The survival of arts education in the NCLB era: A case study of one K--8th grade arts-focused charter school in a California program improvement school district.

摘要

This research study presents one in-depth case study that investigates the successes, challenges, and processes of developing and enacting arts education programming at the elementary school level given the time limitations and other constraints associated with the high stakes testing environment that currently characterizes many of California's schools. The study explores an arts-based K-8th grade dependent public charter school that is situated within a program improvement school district.;The study began with a qualitative inquiry (Phase 1) to identify the arts programming in place at the school site, and then engaged the entire school faculty and administration in a participatory action research process (Phase 2) where the participants collaboratively identified their own challenges and success in the arts education area and took collaborative action to improve those programs. Phase 1 utilized surveys, interviews, observations and district documents and artifacts as the main sources of data. Phase 2 utilized a focus group/inquiry group format for the main sources of data.;The research study revealed that the school was providing some measure of arts education in all four of the arts disciplines (music, theatre, dance, visual arts) to their students, despite the high stakes testing environment pressures they faced. How were they doing this? Some of the significant findings included: shared goals and a strong vision for arts education guided and shaped the programs; the faculty was unwilling to compromise on their belief that the arts are essential to the development of an individual; a school culture was maintained that honored each student and faculty member as a creative human being and artist; they had an experienced teaching faculty; they had developed strong partnerships with parents, community members and local businesses; the teaching priority was on language arts and mathematics, however, another priority was arts education which was taught both as a discrete subject and through interdisciplinary methods; on-going school productions and art exhibits contributed to building a sense of community and belonging for both students and faculty.