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Cut into the stone wall of the Kennedy Center - one of America's bastions of art and culture - are John F. Kennedy's words, "I am certain that after the dust of centuries has passed over our cities, we too, will be remembered not for victories or defeats in battle or in politics, but for our contribution to the human spirit."

Arts education contributes to the enhancement of that spirit.

On March 15th the Illinois State Board of Education will vote on the Every Student Succeeds Act State Plan. Under this federal law, Illinois will determine its support of K-12 schools. Arts programming is not included anywhere in the current draft of the plan as an indicator of school quality.

Chance the Rappe r responded to the need this week by presenting a $1 million check to Chicago Public Schools Foundation, "for arts and enrichment programming" after what he characterized as an unsuccessful meeting with Illinois Gov. Bruce Rauner. The Grammy-winning Chicago artist urged others, as well as corporations and foundations to do the same.

Illinois is not alone in its urgent need for arts funding in schools.

A 2011 report by the President's Committee on the Arts, paints a consistent picture of the value of arts education in schools based on two decades of theory and policy recommendations from such entities as the National Governors Association, the Education Commission of the States, the National Association of State boards of Education, the Department of Labor SCANS Commission, and the Council of Chief State School Officers.

Criteria used to gauge school success and student learning often include attendance and achievement in math and reading. Extensive research shows that students who study the arts in school demonstrate significantly more positive developmental outcomes than their peers who do not pursue arts coursework.

As a dance educator for 20 years, I encourage those who are concerned about the economy to think about how creativity and imagination translate to U.S. production. I have watched dozens of my students grow from young dancers barely capable of tying their ballet shoes into accomplished artists and educators themselves.

One student, who performed choreography as a high school student in his musical theater program, performed as a college student onstage at the Kennedy Center - the place where JFK's words resonate so strongly. He now dances professionally with one of the most iconic companies in Chicago.

Findings indicate that arts students are highly active within school communities, are less likely to engage in delinquent behaviors or participate in drug use. The Arts Education Partnership also associates arts programs with boosts in literacy and math achievement citing studies that suggest increased years of enrollment in arts courses are positively correlated with higher SAT verbal and math scores.

When considering challenges within Chicago Public Schools , the transformative nature of arts education for students with lower socio-economic status is even more significant.

James Catterall seminal 2009 study is based on the National Educational Longitudinal Survey that captured information on approximately 25,000 secondary school students over four years.

According to Catterall's findings, extensive participation in arts activities was a noteworthy predictor of academic achievement and community involvement for disadvantaged students. Students with lower economic status benefited greatly from attending arts-rich schools in regards to college attendance, grades, employment, and level of terminal degree.

The study showed that low-income students in arts programs were also more likely to participate in volunteerism and engage in politics. English language learners who attended arts-rich high schools were significantly more likely to pursue a bachelor's degree at age 20 and more likely to attain advanced degrees than their peers in non arts-rich schools.

The arts have a far greater impact than on academic achievement alone. AEP cites work preparedness as one key aspect of arts education. Through art programs, students strengthen problem-solving and communication skills, increase their capacity for leadership and creative thinking, build community, support civic engagement, and experience social tolerance that helps prepare them for life in an increasingly diverse world.

In his 2011 State of the Union Address, then-President Barack Obama Barack Hussein Obama O'Rourke has 'significant advantage' over other 2020 Dem contenders, says GOP strategist Obama records robocall for Espy in Mississippi Senate runoff Former Obama aide: O'Rourke inspired more enthusiasm than Obama in 2004 MORE made the claim: "The first step in winning the future is encouraging American innovation. None of us can predict with certainty what the next big industry will be or where the new jobs will come from. Thirty years ago, we couldn't know that something called the Internet would lead to an economic revolution. What we can do - what America does better than anyone else -- is spark the creativity and imagination of our people."

