“I have been told not to do
any more art or music in my
classroom until the students’
scores on the OAKS math
tests go up.”
~ 3rd Grade Teacher
LEVERAGING EDUCATIONAL
POLICIES TO PROVIDE EQUAL
ACCESS OF THE ARTS TO CHILDREN
NAfME 2014
Dr. Amy Belcastro, Southern Oregon University
Dr. Vicki Purslow, University of Phoenix
Purpose of the study is to investigate:
• If arts-related assemblies are used to teach
the Common Core, 21st Century Skills or
Oregon Arts Standards
• If music education opportunities were
reduced because of the constraints on
instructional time.
• Ways in which arts organizations can have
increased access to schools.
English Language
Arts
Literacy in
History/Social
Studies, Science,
and Technical
Subjects
Mathematics
Common Core Standards
The 5 C’s of “21st Century Skills”
Collaboration
Creativity
Critical Thinking
Communication
Cross-cultural
Oregon Art Standards
Create,
present and
perform
Aesthetics
and criticism
Historical
and Cultural
Perspectives
Inclusive Model (Belcastro, A., 2012)
• Four related
dimensions/data points:
Institutional Context,
Student Demographic and
Academic Data, Student
Perspective, Student
Learning
• Challenge
assumptions of what is
supporting and
hindering student
success.
•Create a cohesive
institutional plan to
change policy; and
move policy to
practice
7
Social justice
inquiry of
traditionally
under-served
populations
Mixed Method
Design and
Recursive
analysis
Change Policies
and Practices
Strategic
Communication
of Findings
• Reframe the
institutional
structures of Student
and Academic Affairs
Guiding Analysis Questions
•
•
•
•
What is the current state?
What is needed?
What is getting in the way?
What recommendations would
support increased arts
education in the school?
Demographic Data
of Public Schools
Principal Surveys
Teacher Focus
Groups
Arts Organizations
Focus Groups
Relationships,
Marketing
Intentional Plan
Challenges
Professional
Development
Findings and Recommendations
Relationships
Principals
Between Arts
Organizations
PTA/PTO
Identify other
Power Brokers
Marketing
One Stop
Shop
Alignment
to
Common
Core and
21st Skills
Assembly
Materials
Alignment
to School
Assembly
Goals
Professional Development
for Arts Organization
Goals and
Standards
Pedagogy
Logistics
Curriculum
Design
“Teachers and students have much to cover
each day within State, District, and School
standards. Anything that can help a teacher
enrich the curriculum while keeping up with
timelines is very useful.”
“Regrettably, time does not allow us to bring in
additional teacher curriculum, no matter how
worthy we regard the experience.”
Professional Development
for Principals and Teachers
Art
Standards
Common
Core and
21st
Century
Skills
Leader
and
Advocate
Student
retention
and
success
“We are double dosing our students in both
math and English every day. I see first through
fifth graders in tears and wanting to quit school.
We have lost the heart and fun. Only the most
skilled teachers know how to do both.”
Professional Development Class for Teacher:
Integrating Performance Art and the CCSS.
As a part of a Professional Learning Community of school
leaders for the inclusion of arts in the curriculum, teachers will:
• Familiarity with the CCSS, P21st Century Skill, OR Arts
Standards and NAfME Standards;
• Learn the cognitive, social and emotional benefits of the arts;
• Integrate the standards around big ideas
• Attend one live music and theatre event
• Design standard based curricular units that connect live
performing arts to the curriculum.
• Learn how to make a case to school leaders for the inclusion of
arts in the curriculum documenting connections to the various
standards.
Relationships
Marketing
Intentional Plan
Opportunities
Professional
Development
LEVERAGING EDUCATIONAL
POLICIES TO PROVIDE EQUAL
ACCESS OF THE ARTS TO CHILDREN
Dr. Amy Belcastro, Southern Oregon University
belcasta@sou.edu
Dr. Vicki Purslow, University of Phoenix
vtpurslow@email.phoenix.edu