Arts training helps college students perceive and admire the visual and performing arts. Dana Frantz Bentley, Ed.M.’05, a preschool instructor at Buckingham Browne and Nichols Faculty in Cambridge, is the author of Everyday Artists: Inquiry and Creativity in the Early Childhood Classroom (New York: Teachers Faculty Press, 2013) and of a variety of articles on the humanities, pedagogy, and teacher research in the early childhood classroom.
This brochure-length information, ready by AEP with assist from the President’s Committee on the Arts and the Humanities (PCAH) affords three concrete actions—supported by low-value or no-cost strategies—school principals can take to extend arts schooling of their colleges.
She began with Framing Schooling as Artwork: The Octopus Has a Good Day (New York: Academics School Press, 2005); continued soon thereafter with Why Our Schools Need the Arts (New York: Academics School Press, 2008), Strange Gifted Youngsters: The Power and Promise of Individual Consideration (New York: Teachers School Press, 2010), and Why Our High Colleges Need the Arts (New York: Teachers School Press, 2012).
Designed to bring collectively Arizona’s arts education neighborhood for a full day of professional development, this 12 months’s Joint Arts Education Conference focuses on connecting and responding to the New Arizona Tutorial Requirements in the Arts, the evolution of Arizona’s youth demographics, and the design, creation, and sharing of tools and resources to develop cultural competency, systemic fairness, and increased access and participation throughout all artistic dimensions.
Sadly, programs like these are beneath risk because President Trump’s current funds proposal recommends eliminating the NEA altogether It might be a severe blow, particularly when many underfunded college districts are already scaling back arts programs.