Arts Curriculum Resources and competitive grants under the Arts in Education program.

Traditional Arts Curricula Resources and Pedagogy from Elementary through High School.

Chairman Landesman said:

1. Art works is a noun. They are the books, crafts, dances, designs, drawings, films, installations, music, musicals, paintings, plays, performances, poetry, textiles, and sculptures that are the creation of artists.
2. Art works is a verb. Art works on and within people to change and inspire them; it addresses the need people have to create, to imagine, to aspire to something more.
3. Art works is a declarative sentence: arts jobs are real jobs that are part of the real economy. Art workers pay taxes, and art contributes to economic growth, neighborhood revitalization, and the livability of American towns and cities.
   

The Arts in Education program

The Arts in Education program authorizes noncompetitive awards to VSA arts and the John F. Kennedy Center for the Performing Arts for its arts education programs for children and youths. For competitive grants under the Arts in Education program,-- old site

Arts in Education — Model Development and Dissemination Arts in Education program
https://innovation.ed.gov/what-we-do/arts/arts-in-education-model-development-and-dissemination-grants-program/
Tweets @ED_OII

For more information about the Arts in Education competitive grant programs please email Arts in Education Model Development and Dissemination Grants Program Staff.
For questions or information about Arts in Education Staff contact:

Bonnie Carter
U.S. Department of Education
400 Maryland Ave., SW, 4W214 Washington DC 20202
(202) 401-3576 (800) USA-LEARN

Integrated Literacy & Art 9 Academic Literacy 10 Binghamton High School Throughout this Webquest, you will examine the following ideas: How do you define literacy? How can this definition of literacy be used in your other classes? What literacy skills are important in your life overall? How do you, and other students, use literacy strategies and skills in life outside of school?

$650 Million i3 Grant to engage children in the arts Innovation Fund Guidelines Contact: Victoria Hutter 202-682-5692 hutterv@arts.gov
The Department of Education has now published the draft guidelines for the $650 million Investing in Innovation Fund. The Department welcomes comments regarding the guidelines and proposed priorities. Comments must be received on or before 11/9/09. The i3 Fund, as it is known, is not limited to states but is open to school districts and non-profit organizations. Secretary Duncan specifically mentioned that applicants might use grants to explore how to engage children in the arts.

Arts Bridge the Digital Divide and supports the interests of $$ business, communites, and life long education.

GRANTS

K12 Government Resources

Johanna Misey Boyer
Director of Leadership Development
National Assembly of State Arts Agencies
1029 Vermont Avenue, NW, 2nd Floor
Washington, DC 20005
202-347-6352 x104
301-589-0331 (Thursday & Friday)
202-737-0526 (Fax)

North Carolina developed a detailed Arts Education Standard Course of Study for grades K-12 in the area of Art, Drama, Music, Dance and the Visual Arts. The document was developed by artists as well as teachers. Sample lesson plans are included within the objectives listed. I know of artists/ educators and teachers who use this document when teaching the arts. I believe you can obtain a copy from:
NC Dept. of Public Instruction
301. N. Wilmington Street
Raleigh, NC 27602-2825
The people to conatct at this address would be:
Mr. Bryar Cougle [v] 919-715-1783
Theatre Arts and Visual Arts Education
Mr. Preston Hancock [v] 919-715-1785
Dance and Music Education
fax number for their department is [f] 919-715-0517

STANDARDS, GUIDES AND LESSON PLANS

Philadelphia Museum of Art: Teacher Resources
These excellent teacher resources from the Philadelphia Museum of Art can provide hours of instructional guidance across a range of subjects. For
instance, 100-Patch Geometric Quilts, one of the dozens of resources on the site, fulfills Common Core standards in three separate math content categories for grades two through four, while What Do Primary Sources Tell Us About Lifestyles? encourages the use of primary sources in social studies education. Each lesson plan includes sections providing background
on the subject and outlining the lesson process, assessment suggestions, and ideas for enrichment. Teachers of various subjects, from art to social
studies to literature, will find much on this site to inspire.

