We really enjoyed sharing the latest iteration of the Studio to School principles with you at the August rendezvous (more information here).

Almost immediately after our session at the convening, we identified a couple of changes we need to make to the principles as you saw them in our report.

  1. We are adding classroom teachers (arts specialists) to the principle about teaching artists. It will now read “Utilize experienced and skilled classroom teachers and teaching artists to deliver arts education.
  2. We are crafting a preamble to the principles that will describe the types of arts education, acknowledging that they apply to sequential, integration, and exposure/enrichment arts education programming.

We’ll be updating the report we shared with you to include this (and any other changes that surface in the meantime), and plan to share that report back with you as well as more broadly in order to solicit feedback beyond the Studio to School learning community. Before we do so, we want to make sure that you don’t have any other feedback or suggestions for us on the principles. And to ask you to reflect on the principles once more, particularly to consider how we might better infuse equity in the principles.

Current Studio to School Principles

The Studio to School Principles, which we are developing based on the experience of the Studio to School grantees, are guiding statements that articulate the shared vision and intent of the Studio to School projects. Ultimately, the Studio to School principles will illustrate how the Studio to School projects are pursuing high quality, equitable, sustainable arts education for K-12 students in Oregon. It is important to note that the principles themselves are not goals or outcomes, nor are they prescriptive. They are not and need not be applied in the same way in all communities and contexts. Not all arts education programs will embody all principles at all times, but high quality arts education efforts will embody most of the principles, most of the time.

We have drafted eight principles:

  • Develop a shared vision for arts education programming through an inclusive and ongoing planning process.
  • Share commitment and responsibility between arts organization and school leaders.
  • Understand and value the expertise, resources and perspectives that representatives from both the school and arts communities bring to the table.
  • Utilize experienced and skilled classroom teachers and teaching artists to deliver arts education.
  • Respond continuously and equitably to student, teacher, school, family and community needs and histories; build on existing strengths.
  • Support student learning in and through the arts by encouraging exploration, experimentation and creativity.
  • Support an arts learning environment that is conducive to learning in the discipline(s).
  • Develop and deepen the appreciation and celebration of arts in schools and communities.

Reflecting on Equity

We hope to both infuse and call-out the issue of equity through the principles and know that there is room to improve the principles with regard to the value of equity.

  • How could equity be infused (or better infused) in these principles? Or, is equity already sufficiently incorporated?
  • What does it look like for these principles to be applied inclusively/equitably in your work?
  • Do the examples in our report seem relevant? Are there parts of your experience that are missing?
  • Do you have any other suggestions about the principles? Any questions?

Comment with your thoughts below or send Kim an email if you’d prefer to communicate privately.