 
|
|
|
|
|
|
The Annenberg Foundation Arts Education Challenge
After a comprehensive study and extensive community-based planning process, Artsvision successfully created and established the $36 million Annenberg Foundation Challenge Plan to restore arts education to the New York City public schools. The implementation plan is available as a downloadable file. San Francisco Unified School District
All downloads are in Adobe Acrobat format and require the Adobe Acrobat Reader, which can be obtained free if charge at the Adobe web site. |
|
The Arts Excel curriculum, created by Artsvision for the Baltimore Symphony Orchestra (BSO) and the Baltimore Community Foundation, is the result of an ongoing partnership between the BSO and public and private schools in the Baltimore area. Artsvision completed a major arts and education needs and resources assessment of the greater Baltimore region and The BSO's education and community programs. The recommendations made by Artsvision targeted the following areas: current BSO programs, model arts education partnerships, high school and middle school programs, community advocacy, adult learning, audience development, and a technology partnership between the BSO and Maryland Public Television. The recommendations have resulted in the six-year Arts Excel initiative with twelve area schools (both public and private), six elementary, three middle, and three high schools. |
|
Following are links to a few of our client's websites which feature additional information relating to Artsvision's projects: |
|
The following research studies and papers demonstrate the outstanding evidence available today supporting the need for and the dynamic impact of arts education in our schools.
These research sources are described under categories that are often pursued in actual funding and program endeavors. The great majority of these studies have been culled from "Building A Case for Arts Education: An Annotated Bibliography of Major Research, 1990" developed by John McLaughlin, Ed.D, and published by The Kentucky Alliance for Arts Education. We are extremely grateful for this outstanding professional resource. Boyer, E. High School: A Report on Secondary Education in America, New York, Harper and Row, Publishers, 1983. Boyer found that arts education was profoundly neglected in those schools analyzed for this research. Boyer argues for arts education as a core element of an educational process. Hausman, Jerome J. Watching the Art Education Pendulum Swing, Center for Arts in Education, Urban Gateways, Chicago, IL. A literature review of material from 1965 to the present that influenced the art education field, including publications outside of art education, is identified. "The Process of Education" by Jerome Bruner (1965) is discussed initially. An analysis of how the Pennsylvania State Seminar (1965) called for art educators to make an effort to move art education to higher levels of clarity and effectiveness is examined. Two papers in particular are emphasized: "Curriculum Problems in Art Education" (Manuel Barkan) and "Concepts, Issues, and Problems in the Field of Curriculum" (Elliot Eisner). Barkan's paper led to the development of the Aesthetic Education Project at the Central Midwestern Regional Educational Laboratory (CEMREL) . Eisner developed the Kettering curriculum, a forerunner to the structured, sequential curriculum advocated by the discipline-based art education approach (DBAE). The Getty Center for Education in the Arts was created in 1982 and an outline of the ‘discipline-based' approach that they adopted is presented. Other publications that have been influential include Howard Gardner's work, E. D. Hirsch's "Cultural Literacy," and "Towards Civilization" by the National Endowment for the Arts. Recent publications that receive a more detailed analysis include Jerome Bruner's "Acts of Meaning" and Elliot Eisner's "The Enlightened Eye." Art educators have long asserted that art education involves higher order cognitive skills and it is time this is recognized. Korn, M. Empty Seats, Classical Music and Education in America, Andrew W. Mellon Foundation, New York, 1989. The author demonstrates a significant decline in the availability and access to music education for public school students across America. Decline is most significant in our urban centers. Leonhard, Charles. Status of Arts Education in American Public Schools: Report on A Survey, Summary and Conclusions, National Arts Education Research Center, Illinois University, Urbana, IL. A survey was conducted to determine a quantitative baseline on the status of music, visual art, dance and drama/theater education in U.S. public schools. A stratified random sampling technique was used and questionnaires were sent to 1,366 U.S. public schools seeking data about demographics, curriculum, adequacy of instructional material, and information on support for arts education. Comparisons were made where possible with the 1962 survey conducted by the National Education Association. The results of these comparisons are documented separately for music and the visual arts at the elementary and secondary levels. Summaries of general information about arts education and the status of the four arts disciplines are described. A sampling of the conclusions reached include: (1) arts specialists are essential to the arts programs; (2) music educators need to expand their music programs; (3) discipline based art education (DBAE) has broadened the thrust of visual arts programs; (4) more time needs to be allotted to the arts in elementary schools; and (5) increased funding is needed for all arts education programs. Ward, B. Achievement Trends in the Arts, Education Commission of the States, Issuegram 2, Denver, CO, 1983. This paper is