• Integrating Technology into the Art Curriculum Fall 1996
• Folk Arts in Education: A Resource Handbook II examines the state of folklife and folk arts in education projects around the U.S. with sample curricula from over 50 exemplary programs for youth in educational settings in K-12 schools, youth-serving organizations arts and humanities councils, museums, and cultural heritage and folk arts nonprofit organizations. A web resources section links educators to folk arts programs nationwide.
• 2007 Creative Communities was a groundbreaking initiative to bring high-quality arts instruction to underserved children and youth in public housing communities. Developed in 2001 as a collaboration among the National Guild, the U.S. Department of Housing and Urban Development, and the National Endowment for the Arts, the Initiative (CCI) was the first-ever collaboration between NEA and HUD and represented a $4.65 million investment in, and commitment to, community arts education. Even so, a great deal was learned about what it takes to establish sustainable partnerships between community-based arts education organizations and public housing authorities. The report highlights successful strategies such as planning collaboratively so that both partners are engaged from the outset; ensuring ongoing communication across multiple levels at each partner organization; publicly championing the partnership project; conducting evaluation; getting to know the population being served; and understanding the protocol, rules and regulations affecting your partner.
• Artists in the Workforce, 1990-2005 [pdf]
  To anyone who might ask, "Where have all the artists gone?", the National Endowment for the Arts (NEA) has a very good answer. That answer is parsed out in this well-research 148-page publication titled "Artists in the Workforce: 1990-2005". Released in June 2008, the publication offers a nationwide look at artists' demographic and employment patterns in the 21st century. Working with extensive data from the U.S. Census Bureau, the report also provides detailed information on specific artist occupations. Among other findings, the report notes that there are almost two million Americans who describe their primary occupation as artist, and that as a group, they represent almost 1.5 percent of the U.S. labor force. Not surprisingly, the
  report also notes that most artists cluster in a very select group of metropolitan areas, including Los Angeles, Chicago, New York, Washington, and Boston. Taken as a whole, it's a thoughtful report that will be of particular interest to policy makers and artists alike.
• California Arts Council
• Art Standards for Every State
• What are the Baltimore Lesson Plans? They are a full years worth (regular public school schedule) of lesson plans based on the Core Knowledge series. K-5
• Computers in Art Lesson Plans
• The Senate Designates March 2000, as "Arts Education Month"
• Anonymous Was a Woman
• National Council for Traditional Arts - Check this out!
• Arts Education Partnership Meeting Report 1999
• Advice on how to Archive those digital files

Agencies, Council, Groups, Centers, Partnerships, Policy

The National Council for the Traditional Arts (NCTA) http://www.ncta.net is a private not-for-profit corporation dedicated to the presentation and documentation of traditional arts in the United States.Founded in 1933, it is the nation's oldest producing and presenting organization that deals with folk, ethnic and tribal arts. Its programs celebrate and honor arts that are deeply rooted cultural expressions -- music, crafts, stories and dance -- passed down through time by families, communities, tribal, ethnic and occupational groups.

The National Arts Policy Clearinghouse
Houses American for the Arts' 6,000 documents. Topics include: Resources for Artists, Arts Education, Cultural Consumer; Design Arts; Historic Preservation; Economics and the Arts; Folk Arts; Government, Public Policy and Arts and Culture; Literary Arts; Media Arts; Nonprofit Arts Organizations; Performing Arts; and Visual Arts, Museums and Galleries. A searchable database delivers titles and abstracts of relevant documents as well as information on how to obtain them. Users can access reports, publications and speeches.

Arts & Learning Resources for State Leaders
Developed as part of the Arts Education Leadership Network Initiative, this page helps state arts education leaders locate resources relevant to their work. It is divided into five sections: News and Information, Resources, Research, Related Organizations and Partnerships. Under Research, connect to research search engines and useful publications, or submit an article to a leading journal. The Related Organizations section serves as a gateway to a multitude of arts and education groups. Find links to national grant guidelines under Resources. Initiative updates and reports are located in Partnerships.

Kennedy Center ARTS AND TECHNOLOGY

National Assembly of State Arts Agencies

National Assembly of State Arts Agencies
1029 Vermont Avenue, NW, 2nd Floor
Washington, DC 20005
tel: 202-347-6352
fax: 202-737-0526
TDD: 202-347-5948
e-mail: nasaa@nasaa-arts.org
URL: http://www.nasaa-arts.org

The Arts Education Partnership (formerly known as the Goals 2000 Arts Education Partnership) is a private, nonprofit coalition of more than 100 national education, arts, business, philanthropic and government organizations that demonstrate and promote the essential role of arts education in enabling all students to succeed in school, life and work. The Partnership was formed in 1995 through a cooperative agreement between the National Endowment for the Arts (NEA), the U. S. Department of Educati on, the National Assembly of State Arts Agencies (NASAA), and the Council of Chief State School Officers (CCSSO).

