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九龙高手水心论坛精选-don%E2%80%99t-do">The Reason Arts Education Lacks School Day Resources is Because Arts Ed P九龙高手水心论坛精选 Don’t Do Quality Work

Posted by John Abodeely, May 24, 2010

John Abodeely

This probably isn’t going to be a popular statement. But let’s throw it out there and see what folks think.

I believe that if arts education p九龙高手水心论坛精选 provided amazing arts education to students, we wouldn’t have to fight for time in the school day, money in the school budget, or support among our neighbors. From firsthand experience, I know creating art and can be transformational. I believe that if the arts teaching workforce—whether teaching artists, certified arts teachers, or arts integrationists—could regularly and reliably facilitate the best arts education experiences for their students, there would be no question as to the absolute need to provide arts education.

I wouldn’t suggest this is easy. But I think it’s still true. And yes, the implication is that our work—collectively, across the country—isn’t good enough.

To be fair, I can see a couple obstacles to it.
1.    Our governance agents diminish the value of spiritual or personal value when there’s a tax dollar involved.
2.    Scaling up transformational, personally-demanding education would be hard.

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Arts Education Administrator Seeks Business Education for Radical Improvement

Posted by John Abodeely, Sep 16, 2011

John Abodeely

I started getting my MBA this month. Most of the individuals I know professionally have asked me why.

I’m surprised at how clear I am on why:

1.  Innovation is a product of diverse knowledge.

I figured that I’d experience greater improvement in my professional performance if I earned an education in things I know little about. Applying new and different ways of thinking, tools, and professional contacts to existing work is likely to yield huge benefits. Learning about arts education or nonprofit administration may deepen my knowledge, but it would change my work less than an MBA. Productivity experts call this “breakthrough performance.”

(Yes, I know this assumes that improvement through differences is preferable to improvement through refinement. But I believe that our field as a whole will benefit from difference more than it will from refinement. If you care to, leave comments about this distinction. It is a fascinating debate, no?)

2.  You don’t know what you don’t know.

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Defining a Good Arts Education

Posted by John Abodeely, Sep 15, 2010

John Abodeely

The KC’s got a couple great opportunities coming up to bring some national attention to your local community. We host two national competitions: One for schools and one for districts.

The John F. Kennedy Center for the Performing Arts Schools of Distinction in Arts Education awards highlight five schools annually that have developed exemplary arts education programs. Though we recognize the importance of federal, state, and local policy makers in providing arts education, this award recognizes of the role individual school leaders, educators, and communities play in providing a creative learning environment for outstanding student achievement. The award garners media attention for the winning school and for the nominating member of the Kennedy Center Alliance for Arts Education Network, and it comes with a $2,000 unrestricted cash award.

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Where do you fall in the education debate?

Posted by John Abodeely, Sep 14, 2010

John Abodeely

For arts education programs and advocates to be successful, we must design our strategy and programs to fit within the larger context of public education. If our provision tactics—such as teaching artist residencies—do not fit within the limiting elements of our schools—such as budgets and schedules—then our work must change. If student requirements levied by the federal, state, or local policy narrow the curriculum too harshly to allow our kids to learn in and through the arts, then our work must change.

For example, arts integration has been used as more than as an instructional strategy. It has been an advocacy strategy. Providers have used arts integration to fit within scheduling limitations of schools. This is a response to the existing context of education.

Other programs now work with decision-makers that have more influence over the policy and funding conditions that may narrow the curriculum. Outreach to decision-making adults such as school boards and legislators seems to have become a part of many local programs, though years ago only national and state-level organizations did it. This is an effort to change the context of education.

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The New Common Core for the Arts are Imperative

Posted by John Abodeely, May 26, 2010

The Common Core for the Arts are a huge triumph for our professional community—for arts teachers, teaching artists, cultural organizations, supporters, advocates, etc. This is for two reasons:

1.    We’re keeping up with the other subjects.
2.    Three dozen people got together agreed on one giant thing.

Let me explain.

