The Status of Arts Education in Ohio's Public ... - Ohio Arts Council

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PRIORITIES: WHERE SHOULD WE FOCUS OUR EFFORTS? Based on the report findings related to conditions of high quality, the Ohio Alliance for Arts Education, the Ohio Arts Council and the Ohio Department of Education will emphasize the following priorities in their efforts to help sustain and strengthen Ohio’s arts education infrastructure: • Determining where the most significant gaps in quality conditions exist and what can be done to help address those gaps. • Deepening educators’ understanding of Ohio’s newly adopted arts learning standards and assisting schools and districts in developing approaches for implementation. • Conducting research about how teachers are assessing their students in the arts and what is being done to encourage the use of district-wide arts assessments. • Investigating further the finding that district arts coordinators are more prevalent nationally than they are in Ohio and devising strategies to improve arts supervision across the state. • Promoting the use of community resources to enrich curriculum and instruction, as well as close some of the gaps in access to dance and drama/theatre. Status of Arts Education in Ohio’s Public Schools 48
SUSTAINING ARTS EDUCATION Building and maintaining a strong, stable arts education program that adapts to new challenges requires: • The commitment of students to arts learning. • Allocation of the resources needed to ensure improved access and quality in arts education. • Policies that affirm the value of arts education. • Inclusion of arts education programs and arts educators in ongoing school improvement efforts. Findings from the Status Survey, considered alongside ODE data from 2009-2010, provide information about Ohio’s status in each of those areas. Courtesy: Steven Bognar, Arts Learning Residency FINDINGS: WHAT DO THE DATA SAY? Summary: Nearly all of Ohio’s students in grades K-8 are enrolled in visual arts and music education, but enrollment in the arts drops significantly when students reach high school. Most high schools require arts courses for graduation and assign those courses the same weight as other courses. Arts educators play a role in school improvement planning in most schools. Community fundraising and support for the arts show that many parents and community groups support arts education. However, school arts education budgets vary widely and typically do not always enable the kinds of contributions the arts are capable of making in this time of educational transformation. INCREASING STUDENT ENROLLMENT IN THE ARTS All students can benefit from enrolling in arts courses. Nearly every school in Ohio provides opportunities to learn in the arts, but not all students enroll. Ohio’s median 2009-2010 enrollment in arts courses for students in grades K-12 was 61 percent for music and 46 percent for visual arts. (Enrollment in drama/theatre and dance, due to their limited availability, is too low to allow definition of a median participation rate.) Figure 22 (next page) shows enrollment by percentiles. Status of Arts Education in Ohio’s Public Schools 49
Page 1 and 2:
The Status of Arts Education in Ohi
Page 3 and 4:
The Status of Arts Education in Ohi
Page 5 and 6: TABLE OF CONTENTS FOREWORD ........
Page 7 and 8: LIST OF FIGURES FIGURE 1: ACCESS TO
Page 9 and 10: FOREWORD The Ohio Alliance for Arts
Page 11 and 12: VISION AND CONTEXT WHY DO WE STUDY
Page 13 and 14: RESEARCH EVIDENCE: THE BENEFITS OF
Page 15 and 16: GIFTED EDUCATION REQUIREMENTS The O
Page 17 and 18: THE FOUNDATIONS OF QUALITY: SYSTEM
Page 19 and 20: REPORT SUMMARY Findings based on OD
Page 21 and 22: ENSURING ACCESS AND EQUITY Measurin
Page 23 and 24: SUSTAINING ARTS EDUCATION Student p
Page 25 and 26: FINDINGS AND ANALYSIS WHAT DO THE D
Page 27 and 28: ENSURING ACCESS AND EQUITY Public s
Page 29 and 30: PROVIDING INSTRUCTION IN ALL ARTS D
Page 31 and 32: Comparisons among district types—
Page 33 and 34: Table 4. Number and Percentage of O
Page 35 and 36: Table 5: The 25 Districts with the
Page 37 and 38: Access to dance and drama/theatre i
Page 39 and 40: CREATING CONDITIONS FOR HIGH QUALIT
Page 41 and 42: Table 7: Number of Courses Taught f
Page 43 and 44: SUPPORTING EXCELLENCE IN PRACTICE A
Page 45 and 46: Differences in Numbers of Arts Educ
Page 47 and 48: PROVIDING ADEQUATE INSTRUCTIONAL TI
Page 49 and 50: USING TECHNOLOGY IN ARTS INSTRUCTIO
Page 51 and 52: ANALYSIS: HOW DOES OHIO COMPARE TO
Page 53 and 54: Use of Dedicated Classrooms and Tec
Page 55: Assessment: About 12 percent of Ohi
Page 59 and 60: Key Finding: High school students s
Page 61 and 62: For both visual arts and drama/thea
Page 63 and 64: Budgeting for the Arts: Questions a
Page 65 and 66: To address the opportunities and ch
Page 67 and 68: Impact Goal The education community
Page 69 and 70: RESOURCES This section consists of
Page 71 and 72: Ruppert, S. (2006). Critical eviden
Page 73 and 74: Darling-Hammond, L. (2010, May ). P
Page 75 and 76: STAGE 1: ANALYSIS OF ODE DATA Quadr
Page 77 and 78: • Certification level of teachers
Page 79 and 80: ACKNOWLEDGEMENTS We would like to e
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