a report on the status of arts education in idaho

8/8/2019 A Report on The Status of Arts Education in Idaho

1/48

F o r o u r C h i l d r e n

2009-2010 Sc Ya

A Report on The Status of

Arts Education in Idaho

A Jt Pjct f t ia Cmmss t Ats

a t ia Stat dpatmt f ecat

Cpat wt Bt Assssmt a rsac, east Ctv, uta


2/48


3/48

itct: Ppag A Stts f Sccss . . . . . . . . . . . . . . . . . . . . . . . .1

Stat & nata Ctxt: Ats ecat s Basc ecat . . . . . . . . . . . . . . . . . .2

rsac hggts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Svy dmgapcs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Tacs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Stt lag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Pfssa dvpmt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Spac a rscs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

evy Ca Pay a r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Patcpatg Scs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

ia Msc Pjct Ccts Stts a lca Cmpss . . . . . . . . . . . . . . . 36

Ackwgmts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

rscs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back Cv

Table of Contents


4/48

Tables, Figures, and Charts

Tab 1: Avag Spcast-t-Stt rat f Msc

Tab 2: Avag Spcast-t-Stt rat f Vsa At

Tab 3: Avag nmb f F-tm Tacs a FTe Ats Spcasts

Tab 4: Avag Stt emt

Table5: FrequencyStudentsReceiveInstructionfromTeacherswithCertainQualications

Tab 6: Tacs ot Ps W Tac Vsa At

Tab 7: Tacs ot Ps W Tac dac

Tab 8: Tacs ot Ps W Tac Msc

Tab 9: Tacs ot Ps W Tac Tat

Tab10: nmb a Pct f Scs tat lst a Ats FTe Pst ov t last TwYas

Tab 11: Pctag f Scs t Stat W Stts rcv hg Qatyistct

Tab 12: Avag Mts Stts Sp Styg eac At Fm eac Wk

emtay

Tab 13: Scs Pspctv Ccg Wt t dstct Tats Ats as CCcm

Tab 14: Scs tat ic a Cay Atcat t Ats t Sc impvmtPa

Tab 15: Scs tat a Fama wt t Ctt Staas f t Ats T Stats

Tab 16: Pctag f Scs tat Patcpat C-Cca Actvts

Tab 17: Pctag f Scs tat Patcpat ot Ats ecat Actvts

Tab 18: Mst hpf ias t impv lag t Ats

Tab 19: Pctag f Scs tat us t Assssmt Mt

Tab 20: ectv Cs offgs


5/48

Tab 21: Pfssa dvpmt Actvts Patcpat dg t last YaTtas Acss t Stat nmbs f Patcpats

Tab 22: Famaty wt Tac Pfssa dvpmt Actvts t Ats offby Stat Ats Cmmss

Tab 23: Pctag f Scs tat rcv Ats ecat ifmat tg TsMts

Tab 24: Pctag f Scs tat us ictv Mts f Pfssa dvpmt

Tab 25: Pctag f Scs t Stat tat av Apppat rm/Spac dsga eqpp f Tacg Sy t At Fm

Tab 26: Pctag f Scs t Stat tat av Tat a Pfmg Spac wtApppat lgtg a S eqpmt

Tab 27: Pctag f Scs tat a Fama wt Stat Ats Cmmss offgs

Tab 28: Pctag f Scs tat rcv My Fm Ts Scs

Tab 29: Pctag f Scs tat us My f Ts itms

Tab 30: Pctag f Scs tat hav a Mt-Ya Patsp Cabat wtAtsts, Ats Cmpas, Cta ogazats tat hp Mt t Sc/dstct Ats ecat Gas

Fg 1: dffc Avag Pctag f Stts e 2006-2007 Ya AtsCss, cmpa t 2009-2010 Sc Ya


6/48

November 16, 2010

Patrons of the arts in Idaho,

I am pleased to join the Idaho Commission on the Arts in providing the State of

Idahos educators, parents, and patrons with this recent survey of arts education in Idaho.

The partnership between our two agencies in the past has aided the advancement of arts

education for Idaho students and educators. The information gathered from Idaho principalsin this publication,For Our Children: A Report on the Status of Arts Education in Idaho

2009-2010, will form baseline data that the Department can use to inform our work and help

to raise achievement for all students across Idaho.

As State Superintendent, I understand the importance of a well-rounded education.

Our students must realize their full potential and build skills throughout grades K-12 that

will truly prepare them to live, work and succeed in the 21st century. The arts play a critical

role in our education system because these subject areas help build students skills in

communication, creativity, critical thinking, and collaboration.

I look forward to working with the Idaho Commission on the Arts and educators,

parents and patrons across Idaho as we continue our efforts to meet the needs of all students

and raise achievement across Idaho.

Sincerely,

Tom Luna

Idaho Superintendent of Public Instruction


7/48

octb, 2010

da Ats ecat Sppt:

Bf y kw w y s g, y t kw w y a.

Wt tsasm f t jy, t ia Cmmss t Ats, tywt t ia dpatmt f ecat, psts For Our Children: A Reporton the Status of ArtsEducation in Idaho. A smmat f t ct fats stct ias scs, ts pt s a sgpst t mpvmt, astatg-pt f masmt f fwa pgss. Wt t, tgt, w wmap a cs f sccss f stts, c.

W p ts pt w gt ts as, avac stct cca, fmtac tag, a fm t bass f tatvs a cmmty patspst t mt t stats mats staas. if t acvs tsaspats, makg away twa a qaty ats cat f vy iac, t jt ffts w av b w wa .

Wt sc caty f pps a pcptv scmt f gas, w catasfm c t vatv, magatv, scf pbm-svsps t bcm t ft as f stat.

Mca Fasexctv dctia Cmmss t Ats

C.L. Butch Otter

GOVERNOR

COMMISSIONERS

Mark HofundChair

Boise

Laurel SayerVice Chair

Idaho Falls

Jeanne AndersonDriggs

Marsha C. BjornnRexburg

Cherie Buckner-Webb

Boise

Steve GibbsCoeur dAlene

Sally Graves MachlisMoscow

Vince HannityBoise

Pat HarderTwin Falls

Kay HardyBoise

Susan Jacklin

Post Falls

Denise SimoneHailey

Calvin R. SwinsonBoise

Michael FaisonExecutive Director

Mailing AddressP.O. Box 83720

Boise, ID 83720-0008

Ofce Address2410 Old Penitentiary Rd.Boise, ID 83712

Phone208-334-2119

1-800-ART-FUND

Fax208-334-2488

Web Addresswww.arts.idaho.gov


8/48

Idaho needs well-round, 21st century citizens who are problem-solvers

in every aspect o lie. Arts education is vital to helping our studentsrealize their ull potential and imagine ways they might contribute to theentrepreneurial, educational, and cultural well-being o our state.

Tm la, ia Sptt f Pbc istct

TacgartstnormaPtarworkswthawtorelmtaryScoolstudts,idaoFalls.


