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2006 - 2007 Visual and Performing Arts New Funding
Five Strategic Recommendations for Maximizing Opportunity!
This summer, after the passing of the state budget, which included new funding for standards-based visual and performing arts and physical education, TCAP, the four arts education professional organizations, the CDE Consultant met with colleagues from the parallel organizations for physical education to draft the following recommendations for schools looking to improve the education provided in these five content areas for all children. The result was five recommendations of the use of the funding. The following six documents are hoped to be used and shared statewide with teachers, administrators, parents, and others involved in decision making on the use of the new funds. Please download and reproduce any document you find useful.
Downloadable Documents:
- Inroduction to the Five Strategic Recommendations
- Five Strategic Recommendations For Maximizing Opportunity (three page format)
- Five Strategic Recommendations For Maximizing Opportunity (one page format)
- Resources
- Guidelines for Supplies and Equipment for Visual Arts, Dance, Theatre, and Music
- Funding Sources for Arts Education
- Guideline Considerations for Arts Education Professional Development
Five Strategic Recommendations
For Maximizing Opportunity
The educational communities for the visual and performing arts and physical education in California have collaborated in the development of five strategic recommendations for maximizing the opportunity to provide high-quality instruction in physical education and the visual and performing arts for all California’s students. The 2006-2007 California budget presents a historic opportunity for local school districts to make strategic investments with these funds.
Both physical education and the visual and performing arts have long been established as educational priorities for California’s public schools. Education code sections 51210 and 51220 communicates the course of study for students in grades 1-12 and identifies student access to learning in the five content areas; music, dance, theatre, visual art, and physical education, as essential for all students. These instructional programs are legally designated to take place during the school day and be delivered by a credentialed teacher. They are not provided through, or replaced by athletic programs, community programs, assemblies, field trips, after school events or short-term classroom programs.
Together, the professional communities support the investment of available funds in a responsible and careful manner; and respect the significant contributions that high-quality instruction in both visual and performing arts and physical education make for our children and youth. The recommendations made here place student learning at the center of the opportunity, embrace respect and recognize needs for both physical education and visual and performing arts, communicate the essence of long term investment, and caution against “quick fix” solutions.
There is acknowledgement that the 2006-2007 funding will just begin the process needed to build the infrastructure for standards-based physical education and visual and performing arts education, and that the key to the long lasting change will be the careful expenditure on the infrastructure needed to support continued development of district-based programs over time.
California Art Education Association * California Association for Health, Physical Education, Recreation, and Dance
California Association for Music Education * California Dance Education Association * California Educational Theatre Association
California Subject Matter Projects: The California Arts Project and The California Physical Education-Health Project
Representatives from the University of California
and California State University
2006 – 2007 Visual and Performing Arts and Physical Education Funding
Five Strategic Recommendations
For Maximizing Opportunity
Recommendations |
Rationale |
Priority # 1 Standards-based Professional Development for Teachers |
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Professional development for elementary school classroom teachers to empower the delivery of sequential standards-based instruction Ø Content knowledge Ø Specialized skills and resources Ø Assessment of student learning Professional development for single subject Music, Dance, Theatre, Visual Arts, and Physical Education teachers Ø Standards-based instructional design Ø Content knowledge Ø Assessment of student learning |
Effective professional development provides teachers with the knowledge, skills, and supported practice they need to provide sequential standards-based instruction in physical education and the visual and performing arts. Professional development provides teachers with the essentials for facilitating student learning:
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Priority # 2 Leadership-based Professional Development for School Site Administrators and District Level Personnel |
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Professional development specifically designed and delivered to meet the needs of school site administrators in their role as instructional leaders for standards-based instruction, and county and district administrators who have responsibility for visual and performing arts and physical education. |
Effective professional development provides instructional leaders with the knowledge, skills, and supported practice they need to provide leadership for standards-based instruction in physical education and the visual and performing arts. Professional development provides school leaders with the essentials for facilitating student learning:
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Priority # 3 Standards-based Curriculum Development |
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Sequential, standards-based curriculum should be developed in each of the following content areas: Physical Education Dance Music Theatre Visual arts |
Credentialed teachers and school administrators should engage in the development of sequential, standards-based curriculum. The curriculum should be designed for effective use by both specialist and generalist teachers.
The curriculum provides key elements for the teacher to use in facilitating student learning. It does not serve as evidence that the district has addressed the content area. |
Priority # 4 Assessment of Student Learning and The Evaluation of Instructional Programs |
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Assessment data should be collected on student progress in meeting the standards in each of the content areas. The assessment of student learning should be embedded in the instructional process and include evidence of students work. Instructional programs should be evaluated and linked to student learning in each of the content areas. |
The assessment of student learning and the evaluation of instructional programs to influence student learning of the content of the disciplines should have a high priority in instructional processes.
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Priority # 5 Instructional Resources to Support Standards-based Visual and Performing Arts Education and Physical Education |
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Instructional resources to support the standards-based curriculum should be purchased. These resources should be utilized in the instructional programs that take place during the school day. |
Instructional resources are essential supports for the standards-based curriculum. Resources should be designated for use only in the instructional programs outlined in EC 51210 and 51222 and should be evaluated on effectiveness in enhancing student learning. |
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