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Title: COMMUNITY AUDIT FOR ARTS EDUCATION


1
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2
COMMUNITY AUDIT FOR ARTS EDUCATION
Better Schools Better Skills Better Communities
The John F. Kennedy Center for the Performing
Arts Kennedy Center Alliance for Arts Education
Network
3
MASSACHUSETTS CULTURAL COUNCIL HAS EXTENDED AN
INVITATION TO OUR SCHOOL DISTRICT TO PARTICIPATE
IN A COMMUNITY AUDIT PILOT PROJECT
4
Kennedy Center Alliance for Arts Education Network
KCAAEN
A coalition of 46 statewide, non-profit
organizations, working in partnership with the
Kennedy Center to support policies, practices and
partnerships that ensure that the arts are a
critical and essential part of American K-12
education.
5
Major Research Reports
  • The Community Audit is based upon these
  • two previous reports
  • Gaining the Arts Advantage
  • Lessons from School Districts that Value Arts
  • Education
  • Champions of Change
  • The Impact of the Arts on Learning

6
Community Audit for Arts Education
Better schools, Better Skills, Better Communities
  • Summarizes lessons learned from the two important
  • reports and takes them one step further
  • Assists local education, community, and cultural
  • leaders in assessing the status of arts education
    in their
  • schools and school districts on a continuing
    basis
  • Is a vehicle for encouraging conversation and
    community
  • planning in support of arts education.

7
Community Audit for Arts Education
Better schools, Better Skills, Better Communities
  • Helps to identify program strengths and areas for
    improvement
  • Provides a framework for identifying short and
    long term priorities for program growth and
    expansion
  • Encourages ongoing and sustained community
    partnerships to strengthen and expand arts
    education for all students

8
Audit Criteria
  • The audit criteria are predominantly based upon
  • the success factors identified through the
  • Gaining the Arts Advantage study. The audit
    criteria
  • are organized in three clusters
  • Informed Leadership
  • Educational Content
  • Community Connections

9
Audit Criteria
  • Informed Leadership, those success factors
  • which reflect support for arts education by the
    school
  • board, superintendent, and school administrators
  • Educational Content, those success factors
  • which address the content of the arts
  • education program
  • Community Connections, those success
  • factors which reflect the active engagement
  • of the community and its cultural resources
  • in supporting school arts programs.

10
Audit Indicators
  • The audit indicators provide general
  • benchmarks for measuring the status
  • of a community within each factor
  • Indicators of Commitment
  • Indicators of Accomplishment
  • Standards of Best Practice

11
Audit Indicators
  • Indicators of Commitment reflect the adoption
  • of policies which support arts education.
  • Indicators of Accomplishment reflect the
  • fact that in many circumstances, some, but not
    all, aspects
  • of policies in support of arts education, have
    been implemented.
  • Standards of Best Practice are best reserved for
  • those situations where policies have been fully
    implemented

12
Audit Outcomes
  • Findings-Status Report on Arts Education
  • Recommendations-Future Priorities and Next Steps
  • Conduction the Audit-May Lead to a Plan for Arts
    Education, or Reassessment of an Existing Plan
    for Arts Education
  • Implementation-Additions and Changes to Current
    Educational Content

13
NATIONAL ENDORSEMENTS
National organizations are joining the
initiative, recommending the use of the Audit
in communities across the nation and
working together to identify effective strategies
for maximizing the value of this new resource
14
FINE ARTS MISSION STATEMENT Students will
discover and articulate their own creativity
by        Understanding contemporary music
and art through a historical perspective       
Communicate thoughts and ideas through media and
music.        Exploring, appreciating cultural
contributions to the arts both past and
present.        Respecting innovative
approaches by their peers to art and
music        Exploring avenues in the arts for
future career choices        Partnering with
community organizations to develop initiatives
for the betterment of Revere.       Expanding
resources for creative expression through
technology in art and music        Exhibiting
and performing with pride as individuals and
ensembles.         Articulating the importance
of participation in the arts as life long
learners.  
15
National and State Standards and District
Initiatives
16
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Informed Leadership
 

A Revere High piano is no longer in use because
of budget cuts.
.A.
"The state carries the burden of educating our
children the state constitution clearly says
so' said Dakin. "Every child in Massachusetts
should have the same opportunities in the
classroom and outside the school day. Where you
live shouldn't dictate the opportunities you
have where you go to school shouldn't determine
whether you get the help you need to pass the
MCAS,have a chance to play a particular sport, or
learn how to master a musical instrument. It's my
hope that the Botsford ruling will move state
leaders to action and soon' Brenda J. Boote may
be reached at bbuote_at_globe.com.
""
.A.
  Globe North THE BOSTON GLOBE THURSDAY, MAY 6,
2004
18
! iI! 'Ii
Arts Content
 
