2. P r o j E C t S tA f f ADVISory CoMMIt tEE CrItICAL rE ADErS
Julie Adrianopoli Dean Auriemma Neil Codell
Director of Policy and Strategic Initiatives Director of Curriculum & Instruction, Homewood- Superintendent,
Illinois Arts Alliance flossmoor High School (flossmoor) Niles township High School District 219
Guidebook Project Director (Skokie)
Lead Editor Libby Lai-Bun Chiu
Arts & foreign Language Specialist, Marica Cullen
Ra Joy ISBE/IAC Partnership, Illinois Arts Council Director of Curriculum and Instruction,
Executive Director (Chicago) Illinois State Board of Education
Illinois Arts Alliance (Springfield)
Tammie Herrejon
Lara Pruitt Drama teacher/Director, Dr. Amber Harper
Educational Consultant Lake Zurich Middle School South Superintendent,
Guidebook Project Manager (Lake Zurich) Leepertown C.C.S.D. #175
Lead Writer (Leepertown)
Richard Murphy
fine Arts Chair, Andrea Keck
University High School/University of Illinois, Education Consultant
(Urbana-Champaign) (Scottsdale, AZ)
Sharon S. Reed Amy Rasmussen
Director of fine Arts, Executive Director,
Peoria Public Schools Chicago Arts Partnerships in Education
(Peoria) (Chicago)
Carlyn Shank David Roche
Director of Audience Development and Director, office of Arts Education,
Communications, Sangamon Auditorium, Chicago Public Schools
University of Illinois at Springfield (Chicago)
(Springfield)
Terry Scrogum
Nancy Stemper Executive Director,
Executive Director, Illinois Arts Council
Carbondale Community Arts
(Carbondale) Sarah Solotaroff
(Chicago)
Charles Thomas
Arts Development Supervisor, Susy Watts
Chicago Public Schools office of Arts Education Arts and Learning Consultant/Instructor
(Chicago) for Visual Arts Education,
Pacific Lutheran University
Joanna Vena (tumwater, WA) (Washington State)
Director of School Partnerships,
Center for Community Arts Partnerships at Cynthia Weiss
Columbia College Chicago Associate Director of School
(Chicago) Partnerships/Project AIM,
Center for Community Arts Partnerships,
Columbia College Chicago
(Chicago)
fUNDING for tHIS GUIDEBook
WA S G E N E r o U S Ly P r o V I D E D By
D E S I G N S E r V I C E S D o N At E D By Jehan Abon Abigail Friedman Sarah McKemie
Graphic Designer Illustrator Photographer
3. Introduction ................................................................................................... 11
About the Illinois Arts Alliance
About Illinois Creates
Using the Guidebook
A Quality Education for Every Child ................................................................. 14
Administrative Leadership .............................................................................. 18
Curriculum and Assessment .......................................................................... 23
Instructional and Professional Development .................................................... 28
Collaboration and Partnership......................................................................... 33
Accountability ................................................................................................ 38
Planning for Effective Arts Education ............................................................... 41
A Call to Action .............................................................................................. 49
Contents
4.
5. Developing the Guidebook
Education in the arts is recognized at both the state and federal level as components of what a child should
know and be able to do. The Illinois School Code includes the teaching of art as a fundamental
learning area, requiring that resources be identified, objectives and assessments be created,
and results reported to the public. there are also state standards in the arts that direct schools in how
to provide the arts as a part of a child’s complete education. Still, many schools and districts do not provide
even minimum levels of the arts for their children, putting them at a great disadvantage to many of their peers.
to assist schools and districts with strengthening and building high quality arts education programs (dance,
drama, music, visual arts), the Illlinois Arts Alliance (IAA) launched a statewide effort to create a guidebook
and planning tool that provides guidance and assistance based on ideas and input from practitioners
thoughout the state.
this guidebook represents ideas and input from practitioners throughout Illinois. from surveys to focus
groups to interviews and research, themes were developed that spoke to common experience of teachers,
artists, administrators and arts partners. While specific ideas for practice and quotes from the field are
highlighted, the remaining content was developed from input across multiple sources including:
» 8 focus group sessions held with educators, school administrators and arts education stakeholders
throughout the state.
» An online survey that was distributed from November 15 – December 15, 2007, through the Illinois Arts
Aliiance’s Illinois Creates network. the survey resulted in 730 responses and 315 completed surveys.
» An analysis of proposals and reports from Illinois school districts that received funding from the Illinois
State Board of Education Arts and foreign Language grant program.
» Interviews with school and district personnel doing innovative arts education.
In addition to this data collection, the authors reviewed models, research and support tools from across the
country. An advisory committee of leaders in arts education also helped to guide the book’s development. A
final draft was read by ten critical readers for final feedback and edits.
the arts are fundamental components of education. the IAA recognizes that implementing arts education
in today’s education environment can be challenging, and is pleased to offer this guidebook to all education
stakeholders as a tool to effectively address the role of arts education for each child in Illinois, as well as to
become a catalyst for reforming arts education in Illinois public schools.
