1. H758 Arts Education Commission
Mary Regan, ED of the NC Arts Council, will introduce the notebooks and begin the joint presentation.
Joint Presentation to the Commission
NC Department of Cultural Resources
NC Department of Public Instruction
February 10, 2012 – 1:00 p.m. LB

2. Joint Select Committee on Arts Education
November 2008 (Report Issued)
Recommendations (Page 12)
That the State Board of Education shall modify the high school graduation requirements to include 1 credit in arts education
Continued funding for the A+ Schools Program, a whole-school reform model that views the arts as fundamental to teaching and learning in all subjects.
Draft legislation introduced
(Mary) This Committee was appointed in 2007 to study the current status of arts education in NC and to evaluate the impact of requiring one credit in arts education for graduation from NC high school.
Representative Carney co-chaired the committee;
Representative Linda Johnson served on the committee
16 members (mostly legislators, with 4 community members)
6 meetings
(Report – page 12) There were 2 recommendations from this committee:
That the State Board of Education shall modify the HS graduation requirements to include 1 credit in arts education
Continued funding for the A+ Schools Program, a whole-school reform model that views the arts as fundamental to teaching and learning in all subjects.
Additionally, draft legislation for a high school graduation requirement was introduced. (This draft legislation later became House Bill 149, with a companion bill – Senate Bill 66, using mirror language calling for a graduation requirement).

3. S66: Comprehensive Arts Education Plan
August 2010
Comprehensive Arts Education Task Force appointed
December 2010
Report submitted to NC General Assembly (JLEOC)
March 2011 – Implementation Plan submitted as an attachment to the report
(Helga) Senate Bill 66 – which initially called for a high school graduation - became a substitute bill, focusing on a comprehensive arts education. This bill was signed into law by the Governor on July 1, 2010.
In August of 2010, the State Board of Education appointed a task force of members from the Department of Public Instruction and the Department of Cultural Resources to create a Comprehensive Arts Education Development plan for the public schools in North Carolina. (We will look more at the makeup of the task force in just a moment).
The S66 Comprehensive Arts Education Plan Task Force report was accepted by the State Board of Education and submitted to the Joint Legislative Education Oversight Committee of the NC General Assembly on December 2, 2010.
The Task Force completed and submitted an attachment to the S66 report in March The attachment consisted of an Implementation Plan to assist stakeholders with implementing the recommendations in the original S66 Report.

4. S66: Comprehensive Arts Education Plan
Task Force Membership (Pages 3-5)
Co-Chairs:
NCDCR and NCDPI Leadership
Legislative Appointees from the House and Senate (2)
NC Superintendents
NC Principals
Businesses
LEA Arts Education Coordinators
Institutions of Higher Education/UNC System
Parent s (NC PTA)
State Organizations (Advocacy and Professional)
NC Community Colleges
A+ Schools Program
Arts Education Discipline Representatives:
Dance, Music, Theatre Arts, Visual Arts
Former Joint Select Committee Members
(Helga)
As you can see from this chart, the Task Force was co-chaired by representatives from the NC Department of Cultural Resources and the NC Department of Public Instruction.
There were two legislative appointees (one from the House – Representative Becky Carney, who served on the Joint Select Committee and is serving on the H758 committee; and one from the Senate – Senator A.B. Swindell).
The remainder of members include representatives from NC Superintendents (3 representing both large and small, rural/low-wealth districts); NC Principals (3 – representing elementary, middle grades, and high school levels; 1 was the NC principal of the year); Businesses (2 representatives, 1 was former SBE member, Edgar Murphy); LEA Arts Education Coordinators (3 - again, representing a variety of school systems); IHE representatives (Meredith College, ASU, and a UNC system rep); Parents (NC PTA); State Organizations (Arts NC – advocacy organization, as well as members who also held office in professional associations at the state and national levels); NC Community Colleges (former president, NCCC system); the A+ Schools Program (a classroom teacher, and others on the TF who had either taught or served as administrators or Fellows in A+ schools); Arts Education Discipline Representatives (leaders in each of the arts disciplines – each of whom also had a wealth of experience in professional organizations and/or administrative roles). Finally, two additional former Joint Select Committee members also served on this Task Force (Senator Katie Dorsett and Ms. Genevieve Farmer).