 
- - ""
  Pinched school plan for next year
Music Technology Lab
I
In Revere, Superintendent Paul S. Dakin has
decided to shift spending priorities. Instead of
simply filling positions left by retiring
teachers, he has used the salary savings to
create new positions, including high school
electives such as music images, free clip art,
video, and sound bytes. Alec Waugh, 24, will help
develop a music technology I lab and teach a
music technology and multimedia design. Dave
Kaufman, 26, will be teaching students how to
create their own Web pages using digital
appreciation course that centers around today's
movie scores, and pop, rock, and hip-h6p
tunes. "I feel very lucky to have this
opportunity," .Waugh said. "It's pretty rare for
a school system to hire a music teacher when
there's not a lot of money to go around."
Globe North Boston Sunday Globe June 6, 2004
 
 
 
GLOBE STAFF PHOTO/MARK WILSON Alec Waugh was
hired as a music teacher at Revere High after
retirements freed up some money.
19
Educational Content
Planning for the future
 
 
Music Technology Lab
This lab is funded by grants and funds from Karen
Agnetta Phil Cincotta Dave Deruosi
20
 
AWARD WINNERS 2003
WANG CENTER FOR THE PERFORMING ARTS YOUNG AT
ARTS THEME FREEDOM
BEACHMONT SCHOOL TEACHER DANIELLE BASS TREANA
JONES-GR. 5 DESIREE LAPORTA-GR. 5 JONATHAN
TRAM-GR. 5
BOSTON GLOBE SCHOLASTIC ARTS
TEACHER JOANNE MCKENNA SUSAN PEDICINI
MASS. HORTICULTURAL SOCIETY
WHELAN SCHOOL TEACHER DOREEN COLONNA
KRISTINA THEOHARRIS-GR. 4 ELMA VELIC-GR.4 TAYLOR
D'ELIA-GR. 2
21
2004 Award Winners
SPENCER LINICK
Noelle Cardinelli
NICK DI FABIO

RONALD PASCAL
GRADE 6 MC
KINLEY
GRADE 12 RHS GRADE 7 GARFIELD
GRADE 7 BEACHMONT
BOSTON GLOBE SCHOLASTIC ARTS AWARDS
Greater Lynn Society of Arts Crafts
Scholarship Spencer Linick
Silver Key Award Monique Gauthier Beachmont
Grade 7 Silver Key-Anthony Pham-RHS grade 9
Mass. College of Art X-Treme Fashion Week
Scholarship Art Institute of Boston Young
Artists Program Scholarship Shera Van
Art All-State Nominee with Interview John
McKinnon Ramon Diaz
Tanglewood Music Camp
Vanessa Adamson Steven Dixon Pascal Gangi
             
22
Educational Content
District Initiatives-Technology
Whelan Kindergarten-Ann Donoghue and K faculty
Let's Go To The Show
200
2003-2004 Professional Development Distance
Learning
23
Boston Symphony Orchestra
Cultural Connections
2003-2004 was the first year that every 5th
grader attended the Childrens Concert
Partnerships with Cultural Organizations
MCC Creative Schools Grant
24
Exemplary Educators
Arts Insight- Math Initiative
Sharing Professionals
Professional Development-Teachers Sharing
Strategies
Standards Based Lesson Design Using manipulatives
the Mahesh Sharma way.
25
Opportunities to Shine
Percussion Ensemble Students teaching Kindergarte
n children percussion techniques.
Percussion Ensemble Advisor-Tom Maffucci
26
Cultural Partnership
MUSEUM OF FINE ARTS Project VUE

Museum Partnership The Museum of Fine Arts and
Revere Public Schools are working hand-in-hand to
enhance and improve the curriculum in art
education and provide cross curricular
applications to all areas of learning. The goal
to develop a growing partnership between the
Museum of Fine Arts and Revere Public Schools and
to bring students to the arts and provide them
with events that extend their appreciation of art
and the realization of the importance of the arts
as a life long learning experience. Students
visiting the museum are assured of a continuing
awareness of the positive impact of the museum
experience.
GARFIELD SCHOOL   PRACTICING VISUAL THINKING
STRATEGIES
WHAT DO YOU SEE?
WHAT DID YOU SEE THAT MADE YOU SAY THAT?

WHAT MORE DO YOU SEE?
 
