published by CAAEStaff on December 15, 2016 - 9:50am
The Challenge: How to bring equitable access to arts education to a rural school district
The Strategy: Use a strategic arts plan to provide a framework for arts education throughout the district and community
The Story: Teacher Mentor Hector Marquez is highly motivated, and he has been promoting the arts within the Burton School District for some time. But he realized that in order to provide equity and access to the arts for all students, he was going to need a team, and a plan!
With the support of the California Alliance for Arts Education’s Arts Planning Initiative, Hector gathered a team of district and community members in October of 2016 to make arts education history in a small school district in the Central Valley of California.
published by CAAEStaff on November 21, 2016 - 11:34am
Guest author: Peggy Burt, Senior Advisor, Arts Planning Initiative
The Challenge: How to create a greater impact in arts education by connecting to your local arts organizations and city
The Strategy: Use a strategic arts plan to provide a framework for arts education throughout your district and city
The Story: How many times have you driven by a piece of public art or a local museum without taking the time to stop and really see the work?
Pasadena is a special place - rich with arts and creativity. But we asked ourselves, “How do we share these riches with the school district?
In 2003, the Pasadena Unified School District began a strategic planning process to strengthen arts education district-wide. The team came together to create a comprehensive arts plan to provide dance, music, theatre and visual arts education to all students, K-12 within the school day. In partnership with the Los Angeles County Arts Commission: Arts for All and the California Alliance for Arts Education, the district received a coach and planning assistance. As the comprehensive arts plan moved into implementation, the team asked “How can we create an authentic connection between the school district, our city, and our arts organizations in support of arts education?”
published by CAAEStaff on November 17, 2016 - 5:11pm
January 11th Webinar: Student Voices Campaign Classroom Guide. Slides.
In California, students are guaranteed a voice in planning and budgeting for their local school district. The Local Control Funding Formula, or LCFF, requires that districts consult with students, parents, teachers and community members each spring to create an official plan for the coming years. The Student Voices Campaign is a creative way for young people to make their voices heard in their school district.
THE STUDENT VOICES CLASSROOM GUIDE IS HERE! Click icons to download. The Classroom Guide structures the Student Voices Campaign as a project-based learning opportunity. It uses California Social Studies Standards, National Core Media Arts Standards, and Common Core Anchor Standards.
published by CAAEStaff on October 20, 2016 - 10:27am
November 16th Webinar: Arts Ed Data Project for Advocates. Slides.
All students in California deserve to have access to high quality arts education that will provide them with important skills they need to succeed in today’s competitive workforce. But up until now, we lacked the tools to show us where (and how) arts education is offered across the state.
CreateCA, in partnership with the California Department of Education and the Arts Education Data Project, launched a first-of-its-kind suite of tools designed to help increase participation in arts education across California. The tools include the California Arts Education Data Project, which analyzes and reports school-level data on arts education courses and middle and high school enrollment across the state. It is designed to enable leaders at the state, district and school level – as well as parents and advocates – to identify and address education inequities across the state.
published by CAAEStaff on October 19, 2016 - 2:44pm
By majority approval from the Alliance's Board of Directors and Policy Council, the Alliance announces its endorsement of Proposition 55, the Children's Education and Health Care Protection Act.
Prop. 55 prevents billions of dollars in funding cuts for public education and other vital services. The initative requires strict accountability and requires funds to be spent in the classroom. We hope you will join us in supporting essential funding for our schools.
published by CAAEStaff on September 26, 2016 - 3:45pm
Today, Governor Jerry Brown corrected a longstanding injustice in California’s arts education delivery system, and set the course for a brighter future for California’s students by signing SB 916 (Allen) into law, legislation that will establish single-subject teaching credentials in dance and theatre.
This is an issue that has burned in the hearts and minds of arts education advocates since 1970, when dance and theatre credentials were eliminated by the Ryan Act. Since then, teachers could only teach dance after obtaining a credential in Physical Education, and an English credential to teach theatre. Twice, legislative efforts to create these credentials were vetoed by the governor at that time.
Earlier this year, Senator Ben Allen (D-Los Angeles), chair of the Joint Committee on the Arts, decided to take up the issue and introduced Senate Bill 916, the Theatre and Dance Act (TADA!). This effort picked up many vocal allies along the way, including actress Annette Bening, who testified on behalf of the bill in the Senate Education Committee. SB 916 made it through both houses of the legislature without a negative vote, buoyed by the support of the California Teachers Association, California Federation of Teachers, and a multitude of organizations and individuals across the state, including 750 advocates who responded to the Alliance’s advocacy campaign and sent letters to Governor Brown in support of the bill!