1.    We have to keep up with our peers. We have to pony up the same infrastructure, research, and political mobilization that our peers in the other core subjects are offering.  That’s true if we want arts education to be treated equally. And right now, the Common Core for ELA and math define policy advances (even if we disagree with the content or strategy). But there’s more.

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Letter to a Young Administrator

Posted by John Abodeely, Sep 22, 2011

John Abodeely

A friend and colleague—one on the earlier end of her career—recently emailed me and asked what she thought of her possibly moving back to the east coast and entering a graduate program in the hope of advancing her career more quickly.

This is what I wrote her. Because her question is about career development, I have given myself permission to publish it below:

I think there are two things to keep in mind:

1. There isn't actually a wrong choice. One way or the other, things work out; you'll find a way to enjoy yourself; the important things tend to settle out the way they will: friends, family, fun, relationships of other kinds. You can pick a path—and it's important you do—but a path is nothing but a series of choices. Just make sure you choose—don't sit around too much—and you'll have good experiences, meet people, see things, etc.

The only time this doesn't hold is if you're hell-bent on some outcome: being famous, being a museum educator, etc. In these cases, you can generally mix together the things you must do (like lots of acting jobs, plastic surgery, etc.; a degree in museum education, lots of internships, etc.) with a few rule breaking successes (going indie a couple times to build your acting rep; moving to a small town museum in rural America to be director of education because, while it's not glamorous, it'll rapidly advance your career).

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NY State Senator for the Arts in Schools

Posted by John Abodeely, Jul 07, 2009

New York State Senator Jose Serrano (D-28) wrote a compelling op-ed in the Gotham Gazette about the importance of arts education, even in a time of economic distress.

It's stunning and wonderful to read an eloquent and informed piece by such a high-ranking and powerful public leader. What's better than his educated opinions in support of the arts? Reading about the actions he's already taken to help put the arts back in NY's schools.

Here are some choice bits.

Perhaps it would be prudent to teach the arts only when we are confident that our young people can read, write and count proficiently, and when our society is generally more prosperous. In other words, is arts education significant, especially in a time of economic distress?


The issue of arts education brings us to the basic question of what type of society we wish to build. Today's eighth graders are the next generation of civic and business leaders. The cultural heritage of the state of New York, be it visual, architectural or musical, will be in their hands. If we want future generations to appreciate and see value in architectural icons like the Brooklyn Bridge, music forms like jazz and salsa, and painters like Edward Hopper, we need to introduce young people to them now. No matter what their ethnic, cultural or class background, a sound arts education strengthens our children's connection to their communities and to broader society.

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Future Visions of Arts Education, the Book

Posted by John Abodeely, Jul 06, 2009

One dyanmo out of Harvard's grad school in arts education (where so many arts ed dynamo's first appear) has put together an honest-to-goodness book on the future of arts education--but he's just now looking for writers.

This is a fantastic place to envision a better arts education, a better education system through the arts, and--ultimately--a better education for America's students. Here's a short list of what I might write about in my chapter proposal:

  1. New media and arts education; teaching students already empowered as creators and cultural arbitors.
  2. The new, local Arts Education Politician; advancing arts education at the local level happens when someone steps up to interface with the adults who make the education decisions--and plays the role of a politician or leader for the issue of arts education.
  3. Other stuff I wrote about in another post.

What would you write about?

The call for chapters is listed below

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Details about the San Diego Win for Arts Ed (From Arts Watch)

Posted by John Abodeely, Jun 17, 2009

Arts and arts ed consultant and one of the San Diego arts ed advocacy masterminds, Victoria Saunders, gave an interview to the California Alliance for Arts Education. It's posted on CAAE's Facebook site. This story is so great, it gave me goosebumps. She says, "I told myself, if the Visual and Performing Arts Department goes away and I didn’t do anything to try to prevent that from happening, I will regret it for the rest of my life. If we lose it and we try at least we know that we tried and that we stood up for something we believe in."