9/48

Introduction

Preparing All Students for Success

W a wat t bst f c. W wat tm t b w ppa t tak fscags, a t v appy a pctv vs w t as ca cay tm as fa asty ca mag. o stts w t a w tat ctas pct cags apptts. T scc t, ty w t b ab t sv pbms wt gty,cmmcat as wt caty, a mag w pssbts.

Qaty ats cat ps ias yg pp vp t sks ty t acv tptta sc, wk, a f. Ats ag xpcs pay a vta t vpmtf pbm-svg, aayss, magat, a vat. Fm msc a ac t tat avsa ats, t ats gv yg pp q mas f xpss, captg t tsts amts, a awg tm t xp w as, sbjct matt, a cts.

For Our Children: A Report on the Status of Arts Education in Idaho s cmp fm a bassvy cct by t ia Cmmss t Ats patsp wt t ia dpatmtf ecat tg a cabat wt t Mtaa Ats Cc, t uta dvs f Ats aMsms, a t Wymg Ats Cc. T pt smmazs t ata cct fm t 222ia mtay, m, a scay scs tat sp t qst f fmat ats cat.

TheStatewideArtsEducationAssessment(SAEA)surveycontainedquestionsinvekeyareas:

Demographics

Teachers

StudentLearning

ProfessionalDevelopment

SpaceandResources

T svy qsts w sg t qatfy a vaat ac scs stat tffg f t ats as a c sbjct. T svy xp sc qsts as t mb fmts f ats stct, t ats sbjcts ff, at tac ppaat, tac tag

t ats, at assssmt pactcs, ats staas s, a t spacs a scs maavaab t t ats ias scs.

May taks g t t pcpas tgt ia w tk t tm t pv tgtf acmpt fmat f ts sty.

As ias may pats cat wk t mak qaty ats cat avaab t vyyg ps, w p t sts f ts svy pv cat, cmmty, a gsatvas wt ct ata tat pv sgt t t ats cat pgams tgt ia.

1


10/48

The United States is competing in a dynamic global economy in which twoassetsa skilled, versatile, and highly adaptable workorce, and the capacity or

creativity, innovation, and entrepreneurshipprovide a decisive edge.

Improving our education system to ignite students imagination, oster their creative

drive, stimulate innovative thinking, and generate implementable new ideas is vitalto the long term economic interests o our nation.

- Saa S. rppt, dct, Ats ecat Patsp

TheartsaredenedasacoresubjectintheNoChildLeftBehindAct(NCLB).However,tofully

realizetheroleoftheartsintheNCLBenvironment,parents,schoolofcials,andartseducators

btt ata abt t stats f ats cat t scs. Wt sc ata, ty ca m

effectivelyinformandpositivelyinuenceeducationleadersregardingthevalueofartseducation.

natw sac-bas vc f t va f ats cat cts t gw. Stat a

ata as, cmsts, a cats cgz tat a cat t ats ps st-

ts vp t sks cssay t 21st-Cty: catvty, ctca tkg, cmmcat,a cabat.

dspt gwg awass tat ag t ats s tga t a basc cat, ata ata

cats a scct btw ats ucat ptta a ats ucat pactc. i a ata

pt fm t Ct eucat Pcy (Mac 2006), 22 pct f t sc stcts suvy

pt tat ty a uc tm f at a musc t mak m tm f ag a mat.

ArtseducationinIdahoreects thenationalsituation.Theartsarecoreacademicsubjects in

ia a a c as a tw-ct g sc gaat qmt. T ia hmats

Ctt Staas, vp 2000, t t sks a ctt cmm f gasK-12 a pv g bt acab sqta xpctats f stt ag ac, msc,

tat, a vsa ats. Atg ts pcy tmps w cagg, t ats, tss,

ct t stgg f cgt at t stct v, a t fastct t sppt ats -

cat ia s t as stg as t c b.

Mst ia mtay a scay scs av accss t msc pgams tagt by msc

spcasts. Yt, ac a tat cv mma attt. Vsa ats spcasts stct

t scay v mst ia scs; atg, at t mtay v, vsa at s ay

State & National Context

Arts Education is Basic Education

2


11/48

taughtbyhighlyqualiedteachers.Idaholegislativeboardrulestatesthatelementaryschools

mustprovideartseducation;however,aStandardElementaryCerticateinIdahorequiresno

cswk t ats.

Aft ay a ca f t ia Ctt hmats Staas mpmtat ia, 63

pct f t scs cmptg t SAeA svy stat famaty wt t staas. i at-ernding,since2007,manyschoolsthattookthesurveyreportedadecreaseintheartscourses

ty av ff, attbtg t ct t t w g sc gaat qmts f t

Cass f 2013 tat cas qmts f mat a scc.

dspt ts cags, ats cat pactc ia as may pts f stgt. dcat

ats spcasts a cassm tacs a sttg as tm f pag, a psg ats

cat a magt scs s tab, a pats a ats gazats a ctbtg t

theofferings.Throughtheseefforts,Idahostudentscreate,rene,andrevisetheirwork,giving

tagb fm t as.

As sac-bas vc abut t vau f ats ucat ctus t gw, w a psuatat iaas tst vcmg t bstacs tat t tatmt f t ats as a

coresubjectcanusethendingsinthisreporttoidentifyareasatthelocalandstatelevelsthat

attt a sppt.

We all want the best for idaho chldren. Arts educaton has an mportant role to play n ther

ucat. W ca a wk tgt t s tat a stts a ab t ap t f acamc

andsocialbenetsoflearninginandthroughthearts.

FotBosMddScoo,TMfoeducatonPojct,Bos.


12/48

Tacg atst, B lv, scy pt xcag, AnSer Cat Sc, Bs

4


13/48

Theaverageteacher-to-studentratioforvisualartsspecialistsinIdahoelementaryschools

s 1 t 2,335. i scay scs t at s 1 t 174.

Therewasa6percentdropinthenumberofK-12studentstakingmusicinIdahoschools

btw 2006 a 2009.

Accordingtoschoolprincipals,only28percentofthedistrictsinIdahoconsidertheartsa

pat f t c ccm.

Atotalof63percentoftheschoolsinIdahoarefamiliarwiththestatecontentstandardsfor

t ats.

Thenumber-oneresponsetothequestionregardingwhatwouldbemosthelpfultoimprove

learningintheartswasacertiedspecialistforteachingvisualart.

Atotalof53percentofIdahosecondaryschoolstudentschoosetotakeartsaselectives;

a t ats cmps 33 pct f a ctvs ff.

19percentofIdahoelementaryand79percentofIdahosecondarystudentsreceivearts

stct fm a spcast wt a g t at fm.

Approximately70percentof Idahoschoolsparticipate inartseldtripsandhostvisiting

pfmg gps.

