Citation
Woodworth, K. R., Gallagher, H. A., Guha, R., Campbell, A. Z., Lopez-Torkos, A. M., and Kim, D. An unfinished canvas. Arts education in California: Taking stock of policies and practices. Menlo Park, CA: SRI International.
Abstract
California policy-makers clearly have ambitious goals for arts education. However, beyond developing rigorous standards and calling for instruction in the arts as part of the required course of study, California historically has done little to develop, implement, and sustain comprehensive arts programs that provide all students with access to and opportunities in the arts. Moreover, until now, the state has lacked comprehensive, reliable information to indicate whether it is meeting its goals for arts instruction. This study has sought to fill that information gap by taking stock of arts education policies and practices: understanding where schools’ arts programs are relative to state goals, assessing the strengths and weaknesses of the systemic support for these programs, and identifying ways in which state and local policy-makers might improve conditions for arts education. The study also provides a baseline for examining the effects on student access to arts instruction of the new state funds that have been made available.
Introduction
In many ways, arts education in California has been given a boost in recent years. In 1999, the state’s 4-year universities increased admission standards vis-à-vis the arts, requiring 1 year of arts coursework for admission. One year later, the State Legislature passed Senate Bill (SB) 1390, calling for the creation of content standards in the arts. In 2001, the State Board of Education adopted standards that set forth what students should know and be able to do in music, visual arts, theatre, and dance; and in 2004, the Board approved a revised Visual and Performing Arts (VPA) Framework designed to help educators establish standards-based instructional programs. Most recently, in the 2006 budget cycle, following several years of turbulent funding for arts education, the Governor and the Legislature committed an unprecedented level of funds to enable schools and districts to develop arts education programs.
“…until now, the state has lacked comprehensive, reliable information to indicate whether it is meeting its goals for arts instruction.”
California policy-makers clearly have ambitious goals for arts education. However, beyond developing rigorous standards and calling for instruction in the arts as part of the required course of study, California historically has done little to develop, implement, and sustain comprehensive arts programs that provide all students with access to and opportunities in the arts. Moreover, until now, the state has lacked comprehensive, reliable information to indicate whether it is meeting its goals for arts instruction. This study has sought to fill that information gap by taking stock of arts education policies and practices: understanding where schools’ arts programs are relative to state goals, assessing the strengths and weaknesses of the systemic support for these programs, and identifying ways in which state and local policy-makers might improve conditions for arts education. The study also provides a baseline for examining the effects on student access to arts instruction of the new state funds that have been made available.
