New Mexico Arts - Education Task Force

ArtsEducation Task Force

NMA has completed an Arts Education Task Force to determine the Agency’s goals for Arts Education. The following are the recommendations made to New Mexico Arts:

I. ADVOCATING FOR ARTS EDUCATION, TO DECISION MAKERS AND THE GENERAL PUBLIC

Effective advocacy is needed to educate policy-makers and the public about the significant contribution that arts-based learning can be making in New Mexico's schools and communities. The arts are often considered to be an "extra" by administrators and school boards faced with an educational crisis. The critical message is that quality arts education, integrated into a student's learning program, is often the key which unlocks the opening toward the goals that educators are striving for: quality teaching, student and teacher retention, improved test scores, and enthusiastic learning. These benefits must be evidenced throughout the educational decision-making system, and the necessary resources for institutionalizing arts-based learning must be dedicated. Four of the nine Task Force strategies address interrelated aspects of a successful advocacy plan:

A. COLLECT RELEVANT ARTS EDUCATION IMPACT DATA

Educators and artists are aware of the huge benefits to young people from having the arts integrated into their learning, but research data demonstrating the results has only recently become available. There is little, if any, New Mexico-specific data. A critical component in generating recognition of the importance of arts education is to provide convincing local evidence on the role of the arts in reducing dropout rates, improving math scores, enhancing literacy, and increasing attendance.

NMA should use its grant opportunities to catalyze pilot programs that integrate the arts into New Mexico classrooms and measure the results through a viable and scientifically sound evaluation process. The State Department of Education and Universities would be primary partners in this endeavor, as would teachers, artists, and arts organizations. This data should be combined with national statistics around student achievement and the arts as well as with information about the benefits of an arts-related education for future employment and professional success. All of this data needs to be compiled and presented via the advocacy methods and communication avenues outlined below.

B. SPEARHEAD EFFORT FOR FULL-TIME ARTS EDUCATION ADVOCATE

Effective advocacy around arts education must be focused, coordinated, highly personal, and continual. The group felt strongly that a full-time paid coordinator must be engaged to serve as a long-term liaison and advocate toward arts organizations, educators, and government, and to organize a broad grassroots coalition in support of arts education. In order to have maximum flexibility around lobbying, this person should not be an employee of the State, but should have a counterpart with whom s/he works closely inside NMA. The NM Alliance for Arts Education was suggested as an independent non-profit with a statewide mission that would be appropriate for sponsoring this position.

The right person would be a professional in arts education and administration, have experience working with the legislature, and be charismatic and respected by those involved in the arts, education, and government sectors. New Mexico Arts was requested to take the lead on ensuring that this position gets funded, hired, and sustained.

C. CREATE ADVOCACY NETWORK

The objective is to build a diverse strategic network in support of arts education. These stakeholders would work closely with the arts education advocate described above and with NMA as both formal and informal coalitions.

Local arts councils would be key to gathering and dispersing information and support in New Mexico's school districts and communities. A committee was proposed which would work in an advisory capacity to the State Superintendent of Schools, with an initial request that an arts education contact be established within each school. A statewide speakers bureau of arts education advocates, including young people, would be trained and coordinated to work with school boards and legislators at key times throughout the year. Formal endorsements of the statewide arts education vision would be sought from a broad range statewide organizations, including the State Dept of Education, the School Administrators Assn., all other educational organizations, the Children Youth and Families Dept., the Museum Association, the Rotary Club, Tribal organizations, Chambers of Commerce, the PTA, and others.

The process will be one of identifying, training, and coordinating allies to build a strong cohesive voice about the need and benefits around arts education. The Task Force felt that NMA is well positioned to take significant leadership in forming this network.

D. INITIATE PR/MARKETING CAMPAIGN AROUND ARTS EDUCATION

Grassroots support for arts education should be generated via a PR/marketing campaign that puts the message of the benefits of arts education before the public. It was suggested that a marketing consultant be hired to develop a media-based campaign which would incorporate radio PSA's in English and Spanish, TV ads with well-known personalities speaking about the value of the arts, newspaper and magazine advertising, and well-produced publications positioning NMA as the leader in arts education in New Mexico. Many design and broadcast services could be donated. Youth-centered arts organizations should also be engaged for the creation and production of marketing materials.

