Revitalizing Arts Education Through Community-Wide Coordination.
Susan J. Bodilly
Bok Engelsk 2008 · Electronic books.
| Omfang | 1 online resource (109 pages)
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| Utgave | 1st ed.
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| Opplysninger | Cover -- Preface -- Contents -- Figures and Tables -- Summary -- Acknowledgments -- Abbreviations -- Chapter One - Introduction -- Purpose -- Methods -- Important Concepts -- High-Quality Arts Learning -- Attributes of Coordinated Improvement Efforts -- Report Organization -- Study Limitations -- Chapter Two - The Evolving Ecology of Arts Education -- Scarcity and Variance in Public Arts Education of the 1970s -- Setback Caused by Fiscal Crises -- Development of Alternative Views of Purpose and Provision -- Diverse Goals and Approaches to Arts Learning -- Growth in Contrasting Approaches to Provision -- Connections to and Effect of Other Education Reform Efforts -- Development of Arts Goals and Standards -- Growth of High-Stakes Accountability and Assessments -- Decentralization and the Principal's Role in Curriculum Decisions -- The Arts as the Reform -- Organizational Ecology of Arts Education Today -- Non-School Providers -- Influencers -- Interactions Among Providers and Influencers -- Summary -- Chapter Three - Coordination Efforts Within Six Communities -- Alameda County -- Context and Motivation for Change -- Coordination Goals and Efforts -- Achievements to Date and Future Prospects -- Boston -- Context and Motivation for Change -- Coordination Goals and Efforts -- Achievements to Date and Future Prospects -- Chicago -- Context and Motivation for Change -- Coordination Goals and Efforts -- Achievements to Date and Prospects for the Future -- Dallas -- Context and Motivation for Change -- Coordination Goals and Efforts -- Achievements to Date and Prospects for the Future -- Los Angeles County -- Context and Motivation for Change -- Coordination Goals and Efforts -- Achievements to Date and Prospects for the Future -- New York -- Context and Motivation for Change -- Coordination Goals and Efforts.. - Achievements to Date and Prospects for the Future -- Summary -- Chapter Four - Strategies for Improving Access and Quality -- Strategies to Improve Access -- Conducting Audits of Arts Education -- Setting a Goal of Access for All -- Strategic Planning -- Constructing a Case -- Attracting and Leveraging Resources -- Hiring an Arts Education Coordinator Highly Placed Within theSchool District Administration -- Building Individual and Organizational Capacity -- Advocating -- Progress on Access -- Strategies to Improve Quality -- Strategic Planning -- Requiring Alignment with State Standards -- Developing Curriculum Supports -- Building Individual and Organizational Capacity -- Qualifying Providers -- Coordinating Peer Review, Ranking, and Modeling -- Assessing Student Learning -- Tensions and Limitations Inherent in Strategies -- High Standards Versus Highly Constrained Realities -- Capacity Lower Than Anticipated -- Summary -- Chapter Five - Sparking and Sustaining Coordination Across Providers andInfluencers -- Coordination as an Enabler of Improved Access and Quality -- Conditions That Foster Coordination -- Convening of Key Stakeholders -- Effective Leadership -- Seed Funding for Coordination -- Convening and Joint Planning -- Sustained Funding -- Evaluation, Feedback, and Improvement -- Conditions That Impede Coordination -- Changing Policy Contexts -- Conflict Among Providers and Ideas -- Turnover in Leadership -- Advantages of Participating in Coordination Efforts -- Drawbacks of Participating in Coordination Efforts -- Summary -- Chapter Six - Conclusions -- Findings -- Ecology of Local Arts Education -- Coordinated Community Approaches to Improving Access -- Strategies Used to Improve Access and Quality -- Strategies to Spark and Sustain Coordination -- Challenges to Coordinated Efforts -- Guidance for Practitioners.. - Recommendations for Improving Coordination and Access toQuality Arts Learning Experiences -- Recommendations for Monitoring Progress -- A Sometimes Powerful, but Also Fragile Approach -- References.. - For more than 30 years, arts education has been a low priority in the nation?s public schools. During fiscal crises in the 1970s and 1980s in America?s urban centers, arts teaching positions were cut. More recently, arts education in schools has dwindled as schools try to increase test scores in mathematics and reading within the time constraints of the school day. Some communities have responded with initiatives aimed at coordinating schools, cultural institutions, community-based organizations, foundations, and/or government agencies to promote access to arts learning for children in and outside of school. The objective of this study was to investigate this phenomenon in six urban U.S. communities?Alameda County (which includes Oakland and Berkeley) in Northern California, Boston, Chicago, Dallas, Los Angeles County, and New York City?descriptively and comparatively analyzing how these efforts started, how they evolved, what kinds of organizations became involved, what conditions fostered or impeded coordination, and what strategies were used to improve both access to and quality of arts education. The evidence gathered (through a comparative case-study analysis based on site visits, a document review, and interviews with 120 experts across the six sites) is positive in that it documents signs of progress in promoting access to arts learning experiences for children, but it is also cautionary. When seen in light of the historical factors that have impeded access to arts learning in the past, the six efforts are, generally speaking, fragile. To succeed in the long run, coordinated efforts such as these must have committed and sustained leadership, supportive policy, and sufficient resources.. - Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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| ISBN | 9780833045935
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