Quality arts programming comes in many shapes and sizes, yet is hard to miss when it’s being done well. In schools where the arts thrive, student artwork lines the hallways, spring concerts and musicals enliven the school or local community, there are varied arts course offerings, and arts teachers are a core part of school faculty. While there are no shortcuts or cookie-cutter approaches, the following elements are hallmarks of quality arts education.
1. Rigorous Standards-Based Coursework in the Arts
A well-rounded, quality arts education means students have access to core arts courses in a variety of disciplines, including music, dance, theater, and the visual arts. Rigorous coursework should be aligned with learning standards or goals that identify the skills and knowledge that students should acquire. Ideally, courses should be taken sequentially so that each class builds upon previous courses and equips students for what’s next.
In New York State, as in many others, there are specific learning standards for the arts at each grade level. School districts, especially in larger urban areas, may have adopted local standards or curriculum guides, such as the Blueprints for Teaching and Learning in the Arts developed in New York City. Since the adoption of the Common Core State Standards by the great majority of states, many local education districts are aligning their arts instruction to these standards as well. Furthermore, a recently-developed set of National Core Arts Standards provides a broad framework for rigorous quality arts instruction. States are in the process of considering these standards for adoption.
2. Highly Qualified and Licensed Arts Teachers
The presence of licensed or certified arts teachers on staff is a key indicator of your school’s commitment to arts education. Arts teachers provide schools with the expertise necessary to deliver quality instruction in music, visual arts, dance, and theater. They are also well-trained in how to foster and sustain a school community that values arts education. Instruction provided by licensed arts teachers can be complemented by professional teaching artists, arts partnerships, and general classroom teachers in an overall effort to enrich and expand arts coursework.
3. School Leadership and Professional Development
Quality arts education depends strongly on school leadership understanding the value of the arts. School principals and other leaders have the power to make the arts a priority in the curriculum, to devote space and funding to the arts, and to engage parents and the local arts community. School leaders can also provide opportunities for teacher collaboration and professional development. These opportunities, in turn, facilitate student engagement and enable teachers to adapt instruction to meet diverse learning styles. Well-trained instructors can create diversified and engaging curricula by collaborating with educators across disciplines and by drawing professional artists and cultural organizations into their programs.
4. Arts and Cultural Partnerships
Partnerships with arts and cultural organizations provide students with expanded learning opportunities, both within arts programs and across institutions. These organizations can also become an energizing force in the school community. School and cultural partners can collaborate to design and implement multi-week, semester-long, or year-long residencies in which teaching artists support creative learning and skills development in classrooms. These programs are typically strengthened when school-based licensed teachers contribute to their development, in turn deepening the professional practices of participating teachers.
5. Performances and Field Trips
Taking students to concerts, theater performances, or museum exhibits is a longstanding tradition in public schools. Student participation in these activities enhances learning, broadens student awareness of community offerings, and builds appreciation for the arts. It also motivates students and opens their eyes to possible careers within creative sectors. While trips like these are valuable in themselves, they are most effective when they are part of an in-depth partnership with a local arts or cultural organization. Related in-school lessons can augment field trips by giving students important social and historical context.
6. Dedicated Arts Spaces
Studies show that students perform better when taught in proper arts spaces. According to the NYC Department of Education, “the ideal physical environment for arts learning is one that is dedicated to the arts discipline and appropriately and comfortably equipped to optimize students’ experience.” Students need spaces of appropriate size, configuration, acoustics, and equipment where they can create, rehearse, store projects and materials, and display or perform their work. Inadequate facilities can lead to substandard instruction and present considerable safety concerns.
7. Art Supplies, Materials, and Instruments
Just as chemistry teachers need the proper supplies to conduct experiments, visual and performing arts teachers need paint, brushes, and instruments to allow their students to explore, create, and innovate. Lack of materials can limit the scope and quality of school arts programs and lead to insufficient and inequitable educational opportunities. Traditional arts materials are also enhanced by up-to-date technology and software, which allow for greater exploration of art forms and support career areas such as architecture, digital photography, and graphic design.
8. Integration of the Arts into Other Subject Areas
Unlike traditional arts education, which teaches the arts disciplines as stand-alone subjects, arts integration connects content and skills from one or several arts disciplines with other core academic areas. This interwoven approach helps students make connections across subjects and apply knowledge learned in one area to challenges in another. Research shows that integrating the arts across the curriculum increases student engagement and achievement in other academic courses while fostering positive social behavior. What’s more, engaging teachers across departments creates a more vibrant, collaborative educational environment and involves students in projects that stimulate their creativity. Further, the artwork and performances that emerge from this interdisciplinary approach offer parents and caregivers access to student learning that may be obscured in traditional academic coursework.
9. Arts Funding
Recurring and dedicated funding in a school’s or district’s annual budget is essential for sustained, quality arts programming. Reliable allocations can then be augmented by state and federal funding streams and by contributions from external sources, such as parents, local businesses, or foundations. These resources can help subsidize after-school programs, pay for additional teachers and aides, fund school trips, and support partnerships with arts organizations and more. School leaders can also apply for federal and state grants that can be applied to arts programs, while parents can help support their children’s arts education by contributing to or helping with fundraisers.