based upon a review of music education in 1971-72 and 1978-79 of the National Assessment of Educational Progress and comparison state assessments in Minnesota and Connecticut. The findings demonstrated a marked decrease in knowledge of musical elements. Education Commission of the States. Art and Young Americans, 1974-79: results from the Second National Assessment of Art, Denver, CO, 1981. Approximately 32,000 students ages 9, 13 and 17 were tested drawing comparisons between 1974 and 1979. Skills as well as tolerance towards non-conventional art decreased. Educational Commission of the States. Attitudes Toward Art, results from the First National Assessment of the Art, Denver, CO, 1978. This assessment documented declining positive attitudes about the arts. Palmarini, James. The Drive for Education Reform: An Interview with Ruth Mitchell, Teaching-Theater, v 3, n 3, p 11-13, Spring 1992. This article discusses the importance of the arts in the curriculum and how they can fit into standards and assessment and what teachers can do to help ensure the place of arts in education reform. Broudy, Harry S. The Role of Imagery in Learning, The Getty Center for Education in the Arts, Los Angeles, CA, 1987. This monograph proposes a theoretical basis for advocating a program of disciplinary arts education as an integral part of general education from kindergarten through grade 12. The theme of the essay is the role that images play in everyday experience and the formation of the educated mind. Images are sensory patterns or patterns produced by the eye and brain. To create images out of these qualities a person must resort to metaphor or to figures of speech. Imagery is centrally important in facilitating long-term retention and plays an important role in various styles of teaching, in problem solving, in values education, and in the learning of language. The role of imagery in the learning of skills, especially the skill of language concepts, attitudes, and values is examined to identify points at which the sensory image becomes crucial for understanding. The argument holds that the arts as learned in general education are used associatively and interpretively, rather than replicatively or applicatively. Their function is to enrich the allusionary base, the store of images, and the concepts that quality for inclusion in general education. Central and Midwestern Regional Education Laboratory. Arts and Humanities Project, Final Report, National Institute of Education, Washington, D.C., 1982. This evaluation looks at the effects of aesthetic education programs on teachers and students. Student outcomes demonstrated growth in all areas of creative thinking and risk-taking. Gardner, H. Art Education and Human Development, The Getty Center for Education in the Arts, Occasional Paper 3, Los Angeles, CA, 1991. Gardner cites through ample research the significant positive impact of arts education on all learning areas. Eisner, E. Cognition and Curriculum: A Basis for Deciding What to Teach, New York, Longman, 1982. Eisner demonstrates that teaching the arts improves development of the senses and leads to a more complete literacy; helping students develop a skill base that is necessary in making choices in complex matters. Gardner, H. The Arts and Human Development: A Psychological Study of the Artistic Process, New York, Wiley and Sons, 1973. Gardner demonstrates research that supports the utilization of arts to strengthen the development of cognitive and affective skills. Heberlig D. Lewisburg Area School District's Project, Perceptual and Conceptual Arts Sensitivity: An Evaluation of the Title IV-C Project, Lewisburg, PA, 1979. Based upon a three-year project utilizing art specialists and classroom teachers, this study found that students showed growth in creative thinking skills and original thinking. Bilski-Cohen, R. The Use of Creative Movement for Promoting the Development of Concept Formation and Intellectual Ability in Young, Culturally Disadvantaged Children, Hebrew University of Jerusalem, 1974. This paper demonstrates that movement is a method of promoting intellectual development especially in the formation of concepts and intellectual skills. Dimondstein, G. Development of a Dance Curriculum for Young Children, Central Atlantic Regional Education Lab, Washington, D.C., 1969. Children's problem solving ability was improved by their participation in a dance program. Eisner, E. What Really Counts in Schools, Education Leadership, February, 1991. Eisner argues that the mission of schooling goes beyond measuring academic success. Instead, the best way to measure success is what students think about, the process of learning and the development of multiple forms of literacy including literacy in the arts. In arts learning, children are engaged and actively participate in their learning. Hendry, J. Communication Through Physical Activity for Learning Disabled Children, Perceptual and Motor Skills, 1983. The experimental group showed greater gains over the control group in tests of motor and cognitive skills. Reber, R. Creative Thinking and Dance/Movement Skills of Hearing Impaired Youth, American Annals of the Deaf, 126, 1981. Students in the dance training program improved significantly in originality, elaboration, and overall creative thinking. Gresh, R. Heightening Aesthetic Response Through the Development and Production of Student-Created Music Videos, National Arts Education Research Center, New York University, New York, 1990. The project results demonstrated students' ability to work independently, manipulate media and improve problem solving skills. McClendon, G.H. Exploring the Research Concerning Left Hemisphere/Right Hemisphere Cognitive Processes and Examining One Instructional Technique Which May be