Author(s): National Assembly of State Arts Agencies
Date of Publication: Jan 01, 2016

NASAA developed this document from research it conducted in 2015 and 2016. NASAA reviewed SAAs' grants data, websites, grant and nongrant program guidelines, National Endowment for the Arts Partnership Agreement applications, policy documents (such as enabling legislation, strategic plans and performance metrics), and sources of governance information (such as council bylaws and council member handbooks).

Author(s): Association for Public Art
Date of Publication: Jan 01, 2016

This sample map and brochure is from Museum Without Walls™: AUDIO, an award-winning audio program that features more than 150 voices and viewpoints of people from all walks of life – artists, educators, civic leaders, historians, and those with personal connections to the artworks.

Author(s): San Francisco Arts Commission
Date of Publication: Sep 01, 2015

This document outlines the San Francisco Arts Commission's (SFAC) policies and guidelines around public artworks in relation to the Americans with Disabilities Act and Title II. It also provides assistances to artists and staff in adhering to these requirements. 

Author(s): Lord, Clayton
Date of Publication: Jun 02, 2015

First essay in the book Arts & America: Arts, Culture, and the Future of America’s Communities featuring an introduction by Americans for the Arts CEO Robert L. Lynch. The

Author(s): Polin, Jane L.
Date of Publication: May 10, 2015

In the 2001 landmark school financing case Campaign for Fiscal Equity vs. State of New York, Justice DeGrasse addressed the role of the arts in education. In his ruling, access to a complete education—an education that includes the arts—is the right, not the privilege, of students attending public schools in the state of New York. He went on to acknowledge the potential special benefits of an arts education for students from disadvantaged circumstances.

Author(s): Silber, Bohne and Triplett, Tim
Date of Publication: Jan 01, 2015

This report synthesizes findings across several modes of arts participation (attending the visual and performing arts, reading literature, creating/performing art, using digital media to consume art, and learning within the arts) to show how many American adults--and from which backgrounds--have engaged in art throughout the decade of 2002 to 2012. Based on the NEA's Survey of Public Participation in the Arts (SPPA), conducted in partnership with the U.S. Census Bureau.

Author(s): Stoelinga, Sara Ray
Date of Publication: Jan 01, 2015

In 2014, the Turnaround Arts initiative completed an evaluation report covering two years of program implementation. The final report provides a description and analysis of program impacts in the pilot cohort of 8 Turnaround Arts schools by the end of their second year.

Author(s): Bohne Silber, Silber & Associates and Time Triplett, The Urban Institute
Date of Publication: Jan 01, 2015

The Survey of Public Participation in the Arts (SPPA) is the largest and most comprehensive survey of U.S. arts participation, with a total sample size exceeding 37,000 adults, ages 18 and over. The latest SPPA compares arts participation rates based on surveys from 2002, 2008, and 2012, as well as regional, state, and metro-area statistics.

Author(s): Ingenuity
Date of Publication: Jan 01, 2015

The 2012 CPS Arts Education Plan elevated the arts to a core subject and articulates that a quality arts education must include instruction in every art form—visual art, music, dance, and theatre—that is ongoing and sequential. Additionally, this instruction is delivered in the following ways—by credentialed arts instructors teaching discipline specific classes, by non-arts credentialed instructors authentically integrating the arts with other content areas, and by community arts partners connecting students to professional works of art and practices both in school and in

Author(s): Smith, Dalouge
Date of Publication: Jan 01, 2015

This Phase Two Report: 2015-2017 celebrates the return of music education to the elementary school children of Chula Vista. With CVESD, we have proven that making music a part of every child’s school experience is a sound educational choice that leads to increased levels of achievement.