Cities are in trouble. A new report by the U.S. Conference of Mayors and National League of Cities—The Economy and Cities: What America’s Local Leaders are Seeing—shows that effectively every city, county, and town in America is expecting a budget shortfall this year. “[The] coronavirus will have a staggering impact on municipal employment,” notes the report, with about half expecting layoffs or furloughs. Depending on population size, 50% to 75% of municipalities will cut public services—and more than half expect that to include police. With cities facing their most severe budget headwinds in generations, every sector of government can expect to be scrutinized to gauge impact on the community, including the nation’s 4,500 local arts agencies (LAAs)—arts councils, arts commissions, cultural affairs departments that lead, cultivate, and support an environment in which arts and culture can thrive. They ensure vibrant and accessible arts experiences for all. LAAs are an essential tool for local leaders as they work to rebuild their economy and promote social cohesion in the wake of COVID-19. Here are 10 reasons why investing in LAAs benefits everyone.

I often ask my students what they want to be when they grow up. I wanted to be a paleontologist. I loved dinosaurs and spent hours in my school’s elementary library reading up on every dinosaur book and watching every documentary I could get my hands on. Had I been a child during this pandemic, my ideal scenario would be curled up in my school library with the internet and a treasure trove of dinosaur books at my disposal. However, that’s not feasible for most of my students. In fact, roughly two-thirds of the Cleveland Metropolitan School District students don’t have access to a computer or similar device at home. One third of our families do not have access to reliable high-speed internet. But what is waiting for them—once the district hands out hotspots and computers—is something I wish I had access to at their age. They will have access to each other, a support network of friends and teachers who are eagerly awaiting them. In particular, one teacher who is so excited for the moment they reconnect because he has collected a handful of dinosaur facts he can’t wait to share with them.

COVID-19 has heightened the stress levels in lower-income families and put people in extreme survival mode. If you’re not on the top of the socioeconomic ladder, this is a very scary time with lots of uncertainties. Removing vital systems of support like school and community programs throws people into a fear-filled tailspin. We started doing a lot of arts integration work back in 2007 with a couple of different school districts, and we found that because of the shift in budgets teachers began teaching P.E. To support them, we build a hip-hop dance-inspired, web-based learning platform called PassToClass.com. Because of COVID-19, we offered free access to PassToClass.com to all our school partners as a fitness and creative expression resource for distance learning. We need to expand access as much as possible right now. Partnering with creative nonprofits that have tight community ties and boots on the ground means our under-resourced communities get the information and resources they need to stay safe.

The effective arts advocate needs to articulate the value of the arts in as many ways as possible—deploying the right case-making tool in the right situation. Consider these “10 Reasons to Support the Arts” as your Swiss army knife for arts advocacy. Like so many sequestered at home during COVID-19, I write this while mindful of our challenging times, and yet inspired by how the arts still have found a way to permeate our lives. I have watched Yo-Yo Ma concerts online, visited the Smithsonian Museum with a click, and joined my neighbors for daily 6 p.m. outdoor singalongs. Even in this difficult environment, the arts are providing personal experiences and promote social cohesion (see tools #2 and #8 on your army knife!). While I am uncertain what we will look like on the other side of this crisis, tool #1 makes me optimistic that when it is time to stop practicing social distancing, it is the arts that will unify us. 

Last month, Education Commission of the States President Jeremy Anderson shared six trending education policy topics we will likely see in 2020. Arts education stakeholders and advocates may not be surprised to see that the arts were not listed among the top education issues—but don’t worry! The arts interact with these topics in meaningful ways and can be a critical part of the dialogue around the top six trending education policy priorities. Want to continue this conversation? The Arts Education Partnership is pleased to collaborate with Americans for the Arts to host the Arts Education Policy Briefing on Sunday, March 29 in Washington, D.C. We invite you to join us to discuss two of these priorities—workforce development and school climate—together with education and arts stakeholders. 

As we turned the corner into 2020, the Americans for the Arts staff put our heads together to come up with 10 big trends that we think are worth paying attention to this year. Together, these ten trends will inform Americans for the Arts’ next strategic planning process, which will occur this year to drive our work from 2021 to 2023. Some of them you’ll surely already know about—it is an election year, after all! But others may surprise you. From demographics to climate change to the creative economy and more, take a read and let us know what you think—what resonates most with you? What is top of your mind that is missing here? And what are you planning to do to prepare? 