27
Educational Content
TTHINKING THEMATICALLY            Organizing a
curriculum through key concepts of
themes          Identifying big picture concepts
in the Arts Framework          Creating units of
study          Embedding assessments/Engaging
students in establishing criteria         
Designing rubrics
Professional development with the Museum of
Fine Arts and Project VUE
28
VISUAL THINKING STRATEGIES
Expressing Ideas Through Art Based on techniques
designed by Philip Yenawine and Abigail
Housen And Scott Foresman Language Arts Program
Exemplars are available on RPS/WEB
29
Visual Thinking Strategies in the Classroom
Eve DelGrecos Class at the Lincoln School
Picassos Tragedy
Art Classroom at the Lincoln School September
14, 2004
30
 

 
Opportunities to Shine
Careers Senior Student Exhibition
SPENCER LINICK
31
Educational Content
Recorder Program-Year 7
Community Support Danvers Savings Bank
Massachusetts Cultural Council Creative Schools
Grant-Master Classes John Tyson Master Recorder
Musician
32
Informed Leadership National Arts Learning
Collaborative at Walnut Hill
Passion and Industry Schools that Focus on the
Arts
Sharing of personal stories and perspectives that
illustrated Reveres commitment to arts education
for our children.
  • Accomplishments
  • 2000-Massachusetts Alliance for Arts Education
  • A.C.Whelan School-Arts excellence
  • Ann Donoghue-Excellence in music
    education
  • Ann Marie Costa-Appreciation for
    Administration Support
  • 2003-2005 Massachusetts Cultural Council
    Creative Schools Award
  • Partnership with Wang Center for the Performing
    Arts
  • Arts Can Teach-Visiting Artist Program
  • Partnership with Museum of Fine Arts
  • Project VUE
  • Partnership with Boston Symphony Orchestra
  • Childrens Concert
  • Professional Development
  • Master Classes

Panel Karen Agnetta, Ann Marie Costa, Joanna
McInnis, Ed Schutte, Myron Parker Brass, Gabe
Cobas (Boston Symphony Orchestra)
33
Excellance in Arts Education
Massachusetts Alliance for Arts Education School
Of Excellence A.C. Whelan School
Karen Agnetta-Director of Fine Arts Ann Marie
Costa-Principal State Representative Robert
DeLeo Ann Donoghue-Distinguished Arts Educator in
Music Carol Tye-Superintendent of
Schools Faculty-Sandy Chesna, Karen Webb, Roberta
Glusgol, Debby Collar, Lucille Ferragamo, Barbara
Marcus Jennifer Nesson, Maureen McCarthy, Ruth
Ann Puppo, Ed Schutte
34
Opportunities To Shine
Whelan School Students at the Boston State House
Ann Donoghue Excellance in Music Education
35
Students perform Creative Schools Banner
Presentation by the Massachusetts Cultural Council
 
Members of the Bell Choir get ready to begin
their performance
RPS "Creative Schools" Awardee
The Middle School Band horn section.
Senate President Robert Travaglini applauds the
young musicians.
36
     
 
         
Sharing Talents
Handbell choir performing for Christmas Tree
Lighting Ceremony.
Vanessa Adamson performing for the Opening of
Revere CARES
37
Classroom Candids
Drawing and Painting
38
Boston Symphony Orchestra Education and Community
Programs
Myran Parker Brass, Director and Gabriel Cobas,
Manager
  • Curriculum development and Frameworks
  • alignment
  • Resources at Boston School of the Arts Library.
  • Identified teachers for our Master Classes
  • Boston Symphony Orchestras Childrens Concerts
  • Tanglewood Music Camp

39
PROFESSIONAL DEVELOPMENT
BOSTON SYMPHONY ORCHESTRA PARTNERSHIP
Richard Flannagan-Master percussion musician
instructs the music staff on teaching percussion
techniques
Flute Master
40
Master Classes
2003-2004 Music Professional Development
MCC Creative Schools Grant
41
After The Bell
This after school program is held at a central
location- the Revere High School music rooms.
The program was designed to continue instrumental
instruction even after the position of
instrumental instructor was eliminated due to
budget cuts. Ultimately, we would like to
foster a community where music flourishes and
students accomplishments are recognized and
encouraged
42
as individuals
43
and as part of an ensemble
44
Beginning PercussionBrian Adler Music Mentor
Beginning percussion lessons, taught by music
mentor Brian Adler (New England Conservatory)
meet on Friday afternoons. Students learn on
instruments donated by Mr. and Mrs. John Howland.
45
...After The Bell
46
...After The Bell
Alicia Di Donato-Flute Mentor
Partially Funded by Massachusetts Cultural
Council Clipper Ship Foundation Target
Stores Danvers Savings Bank
After school instrumental program sponsored by MCC
47
Revere Proclamation
INFORMED LEADERSHIP
  •  
  • WHEREAS
  • Arts education contributes powerful
    education benefits to all elementary and
    secondary students including the following
  • Arts education gives students deeper
    understanding of multicultural values and
    beliefs
  • Arts education interrelates students
    learning in production, performance, history,
    criticism
  • Arts education develops students
    creative problem-solving and critical thinking
    abilities
  • WHEREAS
  • These benefits of art and music
    education form the basis of World Class
    Standards
  • and aesthetics and
  • developed by the U.S. Department
    of Education and the National Endowment for the
  • Arts and
  • WHEREAS
  • Our national leaders have
    acknowledged the necessity of including arts
    experiences in all
  • students education
  • THEREFORE, BE IT RESOLVED that support should be
    given to art and music teachers as they
    strengthen art education in their schools and
    communities.
  •  NOW, THEREFOREI, Thomas G. Ambrosino, Mayor of
    the City of Revere, do hereby proclaim that
    March, 2001 be observed as
  • YOUTH ARTS MONTH.
  • All Citizens are urged to take interest
    in and give full support to quality school art
    and music programs for children and youth.

