2010 ARTS EDUCATION SURVEY

By Teresa Hampson

Response to an Election 2010 survey conducted by the California Alliance for Arts Education, in partnership with Arts Orange County and in collaboration with 4th District PTA (serving Orange County).

I was fortunate enough to study piano for many years, and had several students of my own during college. I played viola in the junior high orchestra, and sang in both the high school a capella choir and in the choir at church. Following high school graduation, I had an amazing, once-in-a-lifetime chance to tour Europe for the summer with a group of 135 singers and musicians!

2. What role do you think the arts can play in supporting key education priorities such as closing the achievement gap, reducing the dropout rate and preparing more students for college eligibility and the 21st century workforce?

Studies clearly show that music education has strong links to academic achievement, particularly in mathematics (hopefully helping to close the achievement gap). Frequently, the same students who struggle with academic subjects have significant artistic gifts, something I often experienced - and learned to work with - as a high school language arts teacher. When students are allowed to express themselves artistically as part of their academic program, it enriches their school experience, gives them a place to succeed and keeps them coming back and trying harder, not just in the arts, but in other areas as well (achievement gap and dropout-reduction issues). Students who join together in artistic performing groups, whether music, dance or drama, find the joy of belonging, learn cooperative skills, experience the satisfaction of leading a project to completion, and enjoy the thrill of presenting their finished work - and generally being recognized for it (achievement gap, dropout reduction and preparation for college and career). A well-rounded, balanced education - including arts education from kindergarten through high school graduation, helps develop an understanding of self, an appreciation for culture and a taste to experience more - the kind of wholistic lifelong learning attitude that underscores the development of caring, creative and successful people (preparation for college, career and beyond).

3. A standards-based arts curriculum is one of the five core subjects in NCLB and critical for developing job skills vital in the creative economy and the 21st century workforce. Yet, most often only "what is tested is taught" in our schools. How do you envision bringing balance back for a comprehensive education and ensuring that all students have access to a quality, standards-based arts education curriculum?

Tough question. When the prevailing political climate fosters a mentality that's all about test scores (and mostly language arts and math test scores at that, and certainly no tests in the arts) then - logically - people and institutions will do what they must to ensure that they stay out of trouble. Also, when kids come to class behind, or don't yet have a firm grasp on English, getting their reading and writing skills up to grade level logically should be goal one. That said, a curriculum of all language arts and math (or even one that adds a bit of social studies and science, plus the requisite PE) rarely inspires or excites creative expression (or fun! - which school should be) in the way the visual and performing arts can. Until we collectively wake up to the ills of the current system and begin valuing and battling for balance, providing all students a quality, standards-based arts education curriculum will remain difficult. Unless and until that mind shift occurs and the pendulum swings, we will need to creatively tuck the arts in wherever we can: encouraging cross-curricular projects that incorporate visual arts, music and drama, making varied forms of dance a part of PE and/or selecting assemblies, field trips and traveling instructional programs that help somewhat to fill in this unfortunate gap.

4. If elected, how will you engage classroom teachers, arts teachers, parents and community arts organizations to shape your agenda for arts education or implement your district's strategic arts plan?

A district strategic arts plan sounds like a great thing to have, but I must confess, being a little, low-wealth organization, I'm not at all sure that we do. Even so, we've been able to do some great things lately despite tough times, with half our elementary schools opening or about to open piano keyboarding labs, instrumental music still being offered at all elementary campuses, and with our secondary vocal and instrumental music programs perhaps (?) better than ever before. Through site and parent funds, all elementary schools continue to take part in the Art Masters itinerant visual arts instructional program, and we also participate in programs offered by the OC Philharmonic. In cooperation with the Brea 8K Classic Race, we raise much-needed funds for our high school marching band. Still, given that our community has its own (small) civic theater and a gallery that features some excellent shows - and particularly since we also enjoy one of the country's largest and best collections of privately owned public art, we don't do nearly enough to exploit these local attractions, and this is something that should be corrected. As intended, this question has provoked some thought, and - as a former local cultural arts commissioner - it's given me renewed inspiration to begin considering these issues once again. Thanks for that.

Find the full set of local responses at http://artsed411.org/surveys/surveys.aspx?ElectionId=25