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 report complements An unfinished canvas. Arts education in California: Taking stock of policy and practices (Woodworth et al., 2007). The research supporting An Unfinished Canvas was undertaken to document the status of arts education in California schools and assess the extent to which schools were meeting state goals for arts education -- namely a sequential, standards-based course of study in music, visual arts, theatre, and dance. As part of that research effort, we included a sufficient number of schools in the nine Bay Area counties to enable us to report comparable data for each of the Bay Area counties as well as to draw comparisons between the Bay Area and the rest of the state.
A group of nonprofit leaders working in the arts, advocacy, political organizing, social services, and education explored the connection between community organizing and creative expression by engaging in collective activities, including visiting various examples of community arts, and experimentation with their own practice. Through this process, the group concluded that arts could be socially transformative; that community arts can create a safe space that allows people to trust and be open to changing; that art can help people reflect together and not talk past one another; and that the process of creating together can be healing and sustaining.
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