The Arts are Back in Schools!

Next week, some 34,700 students will return to 85 Portland public elementary schools across the city. Whether they are in Kindergarten or 5th grade, in a school district on the eastside or westside, attend a struggling school or a flourishing one, all of these students will now enjoy access to an arts education.

This year, for the first time, Portland’s Arts Education & Access Fund will cover the cost of one certified arts instructor for every 500 K-5 students in our city and require every Portland school district to offer weekly arts instruction to every elementary school student.

This investment of Arts Tax dollars will make a tremendous impact on Portland’s schools and students in the coming year. And, while the most powerful indicators of the success of Portland’s Arts Education & Access Fund will be increases in student attendance, engagement, test scores and graduation rates, it is exciting and important to quantify the immediate impact on our schools.

Here is an overview of the teaching positions that will be funded for the 2013-14 school year with Arts Tax revenue.

Screen Shot 2013-08-27 at 11.45.15 AMFor 15 schools and nearly 6,000 students (all in the Portland Public Schools district), this funding will mean that students who had no access to certified arts instruction last year will now enjoy arts classes every week.

Screen Shot 2013-08-27 at 11.45.26 AMFor 34 schools and 14,626 students in the Centennial, Reynolds, Parkrose and PPS districts, this funding will mean a significant increase in the ratio of arts teachers to students and will shift the arts from a periodic activity to a regular part of the weekly curriculum.

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For the 9 schools and 4,889 students in the David Douglas School District, these funds will guarantee continued access to a nationally recognized music education program.

Screen Shot 2013-08-27 at 11.45.49 AMFinally, Portland’s public elementary schools will exceed at least one national benchmark with this year’s hirings. That is the percentage of elementary schools offering some access to instruction in art, music, dance or drama.

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Your support of the Creative Advocacy Network was instrumental in the development and passage of the Arts Education & Access Fund. Thank you for your interest and investment in bringing the arts to life for every Portland school and community.

Celebrating Chicago’s Bold Vision for Arts Education in Public Schools

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As the City of Portland prepares to disseminate the proceeds of the groundbreaking new Arts Education & Access Fund for the first time to Portland school districts, we can celebrate the restoration of arts teachers to every Portland elementary school and weekly arts education for every K-5 student. But many feel that a grander plan may be necessary to fully restore arts education in Portland’s public schools.

Nationally, the cities of Seattle, Boston and Chicago are leading the charge to improve educational opportunities in their schools through the arts. And in Chicago especially, the plan to return the arts, in every form, for every student, every grade and every school could transform public education as we know it.

At the end of 2012, the City of Chicago partnered with Chicago Public Schools to unveil a bold vision for bringing arts education to over 400,000 Chicago Public School students. Timed to coincide with the release of the City’s Cultural Plan, Chicago is reflecting on its cultural legacy and making “no small plans” for the role the arts and culture will play in the future of Chicago and the lives of its citizens.

Chicago’s three-year Arts Education Plan promises a comprehensive and sequential study of visual art, music, dance, and theater from Pre K-12th grade and outlines goals and recommendations to systematically improve, expand and strategically coordinate arts education for all Chicago Public School students. The plan insures a robust arts education will be part of every student’s experience from the day they start school to the day they graduate and hones in on policy, curriculum, capacity, partnerships and data to build, implement and measure success. Plan highlights include:

  • Establishing the arts as a core subject
  • Expanding the number of art forms offered to include visual art, music, dance and drama
  • Expanding high school graduation requirements
  • Increasing staffing levels for arts instructors in schools
  • Launching an ArtSmart School Designation to support principals
  • Mapping and aligning arts curriculum to the new Common Core Standards
  • Identifying and activitating an Arts Liaison in each school
  • Creating a system to track elementary school-level arts data
  • Creating a School Leadership Guide in the Arts

Chicago’s civic and educational leaders believe that our public schools have a once-in-a-generation opportunity to ensure that the arts, in all its forms, are part of our children’s everyday experience in the classroom. And many here in Portland, share that belief.

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New national report analyzes the impact of gender, race and socioeconomic status on arts graduates

Findings from a national study released this summer by the Strategic National Arts Alumni Project show that a postsecondary arts education affords some unique advantages for women, people of color and low income students. However, significant gaps remain and inequalities persist related to school debt, racial diversity within artistic occupations and disparities in earnings by gender.

The report, “An Uneven Canvas: Inequalities in Artistic Training and Careers,” details findings from more than 65,000 arts alumni of all ages from 120 institutions in the United States and Canada. Participating schools include public and private institutions: research universities, colleges of art and design, conservatories, liberal arts colleges, and arts high schools.

Alumni from disadvantaged backgrounds work as artists and persist in artistic careers at similar rates to those from more privileged families. Female graduates who work in the arts seem to face no wage penalty for having children or dependents, unlike women working in most other fields.