11. Introduction
About the About
Illinois Arts Alliance Illinois Creates
In 1982, a small group of artists Illinois Arts Alliance’s programs Since the launch of Illinois Creates,
and arts administrators joined and services focus on research, IAA has met with many key
forces to combat the possible education, and leadership education leaders and legislators,
elimination of funding for the development for arts organizations collaborated with the Illinois
arts by the state of Illinois. from and communities. In addition, one State Board of Education and
our early advocacy the Illinois of our signature programs, Illinois the Illinois Arts Council to identify
Arts Alliance (IAA) was born. Creates, focuses on establishing and promote new resources and
today, IAA is the premier multi- comprehensive arts education in opportunities for arts education,
disciplinary arts advocacy and every Illinois public school. and worked to elevate awareness
service organization, working to about the importance of arts
promote the value of the arts to In the spring of 2005, Illinois education in schools, districts and
all residents of Illinois. through Creates commissioned the first communities statewide.
statewide advocacy, research, statewide survey of principals
and leadership development, IAA and superintendents to assess Now, thanks to the generous
advances widespread support the status of arts education in support of the Lloyd A. fry
of the arts and arts education, Illinois and to better understand foundation and the Chicago
enhances the health of the arts the challenges in delivering Community trust and the
and cultural sector, and fosters arts instruction in Illinois public Illinois Arts Council, IAA has
a climate in which the broadest schools. the research uncovered developed Committing to Quality
spectrum of artistic expression broad disparities in the levels of in Education: Arts at the Core, a
can flourish. arts education offered in schools Guidebook and Planning Tool that
throughout the state. A full offers encouragement, inspiration,
report and other arts education and support to education and arts
resources can be found at www. education stakeholders.
IllinoisCreates.org.
11
12. The Status of Arts
Using the Guidebook An overwhelming 88% of
Education in Illinois voters say they believe that
schools can and should
Public Schools this Guidebook is first and foremost a guide and planning tool
incorporate 21st century
that can assist stakeholders in building or strengthening arts skills into their curriculum.
While 93% of Illinois principals
and superintendents believe education in their school or district. It is also a call to action for Voters Attitudes toward
21st Century Skills, 2007
that the arts are an essential
all members of the school community. from superintendent
part of quality education,
research conducted by the to parent, educator to teaching artist, each has a role and
Illinois Arts Alliance in 2005 responsibility: to ensure that each child in Illinois receives the
found:
education to which they are entitled.
» 20% of principals surveyed
report having no arts Committing to Quality in Education: Arts at the Core offers
program in their school.
guidance appropriate for rural, suburban and urban communities
» 28% of superintendents
while addressing the needs of the elementary, middle school and
report that of the four arts
disciplines—dance, music, high school levels. In this Guidebook you will find an explanation
theater, visual arts—none
of policies, practices and systems that support success in arts
were considered part of
the core curriculum in education; ideas for effective practice from schools and school
their district. districts across the state; and worksheets to help stakeholders
» One in ten superintendents set action agendas that work toward implementing a high quality
report having no full- or
arts education program.
part-time certified arts
teachers, in any discipline,
It is not necessary for the reader to read the Guidebook from
anywhere in their district.
23% of principals also front to back. While each section provides new and different
report employing no full-
indicators, ideas and advice, the Guidebook is written so that
or part-time certified arts
teachers. each section can stand alone.
» 11% of school districts in
Illinois require no arts
instruction in any grade.
» 80% of high school
principals report that
students in their schools
are not required to take a
single course in the arts
in order to graduate.
Arts at the Core: Every School,
Every Student (2005)
12
13. SeCTION 1 SeCTION 4 SeCTION 7
A Quality Education for Instruction and Professional Planning for Effective Arts
Every Child, is written for Development, are important Education, explains how
those who need a greater pieces to consider for using the elements of high
understanding of how the arts administration, faculty and staff. quality education as a guide,
can support the goals that through attention to delivery districts and schools can—and
schools are already working methods and developing the should—engage in planning for
toward, while also addressing the capacity of all members of the the future. Effective planning
need for each child to receive an teaching community, schools can requires a committed team of
education that develops his/her meet the needs of students in representatives from school
full potential. this section can be multiple ways. and community. Beginning by
helpful for advocacy efforts, or assessing current arts education
SeCTION 5
for reminding any reader why arts programming, worksheets and
Collaboration and specific steps can provide
education is so important to our
Partnership, will help those guidelines for creating arts
children and our schools.
who work with and within schools education policy that will support
SeCTION 2 to find ideas for developing high quality education for all
Administrative Leadership, resources that provide greater students.
describes the critical role that educational opportunities for
leaders of districts and schools the children. Arts partners, SeCTION 8
play in supporting the arts and businesses, parents, community A Call to Action, defines action
arts education across the state. organizations—all can work steps for various stakeholders.
Leaders can review this section to together with schools to improve Each member of the school
develop their capacity to use the arts education. community—from school board
arts in educating their students. member to citizen—has a critical
SeCTION 6
Advocates can also use this role in determining the successful
Accountability, will assist role of arts education.
material to find specific ways to
planning groups—at all levels—in
support administrative leadership
finding ways to communicate
in serving their students’ needs.
arts programming to parents and
SeCTION 3 community. through accounting
Curriculum and Assessment, for success and development,
is a tool for all members of the schools and districts can show
arts teaching workforce, as the importance of the arts in
well as for non-arts teachers, student achievement and school
administrators and parents/ improvement.
community. It defines areas of
a high quality arts education
program, including ways that
programs can develop through
greater clarity in implementation.
All districts can improve their
programming through continued
attention to these critical
elements.
