Visual and Performing Arts Council

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• Visual and Performing Arts Council
• Professional Development Program
• 2004-2005 Los Angeles Music Center Arts Strategy

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Education Code 51210

• The adopted course of study for grades 1 to 6,
  inclusive, shall include instructionin the
  following areas of study (e) Visual and
  performing arts, including instruction in the
  subjects of dance, music, theatre, and visual
  arts, aimed at the development of aesthetic
  appreciation and the skills of creative
  expression.

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Elementary VAPA Council

• Carver Valentine
• Kindergarten Linda Gentry Lori Grannis
• First Grade Karla Domier Nancy Allen
• Second Grade Andrea Repp Jill Toth
• Third Grade Rebecca Blonska Nancy McGowen
• Fourth Grade Courtney Meier Barbara Day
• Fifth Grade Erin Terzieff Leigh Phifer
• Principals Liz Hollingsworth Tray Schreiber
• SMSF Colleen Fitzpatrick Amy Chambers

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Elementary Visual and Performing Arts Goals

• Increase capacity of teachers to teach the visual
  and performing arts by a long term quality
  professional development program.
• Provide standards-based arts instruction that is
  consistently integrated into core content by
  classroom teachers.
• Develop a model that promotes creative and
  artistic thinking in core content areas.
• Provide opportunities for students to interact
  with professional artists during instructional
  experiences and in performance.

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The Needs Assessment Process2004-2005 Planning
Year

• Define the key elements of an ideal arts program
  and determine key-issues.
• Administer the survey
• Compile and analyze the data.
• Discuss and interpret survey results with all
  teachers by site and grade level.
• Council comes to consensus about assets and
  needs
• Council develops the professional development
  plan that will be implemented starting July 1,
  2005.

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Arts Strategy Survey

• Results

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Music Center Arts StrategyWhat was assessed?

• Curriculum
• Instructional Programs
• Capacity of Teachers
• Resources
• Access
• Connections to Community and Parents

• For each topic
• Visual Arts
• Music
• Theatre
• Dance

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SMUSDCurriculum

• In the course of a school year, how much
  written arts curriculum do you teach in your
  classroom?
• I do not utilize a written curriculum in the arts
  
• I periodically use written lesson plans
• I teach the arts in a block or sequence of units
  spanning several weeks
• I teach the arts in a developed block or sequence
  of units spanning several months
• I employ a fully developed, standards-based
• year-long sequence of study based on written
  curricula in the arts

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SMUSD Curriculum

• Does the written curriculum, if used in your
  classroom, reflect the five component strands of
  the California state arts content standards
  (artistic perception, creative expression,
  historical and cultural context, aesthetic
  valuing, and connections /relationships,
  /applications)?
• I do not use a written curriculum
• My written curriculum is not based on the
  components of the state arts content standards
• The curriculum focuses on a few strands (such as
  creating or performing) and occasionally makes
  reference to additional strands
• The curriculum reflects all the arts content
  strands, but not consistently
• My written reflects the five component strands
  of the state arts content standards in a
  consistent and balanced fashion

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SMUSD Curriculum

• In preparing or selecting your curriculum,
  what assumptions do you make about your students'
  prior learning in the arts?
• Students have had no prior education in the arts
• My students have participated in some arts
  activities and experiences which are not aligned
  with the state arts content standards
• 3. Some students have had standard-based
  instruction in the arts, and only a few are
  prepared for standards-based curriculum at the
  grade level I teach
• 4. Students have had standards-based instruction,
  but not all students have achieved grade-level
  mastery
• 5. Most of my students have mastered the state
  arts content standards for the previous grade
  level.

