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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This study takes a closer look at those occupations that do not require a bachelor's degree, asking questions about what kinds of jobs they are and how they compare to jobs that do require at least a bachelor's degree. Specifically, How many job openings are there, and how well do they pay? What kinds of activities do those workers do on the job? What opportunities do they offer to learn on the job? How locally concentrated are those occupations? This report concludes with recommendations for how the K-12 education system could be improved to increase opportunities in LA's creative occupations, in ways that benefit the LA County economy as a whole.
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.
This paper describes the 2012-2017 plan for funding arts education in the Los Angeles Unified School District. This mission for this project is as follows: The Visual and Performing Arts are an integral part of the District's comprehensive curriculum and are essential for learning in the 21st century. All LAUSD students, from every culture and socioeconomic level, deserve quality arts learning in dance, music, theatre, and visual arts as part of the core curriculum.
The impetus for Arts for All's Leadership Fellows Program was a brainstorming session in July 2008 on how best to move the Arts for Allcollaborative toward its goal of restoring arts education into the core curriculum for each of Los Angeles County's 1.6 million public K-12 students. Session participants repeatedly circled back to Arts for All's need to engage school district leaders in order to be successful. The goal of the program, the first of its kind in the country, was to increase the capacity of school district leadership to advance quality, access and equity of arts education within their respective school districts. This report focuses on the work and results of the leadership fellows program in the 2009-2010 school year.
As we enter the 21st century -- the global information age -- we must ensure our students are equipped to thrive in an environment that will require them to be able to shift their thinking and remain open to learning throughout their lives. Flexibility, innovation, improvisation and the ability to communicate across diverse cultures are skills crucial to future success. The arts are the most efficient way to teach those skills. By working to include and sustain the arts as part of a comprehensive K-12 curriculum, we allow students to cultivate the crucial skills they will need to function in a 21st century world.Arts for All is a dynamic, county-wide collaboration working to create vibrant classrooms, schools, communities and economies through the restoration of all arts disciplines into the core curriculum for each of our 1.7 million public K-12 students. One of the key strategies to ensure high quality arts education is to improve the quality of teaching and learning. We believe that when we help build the skills, knowledge, and confidence of the people who provide arts instruction to students, they are able to translate district policies and plans into high quality student learning. Practical tools and partnership opportunities promote the collective responsibility of classroom teachers, arts teachers, and artists to deliver high quality arts education. The on-going development of teachers and artists increases their ability to raise the quality of arts education.On Friday, May 7, 2010, Arts for All in partnership with California State University at Northridge, hosted the Arts for All Higher Education Think Tank. This event brought together decision makers throughout the education community to begin to discuss how to strategically address quality arts education in teacher preparation programs in order to impact teacher practice and student learning. Over 60 people attended representing 13 institutions of higher education, 3 foundations, 6 school districts and partners from the Los Angeles County Office of Education, Orange County Office of Education and the California Commission on Teacher Credentialing. This report is a transcript of those proceedings.
The 2008 Arts Education Performance Indicators Report shows an increase in the number of school districts that are building infrastructure in this area, demonstrating a long-term commitment to improving arts education. The report is issued periodically by the Arts Commission as part of the county's regional Arts for All initiative to return quality, sequential arts education to the county's 81 school districts. Overall progress includes: 64 percent of districts report having an arts education policy, compared to 37 percent in 2005. 61 percent of districts report a board-adopted arts education plan or indicated they are developing one, compared to 35 percent in 2005. 39 percent of districts report having an arts coordinator, compared to 12 percent in 2005. 16 percent report having a 400 to 1 ratio of students to credentialed arts teachers, compared to 10 percent reporting that ratio in 2005. 98 percent of districts report using general fund budgets to support arts education programs (sources of arts ed budgets were not included in previous surveys). The 2008 AEPI Report is based on self-reported data from superintendents, assistant superintendents, directors of curriculum and/or district arts coordinators. Of the 81 school districts, 72 responded.
In September 2002, the Los Angeles County Board of Supervisors adopted Arts for All: Los Angeles County Regional Blueprint for Arts Education, a strategic plan to restore arts education -- in dance, music, theatre, and the visual arts -- to the 1.7 million students in Los Angeles County's 81 school districts. The Arts for All Executive Committee, with more than 100 partners and managed by the Los Angeles County Arts Commission, leads this effort. The initiative, having completed its sixth year, has made great strides.
Based on site visits, interviews, and literature and document reviews, presents a comparative case study of how six community initiatives were launched to improve arts education through collaboration among multiple organizations and how they evolved.
This paper reports a research study into the effects of rich,sustained visual arts instruction on 103inner city 9-year-olds in two major US cities. We use the lenses of social learning theory, theories of motivation and self-efficacy, and recentresearch on artistic thinking to investigate the programs' effects on children's self-beliefs and creative thinking. The study enlisted a pre -- post measure,treatment-comparison group design along with structured observations of participant andcomparison group classrooms. The arts students made significant comparative gains on a selfefficacy scale and on an 'originality' subscale of a standard creativity test. These effects are attributed to children's engagement in art and to the social organization of instruction includingreinforcing peer and student -- adult relationships. Relationships between self-efficacy beliefs andtendencies to think originally are explored.
The mission of Arts for All: Los Angeles County Regional Blueprint for Arts Education is to establish sequential K-12 arts education in each of the 80 school districts in Los Angeles County and the Los Angeles County Office of Education (LACOE) classrooms.The Blueprint focuses on building an infrastructure to support districtwide education in dance, music, theatre and the visual arts. Progress is measured by five critical success factors.The data provided in this report gives a County-wide picture of the status of arts education with regard to five critical success factors in 2005.
ARTS FOR ALL: Los Angeles County Regional Blueprint for Arts Education provides guidance and an outline of how to achieve this vision. It presents a comprehensive series of policy changes, educational initiatives, and establishment of a new infrastructure to promote systemic and balanced provision of the arts, and identifies the roles of key stakeholders. The Blueprint proposes that systemic change can only occur through the cooperative participation of all stakeholders and by working to develop supportive policy and action at each level of involvement.Since 2002, when the Blueprint was adopted, much progress has been made toward achieving its vision and many new partners have been engaged in the process. Updates on pages 11 -- 17 reflect this forward movement.
These Arts Education Performance Indicators (AEPI) document the status of arts education in each of the County's 82 school districts. As the first ongoing examination of arts education in Los Angeles County, this report provides a framework to evaluate self-reported school district data on critical success factors for arts education. It is a crucial component of the County's ability to measure and track district improvement over time.AEPI ensures that the arts are one of the indicators by which school districts are measured.
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