ERIC ED375068: Perspectives on Education Reform: Arts Education as Catalyst.

59 Pages·1993·2.1 MB·English

by  ERIC

DOCUMENT RESUME
SO 024 565
ED 375 068
Perspectives on Education Reform: Arts Education as
TITLE
Catalyst.
Getty Center for Education in the Arts, Los Angeles,
INSTITUTION
CA.
J. Paul Getty Trust, Santa Monica, CA.
SPONS AGENCY
ISBN-0-89236-296-0
REPORT NO
PUB DATE
93
NOTE
59p.
Getty Center for Education in the Arts, Wilshire
AVAILABLE FROM
Boulevard, Suite 950, Santa Monica, CA 90401-1455
($5)
.
Conference Proceedings (021)
Collected Works
PUB TYPE
Descriptive (141)
Reports
MFOI/PC03 Plus Postage.
EDRS PRICE
*Art Education; *Educational Change; Elementary
DESCRIPTORS
Secondary Education; Equal Education; Multicultural
Education; Music Education; School Business
Relationship; Technological Literacy
ABSTRACT
This collection of perspective pieces and conference
notes articulates concerns addressed at the Fourth National
Invitational Conference, "Achieving National Education Reform: Art
Education as Catalyst" (San Francisco, California, February 4-6,
(1) "Education Reform in and through the
1993). Six essays include:
Arts" (Gordon M. Ambach); (2) "Understanding Cultural Diversity
(3) "Equity and Access
through Arts Education" (Vada E. Butcher);
(4) "The Language of
through Arts Education" (Michael Greene);
Technology Is the Language of the Arts" (Nancy Hechinger); (5) "The
Challenge from Business to Arts Education" (William H. Kolberg); and
(6) "The Challenge of Political Priorities to Arts Education"
(William W. Staton). Session topics summarized are: "Education Reform
in and through the Arts"; "Strong Arts, Strong Schools"; "Challenges
Facing Arts Education"; "The Language of Technology Is the Language
of the Arts"; "Arts Education as a Catalyst to Reform"; "Arts
Education Partnership Working Group"; "Art Education's Value in
Irterdisciplinary Learning"; "Education Reform and Assessment in the
Arts"; Understanding Cultural Diversity through Arts Education"; and
"Equity and Access through Arts Education." A conference summation,
final words, a discussion of the recommendations of the arts
education partnership working group, and a list of the advisory
committee conclude the work.
(MM)
* * * * * * * * * * * * *
* * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * *
* * * * * * * * * * * * * * * * * * * * * * * * *
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
i,
r 's
,-. ,
,,
0, :,
....:,,,,r,r,
t,
'',
"oi,,....e,
e,...- 4,..
V",,...,
,,4..
-,-'. " -,.-
4.
'''''.3+'",
g,' ,7i
s- ,
0; !,
,
-4'
, (K.,,-;,"yq
-
i. ',;
"
.,:'
/1"-,P,,,o
0
,05f
:::
DEPARTMENT OF EDUCATION
U
Office of Educational Research and improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER IERIC)
This document has been reproduced as
organization
eceived from the parson or
,
originatrog it
6
to improve
0
0 Minor Changes have been made
reproduction duality
docu-
Points of view or opinions stated in Ind
official
mint do not necessarily represent
OERI pozution or policy
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
6'66
ROCrre" itO
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
AVAILABLE
BEST COPY
2
4
f'.222
4.22.
, A
ra.e
+
,
4
^$'
e
412.
55.
1." Irna
44,
j'33'
,
.
.
`-r
rev),
f
,
fro
/.
1.07.;
VP
.44
322,22
'' ,,.
.4
tN.
.
.., C.
As
,
"..,
A'
%,,,
<
' #-."' i
%.,
4 I 0° f '": '
°
k
'
I
.
'''
' '
X
C
We;:i4.9
144
'1:1: .
:'124>e :I 're- ""
2 ' ,
, - .
VN '
,,6/,c°4;
,)..;,,t,
*1'.4 i
,,,,..
.
J
.
'2.
.3 rilWry
l',..
''4
L
1993. The J. Paul Getty Trust.
Santa 1\ lonica, California
All rights reserved.
