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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Foundation Funding for Arts Education: An Update on Foundation Trends

April 10, 2015

To document the size and scope of arts education grantmaking by US foundations, Foundation Center and Grantmakers in the Arts collaborated on a 2005 report. The report examined foundation grantmaking for arts education between 1999 and 2003 and represented the most comprehensive analysis of foundation arts education support available. This new report updates the analysis of foundation arts education funding through 2012 and illustrates how support for arts education has evolved during a period of pronounced economic volatility and dramatic political and technological change.

Funding Trends

ARISE 2010 Annual Performance Report to the US Department of Education

September 30, 2010

This is the third of three performance reports from the Performing Arts Workshop to the U.S. Department of Education about Project ARISE (Arts Residency Interventions in Special Education). The report includes performance measure data for the Arts in Education Model Development and Dissemination (AEMDD) grants program. The ARISE Project offers public schools weekly artist residencies lasting between 25 and 30 weeks in theater arts and creative movement for third to fifth grade students. Classrooms participating in ARISE are identified as Special Day Classes or general education classes with special education inclusion (or mainstreamed) students. The ARISE residences emphasize critical-thinking while engaging in the creative process. In the 2009-2010 school year, the Workshop provided ARISE residencies to 18 classrooms from four schools within the San Francisco Unified School District.

Student Outcomes

An Unfinished Canvas: Local Partnerships in Support of Arts Education in California

April 16, 2009

In 2006, at the request of The William and Flora Hewlett Foundation, SRI International conducted a study aimed at assessing the status of arts education in California relative to state goals. The final report, An Unfinished Canvas. Arts Education in California: Taking Stock of Policy and Practice, revealed a substantial gap between policy and practice. The study found that elementary schools in particular are failing to meet state goals for arts education. In light of these findings, The Hewlett Foundation commissioned a series of follow-up studies to identify policy mechanisms or other means of increasing student access to arts education. This study, focusing on the ability of school districts to leverage support for arts education through partnerships with local arts organizations, is one of the follow-up studies.Partnerships may allow for the pooling of resources and lend support to schools in a variety of ways including artists-in-residency programs, professional development for teachers, exposing students to the arts through the provision of one-time performances at school sites, and organizing field trips to performances and exhibits. According to the California Visual and Performing Arts Framework for California Public Schools, partnerships among districts, schools, and arts organizations are most successful when they are embedded within a comprehensive, articulated program of arts education. Questions about the nature of partnerships that California districts and schools have been able to form with arts organizations, and the success of these partnerships to increase students' access to a sequential standards-based course of study in the four arts disciplines, served as the impetus for this study.A team of SRI researchers conducted case studies of partnerships between districts and arts organizations in six diverse California communities in spring 2008. The case study sites were selected for their particular arts education activities and diverse contexts and, as a result, do not offer generalizable data about partnerships between school districts and arts organizations in California. Instead, we highlight the ways that a sample of partnerships promotes arts education in California elementary schools to inform others who may be interested in building partnerships between school districts and arts organizations.

Classroom Examples

An Unfinished Canvas: District Capacity and the Use of New State Funds for Arts Education in California

April 6, 2009

Questions about district leadership and capacity -- particularly in light of the new funding -- served as the impetus for this study. Through a survey of leaders in 385 districts, we assessed districts' capacity with respect to arts education, explored early spending choices, and examined the relationship between the two. We also studied changes in arts education since the new resources became available and worked to understand the barriers that continue to stand in the way of comprehensive arts education for all California students.

Student Outcomes

The Workshop Out of School Guide

June 30, 2008

The guide is a direct result of the Workshop's After School for All (AFA) project, and was funded by the San Francisco Department of Children, Youth & Their Families. In the guide, Lead Writer (and former Associate Artistic Director) Anne-E Wood offers a thorough examination of arts engagement during after school time and in community centers. The Workshop Out of School provides a clear process for quality performing arts instruction that negotiates the specific challenges of after-school programs. The guide is divided by discipline into five chapters in which AFA artists outline the character of their disciplines: creative movement, world dance, theater arts, creative writing, and music. Each chapter includes an overview of the discipline, instructions on how to plan a quality curriculum, and how to negotiate behavior and content management within the class. Also included are a sample curriculum and a breakdown of individual lesson plans.

Classroom Examples

An Unfinished Canvas: Allocating Funding and Instructional Time for Elementary Arts Education

May 7, 2008

An Unfinished Canvas found that California's elementary schools face unique challenges inproviding all students with sequential, standards-based arts education. In particular, elementary principals identified inadequate funding and insufficient instructional time as significant barriers to the provision of arts education. For this study, we sought to further understand the impact of funding and time on elementary arts education. To do so, we examined the allocation of funding and instructional time in 10 schools across five states (Kentucky, Massachusetts, Minnesota, New Jersey, and California).

Funding Trends; Program Models

An Unfinished Canvas: Arts Education in the San Francisco Bay Area - A Supplemental Status Report

June 15, 2007

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.

Classroom Examples

An Unfinished Canvas: Arts Education in California Summary Report

March 1, 2007

Until now, California has lacked comprehensive, reliable information to indicate whetherit is meeting its goals for arts instruction. Relying on a statewide school survey (1,123respondents) and case studies of 31 schools in 13 districts, conducted in 2005-06, thisfirst-ever comprehensive study of the state of arts education in California has sought tofill that information gap by taking stock of arts education policies and practices.

Student Outcomes

Lessons from the Workshop: A Guide to Best Practices in Performing Arts Education

March 16, 2006

Developed by the Workshop's Associate Artistic Director, Anne-E Wood, the Best Practices Guide is a hands-on tool for school administrators, teachers, artists, parents or arts organizations facilitating an artist residency program. The guide explains arts education within the framework of educational policy and practice in California, but the model can be adapted for many communities. In this guide, you will learn about the residency model, the history of Performing Arts Workshop's residency model and what 40 years of experience has shown to be the best practices for artists and teachers.

Classroom Examples

After-School Pursuits: The Executive Summary

March 30, 2004

This document summarizes the major findings from P/PV's Examination of Outcomes in the San Francisco Beacon Initiative.

Student Outcomes