29percentof theschoolssurveyedcitedbudgetconstraintsas thegreatest obstacle to

tzg ats scs. Ts was fw by 26 pct f t scs svy w

indicatedtimeintheschooldayasthegreatestobstacle.

Research Highlights

5


14/48

Survey Demographics

rpstatvs fm ia, Mtaa, uta a Wymgs stat ats ccs a mpysf t Wst Stats Ats Fat (WeSTAF) cabat v sva mts t sg t

Stat Ats ecat Yay Assssmt (SAeA). A ack f fmat ccg t stats fats cat was a t cas f t sg f t svy.

T svy was vp t b amst v t Wb sg t Sat pgam.

it was ft tat 30 pct f t tta scs t stat w b a xct samp f acstat. Ts tagt was st as t sampg ga. T stats acv a gat ta 30 pctf tta scs samp a t t stat was cs t t ga. T aas f t stat cv t svy a cat t map abv.

6


15/48

Teachers

Teacher-to-Student RatiosAts spcasts fac mmta tasks. Ats spcasts a tacs w a f-tm

teachers (FTEs), licensed, endorsed,and certiedwith acollege degreein the artform theytac. Tac-t-stut ats ia a vy g f ats spcasts. rasab cass szsa pssb t aas f mat, agag ats, scc, a sca sts bcas maytacs a cta ts aas a ty sa t task f stctg stts. Atsspecialists; however, are often the only qualied teacher in their area and may thus be

spsb f stctg vy stt t sc t at fm ty tac.

Artspecialistscanfaceanenormoustaskinthefulllmentoftheirresponsibilities.Forexample,

bas t sts f t SAeA svy, t stmat avag tac-t-stt at fa msc spcast tacg a mtay sc ia s tac f m ta 500stts. Ts g at s agy t t fact tat a sg msc spcast s spsbf t msc stct f vy stt t sc. ev scay scs, w tteacher-to-studentratiosarebetter,theworkofartsteachersremainsdifcult(seeTables1and2bw). i ts vmts, t pbabty tat a stts cv ats stct fm ahighlyqualiedteacherislow.

Table 2: Average Specialist-to-Student Ratio for Visual Art

School Type Ratio

emtay 1 t 2,335

Scay 1 t 174

F o C: A rpt t Stats f Ats ecat iaSc: Bt Assssmt a rsac a WeSTAF 2010

Table 1: Average Specialist-to-Student Ratio for Music

School Type Ratio

emtay 1 t 517

Scay 1 t 180


7


16/48

Ccg tacs, Tab 3 cmpas t avag mb f f-tm tacs a avagsc ia t t avag mb f ats spcasts a avag sc ia.

Tab 4 sws t avag ia stt mt by typ f sc. Amg scs tatsp t ts svy, sv pct f spts w scs tat c gas Ktg 12. Twty-f pct w scs tat a fw ta 200 tta stts. Tty-pct a tta stt mt btw 201 a 400 stts. Twty-f pct wscs wt tta stt mt btw 401 a 600 stts. Ft pct w

scs wt gat ta 601 stts .

Enrollment Trends

Ccg mt t ats, y vsa at a tat xpc a cas tavag pctag f stts t sc w w ats casss. T t tw atfms, ac a msc, xpc a cas t pctag f stts (s Fg 1).

Table 3: Average Number of Full-time Teachers and FTE

Arts Specialists* in an Average Idaho School

Teachers Elementary Schools Junior High Schools High Schools

F-tm Tacs 19.8 22.1 24.6

FTe Ats Spcasts 0.6 1.7 1.9

*Artspecialistsareteacherswhoarefull-timeteachers(FTEs),licensed,endorsedandcertiedwithacollege

g t at fm ty tac.


Table 4: Average Student Enrollment

State Elementary Schools Junior High Schools High Schools

ia 300 276 339


8


17/48

Teacher Preparation

Tacs wt vayg vs f ppaat pv ats cat acss ia scs.ia scs s may vts pats wt ats tst xpc, spcay at telementarylevel.SeeTable5forabreakdownofteacherqualicationsbyelementaryschools

a scay scs.

icas stct by ats spcasts s s by a scs. Gv t gat spaty fsccss btag a sg spcasts, mc ca b a as ac sc scsssstatgs a appacs t fg, g, a sg spcasts. As, gv t amtof instruction provided by highly qualied classroom teachers, access to professional

vpmt a tag f ats smts a csg mas a mptat cag f

ac sc. T SAeA svy sts sggst tat, avag, mtay tac a twscay tacs p sc ia w wkg ats smts gs at t tmt svy was amst. Msc s tagt wt t gst v f tac ppaat wtt gatst mb f spcasts. T vsa ats a tagt wt t sc gst v ftac ppaat, a tat s t. S Tabs 6 tg 9.

Thereareconsiderabledifferences inthe levelsof teacherqualicationsforartsinstructionin

elementaryschoolscomparedtoteacherqualicationsinsecondaryschools.Elementaryschools

a gy pt vts a pats wt ats tsts xpc.

Figure 1: Difference in Average Percentage of Students Enrolled 2006-2007 Year Compared

to 2009-2010 School Year

9


18/48

Table 5: Frequency Students Receive Instruction

fromTeacherswithCertainQualications

Qualications Elementary Secondary

Spcasts wt a Cg dg t At Fm 19% 79%

Cassm Tacs wt Ats Pmay Assgmts 14% 11%

Paapfssas Pp-Tm Spcasts 7% 1%

Vts/Pats wt Ats itst expc 59% 5%

Atsts 1% 4%


Table 6: Teachers or Other Personnel Who Teach Visual Art

Elementary Secondary





Atsts 2% 6%


Table 7: Teachers or Other Personnel Who Teach Dance


Spcasts wt a Cg dg t At Fm 15% 57%Cassm Tacs wt Ats Pmay Assgmts 31% 8%



Atsts 0% 0%


10


19/48

Reduction in Arts FTEs

dspt may scs ptg a ct ats css bg ff, t SAeA svy ftat t cts Ats FTes was y mat. Fm t sc yas 2008-2009 a2009-2010, fw scs acss t stat st FTe ats tac psts. Tab 10 ts tmb f scs tat st FTe ats psts by at fm a by typ f sc.

Table 8: Teachers or Other Personnel Who Teach Music






Atsts 1% 1%


Table 9: Teachers or Other Personnel Who Teach Theatre






Atsts 0% 2%


Table 10: Number and Percent of Schools that Lost an Arts

FTE Position Over the Last Two Years

Qualications Elementary SecondaryVsa At 3 (3%) 10 (12%)

dac 2 (2%) 3 (4%)

Msc 0 (0%) 0 (0%)

Tat 0 (0%) 4 (5%)


11


20/48

Student Learning

Receiving High-Quality Instruction

dvps f t SAeA svy sgt t cct fmat gag t qaty f sttat xpcs. T ppy vaat t ats stag as a c acamc sbjct as t t n C lft B (nClB) law, stct was assss sg t fwg cta:

Instructionthatfollowedasequentialandongoingartscurriculum;

Instructionthatwasalignedwithstateand/ornationalartsstandards;and

Instructionthatwastaughtbyacertied/licensedandendorsedspecialist.

if stts cv stct tat t mt ts cta, t t stct was tct. Fm t spss t ts qst, t pctag f scs acss ia tat pv

g-qaty ats xpcs mtg t abv cta ca b stmat. hwv, t cat bstmat w may scs pv sm fm f ats stct tat t mt t cta.