Printed in the I'nited States of America.
ISBN 0-89236-296-0
Getty Center for Education in the Arts
401 Wilshire Boulevard, Suite 950
Santa Monica, California 90401-1455
1.ibrary of Congress Cataloging-in-Publication Data
Peispectives on education reform : arts education as catalv
cm.
p.
IsR\ 0-89236-2.96-0 : $5.00
1. Arts--Study and teaching-1 'nited States.
2. Educational
changel'nited States.
I. Getty Center for Education in the Arts.
NX303.P49
1993
93-32459
700'.7'073. dc 20
C1P
The illustrations that appear throughout
this pub!ication were created by the Getty
Center's 1993 national conference partici-
pants. who drew with Crayola0 products
provided courtesy of Binney & Smith, Inc.,
during the final conference session.
4
Table of Contents
Foreword
5
Perspectives on Education Reform
Education Reform in and through the Arts
GoR DoN M. AMRACI I
8
Understanding Cultural Diversity through Arts Education
VADA E. Bt it:HER
11
Equity and Access through Arts Education
Nlicti GRF,NF
14
The Language of Technology Is the Language of the Arts
NANCY HECIIINGER
17
The Challenge from Business to Arts Education
WILLIAM H. KoLBERG
70
The Challenge of Political Priorities to Arts Education
W.i.mt W. STAT0N
23
"Achieving National Education Rekrat:
Arts Education as Catalyst"
San Francisco, California
February 4-6, 1993
Conference Summaries
Conference Introduction
26
keynote Address: Education Reform in and through the Arts
27
Strong Arts, Strong Schools
28
Challenges Facing Arts Education:
The Challenge from Business to Arts Education
29
The Challenge from Education to Arts Education
31
The Challenge of Political Priorities to Arts Education
32
The Language of Techt.w:e,
Is the Language of the Arts
34
Arts Education as a Catalyst to Reform:
Interdisciplinary Learning
36
Assessment
38
Equity and Access
39
Cultural Diversity
40
Technology
42
Arts Education Partnership Working Group
43
Art Education's Value in Interdisciplinary Learning
44
Education Reform and Assessment in the Arts
46
Understanding Cultural Diversity through Arts Education
48
Equity and Access through Arts Education
49
Conference Summation
50
Final Words: Unity through the Arts
52
Postconference Session: Discussion of the Recommendations
of the Arts Education Partnership Working Group
53
Advisory Committee
54
Acknowledgments
55
6
Foreword
This conference articulated a new
These summaries contain the
vision for why we must, and how
important ideas the speakers shared
we can, place the arts at the center
As the debate about education
with the 1,500 attendees, including
of learning in our nation's public
reform in America continues to
leaders and practitioners from the
schools. 'l'o quote our keynote
demand our attention, the answers
arts, education, business, politics,
speaker, Gordon NI. Ambach, exec-
to its more challenging questions
and technology. Our larpcst confer-
utive director of the Council of
are before our very eyes in the
ence to date, "Achieving National
Chief State School Officers, "If the
arts. The arts hold a unique pro-
Education Reform" marked a turn-
place of the arts is to be central to
mise for educating our children in
ing point for us in our efforts on
learning, we must ensure that the
new ways. In fact, as we approach
behalf of arts education. It em-
arts are at the heart of American
the new century. the engagement
braced the performing as well as the
education reform."
of children in learning and the
visual arts and provided a forum for
Over the course of the two-
future of education reform depend
a number of special events, includ-
and-a-half-day conference, our
upon the arts and the fostering of
ing a public hearing on the National
speakers convincingly described
the creative spirit.
Assessment of' Educational Progress
the critical role of arts education in
As we stand on the threshold
\.\EN in arts education planned for
of the twenty-first century
achieving the goals of education
1996 and a public discussion of the
reform, particularly in the areas of
marked by the convergence of
recommendations of the Arts Edu-
interdisciplinary learning, multicul-
diverse cultures, rapidly chzmging
cation Partnership Working Group.
tural education, assessment, educa-
technologies, shifting economic
A summary of this latter session is
tional technology, and access and
relationships and rivalries, and the
also included in this publication.
equity. Because of the relevance of
increasingly visual delivery of mass
We are pleased to present this
their messages, we felt it vital that
information -- we need to see the
publication, NV ith its persuasive
those unable to attend hear their
future of arts education and general
perspectives on how the arts can be
voices.
education as inextricably linked.
a catalyst for achieving national
It is our hope that this publica-
education reform.
