2013-14 Preliminary, Potential Annual Academic and Facilities Recommendations For more information, please visit: www.austinisd.org/fmp/facilities-recommendations/2013-14 FINE ARTS PROGRAM AND FACILITY IMPROVEMENTS District Needs The Kennedy Center for the Performing Arts, AISD, the City of Austin, higher education, business and arts communities conducted a comprehensive survey of the arts in education in 2012. The audit found strong foundations in sequential fine arts. However, gaps were identified in the areas of diverse art forms, cultural heritage and depths of experience, especially at the middle school level. The audit also found that students would benefit from arts- based instruction across the curriculum. The audit revealed schools would benefit from the planning, coordination, professional development and resources to meet the Any Given Child Initiative. This initiative would increase standards of quality and student participation in arts-rich schools. Mission/Vision The goal of the Any Given Child Initiative is to provide all AISD students with the opportunity to attend arts-rich schools and to ensure every child, in every school and every grade benefits from learning in a creative classroom. Arts-rich schools strengthen student achievement through the integration of high-impact arts strategies. These schools demonstrate the capacity to sustain broad and in-depth creative learning experiences for all students. Program Features The Any Given Child Creative Learning Initiative creates individualized campus equity plans that allow schools to move from an arts-involved level to an arts- rich campus. The seven elements of an arts-rich campus include: 1) Campus arts equity planning 2) Access to fine arts instruction 3) Professional development for teachers 4) Strong community arts partnerships 5) Pathways to college, career and community 6) Access to out-of-school time opportunities 7) Leadership, operations and sustainability support. Benefits of Arts-Rich Schools The research is clear: students involved in arts programs outperform non-arts engaged students in a variety of academic, pro-social and college attainment measures. Even if a student is not involved in arts programs, those who attend arts-rich schools outperform those at non-art schools. MORE LIKELY TO ATTEND COLLEGE Students from communities with high rates of poverty who attend an arts-rich school are twice as likely to attend college than those attending arts-poor schools (Catterral, 2010). IMPROVED ACADEMIC ACHIEVEMENT Arts-engaged students from low-income communities are four times more likely to have high academic achievement than students from low-income communities not involved in the arts (Heath, 1998). Arts Integration Mentorship schools (AIM) reduced reading gaps by 14 percent and math gaps by 26 percent over a three-year period (RealVIsions, 2007). ATTENDANCE Students involved in arts education for at least nine hours a week were three times more likely to have high attendance (Heath, 1998). MOTIVATION Students who experience success in the arts learn the value of persistence and effort and are more motivated to apply themselves in other learning tasks (Israel, 2009).

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Page 1: FINE ARTS PROGRAM AND !!! FACILITY IMPROVEMENTS Benefits of Arts … · 2013-04-23 · FINE ARTS PROGRAM AND !!! ... Strong community arts partnerships 5) Pathways to college,

2013-14 Preliminary, Potential Annual Academic and Facilities Recommendations

For more information, please visit: www.austinisd.org/fmp/facilities-recommendations/2013-14

FINE ARTS PROGRAM AND

FACILITY IMPROVEMENTS District Needs The Kennedy Center for the Performing Arts, AISD, the City of Austin, higher education, business and arts communities conducted a comprehensive survey of the arts in education in 2012. The audit found strong foundations in sequential fine arts. However, gaps were identified in the areas of diverse art forms, cultural heritage and depths of experience, especially at the middle school level. The audit also found that students would benefit from arts-based instruction across the curriculum. The audit revealed schools would benefit from the planning, coordination, professional development and resources to meet the Any Given Child Initiative. This initiative would increase standards of quality and student participation in arts-rich schools.

Mission/Vision The goal of the Any Given Child Initiative is to provide all AISD students with the opportunity to attend arts-rich schools and to ensure every child, in every school and every grade benefits from learning in a creative classroom. Arts-rich schools strengthen student achievement through the integration of high-impact arts strategies. These schools demonstrate the capacity to sustain broad and in-depth creative learning experiences for all students.

Program Features The Any Given Child Creative Learning Initiative creates individualized campus equity plans that allow schools to move from an arts-involved level to an arts-rich campus. The seven elements of an arts-rich campus include: 1) Campus arts equity planning 2) Access to fine arts instruction 3) Professional development for teachers 4) Strong community arts partnerships 5) Pathways to college, career and community 6) Access to out-of-school time opportunities 7) Leadership, operations and sustainability support.

Benefits of Arts-Rich Schools The research is clear: students involved in arts programs outperform non-arts engaged students in a variety of academic, pro-social and college attainment measures. Even if a student is not involved in arts programs, those who attend arts-rich schools outperform those at non-art schools.

MORE LIKELY TO ATTEND COLLEGE Students from communities with high rates of poverty who attend an arts-rich school are twice as likely to attend college than those attending arts-poor schools (Catterral, 2010).

IMPROVED ACADEMIC ACHIEVEMENT Arts-engaged students from low-income communities are four times more likely to have high academic achievement than students from low-income communities not involved in the arts (Heath, 1998).

Arts Integration Mentorship schools (AIM) reduced reading gaps by 14 percent and math gaps by 26 percent over a three-year period (RealVIsions, 2007).

ATTENDANCE Students involved in arts education for at least nine hours a week were three times more likely to have high attendance (Heath, 1998).

MOTIVATION Students who experience success in the arts learn the value of persistence and effort and are more motivated to apply themselves in other learning tasks (Israel, 2009).