt County.

I want to thank all of you for your willingness to spend some of your valuable time today hearing about the various ways in which the community as a whole can help insure that a rich, meaningful, education is provided for all children by keeping the arts alive and flourishing in our schools.

The Humboldt County Office of Education is pleased to support and participate in this Alliance.  Our commitment to the arts extends over three decades, beginning with our sponsorship of one of California’s first model arts education curriculums: Project MADD: Music, Art, Drama and Dance.

We are continuing our commitment to promote the arts today through our participation in the California County Superintendents Education Services Association (CCSESA) Arts Education Initiative funded in part by a grant from the William and Flora Hewlett Foundation.  The CCSESA Arts Initiative is partnering with other education and non-profit organizations throughout the state to embed arts education firmly into every school’s core curriculum.

We firmly believe the arts should not be viewed as “add-on” or “supplemental” programs that can be eliminated when the budget is tight and we need to cut the “extras.”  The arts are not extras; quite the contrary, the arts are integral elements of a quality education.

One of the seminal works on education, John Holt’s How Children Fail, was a great influence on me as I began to develop my perspectives as a young educator.  In that book, Holt observed that children are born with an extraordinary capacity for learning and intellectual growth.  Undoubtedly, Holt would have concurred that the arts, approached correctly, are a particularly strong vehicle whereupon we can embolden young people by stimulating their natural curiosity and wonder about the world around them; helping them to have a greater appreciation for their own culture and the contributions made through the diversity of others; encouraging their risk taking and, in the process, uncovering hidden talents, tapping new areas of interest, and exploring new paths of engagement.

The arts help evolve one’s identity and individuality as each of us learns to express ourselves.  And just as important, as we evolve, we learn to love learning even more.

It was Holt’s premise that since we cannot judge what knowledge will be needed in forty, twenty or even ten years from the present, we in education should focus our efforts on trying to turn out young adults who love learning so much—and learn so well—that they will be able to learn whatever needs to be learned over their lifetimes.  We therefore need to provide the kind of education that helps each student know how to seek and find meaning, truth and enjoyment in everything he/she will do.  After all, these are critical components of lifelong learning.

As a child, my best friends were Bobby Eilmas, Melanie Murphy, and Crayola Crayons.  Oh, how I loved coloring books.  I remember to this day how excited I was at receiving one of the new 64-crayon coloring boxes—with sharpener I might add—when I was just seven.  I looked forward to the times in class we could color.  I was very proud of learning when it’s good to stay within the lines and when it’s alright—maybe even better than alright at times—to go beyond them.My elementary teachers found many ways to reinforce my interest in the arts.  In addition to drawing and coloring and mosaic making, they were also there to introduce me to music and singing and dancing—although the dancing was, obviously with my handicap, always a bit more challenging.

In fourth grade, I was blessed to have been offered the opportunity to try and learn a musical instrument.  I excitedly chose a violin.  However, I will be quick to admit that after just a few nights, I gladly traded my violin in for a saxophone—after discovering my fingers were much better at pushing down keys than plucking strings and that I was much better drawing a tree than drawing a bow.  I remember how important each of these experiences was to me and my development as a human being.  Collectively, these experiences no doubt serve as the basis for why I advocate so vociferously for maintaining the arts for all students, everywhere.

The philosopher Israel Sheffler defined education in this way:  “The formation of habits of judgment and the development of character, the elevation of standards, the facilitation of understanding, the development of taste and discrimination, the stimulation of curiosity and wondering, the fostering of style and a sense of beauty, the growth of a thirst for new ideas and visions of the yet unknown.”

I find that this definition of education frames very clearly the argument as to why the arts must be a significant component of the curriculum we provide our students.  There can be no diminishing of this role despite our schools’ declining fiscal condition.  We must all be committed to finding ways to ensure the arts have their rightful presence.

Garry T. Eagles, Ph.D.Superintendent, Humboldt County Office of Education

To read Dr. Eagles’ bio and about the office of county superintendent

A “Both/And” Approach to CTE and VAPA

October 21, 2010

By Mark Slavin, Vice President of Education
Music Center: Performing Arts Center of Los Angeles County and
Board Chair, California Alliance for Arts Education

The California Alliance for Arts Education was very pleased to see the Governor veto AB 2446 (Furutani). This measure would have watered-down California’s already weak high school graduation requirements by allowing students to take a career technical education course, in lieu of a course in the arts or foreign language. The battle over this legislation is part of an ongoing debate about the role and purpose of public high schools. Specifically, what is the proper balance between preparing students for college and providing tangible employment skills to help students gain jobs right out of high school? Or is this a false choice? Can we imagine high schools in which every course engages kids in project-based learning, real world applications, and the development of tangible skills for the workplace?