The President's Committee was created by Presidential Executive Order in 1982 to encourage private sector support and to increase public appreciation of the value of the arts and the humanities, through projects, publications and meetings.Appointed by the President, the Committee comprises leading citizens from the private sector who have an interest in and commitment to the humanities and the arts. Its members also include the heads of federal agencies with cultural programs, such as the National Endowments for the Arts and the Humanities, the Institute of Museum and Library Services, the U. S. Department of Education, the Smithsonian Institution, the Library of Congress, the National Gallery of Art and the John F. Kennedy Center for the Performing Arts.

Education Commission of the States (ECS) has focused on the arts in education in 2005 and 2006. The charge to the Commission was to identify what ECS and its constituents can and should do to support the arts in education through stronger and more effective state policies. ECS believes that maintaining a commitment to the arts in public schools is essential, and ECS will continue to support the arts in education. Chairman Huckabee appointed a Governors Commission comprised of representatives of K-12 and higher education, arts organizations, government agencies and state legislatures. Initiative, "The Arts: A Lifetime of Learning" ECS is convinced that arts education is a function of both supportive policy and quality practice. Senate Resolution 128 - Whereas arts literacy is a fundamental purpose of schooling for all students.

March is Arts Education Month

Arts Education Assessment Consortium
Project Staff Frank Philip,
Senior Project Associate,
202-336-7046, frankp@ccsso.org

The International Foundation for Art Research (IFAR)
is a not-for-profit educational and research organization dedicated to integrity in the visual arts. IFAR offers impartial and authoritative information on authenticity, ownership, theft, and other artistic, legal, and ethical issues concerning art objects. IFAR serves as a bridge between the public, and the scholarly and commercial art communities. We publish the quarterly IFAR Journal; organize conferences, panels, and lectures; offer a unique Art Authentication Service; and serve as an information resource. We invite all people interested in the visual arts to join our organization and help support our activities.

RESOURCES AND ONLINE PROJECTS

• TEACH CHILDREN TO BUILD A WEBPAGE

• SCHOOL SITES & CHILDREN'S FACES
  PICTURE RELEASE FORM School Acceptable Use Policy Release Form for publishing Students Pictures on the Web.
  COPYRIGHT REQUEST FOR PERMISSION TO USE FORM LETTER

• Learn about webcasting and how to do it.

• VIDEO PRODUCTION CURRICULUM
• VIDEO COPYRIGHT LAWS AND ISSUES
• Native American Oral Tradition - Each student will interview an elder and write their personal history, otherwise lost due to the Native American oral tradition. Elders will edit student writing for content accuracy while meeting and corresponding with them over the Internet during product (booklet of the elder's personal history) development.
• LEARN ABOUT WEBQUESTS
• TEACH YOUR STUDENTS TO MAKE A WEBQUEST Let your class use the computer to BUILD A WEBQUEST
• TAKE THE EMPTY NEST WEBQUEST
• BUILD A WEBQUEST ABOUT THE FUNK BROTHERS
  "Responsible Musicians, Artists and Behind the Scenes People Who Support Education" have a message for children in your classroom.

• CARTOON ART

Folk Arts
Education

Rachelle H. Saltzman, Ph.D., Folklife, Grants, & Accessibility Coordinator
Iowa Arts Council A Division of the Department of Cultural Affairs
600 E. Locust St. Des Moines, IA 50319
515/242-6195 fax: 515/242-6498
riki.saltzman@iowa.gov http://www.iowaartscouncil.org

Iowa Folklife

• A K-12 curriculum with the theme Influence and Inspiration: Iowa's Cultural and Artistic Legacy Evolves
  

Impact of Art on Learning Research

National Children's Folksong Repository reflects Karen Ellis' continuing emphasis on linking local culture, arts, people, organizations, literacy, music technology and education.