Introduction 13
14. A Quality Education
for Every Child
the goal of a public education Because of 21st Century others are the most critical More than 80 percent of
is to create fully educated requirements and demands, skills for students to develop. voters think education in
citizens; to develop students’ education must look very these aptitudes will make them “the basics” is not enough to
self-concept, their ability to different than it has in the past. strong contributors to our future fire the imagination and the
think independently, to care for Memorization of material has workforce—clearly connecting to creative, innovative thinking
themselves and others and to become less important, while their success as adults. young people will need to
feel that they are valuable; to help effective use and understanding prosper in the 21st century
every child develop into an adult of multiple methods of It is the responsibility of anyone economy, according to a
who is a resourceful and critical communication has become involved in public education to new national poll.
thinker that can identify problems critical. Schools must develop seriously consider how to meet
Imagine Nation Survey,
and create original solutions. each student’s ability to the needs of each and every
a national poll released by
understand and communicate child. While it is clear that there Lake Research Partners,
January 2008
the 21st Century requires both independently and co- are financial limitations affecting
increasingly different talents operatively. they need to what is possible, decisions about
and capabilities, built on encourage learners’ individual how to use available resources
innovation, communication and talents while attending to diverse must be driven by what is best for 66 percent of voters say
the understanding of diverse needs. Curriculum and instruction the students. they believe that students
perspectives. the development should provide connections need more than just the
of new technologies and the Illinois children deserve an
between the classroom and the basics of reading, writing,
cultural diversity of our students educational experience that
rest of the world. math and science. Schools
will continue to change the gives them a solid foundation
also need to incorporate a
classrooms in our schools. Schools need to develop each for success in the future.
broader range of skills into
Students need to develop child’s capacity to collaborate, Schools must provide equitable,
core academic content.
the abilities to apply, analyze, to create positive self-images, to developmental arts education
opportunities for every child in Beyond the Three R’s:
synthesize and evaluate take turns, to speak passionately, Voters’ Attitudes toward
situations and data across and to listen actively. these skills order to ensure that they receive 21st Century Skills, 2007
the comprehensive education initiated by Partnership for 21st
multiple contexts. We must are critical to their development Century Skills
consider how best to meet into successful adults. Creative they are entitled to.
these realities with educational thinking, effective communication
solutions. and the ability to work with
14 Section 1
15. IDEAs for
EffECtIvE
“We want our kids to be good
Quality in Education: PrACtICE
readers and good at math.
Staying with just that is not Arts at the Core
enough for our children.
they need to be better than
for children, school isn’t only preparation for life, it is life. Schools and Culturally
school leaders must encourage students to reach for their passion,
that. that’s where the arts
engage them in the process of their own learning, and find ways to
Relevant
come in.”
celebrate and connect to their greatest promise. the arts are about Curriculum
Frances Garcia, Principal, connection, to our inner-selves, the larger world, other cultures as well
McKinley Park School,
Chicago Public Schools as our own. these critical needs are an important way that the arts can “the Mckinley Park Elementary
serve the development of children who are successful adults. School mission is to facilitate
the development of responsible,
the profound impact of arts education on children and youth follows sensitive, and compassionate
“you get to the core of them throughout their lives. Arts education rewards children by helping individuals that understand who
people’s emotion in the arts. them reach practical goals such as academic achievement and career they are and realize the endless
you become more sensitive, success. Arts education also enriches our youth with social, cultural and limits for success. this can
a kinder gentler person. emotional benefits. only be accomplished through
they encourage reflection an artistic and culturally rich
and deep, inner-moments of Addressing Life Skills for approach to education. Even
peace.” Developmental the 21st Century with the challenges that exist
Needs
Neil Codell, Superintendent, in the Chicago Public School
Creativity and innovation will be
District 219 system, we have been able to
the arts provide clear pathways among the most prized skills in
to the difficult task of reaching accomplish a balance among
the future workforce. Each child
the whole child. they include the arts and culture (the science
needs to develop his/her abilities
“We often underestimate the of the soul) and the basic
concrete experiences that to think creatively, to develop
value of having a climate subjects (the science of the
address students’ developmental ways to work collaboratively to
where young people believe brain).
needs, from teaching a young solve problems. the arts provide
that their dreams will be
child to cut and skip, to helping avenues to develop these abilities
supported. When children Mckinley Park’s student
young adults develop the ability as well as to improve both verbal
are sent the message that population is over 97%
to think abstractly and perform and non-verbal communication.
the arts are not as important Hispanic. our goal is to create
professionally.
as other things, we’re doing a culturally relevant curriculum.
Relevant
a great disservice to the one example was the building
Social and Curriculum
children and the community.” of a gigantic, 20 x 32 foot,
Emotional
Development the creation of artifacts requires replica of the city of Mexico-
Elizabeth Lewin,
Former Superintendent, investment in the production tenochtitlan— pride of the Pre-
Carbondale Elementary District the inherent connection of the of work to be shared, giving Hispanic Mexican civilization.
arts to emotion and collaborative it immediate relevance and the quality of this project was
process directly addresses the connections to others. the arts significant enough to have it
social and emotional needs of allow us to celebrate the diversity displayed at the field Museum
students. the arts provide safe of our student population while of Natural History. Along with
places to express ideas while connecting students to their this large-scale model, we have
developing pride through the personal cultural history. prepared our students in the
accomplishment of authentic art of Pre-Hispanic dancing
work that is shared with an and rituals. Parents, staff and
audience. Without the arts we administration all take part in
lose the ability to bring beauty, the art-making alongside the
imagination and emotion into our students, including the entire
schools. educational community of
Mckinley Park.”
