Posts Tagged ‘teacher credentialing’

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.

Theatre & Dance Credentialing: The Time is Now

October 7, 2009

Recently, Kathy Lynch, the Alliance’s legislative advocate, and I met with the California State Commission on Teacher Credentialing. After taking input from professional dance and theatre instructors from across California, we wanted to make the case for separate credentialing of dance and theatre instructors. Why? Because until we treat all four arts disciplines – visual art, music, theatre, and dance – as distinctive disciplines with their own methods and modes of learning, California students are missing out on the full benefits of arts learning under the guidance of professional, highly qualified instructors.

Ever since around 1970, there has been no single subject credentialing for dance and theatre teachers in California. The impact has been that while 88% of secondary music teachers and 84% of visual arts teachers meet the standards for being “highly qualified” in their respective fields, only 36% of dance teachers and 55% of theatre teachers are similarly qualified.

The Alliance often frames our goals in terms of quality, equity and access to arts education.  The debate over teacher credentialing goes to the heart of what we mean when we talk about access. Without professional credentials in these two arts disciplines, fewer teachers pursue the fields of dance and theatre. Many talented prospective teachers have left the state to acquire necessary training in their field, or abandoned that career path altogether rather than take on the burdensome and extraneous requirements of English or physical education credentialing.

In other states, the establishment of theatre and dance credentials has increased the demand for such credentials, the number of students pursuing arts education, the quality of instruction and the demand for such classes in schools (this according to the Senate Office of Research). Moreover, federal law (“No Child Left Behind”) requires that visual and performing arts be taught by “highly qualified teachers”. For all of these reasons, California must consider establishing single subject credentials in theatre and dance.

While we fully recognize the economic challenges our state currently faces, we believe the time has come to begin the process that will lead to the establishment of single subject credentials in the subjects of theatre and dance. At the national level, these credentials would meet the requirement of highly qualified teachers in all core subject areas, including the arts. At the state level, the credentials would deliver on our own established state policies and standards.

But perhaps most important: the establishment of these credentials would help enable California’s students to receive the full benefit of quality theatre and dance education.

The Alliance will continue to work with other education partners in the months ahead to build consensus through collaboration around this issue, and complete the promise of bringing complete standards-based education to all California students.