In recent years many school districts have had to restructure their arts curriculums to meet the growing emphasis on standards that is central to most school reform. This unique collection is meant to assist educators, policymakers, grantmakers and other stakeholders by focusing on the potential benefits of arts education for students and communities alike, and providing examples of creative ways school districts are handling their constraints.

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State of the Arts in Chicago Public Schools: Baseline Report 2012-2013

July 3, 2014

Over the past three decades, countless educational, cultural, and philanthropic leaders have worked tirelessly to improve access to the arts for all students in Chicago Public Schools. Since its inception in 2011, Ingenuity has been working in partnership with these same leaders toward the goal of an arts education for every student in every CPS school. Ingenuity underpins its work by gathering a deep set of data that provides a clear understanding of the specific arts needs of each school and the district as a whole. This report presents findings from the first year of comprehensive data collection, the 2012 -- 13 school year, and sets the baseline against which Ingenuity will annually measure district-wide efforts to expand arts instruction. Nearly four hundred schools participated in this data collection, which makes this report the most current, comprehensive view of arts education in Chicago. This report also offers an analysis of progress on the CPS Arts Education Plan and shows data related to its implementation in schools. The key to looking at the state of arts in the city's schools is taking a closer look at some of the Plan's high-level goals, which stand out as central to its overall progress.Make the arts a core subject by dedicating 120 minutes of arts instruction per week in elementary schools. (1a)Create a system to track the quantity of elementary-level arts instruction. (5a)Set minimum staffing requirements in the arts at one certified full-time employee per school or an improved ratio. (1d)Require each school to maintain a budget for the arts. (6a)Match at least one community arts partner to every school in collaboration with an arts, or other instructor. (4b)Launch the Creative Schools Certification to establish school and network-level supports to help principals plan for and implement the arts. (3c)Integrate the arts into the school progress report card. (5d)

Program Models

The Retention of Chicago's Arts Students in Comparative Perspective

May 28, 2014

Highlights:* 58 percent of Chicago arts-school alumni took up residence in the city within 5 years of the date of their last attendance. Of the regions compared in this report, only New York City has a greater portion of its arts-school alumni taking up residence in the city within 5 years, at 66 percent.* 51 percent of Chicago arts-school alumni were out-of-state applicants who came to Chicago and were still living in the city within five years of their last date of attendance. This is the second highest portion of out-of-state applicants taking up residence in the city of their alma mater. New York City's rate was highest at 54 percent.* Of arts-school alumni who searched for work, 38 percent of those attending school in Chicago obtained work prior to leaving their institution; 85 percent obtained work within a year. Alumni from other regions had similar experiences.*50 percent of Chicago's alumni reported that their first job or work experience was "closely related" to their arts-school training. However, alumni from institutions in Los Angeles County, Cleveland/Columbus and New York City reported higher rates of their first work experience being closely related to their arts training.

Arts Opportunities for Young People in Chicago

July 4, 2000

Chapin Hall Center for Children at the University of Chicago examined the scope and character of non-school arts opportunities for young people in Chicago. Whereas earlier studies have looked at programs deemed exemplary or those that focus on "at-risk" children, this was an effort to take stock of all programs for children within a geographic area. The purpose of the strategy was to share the information we gathered with directors, staff, and funders of arts programs for young people so that they can consider the implications of the findings for their programs for young people; and to explore a strategy for examining other categories of the primary social supports. Through a citywide survey, the research team identified 498 programs that offer arts experiences during out-of-school time. Many more opportunities are offered by parks, social service agencies, and recreation centers than by museums, theaters, and other institutions devoted solely to the arts.In discussions with 153 staff and young people involved in arts programs, researchers often found a striking depth of experience. Children and adults spoke of how participants gain not only skills in ballet, music, computer graphics, theater, and painting, among other art forms, but also a means to understand who they are as individuals or in relation to others; to appreciate the sounds, images, motions, and values of their cultural heritage; to enjoy their own creative expressions; to envision a future andcultivate the discipline and organization to get there; and to experience warmth, support, and challenge from other kids and adults. Informants spoke about these and many other benefits that some said school experiences do not or cannot foster.Researchers also found that young people participated in arts programs more often for internally motivated reasons (their interest in learning art, being with friends, having fun) than for externally motivated reasons (pressure from parents or other adults in their lives). And while their interest in these programs was strong, their ability to physically reach them was often limited. Distance and safety issues impeded many kids 'attendance. Other findings included that support from parents was vital to kids' attendance and that organizational operations and the strength and existence of arts programs often hinged on the diverse talents and energies of one or two staff members.

Classroom Examples

Working Relationships: The Arts, Education and Community Development

January 1, 1995

This document profiles 11 examples of arts and education institutions across the country that are working to solve community problems. Programs, which reflect a number of purposes, are organized by category. Large Urban Profiles, include: (1) "Bridgemaking" in Chicago: Chicago Arts Partnership in Education; (2) Learning by Working: Young Artists at Work, Arts Commission of Greater Toledo; (3) Arts Education: Local Priority: Arts Integration Program, Tucson/Pima Arts Council; and (4) Communications and Vocations: Arts Talk/Arts Workers, Rhode Island State Council on the Arts. Small Urban Profiles, look at (5) SPECTRA Plus: Cultural Council of Santa Cruz County; and (6) Art for Science's Sake in Fairbanks, Alaska: Arts & Science Collaboration, Denali Elementary School and Visual Enterprises. The Suburban Profile is: (7) "Strategy for Economic Development and Education: Blue Springs Arts 2000 Partnership. Rural Profiles present (8) Big Ideas in Small Places: Artists in Minnesota Schools & Communities, Minnesota Rural Arts Initiative COMPAS; (9) Parent Power for the Arts: Moms for Fun, Silver City, New Mexico; (10) Art for Every Student: Art in Education Special Project, Idaho's Salmon Arts Council and Brooklyn School; and (11) Theater Development Through Arts Education: Dell'Arte, Blue Lake, California. Common keys to program effectiveness are shown to be: leadership, vision, planning, community involvement, professional development, cooperative relationships, innovation, evaluation, and high quality services. Appendices list additional programs and contacts for the profiled programs.

Classroom Examples