Moreover, ss e need to continue to
tion, Pero/wives on Education
explore, document, and communi-
LEILANI LATTIN DCXE
form: Arts Iiduconon as Catalyst,
cate this significant connection. If
Director
provides you with a greater under-
we are to be successful in revitaliz-
Getty Center for I.:duration
standing of the role of arts educa-
ing our educational system and sus-
in the Arts
tion in education reform. The
fol-
taining arts education. Nye need to
lossing "perspective pieces"
view the goals of education reform
address the challenges confronting
and the role of arts education in a
all of us who are committed to
fresh light.
educating students. Taken togeth-
In February 1993, the Getty
er, they make a compelling case for
Center frr Education in the Arts
arts education in contemporary
cony ened its fourth national invita-
education and illuminate the time-
tional conference, "AchicY ing
liness of its inclusion in reform
National Education Reform: Arts
efforts.
Education as Catalyst."
You w ill also find summaries of
the presentations given by other
national conference speakers.
7
5
t.;
Perspectives
on Education
Reform
z
rlr
9
AVAIL AR LE
BEST COPY
1. in es:Thlishing new goals for
As a result of the election and
learning and creating standards the change in administrations, some
education policies will also change.
as best practices;
2. in developing new assessments
But, the National Education Goals
will remain; after all, President
for measuring progress toward
Clinton, the governor of Arkansas at
those goals;
3. in promoting higher-order learn-
the time the goals were written, was
ing through interdisciplinary
one of their principal architects.
Education Reform in and
The president is expected to build
studies and self- discipline;
through the Arts
4. in applying the wizardry of tech-
his education programs around
GoRpoN NI. AmitActi, Executive
nology to learning, using imagery
these national goals, and there are
of
Director. Council
Chief State
indications that the arts are includ-
and sound to communicate as
School Officers
ed. For example, although
never before; and
E pluribus
5. in living the motto,
Secretary of Education Richard
In November 1992, American
unum, "out of many comes one,"
Riley has not issued a formal state-
voters elected a new president,
celebrating both diversity and
ment on the arts, at his confirmation
one who had conducted one of the
unity through the arts.
hearing, he said, "It would be my
most extraordinary campaigns in
hope that, as the president-elect
recent history. The credit for over-
I'hese five areas should be becomes a true leader in education,
coming what seemed to be insur-
he and I would provide the leader-
thought of as planks of a platform
mountable odds and innumerable
in the campaign for the arts in edu-
ship to let states and local school
distractions was given to the cam-
districts realize that arts in educa-
cation reform.
paign's strategist, James Carville.
Regarding the first plank, over
tion is an absolute necessity. If, in
On the wall above Carville's desk
this day and time, we do not tap
the past five years there has been a
was a sign that read, "The economy,
into the creative side of a young
remarkable, positive change in the
stupid." It was a sign for Carville
American public's attitude toward
person's brain in every possible
and his colleagues reminding them
way, then we are not going to have
the establishment of national goals
not to drift from the campaign's
the innovation and the economic
and standards for education. Ten
central message. As we advocate
and cultral growth experience that
years ago, no one dreamed that we
for education reform, we need a
would ever have national education this country must have."
similar reminder to focus our
But, the easy part is putting
goals. Even five years ago, no one
message: "The arts, stupid." If the
thought that the president and the
ideas such as these in the National
place of the arts is to be central to
Education Goals. The hard part is
governors could develop six nation-
learning, then we must ensure that
developing the objectives and the
al education goals. 'Ile place of the
the arts are at the center of
standards, and building the capaci-
arts within these goals has been
American education reform.
ty in this nation so that, by the year
unclear; but, rather than focus on
Given this prerequisite, there
this ambiguity, we should simply
2001) and beyond, we can achieve
are five major areas of' education
declare that the arts are part of
reform in which the arts should
Goals 2000, the national education
figure prominently:
goals developed by the nation's
governors and President Bush, and
then behave accordingly.
10