Similarly, in his first address to a joint session of Congress, President Donald Trump Donald John Trump Veterans Affairs Dept says it won't reimburse vets who were underpaid GI Bill benefit payments: report Ex-Clinton spokesman slams Ivanka Trump over defense of private email use: 'Nothing short of outrageous' Sinclair defends segment justifying use of tear gas at border as 'commentary' MORE , who has emphatically communicated his intent to grow the economy, said: "Education is the civil rights issue of our time." Attempting to address the needs of those he calls "disadvantaged youth," Trump used the example of his guest, Denisha Merriweather, the first in her family to go to college, who is set to earn a Master's.

Perhaps members of both parties can come together on arts education where the advantages for low-income students and boosts to the economy are well- documented.

Americans for the Arts, an organization that promotes arts support across the country, recently placed ads in The Hill and New York Post alongside a statement touting the economic benefits of the arts.

The statement reads, "Each day, 4.8 million Americans go to work in Arts and Culture industries. In fact, according to the US. Bureau of Economic Analysis, the Arts contributed $730 billion to our GDP - which is larger than Construction, Transportation, and Travel & Tourism."

To be sure, there is a danger in supporting the arts primarily for their contributions to academic achievement and the economy. Denying the arts' intrinsic value as an element of humankind's noble quest for truth and beauty limits our understanding of what role artists play in society. I don't hear algebra professors having to justify their existence because learning math helps a musician play the clarinet better.

Art is transformative for the body, intellect, and spirit. Art sparks dialogue about underlying myths, values, and traditions in our culture. It embraces change as a process that is experiential, holistic, and communal.

In order to have the conversation about what art is and what it does, future generations of artists and consumers of culture must have context for that conversation.

Every state can help its children by elevating arts programming within our schools. It's not too late for all American to demand that quality arts programs be a marker of a quality education.
Amy M. Wilkinson is an Advanced Lecturer at Loyola University Chicago, a dance maker, teacher and mentor with 20 years in dance performance and education. She is a Greenhouse Public Voices Fellow through The OpEd Project. The views expressed by contributors are their own and are not the views of The Hill.

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Cuts to arts funding could be detrimental to academic achievement

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Cut into the stone wall of the Kennedy Center - one of America's bastions of art and culture - are John F. Kennedy's words, "I am certain that after the dust of centuries has passed over our cities, we too, will be remembered not for victories or defeats in battle or in politics, but for our contribution to the human spirit."

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Flea: Removing Music Education From Schools Is 'Child Abuse'

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Red Hot Chili Peppers' Flea explains why removing music education from schools is "child abuse" and previews Silverlake Conservatory of Music's annual show.

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MINOT, N.D. (AP) - Back in elementary school, exciting moments included time spent in music class or taking a break from the lesson to create an art project. It was a whole half-hour where you'd learn songs or paint with watercolors. But what if music or art classes weren't part of the regular school day?

These days, it's not unheard of for school districts to face budget cuts, the Minot Daily News (https://bit.ly/1R7HLpO ) reported. Not too many years ago a high school in Wilson, North Carolina, lost around 20 positions, including clerical, teacher assistants and classroom teachers. Steve Ellis, principal at Fike High School in Wilson, said they have had to cut jazz band, piano classes and elective courses held through the community college.

"You can't just offer, especially at the high school, math, science, social studies and reading," Ellis said. What that does is cut out the courses that students can be interested in, he said. The elective courses are what keep the students in school, Ellis added. He said it's frustrating as a principal because when you nickel and dime the education that kids are receiving, teachers and administrators will pay for it down the road. Working with a budget allows him to only do so much.

A few years ago, Chicago Public Schools dealt a blow to arts education when it laid off over 1,000 teachers as a result of its recent decision to close over 50 schools. Among the most affected areas was arts education, in which 10 percent of the teachers let go taught art or music. It was reported that among the 1,581 teachers laid off, 105 taught art or music.

With so little public funding, schools have been relying more on private funds and patrons of the arts to provide creative outlets for students. There has also been a growing trend of nonprofit arts organizations setting aside more funding for arts education and outreach to local schools. These efforts have included partnerships between orchestras and schools, such as OrchKids, an educational program run by the Baltimore Symphony Orchestra.

