Uncategorized


Published: January 14th, 2020

New Data Sheds Light on Access to Arts Education in Arizona Schools

access to arts education increases statewide but lags in rural, tribal, and low-income communities. 

According to a new report on access to arts education in Arizona public and charter schools during the 2017-2018 school year, access increased by 4% to 88% since the last published report. Over 130,000 students are estimated to remain without access to arts education.

Download the Full Executive Summary, One Page Highlights, or explore the Online Interactive Dashboard to learn more about who has access and who enrolls in arts education courses in Arizona Schools.


The Data

The data reflect both access (the presence of a course of instruction in at least one arts discipline) and participation (student enrollment).

Additionally, the analysis considers such variables as

  • school configuration (Elementary, Middle, or High School),
  • school type (traditional public or charter),
  • locale (urban, suburban, rural, etc., based on classification codes devised by National Center for Education Statistics)
  • Number of students who qualify for free and reduced-price lunch, and
  • School Majority Race/Ethnicity

Key Findings: Access to Arts Instruction

Access is the lowest threshold measure for arts education. It is used to determine if a school offers at least one arts discipline with any student enrollment. This only indicates presence of program, not breadth, and is used primarily to determine where schools may be operating without arts instruction.

  • While 88% of all students have access to some arts instruction, only 71% of students in grades K-8 had access to both Music and Art as requirement by state education code during the period covered by the report.
  • The number of students without access to arts instruction decreased 4% between 2015 and 2018.
  • The proportion of students without access to any arts courses was greatest in schools where more than 75% of students are eligible to receive Free/Reduced Price.
  • Student access to the two required arts disciplines (Art and Music) for elementary and middle schools (K-8) is lowest in schools where more than 75% of students receive Free/Reduced Price Lunch (69%).
  • While Public Schools represent 83% of the population they represent 60% of the “no arts” student population whereas Charter Schools represent 17% of the overall student population they hold 40% of the “no arts” students.

Key Findings: Participation in Arts Instruction

  • 71% of all students participated in arts education courses.
  • Music and Art are the most widely available of the arts disciplines and have the highest participation rates—45% and 52%, respectively—among the five artistic disciplines.
  • Student participation varies only slightly between Traditional schools and Charter schools. In traditional schools, 73% of students are enrolled in the arts as compared to 60% for Charter schools.

The following chart highlights where participation in arts education is highest and lowest based on specific characteristics:

Highest Arts Participation Rates Lowest Arts Participation Rates
High Poverty (Free Lunch Students 76%+) Mid-High Poverty (Free Lunch Students 51%-75%)
City (mid-size) City (small)
Majority Race/Ethnicity is White Majority Race/Ethnicity is American Indian
Traditional Public Schools Charter Schools
Elementary Schools High Schools

The full Executive Summary Report can be found at https://azarts.gov/azartsed-explorer/.


The Data Explorer Dashboard

Beyond the Executive Summary Report, Arizonans can explore the data through an easy-to-use interactive online dashboard at https://azarts.gov/azartsed-explorer/. With intuitive controls and myriad visualization options, this powerful tool allows users to venture deep into the data, following whatever path they choose, including statewide geographic comparisons; county-, district-, and school-level reporting, and year-over changes in enrollment, to name just a few.

According to Elisa Radcliffe, the Arts Commission’s Arts Learning Manager, “This tool provides a picture of where Arizona’s schools currently stand, allowing school leaders, parents and advocates to ensure that every child in Arizona can participate in the arts.”


Arizonans Respond

Among those taking a close look at the picture presented by the report is Joseph Benesh, Executive Director of Arizona Citizens for the Arts, a statewide advocacy network that partnered with AZ DOE and the Arts Commission to sponsor the research with funding from Americans for the Arts.

“Every study ever done reports the same data: children do better when the arts are a robust part of their education: they develop more self-confidence; they graduate at higher rates; they perform better in school and in life,” said Benesh, referring to data such as that reported by Americans for the Arts (https://bit.ly/2sQ0YHM) showing that students who took four years of arts and music classes while in high school scored an average of 92 points higher on their SATs than students who took only one-half year or less.

“I worry about the +/- 30% of our children who are missing out on those benefits. All of our children deserve better than a C grade in access to a well-rounded education,” said Benesh.

According to a survey conducted by Ipsos Public Affairs (https://bit.ly/34uKu4m) on behalf of Americans for the Arts in 2018, Arizonans feel very strongly about the value of arts education. 92% of Arizonans agree that the arts are part of a well-rounded education while 80% say the arts help students perform better academically.


