| subscribe to e-news |  |
 watch season 2 episodes!
Oakland School for the Arts Howard W. Blake School
of the Arts
Douglas Anderson School
of the Arts Duke Ellington School of the Arts G-Star School of the Arts for Motion Pictures & Broadcasting Nuova Accademia di Belle Arti Milano
________
Stay Tuned!
|
Life In The Arts
-call for videos-
email us
about your interest
and video ideas
|
Join Interlochen Center for the Arts Oct. 10-13 for a conference to explore the future of arts and education.
Keynote presenters include Tony Kushner, Billy Childs and more!
Register today. |
|
FY2012 sponsors
to-date. Thank you! | | |
Our Sponsors empower our schools to create tomorrow's artists and patrons! Click here to review our sponsor benefits and visibility options and consider your sponsorship opportunity with Arts Schools Network.
$75K and higher
Columbia College Chicago, IL
$65K
Santa Fe University of Art and Design, Santa Fe, NM
$15K
Douglas Anderson School of the Arts, Jacksonville, FL
$5K
NobleHour
SoundTree
Webster University Leigh Gerdine College of Fine Arts, St. Louis, MO
Wenger Corporation, Minneapolis, MN
$2.5K
Association of Independent Colleges of Art and Design, San Francisco, CA
Duke Ellington School of the Arts, Washington, D.C.
Houston High School for the Performing and Visual Arts Friends, Houston, TX
$2K
CalArts, Valencia, CA
Harrison School for the Arts, Lakeland, FL
Howard W. Blake High School of the Arts, Tampa, FL
Orange Grove Middle School of the Arts, Tampa, FL
Polk Museum of Art, Lakeland, FL
The Hilda Sutton and William D. Blanton Charitable Foundation, Lakeland, FL
$1K
Denise Davis Cotton, Ed.D., Sarasota, FL
Interlochen Center for the Arts, MI
Orange County High School of the Arts, Santa Ana, CA
$500-$1K
Los Angeles County High School for the Arts, Los Angeles, CA |
|
asn calendar of events and gatherings | | |
july 2012 date tbd
leadership retreat, "marketing message", and in-depth school study @ booker t. washington school of the arts, dallas, tx
october 15-19 2012
conference chicago, chicago academy of arts, chiarts, columbia college, chicago, il
january 2013 date tbd
board of directors' meeting @ high school for the performing and visual arts, houston, tx
october 2013
conference new york city, nyu tisch, nyu steinhardt, laguardia
october 2014
conference denver, co, denver school of the arts
|
|
jobs
members post jobs free
| | |
check all job listings on artsschoolsnetork.org/jobs. email job posting information by clicking here.
|
|
The Alexander W. Dreyfoos School of the Arts Theatre department seeks qualified applicants for a full-time THEATRE INSTRUCTOR
|
|
santa fe university is in milan, italy | | |
With Santa Fe University of Art and Design's Foundation Year in Milan, that daydream could become your reality. If you intend to major in graphic design, the Foundation Year in Milan gives you the rare opportunity to study design at an Italian arts academy beginning in your freshman year. And you can devote not just a semester but a full year to the experience-maybe even more. Because you can choose to finish your bachelor's degree in either Milan or Santa Fe.
Your Year in Milan
You'll enroll in Santa Fe University but spend your first year in Milan, at Nuova Accademia di Belle Arti Milano (NABA), a leading design academy in one of the world's most influential centers of design. There, you'll join international students in a curriculum created by Santa Fe University and taught in English by our faculty members.
You'll study:
* Basic design theory
* Drawing
* Composition
* Graphic arts
* Art history
* Digital imaging
* Italian culture and language
The Foundation Year in Milan is a way to launch your graphic design education while developing a deep understanding of culture and its impact on art.
|
|
|
|
executive director's message | | |
Greetings Members and Friends,
Thank you for your continued support and participation in our network. Like many of you, we are in a final sprint to finish this year, while simultaneously preparing and rolling out the beginnings of next.