Implemented Across the Curriculum to Produce Holistic Thinkers, 1982. This review of the available literature demonstrates that creative dramatics draw upon the intuitive and creative functions of the right brain and can be used in any area of the curriculum to stimulate holistic thinking. Gardner, H. Frames of Mind, the Theory of Multiple Intelligences, New York, Basic Books, 1983. Gardner's research identifies seven areas of intelligence including linguistic, musical, logical-mathematical, spatial, body-kinesthetic and personal intelligence. Many of these intelligences are in the direct domain of the arts which may be the only place in the curriculum where these intelligences are addressed. Oddleifson, E. Music Education as a Gateway to Improved Academic Performance in Reading, Math and Science, South Shore Conservatory, Hingham, MA, 1989. This paper reviews research that has conclusively shown that music skills transfer to other subject areas. Truglio A. An Individualized Learner-Centered Approach for a High School Choral Program, National Arts Education Research Center, New York University, New York, 1990. This study followed 40 tenth grade students in a high school chorus that used an individualized approach. The results showed that 72% of the students progressed towards the last stage of learning readiness. Ingersoll, R. and Kage, J. Effects of Creative Dramatics on Learning and Retention of Classroom Material, National Center for Education Research and Development, Washington, D.C., 1970. The results of this study showed that creative dramatics had a demonstrable effect on learning and retention. However, the impact was less the higher the grade level. Also, girls in the study showed improved retention whereas boys did not. Knudson, R.L. The Effect of Pupil-Prepared Videotaped Dramas on the Language Development of Selected Rural Children, Boston University School of Education, 1970. The results revealed high significance in the experimental group in improvement of IQ, reading achievement, composition skills and language ability. There was also a marked increase in school attendance and a significantly lower failure rate. The data demonstrated that this method had significant impact upon inner-city, at-risk students. Corwin, S. and Mortensen, E. Improving Visual, Perceptual Skills in Art Classes in Secondary Schools, New York City Board of Education, New York, 1976. Participating students demonstrated exceptional growth in reading and school attendance. New York City Board of Education. Children's Art Carnival Creative Reading Program, ECIA Chapter I, Brooklyn, NY, 1981. This program served 305 third-fifth graders. During the five year project student reading significantly improved. New York City Board of Education. Title I Children's Program: Learning to Read Through the Arts, Brooklyn, NY, 1981. Students showed significant gains in reading skills overall and for their grade level. Sullivan, E.P. Using Music to Teach Reading: State of the Art Review, National Reading Conference, San Antonio, TX, 1979. The research shows low positive to high significance in the correlation between musicality and language ability. The strongest relationship in the area of reading skills acquisition is with listening skills and attention span. Gourgey, A. The Impact of an Improvisational Dramatics Program on School Attitude and Achievement, American Educational Research Association, New Orleans, LA, 1984. The program involved 141 fourth-sixth grade Black and Hispanic students. Results showed significant improvement in reading achievement and attitudes. Solomon R. Guggenheim Foundation. Guggenheim Museum Children's Program: Learning to Read through the Arts, New York, 1974. 130 inner-city students participated in this program experience. Program results demonstrated significant increases in reading scores during the program. Kaufman, M. Evaluation of E.S.E.A. Title I Project of Silver Lake Regional School District, 1973. This study of summer school first through fifth graders who were in need of supplemental instruction in reading and mathematics combined arts within content instruction and curriculum. Results demonstrated progress in reading comprehension, significant phonic skill increases and significant gains in mathematics. Newman D. & Packert G. Developing an Interdisciplinary Middle School Arts Curriculum Stressing the Multi-Cultural Aspect of the Community in Order to Stimulate Critical Thinking and Aesthetic Inquiry, National Arts Education Research Center, New York University, New York, 1990. This research project conducted in the village of Sitka, Alaska demonstrated that students tolerated other cultures more broadly after participation in the course. Stuhr, Patricia and others. Curriculum Guidelines for the Multicultural Art Classroom, Art Education, V 45, n 1,p 16-24, Jan. 1992. Presents six position statements for developing a multicultural arts curriculum. Suggests strategies for implementing curricula and resources. Sample questions are provided to ask students when analyzing works of art. Trjillo, L. Enhancement of Self-Concept and Academic Achievement through Ethnic Dance, Colorado University Center For Multicultural Research and Service, Boulder, CO, 1981. This study involved 30 students at Mission High School in San Francisco. Results were significant in enhancement of self-concept, positive observable behavior, cognitive growth and respect for others. Grimmestad, B. Dramatic Play: A Vehicle for Prejudice Reduction in the Elementary School, Journal of Educational Research, 16, 1982. The project approach utilizing four plays to teach the lifestyles and heritage of American Puerto Ricans, Blacks, Jews and Chinese involved fourth-sixth graders in two New York City schools. Results demonstrated clear reduction of prejudice and increase in student's knowledge about and acceptance of other cultures. Resnick, L. Education and Learning to Think, National Academy Press, Washington, D.C., 1987. Resnick's research demonstrates that higher order thinking skills, often within the realm of the arts, cannot be taught separately, but need to part of each content area of school curriculum. Harvard Educational Review. Tribal Rhythms: A Thematic Approach to Integrating the Arts into the Curriculum, Vol.