Frances Garcia, Principal,
McKinley Park Elementary,
Chicago Public Schools
A Quality Education for Every Child 15
16. IDEAs for
EffECtIvE
PrACtICE
The Arts Enhance “Everyone I know will tell you
that they have seen changes
High Quality School Practice in achievement—it’s attitude
and engagement. Since our
Using the Arts Arts instruction has the ability to address concerns across the district
Strings program became
and school. Improving attendance, increasing student engagement,
to Differentiate developing critical thinking skills and helping students to understand
required at the 2nd and 3rd
Instruction the value of discipline in their academic efforts—all are proven results of
grade levels, there has never
been a teacher that has not
student work in the arts.
gone out of his/her way to
teachers at Mahomet-Seymour
there are four arts disciplines under the direction of both state and talk about how much better
High School are encouraged
federal education: music, visual art, dance and drama. Each art form the students are behaving in
to use the arts in content
develops a different aspect of a student’s mind and allows for different their classes.”
classes to differentiate
student learning. the arts can students to show their various strengths. Artistic practice provides Nancy Stemper,
schools with the tools needed to meet the challenge of providing high Carbondale Community Arts
provide opportunities for all
types of learners to engage in quality experiences for all children.
content and demonstrate their
knowledge while deepening Student Engagement Opportunities to Utilize
“In the arts we teach to
in School and Learning Higher-Order Thinking Skills
their content and arts learning. mastery, if students come
the arts create clear pathways the arts are about representing in not knowing what they
Visual Art teacher, Stephanie
to student engagement through ideas through another language, should, then we go back
Lee explains one example, “I
the production of authentic requiring critical thought and teach the skills that they
proposed the 3-D Postcard
work products. the process of to translate an idea into a don’t know. In traditional
assignment in jewelry class
developing creative work creates specific discipline. the arts curriculum we miss the
and a student approached
active involvement in learning offer the opportunity to show concept of mastery. In a
me asking if her content
and pride in accomplishment. that problems have multiple leadership position, we
could revolve around a book
solutions—calling for analysis are trying to share how art
they were reading for AP
Development of Student and synthesis of ideas. instruction can influence
English. It worked out really
Skill From Introductory achievement across the
well, she was able to meet all
to Basic to Mastery Revision and spectrum.”
requirements for both art and
Testing of Ideas Dr. Herschel Hannah,
English.” A Mahomet-Seymour the nature of the artistic process
Deputy Superintendent,
student, comments in her results in the creation of work High quality arts education Peoria Public Schools
artist statement, “In the book products. these products engages students in developing
[frankenstein by Mary Shelley] require skill to be completed, ability through multiple drafts.
he is referred to as monster and evidence of ability is clearly through repetition, drafting and “the test scores are good
and nothing else. the words demonstrated. As skills are rehearsal, students learn the in our school. We think that
above his head symbolize the developed, work improves. value of working to improve the the arts allow our children to
prejudice that lingers. the font Students progress through a success of a project. the process take a sense of achievement
of the silver title make it appear clear sequence of developing of testing ideas and revising first into their classrooms. they
out-of-the-ordinary. I burnt ability in their pursuit of success attempts develops discipline and are more expansive thinkers
his copper lips and hair to an in the arts. responsibility for results. in their classroom work and
off-black. His face is bent to when they take the tests. It’s
show his abnormal features. Application of Skills not necessarily the product,
In Hollywood they make him to Solving Real Problems
but the path the child has
appear green with bolts coming to take in making an arts
the application of skills to solving
out of his head. Mary Shelley product. the persistence
real problems is the most widely
did not intend for him to look and the discipline causes
used method of instruction in
that way.” the child to expand the way
high-quality arts classrooms.
Interview with Stephanie Lee, Visual they achieve and perceive.
Students develop greater ability
Art Teacher at Mahomet-Seymour they are more resourceful.”
High School and understanding as they
utilize ever-expanding abilities to Paulette Aronson,
Art Teacher,
observable effect.
Anna Elementary
16 Section 1
17. “the arts are the connection. Differentiated Learning— Connecting Ideas
When you have something Addressing the Needs Across Content Areas
that is abstract—you have of All Populations
the arts can provide multiple the translation of an idea across
to create meaning. It gives
ways to present information to different forms of expression
a connection—hands on.
students who learn in different requires greater understanding
Second language learners
ways. of content areas. Students who
and middle-schoolers made
are not typically successful in
astronomical success. When » Dance can provide ways for
academic study may benefit
you come at it from so many kinesthetic learners to use
greatly from the use of the arts.
different angles it makes it movement.
more significant.” » Drama can give verbal » Drama can help students
learners a way to demonstrate enact scientific processes and
JB Culbertson,
Title 1 Director and knowledge. visualize abstract scientific
Superintendent for concepts.
» the visual arts can provide
Summer School,
Peoria Public Schools concrete demonstration of » Mathematical concepts may
abstract concepts for visual become clear through the
learners. use of dance movements that
john Wilson, executive » Music can assist with demonstrate shape, line, and
director of the National memorization and the angles.
Education Association, said demonstration of patterns for » Historic events can come to
requirements of the No Child auditory learners. life through the creation of
Left Behind (NCLB) Act that » All students can develop visual arts products.
schools meet standardized greater depth of understanding » Music can provide concrete
testing benchmarks have through experiencing content representation of abstract
created an “instructional in multiple ways. literary ideas such as mood
straitjacket” for teachers or tone.
who want to teach creativity. Hands-On Learning » together, all four art forms can
Narrowing the curriculum provide connections between
the arts inherently involve content and understanding.
to limit access to the arts
hands-on learning, providing
in school especially hurts
the opportunity for students to Parent and Community
disadvantaged children who
engage more than their minds in Involvement
may get such exposure
the process of making sense of
nowhere else. Parents and community can
the world.