M scs pv msc stct ta ay t at fm. Vsa at s t xtmst pv at fm. Tat s t t mst pv at t scay v. dacstct s t t mst pv at t mtay v a ac s t ast

pv at t scay v a tat s t ast pv at t mtay v.

dpg t typ f sc, 12 pct t 15 pct f t scs t pvats stct tat mt t cta t b cs g qaty. Ts a t scs tatmarkedNoneoftheAboveon thesurvey.Theseschoolsmayhaveprovidedsome formof

artsinstructionthatwasnothigh-qualityasdenedabove,ortheyprovidednoartsinstructionf ay typ. As a ypttca aayss t sta t mpact f ts scs, f tsscs pv stct f ay typ 15 pct f t ia mtay scs, tw qat t appxmaty 21,780 stts w t cv qaty ats stct.

Table 11: Percentage of Schools in the State Where Students

Received High Quality Instruction


Vsa At 22% 76%

dac 5% 11%

Msc 80% 80%Tat 3% 45%

n f t Abv 15% 12%


12


21/48

Minutes Per Week Students Spent Studying Art Forms

Tab 12 sts t stmats pv by SAeA spts ccg t mts p wkstts spt styg vas at fms. T ata f y t stts w cv atsstct. i ia, stts w cv msc stct xpc t gatst mbf ctact s tgt t ya--a avag f 53 mts a wk. At 29 mts p wk,tm vt t ac stct was t wst cmpas t t t t at fms.Cmpa t t t stats svy, Mtaa, uta a Wymg, ias ctact s mts acat t t sty f t ats ac wk s w.

106 mtay scs pv stmats f mts p wk spt styg ac at fm.of ts scs, 41 a ats spcasts tacg t scs. Tw scs pt fspcasts pvg stct a t scs a tw spcasts tacg at. 35 scsa spcast tacg t sc a sc a af FTe spcast tacg t sc. T scs t ptg spcasts ky pv ats stct tg pats,paapfssas, a/ t vts.

SfPotatrsdncy,SonsonM

agntScoo,CoudAn.

Table 12: Average Minutes Students Spend Studying

Each Art Form Each Week Elementary

Idaho Montana Utah WyomingVsa At 40 87 51 83

dac 29 21 31 33

Msc 53 108 57 87

Tat 41 62 35 141


13


22/48

District Support

Whenaskedwhethertheirdistrictstreatedtheartsascorecurricula,nowasthemostcommon

asw t f t f stats svy. T xcpt was uta, w 65 pct f trespondentsansweredyes.TheresponsesfromIdahoindicatedaparticularlylowlevelofdistrict

sppt f t ats as c ccm. Tab 13 stats t pctag f scs tat makyes,no,orunsure,bystate.Districtsupportcanimprovethequalityofinstructionandthenum -b f stts tat patcpat. Scs tat sff fm a ack f stct sppt ft fa t mtt ats cata gas. o f t mst tg sgs f stg stct sppt f t ats cmsfm t mb f wksps pfssa vpmt pptts ff by t stct.

S tabs t pfssa vpmt sct f ts pt f a vw f stctwksps att.

Schools Commitment to the Arts and to Arts Standards

icg a cay atcatg t ats a scs mpvmt pa mstatscmmtmt t t ats. Fw ta a t f scs mstat tat v f cmmtmt ia (s Tab 14).

W scs a fama wt stat staas f ats stct, t qaty f ats stct spsm t mpv a t cmmtmt may b g scs tat stv t a t statccm staas. Famaty wt stat staas c b mpv ia. T sts ft svy pv ata scs famaty wt stat staas; wv, a scs famatywt stat staas s t cssay cat tat t fws as t ts staas(s Tab 15).

i at t fwg stat staas a cg ats a sc mpvmt pa, patcpatg c-cca actvts t ats cat actvts mstats cmmtmt t t ats.Tabs 16 a 17 sw t vs f cmmtmt tg ts typs f actvts. T typs factvts tat cv t mst patcpat amg scs a ba/c, stmta mscpfmacs/asas, tat pcts, assmbs, a vstg pfmg gps. Tab18indicates that themajorityofsurveyrespondentsconsideredcertiedvisualartspecialists

tobemosthelpfulforimprovingstudentslearninginthearts.Moreexibilityinschedulingand

trainingtointegratetheartsintoothersubjectstiedforfthmosthelpful.

Table 13: Schools Perspective Concerning Whether the

District Treats Arts as Core Curriculum

Idaho Montana Utah Wyoming

Ys 28% 43% 65% 41%

n 62% 49% 23% 51%

us 10% 7% 12% 8%


14


23/48

Table 14: Schools that Include and Clearly Articulate the

Arts in the School Improvement Plan

Idaho

Ys 30%

n 70%


Table 15: Schools that are Familiar with the Content Standards

for the Arts in Their States

Idaho

Ys 63%

n 38%


Table 16: Percentage of Schools that Participated in Co-Curricular Activities

Idaho

At Cb 14%

Ba/C pfmacs stmta/vca msc pfmacs 72%

ltay Magaz 7%

Msc rasas 56%

Pty ot l 10%ogaz cmt/mat casss t ats 17%

Tat asas/pcts 43%

n f t Abv 11%

ot 10%


15


24/48

Table 17: Percentage of Schools that Participated in Other Arts Education Activities

Idaho

Vstg Pfmg Gps 65%

Atsts rsc 17%

Assmbs 68%

F Tps/Msm Ts 73%

At Pats 28%

itgat Pjcts 44%

Pjcts wt ots Ats ogazats 25%

Spca Pjcts 29%

ot 7%


Table 18: Most Helpful Ideas to Improve Learning in the Arts

Ranks

Certiedspecialistforteachingvisualart 1Fg f cmmty a stat ats scs 2

Avaabty f m ats spps qpmt (f ay ats scp) 3

Facts a cassm spac 4

Moreexibilityinscheduling 5

Tag tgatg t ats t t sbjcts 5


16


25/48

Diversity of Arts Education Assessment Methods

Scs tat s stct ats assssmts a m ky t b ag wt stat ccmstaas f ats stct a w psmaby pv g qaty ats stct.

