Visual and Performing Arts Council Professional Development Program 2004-2005 Los Angeles Music Center “Arts Strategy”

1. Visual and Performing Arts Council Professional Development Program 2004-2005 Los Angeles Music Center “Arts Strategy”

2. Education Code 51210 “The adopted course of study for grades 1 to 6, inclusive, shall include instruction…in the following areas of study: (e)Visual and performing arts, including instruction in the subjects ofdance, music, theatre, and visual arts, aimed at the development of aesthetic appreciation and the skills of creative expression.”

3. Elementary VAPA Council CarverValentine • Kindergarten Linda Gentry Lori Grannis • First Grade Karla Domier Nancy Allen • Second Grade Andrea Repp Jill Toth • Third Grade Rebecca Blonska Nancy McGowen • Fourth Grade Courtney Meier Barbara Day • Fifth Grade Erin Terzieff Leigh Phifer • Principals Liz Hollingsworth Tray Schreiber • SMSF Colleen Fitzpatrick Amy Chambers

4. Elementary Visual and Performing Arts Goals • Increase capacity of teachers to teach the visual and performing arts by a long term quality professional development program. • Provide standards-based arts instruction that is consistently integrated into core content by classroom teachers. • Develop a model that promotes creative and artistic thinking in core content areas. • Provide opportunities for students to interact with professional artists during instructional experiences and in performance.

5. The Needs Assessment Process2004-2005 Planning Year • Define the key elements of an ideal arts program and determine key-issues. • Administer the survey • Compile and analyze the data. • Discuss and interpret survey results with all teachers by site and grade level. • Council comes to consensus about assets and needs • Council develops the professional development plan that will be implemented starting July 1, 2005.

6. Arts Strategy Survey Results

7. Curriculum Instructional Programs Capacity of Teachers Resources Access Connections to Community and Parents For each topic: Visual Arts Music Theatre Dance Music Center Arts StrategyWhat was assessed?

8. SMUSDCurriculum In the course of a school year, how much written arts curriculum do you teach in your classroom? • I do not utilize a written curriculum in the arts • I periodically use written lesson plans • I teach the arts in a block or sequence of units spanning several weeks • I teach the arts in a developed block or sequence of units spanning several months • I employ a fully developed, standards-based year-long sequence of study based on written curricula in the arts

9. SMUSDCurriculum Does the written curriculum, if used in your classroom, reflect the five component strands of the California state arts content standards (artistic perception, creative expression, historical and cultural context, aesthetic valuing, and connections /relationships, /applications)? • I do not use a written curriculum • My written curriculum is not based on the components of the state arts content standards • The curriculum focuses on a few strands (such as creating or performing) and occasionally makes reference to additional strands • The curriculum reflects all the arts content strands, but not consistently • My written reflects the five component strands of the state arts content standards in a consistent and balanced fashion

10. SMUSDCurriculum In preparing or selecting your curriculum, what assumptions do you make about your students' prior learning in the arts? • Students have had no prior education in the arts • My students have participated in some arts activities and experiences which are not aligned with the state arts content standards 3. Some students have had standard-based instruction in the arts, and only a few are prepared for standards-based curriculum at the grade level I teach 4. Students have had standards-based instruction, but not all students have achieved grade-level mastery 5. Most of my students have mastered the state arts content standards for the previous grade level.

11. SMUSDCurriculum What is the focus of the arts curriculum in your classroom? • The arts are not utilized as discrete subjects nor curricular resources in my classroom • I utilize the arts exclusively as a strategy for illustrating or elaborating on key concepts, themes or ideas in other school subjects • The curriculum in my classroom focuses on the arts only as discrete disciplines • My curriculum addresses the arts disciplines as discrete subjects and sometimes includes connections to different arts disciplines and other subject areas • My curriculum addresses the arts as discrete sequential subjects (each with its own body of knowledge, skills and ways of thinking), and regularly makes connections to other arts disciplines and subject-matter areas

12. SMUSDCurriculum Who selected and approved the arts curriculum you are using in your classroom? • There is no required or adopted curriculum; I am expected to develop it on my own. • I am expected to select or purchase an arts curriculum from a list of choices • Teachers at my grade level are expected to select a shared arts curriculum • My school has adopted an arts curriculum that is used in my classroom • My school district selected and provides the arts curriculum I teach in my classroom