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SMUSD Curriculum

• What is the focus of the arts curriculum in your
  classroom?
• The arts are not utilized as discrete subjects
  nor curricular resources in my classroom
• I utilize the arts exclusively as a strategy for
  illustrating or elaborating on key concepts,
  themes or ideas in other school subjects
• The curriculum in my classroom focuses on the
  arts only as discrete disciplines
• My curriculum addresses the arts disciplines as
  discrete subjects and sometimes includes
  connections to different arts disciplines and
  other subject areas
• My curriculum addresses the arts as discrete
  sequential subjects (each with its own body of
  knowledge, skills and ways of thinking), and
  regularly makes connections to other arts
  disciplines and subject-matter areas

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SMUSD Curriculum

• Who selected and approved the arts curriculum
  you are using in your classroom?
• There is no required or adopted curriculum I am
  expected to develop it on my own.
• I am expected to select or purchase an arts
  curriculum from a list of choices
• Teachers at my grade level are expected to select
  a shared arts curriculum
• My school has adopted an arts curriculum that is
  used in my classroom
• My school district selected and provides the arts
  curriculum I teach in my classroom

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CurriculumVisual Arts, Music, Theatre and Dance

• Assets
• Formerly piloted visual arts texts are available
  and still used by some teachers as a foundation
  for lessons.
• Teachers use
• trade books
• arts projects
• assemblies
• field trips
• exhibitions
• Carver Music Box Program

• Needs
• A clearly written, logically sequenced curriculum
  that is standards-aligned and coordinated with
  core content instruction
• The curriculum must be teacher friendly and easy
  to use.

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SMUSD Instructional Programs

• Who teaches the arts to your students?
• The arts are not part of my instructional program
  
• I provide all arts instruction to students in my
  classroom, without additional support
• I teach the arts to my students, and arts
  specialist-teachers or visiting artists offer
  additional arts instruction on an occasional
  basis
• An arts specialist/teacher provides instruction
  in the arts to my students
• I work with arts specialist/teachers, visiting
  artists, and parents/community members in a
  coordinated fashion to provide arts instruction
  to my students

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SMUSD Instructional Programs

• How much arts instruction is provided to your
  students during school hours throughout the year?
• Students participate in isolated arts activities
  or experiences on an inconsistent basis
• Instruction in the arts is provided seasonally to
  illustrate other selected curriculum
• Short-term units or art modules are taught, but
  with limited time to explore topics in-depth
• Arts instruction is consistent and regular,
  although confined to a specific time of year,
  such as a ten or twenty week block
• Instruction in the arts is provided 1-2 times per
  week (1/2 hour per session) throughout the school
  year, to allow in-depth learning in a sustained
  fashion

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SMUSD Instructional Programs

• What teaching strategies do you utilize in your
  arts instruction?
• The arts are not part of my instructional program
  
• Some time is set aside for student exploration in
  the arts, but no specific or guided instruction
  is offered
• I provide basic directions for classroom arts
  activities and students are expected to create/
  perform, e.g. consistent with those directions
• I introduce core content and background and
  require further student reading/research in order
  to add a context for classroom arts activities
• My arts instruction is balanced between
  student-centered, discovery strategies
  (listening, speaking, writing, reading,
  brain-storming) and teacher-driven strategies,
  and between individual and group activities

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SMUSD Instructional Programs

• How much planning do you do with other teachers
  to ensure arts integration across and between
  disciplines?
• I do not integrate the arts into my curriculum
• I decide on my own whether and how to create
  connections across arts disciplines and with
  non-arts subjects in my curriculum
• I occasionally get together with other teachers
  to develop arts integration plans
• I sometimes plan together with my colleagues to
  ensure arts integration
• I regularly engage in curriculum planning with
  fellow teachers to create connections across arts
  disciplines and with non-arts subjects

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Instructional ProgramsVisual Arts, Music,
Theatre and Dance

• Assets
• Relative strength in visual arts
• Teachers do their own thing which enriches the
  program for their students.
• The Music Center visiting artists workshops and
  assemblies at Carver
• The music consultant workshops at Valentine

• Needs
• Teachers expose students to arts but dont
  necessarily teach concepts.
• Some teachers worry that integrating the arts
  into core content will extend the time required
  to teach the core concepts and thus, and may
  effect the overall schedule.
• Need for common lessons across each grade level