Here's an awesome slice:

We also created a Facebook fan page to help build community support and share information. Then we combed through our Facebook fans to find out who supported our cause. I discovered that one of our “fans” was the brother of one of the school board members. That was useful information. In some cases, we got in touch with our fans to find out more about why they supported our issue. That helped us understand who we could leverage to help plead our cause.

For example, one of our Facebook fans was a former head of the local taxpayer’s association and now he’s an independent political consultant. I wrote to him and asked him about his interest in this issue. He wrote back and said that he has two kids in school, one in the band, and he’s always been a supporter of the arts. We had coffee and I asked for his advice. He suggested a media event emphasizing that we needed publicity.

I don’t do media. So I asked around for advice. I contacted a colleague who specializes in public relations. We put together a brief for her, and in 48 hours, she helped us pull together a media event. She told us that it is important to have strong visuals. So the VAPA Director helped get kids there - theatre students came in costume; arts students made banners, and musicians brought instruments. The Guild of Puppetry brought some huge puppets, including one Day of the Dead character.

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You'll Know It When You See It

Posted by John Abodeely, Oct 20, 2009

I started thinking about leadership when I got my first, national-in-scope job. It was a word that was tossed about our office all the time and I was suspect. No one would ever say what they meant by it. It was, we knew, necessary, important, lacking, and the secret of success.

Out of need, I defined it myself. I haven’t tried to write it down before, so I’ll try to articulate some of it here. Contribute to my mess by writing in comments below!

Leadership includes elements of the following:

1.    The best of intentions. These intentions include

  • The best interests of those without knowledge, authority, or money to do it for themselves
  • Your peers’, coworkers’, and colleagues’ best interest
  • Placing a priority on fairness for all
  • A dedication to satisfying a noble goal, not egotistical instincts

2.    Positive energy.

  • Nobody wants to help Debbie Downer realize her vision.
  • Nobody wants to help mean people, either.
  • It’s other people—not you—who really know if you’re a downer or if you’re mean.
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We Sustain Each Other in Rougher Times

Posted by John Abodeely, Oct 19, 2009

It’s a pleasure to be a part of such a great group of folks, discussing such a fascinating (and sometimes polarizing) subject. My name is John and I’m a program manager at the John F. Kennedy Center for the Performing Arts in Washington, DC. I work in National Partnerships, serving the national network of state Alliances for Arts Education. I also help to dissemination the Kennedy Center’s suite of teaching artist training programs in arts integration, residency planning, and other areas.

The topic of emerging leadership is near to my professional heart. One of the reasons I stayed in the arts was the network of peers I quickly built from my first job in arts administration. I was working for the Washington State Arts Alliance in Seattle, WA and my boss suggested I get involved with the Emerging Leader Network of Americans for the Arts. I went to a conference, found kindred spirits, and made sure to get to every Americans for the Arts conference until I was honored to be elected to the Emerging Leader Council itself. From there, Americans for the Arts hired me and I moved to DC.

Without that network, I would not have developed the interpersonal connections that solidified my commitment to this field. Were it not for the colleagues and friends—those with whom I had frank and easy conversations, shared language, shared even a style of clothing—I would have easily departed the field for another type of job. We were compatriots, battling scarce funding, personnel challenges, and other issues that weighed on us, professionally. I’m sure this experience is common to any generation or group of any kind. Like likes like. But more than that, we sustain each other in rougher times. These connections do not preclude nor devalue connections made across our differences.

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Arts Education Salon on ArtsBlog All Next Week

Posted by John Abodeely, Sep 16, 2009

From September 21 to 25, two dozen arts education experts from around the country will blog daily on Americans for the Arts' new arts education blog and webpage:  wf07.cn/ArtsEducation.

Each September, thousands visit our site, taking the start of the school year as an opportunity to ask questions about their children’s arts education. So the topic of this blog event will serve not only arts p九龙高手水心论坛精选 but also citizens and concerned parents. Our esteemed bloggers will be talking about steps each person can take to ensure the children of their community have access to a great arts education.