Posted in Spotlight, State of the Arts, Uncategorized, What's New In The Arts? | Tagged , , , , |
Published: November 1st, 2019

2019 Biosecurity Poster Contest Winners Announced

 

The ASU Biodesign Institute honored 25 students on Tuesday October 29th 2019 in a reception for the Biosafety Poster Competition. This year’s 2019 Biodesign Poster Contest participants recieved awards in four categories for posters illustrating their understanding of Biosecurity and Biosafety. Winning students came from Porter Elementary School, Northwest Christian School and Chaparral Elementary School. For a complete list of winners see the list below. Congratulations to this year’s winners of the 2019 Biosecurity Poster Contest!

———————————————————————————————————————————————————————————————

What does Biosafety Mean?

  • Third Place Winners: Olivia Jodray & Chance Wickham, Porter Elementary School
  • Second Place Winners: Ameire Auguste, Sophia Ciganick & Ashton Neal, Porter Elementary School
  • First Place Winners: Torrey Klein, Sophie Mendoza, & Ariel Gordon, Porter Elementary School

Germ Prevention

  • Third Place Winner: Brisbane Bushbaum, Northwest Christian School
  • Second Place Winner: Sarah Beth Engle, Northwest Christian School
  • First Place Winner: Hannah Sabo, Northwest Christian School

Wash Your Hands

  • Third Place Winner: Reese Hunt, Northwest Christian School
  • Second Place Winner: Lila Sands, Northwest Christian School
  • First Place Winners: Gillian Bauer, Northwest Christian School

Staying Healthy Tips

  • Third Place Winner: Presley Davy, Northwest Christian School
  • Second Place Winner: Ella Bridges, Northwest Christian School
  • First Place Winners: Ephriam Graves, Xavier Jackson, Tyler Shad, Porter Elementary School

Honorable Mentions

  • Germ Prevention: Maecyn Huizinga & Sarah Jakubowski Northwest Christian
  • Staying Healthy Tips: Luke Perales & Bentley Kavlie, Northwest Christian
  • What does Biosafety Mean?: Alexis Encinas, Chaparral School

Grand Prize Winners

  • Torrey Klein, Sophie Mendoza & Ariel Gordon, Porter Elementary School

 

Posted in Spotlight, Uncategorized, What's New In The Arts? |
Published: September 20th, 2019

Classroom Management in the Art Room Resources

Hope your school year is off and running smoothly! If you are a newer arts educator and you’ve found you needed to make some adjustments to your procedures, you are not alone. One of the biggest stressors for a lot of art teachers at the beginning of the year is outlining their processes and procedures that help them effectively manage the art room. Art of Education University has produced some FREE magazine articles and podcast to help you better manage your classroom. Check out their FREE content below to refine your Classroom Management style in the Visual Arts Classroom:

Podcast:

3 Ideas to Help Discover Your Classroom Mangement Style

https://theartofeducation.edu/podcasts/3-ideas-to-help-discover-your-classroom-management-style-ep-055/

Why Kids Need More Than Reward Systems

https://theartofeducation.edu/podcasts/why-kids-need-more-than-reward-systems-ep-159/

Magazine:

5 Classroom Management Strategies for the Art Room

https://theartofeducation.edu/2017/03/10/5-classroom-management-strategies-art-room/

Everything You Need to Know About Classroom Management in the Art Room

https://theartofeducation.edu/2018/11/09/everything-you-need-to-know-about-classroom-management-in-the-art-room/

Posted in Spotlight, Uncategorized | Tagged , , , |
Published: September 12th, 2019

Celebrate National Arts in Education Week with Technology

Today in celebration of National Arts in Education Week, Erin Henderson, Title IV-A Digital Learning Specialist, shares resources & inspiration for integrating technology into the five artistic disciplines: Music, Media Arts, Theater, and Visual Arts.

“Artists can share their work better than ever before by incorporating technology into performances and art and utilizing technology to market their skills and create a digital portfolio. Arts educators can introduce technology tools to streamline classes, create student portfolios, and communicate with students and their families. If you are looking for inspiration and ideas on how to integrate technology into your arts classroom and build your student’s digital literacy in the process, check out some of the resources compiled below. Take your arts classroom to the next level! Collaborate with technology and computer science teachers! ”

Dance: 

Dance Choreography Improves Girls’ Computational Skills Clemson University studies how dance choreography can improve girls’ computation skills and help them understand coding and programming. This is a way to increase representation of girls and women in STEM fields.  

danceLogic: This 14-week program teachers girls ages 13-18 how to dance and code, as well as teamwork, dedication, and focus. Watch the CBSNews coverage of this wonderful community program.  

