|
|
The Arts & Educational Reform in Maryland
1989 - 2007 |
|
|
The state of Maryland is gaining increased recognition nationally for its education reform initiatives and its commitment to high standards of accountability in education. It further supports the need for high quality arts education as an essential part of our children’s education. The following major accomplishments are listed for the years 1989 – 2006: |
|
 |
In
1989, after
a decade of requiring experiences in dance,
music, theatre, and the visual arts for
all students in grades K-8, Maryland became
one of the first states to require that
students earn a credit in the fine arts
to receive the Maryland High School Diploma.
|
|
|
In
1992, the first
meeting of Arts Education in Maryland Schools
(AEMS) was convened by the Maryland State
Arts Council, an agency of the Maryland
Department of Business and Economic Development,
in partnership with the Maryland State Department
of Education (MSDE). AEMS was initiated
in response to growing concerns across the
state about diminishing opportunities for
K-12 students to access quality educational
opportunities in the arts.
|
|
|
In
1994, the
Maryland Artist/Teacher Institute, a professional
development program for elementary and middle
school teachers and administrators was established.
The Institute's annual program is a collaborative
project of MSDE and the Maryland State Arts
Council. The Institute is co-funded by the
National Endowment for the Arts.
|
|
|
In
1995, the Maryland
State Board of Education adopted the following
Schools for Success goal: By the year
2000, 100 percent of Maryland's students
will participate in fine arts programs that
enable them to meet the content and achievement
standards established by state standards
for the arts.
|
|
|
In
1995, the
State Superintendent of Schools appointed
a 32-member Fine Arts Standards Task Force
and charged it to align Maryland's fine
arts goals and expectations with the voluntary
National Standards for Arts Education, published
in 1994, and to develop standards for program
evaluation to be used in implementing the
aligned goals document.
|
|
|
In
1995, the Fine
Arts Standards Task Force, in collaboration
with AEMS partners, produced a philosophical
statement about the role of arts education,
aligned Maryland's fine arts frameworks
with the National Standards for Arts Education,
conducted a statewide assessment of fine
arts programs, and developed recommendations
to improve arts education in the state.
|
|
|
In
1996, the
State Board of Education approved appointment
by the State Superintendent of a 38 member
Fine Arts Education Advisory Panel to develop
a plan for implementing the recommendations
of the Fine Arts Standards Task Force.
|
|
|
In
1997, the State
Board of Education approved content and
achievement standards for dance, music,
theatre, and visual arts programs in the
public schools. The approved publication,
entitled Maryland Essential Learner
Outcomes for the Fine Arts, encompasses
the outcomes, expectations, and indicators
of student success in the four disciplines.
|
|
|
In
1998, arts
education program improvement was added
as a priority in the state request for proposal
guidelines for use of Federal dollars allocated
to Maryland through the Goals 2000, Educate
America Act.
|
|
|
In
1998, AEMS, along
with The Johns Hopkins University and Dr.
Nancy Grasmick, State Superintendent of
Schools, sponsored a Summit/Symposium on
the role of arts education in comprehensive
school reform. The Summit brought together
school superintendents from around the state
to hear nationally recognized researchers
present findings that demonstrated the impact
of learning in the arts on student achievement
and development.
|
|
|
In
FY 1998,
the Fine Arts Initiatives program was established
by MSDE to encourage program improvement
efforts. This initial competitive grants
program produced revised curricula in each
of the arts content areas, established collaborative
program and professional development efforts
across jurisdictions, and addressed identified
priorities in dance and theatre education
programs. A total of 7 of 24 school systems
competed successfully.
|
|
|
In
FY 1998, the fine
arts were designated as a special program
category for enhancing student achievement
through Goals 2000 subgrants to local school
systems. Collaboration between three local
school systems and an institution of higher
education was funded to pilot a 3-year project
that focused on developing reading and writing
readiness through the visual arts.
|
|
|
In
FY 1999,
the Fine Arts Initiatives program was enhanced
by the Maryland General Assembly, and 10
school systems competed successfully for
fine arts improvement grant awards.
|
|
|
In
FY 1999, responding
to the State Board of Education's request
that available options for assessing the
success of fine arts programs in meeting
or exceeding state standards in the arts
be explored, MSDE issued its first request
for proposals to select a contractor to
identify and elucidate options for measuring
student achievement, based on Maryland standards
for the fine arts.
|
|
|
In
1999, AEMS,
in collaboration with Dr. Nancy Grasmick,
State Superintendent of Schools, and Dr.
