Passport_to_ArtsPolicy

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Passport to Arts Policy

A Curriculum for Teaching 4th and5th Graders Civic Engagement in the Arts


Project Team Members:

Carrie Care

Alexis Harrison

Connor Kealey

Project SummaryIn creating this curriculum, we first researched what students at the elementary school level were already learning as part of the present curriculum. We found this information important because it gave us a good idea of where to start from.

After participating in this research, it became clear that the fundamentals of our government are taught, but what is lacking in the present curriculum is the application of these United States government ideas and terms.

We saw an opportunity to be able to teach children that they are important to our system of government as citizens. This curriculum is crafted so that the topic being taught is presented in a way that is accessible so that each student can take away something from these lessons.

Through the many different recommended interactive activities there are many opportunities where students will get a chance to truly engage with the material.

After our proposed eight lesson curriculum students will:

o Attain knowledge about the government that serves them

o Realize the power of the people within our government system

o Learn what a policy is and the process of making a policy and how art is involved

o Create their own policy brief covering an arts issue that they find important

o Be empowered by this curriculum, putting the power of knowledge to work in the

classroom!


1 Introduction and History

Objectives: Interpret the processes for law and policy making

This week is a review of material and concepts about which students should already be educated. It is important to discuss the law making process and ensure the students have a solid understanding of these concepts, as this is the foundation on which the curriculum is built. Show the video Schoolhouse Rock: American-I’m Just a Bill and introduce the passport and its role within the curriculum.


2 History

Objectives: Show how the arts fit into the policy making process Identify why the arts should be represented in the American government

This week we will introduce vocabulary terms in the policy making process. Also, the National Endowment for the Arts and its funding progress for artists are introduced. The history of the NEA should also be discussed regarding how it relates to American and world history that students are already familiar with. A passport stamp will be awarded for engaging in the timeline discussion and completing the in class worksheet. Resource info and examples may be drawn from Visionaries & Outcasts and Understanding, Informing & Appraising Public Policy. (See suggested reading list)


3 Arts in American Policy

Objectives: Understand why art is important, particularly within education Explore how one would become educated as an artist, or about the arts

This week we will increase the students’ understanding of why art is important as it relates to them as a student, and as an individual. Also, the students explore how they may educate themselves in the arts and why art education is important. This will primarily be achieved through organic conversation stimulated by the pictures the students bring in for the mixed media collage. A passport stamp will be awarded for bringing in a picture for the collage and completing an in-class essay stating why art is important to them. Resource info and examples may be drawn from Visionaries & Outcasts.


4 Experience the Arts

Objectives: Promote interest in the arts Understand how multi-faceted the arts are Understand what to do with a passion or interest in the arts

This week students will learn about the different disciplines of the arts. Students will be given a chance to explore their varied interests and abilities in the arts. They will learn how art can serve many purposes and will hopefully discover a new found interest in the future of the arts.


5 Art as a Citizen

Objectives: Discover the ways they can be active supporters of the arts Determine how and why government and the arts are interconnected

This week the arts will be approached from a perspective of students as citizens. The roles of a citizen will be discussed in this lesson. Students will be able to learn how, through the arts, they may become more engaged in their community.


6 Policy Briefs

Objectives: Be able to discuss how the arts fit into the policy process Determine what aspect of the arts is important to them

This week we will review vocabulary terms in the policy making process through a vocab crossword puzzle and review how the arts fit into the policy process as we begin the writing process. A passport stamp will be awarded for completed puzzles. Resource info and examples may be drawn from http://www.ushistory.org/gov/11.asp.

http://www.ushistory.org/gov/11.asp


7 Policy Briefs

Objectives: Comprehend and demonstrate policy writing

This week we will finalize that policy drat project through peer review and a writing workshop. Final passport stamps will be awarded for completed policy assignments. Resource info and examples may be drawn from http://www.ushistory.org/gov/11.asp.



8 Wrapping it up

Objectives: Be able to apply what was learned to real world situations

This week will be a chance to summarize what was learned in the previous lessons. The purpose of the last lesson will be to review the curriculum’s terms and to come to a deeper understanding of our government’s policy making system and the great role we have in participating in it.

Tasks to be completed

Review and answer questions about policy brief writing and their purpose Discuss the student’s chosen policy issue and what they are able to do after participating

in this curriculum


Review of Curriculum Objectives

Interpret the processes for law and policy making

Show how the arts fit into the policy making process

Identify why the arts should be represented in the American government

Understand why art is important, particularly within education

Explore how one would become educated as an artist, or about the arts

Promote interest in the arts

Understand how multi-faceted the arts are

Understand what to do with a passion or interest in the arts

Discover the ways they can be active supporters of the arts

Determine how and why government and the arts are interconnected

Be able to discuss how the arts fit into the policy process

Determine what aspect of the arts is important to them

Comprehend and demonstrate policy writing

Be able to apply what was learned to real world situations


Ethical Issues

Questions:

How does a teacher present and discuss the Culture Wars that affected the NEA and the Arts ethically to 3rd and 4th graders?

