Posts Tagged ‘district’

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.  
Advertisements

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

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.