Some schools have also relied on a mix of private and public funds. Other schools have taken direct action and made arts programs core subjects, making them less vulnerable to budget cuts.

Schools in North Dakota, however, are singing a slightly different tune.

In February of this year, Gov. Jack Dalrymple ordered agencies that receive general fund dollars to trim their budgets by 4.05 percent, or about $245 million. Along with the cuts to government agencies, Dalrymple shifted most of the money from a state rainy day fund, formally known as the Budget Stabilization Fund, to help make up for the record shortfall caused by a dramatic drop in North Dakota tax collections due to a decrease in oil drilling and decreased crude prices.

The cuts to agencies are called allotments and affect most state services, ranging from prison operations to child care aid. State assistance to local schools, though, is exempted. Funding for North Dakota schools will not be impacted by the state budget cuts.

As approved by the 2015 Legislature, the Department of Public Instruction's 2015-2017 budget includes almost $2 billion in state aid to school districts. The amount includes $1.92 billion in per-student aid payments, $57 million in transportation assistance and $17.3 million for schools' special education costs.

"Thankfully, we have a reserve fund in place to take care of our schools in case there are declines in state revenues," said State Superintendent Kirsten Baesler. "Our schools will be receiving the state aid they have budgeted for."

The 4.05 percent budget reduction will require the Department of Public Instruction to cut almost $2 million in administrative expenditures. Those are separate from the Department of Public Instruction's state school aid budget.

"We will be taking a close look at the department's budget and identifying opportunities for reductions that will have the least impact on student education services," Baesler said.

Schools in Minot most likely won't be affected by the budget cuts either. In fact, the arts programs in the Minot school system seem to be thriving.

One successful program is theater at Minot High School-Central Campus. Chad Gifford, English and theater teacher, said he thinks one of the reasons that he has had great success with his theater programs at Central is because he has a policy of inclusion.

"I've always been happy to include students with differing backgrounds and abilities and have made whatever accommodations are necessary to include as many students as possible," Gifford said. "Did it seem odd to have an actress in a wheelchair during 'Romeo and Juliet?' Maybe, but I thought it added something to the production."

Every year, Gifford said he picks a play based on how many students he can get involved, both on and off stage. It gives many students a sense of belonging they might not have anywhere else, he added. "I've run a drama club, a film club, and a writing club here at Central Campus and all have had large student engagement which is one measure of a successful program," Gifford continued.

Another factor of success is passionate leaders, Gifford said. It doesn't really matter if you have support from administration if you aren't passionate about the arts, he said.

I think that North Dakotans are generally pretty supportive of the arts, Gifford said. "If you take a moment to look around Minot and see how much is going on all the time, it's pretty clear the people enjoy the arts," he said. "Whether it's music, theater, painting, photography or anything else, there is almost always something to go enjoy. It's one of the reasons I've always been proud to call Minot my home."

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Information from: Minot Daily News, https://www.minotdailynews.com

Copyright © 2018 The Washington Times, LLC.

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Arts programs in schools often in danger of being cut

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Back in elementary school, exciting moments included time spent in music class or taking a break from the lesson to create an art project. It was a whole half-hour where you'd learn songs or paint with watercolors. But what if music or art classes weren't part of the regular school day?

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I wonder If flea doing the fundraisers helped the school get more instruments 

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I wonder If flea doing the fundraisers helped the school get more instruments 

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Flea said,“When I was a kid, I was heading for trouble,” he says. “I was running around in the street, I was robbing, I was breaking into houses, I was doing drugs. I was cutting class and smoking weed – just headed to trouble. And the one thing that kept me together and kept me straight was music. The only reason I even went to school was because I liked playing in the band.”

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Flea said,“When I was a kid, I was heading for trouble,” he says. “I was running around in the street, I was robbing, I was breaking into houses, I was doing drugs. I was cutting class and smoking weed – just headed to trouble. And the one thing that kept me together and kept me straight was music. The only reason I even went to school was because I liked playing in the band.”

