Access to the Arts in Oregon Schools

 
GENERAL

Research Abstract
Access to the Arts in Oregon Schools

Arts education plays a vital role in developing 21st century life skills and preparing students to become innovators in tomorrow’s economy. Solid and sequential arts education for every child in every Oregon public school should be as integral to a quality education as reading, writing and math.

In order for today’s students to succeed in school, work and life, they require a well-rounded education that thoughtfully weaves core subjects with the arts. To achieve this, our students must have access to quality arts instruction delivered by certified educators and supported by teaching artists and arts and cultural organizations.

Considerable research documents the many benefits arts education provides to all students – improved academic achievement, greater leadership and social skills, enhanced critical thinking and sharper problem solving skills.

Knowing those documented benefits, how present are the arts in Oregon schools?

This report synthesizes the landmark research of University of Oregon public policy graduate, Sarah Collins. Her examination and analysis of Oregon Department of Education data enables us to see, for the first time, detailed information about Oregon students’ access to learning in, through and about the arts.

But this data only tells one piece of the story as it relates only to standalone arts classes taught by certified teachers. It does not begin to discuss the many residencies, arts integration efforts or community arts experiences. There is still much to be learned about the status the arts in our schools. In some ways, this publication raises more questions than provides answers. In a complex ecosystem, how can we as a state, join together to measure how our students are developing their creating thinking skills? It begins with dialogue, and the recognition that we can learn best from each other.

The Commission is not alone in thinking that imagination, creativity and the arts play a key role in the education of every child. Through participation in the National Endowment for the Arts’ 2010 Education Leader’s Institute, the Commission brought together leaders from public education, philanthropy, higher education, business and the arts to discuss how the arts might model a shift toward proficiency based learning. That commitment to cross-sector dialogue has been mirrored in the annual Arts Education Congress and the year-round dialogue taking place on online at www.oregonartscommisison.org/oaec/forum.php.

Now, more than ever, our students’ creative capacity skills are increasingly valued by employers in the global economy. But arts education is not all about skills for the new economy, research or assessment. It’s also about the thrill of creation, the wonder of a new question and the confidence of accomplishment. [Introduction Letter by Christine D'Arch, p. 1]

80% of K-12 Oregon public schools offer regular, stand-alone arts courses, but one in ten students attended a school without access to arts instruction. 27% of elementary schools did not offer any arts instruction as standalone courses, and lack of access is more pronounced at the elementary level than any other. 98% of middle schools provided some form of arts instruction and 98% of students attended a middle school where the arts were taught. 86% of high schools provided arts instruction as a stand-alone course, but only 6% provided instruction in five disciplines (dance, music, theater, media, and visual arts). Music was the most frequently offered arts course with 74% of schools offering music instruction, followed by visual arts (34%), theater (16%), media arts (13%), and dance (2%).

BIBLIOGRAPHY

Report
Collins, Sarah Katherine
12
2011
PUBLISHER DETAILS

Oregon Arts Commission
775 Summer Street, NE, Ste 200
Salem
OR, 97301-1280
United States
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