The One Child and The Many
The fundamental architectures of K-12 schooling are undergoing radical change and experimentation. These changes/experiments involve almost every aspect of education, including governance, funding, teacher and administrator education and development, tenure, assessment, etc., etc. Students are being paid to take tests; people are rethinking the teaching profession as being about short-term peace corps like service; the old vo-tech model is being reinvented; bonuses are given to principals and teachers for high tests scores in reading and math; business leaders are urging schools to function like corporations; teachers are blamed by everyone in politics; anyone with get up and go can create a charter school; whole school systems are being privatized. For the past eight years, it's been small schools, small schools, small schools. And now that has come to a close after $2 billion from one foundation. (next big thing: the comprehensive high school!)
As always, it's both a challenge and an opportunity.
The school system of today, particularly the urban system, will look very, very different tomorrow.
It's why we have shifted to a call for each child to receive a well-rounded education, including the arts.
If you cannot speak credibly from the position of the life of one child, whatever work you may undertake in advocacy/policy loses context, meaning, and credibility. Another way of looking at this is that programmatic work in teaching and learning should exist in a virtuous cycle together with advocacy. The programmatic work and the advocacy talk to, reinforce, and inform one another, and the work becomes whole.
Sam Hope, executive director, The National Office for Arts Accreditation (NOAA);
Jack Lew, Global University Relations Manager for Art Talent at EA;
Laura Zakaras, RAND;
James Cuno, Director, Art Institute of Chicago;
Richard Kessler, Executive Director, Center for Arts Education;
Eric Booth, Actor;
Bau Graves, Executive director, Old Town School of Folk Music;
Kiff Gallagher, Founder & CEO of the Music National Service Initiative and MusicianCorps
Bennett Reimer, Founder of the Center for the Study of Education and the Musical Experience, author of A Philosophy of Music Education;
Edward Pauly, the director of research and evaluation at The Wallace Foundation;
Moy Eng, Program Director of the Performing Arts Program at The William and Flora Hewlett Foundation;
John Rockwell, critic;
Susan Sclafani, Managing Director, Chartwell Education Group;
Jane Remer, Author, Educator, Researcher
Michael Hinojosa, General Superintendent, Dallas Independent School District
Peter Sellars, director
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