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Arts education is crucially important to students. It allows for reduced dropout rates, increased knowledge of the community, identity, and more. Schools often lack the funding or knowledge to successfully provide an arts education for students. Community arts teachers can lack professional degrees as well, meaning that solely relying on community arts as a solution is unfeasible. Therefore, it is important to consider the pros and cons of each option, and possibly a partnership, in order to construct a solution to solve these issues

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A partnership between community arts and schools arts can fix multiple problems that arise from only experiencing one form of education. In situations where school or community teachers lack the skills to effectively teach children, a partnership will hopefully alleviate these problems. A partnership still allows for beneficial learning of the community and various skills, while possibly benefitting both parties.

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While community arts allows for many more options for students, there are still many downfalls. It can often be much more expensive and require more effort than school arts education. Another possibility to arts education is through partnerships between school arts and community arts.

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Source 8 details the importance of learning from experiences in community arts. Source 11 shows how both the community and the school should benefit from a partnership. Both sources show how a partnership between schools and the community to teach arts will be beneficial to both students and the community.

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Both sources emphasize the importance of partnerships between the community and school. In source 11, there are multiple examples of partnerships between schools and community beyond arts. Source 9 details how a lack of knowledge in school arts teachers and community arts teachers means a partnership between both can possibility fill in the gaps of knowledge.

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Source 8 details how schools can integrate community art into the school arts curriculum. Allowing students to visit and interact with various community arts institutions teaches students comprehension and knowledge about their local communities. Source 9 details a balance between school and community arts teachers. Both can be unqualified to teach arts education, so a partnership between school and community arts is the most beneficial. Both sources detail how school or community arts alone is not enough to provide a beneficial arts education to students.

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Community arts provides many more options for students to choose from. It can also much more resilient than school arts education during budget cuts. Community arts teachers have the freedom to teach more concepts than school arts teachers, as they are often put under various regulations.

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Source 4 shows how community arts can sometimes be more accessible to students than school arts. It also supports a wider range of knowledge, as there are often more options of community arts to choose from. Source 7 shows how community arts will survive even in the midst of budget cuts, which shows how it is a stable form of arts education. In addition to this, community arts is free from the regulations school arts requires, meaning that community arts can teach much more than school arts. These two sources show how community arts can teach more/wider range of knowledge than school arts, and is much more stable in terms of budget cuts.

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School arts education can be crucial in forming connections and learning different perspectives. Teachers in school arts education can create environments that facilitate both arts learning and learning of other various issues. It can create bonds between communities and form identities, individualities, and values.

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Source 5 describes how school arts programs often provide spaces for students to fail and learn, which creates connections with the community. Source 6 shows how students gained new understandings of multiple topics. Both sources show how arts in school allows for multiple perspectives of learning and connections to other people/community.

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Source 6 has a broader approach to school arts education. It details how to implement school arts education while emphasizing how school arts education allows for a construction of identity. In source 10, students were taught how to gain a better understanding of the community. In both sources, students learned important values related to art and created connections with the community.

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Both sources use examples of how arts programs benefited the students who participated in them. Source 5 shows how arts education can possibly decrease high schools dropout rates, while source 10 uses rural schools as an example. Both sources emphasize the importance of arts education in high school

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The art of Partnerships: Community Resources for arts education

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The art of Partnerships: Community Resources for arts education

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The implications of this paper are important because it shows how schools have shifted to using outside sources of arts education. It also details important aspects of creating better partnerships with outside organizations. This works with Cultivating Demand for the Arts and How the US Government Funds the Arts to show how schools have shifted from a more direct source of funding in schools to a more indirect way of educating children in arts through community arts organizations.

A shift to community arts education vs school education

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This source shows the lack of central funding for arts in the US. Many arts programs are funded through personal goodwill and benefit, as opposed to a governmental push for funding. A possible reallocation of funding from a more direct and centralized source could possibly be a better option.

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(Source 1) Cultivating Demand for the Arts: Arts Learning, Arts Engagement, and State Arts Policy

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(Source 1) Cultivating Demand for the Arts: Arts Learning, Arts Engagement, and State Arts Policy

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These sectors of instruction show the allocation of funding and access to the arts in children. As arts is not required, arts education in students becomes less widespread. While funding in arts in schools decreases, the rise of community arts shows a shift in funding. The growth in community arts is promising but will not be able to replace the defunding of arts in schools.

Sectors of fine arts funding - K-12 Education, after school programs, arts learning in the community, and higher education

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Should fine arts be expanded as part of education reform?

Ethical: Should schools be responsible for arts education?

