 Restructuring to feature fine arts prominently in teaching and learning across the whole school both as distinct disciplines (such as music, theatre, visual arts, and dance) and as processes infused into other subject areas through an integrated arts curriculum.
Making fine arts available to all students, regardless of educational placement, and tailored to students’ needs and interests. While every student may not participate directly in all experiences offered during a single year, every student must, in some way, benefit from the presence of the fine arts in school.
Participating in staff development, such as Critical Friends Group training from Houston A+ Challenge, to broaden the capabilities of teachers, arts specialists and artists in such diverse roles as instructor, coach, mentor, and exemplar and enable teachers to develop team-teaching practices with other teachers, arts specialists, or teaching artists as a way to stimulate and sustain the fine arts education program.
Creating structural and/or organizational improvements to improve teaching and learning. Elements of school change may include, but are by no means limited to: revised assumptions about fine arts learning; flexible schedules that allow for immersion into learning; commitment of adequate space, time and staff; arts infusion based on interdisciplinary and/or thematic units; collaborations among teachers and artists; use of existing staff in new ways; use of non-arts funding for the arts; alternative strategies for assessing student learning; and increased parental involvement. |