William Brody, President of The Johns Hopkins
University, initiated and conducted the
first of the Deans' Roundtable programs,
focusing on the pre- and in-service training
needs of teachers to address appropriately
the state's standards for the fine arts.
Dr. Grasmick and Dr. Freeman Hrabowski,
President of the University of Maryland,
Baltimore County, hosted the second Roundtable.
|
|
|
In
1999, MSDE conducted
a comprehensive review of arts education
programs in the 24 school systems. The program
review included a self-evaluation by each
school system with an on-site review by
an external review panel. Products resulting
from this process include individual system
profiles and a cross-site analysis and summary.
|
|
|
In
FY 1999,
the fine arts were again included as a general
priority and as a special funding category
for enhancing student achievement through
Goals 2000 subgrants to local school systems.
Funding for a 3-year period was awarded
to support a collaborative effort between
a local school system, a state university,
and regional arts and cultural organizations
to integrate instruction in the arts with
general instruction at the elementary and
middle school levels.
|
|
|
In
FY 2000, enhanced
funding from the Maryland General Assembly
enabled MSDE to fund Fine Arts Initiatives
in all 24 school systems, using a formula
that included a basic grant of $20,000 plus
$.75 per enrolled student. The awarding
of grants was contingent upon each school
system's development of a strategic, long-range
plan for enabling all students to achieve
or exceed state standards in the arts.
|
|
|
In
2000, a Multidisciplinary
Summer Institute for Arts Educators was
established to support performance, scholarship,
and education in the fine arts. Developed
especially for Maryland secondary school
educators in dance, music, theatre, and
the visual arts, the Institute was sponsored
by the Clarice Smith Performing Arts Center,
the Center for Renaissance and Baroque Studies
at the University of Maryland, and the Maryland
State Department of Education.
|
|
|
In
2000, MSDE provided
a series of technical assistance workshops
for school system teams in effective ways
for developing long-range, strategic planning
documents that would support local initiatives
to improve fine arts education programs.
|
|
|
In
2000, the
Cultural Arts for Education program was
initiated by AEMS. Hosted by the State Superintendent
of Schools, the first meeting focused on
implementation of Maryland's fine arts standards
and implications for cultural arts groups
in the complex and challenging task of enabling
all students to achieve or exceed state
standards.
|
|
|
In
FY 2001, enhanced
funding from the Maryland General Assembly
enabled MSDE to fund Fine Arts Initiatives
in all 24 school systems, using a formula
that included a basic grant of $20,000 plus
$1.50 per enrolled student. The awarding
of grants was contingent upon each school
system's development of a comprehensive
strategic, long-range plan for enabling
all students to achieve or exceed state
standards in the arts.
|
|
|
In
FY 2001,
enhanced funding from the Maryland General
Assembly enabled implementation of dance
education programs in selected schools as
part of the Celebration of the Arts
in Maryland program, an initiative
of First Lady Frances Hughes Glendening.
The initiative was linked with the National
Endowment for the Arts-sponsored dance project
Moving America, being developed
as a national model by Towson University.
|
|
|
In
FY 2001, The Interagency
Committee on Public School Construction
and the MSDE Division of Instruction published
a new set of guidelines for the construction
of fine arts classrooms, studios, and performing
spaces.
|
|
|
In
2001, Common
Threads, a multidisciplinary summer
institute for middle level and high school
arts educators was established by the Clarice
Smith Performing Arts Center in collaboration
with MSDE to explore a series of common
concepts running through all art forms,
show deep structural relationships, and
enrich learning and teaching the arts in
Maryland schools. Approaches focused on
production, contextual knowledge, creativity,
and aesthetic criticism, explored within
a dynamic environment for teachers' professional
and personal enrichment.
