Skip to main content

Full text of "ERIC ED419760: The Arts and Education: Partners in Achieving Our National Education Goals."

See other formats


DOCUMENT RESUME 



ED 419 760 



SO 028 881 



TITLE 

INSTITUTION 

PUB DATE 
NOTE 

AVAILABLE FROM 



PUB TYPE 
EDRS PRICE 
DESCRIPTORS 



IDENTIFIERS 



The Arts and Education: Partners in Achieving Our National 
Education Goals. 

National Endowment for the Arts, Washington, DC.; Department 
of Education, Washington, DC.; GE Fund, Fairfield, CT. 
1995-00-00 
14p . 

National Endowment for the Arts, The Nancy Hanks Center, 

1100 Pennsylvania Avenue, NW, Washington, DC, 20506-0001, 
telephone : 202-682-5400 . 

Guides - Non-Classroom (055) 

MF01/PC01 Plus Postage. 

*Art ; *Art Education; Directories; *Educational Improvement; 
Educational Quality; Elementary Secondary Education; School 
Community Relationship 
*Goals 2000 



ABSTRACT 



This action guide reflects the discussions and 
recommendations of the Goals 2000 Education Action Planning Process. The 
booklet includes a summary checklist of critical actions that must be taken 
by those working at the national, state, and local levels to advance the arts 
in the Goals 2000 education improvement process. The sections of the booklet 
offer a brief statement of the national education goals, four reasons for the 
inclusion of the arts in education reform, a summary checklist of what must 
be done and how each individual has a responsibility to ensure that actions 
occur, a description of four critical factors necessary to achieve the 
voluntary implementation of the national goals, and a partial listing of 
national organizations participating in the Goals 2000 Arts Education 
Planning Process. (EH) 



***************************************************************************** 

* Reproductions supplied by EDRS are the best that can be made 

* from the original document . 



SO 028 881 



The Arts and Education: Partners in Achieving Our National Education 

Goals. 



U.S. DEPARTMENT OF EDUCATION 
Office of Educational Research and Improvement 
EDUCATIONAL RESOURCES INFORMATION 
CENTER (ERIC) 

This document has been reproduced as 
** received from the person or organization 
originating it. 

□ Minor changes have been made to 
improve reproduction quality. 



Points of view or opinions stated in this 
document do not necessarily represent 
official OERI position or policy. 



Published: 1995 




2 



The Arts and 
Education: 

Partners 
in Achieving 
Our National 
Education 
Goals 





THE 

NATIONAL 
EDUCATION 
GOALS IN BRIEF 

© 

By the year 2000 ... 

All children ready to learn 

90‘V. graduation rate 

• 

All children competent in 
core academic subjects 

(including the arts) 

• 

First in the world in math 
and science 

• 

Every adult literate and 
able to compete in the 
workforce 

• 

Safe, disciplined, and 
drug-free schools 

• 

Professional development 
for educators 

• 

Increased parental 
involvement in learning 







T he enactment of the bi-partisan Goals 2000: 
Educate America Act of 1994 recognizes 
the arts as a core area of study in which American 
children are expected to achieve competency. As a 
people, we have taken a stand: The arts should be 
part of a quality education for every child. 

The Goals 2000: Educate America Act provides, 
for the first time, resources to states and local 
school districts to develop and implement plans to 
improve student learning. The National Education 
Goals, and the voluntary standards accompanying 
them, reach to the very heart of American education. 
In this new environment, the task is not merely to 
look to the future but to create it - neighborhood 
by neighborhood, school by school, state by state - 
to take new risks for our children’s sake. 

In response to this challenge, representatives 
of some 100 national arts, arts education, museum, 
education, higher education, business, foundation, 
parent organizations and government agencies 
came together: 

• to affirm the arts as fundamental to quality 
education and education reform efforts; 

• to articulate specifically how the arts 
can contribute to achieving the National 
Education Goals: and 

• to identify how the individuals and 

organizations present could work together 
to assure that the arts become a central 
component of state and local level 
education reform plans. 





THE ARTS IN GOALS 2000 



To achieve their full potential as human 
beings, children need an education in the arts. 

As part of the heritage of our culture, the arts 
are forms of understanding that are fundamental to 
what it means to be an educated person. They are 
the richest and most far-reaching expressions of 
human creativity, achievement and communication 
- from people to people, culture to culture, and 
age to age. To lack an education in the arts is to be 
profoundly disconnected, from our history, from 
beauty, from other cultures, and from multiple 
forms of expression. The arts are basic, as well, 
to securing a humane future for our children. 

The arts are also indispensable to education 
reform, for four important reasons: 

First, the arts engage students in learning in 
a variety of ways that enable them to develop many 
areas of intelligence and different “habits of mind.” 

