3: Developing a Policy for Arts Education in the District

Adopting an Arts Education Policy that clearly outlines the expected elements of a quality program is essential to the delivery and sustainability of arts education in a district. The first step in policy development is for each team member to gain a shared understanding of what that actually means…

The elements of a high quality visual and performing arts program may be divided into the following focus areas. Indicators of quality in each focus area may be described as follows:

1. Standards-based curriculum
• The sequential curriculum is based on the adopted Visual and Performing Arts Standards of the State of California.
• The visual and performing arts program and standards-based curriculum are articulated throughout the educational system – K-12.
2. Instruction and methodology
• Instruction is focused on guiding students to standards aligned, grade-level proficiency in the arts.
• All arts disciplines are offered during the school day and are available to all students.
• Instructional methodologies provide individual, small-group and large-group opportunities to study the arts.
• Each arts discipline is delivered as a discrete sequential subject, with its own body of knowledge, skills and ways of thinking
• Arts disciplines are authentically integrated into other curricular areas whenever possible.
• The student-to-teacher ratio in each of the arts is appropriate for the delivery of effective instruction.
• The resources and facilities available for each of the arts disciplines are appropriate for the delivery of effective instruction.
3. Student Assessment
• Assessment show evidence of the students’ ability to identify, create, describe, compare, analyze, interpret and evaluate their own work and the work of others in relation to the arts standards.
• Assessment in the arts is standards-based and reflects the essential skills and knowledge that are specific to each art form.
4. Professional Development
• Teachers at all grade levels, community artists, teachers’ aides, parents and others who provide instruction in the arts receive professional development that is focused on strategies for delivering a standards-based arts education program.
5. Program Administration, Personnel, and Program Evaluation
• The school board adopts a policy supporting arts education for all students.
• All persons who provide instruction in the arts have extensive knowledge and training that qualifies them to teach the arts discipline.
• The district or school has a coordinator for the arts who provides leadership, vision, planning and resources.
• Ongoing evaluation of the arts education programs is conducted on a regular basis.
6. Partnerships and Collaborations
• The visual and performing arts programs provides students with opportunities to attend exemplary exhibits and live performances.
• The visual and performing arts program and curriculum are enhanced through relationships with artists and artistic resources throughout the community.

Adapted from Model Arts Education Toolkit: A Visual and Performing Arts Assessment Process. Sacramento: California Department of Education, 2001.

Workshop on the Elements of a Quality Arts Education Program

By clearly defining what is required for a quality arts education program, the team can develop a shared philosophy. Policy development is a key component in building the language that will allow each team member to be an articulate and passionate advocate for the arts in the district.

We encourage you to work with your Community Arts Team to develop your own view of the elements of a high-quality arts education program.

A detailed script of a Consensus Workshop is included here: Consensus Workshop on Elements of a Quality Arts Education Program SCRIPT (PDF:51K)

For more information on ICA Group Facilitation Methods, see www.ica-usa.org.

An arts education policy is a statement of belief and a clear declaration that the arts are core curriculum and of intrinsic value. Once the team has established a shared understanding of the components required for a quality arts education program, it may be helpful to review a few sample policies. At this point, many excellent policies have been written, so it is not necessary to re-invent the wheel. It is important, however, for the Community Arts Team to carefully work through the process and decide which approach fits the district. The way the policy formatted must adhere to district guidelines. Some districts prefer a narrative format, others bulleted lists.

The Focused Conversation (PDF:51K) is designed as a review of existing arts education policies.

Two sample policies appear directly after the Focused Conversation.

Policy Sample A (PDF:56K)

Policy Sample B (PDF:45K)

After reviewing sample policies, designated team members can take the ideas of the group and draft a policy for the district. At the next team meeting, additional input and suggestions may be offered.

If possible, it is recommended that the policy be reviewed by an attorney who works with the district, or a district administrator who manages policies. The policy would first be presented to the Superintendent or his/her representative for input before going to the School Board. Once the policy is ready, it should be presented to the School Board for a first reading. The School Board may request changes, or they may adopt it immediately. Sometimes a policy goes for a second or third reading this will vary from district to district.

The Arts Education Policy is considered to be a key indicator of systemic sustainable arts education programs in a district,