We have several exciting announcements and opportunities to convey to our membership later this month that will be meaningful to students, parents, arts school leaders, and our diverse network of partners. And we encourage you to continue to share your happenings with us. Summer is just a season, learning never stops.
This issue contains national recognitions, resources, implications, predictions and calls to action for arts education. There is no shortage of brilliant minds, good intentions, and expertise to design a myriad of solutions. Through our network, we transform the future.
 Sincerely,
Kristy Callaway
Executive Director
Arts Schools Network |
|
| | NEW MEMBER SPOTLIGHT | | |
Bullard Talent K-8, Fresno, CA "Where the Arts are Academic"
 From the first day a kindergarten student walks into our school, they are exposed to the arts on a daily basis. Beginning in Kindergarten, all students participate in a music program and an art program taught by specialists. Bullard TALENT is committed to the philosophy that the "Arts are ACADEMIC".
Specialized instruction in the visual arts, theater arts, dance/movement and music is provided. Students are expected to participate in the visual and performing arts core classes in addition to the FUSD baseline academic curriculum.
Located in the northwest section of Fresno , California , Bullard TALENT is a K-8 specialty school that attracts students from throughout the Fresno Unified School District . Our neighborhood is the entire city of Fresno . What unites our population is a strong desire to be part of a program known for its rich, hands on, integrated curriculum with an emphasis on the visual and performing arts. Bullard TALENT was founded on the premise that learning comes alive when students are provided with enriched music, art, theatre, and movement experiences that are integrated with the core academic curriculum. Students enter Bullard TALENT through an application/lottery process.
| | SCHOOL SPOTLIGHT | | |
Conservatory Lab Charter school, Boston, Massachusetts
Beginning in September 2010, Conservatory Lab became the first elementary school in the country to fully implement the El Sistema approach to music education. El Sistema is an intensive orchestral education program which began in Venezuela. With an extended school day, that begins at 8:15 a.m. and ends at 5:00p.m., all 169 students now receive two and a half hours of orchestral music instruction each day, beginning in kindergarten. As the children learn to play in an orchestra together, they also develop confidence, responsibility, and an ability to participate in community together. The school now boasts three orchestras and two choruses.
Conservatory Lab is the only Boston elementary school that offers a project-based, music-infused, interdisciplinary academic curriculum that deepens students' appreciation of the role of music in the world and promotes opportunities for students to create, perform and achieve scholastic benchmarks. Students enter Conservatory Lab Charter School by lottery. There are no auditions, entrance tests or fees of any kind. They enter in pre-kindergarten at age four and currently continue through sixth grade. The students come from all the neighborhoods in Boston and 70% of the student body is eligible for free or reduced lunch. | | TEACHER - BEST PRACTICES SPOTLIGHT | | It Starts With the ARTS 
Grade Three
Waterbury, CT
Rotella's motto is," It Starts with the ARTS" and it does every day in my classroom. I am a new member of ASN and I think it is important for regular elementary classroom teachers be involved in this organization. ASN promotes sharing best practices to support how the arts can rejuvenate you as a professional and how it most definitely will rejuvenate student engagement. I began integrating art into my teaching long before I realized what true arts integration meant for all learners. I was teaching the way I had always wished a teacher had taught me. |
|
---------------------------------------------
At Arts Schools Network (ASN) we want to hear from you, the teacher, about best practices in your classroom! If you have practices that you would like to share with other arts educators across the country, please CLICK HERE for more information on how to submit
| |
|
|
Join or Renew by May 31, 2012 to enter the drawing for
FREE registration to the 2012 ASN Conference in Chicago!
This special offer expires this month!
SPECIAL DISCOUNT OFFER
$100 off discount for first timer schools
|
|
teacher evaluation and arts education
call for papers deadline sept 15
arts education policy review journal | |
Call for Papers: Special Issue of Arts Education Policy Review
Special Issue: Teacher Evaluation and Arts Education
 Arts Education Policy Review is accepting manuscripts for a special issue addressing teacher evaluation and arts education. Articles should address or relate to any of the following topics:
- State-level teacher evaluation policies and their effects on P-16 arts education
- Local and district-level teacher evaluation policies and their effects on P-12 arts education
- Teacher evaluation policies in higher education and their effects on preservice arts teacher education
- Descriptions of innovative approaches to P-16 teacher evaluation in the arts
- Reports of initiatives taken by P-16 schools and/or arts organizations to advocate for arts-specific teacher evaluation processes
The deadline for submissions is September 15, 2012.