Second, research shows clearly that the 
arts help children build both basic and advanced 
thinking skills, develop problem-posing and 
problem-solving skills, and instruct children in 
diverse modes of thinking and learning. These are 
essential for life-long learning and responsible 
citizenship. 

Third, the arts reach students who are 
otherwise disempowered and disenfranchised by 
providing diverse routes to academic and personal 
achievement. They enhance self-discipline, perse- 
verance, and hard work, and provide gateways to 
other learning. 0 





Fourth, as well as being valuable in their own 
right, the arts help students build solid connections 
with other academic areas and to integrate their 
learning. The arts promote cross-cultural and 
interdisciplinary learning. They also offer students 
the opportunity to acquire skills not readily 
available via other disciplines. 

The Arts and the 21st Century Economy. 

The arts teach and enhance such skills as the 
ability to manage resources, the interpersonal 
skills of cooperation and teamwork, the ability to 
acquire and use information and to master differ- 
ent types of symbol systems, and the skills required 
to use a variety of technologies. As part of their 
preparation for productive work, the arts help 
students build the specific workplace skills needed 
to ensure their own employability and their ability 
to make a solid economic contribution to 
our communities and to a nation in 
which the arts are a $316 
billion business. 



ERIC 





WHAT MUST BE DONE NOW: 
A SUMMARY CHECKLIST 




The arts are a proven - but under-utilized - 
resource for education reform. Specific actions must 
be taken now to ensure inclusion of the arts. State and 
local level planning teams are now making decisions 
about how the education reform agenda is going to be 
carried out. To realize the benefits of the arts, all of us 
- educators, state and local education planning teams, 
parents, artists and arts organizations, museums, 
businesses and foundations - must take an active role 
in each of our states and communities to: 

✓ Include the arts as a core content area in 
state and local curricula. The National Education 
Goals are not mandates; states and communities still 
decide what subject areas are essential. 

</ Strengthen the case for the arts as integral 
to the Goals 2000 Act planning and include arts 
and cultural organizations and arts educators in 
every step. 

c/ Reflect the strong positive relationship that 
exists between the arts and arts education 
and workplace skills and preparation 
for college. 

c/ Know and use the voluntary National Standards 
for Arts Education as a guide for setting 
instructional goals and for raising academic 
content levels and student achievement. 

</ Form partnerships among schools, teachers, 
federal administrators, higher education, arts 
educators, state and local arts agencies, parents, 
businesses, art alliances, individual artists, 
organizations of performing and presenting artists, 
and arts institutions to improve education. 

t/ Include sufficient instructional resources and 
personnel to assure quality instruction in the arts. 





✓ Include provisions for making full use of com- 
munities’ arts partners and resources during 
and after the typical school day and year. 

✓ Use the arts as models for assessing student 
learning, e.g., through the use of portfolios, 
essays, exhibitions, and student performances. 

(/ Develop an understanding of the arts as a 
medium for integrating learning across 
the curriculum. 

</ Use the arts to engage parents in the effort to 
improve schools and their children’s education. 

%/ Build leadership teams to develop action 
mechanisms that help people actually do what 
needs to be done. 



EVERY CHILD SHOULD BE 
EDUCATED IN THE ARTS. 

YOU ARE THE KEY TO 
MAKING THIS HAPPEN. 

The arts are a valuable asset for those who 
care about the educational future of our nation. 

Now is the time to work together to implement 
what is perhaps the widest and deepest school 
reform effort in our nation’s history. 

The 100+ national organizations participating in 
the Goals 2000 Arts Education Partnership are 
working together to help you include the arts in 
the improvement of our children's education. 

For information and assistance, write: 

Goals 2000 Arts Education Partnership 
One Massachusetts Avenue WV. Suite “00 
Washington. DC 20001-1431 
Phone: (202) 320-8683 



CRITICAL SUCCESS FACTORS 
FOR IMPROVING TEACHING 
AND LEARNING 



Four factors are critical if we are to create the 
kind of quality educational environment we want, 
and if our children are to achieve the high 
standards and goals called for by the Goals 2000 
Act and in the voluntary national standards: 

First, we must hold out high expectations for 
all students - in the arts as in all core subjects. We 
need to put an end to what U.S. Secretary of 
Education Richard Riley has called the '‘tyranny of 
low expectations.” The arts create a climate of 
high expectations, respect for quality, and a 
sense of how work leads to experienced 
achievement. 

Second, we must develop programs that 
positively engage our students and the resources 
of communities. All young people, and particularly 
those who are at-risk, need support. We cannot 
make education better in a world that is unpredic- 
table and unsafe for children; at the very least, they 
need an educational environment that is safe, dis- 
ciplined, drug-free, and violence-free. The arts are 
a resource that every community can use to pro- 
vide learning options to destructive alternatives. 