|
|
|
In
FY 2002, continued
funding from the Maryland General Assembly
enabled MSDE to fund Fine Arts Initiatives
in all 24 school systems, using a formula
that included a basic grant of $20,000 plus
$1.50 per enrolled student.
|
|
|
In
FY 2002,
funding from the Maryland General Assembly
enabled Year Two implementation of dance
education programs in selected schools as
part of the Celebration of the Arts
in Maryland program.
|
|
|
In
FY 2002, the Board
of Public Works approved the award of a
contract to Westat, a Maryland-based research
corporation, to develop an assessment system
for the four areas of fine arts education,
dance, music, theatre, and visual arts,
at the elementary, middle, and high school
levels.
|
|
|
In
2002, the
Maryland Artist/Teacher Institute was expanded
to differentiate opportunities for novice
and experienced teachers.
|
|
|
In
2002, a partnership
between MSDE and the Kennedy Krieger Institute
was established to enhance opportunities
for students who face unusual challenges.
The new Center for VSA arts Maryland will
develop programs to guarantee that appropriate
access and opportunities for participation
in the arts is extended to populations that
have disabilities.
|
|
|
In
FY 2003,
AEMS was awarded a National Endowment for
the Arts (NEA) grant, through the NEA's
Arts Learning Program, to review the status
of the fine arts strategic planning process
across Maryland. The first year of a 2-year
study was completed. The purpose of the
study was to link student achievement in
the arts with the success of strategic planning
efforts supported by the Fine Arts Initiatives
grants program.
|
|
|
In
FY 2003, continued
funding from the Maryland General Assembly
enabled MSDE to fund Fine Arts Initiatives
in all 24 school systems, using a formula
that included a basic grant of $20,000 plus
$1.50 per enrolled student.
|
|
|
In
FY 2003,
funding from the Maryland General Assembly
enabled the third and final year of the
implementation of dance education programs
in selected schools as part of the Celebration
of the Arts in Maryland program.
|
|
|
In
FY 2004, the Maryland
Fine Arts Education Advisory Panel and the
MSDE Assessment Policy Committee recommended
a three-phase developmental program for
fine arts education: 1) development of a
pre-K - 12 Voluntary State Curricula (VSC)
for dance, music, theatre, and visual arts;
2) development of a Tool Kit to inform instructional
practice and the practitioner's understanding
of assessment processes and tools; and 3)
development of a middle level exit assessment
for students.
|
|
|
In
FY 2004,
the fine arts strategic planning process
initiated in 2000 was incorporated into
each local school system's Bridge to Excellence
Master Plan required by the State Board
of Education.
|
|
|
In
FY 2004, AEMS
completed the second and final year of a
review of the results of fine arts strategic
planning implementation in the state's 24
school systems from 2000 - 2004.
|
|
|
In
FY 2004,
AEMS hosted, with the State Superintendent
of Schools, a second symposium for Maryland's
superintendents of local school systems
on the role of arts education in comprehensive
school reform. Current research was presented,
documenting the effects of fine arts programs
on student engagement in learning, particularly
in reading and mathematics.
|
|
|
In
FY 2004, continued
funding from the Maryland General Assembly
enabled MSDE to fund Fine Arts Initiatives
in all 24 school systems, using a formula
that included a basic grant of $20,000 plus
$1.50 per enrolled student.
|
|
|
In
2005, PreK-8
Voluntary State Curricula (VSC) in the fine
arts content areas of dance, music, theatre,
and the visual arts were developed and made
available for public review on MSDE's web
site: www.mdk12.org.
|
|
|
In
2005, the Maryland
Fine Arts Instructional Tool Kit was developed
and field tested. This online resource was
designed to inform instructional practice
and practitioner understanding of assessment
processes and tools. The Tool Kit also provides
other significant resources to support instruction.
|
|
|
In
2005, AEMS
published and disseminated a final report
documenting the results of a 2-year review
of the fine arts strategic planning implementation
in the state's 24 school systems. The report
documents significant program improvements
made by each school system in areas such
as classroom and system-level assessment
processes, curriculum alignment, staffing,
and professional development.
