Arts Intranet

How does the Reauthorization of ESEA connect to the 2014 National Core Arts Standards?

The Senate “Every Child Achieves Act” version of ESEA contains language which is supportive of the intent and the content of the National Core Arts Standards.

1. The Senate bill includes a listing of core academic subjects which funding in the bill can support, including Title I, the largest allocation of education funding at the federal level. The arts and music are listed as core academic subjects in the Senate version of the bill, allowing federal funds to support learning in all the arts (see page 549).

2. The Senate bill includes language which is supportive of states creating rigorous academic content standards in all (core) academic subjects, including the arts and music. The National Core Arts Standards were written with that intent in mind – that states would utilize the new national, voluntary arts education standards to create standards of their own.

Can Title I funds be used to support arts education?

Yes - Title I funds have had the ability to support supplemental arts education programs in our nation’s public schools since the current bill (No Child Left Behind) became law in 2002. The arts are listed as a core academic subject in Title IX of the law, and Title I supports this by requesting schools to create research-based Title I programs linked to quality standards in core academic subjects. 

Perhaps I never should have agreed to take part in this blog roundup on the reauthorization of the Elementary and Secondary Education Act (ESEA). The reason is simple: I don’t believe ESEA will be reauthorized this year.

I have been the Odd One Out in a host of optimistic conversations all year. Most of my colleagues believe that this time, for sure, the 50-year-old ESEA (last updated in 2001) will actually be reauthorized.

I remain unconvinced. Remember Lucy and the football? I ask them. Every year, Charlie Brown convinced himself that this time Lucy would hold that football and let him kick it. And every year he was disappointed. Those who believe the federal government will give them legislative relief from onerous aspects of No Child Left Behind (NCLB) this year are, I fear, setting themselves up for the same letdown.

On July 16, 2015, the U.S. Senate passed its bipartisan Elementary and Secondary Education Act (ESEA) reauthorization proposal, the Every Child Achieves Act (S.1177), by a margin of 81 to 17. Under this legislation, the “arts” are recognized as a core academic subject and would receive their rightful place in the main instructional day.

The Americans for the Arts, along with more than a dozen national arts education organizations were approved by the Senate education committee to define the “arts” to include dance, media arts, music, theatre, and visual arts. These art disciplines are now eligible due to their inclusion in the National Core Arts Standards.  As the over 4 to 1 Senate vote indicates, there is significant bipartisan support for dance and the arts.

One of my favorite Saturday Night Live characters has always been the upright Church Lady, played by Dana Carvey. An opinionated citizen of the moral majority, she always got her way with guests on her “church chat” show, frequently putting them and the audience in their place with the catch phrase “Isn’t that (or he/she) special.” And in those moments it was special and usually very funny.

There are lots of things that are still special—the inexplicable rise of the Mets, my cat’s ability to sleep on his back, and the enduring appeal of the Muppets, for instance. This week we’re celebrating National Arts in Education Week. That’s special too. But those who teach it are not special, at least not to a vast number of school leadership who continue to see arts educators as extras or, ironically, specials or specialists. 

The whirlwind of recent congressional activity on reauthorization of the Elementary and Secondary Education Act (ESEA), ultimately culminating in the Senate’s passage of the bipartisan Every Child Achieves Act (S. 1177) and the House’s Student Success Act (H.R. 5), has sparked a great number of questions from music and arts educators, as to the implications of these pieces of legislation, both in policy and practice. For those interested, a thorough legislative analysis of what exactly the bills WOULD do for music and arts (primarily as a result of their listing as core academic subjects) is available from Americans for the Arts. I am routinely asked by music educators, however, about several bigger picture issues, and how they pertain to the Senate bill, in particular, with regard to what it WOULD NOT do. As such, I thought it would be useful to try and speak to those concerns directly, all at once – and try to outline the limits of a new ESEA.

Throughout my 30 years at Americans for the Arts, I have seen first-hand the profound impact that the arts have on children's lives. Just the other evening, a YoungArts alumna, singer/bassist Kate Davis, performed before a crowd of national policy leaders, senators, members of Congress, and famous artists, for an event honoring the U.S. National Medal of Arts and Humanities honorees in Washington, D.C. I first met this young lady just a few years ago and she was a high school student who so impressed me that Robert Redford and I invited her to our National Arts Policy Roundtable, where she in turn impressed the leaders of President Obama's President's Committee on the Arts and Humanities. The next thing you know, she is sharing her art and ideas at the White House. Magic can and does happen all the time through the arts and arts education.

As we celebrate the fifth anniversary of the Congressionally designated National Arts in Education Week over the next few days, I want to share just a few of the experiences I have had in the arts with students as I travel the country, with the hope that these will bring to mind experiences of your own that you will share with others.

One word:  OPPORTUNITY! 