Submissions and questions can be sent to the Editor-in-Chief, Colleen M. Conway, at: [email protected].
For more information about Arts Education Policy Review including complete submission guidelines, please visit thejournal's webpage: www.tandfonline.com/VAEP
Sign up for the Routledge Education Arena Bulletin
The Routledge Education Arena Bulletin is a free quarterly email update on the latest resources available from the Routledge Education Arena. Go online to sign up: www.educationarena.com/alertingServices/edArenaBulletin/
|
| learning matters, thoughts on education by john merrow | |
a pot luck meal of ideas
by john merrow
May 16 2012 blog
Remember pot-luck suppers, when everyone brought a dish or two? What follows is the the equivalent - although substituting ideas for food. Because the last few entries on this blog have been pretty grim, this week I want to share some good stuff that has come across my desk or into my professional life somehow. My pot-luck includes books, and school and service programs. I hope you will click on at least a couple of the links - and add your own to round out the meal.
A national program I'm keen on is the Arts Education Partnership, which describes itself as being "dedicated to securing a high-quality arts education for every young person in America." Its 25 (and counting) partners include national groups like Americans for the Arts, state and local arts councils and two major foundations (Wallace and Ford), but the key player seems to be the Council of Chief State School Officers. I spent some time with AEP folks this spring (moderating a panel, giving a speech, and hanging out), and, if we could bottle the positive energy that arts advocates give off, we would be a long way to solving some of schooling's problems.
Read full post. |
| common core standards assessments, two paths overview | | | governing the states and localities, view
posted by dylan scott
feb 15 2012
The Common Core State Standards Initiative is a state-led effort to apply nationalized academic standards across the United States, eschewing the disparate standards of the past. Forty-five states have committed to the cause. But when states begin administering assessments in the 2014-2015 school year, they will not be using one common test.
Two assessment consortiums, SMARTER Balanced and the Partnership for Assessment of Readiness for College and Careers (PARCC), have risen from the Common Core movement. Although it might seem counterintuitive to have different tests for the same set of standards, policymakers see a potential upside in having two distinct means of assessing Common Core. Replacing individual state exams with assessments that cross state boundaries is an untested experiment, policymakers say, and public education could benefit from having unique approaches to compare.
View full post.
|
| common core standards, NAEP, and international assessments report | |  The 2012 Brown Center Report on American Education: How Well Are American Students Learning?
With Sections on Predicting the Effect of the Common Core State Standards, Achievement Gaps on the Two NAEP Tests, and Misinterpreting International Test Scores. Volume III, Number 1
This edition of the Brown Center Report on American Education marks the first issue of volume three--and eleventh issue over all. The first installment was published in 2000, just as the Presidential campaigns of George W. Bush and Al Gore were winding down. Education was an important issue in that campaign. It has not been thus far in the current campaign for the Republican nomination (as of February 2012). And it is unlikely to be a prominent issue in the fall general election. Despite that, the three studies in this Brown Center Report investigate questions that the victor in the 2012 campaign, and the team assembled to lead the U.S. Department of Education, will face in the years ahead.
The first section is on the Common Core State Standards, a project that President Obama has backed enthusiastically. Forty-six states and the District of Columbia have signed on to the Common Core; detailed standards have been written in English language arts and mathematics; and assessments are being developed to be ready by the 2014-2015 school year. The first section attempts to predict the effect of the Common Core on student achievement.