Press Release about the Imagine become involved in schools
Nation survey and its implication through their involvement in the
for national education policy
released by Keep Arts in School, exhibition or performances of
January 24, 2008. finished work created by students
studying the arts. Investment in
school life can also be enhanced
through the invitation of parents
and community as audiences for
regular celebrations of artistic
accomplishment.
A Quality Education for Every Child 17
18. Administrative
Leadership
Section Summary
School boards, superintendents and principals have the critical role of transforming our
current educational system. their words and their deeds show their values, and their values,
in turn, set priorities. In districts and schools where administration establishes a clear role for
the arts, the path to quality education is laid and student success follows.
In focus groups across the state, administrators, teachers and community arts advocates,
agreed that administrative leadership is the strongest link to quality arts education
programming. In districts where school boards and superintendents demonstrate value for
the arts, quality arts education flourishes. In schools where principals provide leadership and
support for the arts, the arts become a showcase for high student achievement.
teachers of the arts, as well as non-arts or general classroom teachers, need to know that
their work is valued and that their students’ accomplishments are understood and celebrated
by the school. they need leadership that works in collaboration with them to create a vision
for arts education; then actively acquire resources to develop the vision into reality.
Arts teachers must also be developed as leaders through direct work on school-wide
planning and implementation initiatives. When districts and schools tackle problems, the arts
must be engaged as potential solutions. Administrators need to posses an understanding of
what the arts can do in order to best serve their students.
18 Section 2
19. IDEAs for
EffECtIvE
How Do Effective District and School Administrators Support PrACtICE
the Arts?
Demonstrate That
the Arts Are Valued as
Employ the Arts as
Solutions to District-Wide
Consider How Standards
Can Be Met in All Four Art
Providing a
a Core Academic Program Concerns Forms, Across All Grade Levels Clear Vision
It is the responsibility of the power of the arts in the Illinois State Board of When leadership makes delivery
education administrators to addressing broader issues should Education identifies standards of arts education a priority,
adhere to Illinois School Code, not be underestimated. Districts for four art forms: music, dance, partners and individuals often
which specifies that arts are a can develop innovative solutions visual arts and drama. Every develop innovative solutions
core learning area and must be to problems through the use of student in every grade deserves that provide resources for
given priority allocation of time, the arts. research has shown the opportunity to discover how schools. the superintendent
staff and resources. School that the arts can have a strong these art forms can help him/her of the Carbondale Elementary
boards and superintendents must impact on student engagement, develop into productive adults. District made it clear that she
clearly speak to the value of arts attendance, parent involvement, was interested in developing the
instruction as part of a high- resource development and It is up to administration to set
potential of her students through
quality education in their district. student achievement in non-arts the minimum standard for all
the development of instrumental
Investment in the following content areas. schools, while also creating goals
music for primary students.
opportunities demonstrates to reach beyond the basic level
Her vision created community
administrative value of the arts: Districts can take full advantage provided. to have the greatest
engagement in developing a
of these possibilities by including impact, instruction should be
» Arts events need to be program that would require
the arts in all conversations sequential, developmental and
attended and discussed students at the elementary
across education policy. If there is student achievement should
by all members of district level to learn how to play the
not a district fine arts coordinator, be measured. Where multiple
administration, just as sports violin. In partnership with the
it is important to identify someone schools engage the education
and academic success are local arts agency, Carbondale
to serve this role, both to ensure of children across grades k–12,
celebrated and shared. Community Arts, and violin
the quality of arts education there must be communication
» Needs assessments should instruction from staff at Southern
programming and to collaborate about curriculum alignment in
be conducted annually to help Illinois University, the thomas
in district-wide problem solving. the arts.
district leaders understand Strings Program became a reality.
which areas need support such Currently all second and third
Provide a Clear Vision:
as scheduling, equipment, grade students in District 95 are
A Place for Schools, Parents
materials and professional and Community to Engage required to learn how to hear,
development. hold and play the violin. “When I
» Presentations by members of Arts education manifests itself communicated my desire to see
the arts teaching faculty should in many different ways. there is the program come back—people
be encouraged to ensure that no one right way, rather there are that shared my vision said, ‘She
high levels of administration many paths to success. through would support it if we did it.’ ”
continue to understand and the development of a planning
Elizabeth Lewin,
address how the arts can process that invites all members Former Superintendent,
Carbondale Elementary District
contribute to student success of the school community,
across the curriculum. districts can create structures
» teachers of the arts must that facilitate the investment of
be included on planning parents, businesses, universities/
committees, as the arts can colleges and arts partners.
often create unique solutions Districts that set policy in the
to challenging issues. arts for all schools provide a
strong base for the creation of
sustainable arts education.
for a list of documented research on the benefits of arts education go to www.IllinoisCreates.org
Administrative Leadership 19
20. IDEAs for
EffECtIvE How Can School Principals Maximize the
PrACtICE “the most effective building
Potential of the Arts? principals see students in
all types of activities and it
teachers, parents and community members all consistently report
is crucial for the credibiliy of
Committing that the principal has the ability to overcome gaps and weaknesses in
district leadership, as well as the potential to undo the most carefully
principals to attend events
to All Four designed district plans. Building leadership at the school level sets the
including sports and arts.
All students will know you
Art Forms tone for what is important, and creates structures that support effective
instruction—from resource allocation to professional development of
care about them because
you choose to come and
staff.