T mst ppa mt f assssg ats cat s tac-vp assssmt.Students learning inart isoftenperceivedasdifcultto assess.Given that perspective, it is

t spsg tat tacs a m cmftab sgg t w assssmts. i ctast,givenperceptionsofthedifcultyinassessingartslearning,itissurprisingthatarelativelylow

pctag f scs t assss t ats at a. i ia, appxmaty 45 t f 200 scsa t vaatg stt pfmac t ats.

Elective Course Offerings

At t j g a g sc vs, t mb f ctv cs ffgs t mts

stts fm ctact wt t ats cass stt ctact wt t ats. Tab 20 sts t

mb a pct f ats ctvs a t pctag f stts csg t tak ats as t

ctvs.

Table 19: Percentage of Schools that Use the Assessment Method

Method Idaho

dstct dvp a rq Assssmts 17%

Stat dvp a rq Assssmts 5%

Tac dvp Assssmts 69%

n Assssmts 23%


Table 20: Elective Course Offerings

Idaho Schools

nmb f ectv Css off at t Sc 27

nmb f ectv Css off tat a Ats ectvs 9 (33%)

Pctag f Stts Csg t Tak Ats as T ectvs 53%


17


26/48

Professional Development

Sc a stct wksps pv t gatst umb f pfssa vpmt pptu-ts f amstats a tacs w a t ats spcasts. Ats Spcasts mst ft attworkshopsofferedbydistricts,artsorganizationsanduniversity/communitycolleges.Asignicant

mb f spcasts a t tacs cv stct mtg fm pfssaatsts a fm Stat Ats Cmmss wksps.

As educators address content standards or student learning

in the arts, they move away rom exposing students to the arts

and move toward instructing students in the arts, especially the

skills and processes associated with an art orm.- ec Js, Atst a ecat

Table 21: Professional Development Activities Participated in During the Last Year

Totals Across the State Numbers of Participants

Activity Specialists Other Teachers Administrators

Sc Wksps 134 286 117

dstct Wksps 148 238 115

uvsty/Cmmty

Cg Wksps 61 57 3

nata Cfcs 13 28 8

Stat Ats Cc/

Cmmss Wksps 148 106 9

StateDepartmentofEducation/Ofce

f Pbc istct Wksps 14 41 7

istct Mtg fm

Pfssa Atsts 82 107 104

Wksps off by

Ats ogazats 40 40 4

ot (pas spcfy): 9 19 2


18


27/48

Communicating Arts Education InformationTable22(below)illustratesthatteachersandadministratorsturnrsttotheirStateDepartment

ofEducationorOfceofPublicInstructiontoobtaininformationaboutartseducation.

Arts Professional Development Incentive MethodsT mst ppa ctv mts f ats cat pfssa vpmt a ctsforrecerticationand creditsforprofessionaldevelopment.Table24reviewstheprofessional

vpmt ctv mts s by scs.

Table 22: Familiarity with Teacher Professional Development Activities

in the Arts Offered by State Arts Commission

Idaho

Ys 32%

n 68%


Table 23: Percentage of Schools that Receive Arts Education

Information through These Methods

Methods Idaho

StateDepartmentofEducation/OfceofPublicInstruction 42%

Stat Ats Cc/Cmmss (cg t stsv) 19%

Cfcs 14%

dstct Ats Ccm Cats 12%

lstsvs 2%

Pfssa Jas 6%

ot 6%


19


28/48

Msc wksp, AtsPw Scs Tac isttt.

Table 24: Percentage of Schools that Use Incentive Methods

for Professional Development

% Idaho of Schools

ras Tm 14%

Cmpsat 20%

Cts f Pfssa dvpmt 21%

Cts Twa Cmpsat (la Cags) 17%

CreditsforRecertication 22%

n 6%


20


29/48

Space and Resources

Tacg qs scs. Tacs f ay sbjct w t s tat stt ag cassw t vmt t cassm s t fy sppt ag. Wtt apppatspac a qpmt, tacs stgg t p stts a. At bst, wtt apppat spaca qpmt, stts w b tc t t sbjct matt, yt a a mmb vytt.

Tab 25 stats paps f t gatst cags t tacg t ats pbc scs.W w tk f tacg mat wtt a cakba wtba t m? W wcs tacg scc wtt sm fm f ab st-p t m? hw ca t ats btagt wtt t apppat spac a scs? A ag mb f scs sff fm a ackf m/spac sg a qpp f tacg ac at fm. dac a tat sff tmostfromalackofspacewhilemusicsufferstheleast.Giventhisnding,itbecomesclearerwhyac a tat a t ast tagt sbjcts amg t f at fms. Ccg tat aac scs, s as Tab 26.

We had the privilege o taking our second grade students to The Nutcracker atJewitt Auditorium. Ballet, specifcally The Nutcracker, is part o our 2nd grade

curriculum, and it cannot truly be understood through the experiences provided in

the classroom. The perormance gives most students the only experience they mayhave with ballet, and they devour the experience with respect and enthusiasm.

-Tama Sma, Msc Cat, eav emtay Sc

idaoTatfoYoutpfomanc,

TWndandtWows.

21


30/48

Table 25: Percentage of Schools in the State that have Appropriate Room/Space

Designed and Equipped for Teaching Solely the Art Form

% Idaho of Schools

Vsa At % n 57%

% Ys 43%

dac % n 94%

%Ys 6%

Msc % n 25%

%Ys 75%

Tat % n 80%

%Ys 20%


Table 26: Percentage of Schools in the State that have Theatre and Performing

Space with Appropriate Lighting and Sound Equipment

% Idaho of Schools

% n 62%

% Ys 38%



31/48

Funding and Other Resources

lk spac a qpmt, fg, tsps, atst scs, a tcca assstacctbt t ft ats cat cca. T stat ats cmmss ca pv scscs. Yt, y a mat pctag f scs a fama wt stat at cmmssffgs (s Tab 27). Atg famaty wt wat s ff s t gaat scs wty t bta sc sppt, t s p t f scs t sk sppt. Cty acssia, appxmaty 50 pct f a scs a t awa tat ty ca sk sc sppt.

A g pctag f scs t cv my f ats cat t ast ya fmay f t fg scs st Tab 28. dstct fg, PTA/PTo fg ava ctbts a t mst ppa fg scs f ats cat ia.

Table 27: Percentage of Schools that are Familiar with State Arts Commission Offerings

Offerings Idaho

Atst rscs 41%

Gats 46%

Pfssa dvpmt 47%

Atst dcts/rsts 17%

Tcca Assstac 9%


Table 28: Percentage of Schools that Received Money From These Sources

Sources Idaho

PTA/PTo 35%

Gats fm t Stat Ats Cc/Cmmss 9%

lca Ats Ccs 8%

ot Gats 18%

iva Ctbts (pats, gapats) 30%

Bssss 11%

Fats 13%

dstct 39%

Tasf f Fs Wt Sc Bgt 32%

FundRaisersSpecicallyfortheArts 27%

dats K 16%

Stat ltty 3%


23


32/48

Scs tat cv my f ats cat mst ft s t fs f ats matas,supplies,equipmentor instruments, arts eld trips,orarts assemblies.Themoneywasleast

ft s f t vpmt f sqta ats cca. Tab 29 vws ss f fg.