Third, we know that when we involve parents 
in schools, children achieve more, and at higher 
levels. The Goals 2000: Educate America Act 
encourages much greater parent involvement in 
learning at home and at school. Arts programs, 
especially in partnership with arts and cultural 
organizations, create many opportunities for 
parental involvement. 

10 




Fourth, the roles of teacher and school 
administrator in achieving the National Education 
Goals are paramount. We cannot create the 
conditions that will enable our children to do 
better unless we provide teachers, principals, 
artist-educators, and administrators with sustained, 
quality, professional development to carry the 
reform agenda forward. The arts are a vital 
resource for professional development; 
they renew creative energy and 
transform practices and 
programs. 




NATIONAL ORGANIZATIONS 
PARTICIPATING IN THE 
GOALS 2000 ARTS EDUCATION 
ACTION PLANNING PROCESS* 



Aesthetic Education Institute 
Rochester, NY 

Alliance for Arts Education Network 
c/o John F. Kennedy Center for the 
Performing Arts 
Washington, DC 

Alliance for Curriculum Reform 
Arlington, VA 

American Alliance for Theater 
& Education 
Tempe, AZ 

American Arts Alliance 
Washington, DC 

.American Association of Colleges for 
Teacher Education 
Washington, DC 
American Association of 
Community Colleges 
Washington, DC 

American Association of Museums 
Washington, DC 

American Association of School 
Administrators 
Arlington, VA 

American Association of State Colleges 
and Universities 
Washington, DC 
American College Dance 
Festival Association 
Pittsburgh, PA 

American Council for the Arts 
New York, NY 
American Crafts Council 
New York, NY 
American Dance Guild 
New York, NY 

The American Federation of Arts 
New York, NY 

American Institute of Architects 
Washington, DC 
American Library Association 
Chicago, IL 

American Symphony Orchestra League 
Washington, DC 
Arts Edge 

c/o John F Kennedy Center for the 
Performing Arts 
Washington, DC 

Arts Education Public Awareness Group 
c/o Chicago Academy for the Arts 
Chicago, IL 

Association of Art Museum Directors 
Washington, DC 
Association of Arts 
Administration Educators 
c/o Columbia College, 

Management Program 
Chicago, IL 

Association of Hispanic Arts 
New York, NY 

Association of Institutes for 
Aesthetic Education 
c/o Bowling Green State University 
Office of Continuing Education 
Bowling Green, OH 

Association of Performing Arts Presenters 
Washington, DC u j! 

12 . ' 



Association for Supervision and 
Curriculum Development 
Alexandria, VA 
Association for Theater 
in Higher Education 
c/o THEatre Service 
Evansville, IN 
Binney and Smith, Inc. 

Easton, PA 

Business & Industry for the Arts 
In Education, Inc. 

Glen Rock, NJ 

Center for Arts in the Basic Curriculum 
Washington, DC 
Chamber Music America 
New York, NY 
Children’s Defense Fund 
Washington, DC 
Coca-Cola Foundation, The 
Atlanta, GA 

College Art Association of America 
New York, NY 
College Board, The 
New York, NY 

Congress on Research in Dance 
University Park, MD 
Council for Basic Education 
Washington, DC 

Council of Chief State School Officers 
Washington, DC 

Educational Theatre Association 
Cincinnati, OH 
Galef Institute, The 
Los Angeles, CA 
GE Fund, The 
Fairfield, CT 

Getty Center for Education in the Arts. The 
Santa Monica, CA 
Grantmakers in the Arts 
c/o Pew Fellowships in the Arts 
Philadelphia, PA 

Graphic Design Educator’s Association 
c/o North Carolina State University 
Raleigh, NC 

Industrial Designer's Society of America 
Great Falls, VA 
Institute of Museum Services 
Washington, DC 
International Association 
of City Managers 
Washington. DC 

International Council of Fine Arts Deans 
San Marcos, TX 

International Network of Performing and 
Visual Arts Schools 
Washington, DC 
John F. Kennedy Center for the 
Performing Arts 
Washington, DC 
Kenan Institute for the Arts 
Winston-Salem, NC 

Leonard Bernstein Center for Education 
Through the Arts 
Nashville. TN 
Library of Congress 
Washington, DC 






Lincoln Center Institute 
New York, NY 

Marshall Field s Company 
Chicago, IL 

Math Association of America 
Washington, DC 

Music Educators National Conference 
Res ton, VA 

National Alliance of Business 
Washington, DC 

National Alliance of Media Educators 
Los Angeles, CA 

National Art Education Association 
Res ton, VA 

National Art Materials Trade Association 
Brookline, MA 

National Assembly of Local Arts Agencies 
Washington, DC 

National Assembly of State Art Agencies 
Washington, DC 

National Assessment Governing Board 
Washington, DC 

National Association of 
Artist Organizations 
Washington, DC 

National Association of Elementary and 
Middle School Principals 
Alexandria, VA 

National Association of Music Merchants 
Reston, VA 

National Association of Partners 
in Education 
Alexandria, VA 

National Association of Performing 
Arts Centers 

do Calgary Center for Performing Arts 
Calgary, Alberta 

National Association of Secondary 
School Principals 
Reston, VA 

National Association of State Boards 
of Education 
Alexandria, VA 

National Board of Professional 
Teaching Standards 
Detroit, MI 

National Coalition for Education 
in the Arts 

do Music Educators National 
Conference 

Reston, VA ) 

