By Melissa K. Rowe
Examines the variety of arts programming partnerships within the la Unified institution District and gives suggestions from principals, lecturers, arts enterprises, and district arts advisors at the demanding situations and hindrances in those partnerships.
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Additional resources for Arts Education Parterships: Lessons Learned From One School District Experience 2004
The elements she identifies could be considered potential predictors of a program’s impact on students, teachers, and schools. , professional development, curriculum development, educational resource materials); program documentation and dissemination of documentation; program evaluation; and student assessment. To date, there has been no systematic comparative study of simple transactions versus joint-venture arts partnerships that examines relative effectiveness and impact on students, teachers, or school outcomes.
The No Child Left Behind Act of 2001 has had the effect of further diminishing instructional time and school resources needed to implement an arts curriculum. A recent survey of 82 school districts in Los Angeles County revealed that most school districts dedicated less than 1 percent of their total budget to arts education. The report’s main finding was that most children in the county receive ad hoc exposure to the arts without any coherent arts education (United Arts, 2001, p. 8). To address this situation, board members of the Los Angeles Unified School District (LAUSD) in 1999 approved the LAUSD Arts Education Plan, one of the most ambitious arts education programs 1 2 Arts Education Partnerships in the nation—a ten-year, multi-million-dollar program to implement a substantive, sequential arts curriculum in four major disciplines—dance, music, theater, and the visual arts—for all public school children in kindergarten through grade 12 (K–12).
A core component of the plan is to build “extensive and well-articulated programs with the Los Angeles arts community,” which includes hundreds of arts organizations that offer programming aimed at students. The plan also called for the creation of full-time local district arts advisors (LDAAs), one for each of LAUSD’s 11 local districts. The emphasis on schools building arts partnerships in arts-rich Los Angeles provided a unique opportunity for research and analysis. In the fall 2001, RAND received funding from the California Arts Council (CAC) Demonstration Grant Program to examine partnerships between local arts organizations (AOs) and elementary schools in the early stages of the new LAUSD program.