- 61, No. 3, Harvard College, August, 1991. This paper reviews a project utilizing interracial team of artists who work with schools as educational strategists. With the theme of "Tribe" the team successfully provided teachers and students with a "framework in which cooperative learning, community spirit, democratic values, self-esteem and multicultural understanding thrive." Root-Bernstein, R. Education and the Fine Arts from a Scientist's Perspective, College of Fine Arts, UCLA, 1987. The author demonstrates the tie between scientific and artistic process and encourages arts inclusion in science curriculum. Pitman, W. Jobs, Learning and the Arts, School Guidance Worker, 40, 1985. This journal article was based upon research on jobs in the future. The findings indicate that high technology jobs will only involve a small percentage of the population, and that occupations in the arts will provide occupational directions for many of today's students. Jacobs, H. Storytelling through Dance, An Evaluation of New York City Ballet's National Curriculum Project, Columbia Teachers College, New York City, NY, 1991. This assessment evaluated program implementation and results in various pilot sites in urban, suburban and rural areas in New York State and Georgia. The evaluators concluded that the program elements that created high levels of success included student and teacher contact with prepared artist presentations, administrative support, ample planning time and thorough teacher training. Stastny, Kim. The Rational Pursuit of Collaboration: Where does it Lead? Paper presented at the Annual Meeting of the National Art Education Association Conference, Atlanta, GA, April 1991. Many educators concerned with the quality and quantity of arts education believe that collaboration among the disciplines is necessary to improve conditions. Current probable visions for the future of visual art education are cloudy because of ambiguity surrounding the concept of collaboration. In order to explore this concept, this paper is written with three purposes in mind in an attempt to move from testimonial policies to the kind of operational policy for art education that is needed to advance the profession. The three purposes are: (1) to review the literature concerning the value of collaboration; (2) to analyze the concept from the perspectives of leadership and management theories, and cognitive psychology: and (3) to address the development of discipline based art education within the context of a discipline-specific strategy for change. The paper uses two state level examples of art education advocacy (plans of Iowa and Pennsylvania) to show how the theoretical use of collaboration has resulted in questionable policies and plans and goes on to discuss the convenient "umbrella" concept of arts education, criticizing it for creating a false image of interdependence among the art forms and their disciplinary structure in education as well as a false image of coordination among the four major curricular areas in art. A case is made for the creation of a "National Institute for Education in the Visual Arts" which would provide the following services to the field: (1) conduct research and development activities; (2) publish and disseminate reports of its findings and those of related organizations and individuals; (3) serve as an information center; and (4) serve as a conference center. Above all, it would serve to connect all the different sectors of influence that impact on the arts: the federal sector, the regulatory and curricular sector, the professional associations sector, the advocacy sector, and all the many elements that make up the art world itself. Webb, M.B. Disadvantaged Minorities and the Arts, National Association of Interdisciplinary and Ethnic Studies, Santa Clara, CA, 1982. This review of research identifies characteristics of successful programs including integrated curriculum, clearly defined objectives, teacher training, initial student assessment, effective teacher-student ratio, sufficient time and resources and ongoing evaluation. Gitomer, Drew. Portfolio Culture in Arts Education, Art Education, v 45, n 1, p 7-15, January 1992. Explores student assessment practices. Argues that the content of art knowledge is embedded in a process approach in which techniques, elements, analysis and historical images can be explored. Observes that learning is an active process and teacher student interactions concerning the portfolio allow the learning process to develop. O'Neil, J. Drive for National Standards Picking Up Steam, Educational Leadership, February, 1991. O'Neil demonstrates that our nation has embarrassingly low national education standards. He argues that setting high standards will produce results. However, the drive for national testing, he points out, will cause curriculum to be changed to have students perform higher on tests. Many educators believe the fascination with testing is absurd considering the real problems in education. Pistone, Nancy and Dennie Palmer Wolf. Rethinking Assessment Through the Arts, College Entrance Examination Board, New York, 1991. Pistone and Wolf examine the rationale and methodology of portfolio-based assessment. |
|
Top of Page | Home | About | News | Services | Projects | Resources |
|