It was unfortunate that the battle over AB 2446 placed advocates for arts education and advocates for career and technical education in opposing camps. In fact, many of us want the same thing – high schools that offer diverse options for students to find their passion and explore specific career paths. Arts advocates often cite testimonials from young people stating their arts course was the only reason they came to school every day. Why not expand our vision to imagine high schools that offer BOTH foundational courses in the arts AND opportunities to deepen career and technical skills?

Advocates for arts education have worked hard to place the arts as part of the core academic courses required for admission California’s public colleges and universities. The approved courses offer students much more than art-making and performance skills. Consistent with the Visual and Performing Arts Framework, courses are expected to help students analyze and make critical judgments about works of art. Students are also expected to study historical and cultural context and to make connections to other subject areas and career opportunities.

Having achieved this status in the core curriculum, many advocates for arts education are protective of these hard-fought gains. Accordingly, we want to ensure the arts retain academic rigor and are taught by highly-qualified teachers. If these values are lost, we fear arts education could be further marginalized and become more vulnerable to cuts. But in defending our vision of “quality” arts education, are we closing the door to exciting new partnerships with career and technical education? In the rush to point out the limitations of a course taught by an industry professional lacking a teaching credential, are we denying students powerful learning opportunities?

Advocates for arts education often assert the arts are essential to prepare students for California’s creative economy. We cite data about the scope of the economic impact from the entertainment industry, the performing arts, museums, video game design, architecture, and fashion design, to name a few of the important job sectors. In our passion to defend “standards-based arts education,” let us not close the door to other arts learning opportunities with a direct link to careers. When a student becomes inspired by an introductory theatre course, we should applaud their desire to take a course in set design taught by a working professional. When a student finds their passion in a visual art course, who would be against taking another course from a working graphic designer?

Before we rush in to another “us against them” battle in Sacramento, I am hoping we can explore new alliances and common cause with advocates for career technical education. Together let us try to expand, not narrow, the range of options open to students in our high schools.

Editor’s Note: The California Alliance has recently published a white paper that explores the overlapping goals and requirements of CTE and VAPA studies, and advocates for a “Both/And” approach. Click here to read the paper.

What I Did on My Summer Vacation, or Arts Education Advocacy in Reality

September 9, 2010

By Victoria Plettner Saunders

My name is Victoria Plettner-Saunders and I am one of the founders of the San Diego Alliance for Arts Education, a local advocacy network initiated by the California Alliance for Arts Education. While our formal alliance launch was in May of 2010, we actually began to gain recognition for arts education advocacy with the San Diego Unified School District (SDUSD) in June 2009 when we successfully convinced the SDUSD School Board to remove the Visual and Performing Arts Department (VAPA) from a list of things to eliminate to save money. At that time, we were a consistent presence at school board meetings and our message was clear: a) we want to be in partnership with the district on arts education issues and b) “We aren’t going away.” Here’s what that meant in reality.

In May we officially launched the San Diego Alliance for Arts Education and invited the school board president Richard Barrera to talk to our invited guests about the status of arts education in the District. By July, I’m in his speed dial and he was calling for my help. The school board is voting on Tuesday to put forth a ballot measure for a parcel tax to create local revenues for the District’s budget, he says. He wants to know if we can help by coming down to speak in support of it. He explained what is now referred to as Prop. J. The funds will be distributed to each school on a per student basis and decisions about using the funds will be up to each school. However, they are to be used for student instruction only and not for administration or overhead. Wearing my advocacy hat, I asked him if there is specific language to ensure that visual and performing arts instruction can be a recipient of the funds. I am concerned about specific language for arts education because without it, principals could think that the funds can only be used for science, technology, English and mathematics instruction. He says he’ll make sure that arts education is included. I tell him that I will be there and I send out an email asking for others to come down in support as well.