Our bloggers will include members of the Arts Education Council of Americans for the Arts; Lucia Brawley, activist, actress, and writer for the Huffington Post; emerging leaders Jenna Lee and Kim Willey, both of Washington, DC; Mike Blakeslee from MENC; state advocacy leaders; state department of education staff; teaching artists; local program experts; and, other folks from all over the country.

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Conditions Worsen for Recent College Graduates

Posted by John Abodeely, Sep 04, 2009

A blog post on the Education Policy Blog offers a slice of a new report. It's concerning both for students and for new p九龙高手水心论坛精选:

  • 31% of young workers report being uninsured, up from 24% 10 years ago, and 79% of the uninsured say they don’t have coverage because they can’t afford it or their employer does not offer it.
  • Strikingly, one in three young workers are currently living at home with their parents.
  • Only 31% say they make enough money to cover their bills and put some money aside—22% points fewer than in 1999—while 24% cannot even pay their monthly bills.
  • A third cannot pay their bills and seven in 10 do not have enough saved to cover two months of living expenses.
  • 37% have put off education or professional development because they can’t afford it.
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Local Tools: What Every Arts Ed Advocate Needs

Posted by John Abodeely, Aug 05, 2009

Americans for the Arts hosts an impressive collection of policy and advocacy resources for the arts and arts education. The following list isn't comprehensive, but it's tidy, quick, and includes the most likely resources you'll need to make the case for arts education.

The following items include information for arts education p九龙高手水心论坛精选. It also includes docs you can print and leave behind with your principal, superintendent, district staff, fellow teachers, mayors, council members, and state leaders to help them understand why they should support the arts for all students.

Federal Priorities for Arts Education

These are one or two page briefs that are meant to be left with decision makers. They include all pertinent information to get up to speed on major topics. You can print out the PDF version to hand out. The arts ed ones are:

  1. Arts Ed and NCLB
  2. Arts Ed Funding and Research at the USDE
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National Teaching Artist Research Project (in case you hadn't yet heard)

Posted by John Abodeely, Jul 27, 2009

Nick Rabkin, former founder and director of the Center for Arts Policy at Columbia College Chicago, researcher, teaching artist expert, and esteemed colleague, has moved from the Center over to the University of Chicago and the National Opinion Research Center (NORC). He's conducting the first-ever, national research project about teaching artists. The number one need? Teaching artists who will fill out the survey.

If you're a TA, click here to be heard. There are geographic restrictions, but if you don't try you'll never been seen.

If you're an arts org, contribute. Send a message to your TA's urging them to participate in the survey. If there's one thing we know, it's that "without numbers, you're just another person with an opinion." This means that if someone asks for money, for say, a national association for teaching artists or for health insurance programs for teaching artists, they'll need numbers and other data to show that it's truly needed. Nick's work could bring huge visibility and benefit to the entire field of teaching artistry.

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Arts Education is a Political Issue

Posted by John Abodeely, Jul 16, 2009

Arts education is as political an issue as an educational one. One could say that education itself is a political issue. After all, education and arts education decisions are made by thousands of adults each day--adults that do not see the faces of hear the voices of the children about whom these adults are making decisions. This is true of arts education too.

Federal legislators, federal employees such as USDE staff, and the president and his administration, all have specific impact on arts education. This is evident in the passage of No Child Left Behind.

State legislators, state department of education employees, state public university systems, state teacher unions, and statewide nonprofits have dramatic impact on arts education in the classroom. For example, state university systems that require one or two years of arts instruction as an entrance requirement often result in statewide arts education for high school students. Similarly, the state legislature may mandate a one or two year arts education graduation requirement for high schoolers. These policy actions put the arts firmly back in the schools (though not always as intended, I admit).

Program profiles on state and local efforts, as well as more info on arts ed as a political issue after the jump.

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