13. Assets Formerly piloted visual arts texts are available and still used by some teachers as a foundation for lessons. Teachers use… trade books arts projects assemblies field trips exhibitions Carver Music Box Program Needs A clearly written, logically sequenced curriculum that is standards-aligned and coordinated with core content instruction The curriculum must be teacher friendly and easy to use. CurriculumVisual Arts, Music, Theatre and Dance

14. SMUSDInstructional Programs Who teaches the arts to your students? • The arts are not part of my instructional program • I provide all arts instruction to students in my classroom, without additional support • I teach the arts to my students, and arts specialist-teachers or visiting artists offer additional arts instruction on an occasional basis • An arts specialist/teacher provides instruction in the arts to my students • I work with arts specialist/teachers, visiting artists, and parents/community members in a coordinated fashion to provide arts instruction to my students

15. SMUSDInstructional Programs How much arts instruction is provided to your students during school hours throughout the year? • Students participate in isolated arts activities or experiences on an inconsistent basis • Instruction in the arts is provided seasonally to illustrate other selected curriculum • Short-term units or art modules are taught, but with limited time to explore topics in-depth • Arts instruction is consistent and regular, although confined to a specific time of year, such as a ten or twenty week block • Instruction in the arts is provided 1-2 times per week (1/2 hour per session) throughout the school year, to allow in-depth learning in a sustained fashion

16. Assets Relative strength in visual arts Teachers “do their own thing” which enriches the program for their students. The Music Center visiting artists workshops and assemblies at Carver The music consultant workshops at Valentine Needs Teachers expose students to arts but don’t necessarily teach concepts. Some teachers worry that integrating the arts into core content will extend the time required to teach the core concepts and thus, and may effect the overall schedule. Need for common lessons across each grade level Instructional ProgramsVisual Arts, Music, Theatre and Dance

17. SMUSDCapacity of Teachers Do you have access to professional development opportunities in the arts? • I do not have access to funds and time for professional development in the arts. For example, workshops with teaching artists and arts specialist/teachers, visits to model classrooms, and attendance at conferences and summer institutes 2. I have sought out funds for professional development in the arts, but with very limited success 3. I have secured funds for some professional development in the arts, e.g., to fulfill re-certification requirements 4. My school and/or school district provides funds and time for me to access professional development opportunities in the arts 5. Time and funds are provided for me to regularly participate in workshops with teaching artists and arts specialist/teachers, for visits to model classrooms, and for attendance at conferences and summer institutes

18. SMUSDCapacity of Teachers Who is available to provide support for arts instruction at your school? • I do not have access to instructional support--advice and guidance--in the arts • I can consult with other teachers at our school to seek advice and guidance • I have access to our school's designated leader/coordinator in the arts • Our school district provides a district-wide arts coordinator and arts specialist/teachers for instructional support, but not on a regular basis 5. Our school district provides a district-wide arts coordinator and arts specialist/teachers, who are available to me on a regular basis for guidance

19. Assets When “specialist” instructional assistants or consultants are available and classes are scheduled for their service, instruction is of quality and consistent. Teachers feel more comfortable with the visual arts than with other disciplines Needs Professional Development Most teachers do not have a strong background in the arts and feel insecure about teaching the arts disciplines Most teachers presently do not feel qualified to adequately teach the arts. Some fear a lack of appropriate “talent” to adequately teach a program. Capacity of TeachersVisual Arts, Music, Theatre and Dance

20. SMUSDResources • Instructional resources in the arts are unavailable for use in my classroom • Access to basic materials, supplies, and equipment is very limited • Some materials, supplies, and equipment are available, but are not sufficient for a full program in the arts • My students and I have access to many materials, supplies, and equipment • My students and I have access to an extensive range of well-maintained and up-to date materials, supplies, and equipment • What kinds of instructional materials, supplies, and equipment • (e.g., visual arts materials, musical instruments, texts and books, • art prints, computer software, audio tapes, and video tapes) are • available for use in your classroom?

21. SMUSDResources • Dedicated arts facilities, either on-site or off-site, are not available at my school • My students have very limited access to on-site or off-site arts facilities • My students have access to arts facilities a few times during the school year • My students have frequent access to such facilities on a rotation basis (visual arts) • My students have regular, consistent access to dedicated arts facilities throughout the school year Do your students have access to facilities, either on-site or off-site, that are designed and equipped for the unique requirements of each arts discipline (e.g., stage, dance floor, art room, and music room)?