5. S66: Comprehensive Arts Education Plan
Charge: (Page 1)
A. Specifically considering policies to implement arts education in the public schools as defined in the existing Basic Education Program under G.S. 115C-81;
B. Considering a high school graduation requirement in the arts;
C. Further considering development of the A+ Schools Program.
S66 Task Force added:
D. Arts Integration
E. Arts Exposure
Committee Proceedings: (Pages 7-16)
Four face-to-face meetings and one virtual meeting (September – November 2010)
(Helga) Charge: The Task Force was charged with:
A) specifically considering policies to implement arts education in the public schools as
defined in the existing Basic Education Program under G.S. 115C-81, to include:
(i) a requirement of arts education in grades K-5,
(ii) availability of all four arts disciplines in grades 6-8, with students
required to take at least one arts discipline each school year, and
(iii) availability of electives in the arts at the high school level.
B) considering a high school graduation requirement in the arts, and
C) further considering development of the A+ Schools Program.
As the Task Force took on this charge, it identified two additional areas beyond those it was asked to examine which members felt should be included as part of a comprehensive arts education plan.
These include:
D) Arts Integration, and
E) Arts Exposure.
You will hear more about these last two areas in a few minutes, as we delve into the vision and definition of a Comprehensive Arts Education, as defined by the Task Force.
Committee Proceedings: From September 22 through November 10, 2010, the Task Force developed its vision statement and comprehensive arts education plan recommendations that comprise this report. The meetings consisted of gathering information (or discovery) initially, and quickly evolved into group work time as the Task Force members collaborated to meet their charge and reach consensus on their recommendations. Every recommendation was thoroughly vetted. A wiki space was created to post TF materials and data, and members worked individually, virtually, and face to face, to accomplish their tasks. The TF determined at its October 5 meeting that it must develop an overall vision and determine how to frame its report. H758 member Noel Grady-Smith, along with one other TF member, created draft vision statements, which were vetted, discussed, and refined by the Task Force over the next two meetings. This work, along with the definition of a Comprehensive Arts Education, provided the backbone of the Task Force’s recommendations. It is important to note that the Task Force had a 90% attendance record and that all members of the TF unanimously signed-off on both the report and the implementation plan they developed.

6. S66: Vision for Arts Education
In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.
(Christie) This is the Vision for Arts Education, as developed by the Task Force members.
“In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.”
The TF had extensive discussion regarding why the arts were critical to preparing globally competitive, future-ready students who will be successful in school and in life. They also discussed how arts education should occur (taught by licensed arts educators AND integrated throughout the curriculum) in NC schools.
(Page 17)

7. S66: Definition of a Comprehensive Arts Education
(arts as core, academic subjects)
Arts Integration
(arts as a catalyst for learning across the curriculum)
Arts Exposure
(exposure to arts experiences)
(Christie) The S66 Task Force recognizes a Comprehensive Arts Education as:
• Arts Education (arts as core, academic subjects)
• Arts Integration (arts as a catalyst for learning across the curriculum)
• Arts Exposure (exposure to arts experiences)
The first component, Arts Education, relates to the arts as core, academic subjects and the importance of school-based instruction to
develop proficiency in the arts. Arts Education is a collective term referring to a comprehensive and sequential education in four separate
and distinct disciplines: dance, music, theatre arts, and visual arts. Arts Education is defined in North Carolina in the Basic Education Program
(115-C-81), and the arts are also defined as core, academic subjects in the federal Elementary and Secondary Education Act (ESEA). K-12
Arts Education is delivered during the regular school day by licensed arts educators using the NC Standard Course of Study, as specified in
the Arts Education Essential Standards. (Some arts educators teach in Pre-K settings.)
The second component, Arts Integration, refers to using the arts as a catalyst for learning across the curriculum and in all areas of learning. In addition to offering a rigorous course of study in their distinct disciplines (dance, music, theatre arts, and visual arts), the arts are a powerful tool for learning throughout the curriculum. When teachers create curriculum that successfully integrates arts content and concepts with that from other subject areas, students are fully engaged in a multisensory learning experience through the application of multiple intelligences. North Carolina's A+ Schools Program is a nationally recognized, research-based, whole-school reform model that successfully utilizes arts education (instruction in all four arts disciplines) and arts integration to teach a balanced curriculum.
The third component relates to the importance of Arts Exposure in providing real world context to students. By experiencing the arts,
either as a creator, participant, or audience member, students learn about themselves and the complex world around them. In-school programming by professional artists reinforces the arts curriculum, while showcasing career paths. Artists also provide an inspirational model of the discipline, skill, and perseverance required to achieve excellence. Off-site student visits to art museums, theatres, or other arts venues demonstrate that the world outside school provides countless opportunities for discovery and active learning, encouraging students to become life-long learners engaged in their communities. The interface between the arts sector and a school is an essential component of a comprehensive arts education and sustains a community culture of well-rounded citizens who value creativity.
(Pages 17-18)