The second section of the Report investigates achievement gaps on NAEP. The NAEP has two different tests: the Long-Term Trend NAEP, which began in 1969, and the Main NAEP, which began in 1990. The two tests differ in several respects, but they both carry the NAEP label and both are integral components of "The Nation's Report Card." Achievement gaps are the test score differences between groups of students with different socioeconomic (SES) characteristics: for example, racial or ethnic background, family income, or language status. The second section poses the question: Do the two NAEP tests report similar achievement gaps? Researchers and policy makers are well aware that significant test score gaps exist between SES groups. Researchers try to study them, policy makers try to close them. What NAEP has to say about the magnitude of such gaps plays an important role in the policy arena. The analysis presented in section two indicates that the two NAEPs do in fact differ.
The third section of the report is on international assessments. Interpretations of international test scores are characterized by three common mistakes. The first occurs when a nation's scores go up or down dramatically and analysts explain the test score change by pointing to a particular policy. The second mistake stems from relying on rankings to gauge a country's academic standing. The third mistake is pointing to a small group of high-performing nations, often called "A+ countries," and recommending, with no additional analysis, that their policies should be adopted. (Contains 10 tables, 1 figure and 53 notes.) [For the previous report, "The 2010 Brown Center Report on American Education: How Well Are American Students Learning? With Sections on International Tests, Who's Winning the Real Race to the Top, and NAEP and the Common Core State Standards. Volume II, Number 5," see ED515886.]
|
| u.s. news looked at thousands of public schools to identify the most outstanding | |  best high schools methodology
by robert morse
may 7 2012
To produce the 2012 U.S.News & World Report Best High Schools rankings, U.S. News teamed up with the Washington, D.C.-based American Institutes for Research (AIR), one of the largest behavioral and social science research organizations in the world. AIR implemented U.S. News's comprehensive rankings methodology, which is based on the key principles that a great high school must serve all of its students well, not just those who are college-bound, and that it must be able to produce measurable academic outcomes to show the school is successfully educating its student body across a range of performance indicators. We analyzed 21,776 public high schools in 49 states and the District of Columbia. This is the total number of public high schools that had 12th-grade enrollment and sufficient data, primarily from the 2009-2010 school year, to analyze. |
|
Exploring arts education in a creative cityscape
Connect, explore and be inspired in one of themost thriving creative cities in the nation - Chicago!
Tuesday, Oct 16 All Day Intensives (back by popular demand!)
- Arts Integration (elementary & middle schools)
- Fund Development
- Holistic Admissions, Everyone's Role
- Using your SNAAP Data (high schools)
Wednesday, Oct 17 School Visits, opening general session
Thursday, Oct 18 Core-Conference member sessions, by members for members, awards ceremony, general session
Friday, Oct 19 Core-Conference member sessions, by members for members, general session |
|
fundraising rut? breaking the gala addiction
book recommendation, boardsource | |
breaking the gala addiction:
a board member's guide to understanding & assessing the value of fundraising events
General operating support is crucial to the health of a nonprofit, but today's economic challenges and social shifts require a close examination of special events as a way to secure that support. Many organizations underestimate the true costs of special event fundraising, and society is asking some tough questions about these costs.
Breaking the Gala Addiction discusses emerging trends in special events fundraising and general revenue generation...and empowers you with some important tools. It addresses
- what every board member should know about fundraising strategy
- gala events - the good, the bad, and the ugly
- the board's role in fundraising
- how board members can support sustainable fundraising beyond events
- how board members can evaluate an organization's financial health and adjust strategy accordingly
Your board and staff should collaborate in planning the most effective approach to raising general operating support for your organization. Breaking the Gala Addiction is here to help. 
Visit BoardSource. |
| americans for the arts annual convention arts education sessions | |
During the 2012 convention, sessions will focus on how arts education organizations can have an impact on school and community-wide issues such as changing demographics, economic hardship, and workforce development. Participants will learn to "Be the Solution" and learn to craft effective advocacy messages with a brand new publication, "The Arts Education Field Guide." And don't miss our innovator session featuring Tricia Tunstall and Eric Booth discussing El Sistema. Tricia will be signing her new book "Changing Lives" before her session in the Center Stage area.
For more information, please contact Kristen Engebretsen, Arts Education Program Coordinator, at [email protected]
|
|
|
|
|