Under the direction of 2008 see them perform and
Superintendent of the year, participate. Whether or not
Issues such as scheduling and funding can prove to be barriers for some
Blondean Davis, Matteson the principal realizes it, his/
or windows of opportunity for others. through an investment in their own
District 162 has renewed its her attendance at events
professional development, principals can provide a stable base for arts
commitment to increase its is noticed by and modeled
education that develops these important understandings:
investment in the fine arts by the rest of the staff. the
program because they believe » Define rigorous content in each art form which develops student
arts endure forever and can
it is an important element in the capacity in specific ways
be celebrated for a lifetime.
development of well-rounded » Connect arts content to non-arts content and build student
Grounding students in
students. understanding
the arts is a great way to
» Use arts projects and responses to differentiate the learning process
prepare students to become
through engagement in a specific » Use arts responses as performance-based evidence of learning
life-long learners.”
planning process, the district › for example; writing a play with historical context, creating a
sought to create policy and a sculpture to show mood or theme in a novel, crafting a piece of Chuck Hoots, Managing
Principal for Secondary
long term plan for teaching all music to show mathematical patterns, choreographing a dance to Education, District 186,
four art forms. Beginning with an explain scientific concepts Springfield High School,
Springfield Public Schools
understanding of what the arts » Utilize arts teachers as providers of rigorous content rather than
can do, a planning team sought providers of preparation periods
resources and developed the » Share arts achievement with families and community
ability to meet state standards. » Provide professional development in the arts for all staff
Planning for the future, the music
and art staff has increased from As well as developing their expertise in the arts, principals must connect
14 to 18. for fy06 and fy07 with those who teach the arts in their schools to understand the value,
modern dance and drama will be potential and needs of arts education in their buildings. then they can
offered in all schools. begin to envision a plan. their vision can explore how the arts can
address school-wide concerns, and determine the best methods to
Matteson District 162
provide a comprehensive arts education for all students.
ISBE Arts and Foreign Language
grant proposal, 2006
20 Section 2
21. Why Do Arts Teachers Need To Be School
“from my leadership seat,
the Director of fine Arts, Leaders?
my focus has been on
While administrative leadership can provide support and resources,
collaborating with the other
arts teachers must step up to the role of school leader. High quality
academic departments to
arts education programs are most often the result of passionate arts
infuse the arts in all of the
educators who light the fires of students, parents, community, other
district initiatives. We have
teachers and administrators. Whether district coordinators, fine arts
a staff of more than 80 fine
chairs or arts teachers—their strength and leadership create the
arts specialists. We have
necessary energy to propel their arts programs to success.
arts partners and alliances
with more community arts Successful arts educators across the state are advocates for their
organizations than ever programs every day, envisioning connections across the curriculum, and
before. these collaborations collaborating with both arts and non-arts teachers. they use student
serve to sustain our fine arts work to showcase development in an individual student to parents, and
department. We strive for the program to the community.
the three r’s of education—
rigor, relevance and In many cases, arts teachers become a strong component of effective
relationships!” administrative leadership across the school. for example, arts leaders
can develop school-wide plans for arts integration, serving as mentors for
Sharon Samuels Reed,
Director of Fine Arts, classroom teachers who develop innovative practice. they can work as
Peoria Public Schools liaisons to business or arts partners, collaborating to develop work that
unites the school with its community. they can also lead professional
development or speak at school board or district meetings to provide
understanding and direction for arts education decision making.
When arts educators become school-wide leaders they create new
roles that include the arts in all elements of school planning. In many
cases where there is a lack of administrative leadership in the arts,
some innovative arts teachers have continued to develop effective
programming by becoming advocates and resource developers who
ensure that their students receive the education they deserve.
Administrative Leadership 21
22. Does Administrative Leadership Meet High Quality Standards?
Does Not Meet standards striving to Meet standards Meets standards Exceeds standards
too busy to attend arts Makes time to attend all arts reports on student and knows which students
performances and events performances and events program progress in all four are “arts leaders” through
art forms to parents and attendance at events and
Unsure of what the arts Hires qualified arts staff and community discussions with staff
can do to support student negotiates partnerships that
achievement support students meeting Uses personal connections Articulates a 5-year plan
ISBE arts standards with business and community for the arts to parents
Sees arts programming as leaders to build arts and community including
separate from the rest of the Supports arts programs with programming diversified funding and
curriculum discretionary funding opportunities to develop
takes advantage of personal further programming.
Does not consider arts staff Includes arts teachers on professional development
when planning professional all school planning teams, opportunities to understand Has gained personal
development and school-wide including professional curriculum in all four arts knowledge and expertise in
planning initiatives development and School multiple art forms and uses
Improvement Plan (SIP) Holds arts curriculum to the this expertise to support
Sees arts classes as fun same standard of rigor and student achievement
projects unrelated to the Identifies potential resources review that other disciplines in
development of ability and for partnership and funding of the school receive Presents publicly on the
understanding the arts value of the arts in a quality
Meets regularly with teachers education, prepared to defend
Does not encourage Seeks opportunities to see of the arts to provide the allocation of resources in
attendance or participation by evidence of student learning support and problem solving the arts
school or community at arts in the arts around issues of materials,
events and programs equipment, scheduling and Maintains budget lines for
Considers the arts as
funding staffing, materials, equipment
Considers the arts staff as solutions to school-related
and professional development
preparation teachers so that issues such as attendance, Holds staff accountable for in all four art forms
classroom teachers can have parent involvement, student student achievement in the
planning time engagement, etc. arts, requiring evidence of Uses data to track,
progress and development of measure and report student
Does not understand the
skills across state standards achievement in the arts to
Illinois fine Arts Learning
ensure accountability
Standards Provides opportunities for
students of all abilities to Provides specific collaborative
access the arts, including planning time, on a regular
opportunities for those gifted basis, for the development
and talented in the arts of arts integrated curriculum
across the school
22 Section 2
23. Curriculum and
Assessment
Section Summary
If schools want an arts program that will challenge students and improve
achievement, a written curriculum and assessments must be in place, ready
to be shared. this curriculum should also be aligned with school and district-
wide goals. Districts need to commit time and resources for the development of
curriculum and assessments, and then plan to use these documents to build upon
their arts education programming.