22. SMUSD Resources • We lack the commitment, the qualified teachers, and the basic resources (funding, facilities and materials) needed to teach the arts • We want to teach the arts, but lack well-qualified and prepared teachers as well as basic resources (funding, facilities, and materials) • We have commitment and our teachers are well-prepared, but our school lacks essential facilities, funding, and materials in order to serve all students • We have commitment, well-prepared teachers, and essential resources in our school, but lack time to develop a consistent program of instruction in the arts • We have the commitment, teachers, and resources in our school to overcome barriers to teaching the arts What do you see as the main barriers for arts education at your school?

23. Assets Generous, supportive parents who volunteer and fund instructional assistants, consultants,and materials. Visual Arts facilities Music Box Program at Carver Needs Time! Teacher friendly lessons that don’t extend core content time, but rather, enhance it. Funds and guidance for conferences. Equipment and materials Guidance and support in teaching the content ResourcesVisual Arts, Music, Theatre and Dance

24. SMUSDAccess to Arts Experiences, Artists, and Works of Art • My students do not have access to in-school performances and artist residencies • Students rarely have opportunities to experience professional artists at our school • My students occasionally attend in-school performances and participate in artist residencies • Students have frequent access to performances and artist residencies during the school year • My students have regular, consistent access to in-school performances and artist residencies throughout the school year To what extent do your students have access to performances and residencies by professional artists?

25. SMUSDAccess to Arts Experiences, Artists, and Works of Art • My students do not have access to live arts experiences, such as works of art at museums and performances at arts venues, during the school year • My students rarely have field trips to experience works of art and live performances • My students occasionally visit museums or attend out-of-school performances • Students often take field trips to museums and performing arts venues during the school year • My students regularly and consistently experience works of art at museums and performances at arts venues throughout the school year How frequently do your students take field trips to experience works of art at art museums and attend live performances at arts venues?

26. SMUSDAccess to Arts Experiences, Artists, and Works of Art • I utilize whatever community arts resources I can get, if any, since I rarely have time or funds to choose among different options • I tend to schedule arts experiences which reflect my favorite arts discipline or cultural perspective • I use community arts resources to fill gaps in my classroom's curriculum in the arts and other subjects • My students experience a diversity of performances, residencies, and museum visits designed to broaden their perspectives in the arts and their connection to other subjects • My students participate in a series of arts performances, residencies, and museum visits designed to expand students' skills and knowledge in meeting the state arts content standards • How are community arts resources (arts performances, artist residences, and museum visits) integrated within your classroom during the school year?

27. Assets Students occasionally attend in-school performances and participate in artist residencies Visual Arts: Exhibitions at Open House Music: Holiday Program Needs It is time to review the field trips to ensure that they are coordinated with core content but also matched to concepts in the visual and performing arts. Access to the Art Room and Multipurpose Room when it is not scheduled. The p.m. K rarely has access to cultural arts activities because of the timing. Re-establish “Partners in Education” services to support community involvement in the school program. Access to Arts Experiences, Artists, and Works of Art

28. SMUSDConnections to Community and Parents • Demonstrations of my students' work in the arts do not occur. • Showing of my students' work in the arts, for parents and others, is rare • Demonstrations of my students' work in the arts occur occasionally, and stress "putting on the show" or exhibiting student art • Most presentations of student work in the arts stress fully realized products, but some "work in progress" (portfolios, rehearsals, etc.) are shared as well • Demonstrations of my students' work in the arts seek an equal balance of works-in-progress as well as fully realized products, e.g., performances and exhibits • What balance is sought between showing parents and others the processes of student learning in the arts (portfolios, rehearsals, etc.) and the traditional "putting on the show?"

29. Assets PTA funds instructional assistants for visual arts PTAs funds workshops Music Consultants Valentine: Music Carver: Recorder VAPA Workshops Volunteers for special programs Needs Teachers access community arts resources that are available since they rarely have time or funds to choose among different options. Teachers would like to let the parents and community know more about the things they are already doing well with relation to the arts in their classrooms. Connections to Community and Parents

30. As we place our ducks in a row to plan…Things that must be addressed! • Teacher Empowerment • Time • Training • In-class support • Grade level scope and sequence • Standards-based lessons • Equipment & Materials • Access • Role for Parents and Community