My fellow arts and theatre educators: we stand at the precipice of a very exciting time in Arts Education policy and what better way to celebrate Arts Education week then a call to action!  So let me break it down for you: if you are new to policy I have laid out some context for you below. For those more versed feel free to jump directly to the call to action! 

After multiple attempts and years of Congressional deliberations, the summer of 2015 finally realized the passage of two different versions - one from the Senate and one from the House of Representatives - of the reauthorization of the Elementary and Secondary Education Act (ESEA). This fall, a conference committee comprised of members of both chambers will possibly finalize a compromise bill, enabling President Obama to sign a new version of ESEA into law. One of the primary components that arts education advocates hope will be in the final legislation is the inclusion of the arts as a core subject. This is something which advocates continue to push heavily for maintaining as an important statement of the value of arts learning in federal policy.

The Elementary and Secondary Education Act has a long history in this country of both supporting and threatening the presence of arts education in America’s public education system. Originally created in 1965, the original intentions of ESEA included developing standards of accountability to lessen the achievement gap amongst students from various backgrounds. While the perspectives of how to achieve this endeavor have changed over time to reflect different Congressional administrations, the overarching philosophy has remained consistent: measuring student achievement is a necessary component of school accountability.

Former U.S. Secretary of Education Richard Riley responded earlier this month, when asked at the Arts Education Partnership forum how education policy advocates should navigate the partisanship sparked by the presidential election cycle: “For crying out loud, think positively!”

So, with a view to heeding Secretary Riley’s excellent and wise advice, here are reasons to be optimistic about progress in advancing arts education policy.

Advancements in arts education policy and practice never happen by accident. These occur because of the planning and actions of many people and organizations. This is true whether we are speaking of standards, graduation requirements, data gathering, teacher training, addressing issues of equity or the arts place as a core subject. As Congress now reconvenes, a top priority will be a final education bill and with it… the fate of the arts as a core subject. This means that we have reached a moment, once again, that will require the actions of many to ensure that the arts maintain their place as a core subject.

August recess, August district work period, August vacation. Whichever phrase you might prefer, Congress is now back in session. That means a return to a tremendous amount of pending work, including the start of a formal conference committee to attempt to write a final bill to reauthorize the long expired Elementary and Secondary Education Act (ESEA).

Narric Rome, Vice President of Government Affairs and Arts Education at Americans for the Arts, has been keeping us apprised on the reauthorization of ESEA, the Elementary and Secondary Education Act, and how the arts and arts education are being seen within the context of this legislation. Next week, Americans for the Arts will host a blog salon here during National Arts in Education Week, and continue the conversation around the ESEA.

This is the first time in more than a decade that there has been debate and discussion about this bill on the House and Senate floors.  That’s a good sign!  We have an opportunity to raise the profile of arts education and why standards and testing need to have a significant arts component.

This year’s Americans for the Arts (AFTA) conference, held in Chicago, proved to be a great success with almost 1,500 people in attendance.  For me, the conference began when Theaster Gates took the stage and spoke about empowering the voices inside communities through art.  I have so many thoughts from this lecture, but what stays with me now is the role of Theaster as a mentor, as a leader.  I was awe-struck by his dedication to serving his community and his presence and availability to us, his audience. 

I returned home from the Americans for the Arts 2015 Annual Convention in June with information and ideas swimming in my head, and hope rising in my heart for the optimistic future of arts education. There are numerous areas of the country where great things are happening to provide access to quality arts education for all children in a district, city, or county, depending on the location and size of the program.

I asked an arts ed colleague the other day “What session would you like to see on a state-wide arts conference agenda to justify your time and travel expenses?” The answer: “How did you know your program made a difference?”

Wish: Granted. 

At the moment I’m getting my hands on everything Seth Godin has written. There’s something magical about having someone tell you to be an artist, do your art and, if it’s not being appreciated, do it better. It’s simple, concise, and easy to follow.

In Linchpin: Are You Indispensable? Mr. Godin explains that a linchpin is someone in the workplace “who is indispensable, who cannot be replaced – her role is just far too unique and valuable.” He asserts that we’re all capable of being a linchpin; that we’re all brilliant and can create art. Mr. Godin’s definition of art is not resigned to the brush and canvas. Rather, it is you rising to the level of excellence that you are capable of.

At The Ramon C. Cortines School of Visual and Performing Arts in downtown Los Angeles (known as Grand Arts High School) we have produced an original music video – Dream It! Do It! –directed and choreographed by Emmy, Golden Globe, NAACP Image, Drama Desk, Astaire and Olivier Award winner Debbie Allen.  Read more to watch/read more about this inspiring video! 

What makes a “healthy, vibrant, equitable community” healthy, vibrant, or equitable? As time marches on, what challenges will be presented to that community—to the millions of different communities that exist and overlap in every part of our lives? And how can the arts be a part of pushing past those challenges, empowering change, and creating a brighter future?

