Introduction
Arts education in California, is slowly being displaced by standardization and career development that promotes Mathematics and Sciences. Over inclination on specific subjects has left arts threatened to oblivion. Governance and influential society, have been associated with decline in practice of arts in California.
Nevertheless, arts education is still far from extinction as challenges are now being converted to opportunities. The essay will be argumentative and assume two sides. Challenges that are seen to drive arts out of California will be outlined. Remedies implemented to reinstate arts in California mitigate challenges, leading to prediction of better Arts education. California Arts is not yet over.
Discussion
Insufficient funds allocated to Arts education, has led to enormous challenges faced by arts in California. Many scholars have stepped in to present their views and future recommendations. Notably, there are those who present reasons as to why field of art in California is facing many challenges.
Globalization, governance and ignorance are among key issues associated with challenges. Many art scholars feel that art education is slowly coming to an end. However, there are those who have tripled their efforts to mitigate challenges facing Arts education in public schools of California (Brady and Khan 2).
According to Deborah, her career as a music tutor in San Jose is coming to an end. Her music classes have been reduced to one. Other hours that had been allocated to arts, have been transferred to Mathematics and technical sciences.
In a study conducted by Music for All foundation, number of students who enrolled in music classes in public schools had decreased with 50%. The study found out that between 1999 and 2000, 18.5% of students in California public schools enrolled in music classes. A subsequent study done in 2004, revealed that the percentage had further reduced to 9.3.
In areas of general music, there was 85% declination in enrollment of students. Further, there was a 26.7% decrease of music teachers, according to findings of same study (Brady and Khan1). Arts education has suffered many losses that have been interpreted by many scholars as process of extinction. Budget cuts and implementation of certain policies like, No Child Left Behind Act (NCLB), have threatened existence of Arts education in public schools of California (Brady and Khan 9).
According to Laurie Schell, situation of Arts can only be reversed by modifying policies, in favor of Arts education. Gov. Arnold Schwarzenegger, a popular artist has ironically been associated with budget cuts of Arts education funds. California Alliance for Arts Education (CAAE) notes that, Gov. Arnold Schwarzenegger has not advised the state to set aside funds for Arts education in public schools of California. Despite the successful advocacy by CAAE and Arts Community on allotment of Arts education funds in 2005 budget, Gov.
Schwarzenegger eliminated it. As a result, California had no state funding specifically meant for Arts education. Declaration by the governor, of March being Arts Education Month (AEM) has been dismissed as irony by most scholars. Other funds provided by arts programs like, California Arts Council’s Arts in Education (CACAE) and Artist-in-Residence (AR) are meant to support arts. Notably, such funds still undergo budget cuts.
Artists are recruited by arts programs in schools and are required to participate in arts lessons. Notably, budget cuts on funds meant for arts have left related programs with insufficient capital. As a matter of fact, enactment of proposition 13 eliminated most arts programs in public schools of California (Brady and Khan 2).
Despite the devastation of Arts education funds, a lot is still being done. Schools have stepped in to safe Arts education from extinction. According to San Francisco Chronicle, public schools are looking for extra budget to cater for Arts education. Socio economic factors have led to uneven availability of funds, for Arts education in California public schools. Schools and districts form unions and affiliates to establish programs of arts.
Other schools are organizing active parents groups, to rescue Arts education. There are challenges in such procedures in California schools. For example, less affluent communities have to await financial contribution of teachers. Nevertheless, they support them morally in including art in curriculum (Brady and Khan 3).
Schell claims that, most arts programs in public schools of California are organized at local level. For instance, Los Angeles district has planned a long term investment strategy to support Arts education. Further, teachers adopt financial loans and contribute enormously in bridging the gap of funds in Arts education.
Grants applications are also being used in supporting Arts education in public schools of California. Schell notes that, approximately 500 foundations of education in local arena, set aside funds from fundraisings for Arts education. As a matter of fact, there are arts programs in some schools that are entirely funded by local PTA (Brady and Khan 4).
Tax systems are used by some districts in California to provide funding for Arts education in schools. Brisbane has approved a strategy that would ensure that the district continued teaching arts and music in public schools. Notably, teachers come in handy in areas where economic capacity is insignificant.
Teachers sustain arts programs by providing financial support. According to Schell, some teachers refer to such commitment as two fulltime jobs. As presented by Coleman, a band teacher, sustaining arts in public schools require extra effort (Brady and Khan 11). Despite the fact that districts have responsibility of footing arts programs bills, teachers especially in places with low economic capacity have to support and ensure their sustainability.
Contributions made by the districts are substantial and encourage teachers to keep moving. Despite the fact that some funds are way below expectation, teachers have something to build on. As a matter of fact, some art teachers tend to include business classes in their pedagogy as a way of teaching children to lobby for funds. According to Frences, a dance teacher in Stockton, her students are involved in reinstating arts education in public schools of California.
For example, she engages them on application of grants and requesting for donations as a way of gathering required funds. According to her, sustaining Arts education in schools will be of great significance to students. In this regard, students need to be on the front line in process of reinstating and sustaining Arts education in public schools of California (Brady and Khan 9). Further, students will be more likely to gain from art education, when they know the process through which art was reinstated.
Schell notes that, content that entails requirements of visual and performing arts, was adopted by California schools in 2001. The syllabus described objectives that every student should know and what should be done in visual and performing arts (pre-K-12). A recent revision of visual and performing arts framework was done in 2004.
Required standards of all units are well highlighted in the framework. Notably, Arts education has been recognized as being part of state’s crucial issues. Further, higher institutions of learning like, The University of California and California State University, have developed policies requiring art to be taught in previous levels.
Once enrolled in public schools, completion of course in dance, music and visual arts must be attained within a year. CAAE recognizes this policy as being main reason as to why arts programs are still in public schools of California. In this regard, issue of insufficient funds has little influence as to whether arts education will remain in public schools or will be extinct in near future (Brady and Khan 16).
Conclusion
Challenges surrounding arts education in California schools, have been researched on far and wide. Extent of challenges is intense and has most scholars settling for idea that Art education is slowly approaching oblivion. However, arts education in public schools of California has a long way to go. Despite the devastating experience of arts education, efforts applied towards reinstating it are enormous.
Governance is a main threat in survival of Arts education, as evidenced in discussion. Local control appears to have mandate, as to whether arts should remain in curriculum or not. Local authority has influenced national level and maintained Arts education in public schools of California so far. Art programs that are constituted by schools have contributed enormously in reinstating Arts education, in public schools of California.
Notably, effort of sustaining arts education in curriculum would have more impact if local and national level cooperated. Process of reinstating Arts education in California schools is worthwhile. Policies should not be implemented in a way that discourages pedagogy of Arts education. Despite the career inclination, arts education is essential and ensures all rounded growth of students in California public schools.
Works Cited
Brady, Luke and Khan, Kennedy.The School Curriculum and its Stakeholders: who owns the curriculum. Brisbane: Pearson Publishers. 2010. Print.