Dance Party Code Tutorial from Code.org:Students learn to code their very own dance party in under one hour! Teachers can also utilize theDance Party Unplugged lesson as an introduction the Hour of Code tutorial, or as a standalone activity if you do not have technology available. 

Extension Activity: 

  •  Students can share their Dance Party Code video with the rest of the class, using a website like Padlet.  
  • After they code their dance, they can perform their code live for the rest of the class.  

Media Arts: 

Media arts and technology go hand-in-hand. Students can use technology to take and edit photos, create films, code websites, apps, and video games, create interactive simulations and digital arts, and really, the possibilities are endless. New technologies are creating entirely new art fields and university programs.   

How Technology Continues to Change the Film Industry: Part of the “Every Job is a STEAM job” series from Ozobot, this blog describes how technology plays a vital and changing role in the film industry and why all film students should be learning technology.  

Music 

Composing Code: Why Musicians Make Great Software Developers: All the things that make musicians great, are the same things that make them excellent coders; they are analytical, logical, and methodical with the ability to recognize and manipulate patterns.  

How Technology is Changing Music Education: Tim Topham hosts Simon Rushby on his podcast that discusses how technology is changing music education, including the flipped classroom, making the best use of students’ smartphones, and the best apps to use in your classroom.  

Music Lesson Tips: Lauma Kazaka offers practical approaches and programs to integrate technology into your music classroom.  

Tech in the Music Classroom Creates Efficiencies, Improves Accessibility: Meghan Bogardus Cortez discusses how technology can be utilized in a meaningful way in music classrooms, from 3D printing custom musical instruments, apps to help students compose, and creating links between music, coding, and computational thinking.  

Theater: 

How Technology is Changing Theater Design: Part of the “Every Job is a STEAM job” series from Ozobot, this blog describes how technology is changing theater design and why all theater students should be using technology. 

Technology in the Theater Classroom: The Drama Teacher Podcast discusses tools, tips, and tricks to incorporate technology into the Theater classroom. Many of these tools can be utilized in other arts’ classrooms as well. 

The Top 25 BFA Theatre Design & Tech Programs: Technology is critical to Theater Design. Explore 25 college degree programs the integrate theater, design, and technology.  

Visual Arts: 

Bringing Technology into the Visual Arts Classroom- Watch Mr. Leichnitz utilize technology in his Graffiti Art project.  

The Visual Arts and Technology- Students are using technology in their everyday lives to create and produce art. This article briefly discusses how visual arts teachers can harness this interest in their classrooms.  

10 Ways Technology can Enhance the Art RoomWynita Harmon guides readers through 10 ways teachers can utilize technology to enhance the traditional art room.  

What is the Perfect Balance of Technology in the Art Room?– Middle School art teacher Tracy Hare discusses the perfect balance of technology in the art room. Too little and your students miss out on the opportunity to develop the 4 C’s (creativity, communication, collaboration, and critical thinking. Too much and your students miss out on the benefits of a traditional arts classroom.  

———————————————————————————————————————

Email [email protected] with questions or requests for more information on how to build students’ digital literacy in your arts classroom.

Posted in Spotlight, Uncategorized, What's New In The Arts? | Tagged , , , |
Published: August 26th, 2019

Online PD & Resources for Visual Arts Educators: The Art of Education University

The Art of Education University is an online platform specializing in content and resources for visual art teachers, some completely free of charge. Their mission is to grow amazing art teachers at every stage of their career. You can subscribe to their magazine and podcast, or download lesson plans completely for FREE. Their content is developed by art teachers for the professional development of art teachers.

Additional paid content The Art of Education University offers includes:

  • An on-demand PD platform Art of Ed PRO that allows access to PD on a daily basis
  • A 100% online Art Ed NOW conference to help arts teachers develop and grow professionally
  • An affordable Masters Degree in Visual Arts Education through their DEAC accredited university

Check out free resources for your classroom!

Share this video as a way to advocate for teacher access to Art of Ed PRO at your school, or district!

 

Posted in Opportunities, Spotlight, Uncategorized | Tagged , , , , , |
Published: August 7th, 2019

The Molly Blank Fund- ASU Gammage Teaching Artist Roster

After a year of training facilitated by ASU Gammage in The Kennedy Center’s arts integration method, the first cohort of The Molly Blank Fund Teaching Artists are available to work in schools. If you are looking to infuse the arts in your classroom, these teaching artists are trained and ready to share their artistic disciplines with students in ways that meet classroom learning objectives.