8. S66: Recommendations A) Basic Education Program (pages 18-19)
B) High School Graduation Requirement (pages 19-20)
A+ Schools Program (page 20)
Arts Integration (pages 20-21)
Arts Exposure (page 21)
(Christie and Vicki – tag team) The recommendations are summarized under these 5 categories (the first three per the legislative mandate and the last two categories as a result of the S66 definition of a comprehensive arts education, to include arts integration and arts exposure).
A) Basic Education Program
The six recommendations in Part A relate directly to the charge of the Task Force in regards to implementation of the Basic Education Program (or BEP). These recommendations build on the existing legislation and speak to what is necessary (such as establishing additional, categorical funding allotments for arts education positions, and ensuring that the arts are taught by qualified arts educators) to provide equal opportunities for access to arts education for all NC school children.
B) High School Graduation Requirement
The three recommendations under category B answer the legislative charge of considering a high school graduation requirement in the arts. The Task Force recommended a requirement to begin in the school year with very specific designated support (such as additional, categorical allotments for arts education positions, a timeline for phased-in implementation, and equitable staffing allocations for small and low-wealth school systems). The Task Force additionally recommended that the UNC System establish an entrance requirement and that the arts education requirement of the NC Scholars Program be restored.
A+ Schools Program
The two recommendations under category C answer the continued legislative charge (which began with the Joint Select Committee, and continued through S66) of further considering development of the A+ Schools Program. The Task Force recommended expansion of the nationally recognized, research-based A+ Schools Program which is a model for whole school reform with arts instruction central to student learning and integrated throughout the curriculum. The A+ Schools Program can serve as a model for a comprehensive arts education, to include arts education, arts integration, and arts exposure.
D) Arts Integration
Because the Task Force included Arts Integration and Arts Exposure as necessary components of a Comprehensive Arts Education, the recommendations therefore included the prioritization of arts integration as a primary component of education reform. These recommendations , which include arts integration training and support for teachers and administrators, and the use of arts educators as resources and consultants for arts integration, speak directly to the value and importance of the arts as tools for educating the Whole Child – allowing students to learn and express their understanding in and through the arts, as well as to make connections across the curriculum.
E) Arts Exposure
The final category of recommendations (2) related to arts exposure also align with the definition of a Comprehensive Arts Education. These recommendations stress the inclusion of arts organizations, education programs, highly qualified teaching artists, and other resources to increase exposure to the arts for teachers and students within and outside the classroom and to strengthen ties with the community.

9. S66: Implementation Plan
Submitted in March 2011
Requires implementation by various organizations and bodies
DPI/DCR Examples
Legislative/Policy Implications
(Vicki)
The Implementation Plan was submitted as an attachment to the S66 report in March 2011.
Requires implementation by various organizations/bodies
DPI/DCR examples
A+ Expansion and Collaborative Efforts (data collection, professional development, support)
Use of arts educators as resources within and across LEAs
Communication and focused efforts for standards implementation with LEA coordinators and arts educators
Other?
Vicki (or Linda Carlisle?) presents focus on legislative/policy recommendations from S66:
Categorical funding to implement the BEP
High School Graduation Requirement
Expansion of the A+ Schools Program