National Conference of State Legislatures 
Denver, CO 

National Council of State Arts 
Education Consultants 
do Office of the Superintendent of 
Public Instruction 
Olympia, WA 

National Cultural Alliance, The 
Washington, DC 

National Dance Association 
Reston, VA 

National Dance Institute 
New York, NY 

National Education Association 
Washington, DC 

National Endowment for the Arts 
Washington, DC 

National Endowment for the Humanities 
Washington, DC 

National Foundation for Advancement 
in the Arts 
Miami, FL 

National Foundation for the Improvement 
of Education 

Washington. DC 1 



National Gallery of Art 
Washington, DC 
National Geographic Society 
Washington, DC 

National Guild of Community Schools 
in the Arts 
Englewood, NJ 

National Parent-Teacher Association 
Chicago, IL 
National Public Radio 
Washington, DC 

National School Boards Association 
Alexandria, VA 
National Science Foundation 
Arlington, VA 

National Task Force on Folk Arts 
in Education 
Alexandria, VA 
OPERA America 
Washington, DC 
Polaroid Corporation 
Cambridge, MA 

President s Committee on the Arts 
and Humanities 
Washington, DC 
Public Broadcasting System 
Alexandria, VA 

Quality Education for Minorities 
Washington, DC 
Smithsonian Institution 
Washington, DC 
Southern Arts Federation 
Atlanta, GA 

Teachers and Writers Collaborative 
New York, NY 

Theatre Communications Group 
New York, NY 

U. S. Chamber of Commerce 
Washington, DC 
U.S. Department of Education 
Washington, DC 
U.S. Department of Health and 
Human Services 
(Head Start Bureau) 

Washington, DC 

U.S. Department of Housing and 
Urban Development 
Washington. DC 
U.S. Department of Justice 
(Juvenile Justice System) 

Washington. DC 

U.S. Department of Transportation 
Washington, DC 

United Slates Urhan Arts Federation 
do NYC Department of Cultural Affairs 
New York, NY 
Very Special Arts 
Washington, DC 

Wolf Trap Education Foundation for 
the Performing Arts 
Vienna, VA 

WORLDDESIGN Foundation 
New York, NY 
Young Audiences 
New York, NY 



* In addition to these organizations . 
selected individual artists and 
educators were invited to participate. 




The National Endowment for the Arts, in partnership 
with the U.S. Department of Education, convened a 
series of three meetings during the Summer and Fall 
of 1994 for representatives of over 100 national 
arts, arts education, museum, education, higher 
education, parent organizations, businesses, 
foundations and government agencies. 

Their goal was to develop an action plan to 
maximize the role of the arts in improving education 
and helping schools and students achieve the 
National Education Goals. 

This action guide is one of several publications 
reflecting the discussions and recommendations 
of that Goals 2000 Arts Education Action 
Planning Process. 

It includes a summary checklist of critical actions 
which must be taken by those working at the 
national, state and local levels to advance the arts in 
the Goals 2000 education improvement process. 
Feel free to reproduce this guide and make it 
available to any who would benefit from it. 

We encourage its broad dissemination. 




NATIONAL 
ENDOWMENT 
FOR THE 

ARTS 



This publication was made possible by the til: Fund. 

Support for the (ioals 2000 Arts Education Action Planning Process 
was provided by the Thomas S. Kenan Institute for the Arts. 
Binney & Smith, Inc., the Music Educators National Conference, 
the U.S. Department of Education and 
the National Endowment for the Arts. 

Design by Cummings Advertising/Art, Inc. 



Printed on recycled paper. 



* > 




U.S. DEPARTMENT OF EDUCATION 

Office of Educational Research and Improvement (OER!) 
Educational Resources Information Center (ERIC) 




NOTICE 

REPRODUCTION BASIS 



□ 



This document is covered by a signed “Reproduction Release 
(Blanket)” form (on file within the ERIC system), encompassing all 
or classes of documents from its source organization and, therefore, 
does not require a “Specific Document” Release form. 




This document is Federally-funded, or carries its own permission to 
reproduce, or is otherwise in the public domain and, therefore, may 
be reproduced by ERIC without a signed Reproduction Release 
form (either “Specific Document” or “Blanket’^. 



O 

ERIC