Learning in and through the arts develops the essential knowledge, skills, and creative capacities all students need to succeed in school, work, and life. As the top building-level leaders, school principals play a key role in ensuring every student receives a high-quality arts education as part of a complete education.
In a time of shrinking budgets and shifting priorities, what can school principals do to make and keep the arts strong in their schools? This guide offers three concrete actions school principals can take to increase arts education in their schools:
A -establish a school-wide commitment to arts learning;
B -create an arts-rich learning environment; and
C - rethink the use of time and resources.
Each action is supported with several low-cost or no-cost strategies that other school leaders have used and found to be effective -- whether it's beginning an arts program where none exists, making an existing program stronger, or preserving an arts program against future cuts. While many of the strategies are drawn from elementary schools, they are likely to be applicable in a variety of grade levels.
Mounting research evidence confirms that students in schools with arts-rich learning environments academically outperform their peers in arts-poor schools. Where the arts are an integral component of the school day, they positively impact student attendance, persistence and engagement; enhance teacher effectiveness; and strengthen parent and community involvement. Research also shows school principals serve as the primary decision makers as to whether and to what extent the arts are present within a school.
The Arts Education Partnership (AEP) prepared this guide, with support from the President's Committee on the Arts and the Humanities (PCAH). The increasingly critical role of school leaders, along with the growing body of evidence on the benefits of arts learning, summarized most recently in a new report published by the PCAH prompted the development of the guide.
AEP staff reviewed the relevant literature as well as conducted personal interviews with school principals and with practitioners who work closely with principals. School principals and other leaders interested in increasing arts education in America's schools can adopt any of these actions and strategies one at a time or implement several at once. When taken together as part of an overall approach, however, their effects are more likely to be cumulative,
This web page is marked up with Schema.org microdata. Much of the necessary microdata is embedded within the HTML that creates the display you see above. The data that shows below is formatted for machine-reading and rounds out the complete descriptive set for this resource. Want more info about all of this? Go here. You can also view the complete dataset for this resource the way a machine sees it here .
Title: What School Leaders Can Do to Increase Arts Education
Publication date 2011-09-28
Publication Year 2011
Arts Education Partnership
North America / United States
, arts education
, school leaders
, use the arts
Resource provided by IssueLab
IssueLab's Embeddable Widget
Use this super simple form to customize and generate the code you need to display this content in your own environment - no programming required. The feed will inherit more specific styles, like font face and font color, from your website.
Your widget code
Add to the Collection
Please use the form below to provide us with your recommendation, and we'll check it out. Include your name and email address along with your suggestion just in case we need to get in touch. Thank you for contacting us.