|
|
|
In
FY 2005, continued
funding from the Maryland General Assembly
enabled MSDE to fund Fine Arts Initiatives
in all 24 school systems. Grants were awarded
at 75 percent of the FY 2004 basic grant
formula of $20,000 plus $1.50 per enrolled
student.
|
|
|
In
FY 2006, continued
funding from the Maryland General Assembly
enabled MSDE to fund Fine Arts Initiatives
in all 24 school systems. Grants originally
awarded at 60 percent of the basic grant
formula, $20,000 plus $1.50 per enrolled
student, were later enhanced by approximately
25 percent, using funds provided by the
Office of the Governor.
|
|
|
In
2006, the Fine
Arts Instructional Tool Kit was closed captioned,
an online professional development tool
to engage the field in professional development
focusing on the Tool Kit's content was developed,
and protocols for portfolio assessment of
the fine arts at the middle level were developed.
|
|
|
In
2006, the first
integrated arts International Artist/Teacher
Exchange (IATE) was conducted. The exchange
was co-sponsored by the Italian Cultural
Society, Collegio San Carlo, the Maryland
State Department of Education, and George
Mason University and supported by the School
Office of the Embassy of Italy, Washington,
DC. Programs were conducted in Milan and
on the campus of University of Maryland's
University College.
|
|
|
In
FY 2007, continued funding from the Maryland General Assembly enabled MSDE to fund Fine Arts Initiatives in all 24 school systems.
|
|
|
In
2007, the Maryland Higher Education Commission approved the Post-Baccalaureate Certificate in Arts Integration offered by Towson University in partnership with the University of Maryland, College Park; the University of Maryland at Baltimore County (UMBC); and Johns Hopkins University.
|
|
|
In
2007, AEMS hosted, with the State Superintendent of Schools, the third Superintendents Summit on the State of Fine Arts Programs in Maryland. Presentations on exemplary programs were made by two local superintendents; the State Superintendent provided an update on state policy and the fine arts; and the Post-Baccalaureate Certificate in Arts Integration was announced.
|
|
|
In
2007, the Maryland State Department of Education published a four volume series, Better Practice in Arts Education. The series includes a volume on each of the four fine arts disciplines: dance, music, theatre and the visual arts.
|
|
|
In
2007, AEMS, In partnership with MSDE, conducted professional development workshops for local systems on the use of the online Fine Arts Instructional Tool Kit.
|
|
|
Maryland Essential
Learner Outcomes for the Fine Arts |
|
The
Maryland Fine Arts standards, which are aligned with the
national standards and were created with the
participation of over 1000 Maryland teachers, are a set
of documents entitled "Maryland Essential Learner
Outcomes for the Fine Arts" for dance, music, theater
and visual arts for elementary, middle and high school.
They describe what children should know and be able to
do in the arts by fourth grade, eighth grade, and
twelfth grade.
| |
|
Each
discipline comprises four outcomes: |
|
1 |
Perceiving, performing and
responding — aesthetic education |
|
2 |
Historical, cultural and social
context |
|
3 |
Creative expression and production
|
|
4 |
Aesthetic criticism |
|
|
|
 |
|
|
For each of the
outcomes, there are objectives, expectations,
indicators
of learning and sample instructional activities. |
|
|
|
|
The standards can be used
as tools for curriculum development for instruction and
for training teachers. For teachers, the standards
provide clarity about what students need to learn,
continuity of program across levels in schools, and
definitions of quality. Summary brochures of the
standards' content are available on the AEMS Web site on
the Programs and Publications page. |
|
TO
REQUEST A COPY OF THE FULL STANDARDS DOCUMENT,
PLEASE CONTACT: |
| |
| |
| |
Mr. James L.
Tucker, Jr.
Chief, Arts and Humanities Section
Maryland State Department of Education
200 West Baltimore Street, 5th Floor
Baltimore, Maryland 21201-2595
jtucker@msde.state.md.us |
|
|
|
|
|
|
|