An effective curriculum can demonstrate the rigorous work required of the arts,
showcasing projects as evidence of increased ability in critical thought and
discipline, while proving to the school community that the arts are important
content. A quality curriculum can demonstrate the specific skills being developed
by arts projects, including assessments that describe how a skill has been
demonstrated or needs improvement.
Assessment should not be seen as a separate piece from curriculum. An
appropriate curriculum defines assessments that will be used to measure student
progress toward meeting goals and objectives. Embedding assessments in
curriculum maps allows for dialogue among participants about the development
of student ability.
Curriculum and Assessment 23
24. IDEAs for
EffECtIvE
PrACtICE
The Basis of a Quality Education “It is important to make
connections across
An effective curriculum in any content area defines the scope of what grade levels and schools
students should know and be able to do, as well as the sequence in which in a district. the drama
High Standards they should learn the material and develop the necessary skills. curriculum at Lake Zurich
for Arts Education While curriculum should be broad enough to allow for creative
Middleschool is written
with our ‘sister school.’ We
implementation related to the needs of students in a particular class, it then have several times
Curie Metropolitan High School
can provide for consistency in a school or district. It is also a clear way for during the year where the
arts education begins with the
districts and schools to ensure the sequential development of skills and two middle school drama
requirement that all students in
knowledge from introductory to basic to mastery throughout the span of teachers meet at the high
the school take one arts course
the k–12 grade levels. school, with the high school
in order to graduate. Students in
the Performing Arts Department drama teacher, to talk about
begin their study by selcting what the kids have learned
a “major” from 13 categories and what they will be
The Need for Curriculum Helps
in the arts. Curie prides itself learning. We also talk about
Quality Curriculum Develop Partnerships
in its offering of full, sequential who is rEALLy excited
curricula in each major. Within the Effective arts programs include Curriculum maps are also and involved in the shows
department there are 36 courses curriculum in each of the four important for successful at the middle school level,
taught by 25 faculty members. disciplines so that teachers collaborations. Whether internal or and how we can keep them
have clear criteria for providing external, partners can understand excited when they enter
“one of the very important instruction. In districts where arts where connections are being high school.”
elements of a high-quality curriculum is not available, this made and determine teaching Tammie Herrejon, Drama
curriculum is inviting is an important initial goal for the plans that align with classroom Teacher/Director, Lake Zurich
professionals to visit, perform Middle School South
development of quality. In districts goals. Curriculum documents
for the students, and talk about where curriculum is established, can help non-arts teachers
what it is like to work in the field. it is important to regularly revisit understand specific arts skills
A high-quality curriculum also these documents to ensure being taught to their students in
research conducted in
includes attention to assessment. that they are current with best order to include references to the
2005 found that 20% of
Assessment is as important in the practices and new technologies in arts in their teaching, or develop
Illinois public schools had
arts as it is in any other subject; the field. Curriculum documents their own use of arts strategies to
no arts program—resulting
it is a tool used to understand should align teaching strategies enhance other content.
in thousands of students
whether or not the students are and assessments with state
External partners can also use receiving no regular
learning what and how you want standards while providing
curriculum documents to better instruction in the arts.
them to learn. Many of our art resources and tools to develop
students go on to art schools best practice in teaching. understand goals for student Illinois Creates, Arts at the Core:
learning. When used as a planning Every School, Every Student
because we start them with a
portfolio their first year and they Curriculum can serve as a guide tool between the school and
add to it through their time here. for a teacher’s lesson planning, but outside organizations, specific
When they leave, they have a can also be a critical document objectives can be targeted as entry
fantastic portfolio that they can for district or school-wide points for partnership. Parents can
continue to develop.” arts education planning. the also understand student learning
development of curriculum helps needs with greater clarity, often
Wendy R. Haynes,
Director of Performing and Visual to define necessary resources for creating a more collaborative
Arts, Curie Metropolitan High School, staffing, professional development, relationship between families and
Chicago Public Schools
materials and equipment. It can the arts education program.
provide a useful communication
tool for sharing needs with district
or school personnel, while firmly
establishing a more sustainable
arts education program.
24 Section 3
25. IDEAs for
EffECtIvE
National and What Makes Quality Curriculum? PrACtICE
State Standards
Importantly, curriculum is a written document that is available to
Importance of
teachers and community and widely used across the district or school.