II. SUPPORTING PROGRAMS THAT LINK ARTS AND EDUCATIONAL RESOURCES

NMA's primary services are focused on providing funding contracts, information resources, and technical assistance for a variety of arts organizations and artists throughout the state. This programming could be oriented to advance the arts education agenda in four distinct ways:

A. CREATE COMMUNICATIONS INFRASTRUCTURE

New Mexico Arts was recommended to serve as a central information source for arts education, developing and offering tools to facilitate statewide communications. These tools include a comprehensive and well-linked website, an arts education specific listserve, advocacy kits, a directory of services, and possibly an arts education institute or statewide conference. NMA was asked to provide information about research/data to support arts education impacts, funding opportunities, multicultural perspectives, arts education curricula development and speaking opportunities. These resources will be essential in supporting arts education advocacy and collaborative efforts among organizations. New Mexico Arts will establish itself as a leader in arts education and will be effective in stimulating funding for arts groups and schools and maximizing these resources.

B. PROVIDE PROFESSIONAL DEVELOPMENT

Supporting classroom teachers in using arts-based learning methods is central to the success of the Statewide Vision for Arts Education, as is supporting artists and arts organizations in developing teaching skills and curricula. The Task Force recommended that NMA take an active role in initiating arts education related professional development programs either through existing programs, and/or through a separate arts integration institute, preferably in partnership with the State Department of Education. Training should incorporate curriculum development with the state standards and benchmarks, providing opportunities for artists, teachers, and administrators to work together.

C. DEVELOP PARTNERSHIPS FOR PROGRAM DELIVERY

Many other stakeholders statewide are interested in arts education, and these groups should be encouraged as collaborating partners in each others' and NMA's programming initiatives. For instance, the 140 statewide museums are underutilized as arts education resources, though they have many of the same goals. Local Arts Councils are key to organizing community efforts, and can involve other community and youth groups. NMA has a role as a convener, and the Task Force recommends that the agency continue to promote opportunities for collaboration and dialogue, expanding the circle to include constituencies that have not been represented as yet, such as Tribal communities. In addition to generating more effective programming, promoting collaboration will help to build cohesion around the state toward arts education goals and will encourage larger funders to support an overall statewide arts education agenda.

D. EXAMINE NMA GRANTS POLICIES TOWARD GREATER ARTS EDUCATION IMPACT

Because a major portion of NMA's responsibilities is in the area of grant funding, the Task Force recommended that the agency maximize arts education opportunities within the grants program. This includes encouraging arts organizations to include an arts education and/or advocacy component into their projects. Local arts councils could be awarded an amount of funding particularly for arts education activities. In addition, the Task Force recommended that NMA review the Artist Residency concept and program, considering how the program can be revised in a successful way.

III. INCREASING FUNDING OPPORTUNITIES FOR ARTS EDUCATION A. SECURE NEW SOURCES OF FUNDING

The Task Force learned in its research that traditional funding sources for education, particularly legislative appropriations, have little flexibility in how their funding is spent and face many other competing demands for their funding. In order for NMA to effectively implement a higher level of arts education programming statewide and ensure that integrated arts curricula are developed and sustained, new sources of funding will be necessary. New funds can be used to support advocacy efforts, increase re-granting, and develop new arts education professional development programming.

The Task Force recommended NMA pursue four specific approaches: 1) work with OCA to request a legislative budget increase for NMA; 2) apply to the NEA for $100,000 for arts education programs, based on this plan; 3) assist arts organizations and providers in their efforts to access state and federal monies which are targeted for local communities; and 4) identify and obtain large grants from corporate and national foundation funders.

Key to this strategy is finding sources of funding that may not specifically be intended for arts education, but for which arts education could be instrumental in achieving the stated objectives, such as community afterschool programs, juvenile justice prevention programs, teacher quality enhancement, and literacy improvement. One specific suggestion was to seek funding for an interagency teacher retention program using the arts to make teaching more relevant and engaging for educators.

Minutes:
Meeting 1- December 17, 1999
Meeting 2- Jan 14, 2000
Meeting 3- Feb 4, 2000

Meeting 4- March 3, 2000
Meeting 5- April 7, 2000

Meeting 6: May 8&9, 2000
Meeting 7: October 27, 2000

Topic- Introduction
Topic: Advocacy Kit
Topic: Youth-at-Risk and After-
School Programs
Topic: Teacher Training
Topic: Funding and
Partnerships
Topic: Goal Setting
Topic: Advocacy

New Mexico Arts - A Division of the Department of Cultural Affairs
P.O.Box 1450 Santa Fe, New Mexico 87504-1450
Tel: 505-827-6490 • Fax: 505-827-6043 • Instate: 1-800-879-4278