Cabats wt atsts ats cmpas ca b a ffctv way f scs t mt ats

cat gas. Mt-ya patsps wt ts cmmty scs ca xt scsa mpv t amt a qaty f ats cat f stts. May scs ia ttak avatag f ts scs.

Table 30:

Percentage of Schools that Have a Multi-Year Partnership or

Collaboration with Artists, Arts Companies, or Cultural Organizations

that Help the School/District Arts Education Goals

% Idaho of Schools

% Ys 11%F o C: A rpt t Stats f Ats ecat iaSc: Bt Assssmt a rsac a WeSTAF 2010

Table 29: Percentage of Schools that Used Money for These Items

Items Idaho

Ats Matas, Spps, eqpmt, istmts 44%

Ats F Tps 34%

Ats Assmbs 24%

n f t Abv 9%

Pfssa dvpmt f Tacs t F Ats C 9%

ras Tm, Cabatv lag Tm 6%

ot 4%

T h a F-Tm Ats Spcast 4%

T h a Pat-Tm Ats Spcast 4%

dvpmt f Sqta Ats Ccm 3%


24


33/48

Everyone Can Play a Role

ecats, pats, cta gazats, pcy maks, fs, a cmmty a-s ca a pay a acvg gg, -pt, a csstt ats cat fa K-12 stts.

Schools and school districts

Establishclear,long-termplansforadvancingartseducation.

Supportandadvocateforstateandlocalpoliciesthatsupporttheseefforts.

Developartseducationcommitteestoplan,implement,andmonitorartseducationpcs a pgams; c tacs, sc as, pats, a cmmtyavcats ts ffts.

Establishguidelinesforminimumfundinglevelsandstafngrequirementstofullysppt ats stct, ccm vpmt, pfssa vpmt, matas,a pag tm.

Principals and teaching faculty

Adoptexibleschedulesthatprovidetimeforartseducationduringtheregularschoolday.

Providecommonplanningtimeforartseducatorsandclassroomteacherstodevelopccts btw fft aas f cassm ccm.

Workwithparentstoincreasecommunityunderstandingandsupportforartseducation.

State partners and funders

Establishandsupportpoliciesthatadvanceartseducationforeverystudent.

Provideprofessionaldevelopmentforprincipalsandteachersinartseducation

mpmtat.

Evaluateongoingstatewideprogressinartseducationatregularintervalsusingthe

bas stabs SAeA sac.

Educatepolicymakers,boards,andthebusinesscommunityaboutthecentralroleoftheats basc cat.

Identifypublicandprivatefundstosupportandincreaseeffective,systemicapproaches

f ats cat.

25


34/48

Stts at Babaa Mga emtay Sc, patcpatg AtSc, McCa.

2626


35/48

Cultural organizations

Workwithschoolsanddistrictstodeveloplong-term,sustainablepartnerships

caactz by cabatv pag, -pt ats ag, a gg assssmt.

ShowcasesuccessfulschoolpartnershipsandadvocateforK12artseducationaspartof

t ga sc ay.

TrainorganizationstaffandteachingartiststoworkcollaborativelyintheK12

vmt a pv pfssa vpmt t ats f cassm tacs.

Parents, families, and community members

Findoutwhichartsdisciplinesarebeingtaughtatwhichgradelevelsintheschoolsinyour

aa. Sppt sccssf pgams a avcat f w pgams t ass s.

Encourageschoolstodevelopdemonstrationsofartslearningtosharewiththeschool

cmmty.

Talktoeducators,schoolboardmembers,andotherpolicymakersaboutthebenetsof

ats ag tat yv wtss y w famy mmbs.

Partners at all levels

Reportregularlyongrowthinartseducationatalllevelsandshareinformationwithstts, fams, ca a statw cmmty mmbs, ats cat avcats,a gsats.

Worktogetheraspartnerswithacommongoal:artseducationforeverystudent,every

sc, vy ya.

Special thanks to the Washington State Arts Commission

or sharing these suggestions.