National standards It specifies the concepts, skills, techniques and artistic processes that
for Arts Education
will be learned by students at each grade level. Curriculum can be
used to allocate resources and advocate for programmatic needs as
a Documented
Developed by the Consortium
of National Arts Education
well as to guide instruction. Curriculum
Associations (under the the best curriculum does not specify that every child do the same
guidance of the National
School district #1, a k–8 rural
activity or project, but that all students in a grade level learn the same
Committee for Standards
district in raccoon, Illinois, was
content. just as in any other academic content area, the content is
in the Arts), the National
awarded an ISBE Arts and
spiraling and builds along a continuum while circling back to reinforce,
Standards for Arts Education
foreign Language Planning
re-teach or re-engage the learner with important concepts.
outlines basic arts learning
Grant in 2006, followed by an
outcomes integral to the While consultants can provide great insight into the development of Implementation Assistance
a curriculum, a district’s teachers of the arts are local experts in what Grant in 2007 to help
comprehensive k–12
students should know and be able to achieve in the arts. Arts teachers develop curriculum maps
education of every American
should be a part of curriculum creation and revision so that their with assessments for its arts
student. for more information
knowledge of the students, school and resources can be reflected in education programs. According
go to the kennedy Center
a realistic document. the curriculum should also be developed based to the proposal submitted for the
ArtsEdge website:
on the local population of students and include up-to-date skills grant, attention to developing
http://artsedge.kennedy-
regarding applicable technology and relevant experiences based on curriculum documents will help to
center.org/teach/standards
student culture. secure the sustainability of their
programming by providing clear
Curriculum should define the minimum that each child is responsible community understanding for
for learning, and include potential adaptations for special populations. their arts education goals. this
Illinois Learning Individuals with disabilities, gifted and talented learners and English curriculum map is only a sample
standards for fine Arts language learners should all be included in the curriculum design. of how one district aligned their
curriculum and assessment.
Developed using the National Many other formats are possible.
Connections Across Curriculum
Standards for Arts Education, Schools and districts should
1985 State Goals for fine use mapping formats that align
Collaborative efforts between teachers, or between teachers and
Arts, and various other with what is used to develop
external partners, can be more easily developed when working from a
national and state resources curriculum in other content areas
common set of goals.
(under the guidance of and that meet goals for arts
the Illinois Alliance for opportunities for integrating curriculum can be showcased in education planning.
Arts Education). for more curriculum while defining objectives for teaching of the arts. these
Information from the ISBE Arts
information go to the Illinois objectives include: Education and Foreign Language
State Board of Education grant proposal narrative from the
» relating patterns and cycles in science and music. Raccoon School District, 2006
website www.isbe.net
» Exploring culture and history through the comprehension of
selected dance pieces.
» Discussing point-of-view in theatre and literature.
» Linking geometric study in visual art and math (i.e. symmetry, line
and shape).
As curriculum develops over time, the integration of common themes
can be developed across courses. Creating works of art can also be a
valid means of assessing student knowledge in other curricular areas.
Curriculum and Assessment 25
26. IDEAs for
EffECtIvE
PrACtICE
What Is Quality Assessment? “Most crucial in assessment
is writing clear targets
It is an understatement to say that efforts in the arts can be difficult to shared alike by student
assess, but there are certain skills, concepts and techniques that are and teacher, followed by
Sample Drama developed over time. Specific and consistent assessment criteria, as a transparent criteria seen in
Assessments from part of a curriculum map, create dialogue about common outcomes and varied, creative responses
Lake Zurich Middle goals for arts education. by students addressing a
School South Assessment criteria are a part of a quality curriculum and should
like problem.”
Susy Watts, Instructor for
6th grade drama: be based on the state standards and essential skills in an art form. Visual Arts Education,
Assessment criteria should be developed for each grade level and Pacific Lutheran University, WA.
1. take a written test on the
communicated to the school community. Assessments should include
aspects of the stage.
multiple opportunities to demonstrate knowledge and ability while
2. Perform a Dionysian play after
involving students through meaningful experiences.
talking about theatre history.
3. Give the students a scenario
Types of Assessment
and have them perform the next
day, using the improvisational the involvement of students in the assessment process provides for
techniques that were taught. higher quality instruction, engaging students in reflection about the work.
teachers across the state use rubrics, checklists, self-assessments, peer-
7th grade drama:
critique and narrative descriptions as elements of each of these categories:
1. Perform a Musical Pantomime.
» formative assessments are conducted as a work is in process,
Assess them on whether or not
giving feedback to teacher and student about areas of success and
they incorporated a beginning,
middle and end. Assess them in goals for improvement. these assessments allow teachers to discuss
their techniques of pantomime. work with students as a project is developed.
2. Students will create and perform » summative assessments evaluate completed student projects,
a fractured fairy tale. they articulating areas for improvement as well as celebrating success.
will demonstrate their ability to these assessments are often used to communicate skills or progress to
work in a group and achieve a parents or administration.
final performance by working » Portfolio assessment allows for a range of assessments to be
together. shared with students, parents and administration. Students develop
3. take a written test on stage portfolios across a unit of study, a year, or even an educational career.
techniques, stage direction, and Pieces of work with relevant assessment materials can be included in
character analysis. portfolios to show development of ability over time.
4. the students are assessed daily
on their mini-skits. Quality assessment takes time to develop, and performance
assessments take time to conduct. Schools and districts must allocate
8th grade second City, appropriate resources in order to encourage the use of evaluation that
Broadway Bound, appropriately assesses student and program growth. Professional
Musical theatre: development can be instrumental in the development of tools and
1. Students will be asked to create systems that meet the needs of district, school, teacher and student.
a 20 min. variety sketch in a Samples of rubrics and assessments should be shared and discussed
group. they will demonstrate across classrooms and schools.
their mastery of improvisational
skills.
2. take a written test on the
development of a character.
3. Perform multiple skits working
with several groups.
4. Perform a mini-musical in a
group using song and dance.
Tammie Herrejon, Drama Teacher/
Director, Lake Zurich Middle School
South
26 Section 3
