Arts Education Parterships: Lessons Learned From One School by Melissa K. Rowe

By Melissa K. Rowe

Examines the variety of arts programming partnerships within the l. a. Unified college District and gives suggestions from principals, academics, arts companies, and district arts advisors at the demanding situations and stumbling blocks in those partnerships.

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Additional resources for Arts Education Parterships: Lessons Learned From One School District Experience 2004

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The NCLB recommends that states adopt standards in the four major arts disciplines of dance, music, theater, and visual arts; however, the NCLB does not require states to do so. The cornerstone of the reform is test-based accountability. States are expected to develop and implement standardized tests in all subject areas for which standards are required. Without a federal mandate, states are unlikely to conduct standardized tests in music, dance, theater, or the visual arts. Functionally, this leaves the arts out of the NCLB accountability system and may inadvertently encourage schools to focus most of their resources in subjects that will be tested.

This information is presented in Chapters Five and Six as descriptive quantitative data; however, it is critical to keep in mind that the information is based on the respondent’s recall and therefore is likely to have some degree of error and/or subjective bias. CHAPTER FOUR Arts Organization Characteristics As part of this study, we collected information from our sample of 34 arts organization on their budgets, staffing, missions, programming, and experience working with schools. Although our sample of AOs represents only about 10 percent of all AOs who offer school-age arts education programming in Los Angeles County, we found great diversity in the sample’s size, staffing, resources, goals, and scope of work.

Program Evaluation. Partners need to document and evaluate their own programs. Partnerships focused on providing student instruction should also include an assessment of student learning. The results of the program evaluation or student assessment should be used to improve arts education programming to better meet educational goals. Documentation of program and student outcomes can also be used to garner necessary funding and resources and support arts education advocacy. Partnerships that fail to include documentation, evaluation, and assessment run the risk of developing programs that do not produce educational gains for students or teachers or that do not convince potential supporters that the programs are of value.

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