48

 
You are all invited to attend
2004 Spring Celebration of the Arts
You are cordially invited to attend March on the
Arts 2003
REVERE HIGH SCHOOL
Spring Chocert 700 p.m. RHS Auditorium
 
CITY WIDE CONCERT ART EXHIBIT RHS PERFORMANCE
CENTER DONATIONS APPRECIATED/RAFFLES
REVERE HIGH SCHOOL AUDITORIUM TUESDAY, MAY 18,
2004 700 p.m. Donation 5.00
Community audiences are encouraged to attend
student performances and exhibitions.
49
March on the Arts District Celebration of Art and
Music
Arts Exhibit at the Comfort Inn
50
Concerts and Exhibits
Beachmont Percussion Ensemble directed by Tom
Maffucci Spring Concert 2004
51
Are resources available to educators to take
advantage of the communitys artists and arts
organizations as educational resources?
Community Connections
Visiting artists
Visiting Artists Yari Livan Ralph DiPesa Peggy
Connolly
Artist Yari demonstrating mixing techniques to
RHS Art Club. June Krinsky Rudder-advisor Artist
Yari Livan
Parent Teachers Associations and grant awards
have brought in visiting artists in all
schools. Odaito New England Gamelan Galak
Tiki Susan Miron-Harp North Shore A
cappella Curious Creatures Hampstead
Players Cello Bop Rich Golden Puppets Creative
Ears
52
Wang Center ACT-Visiting Artists
WHELAN SCHOOL
  •  
  • This program builds on strengths within the
    community to fill a void in arts education, a
    need which cannot be met solely by the schools.
    ACT is based on five essential concepts
  • The arts belong in all classrooms.
  • The arts are an essential learning aid in
    classrooms,
  • as well as an important independent subject.
  • If teachers have personally experienced the arts,
    then the
  • arts become a natural enrichment for the
    curriculum.
  • Training artists to be educators and educators to
    be artists promotes discussion, encourages the
    exchange of ideas and infuses new vitality into
    the curriculum and the arts community.
  • Exhibition is a good way to assess and represent
    student learning.

Have partnerships between the schools and local
cultural Organizations been established which
provide ongoing, Sustained artist residence
programs in the schools and enable students to
have direct access to artists?
53

STRONG PROGRAMS IN ART, MUSIC, DRAMA AND DANCE
ARE ESSENTIAL TO THE EDUCATION OF ALL OUR
STUDENTS.
"We are a class that exhibits such a wide
knowledge and interest and strength in a number
of different fields such as art, music,
philosophy, and foreign languages... Ada Pema
  "This is unbelievable," said RHS Principal
David DeRuosi. "This shines light on the whole
community. We're talking teachers from
kindergarten through the high school. I'm
speechless, and I can't tell you how proud I
am." Said DeRuosi last Friday, 'Many things
are already happening and the wave just got a
little bigger and ' we're planning to ride it out
I'm on record here. Watch in the next few years-
we'll have other districts coming from around the
state to look at how.it's done in Revere"
 Ada Perna. a student at Revere High School, got
the seat next to Gov. Mitt Romney at the MCAS
score program.
Excerpts form the Lynn Item and Revere Journal
  Revere cited as one, of the top urban school
systems in the state
September 9, 2004
54
Dreams, Goals and Expectations
  • Increase public awareness
  • Develop resources and community connections that
    we can reference
  • for the program.
  • Design a strong curriculum for middle school that
    includes theatre arts,
  • dance, instrumental instruction, choral, visual
    arts that connect with all subjects.
  • Recognition of the arts and arts teaching as
    valuable to student
  • development and leaning.
  • Develop a community of strong advocacy with all
    administrators.
  • Develop a community of strong advocacy with all
    teachers.
  • Develop a community of strong advocacy with
    parents for their children.

55
Community Connections
Is there a mechanism in place for mobilizing and
supporting these priorities for arts education?
Today is September 16, 2004. Lets make today
the beginning. Thank you very much for being
here.
56
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