Boston is undergoing an arts education renewal and has released a new publication that fortifies this commitment. The Boston Public Schools Art Expansion (BPS-AE) intends to make the city a leader among other public schools in the United States when it comes to arts education, and it has concrete ways on how to get it done.
The thrust of the Boston Public Schools Art Expansion is outlined in a document entitled, "Dancing to the Top: How Collective Action Revitalized Arts Education in Boston." The strategy has been subdivided into six components, but its most significant input lies under Strategic Philanthropy. In it, the BPS-AE emphasizes in supporting art programs in public schools with the help of local and national donors. This, in turn, will help support visual and performance art teachers, as well as school leaders and projects.
"In 2008, Boston K-8 public school students, 63% had access to weekly arts education. This year 97%" -Myron Parker-Brass #sphinxcon
— Project STEP (@ProjectSTEP) February 6, 2016
Among what the BPS-AE has already achieved so far, as indicated in the document, included adding and providing more opportunities for students interested in the arts. This has grown considerably since 2009 at 17,000 more students. Its donors have also increased after seeing that arts education can be a viable philanthropic investment per Inside Philanthropy.
A $1.5 million grant for public school arts education in Boston: https://t.co/KPwYIWCJmG — Wallace Foundation (@WallaceFdn) December 11, 2015
Boston prides itself as a bastion of culture and arts in America, but the state of affairs in the public school system in general made promoting the arts more challenging. But despite this, the BPS-AE has been a success and it can be attributed to the following factors, per another release from Edvestors:
1. As part of its concrete objectives, Boston public school students were made to undergo art classes at least once a week within the school year, and there, high school students were regularly exposed to arts experience.
2. Program data is collected, assessed and tracked and this is an ongoing process. The data is also used to develop other strategies for expansion, as well as provide its investors with the results of the programs.
3. The BPS works closely with each public schools and provides incentives for art-based programs. At one point, the school superintendent made high-quality instruction a priority in arts classes, thus ensuring that students only the best in arts education.
4. The BPS also implemented art committees covering different activities. This included an advisory board to network with business leaders, arts community leaders and philanthropies.
5. Funding received by the BPS were concretely designated for what use and purpose. Locally-received funds were for specific art programs in each school while nationally-received funds were used for projects that would benefit the state's general arts education system.
What do you think of Boston's initiative? Would this work on national level? Let us know in the comments!
