Posts Tagged ‘California education’

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

Warning for schools ahead

January 27, 2011

This week, as staff from the California Alliance met with forty new legislators in Sacramento, the halls of the Capitol had an ominous air.

When Governor Jerry Brown was sworn into office on January 3rd, California was already in a declared state of fiscal emergency. Within weeks of taking office, Brown declared a new state of fiscal emergency and released a 2011-2012 state budget calling for $12.5 billion in cuts. Few could be surprised by these grim realities. As Brown, said at the press conference releasing this budget,

“For 10 years, we’ve had budget gimmicks and tricks that pushed us deep into debt. We must now return California to fiscal responsibility and get our state on the road to economic recovery and job growth.”

K-12 grade education was the one area spared from cuts. Brown’s budget proposes keeping education at current, admittedly low funding levels. But even this is not a sure thing.

Continued funding for education depends on an extension of current personal income and sales taxes, as well as the Vehicle License Fee rate, for five years that must be approved by voters in an election this June. Without this revenue, officials say there will be 31% funding cuts across the board, including education.

Already, officials are painting a grim picture of the inevitable cuts in store for education, if voters do not pass the ballot measure. In a recent speech, State Treasurer Bill Lockyer said,

“Unless voters agree to the extension of temporary car, income and sales taxes, the state would be so short of money that it might have to whack more than six weeks off the K-12 school year.”

That’s just one scenario. Increasing class size, cutting custodial staff and cutting or eliminating arts education programs altogether are other likely options if Brown’s ballot measure does not pass.

Despite the serious work ahead, the Alliance staff was encouraged by their meetings with new legislators. An impressive number of representatives were well informed about the cognitive, social and potential workforce benefits of arts education. All are committed to providing California children with a quality education. And most would agree (and we’ll keep working on the others!) that the arts must be a core component to a quality education.