Arts Education

By Karin M. Freeman

The following is the response to the survey for the California Alliance for Arts Education, in partnership with Arts Orange County and in collaboration with 4th District PTA (serving Orange County).

1. What meaningful experiences with the arts (visual arts, dance, drama and/or music) did you have growing up?

The arts have been a part of my life for as long as I can remember, and I am richer for it. I grew up in a family environment where art was commonplace. My uncle was an artist who earned his livelihood from commercial and fine art. My grandmother taught ceramics and other art in her studio shop.

During my elementary school years, our district provided opportunities to attend Seattle Symphony concerts during school hours. I also took advantage of professional theater productions performed for children on Saturdays.

In elementary, I took dance classes offered by the Parks Department after school. In my middle school years, I enjoyed vocal music all three years. I also participated in extracurricular singing and dancing after school. My confidence grew, and I was in a talent show my last year of middle school.

By high school, my interest turned to drama. Two years of classes further inspired me. I was fortunate to be cast in school plays and talent shows. I also learned how to do stage make-up and some stage management. Drama introduced me to wonderful adventures and created new friendships. I was inducted into Thespians and remain proud of that accomplishment.

My daughter took after-school art classes during elementary. In middle and high school, she continued art in class. She studied at an art institute, later teaching children's art. My son was in several elementary school plays and in instrumental and jazz band in middle school. The arts remain important in my life.

2. What role do you think the arts can play in achieving the state's eight education priorities outlined in the Local Control Funding Formula, like reducing the dropout rate, aligning with Common Core standards, and preparing more students for college eligibility and the 21st century workforce?

PYLUSD places high value on retaining the arts within our schools, recognizing the importance of thinking creatively and how this can give students a distinct advantage over others who haven't had arts-related classes. That creative edge will better serve students in both college and career.

The eight education priorities fall into three areas: conditions of learning, pupil outcomes, and engagement. The state framework is designed to help teachers develop curriculum which can integrate the arts into other subjects. This parallels the integrated approach of Common Core. Enrollment of students in the arts is robust district-wide, beginning in elementary school. Importantly, these opportunities for students aren't limited by economics, language fluency, or other disadvantages.

Substantial research has confirmed the linkage of visual and performing arts to student achievement (pupil outcomes). A national study of over 25,000 middle and high school students found that students highly involved in the arts performed better on standardized achievement tests. Students in the arts can master other subjects more readily. PYLUSD schools weave various programs throughout the grade levels including school plays, classroom instruction in dance, visual arts, instrumental and vocal music, the M.I.N.D. Institute's Spatial Temporal Music program, enrichment opportunities afterschool and during summers, art docent presentations, and more.

Pupil engagement can hinge on a feeling of belonging, of identity, and, conversely, affect dropout rates. Students are far less likely to drop out if they feel connected. Students of the arts are not as bored in school, and, in fact, more involved.

3. In keeping with the State Education code, each school district is to provide every K-12 student with a standards-based, comprehensive arts education. In addition, the arts are critical for developing job skills vital in the creative economy and the 21st century workforce. If elected, how will you promote the role of arts education in a complete education for students?

My goal is to sustain and improve the stellar programs already flourishing. PYLUSD's history demonstrates the deep commitment of the Board, the district, the parents, and the community to ensuring a strong, high quality visual and performing arts curricula.

In recent years, fiscal challenges resulted in many hard decisions. Like other districts, we have been faced with unpleasant choices. However, unlike other districts, we have stayed the course to not eliminate the arts.

Looking into the future, I support further expansion of all forms of visual and performing arts. Nowadays, students are learning video production, animation, computer graphics, broadcasting, game design, theater management and more. It's a delight to observe young elementary students as they acquire and use skills introduced at the early grades. I will continue to promote the growth of our various career academies including the Digital Arts Academy at El Dorado.

The 2013 opening of the district Performing Arts Center not only has added an incredible venue for all district students to use, but I am supportive of the added value derived from the rental of this new facility to outside groups. This extra income helps offset the district budget thus helping to maintain this incredible center.

I cannot envision any educational experience devoid of the arts. I will always work to provide opportunities for students to explore this field as well as to integrate arts into other academic subjects. The arts develop and polish the talent of students, teach communication skills, teach teamwork and connect us culturally.