27


36/48

School name District

At emtay laka #272

Cay emtay Magt Kgg #391

Cak Fk J/S hS lak P o #84

Cu A hS Cu A #271

Fam Stw emtay lak P o #84

Fa emtay Cu A #271

has emtay Kta #274

Kgg hS Kgg #391

Kta emtay lak P o #84

Kta J/S hS Kta #274

lak Cty hS Kta #274

laks Magt M Sc Cu A #271

Mua Ta Sc Pst Fas #273

nts emtay lak P o #84

Psa emtay Pst Fas #273

Pst Fas hS Pst Fas #273

Pst rv J hS Wst B #83

Pjct CdA/Bg Acamy Cu A #271

Sapt Cat lak P o #84

Stc emtay Pst Fas #273

Sv Vay Atatv Kgg #391

St. Mas hS St Mas #41

Tmbak J hS laka #272

Waac J/S hS Waac #393

Wasgt emtay lak P o #84

Scs Svy 2010: rg i

IdahoStateDepartmentofEducationSchoolsinSurvey2010

rg i, ii, iii, iV, V, Vi

Kapa Acamy f ia

28


37/48


Gs emtay Gs #282

Gs J/S. hS Gs #282

Gagv hS Mt. Vw #244

ia dstac e Acamy Wtp #288

Kck J/S hS Kck #283

lapwa emtay lapwa #341

lapwa hS lapwa #341

Mscw Cat Mscw #281

Mscw hS Mscw #281

nzpc Sc nzpc #302

OronoElementary Orono#171

Paas Ck hS Mscw #281

Ptatc J/S hS Ptatc #285

Pa M Sc Cttw #242

Ty emtay Ty #287

Wst Pak emtay Mscw #281

Wtma emtay lwst #340

Scs Svy 2010: rg ii


29


38/48

School Name District

Aams emtay Bs #01

Babaa r. Mga emtay McCa-dy #421

Bs hS Bs #01

Butt Vw Sc emmtt #221

Cambg emtay Cambg #432

Cambg hS Cambg #432

Cay Spgs hS Caw #132

Capta hS Bs #01

Casca emtay Casca #422

Casca J/S hS Casca #422

Cc d. Aus emtay Ma #2

Cta Acamy hS Ma #2

Cta emtay Bs #01

Cf Jsp emtay Ma #2

Cst d emtay Bs #01

Cst emtay Bs #01

Cmpass Cat Ma #2

Cuc emtay Cuc #13

Cuc J/S hS Cuc #13

Cms Pt emtay Kua #3

Cssas M Sc Ma #2

dst Spgs emtay Vavu #139

eag M Sc Ma #2

east emtay Muta hm #193

emmtt hS emmtt #221

emmtt J hS emmtt #221

eav emtay nampa #131

Famt J hS Bs #01

Fmt h T emtay Kua #3


Futa hS Futa #373

Ga Magt Ma #2

Ga Cty Cat Ga Cty #459

Ga Vay Scs Ga Vay #171

hack M Sc Muta hm #193

hata hS McCa-dy #421

hms emtay W #133

hma hS hma #370

hz emtay Bs #01

hubba emtay Kua #3

ia Cty hS Bas #72

Scs Svy 2010: rg iii


30


39/48


ia Ck emtay Kua #3

iwa emtay nampa #131

Jffs emtay Bs #01

Jp emtay Ma #2

Kt J Caby emmtt #221

emtay

Kua M Sc Kua #3

lak haz M Sc Ma #2

lak rg emtay nampa #131

lws a Cak emtay Caw #132

l Sta M Sc nampa #131

lw Sctt M Sc Ma #2

Masg emtay Masg #363

Masg M Sc Masg #363

May McPs emtay Ma #2

Max Js emtay Pama #137

Mba M Sc Mba #136

Ma Acamy Ma #2

Mt M Sc Mt #134

Mva Sc Mva #433

M emtay Bs #01

Muta hm J hS Muta hm #193

nt emtay Muta hm #193

nt J hS Bs #01

ntus emtay ntus #135

oa emtay emmtt #221

Patways M Sc Ma #2

Ppp rg emtay Ma #2

P emtay Ma #2


Psa emtay Ma #2

Pspct emtay Ma #2

rg hS nampa #131

rmck J/S hS Buau-GaVw #365

rvs emtay Bs #01

rg hs Cat Bs #01

rsvt emtay Bs #01

rss emtay Kua #3

Sacajawa emtay Caw #132

Sacajawa J hS Bs #01

Sats Pt & Pau Sc dcs f Bs

Saw Butt emtay emmtt #221

Sma emtay nampa #131

Sa Sc Ma #2

Sv Sag emtay Ma #2

Sta emtay Ma #2

Syga M Sc Caw #132

Tammay Atatv Ct Bs #01

T nt Fk Sc McCa-dy #421

Tmas Jffs Cat Vavu #139

Vavu M Sc Vavu #139

Va Bu emtay Caw #132

Ws M Sc Wv #431

Wst Cay emtay Vavu #139

Wst J hS Bs #01

Wst M Sc nampa #131

Wtt emtay Bs #01

Ww Ck emtay nampa #131

rg iii(ct)


31


40/48

Scs Svy 2010: rg iV


Bvu emtay Ba Cuty #61

Bck emtay Tw Fas #411

Bg Acamy Tw Fas #411

Buy hS Cassa Cuty #151

Buy J hS Cassa Cuty #151

Camas Cuty Sc Camas Cuty # 121

Cassa Atatv hS Cassa Cuty #151

Cassa rga Tc Ct Cassa Cuty #151

dc emtay Cassa Cuty #151

dc hS Cassa Cuty #151

dtc Sc dtc #314

east Mc M Sc Mka #331

F emtay F #413

F M Sc F #413

F hS F #413

Gs Fy emtay Gs Fy #192

Gs Fy hS Gs Fy #192

hagma emtay hagma #233

has J/S hS has #415

has emtay Tw Fas #411

Jm M Sc Jm #261

Kmby emtay Kmby #414

Kmby hS Kmby #414

Mc hS Mka #331

Mgs emtay Tw Fas #411

Mt. has J/S hS Mka #331

RicheldSchool Richeld#316

rbt Stuat M Sc Tw Fas #411



Ss emtay Ss #312

Tw Fas hS Tw Fas #411

Wt P itmat Cassa Cuty #151

Ws emtay Ba Cuty #61

Xav Cat Tw Fas #411

32


41/48

Scs Svy 2010: rg V


Amca Fas hS Amca Fas #381

Gac emtay Gac #148

ha B l M Sc Wst S #202

Maa emtay oa #351

Maa M Sc oa #351

Maa hS oa #351

oa hS oa #351

nt Gm Sc nt Gm #149

Pst J hS Pst #201

Sa Spgs hS Sa Spgs #150

St emtay oa #351

Ty emtay Pcat #25

Tatc emtay Gac #148

T Acamy at rsvt Ct Pcat #25

Tgt M Sc Sa Spgs #150

Wam Tmas M Sc Amca Fas #381


33


42/48


A. W. Js emtay Ft #59

Ab emtay Ab #58

Amm emtay Bv #93

Ac emtay Mas #321

Ast emtay Fmt #215

Backft Cat lag Ct Backft #55

Bv hS Bv #93

Bus emtay ia Fas #91

Butt Cuty hS Butt Cuty #111

Cta Atatv hS Mas #321

Cta emtay Fmt #215

Ca e Ga J hS ia Fas #91

dscv emtay Bv #93

egmt Gas emtay ia Fas #91

et Bys emtay ia Fas #91

Fas Vay emtay Bv #93

Ft ha emtay Backft #55

Fx hw emtay ia Fas #91

haw emtay Jffs #251

hawt emtay ia Fas #91

haz Stuat emtay Sy #60

hbbs M Sc Sy #60

ia Fas hS ia Fas #91

ivg Kgat Ct Backft #55

Ky emtay Mas #321

l Pak Sc ia Fas #91

lgfw emtay ia Fas #91

Mackay emtay Mackay #182

Mas J hS Mas #321

Mas M Sc Mas #321

Muta Vw M Sc Backft #55

nt Fmt M/hS Fmt #215

Scs Svy 2010: rg Vi



rg Cst emtay Backft #55

rgby hS Jffs #251

r M Sc r #252

rbts emtay Jffs #251

rcky Muta M Sc Bv #93

Sack M Sc Bv #93

Sut Fk emtay Mas #321

Sut Fmt J hS Fmt #215

Suys emtay ia Fas #91

Sus emtay Sy #60

Tays Cssg Cat ia Fas #91

Tta emtay Tt #401

Tsa Buk emtay ia Fas #91

Vct emtay Tt #401

34


43/48

T Cmmty Sc, Vct

35


44/48

Idaho Music Project Connects Students and Local Composers

By Naomi Zeveloff

hg sc csta s typcay t ma f g-a cmpss. Stts ab v

Bams Btv, cmpss ws wk as tv tm f cts. Sc was

t cas at pbc g scs ia, t d. Pggy W, t Ats a hmats

Cat wt t ia Stat dpatmt f ecat, v cstas statw wt a

jct f ctmpay msc.

Ws 2008 pjct, wc ct ia cmpss t wt msc f sc bas

a cstas acss t stat, was b aft t dpatmt f ecat cv a

xpct $22,000 fm t stats atty ga, lawc Was. Was, ag wt

t atty gas f sva t stats, a sccssfy ac a cas baf f

ia ctzs t s Cd stbts f t vat f t stats at-tst aw. Aft ia

csms cv t sa f t sttmt, Was gav t mag sm t t

dpatmt f ecatwt t cavat tat t fs b s twa msc cat.

