History is Made!
Thanks to the efforts of hundreds of arts advocates in our state, the Kansas State Department of Education recently approved new regulations for high school graduation that included one unit of fine arts. Requirements for fine arts programs in Kansas schools include several other stipulations:
Ø How will these requirements impact existing
programs? Will quality performing and production programs such as instrumental,
vocal, drama and high level visual arts courses be inundated with unqualified
students?
In the fine arts survey conducted by Kansas State University in 2000 it was reported that performing ensembles and high level arts classes are not negatively affected by a graduation requirement. Students must audition for higher skilled performance groups, just as they must have prerequisite skills to study higher-level mathematics courses. Prerequisite coursework eliminates the possibility that unprepared students will enter higher-level classes. Most districts experience growth in fine arts enrollment, and often in fine arts staff. However, the fine arts incorporate many art forms with many potential course offerings. Students who may not be interested in a music class have other options. Obviously, there will be abuses in some schools. Teachers in every building must engage parents, students and community in active advocacy for the building and maintenance of quality programs.
Ø How will we benefit and what are the potential issues and concerns?
1. To help assure funding of arts programs through legislation from the state and local levels.
In 1998, HRC 5014 suggested that a three-tiered system be set up for funding Kansas schools that described fine arts courses as non-essential. While arts advocates were able to have the resolution removed from consideration, legislators continue to seek equitable means of financing education that have the potential of threatening state funding of education and ultimately arts programs. Additionally, local boards of education are economically strapped. The requirements will help diffuse out-and-out elimination of arts programs K-12.
2. To assure that all teachers in fine arts
classes are properly certified.
New KSDE certification regulations require that all teachers be properly certified in the areas they teach. This provision makes the definition of fine arts at the local level especially critical. If your local definition of fine arts includes foreign language, then that course must have a person certified in foreign language to teach it. Most certainly, the course will not align with national and state standards in the arts.
3. To assure that the arts will be included with future KSBE plans to require performance proficiencies instead of Carnegie Units for graduation.
The Kansas Board of Education is working toward eliminating the Carnegie Unit (seat time) requirements for high school graduation. The vision is to replace the units with a graduation performance requirement in all “core” areas. Because the arts are now included as “core” students in Kansas will eventually be required to demonstrate proficiency (probably defined at the local level) in an arts area, along with math, science, etc.
1.Defining “Fine Arts”
Each music, art, drama, and dance teacher in Kansas must become an advocate in their school district. Your local board of education will determine what fine arts means. Begin your conversations NOW with your community and school leadership. Remember, the National Standards for the Arts provide the framework for the definition of “fine arts” in education and classes such as foreign language do not align with those standards. Below you will find a list of courses that are commonly used for fine arts requirements.
Fine Arts: Visual Art Performing Arts Performing Arts, cont.
Intro to Art Beg. Band Wind Ensemble
Intermediate 3-D Art Int. Band Band Auxillary
Adv. 3-D Art Adv. Band Concert Choir
Intermediate 2-D Art Concert Band A Capella Choir
Adv. 3-D Art Jazz Band Chorale
Drawing 1-4 Beg. Orchestra Music Theory/Appreciation
Basic Photography Int. Orchestra Voice
Photojournalism Adv. Orchestra Acting 1&2
Ceramics Int. Mixed Choir Repertory Theatre
Adv. Ceramics Adv. Choir Stagecraft
Commercial Art Adv. Ensemble Band
Design Theatre 1&2 Humanities
Painting Marching/Symphonic Composing/Arranging
Graphic Communications Jazz Ensemble
Art History Forensics
2. Quality Programs
Supporters of fine arts instruction for children in Kansas realize that the requirements will not provide quality, comprehensive arts instruction in our state. The requirements provide an insurance policy. It moves fine arts into the same funding priority level as other required curriculum areas considered “suitable” or “essential” by Kansas legislators.
3. Teacher shortages
Several options are available:
Alternative Certification (“transition to teaching”—an alternative delivery of a regular
certification program)
Restricted certification (degree in subject +3 years of education courses)
Distance learning (on-line instruction through state colleges and universities)
Team Teaching (i.e. humanities classes, physical education courses, history courses)
Waivers
Ø What are our next steps?
The board’s current definition of “fine arts” includes dance. Because dance is not a certified instructional area in Kansas, the wording throws open the doors to work toward dance certification in our state. Secondly, having a high school graduation requirement creates possibilities for instituting fine arts entrance requirements into Kansas Regents institutions.
Ø What will be different . . . . .
. . . . . for
students?
· Every student will have access to the beneficial aspects of arts learning.
· Some students will discover talents they never knew they had, leading to personal or professional benefits that will last a lifetime.
· Students deciding whether to pursue further study in the arts will be able to do so in a more informed way.
· Some students will discover a new learning pathway that will positively affect their attitudes toward school and life.
· Arts courses will be given equal weight with other core subjects—no students will be discouraged from taking an arts course in favor of traditional subjects deemed more “useful” by counselors.
. . . . . for
arts specialists?
· Specialists will examine the standards of excellence for their individual disciplines and determine the best way to meet those standards in teaching students who will not be arts professionals, but who eventually will be making community decisions that affect the funding and general health of arts programs across the country.
· Specialists may discover students with unsuspected talents—diamonds in the rough who for one reason or another have not had the opportunity to tap into their creativity.
. . . . . for
general educators?
· With students who are better informed about the arts, general educators may be encouraged to enliven the study of traditional core subjects through more frequent arts-integrated learning experiences.
· General educators who have not enjoyed the advantage of working with arts colleagues may welcome the opportunity to deepen their own understanding of arts learning.
. . . . . for
education policy-makers?
· District administrators and local boards of education will become better acquainted with standards of excellence for arts education and with the diligent efforts required of both students and teachers in meeting those standards.
A significant opportunity awaits us! Bearing in mind that around 70% of the population works in non-arts-related occupations, what do we wish all those people knew about the arts? Here’s our chance to have a future effect in that regard.
Submitted by:
Dee Hansen, Associate Professor
Music Education
Baker University
dee.hansen@bakeru.edu
Connie Burket, Executive Director
Kansas Alliance for Arts Education
kansasartsed@aol.com
Joyce Huser, Fine Arts Consultant
Kansas State Department of Education
jhuser@ksde.org