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(Source 4) What is Community-Based Art Education

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(Source 4) What is Community-Based Art Education

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Informal teaching has been a long dominant form of learning about art. Each culture and time period taught art differently(Apprenticeships and generationally). In terms of organized community teaching, organized programs have became much more popular. Many craft schools in rural areas emphasize education in arts and skills. In urban areas, museum schools teach citizens various art valuesThis source shows the benefits of community based art. Oftentimes, community based art provides opportunities for those who would not be able to access art in other ways. It also shows how community based art often supports a wider range of knowledge, as it often teaches about various forms of art in more professional values.

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(Source 6) Three Approaches to Teaching Art Methods Courses: Child Art Visual Culture, and Issues-Based Art Education

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(Source 6) Three Approaches to Teaching Art Methods Courses: Child Art Visual Culture, and Issues-Based Art Education

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This source is important because it details a solution for how to implement art into students’ educations in a useful and helpful way. This source shows how arts in early education can be. It allows students to learn and create their own identities and individualities. Arts can teach more than how to draw art, it can also teach important values as well.

"Visual culture combines many methodologies and disciplines, such as anthropology, archeology, art history, cultural studies, feminism, linguistics, and more. Visual arts consist of images and objects that are found all around each person’s environments." This shows how important visual arts is in creating a child's identity, individualities, and values.

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(Source 11) The art of the school-community partnership

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(Source 11) The art of the school-community partnership

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This article is relevant because it details multiple benefits of partnerships between schools and the community. It not only applies to arts, it also applies to multiple different fields. Partnerships are the strongest when both parties benefit, which leads to various solutions in trying to solve a lack of support for arts education in schools.

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(Source 7) Community-Based Art Education and Performance: Pointing to a Place Called Home

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(Source 7) Community-Based Art Education and Performance: Pointing to a Place Called Home

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This article raises questions over in and out of school programs. Out of school programs may survive better with budget cuts but may lower the quantity of arts education. It also may be better because it is free from the regulations of school education. This source puts emphasis on the performance aspects of art. Performance art can show and teach understanding of various community problems and concerns.

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(Source 8) Close to Home: Studying Art and Your Community

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(Source 8) Close to Home: Studying Art and Your Community

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This source is important because it details the benefits of integrating community art into school education. It allows students to form stronger connections to their communities and understand various complex situations.

Allowing students to visit and interact with various community arts institutions(local art centers, museums, religious facilities, social clubs, and recreational facilities), allows for better comprehension, ownership, and knowledge about their community in students.

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Transition (Source 12) Partnership Issues

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Transition (Source 12) Partnership Issues

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This source provides a solution to collaboration problems within a school system. In multiple instances, artists, teachers, and project coordinators have low levels of collaborations, leading to poorly designed curriculums in school arts education. A different option of arts education is through community arts

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(Source 10) Greater Understanding of the Local Community: A Community-Based Art Education Program for Rural Schools

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(Source 10) Greater Understanding of the Local Community: A Community-Based Art Education Program for Rural Schools

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This source was important because it showed the importance of arts in education in a rural area. This shows how arts in rural areas are important in order to gain a closer connection to the community.

The program studied was called ARTS. They emphasized a multi-ethnic approach to allow students to understand and appreciate their own cultures and other cultures. As implementing the curriculum continued, various people came forward to help. This allowed for a more personal connection to the community. This program was highly successful, showing how it could be applied to other rural communities.

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(Source 9) Art Teachers as Leaders of Authentic Art Integration

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(Source 9) Art Teachers as Leaders of Authentic Art Integration

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This paper is relevant because it details many problems and benefits with school arts education. School arts teachers can  be much more qualified than community arts teachers. Many school arts teachers are knowledgeable in both art and how to teach art. On the other hand, community arts teachers are often professionals in their field of art. This shows how a partnership between schools and community art may be more beneficial than a complete switch to community art.

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(Source 5) Arts education and the high school dropout problem

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(Source 5) Arts education and the high school dropout problem

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This study details the possible benefits of fine arts in schools. It often reduces the drop out rate of students. It also details possible extraneous factors to students who choose or do not choose to take fine arts. This study shows that when there are budget-cuts, decision-makers should consider the benefits and cons of cutting arts.

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Benefits of School - Community Partnerships

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Benefits of School - Community Partnerships

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Source 1: This source states how as arts is often not required in middle and high schools, arts education in students becomes less widespread. With lower requirements for arts, funding for arts naturally decreases as well. While funding in arts in schools decreases, the rise of community arts shows a shift in funding.

Source 2: This source shows the lack of central funding for arts in the US. Many arts programs are funded through personal goodwill and benefit, as opposed to a governmental push for funding. This means funding for arts education in school is often unstable and may not be able to provide sufficient arts teaching.

Source 3: The implications of this paper are important because it shows how schools have shifted to using outside sources of arts education. Schools have shifted from a more direct source of funding in schools to a more indirect way of educating children in arts through community arts organizations.

As school funding decreases, arts programs are often the first to be cut, but arts education is still important for students. With a rise of community arts and funding issues, should schools be responsible for providing arts education?