Understanding, Experiencing, and Appreciating the Arts: Folk Pedagogy in Two Elementary Schools in Taiwan. International Journal of Education and the Arts. Volume 9 Number 6: Chen, Y-T. & Walsh, D. J.
Drawing on Bruner's notion of folk pedagogy, this research explores how Chinese aesthetic education is perceived and valued at two elementary schools in Taiwan. Using qualitative methods, the research explores how arts teachers guide children to experience arts through the arts curricula in school and the local culture. The study reveals that the two schools share a respect for nature and a concern for local culture. The seven arts teachers' folk pedagogy includes the desire to connect beauty and arts learning, develop children's aesthetic feelings, cultivate children's character, and integrate arts into everyday life. The teachers' shared views provide a broad picture of these folk beliefs in Taiwan as well as a cultural lens for examining aesthetic education in Taiwan and the larger Asian culture.

International Journal of Education & the Arts see Abstracts also see
Volume 9 Number 5: Quinn, R. D. & Calkin, J. A dialogue in words and images between two artists doing Arts-Based Educational Research.

Canon and partner songs for primary aged children

• The Digital Exquisite Corpse Project - Integrate Art and Technology into the Classroom. Here's how our digital version works, as devised by the three of us: The first artist creates a digital image on his computer, then emails the bottom quarter inch of the image to the next artist. We call this quarter inch piece the "reference strip." The second artist uses this strip as a reference for starting his section. When completed, he emails the bottom quarter inch of his image to the third artist, who then creates the last section. Once all sections are completed, we email them to one another and they are put together in Photoshop to form one image. There is no altering or touching up of the image after the sections are completed. They go together exactly as they arrive. See a graphic demonstration of the process

Free Art Lessons:

How to Create Flick Animations with CSS

THE PERFORMING ARTS:
General Performing, Cool Stuff, Dance, Theater, Circus, Costumes, Playgrounds, Amusements,Special Events / Festivals Dance will be tested for 800 12th graders as a field test only since only 4% of schools in the USA have dance education. Teaching Geometry through dance

Racist Stereotypes in Advertising - Uncle Ben has been promoted to CEO, watch the slide show "The Strange History of Racist Spokes characters,"
most of which represent food products. Superstar spokescharacter has roots in the minstrelsy.

Q. Do you think there should be technology used in the art classroom for art lessons or maybe taking them to the computer lab?
A. Technology is a definite for art lessons. My wife is an oil painter and book illustrator who uses a computer extensively. In the oil painting end of her work, she uses the computer for:

1. reference to how other painters have portrayed specific subjects
2. scanning sketches so they can be re-composed
3. trying out different color to see their effects before committing to paint
4. resizing and reorienting included objects relative to the overall canvas
5. ordering supplies
6. asking questions of other artists through mailing lists
7. showing works in progress to clients via email attachments
8. Future artists will use technology. Current art education should show how the technologies are used as much as possible.
   

Art Resources Collection Compiled by Judy Decker

A PPT COLLECTION OF BEAUTIFUL PHOTOGRAPHS

ClipArt, Sounds and Fonts Galore - Excellent Huge Resource

Museums Online

Free Web Graphics Sites

Art and Technology intersect "CyberFashin"
Some of Steve Mann's WearComp/WearCam inventions from the past 20 years, were presented on mannequeins throughout the Galler. STEVE MANN, an engineering professor at the University of Toronto, has lived as a cyborg for more than 20 years, wearing a web of wires, computers and electronic sensors that are designed to augment his memory, enhance his vision and keep tabs on his vital signs. Although his wearable computer system sometimes elicited stares, he never encountered any problems going through the security gates at airports. Last month that changed...... http://www.nytimes.com/2002/03/14/Technology/circuits/14MANN.html

Art History Resources on the Web Contents include Prehistoric, Ancient, Middle Ages, Renaissance, Baroque, 18th- Century, 19th-Century, 20th-Century, Non-European, Research Resources, Museums & Galleries and Prints & Photography.

1. Guerrilla Girls
   A group of artists and creative professionals known collectively as the Guerilla Girls have been exposing gender and racial inequality in the art world since the mid 1980's, and their techniques are pretty unorthodox.
2. Feminist Judy Chicago - For over three decades Ms. Chicago has remained steadfast in her commitment to the power of art as a vehicle for intellectual transformation and social change. She is known and respected as an artist and humanist whose work and life are a model for an enlarged definition of art and an expanded role for the artist. Her contribution to our culture was recently acknowledged by Smith College with the awarding of an honorary degree.