How does a teacher discuss topics that will arise, such as, the NEA funding men more than women?

What do you say to parents, when and if confronted, that may not feel the Arts are important and are upset that their child is now interested in the Arts?

As we were putting the lesson plans together, the above mentioned questions arose. We discussed each question until we were able to decide whether or not the information should be included in the curriculum, and how these issues could be addressed in real situations.

We decided to include the Culture Wars. This was decided because we felt the teacher would be able to use the examples we provide to ensure nothing too controversial is exposed to the students. We discussed possible questions that may arise from the students, but believed a teacher would know how to keep the controversy out of it.

As a group, it was decided that the topic of men being more funded over women, would lead to too many questions. We believe this may be too confusing as they are far more familiar with gender, then they are with controversial art.

In regards to the parents that may feel we are emphasizing the Arts, and they don’t agree with exposing their children to the Arts in this way, we believe this is almost inevitable. You can’t please everyone, and some situations will just have to be dealt with if they arise. However, it may help the parent if the teacher explains that it is also enforcing the policy making process and the discussion of Civics is alongside the Arts.


Resources and Suggested Readings

Publications:

Visionaries and Outcastso Brenson, Michael. Visionaries and Outcasts: The NEA, Congress, and the

Place of the Visual Artist in America. New York: The New Press, 2001. Print.

Understanding, Informing & Appraising Public Policyo Gosling, James J. Understanding, Informing, and Appraising Public Policy.

New York: Pearson/Longman, 2004. Print

Arts and Cultural Policy: What Governments Do (and Don’t Do) to Make Arts Happen

o Brindle, Meg and Constance DeVereaux. “Arts Management: Government, Nonprofits and Evaluation. Arts and Cultural Policy: What Governments Do (and Don’t Do) to Make Arts Happen.” The Arts Management Handbook: New Directions for Students and Practitioners. Armonk, NY: M.E. Sharpe, 2011. N. page. Print.

These publications serve as supporting resources in teaching this material. Each one gives a different perspective on the policy process and how art fits into that process. Of course, there are many other resources, however these three are a great place to start.

Websites: American for the Arts:

Animating Democracy- Landscape Profileso http://animatingdemocracy.org

Policy Making: Political Interactions

o http://www.ushistory.org/gov/11.asp How Laws Are Made:

Ben's Guide to U.S. Government o http://bensguide.gpo.gov/6-8/lawmaking/

These websites serve as supplemental material for instruction and to further the lessons during class.

PASSPORT TO ARTS POLICY CURRICULUM OVERVIEW

VOCABULARY SUGGESTED PROJECTS &

MEDIA

INSTRUCTIONAL RESOURCES ASSESSMENT

Government, Branches, Law, Bill, Policy, Policy Process, Veto, Taxes

Video: Schoolhouse Rock: American – I’m Just a Bill

· Ben’s Guide to U.S. Government: What is a Law?

Passport: Bill

Art, Value, Policy Process, National Endowment for the Arts, National Endowment for the Humanities, Americans for the Arts, Fellowships

Interactive timeline

Visionaries & Outcasts

Understanding, Informing & Appraising Public Policy

Passport: NEA logo

In class worksheet: Arts Policy History

Philanthropy, Value, Arts in Education

Mixed media collage

Visionaries & Outcasts Passport: Paintbrush

In-class essay: why art is important

Visual Art, Performing Arts

Round-robin stations

School art teachers/ arts organizations

Passport: Arts Section

Advocacy, Types of arts organizations

Animating Democracy Landscape web

Arts Policy Bingo

Americans for the Arts website - Animating Democracy -Landscape (Profiles)

Passport: Map

Class list of arts policy issues

VOCABULARY SUGGESTED PROJECTS &

MEDIA

INSTRUCTIONAL RESOURCES ASSESSMENT

Policy Brief steps review

Arts Policy Brief draft

Policy format examples


Passport: Pen

Vocabulary crossword quiz(Connor)

Policy Brief review Arts Policy Brief revision

Policy format examples


Passport: White House

Published policy brief

Review all terms Read policies in front of class (invited political guests)

Completed passports

Sending packets to local government

PASSPORT TO ARTS POLICY CURRICULUM OVERVIEW



Documents

Passport_to_ArtsPolicy