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The Classroom | Empowering Students in Their College Journey

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Art and music programs in public schools provide much more than a break from academics or a fun extracurricular activity. According to the advocacy organization Americans for the Arts, arts education can help kids to stay in and succeed in school. While there is little debate that students who consistently take art and music classes during high school have better academic and personal outcomes, budget cuts often win out and eliminate these programs. From finding other sources of money to private fund-raising, there are ways teachers and families can save the arts in school.

Background

If you think that your child or your school is entitled to have arts education programs, you may need to think again. Although, according to Americans for the Arts, the federal Elementary and Secondary Education Act includes the arts as "core academic subjects," schools may push painting, orchestra, band and other similar programs aside in favor of reading, writing and math classes. In a Common Core survey of 1,001 third- through 12th-grade educators, 66 percent of teachers believe that subjects such as the arts are being downsized due to an overwhelming emphasis on language arts and mathematics. Between the increasingly higher importance on the more "academic" subjects and less money to spend on education, it isn't surprising that schools are seeing major cuts to art and music programs.

Professional Development

Before jumping to the conclusion that arts funding equals money for supplies or equipment, keep in mind that professional development opportunities provide a valuable tool for teachers to learn about new methods and best instructional practices, Cuts in art and music programs often mean that teacher training is eliminated due to a lack of funding. Instead of throwing in the towel, schools, administrators and individual educators can apply for grants that go directly toward professional development funding. If your school won't pay for a workshop at the local art museum or to have a professional musician come to in-service training, the U.S. Department of Education's Arts in Education program for Professional Development for Arts Educators provides thousands of dollars -- the individual amounts vary depending on the school, program and availability of funds -- for teacher training. Additionally, smaller grants and awards, such as the National Art Education Association's $2,500 Ruth Halvorsen Professional Development Grant, can help out when budget cuts come into play.

Related Articles

Program Funding

When schools threaten to cut art and music from the curriculum, it often means there simply isn't enough money to pay teachers and buy supplies. One solution to arts program cuts is to find alternative sources of funding. Similar to finding funding for professional development, government and private grant money can help to keep a fragile arts program afloat. For example, the National Endowment for the Arts provides funding for art education programs that are standards-based and reach children ages 5 through 18. Likewise, other organizations -- for instance, the National Art Education Association -- offer funding, such as the Teacher Incentive Grant, for educators to use for implementing and assessing school art programs.

Private Sources and Fundraising

What happens if your school cuts its arts funding and you can't find a grant that fits your needs? Don't discount your own fundraising efforts or your ability to find funds from private sources. Start small with a student-led community effort. For example, if the school cuts the funding for your art club -- leaving you no money to take an annual trip to the museum -- stage a community art show and auction off the student's work to solve your problem. Take a look at how the PTA, sports associations and other school-related groups get together and raise funds, and learn through their efforts. Sell candy bars, have a car wash or throw a fundraising event to contribute to your school's art and music programs. While these methods most likely won't pay a teacher's salary or buy the band all new instruments, they can help to supplement a dwindling budget or allow the students to participate in arts-related activities such as competitions, recitals and field trips.

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Solutions to Cuts in Art & Music Programs in Public Schools

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Art and music programs in public schools provide much more than a break from academics or a fun extracurricular activity. According to the advocacy organization Americans for the Arts, arts education can help kids to stay in and succeed in school.

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I think that if we get program funding for the arts, then we can have more money for more academic classes because most of the funding goes to those the teachers and supplies for those classes 

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I think that if we get program funding for the arts, then we can have more money for more academic classes because most of the funding goes to those the teachers and supplies for those classes 

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When schools threaten to cut art and music from the curriculum, it often means there simply isn't enough money to pay teachers and buy supplies. One solution to arts program cuts is to find alternative sources of funding.

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When schools threaten to cut art and music from the curriculum, it often means there simply isn't enough money to pay teachers and buy supplies. One solution to arts program cuts is to find alternative sources of funding.

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“I am certain that after the dust of centuries has passed over our cities, we too, will be remembered not for victories or defeats in battle or in politics, but for our contribution to the human spirit.” - John F. Kennedy