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SMUSDCapacity of Teachers

• Do you have access to professional development
  opportunities in the arts?
• I do not have access to funds and time for
  professional development in the arts. For
  example, workshops with teaching artists and arts
  specialist/teachers, visits to model classrooms,
  and attendance at conferences and summer
  institutes
• 2. I have sought out funds for professional
  development in the arts, but with very limited
  success
• 3. I have secured funds for some professional
  development
• in the arts, e.g., to fulfill re-certification
  requirements
• 4. My school and/or school district provides
  funds and time for
• me to access professional development
  opportunities in the arts
• 5. Time and funds are provided for me to
  regularly participate in workshops with teaching
  artists and arts specialist/teachers, for visits
  to model classrooms, and for attendance at
  conferences and summer institutes

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SMUSDCapacity of Teachers

• Who is available to provide support for arts
  instruction at your school?
• I do not have access to instructional
  support--advice and guidance--in the arts
• I can consult with other teachers at our school
  to seek advice and guidance
• I have access to our school's designated
  leader/coordinator in the arts
• Our school district provides a district-wide arts
  coordinator and arts specialist/teachers for
  instructional support, but not on a regular basis
  
• 5. Our school district provides a district-wide
  arts coordinator and arts specialist/teachers,
  who are available to me on a regular basis for
  guidance

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Capacity of TeachersVisual Arts, Music, Theatre
and Dance

• Needs
• Professional Development
• Most teachers do not have a strong background in
  the arts and feel insecure about teaching the
  arts disciplines
• Most teachers presently do not feel qualified to
  adequately teach the arts. Some fear a lack of
  appropriate talent to adequately teach a
  program.

• Assets
• When specialist instructional assistants or
  consultants are available and classes are
  scheduled for their service, instruction is of
  quality and consistent.
• Teachers feel more comfortable with the visual
  arts than with other disciplines

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SMUSDResources
What kinds of instructional materials, supplies,
and equipment (e.g., visual arts materials,
musical instruments, texts and books, art
prints, computer software, audio tapes, and video
tapes) are available for use in your classroom?

• Instructional resources in the arts are
  unavailable for use in my classroom
• Access to basic materials, supplies, and
  equipment is very limited
• Some materials, supplies, and equipment are
  available, but are not sufficient for a full
  program in the arts
• My students and I have access to many materials,
  supplies, and equipment
• My students and I have access to an extensive
  range of well-maintained and up-to date
  materials, supplies, and equipment

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SMUSDResources
Do your students have access to facilities,
either on-site or off-site, that are designed and
equipped for the unique requirements of each arts
discipline (e.g., stage, dance floor, art room,
and music room)?

• Dedicated arts facilities, either on-site or
  off-site, are not available at my school
• My students have very limited access to on-site
  or off-site arts facilities
• My students have access to arts facilities a
  few times during the school year
• My students have frequent access to such
  facilities on a rotation basis (visual arts)
• My students have regular, consistent access to
  dedicated arts facilities throughout the school
  year

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SMUSD Resources
What do you see as the main barriers for arts
education at your school?

• We lack the commitment, the qualified teachers,
  and the basic resources (funding, facilities and
  materials) needed to teach the arts
• We want to teach the arts, but lack
  well-qualified and prepared teachers as well as
  basic resources (funding, facilities, and
  materials)
• We have commitment and our teachers are
  well-prepared, but our school lacks essential
  facilities, funding, and materials in order to
  serve all students
• We have commitment, well-prepared teachers, and
  essential resources in our school, but lack time
  to develop a consistent program of instruction in
  the arts
• We have the commitment, teachers, and resources
  in our school to overcome barriers to teaching
  the arts

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ResourcesVisual Arts, Music, Theatre and Dance

• Assets
• Generous, supportive parents who volunteer and
  fund instructional assistants, consultants,and
  materials.
• Visual Arts facilities
• Music Box Program at Carver

• Needs
• Time!
• Teacher friendly lessons that dont extend core
  content time, but rather, enhance it.
• Funds and guidance for conferences.
• Equipment and materials
• Guidance and support in teaching the content

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SMUSDAccess to Arts Experiences, Artists, and
Works of Art
To what extent do your students have access to
performances and residencies by professional
artists?