The Office of Arts Education is so excited to announce that the first cohort of The Molly Blank Fund Teaching Artists has been published in this roster. Check it out and imagine the creative possibilities in the classroom!

MBF ASU Gammage Teaching Artists Roster

For more information about the Teaching Artists Roster or The Molly Blank Fund Teaching Artists Program please contact [email protected]

Posted in Opportunities, Spotlight, Uncategorized, What's New In The Arts? | Tagged , , , , |
Published: July 10th, 2019

AZ Office of Arts Education Releases 18-19 Year End Report

 

It has been a busy year at The Office of Arts Education.

Some of the highlights:

  • A State Arts Proficiency Diploma Seal Became Law
  • Media Arts Courses Were Added to the Arizona Course Catalogue
  • Over 300 students showcased their artistic voice at the 2019 ESSA Conference
  • Arts Educators of the Year were Celebrated During Youth Arts Month
  • Conferences and Various Professional Development Trainings Were Provided Across the State
  • New Data Provided the Clearest Picture Yet of who has Access to Arts Education in Arizona

We want to celebrate the momentum in Arts Education in our state with you. This year we are thrilled to release our first annual Arts Education Year End Report. We hope you will take time to read about some of the going ons in Arizona Arts Education.

18-19 Arizona Department of Education Arts Education Year End Report

You can also find this report housed on the Arts Education Website under Research & Advocacy

As we begin the 2019-2020 school year, we want to thank you for your shared commitment to quality Arts Education experiences for Arizona students. We look forward to collaborating to advance arts education in the state of Arizona.

Wishing you a year full of imagination,

Signature

 

Posted in Arts Associations Updates, Spotlight, State of the Arts, Uncategorized, What's New In The Arts? | Tagged , , |
Published: June 12th, 2019

Susan Griffin Recognized as National Dance Education Organization 2019 Outstanding Dance Educator (PreK-12)

Today the National Dance Education Organization Announced the 2019 Award Recipients including Arizona’s Susan Griffin from Phoenix Union. Congratulations Susan! Thank you for all you’ve done for Arizona students over the years.

2019 NDEO National Award Recipients

Lifetime Achievement – Naima Prevots

Outstanding Dance Educator (PreK-12) – Susan Griffin

Outstanding Leadership – Barry Blumenfeld

Outstanding Dance Education Researcher – Wendy Oliver and Marijeanne Liederbach

NDEO will honor the National Award recipients at the Grand Opening Dinner of the 2019 NDEO National Conference in Miami, Florida in October.

Susan Griffin has taught dance to students at every age and level since she graduated from Rutgers University in 1976. She was an Associate Instructor while she pursued her master’s degree at Indiana University and taught as a member of professional dance companies in Bloomington, IN, and Rochester, NY. She taught dance and created choreography at the University of Rochester and Centre College, and taught at Arizona State University. She was the dance teacher at Mineral Springs Elementary School (NC) before joining the faculty of South Mountain High School in Phoenix, AZ, where she has been teaching since 2003. She is active in developing dance curriculum and assessment both for Phoenix and statewide for Arizona. She has served AzDEO, NDEO’s state affiliate in Arizona, and NDEO in various capacities since 2006 and was president of AzDEO from 2009-2011. AzDEO named her the Katherine Lindholm Lane Dance Educator of the Year in 2014. That same year, Phoenix Union High School District recognized her as the Teacher of the Year for the entire district in all subject areas. Graduates of her program in Phoenix have gone on to become successful teachers and performers, including one student who is dancing with the Bill T. Jones/Arnie Zane Dance Company.

Excerpt from Student Support Letter:

“She was a mentor, a counselor, a mom, a cheerleader, and so much more. Walking into her class, you knew you were going to learn more than just dance. Her studio was a safe place that fostered teamwork, leadership, creativity, and diversity. Her approach to dance was not one-sided. She encouraged us to use our voices and bodies to express how we felt. She invited individuality while teaching us how to work as a collective. There was always a greater message behind every piece she created for us. From immigration to border patrol and self respect, her choreography was accompanied by research and facts. She took us to see dance outside of the classroom. She welcomed the hard conversations and answered the tough questions. She taught us movements along with the steps.”

Posted in Arts Associations Updates, Spotlight, Uncategorized | Tagged , , , |