The Challenge: How to expand arts education advocacy efforts in your district and beyond
The Strategy: Host a countywide event to build visibility and leverage new support
The Story: Established in May of 2014, the Santa Barbara County Alliance for Arts Education (SBCAAE) hit the ground running. Just days after launching, they went before the Santa Barbara Unified School District (SBUSD) board to advocate for a Visual and Performing Arts (VAPA) Director position – and succeeded! Building on that accomplishment, SBCAAE wanted to increase their presence and continue the conversation of arts advocacy around their county. Their goals were to engage key community stakeholders countywide, recruit new members to their arts education advocacy efforts, and keep people engaged by participating in a subcommittee.
Introduction by Joe Landon: On Thursday, June 16, 2016, the California Commission on Teacher Credentialing took a bold step towards recognizing the importance of visual and performing arts as well as arts integration as components of the newly adopted Teaching Performance Expectations of California. What follows is a blog by Dr. Merryl Goldberg, Professor, CSU San Marcos, who was instrumental in the advocacy effort leading to these new guidelines, detailing what the changes are and what they mean for teachers and students in California.
If you are reading this blog, you probably need no convincing of the power of the arts as a discipline and pedagogical tool in our schools. Well, now the State of California agrees with you. The California Commission on Teacher Credentialing has moved to strengthen and streamline its accreditation system, update teacher preparation standards and improve performance assessments by adopting new guidelines for the preparation of multiple subject teachers (K-8). These new guidelines specifically call out the role of arts and arts integration in meeting the needs of learners. The California Alliance for Arts Education was actively involved in this effort along with many higher education partners and professors, including a convening within the California Council on Teacher Education in advocating for the inclusion of the visual and performing arts as well as identifying arts integration, directly in the Teaching Performance Expectations (TPEs).
UPDATE 8/18/16:The bill passed the Assembly floor (78-0-2).
UPDATE: 8/11/16: Passed by theAssembly Appropriations Committee and referred to the Assembly floor.
UPDATE 6/22/16:The Assembly Education Committee voted unanimously to approve SB 916. The bill now moves to the Assembly Appropriations Committee.
UPDATE 6/1/16:SB 916 passed the Senate on May 31, 2016.
SB 916 (Allen) – the Theatre and Dance Act (TADA!) – has passed its first hurdle in the legislative process. On April 20, 2016, by a vote of 9 to 0, the Senate Education Committee voted to send the bill on to the Senate Appropriations Committee for its approval.
Sponsored by the California Alliance for Arts Education, SB 916 requires the Commission on Teacher Credentialing to issue single-subject credentials in theatre and dance.
Senator Ben Allen (D-Los Angeles) presented the bill, stating, “To tell people who have earned a degree in dance or theatre that they can’t teach in their respective fields unless they get a credential in PE or English is a disservice to them as teachers, to their students, and the subject matter.”
Nadia Leinhos, a sixteen-year-old theatre student from Palo Alto, spoke, “Having passionate, dedicated teachers ensures that an education in the theatre and dance will give us access to ways of thinking and doing that broaden our mindset and worldview. I think every child deserves that opportunity.”
Actress Annette Bening testified in support of the bill. She stated, “I would not be where I am without the benefit of the gifted, experienced teachers I encountered along the way who guided and supported my development. Our students deserve no less — that is, to be taught by highly qualified teachers who have been trained in the technique and knowledge that enables students to excel in the classroom, teachers who have earned credentials in their given subject.”
What if you could create change by making a video? That was the question proposed to school students (grades 7-12) across California in the recent 3rd annual STUDENT VOICES CAMPAIGN, presented by the California Alliance for Arts Education. The campaign empowered students to make videos that communicate what matters to them and share them with their local school board. Hundreds of students representing 7 California counties participated by submitting their vision ranging from the need for arts education, updated computers, and bathrooms for trans and non-binary gendered students.
"This is a video that shows why we need gender-neutral restrooms at our schools for trans and non-binary students in our district. There are many trans and non-binary students in our district who do not feel comfortable in gendered restrooms. This means many of these students don’t go to the restroom during school even when they need to." Student, Lincoln High School, San Jose Unified School District
"Your case is compelling and I am impressed that you took the time to create a persuasive and professional video to make your case. I am going to look into our district's current restroom policy and see if we need to update it. I agree that every student should feel safe at school and the only concern should be learning. I will follow up with your group in a day or two so we can review together what exists and what should be." School Board Member, Susan Ellenberg, San Jose Unified School District