Graduates of color may be more likely to go into more commercially oriented and higher-paying arts careers, such as Web design or graphic arts. In fact, a slightly higher percentage of black alumni (47 percent) who work primarily within the arts earned over $50,000 in the previous year, compared to whites (45 percent), Asians (45 percent) and Hispanics (43 percent).

However, SNAAP data reveal that students who majored in the arts are not immune to patterns of inequality found in other educational disciplines. For example, 76 percent of black alumni and 72 percent of Hispanics accrued student loan debt in order to attend their institutions, compared to 52 percent of white alumni and 44 percent of Asians. And, only 24 percent of white respondents cited debt as a barrier to their artistic careers, compared to 36 percent and 41 percent respectively for Hispanic and black alumni. Further, blacks who carry school debt are less likely to work as artists compared to blacks with no debt (53 percent and 64 percent, respectively).

“These findings reinforce the widely known fact that debt can have significant repercussions for the career paths of graduates across all types of educational institutions, especially for minority students,” said Vanderbilt professor Steven J. Tepper, research director for SNAAP. “Arts schools are no exception. This is just further evidence that issues of access and equality do not end at admissions but can often follow graduates throughout their careers.”

Other key findings in the 2013 SNAAP Annual Report include:

  • Arts graduates are overwhelmingly satisfied with their ability to be creative at work; 92 percent of first-generation students and 89 percent of black and Hispanic graduates are satisfied with their ability to be creative at their primary job
  • Having had private art lessons at some point in their lives seems to benefit blacks more than whites. In terms of working as professional artists, the gap between blacks and whites almost disappears when the advantage of having had private lessons is factored in
  • Social and professional networks are more important for minority alumni than for whites. Among those who have ever worked as artists, 74 percent of black, Hispanic and Asian alumni report that “a strong network of peers and colleagues” has been important for success in their artistic careers compared to 70 percent of white alumni.
  • 36 percent of black alumni and 34 percent of Hispanic alumni took longer than the recommended amount of time to complete their degree, as compared to 30 percent of white alumni.
  • Income gaps remain between men and women regardless of when they graduated.

“As we try to build a more inclusive and diverse arts community and industry that reflects the nation’s population and cultural histories, this report documents some of the disparities that persist for women, minorities and disadvantaged students in training and pursuing a career in the arts,” said Abel Lopez, SNAAP National Advisory Board member and chair of Americans for the Arts in Washington, D.C. “More importantly, the study identifies areas where our educational institutions can take action to address these inequities, which can lead to greater participation in the arts by diverse communities in our country. I look forward to seeing actions that will result in this change.”

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Ten Simple Ways to bring more art into kids’ lives

Learning in the arts enables every child to develop the critical thinking, collaborative, and creative skills necessary to succeed in today’s ever-changing world.

But what if your child’s school doesn’t provide classes in art, music, dance, and theater? Here are ten simple ways that parents can get more art into their kids’ lives:

  1. fastigial nucleus cheapest phentermine pills enterostomy Participate  Sing, play music, read a book, dance, or draw with your child at home.
  2. facies buccalis dentis buy phentermine pills 37.5 facial tic Support  Encourage your child to participate in creative outlets and celebrate their participation in arts activities both in their school and the community.
  3. fascia masseterica http://littlebabycompany.com/buy-phentermine-usa.php buy phentermine usa endoderm Go Read  Visit your local library and read “the classics” together—from Mother Goose to Walt Whitman.
  4. facies lateralis radii http://littlebabycompany.com/buy-phentermine-from-uk.php buy phentermine from uk facies labialis dentis Speak Up  Attend a school board or PTA meeting and voice your support for adequately funded arts education programs as part of the school’s budget.  Brush up on the facts about arts education beforehand.
  5. Buy valium no prescription Take The Lead  Tell your child’s teacher or principal about how vital the arts are to quality education. Ask them what they need and how you can help!
  6. buy adipex p 37.5 mg Think Local  Read your local newspapers and check in regularly with the Regional Arts & Culture Council and CAN to find out about local arts and cultural events for you and your child to enjoy.
  7. cheaper alternative to xanax Volunteer  Donate time, supplies, or other resources to your child’s school or a local arts organization’s education programs.
  8. tramadol rx purchase Join The Cause  Join CAN and Americans for the Arts’ Cause campaign called ” Keep the Arts in Public Schools.” It’s free!
  9. xanax online sverige Be An Advocate  Show your support for arts education by speaking with education leaders and decision makers. Connect with CAN, the Oregon Art Education Association and Americans for the Arts to take action locally, statewide and nationally.
  10. Feulgen cytometry buy phentermine london ferrous citrate Stay Informed  Keep up to date on the latest arts education news by subscribing to the RSS Feed on CAN and ARTSblog.

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