• My students do not have access to in-school
  performances and artist residencies
• Students rarely have opportunities to
  experience professional artists at our school
• My students occasionally attend in-school
  performances and participate in artist
  residencies
• Students have frequent access to performances
  and artist residencies during the school year
• My students have regular, consistent access to
  in-school performances and artist residencies
  throughout the school year

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SMUSDAccess to Arts Experiences, Artists, and
Works of Art
How frequently do your students take field trips
to experience works of art at art museums and
attend live performances at arts venues?

• My students do not have access to live arts
  experiences, such as works of art at museums and
  performances at arts venues, during the school
  year
• My students rarely have field trips to
  experience works of art and live performances
• My students occasionally visit museums or attend
  out-of-school performances
• Students often take field trips to museums and
  performing arts venues during the school year
• My students regularly and consistently experience
  works of art at museums and performances at arts
  venues throughout the school year

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SMUSD Access to Arts Experiences, Artists, and
Works of Art
How are community arts resources (arts
performances, artist residences, and museum
visits) integrated within your classroom during
the school year?

• I utilize whatever community arts resources I
  can get, if any, since I rarely have time or
  funds to choose among different options
• I tend to schedule arts experiences which
  reflect my favorite arts discipline or cultural
  perspective
• I use community arts resources to fill gaps in
  my classroom's curriculum in the arts and other
  subjects
• My students experience a diversity of
  performances, residencies, and museum visits
  designed to broaden their perspectives in the
  arts and their connection to other subjects
• My students participate in a series of arts
  performances, residencies, and museum visits
  designed to expand students' skills and knowledge
  in meeting the state arts content standards

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Access to Arts Experiences, Artists, and Works
of Art

• Assets
• Students occasionally attend in-school
  performances and participate in artist
  residencies
• Visual Arts Exhibitions at Open House
• Music Holiday Program

• Needs
• It is time to review the field trips to ensure
  that they are coordinated with core content but
  also matched to concepts in the visual and
  performing arts.
• Access to the Art Room and Multipurpose Room when
  it is not scheduled.
• The p.m. K rarely has access to cultural arts
  activities because of the timing.
• Re-establish Partners in Education services to
  support community involvement in the school
  program.

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SMUSD Connections to Community and Parents
What balance is sought between showing parents
and others the processes of student learning in
the arts (portfolios, rehearsals, etc.) and the
traditional "putting on the show?"

• Demonstrations of my students' work in the arts
  do not occur.
• Showing of my students' work in the arts, for
  parents and others, is rare
• Demonstrations of my students' work in the arts
  occur occasionally, and stress "putting on the
  show" or exhibiting student art
• Most presentations of student work in the arts
  stress fully realized products, but some "work in
  progress" (portfolios, rehearsals, etc.) are
  shared as well
• Demonstrations of my students' work in the arts
  seek an equal balance of works-in-progress as
  well as fully realized products, e.g.,
  performances and exhibits

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SMUSDConnections to Community and Parents
What balance is sought between showing parents
and others the processes of student learning in
the arts (portfolios, rehearsals, etc.) and the
traditional "putting on the show?"

• Support from parents/community members is not
  offered or sought
• Parents/community members seldom assist with my
  classroom's arts programs
• A few parents/community members offer
  instructional, financial, and advocacy support to
  my arts programs
• Many parents and community members assist in the
  support of my arts programs
• An extensive network of parents/community members
  assists with classroom arts instruction,
  fund-raising, and advocacy, and with logistics
  for student exhibits and performances

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Connections to Community and Parents

• Assets
• PTA funds instructional assistants for visual
  arts
• PTAs funds workshops
• Music Consultants
• Valentine Music
• Carver Recorder
• VAPA Workshops
• Volunteers for special programs

• Needs
• Teachers access community arts resources that
  are available since they rarely have time or
  funds to choose among different options.
• Teachers would like to let the parents and
  community know more about the things they are
  already doing well with relation to the arts in
  their classrooms.

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As we place our ducks in a row to plan Things
that must be addressed!

• Teacher Empowerment
• Time
• Training
• In-class support
• Grade level scope and sequence
• Standards-based lessons
• Equipment Materials
• Access
• Role for Parents and Community