In a process that began over a year ago, the Arts have gained increased support and funding through the Congressional appropriations process. While traditional legislative priorities—the National Endowment for the Arts, the National Endowment for the Humanities, arts education, etc.—garnered increased funding and support language from legislators, new areas—creative arts therapies for veterans and service members and arts programs for at-risk youths—also were recognized and encouraged by appropriators for the fiscal year (FY) 2020 funding cycle. These additional legislative wins were made possible by an active Congressional Arts Caucus and Senate Cultural Caucus, a growing coalition of pro-arts organizations, and motivated grassroots advocates in every state. As the FY 2021 appropriations process is set to begin next week with the delivery of President Trump’s budget to Congress (scheduled for Feb. 10), our work to build off last year’s successes has already begun. Collaboration with our National Partners on the key issues for the 2020 Congressional Arts Handbook are ongoing, and we are gearing up for the 2020 National Arts Action Summit. 

Recently I’ve been reflecting on my long career in education and am grateful for the many and varied opportunities. I’ve always been intrigued by collaboration in education, and if I had to select something that has the greatest influence on my work, intertwined with every job, it has been collaboration. About 10 years ago, I realized how much focus is put on collaboration and how little intentional action/planning/understanding is put into it. We expect adults and students to collaborate, but we don’t unpack that as a group or individually to make a greater impact on the success of the work. One guide for preparing students for the world is most often directed today by “the 4C’s” which includes critical thinking & problem solving, creativity and innovation, communication, and collaboration. I think it’s time to put some effort into unpacking collaboration before jumping into a partnership or expecting students to work in a group.

Let’s start with an irrefutable statement: The arts broaden our perspective and enhance the world around us. No one should disagree with that. Now for a simple follow-up question: If the arts—which include all of music, the visual arts, performing arts, and more—are so very broad and so very expansive, why do we insist on using restrictive labels to define them? The term “Fine Arts” is used across all educational levels to cover the spectrum of arts offerings. Fine Arts is a very narrow definition that is too restrictive. We should stop doing it. We should leave the term back in 2019. Our goal in the new decade, at least as it concerns our ability to appreciate the aesthetic, economic, educational, and human impact of the arts, should be to expand our view of the arts, not restrict it. The arts are limitless in their potential to reach, teach, motivate, and energize. Why put limits on something that is limitless?

As we ring in 2020, it’s the perfect time for a little hindsight (get it?)—so let’s get the year started with a look back at the most-viewed ARTSblog posts from our last trip around the sun. I know what you’re thinking: “It’s 2020 … you still have a blog?” We do, dear reader! Competition for online attention is fierce, and most virtual conversations (civil or not) seem to be happening in the comments of social media posts—and yet, ARTSblog clearly is still a valued place for our field to share experience and expertise as we navigate the varied complexities of what it means to work in the arts. There is no better place to learn from your peers, whether you’re an artist, administrator, educator, city planner, arts marketer, or countless other careers that intersect with the arts—and we’re grateful for all of the writers and readers who continue to make ARTSblog both a vibrant and practical space.

I’ve always been involved in public service, working alongside governors, senators, and other public leaders. My passion for the arts really derives from my daughter’s experiences. My daughter has dyslexia, and struggled when it came to traditional methods of teaching and learning. But she became a completely different student when arts were integrated into the classroom. She began to thrive instead of struggle. As a parent, there’s no greater gift than to see your child reach their full potential. As chairman, I hope to make sure all Americans have the same opportunities for success that my daughter has had. Our agency wants to ensure every American in every community in every state has the opportunity to participate in and benefit from the arts.

Yesterday, an Education Commission of the States staff member with the memorable name of Claus von Zastrow published a blog reporting the findings of an art education question included in the 2019 National Assessment of Educational Progress (NAEP) in Math. It’s a substantial discovery—akin to when new stars are detected in a constellation, or a new species of insect is identified. His blog post and the accompanying data tables are a must-read. Longtime Department of Education watchers know that since 1995, there have been just two kinds of arts education research by the federal government, and not one of these tests over 25 years has ever captured arts education data on a state-by-state basis. So when eagle-eyed Claus spotted in the Math NAEP released in October 2019, among the 40 multi-part questions asked of the eighth grade test takers, that Question #21 was about art education—he must have been floored. As I am. This question, put to the 147,000 students that were a part of the 2019 Math NAEP sample, must be the single largest arts education data point in the history of federal education research.