W, w was cag wt amstg t fs, tgt g a a abt wat t .

I tried to gure out something that would benet a large number of children. I thought of

t typca tgs k gvg my t a sc f stmts. Bt tat jst sm s

limited,shesays.ButthenI thoughtofthegiftofmusicandcomposition.I thoughtwecould

have concerts performed throughout the state to highlight the work of local composers.

36


45/48

W ss a ca f cmpss, a 12 ia mscas sp. S t

sct sx, ac f wm cv $2,000 t cat ga cmpsts tat w

at ma avaab t pbc sc tacs tg t ia Msc ecats wb st.

o cmps am Jm Ccky, a w-kw ia msca w was qcky gag

ata attt f s ytmcay sa pcs, was sct t wt a pc f f

t bst stt cstas t statt Mas hg Sc csta rxbg, ia.

Cockey penned his compositiona meandering, technically difcult piece called Ritmo

Gizmowithhisownhighschoolexperienceinmind.Cockeysfavoriteorchestracomposition

atthetimewasapiececalledOutdoorOverturebyAaronCopland.Coplandhadwritten

themusicspecicallyforyoungmusiclearnersandCockeywastouchedbythefamouscom -

pss cat t yt.

W i was gv t pptty t wt f t stt csta, i k back tat

touchstoneexperience,saysCockey.Irememberedhowspecialit felt tobeplayingthat

pieceandhowmuchIlikedit.Thatpushedforwardmyloveofmusic.

ForRitmoGizmo,Cockeymaintainedhissignatureeccentricrhythm.Buthemadesureto

sttc t ac ytmcay stct sct s tat t stts w av tm t gt s

t t bat bf t cag.

i t t wt smtg tat t ks w k a smtg tat w fa t a m-ag

ofchallenge,saysCockey.Nottooeasyandnottoodifcult.Iwantedtogivethemsomething

tostriveforbutmakeitattainableandfun.ThatisexactlywhattheCoplandpiecewasforme.

Cockey had the opportunity to hear fromMadison High School students rsthand when

sat a csta pactc sss aa f t stts pfmac at t 2008

Gvs Awas t Ats pgam, at wc t tac, rck has was t cv

a excc Ats ecat awa.

it was gat tat i c jst sw p a t stts c s tat im jst a ga

guy who writes music, says Cockey. It helped the kids realizeeither consciously or

subconsciouslythatthisissomethingtheycando.Theycanwritethenextpiece.

Itwasneat,saysAndrewGordon,aformerMadisonHighSchoolcelloplayerwhoperformed

RitmoGizmoattheawardsdinner.Whenthekidsmetthecomposersomeofthemmight

av b sp t tk if ca t i ca t. its t sm a ps w pass

away.Heistheevidenceofhismusic.

RitmoGizmo,alongwiththeveothercompositionsintheDepartmentofEducationproject,

w b pfm a c ts ya at a statw sc msc cfc. Tg t

pjct s a -tm vt, Ccky a ts p tat t stats w tak a c fm ia.

Yes,thekidsareinuencedbylearningapiecebya localcomposer.Butit isa two-sided

coin,saysCockey.Itwasexcitingformetowriteforlocalkids.Itisaprojectthatenergizes

everybodyandshouldbereplicated.

37


46/48

Acknowledgments

Ts pjct s t st f a sa cabat. it cam abt w t ats cat

cts wkg at t stat ats agcs f ia, Mtaa, uta, a Wymg c tcabat a pjct tat ass a ky ss t f agy a stats. T ss

theyhadidentiedwastheneedtoobtainasnapshotviewofthestateofartseducationineach

stat--a cagg task t t ack f fmat stcay gat t sbjct. T

ky ba t t cct f sc fmat may av b cst. Acss t cty, sva

xamps f sc sac xst; wv, vtay a f t cmpt sts w m

xpsv ta t f stats c aff. i at, t sty mts w t xpsv

t b pat wt ay gaty, ts makg t tackg f cags t tacg f ats

educationinK-12schoolsdifculttodo.

T f pats appac t Wst Stats Ats Fat (WeSTAF), a vt tgazat t cs jg t sac fft. T WeSTAF sac staff ag t

assst t sg f t sty a t cat t sac pcss. As a gazat,

WeSTAF was tst t pjct f sva ass. Pcp amg tm was t

tst f WeSTAF payg a apppat t vpmt f ats cat K-12

schoolsadifculttaskfora13-stateregionalartsorganization.Whileitischallengingfora

ga ats gazat sc as WeSTAF t b ffctv t aa f cat at t ca

v, t pjcts fcs t cct f ata ssta t stat a ca ats avcacy was

smtg WeSTAF c accmps.

i ia, t iCA pat ts pjct wt t ia Stat dpatmt f ecatsAts a hmats Cat. T Cat cmmcat wt pcpas, bta

sts, a assst tg t svy. T dpatmt sg spcast cat t -

ga cats tat sw xacty w fmat was bta f t svy.

At patcpat t fft was Tm Bt f Bt Assssmt a rsac. Bt

aggregatedandrenedtheresultsandpreparedapreliminaryanalysisofthendings.Keyto

t sccss f ts fft w t as f t stat ats agcs f ia, Mtaa, uta,

a Wymg. up t cmmat f ts as, t gvg bas f ac

agcy acat $10,000 twa t cst f t sty. i a tm f gaty cstct stat

artsagencybudgets,thisnancialcommitmentwasextraordinary.

At gp t wm t pjct pats a WeSTAF a gatf, s t gp f pcpas

a t sgs t f stats w sp t t svy. Ts aay tm-tax

vas w gs t acat f t tm t cmpt t svy. T tst

spptg a sca t t stat f ats cat t stats s mc appcat, a t

tm ty tk t s s smtg t pjct pats vy mc appcat.

38


47/48

ia Cmmss t Ats

2410 o Pttay ra

Bs, id 83712-8253

[email protected]

208-334-2119

ia Stat dpatmt f ecat

P.o. Bx 83720

Bs, id 83720-0027

[email protected]

208-332-6949

Wst Stats Ats Fat

1743 Waz, St 300

dv, Co 80202

[email protected]

303-629-1166

Bt rsac a Assssmt

967 St 700

east Ctv, uT 84014

[email protected]

Caypntm

akngwttacngatstlndaWof,

PocatohgScoo.

39


48/48

Resources

ia Cmmss t Atswww.ats.a.gvwww.s.a.gv/st/mats/208.334.21191.800.ArT.Fund

ia Stat dpatmt f ecatwww.s.a.gv/st/mats/208.332.68001.800.432.4601

For Our Children: A Report on the Status of Arts Education in Idaho

s avaab at: www.ats.a.gv/a/stats.aspx a www.s.a.gv/st/mats/

a report on the status of arts education in idaho

Documents