Author: Brewer, Thomas M.

Publication Year:

Media Type: Periodical (article)

Summary:

Abstract:

In this article, I trace the development of the Southeastern College Art Conference (SECAC) Policy for Visual Art Education and discuss implications and implementation possibilities along with expanded policy recommendations and provide a related example showing the possible benefit of actions based on the statement. The SECAC statement is significant because it reflects opinions about public policy that have been held by various authors and arts education organizations for years. In this article, my primary questions are: What are the implications of the SECAC Policy for Art Education?; and How can it be used by departments of art in southeastern states and across the nation? The following six policy recommendations begin to translate and expand implementation possibilities for the SECAC Policy for Visual Art Education:

1. To strengthen working relationships, establish policies that link public school arts supervisors or curriculum specialists, administrators, or teachers with university departments of visual art, music, dance and theatre.
   
   
2. Those in higher education should increase support for special events that foster an understanding of public policy and the process through which it develops.
   
   
3. Universities and public schools should establish research centers to examine foundational learning germane to the various arts disciplines and then use knowledge gained to make substantialreforms in curriculum and programming.
   
   
4. Universities and public schools should establish arts education working groups, steering committees, and task forces to advise and inform local, state, and national policymakers about issues such as funding for the arts, curriculum development, class size, time allotments for arts instruction, academic and graduation requirements, teacher certification, teacher training, professional development, the importance of state and district curriculum specialists, and the effects of government actions on arts education.
   
   
5. Departments, colleges and universities should provide ample time for developing policy issues and working with public schools and acknowledge such efforts in annual reviews, salary increases and promotion and tenure decisions. These efforts may currently be addressed along with other forms of professional and public service in annual reviews, but publications and performances carry more weight in evaluations than efforts to develop policy and programs with public schools. By placing more value on the later, universities will promote arts education policy development.
   
   
6. Action needs to be taken on a statewide basis not only by university and public school faculty and administrators but also by the vast array of institutions, teacher organizations, government agencies, parent groups, and other interested parties. When developing arts education public policy, it is important to realize he complexity of the constituency.

CONTENTS
Implementation possibilities.
Policy recommendations.
Conclusions.
References [bibliography].

Arts & Intersections:

Categories: Arts Education