At the meeting, I get up and make a presentation during which I remind them that “we aren’t going away.” This time I indicate that their prioritization of arts education is important to us and that we will support them in finding a way to continue funding it via the parcel tax. The presentation detailing what will happen if Prop. J doesn’t pass described the loss of athletics, increased class sizes; loss of GATE, and half day kindergarten, but nowhere is there any indication that arts education could be affected.

Afterwards, I asked Mr. Barrera why the presentation didn’t indicate that the arts will be victims of the budget ax. We both know that if the District doesn’t find new revenues, hard decisions will have to be made and we can’t expect to be “saved” while other equally as important budget items are lost. To which he replied, “To be honest with you Victoria, I think they’re scared to. Arts education advocates made so much noise last year when they put it on the elimination list.” I’d like to believe that’s true, but I’ve learned that their campaign managers have a different perspective on what polls well for these things and “arts programs” weren’t part of it. I don’t necessarily agree with them and it hasn’t stopped us from putting the word out there ourselves.

In August (so much for my summer work slow down) a group of us met with the Prop J. campaign manager to talk about how the arts community can help. You see, while they calculated that the loss of arts programs didn’t poll well as a campaign strategy, we know that arts supporters and parents do care and need to know the potential repercussions. In the end they recognized the importance of our work on behalf of Prop J and are giving us a page on the Prop J website that explains what will happen to arts education if it doesn’t pass.

And so for the rest of our summer “vacation” we strove to become the best team players we can be. We want to show the school board that the arts community cares about arts education and that we are willing to work for the greater good to help ensure its survival. Advocacy can often come down to relationships and leverage. Our strong show of support helps us to continue building a positive and productive relationship with the school board, which makes it harder for them to eliminate arts education in the coming budget decisions without communicating with us first. It is now September 7, summer is essentially over and my husband and I and other arts education advocates are gearing up to educate the arts community about Prop J and will start our first phone banking tonight. Election Day can’t come soon enough.

Editorial Note: The San Diego Alliance for Arts Education is also a participant in the California Alliance’s district election survey project. School board candidates will fill out a survey, which will published on the Alliance website starting in October, giving voters a way to learn more about the candidates’ views on arts education. The survey project is one more way that advocates in San Diego are bringing the importance of arts education to decision makers attention.

Articulating the Value of Arts Education to Corporate Funders

March 4, 2010

By Jason Pugatch, Associate Director, Young Storytellers Foundation

It’s one of the great anomalies of our society that the arts are both valued and underfunded; both praised and looked upon as a frivolity.  A Harris Poll found that 93% of Americans find arts education to be a vital part of a well-rounded education. A visit to the opera or a museum opening continues to carry social caché.

Yet, when it comes to putting corporate money where the mouth is, many are unwilling to fund something as seemingly nebulous as the arts. One of the reasons for this is that quantifying the arts, and program impact isn’t easily summed up in an end-of-year-spreadsheet. How do you put a number on growth of self-expression, confidence and an increase in creative thinking?

You don’t. And as a non-profit vying for corporate funding in the arts, this can feel like an extreme disadvantage. So, it is our job to become “values” advocates as well as arts educators. One of the best means of pursuing this line of advocacy is through volunteerism, which offers a direct connection between arts education and corporate resources.

At the Young Storytellers Foundation, we’ve taken an immersion approach to funding. Because we’re a volunteer organization, we begin any conversation with potential corporate funders by asking them to get involved with our students in a tangible way – a boots on the ground approach, if you will.  It’s very easy to deny a written program proposal request; it’s difficult to deny the smile on a child’s face when he or she has created something unique—and with their help, no less. “Art,” and the value it holds, becomes less of an amorphous concept, it’s a student with a name and a face; “education” is a specific school in an impoverished urban neighborhood. Turn a corporation’s employees into advocates for your organization, with experiences to match, and funding becomes a lot easier to find.

This is partly good salesmanship: the first step in car buying is always the test drive. It is also a way of insuring the longevity of your funding relationships. In a fickle funding universe, employee involvement can make or break a request for dollars.

Thankfully, the next generation of business men and women seem to be getting the message on the value of creative thought when it comes to succeeding in their own jobs. A recent New York Times article (MultiCultural Critical Theory. At B School? Jan. 9 2010) explored the newest theory being explored by Business Schools: students need to think “creatively every bit as much as they needed to learn finance or accounting.” Storytelling 101 as a Harvard MBA requirement? Might not be as far off as you think.


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