Search

I teach in a multiple subject credential program that requires all preservice teachers to complete a course specifically focused on arts curriculum and instruction. Based on my experiences in other credential programs throughout California, arts curriculum and instruction is often combined with another content area like social studies. My arts course critically examines pedagogy in dance, media arts, music, theater, and visual arts within a 10-week time period. My narrative explores how abruptly moving to remote arts instruction stressed access and equity as essential elements for content coverage. Future practical implications for remote arts instruction include, but are not limited to, classroom management, access to arts supplies, hands-on learning, and sustaining authentic assessment. [ABSTRACT FROM AUTHOR]

To ensure a robust and comprehensive educational experience, every K-12 learner must have access to high quality Visual and Performing Arts (VAPA) education. To make this happen, their teachers must be effectively prepared to provide excellent art education experiences. Although arts education is required in many states (including California) as part of licensure requirements, little is known about the actual implementation of these policies. To better understand this preparation gap, a three-part statewide study analyzed the status of arts education in California teacher preparation programs. Findings from survey, interview, and document analysis indicate that arts education experiences increase candidate confidence and deepen their understanding of the benefits associated with using the arts to meet the needs of diverse learners. However, inconsistent program requirements among institutions of higher education contribute to a lack of cohesion in art preparation throughout the state. [ABSTRACT FROM AUTHOR]

The article offers an analysis of the research "Arts in the Classroom," which reflected on the meaning of arts learning. Funded by the Arts in the Classroom Consortium, Arts in the Classroom was a professional development program aimed at addressing a long-standing need of public schools in California. The Backwards Design framework has been incorporated in the project, which was previously use to create integrated classroom units. One of the goals of the program was to augment reflective practice in interdisciplinary arts instruction.

A progressive superintendent puts arts education at the center of school reform in San Francisco. [ABSTRACT FROM AUTHOR]

The article provides information on the Arts Prototype School program of the Los Angeles Unified School District (LAUSD) in Los Angeles, California that allows elementary and middle schools to apply for funds to foster supplemental arts education programs with the Los Angeles arts community. It examines school-related attributes that influence the LAUSD prototype program as well as the arts organization characteristics that affect the frequency with which schools partner with them.

Provides an overview of the successful efforts being made in rural school districts on California's central coast to resuscitate arts education programs in K-6 schools and lay the groundwork for change in school regarding the arts. Tax legislation that contributed to the neglect of the arts in the California public education system; Outreach projects supported by the California Postsecondary Education Commission and the California Arts Council which attempt to address the deficiency in arts education in the California public education system

Interviews professors Richard Bains and Amalia Mesa-Bains concerning an experimental arts education model they have created at California State University called the Reciprocal University Arts Project. Definition of reciprocal learning; Implementation of a strategy of community service based on the concept of reciprocity; Process in creating reciprocal community partnerships.

Traces the gradual reintroduction of the arts in the Los Angeles Unified School District (LAUSD) in California. Information on the LAUSD educational system; Lessons from the developments in the LAUSD system; Remaining challenges on the educational system; Basic lessons offered by the Getty Education Institute for the Arts.

The article describes the art shop program of the Bolenas-Stinson School District, a coastal town in California. The program, which began in 1972, is offered to over 200 students from Kindergarten through eight grade. In this program, students are taught various kinds of visual arts and basic wood construction. They are also taught how to work with clay as well as how to cut, shape and polish stones.