A number of trends discussed at the 2015 Americans for the Arts Annual Convention resonated with my personal experience as a teaching artist. One trend arose frequently, in a number of different contexts: we all need to consider it since it is clearly top of mind in our field, and prominent in our experimenting with change.  Different presenters used different words to describe this trend, but the gist is: the longtime silos of practice and identity within the greater arts field are coming down. We have stayed within them too long, and now necessity and good strategy are bringing them down.  

Anyone that is in my presence for more than ten minutes will probably pick up that I am passionate about two things outside of my family: Sports (particularly football and basketball) and artistic expression (particularly music and film). I’ve often debated with various friends whether or not sports could be considered art, and opinions have varied.

I’m not sure if it’s because it’s summer and the tourism/events season is really rolling in South Dakota or if it’s the fantastic arts experiences I’ve had the good fortune of experiencing in the past couple of months, but I’m having a hard time shaking thoughts about non-traditional forms of arts education.

The arts, in all disciplines, are educational by their very nature. If people are engaging in an arts event or exhibit, they are learning, and there’s no way to stop it. But the really cool thing about learning through the arts is the multiplied effect that results. When learning through the arts, audiences are almost always learning about more than one thing. Another really cool thing: This type of learning generally continues through adulthood.

This piece by Tom Partridge was originally published The Courier Journal in Louisville. This piece was re-posted with their permission.

Over four and half years ago I had the opportunity to move to Louisville to lead the Kentucky market for Fifth Third Bank. As an 18-year Fifth Third employee, I was fully engrained in the culture of giving back to our communities, and embraced the bank’s commitment to help the communities we serve grow and thrive.

It’s that time of year – summer is here! As we say goodbye to another school year and take the next month or two to regroup, plan, and hopefully enjoy some much needed R&R (preferably on a beach), here are a few (mostly free) really great professional development resources to help refuel, recharge, and inspire our creative minds. The bonus is they’re all available online!

My last blog “The Power of Place: The Importance of Dedicated 3^rd Spaces for Youth to Engage in the Arts” talked about the importance of creating dedicated 3^rd spaces in the community for youth to engage in the arts. I talked about our successes of creating the ARTS Center in National City – a low income, blighted community with high rates of violent crime, poverty, and unemployment. The ARTS Center is a colorful, vibrant, and safe oasis within the community for youth to come after-school and on weekends to be healed, inspired, and empowered through the arts. 

Although the timing of congressional votes keep getting kicked around, it remains a crucial time in Washington for arts education.

Anything’s possible^*, but what’s most likely is a U.S. Senate floor vote and amendment consideration this week—as well as a long-delayed House floor vote—on the Elementary and Secondary Education Act (ESEA) reauthorization.

*achoo*A couple weeks after the festivities, this humble intern is still recovering from Makers’ fever. I caught it while attending two of the Maker Faires held in the District the week of June 12^th.Last year, President Obama caught the fever when the White House hosted its first Maker Faire after submitting a Presidential Proclamation declaring June 17^th a National Day of Making. This year he updated the Proclamation, declaring June 12^th-18^th a National Week of Making. That’s one serious case of the Makers’ bug, if you ask me!

Editor’s Note: Ashley McDonald, Membership Associate at Americans for the Arts, interviewed our member Felicia Shaw about her work in the arts field. At the time of this interview Felicia was in the process of transitioning from her role as interim executive director of Young Audiences of San Diego to her new role as executive director of the Regional Arts Commission (RAC) in her hometown of St. Louis, MO.

AM: Can you describe your role at St. Louis Regional Arts Commission (RAC)?

FS: My job at RAC will be to assume the leadership role of a local arts agency that has had an impressive 30-year history of growing the arts and culture community throughout the St. Louis region. I’ll be working to preserve the vitality of a successful organization that is ready to grow to the next level, particularly at a time when St. Louis is turning the corner and looking to the future. I am charged with establishing a vision for RAC and strategically moving the organization forward in a new and impactful way for the next decade and beyond.

I was thrilled to sit in on the “Vocabulary for Arts and Arts Education” session at Americans for the Arts' Annual Convention this year. All three presenters—Christopher Audain, Kevin Kirkpatrick, and Margy Waller, along with moderator Margie Reese—were all on point for the session and I perhaps overtweeted in my enthusiasm over what they shared.

As I left the session, I started focusing on what Kevin presented on changing the conversation about arts and culture. Arts Midwest recently released the study Creating Connection: Research Findings and Proposed Message Framework to Build Public Will for Arts and Culture, which examined how existing attitudes and values of our audiences connect with our field’s message output. The study suggests reframing arts activity to be “creative expression” will have a more effective connection to broader audiences, and that connecting with others, with their families, and with their inner selves is their largest motivation for participating in arts and culture.