Americans for the Arts

This Phase Two Report: 2015-2017 celebrates the return of music education to the elementary school children of Chula Vista. With CVESD, we have proven that making music a part of every child’s school experience is a sound educational choice that leads to increased levels of achievement.

This Phase One Report: 2010-2014 celebrates the return of music education to the elementary school children of Chula Vista. With CVESD, we have proven that making music a part of every child’s school experience is a sound educational choice that leads to increased levels of achievement.

Part of the Americans for the Arts Artists & Communities conversation series that pairs veteran community arts leaders with emerging community arts leaders to share

"...the work reported here suggests that activities like ensemble music-making may allow youth to discover and act on their strengths. As one choir member admitted, 'I had fear in my heart, but I had to sing through it.' Correspondingly, it is time for cultural oranizations and researchers to match that bravery by developing robust strength-based programs, along with the research designs and measures that will help to articualte if, why, and under what conditions arts recognize, build, and sustain young people's talents and resources" (Palmer Wolf & Holochwost

In this review of their 2014/15 season, Pacific Northwest Ballet (PNB) shares objectives, strategies, outcomes and future goals for Discover Dance, a public school education program that reaches over 800 1st-8th grade students in and around Seattle.

Suppose afterschool arts programs tried a marketplace model to get more low-income, urban young people involved in the arts. That would make youngsters the programs’ “consumers” – with many options for their time and attention – and suggest the wisdom of finding out what these potential customers actually want.

Something to Say: Success Principles for Afterschool Arts Pro-grams from Urban Youth and Other Experts endeavors to an-swer these questions. The primary way we approached this project was by seeing youth as consumers of OST activities, and taking many of our questions directly to them. In our research we spoke to young people in their neighborhoods and homes, interviewed researchers and youth development practitioners, visited highly effective programs, and combed the research to address some of the key knowledge gaps in the field of OST arts activities for urban, low-income tweens

How can high-quality arts programs attract and retain low-income urban teens? Drawing on hundreds of interviews with young people, their families, leaders of exemplary programs and others nationwide, this infographic offers some answers, including 10 principles for developing effective programming.

The arts are a vital element of a 21st century education . Research conducted over the past decade shows that exposure to an education in the arts significantly decreases dropout rates, improves the likeli - hood of entering college, increases civic engagement, and ultimately promotes financial success throughout a person’s life-time . The role of the arts in securing these results lies largely in the way it stimu - lates innovation, creativity, and critical thinking, all essential skills in our world today . In order to expand and improve arts education for CPS students, we must

The goal of the CPS Arts Education Plan is to bring arts education to every child in every CPS school. While the work to expand arts instruction across Chicago Public Schools is ongoing, this report can provide context and construct for a new beginning. By understanding what arts resources existed in schools during the first year of the CPS Arts Education Plan, Ingenuity has established the baseline and can now track progress each year. Beginning in the fall of 2014, annual progress reports will publish changes in instructional time, staffing, partnerships, and funding. Doing so will shed

This report examines the level of arts instruction in Chicago Public Schools. It sets the benchmark against which district-wide efforts to expand arts instruction will be measured. Ever since Chicago Public Schools elevated the arts to a core subject in the 2012-2013 school year, students from K-6 grades have been experiencing two hours of weekly instructions in the arts and notice an increase in the number of certified arts instructors in their classrooms. This progress report shows the strides that Chicago is taking with its city-wide Cultural Plan, the

The 2012 CPS Arts Education Plan elevated the arts to a core subject and articulates that a quality arts education must include instruction in every art form—visual art, music, dance, and theatre—that is ongoing and sequential. Additionally, this instruction is delivered in the following ways—by credentialed arts instructors teaching discipline specific classes, by non-arts credentialed instructors authentically integrating the arts with other content areas, and by community arts partners connecting students to professional works of art and practices both in school and in

This one pagers summarizes findings from the Afterschool Alliance's report, America After 3pm: Afterschool Prrograms in Demand. "More Parents Report Enrolling Children in Summer Learning With increased awareness of the problem of summer learning loss, new research from the forthcoming America After 3PM report demonstrates expanding support for summer learning programs among parents."

​A report on a survey of close to 14,000 parents and guardians nationwide finds a jump in reported participation in afterschool in the U.S. over the last decade. Some 18 percent of children in the surveyed households took part in an afterschool program in 2014 — equivalent nationally to about 10.2 million children. That compares with 15 percent in 2009 and 11 percent in 2004. At the same time, unmet demand for afterschool programming is large; extrapolating from the survey findings, the report says that 19.4 million more children would be enrolled in afterschool if a program were

This report examines the investment of the state of Massachusetts in the arts and culture. According to the report, Massachusetts ranks 42^nd in the nation in the average grant it awards to cultural organizations and community projects. 

This report examines the state of Maryland’s policies and regulations on arts curriculum and instruction; determines the current status of arts education in Maryland schools; and, makes recommendations to the Governor’s P-20 Leadership Council regarding fine arts education in Maryland.