Introduction

Young girl displaying her painting in art class
With the introduction of the revised fine arts Texas Essential Knowledge and Skills (TEKS) adopted in 2013 by the State Board of Education, fine arts programs throughout the state have an opportunity to review their programs and make modifications to ensure that students learn the revised TEKS. The revised fine arts TEKS are grounded in 21st century skills and the revised Bloom's Taxonomy. The new focus on why students are engaged in fine arts, rather than what they are engaged in, calls for rethinking instruction in all the fine arts disciplines.

As one teacher notes, "The TEKS help lay the groundwork for our lessons in the fine arts. They impose the order that gives our curricula their beauty."

"The arts need to be incorporated into every child's learning—not to improve test scores, but to provide individuals with the necessary tools to make and find meaning . . . for the more important purpose of enabling a future generation to participate across circumstance, culture, and time in the ongoing human conversation that is perpetuated through the arts."
Jessica Hoffmann Davis, author of Why Our Schools Need the Arts

An instructor and a group of students rehearse on stage in a theatre
Among key changes in the revised fine arts TEKS are the inclusion of dance TEKS at the middle school level for the first time, a focus on conceptual art-making rather than process learning, interdisciplinary connections, and a focus on career and college readiness. While learning in the arts is critical for students to develop knowledge of the arts disciplines themselves, the revised TEKS go beyond. The revised TEKS use the development of knowledge and skills in the fine arts to help students become better observers, learners, critical thinkers, and citizens of the world.

In May 2015, some members of the TEKS writing teams sat down to have a conversation about the TEKS development process, key differences in the original and revised TEKS in each fine arts discipline, and implications of House Bill 5 on fine arts instruction in Texas high schools. Fine arts educators Linda Fleetwood (art), Roxanne Schraeder-Arce (theatre), Lisa Roebuck (music), and Mary Lou Johnson (dance) discussed key points related to the revised fine arts TEKS implementation. Watch the panel discussion video below. These educators will provide additional insight later in this module.

Video Transcript

Davis, J. (Oct. 16, 1996) Art for Art's Sake. Education Week. Retrieved from edweek.org

Source
ESC Region 13

Objectives

By the end of this module, you should be able to demonstrate the following:

  • Understand the benefits of fine arts education for students
  • Discuss the legal requirements for fine arts programming
  • Discuss administrative support for fine arts programming
  • Discuss scheduling for fine arts programs
  • Understand professional development opportunities for fine arts teachers
  • Discuss curriculum and assessment considerations
  • Discuss program evaluation of fine arts programs
Image of three young dancers

The Benefits of Fine Arts Education to Students

In education today, there is much discussion about science, technology, engineering, and mathematics, or STEM, because of the need for professionals in those fields. However, the 360 degree focus describes a foundational goal: we must educate the whole child in order for them to become whole adults. In other words, schools will produce better scientists and engineers when arts and humanities courses, along with extracurricular activities, are emphasized to produce well‐rounded children and professionals of the future.

Image of young child playing recorder and image of adult working in a science lab

Illustrative of the role of fine arts in academic achievement is this table showing the top 15 graduates from each campus of a Texas district and the extent to which they were involved in advanced extracurricular activities. The white cells show those not participating in any extracurricular activities—only academics. The blue blocks show athletic participation. The orange blocks show participation in general extracurricular activities. The yellow blocks show students involved in fine arts. Fifty-four percent of the top graduates in the district were involved in advanced fine arts activities.

In 2010, students with four years of arts or music classes in high school and AP/Honors courses scored an average of 68 points higher on SAT reading and 57 points higher on SAT mathematics than other students. The chart below shows a study of honors STEM students in college as compared with the average American citizen. It shows the majority of high performing STEM individuals were also involved in the arts. Authors in The Journal of Psychology of Science and Technology also studied the proposition that "scientific geniuses" are polymaths. In other words, they weren’t just scientists, but had a broad range of knowledge or learning. The finding illustrated that in addition to the sciences, they were heavily involved in arts and crafts avocations.

In an article in the Economic Development Quarterly, the authors state, "At present, public policy decisions often decrease or eliminate funding for the arts and cultural assets of communities, assuming that they are expendable 'extras' in a time of economic downturn. This may be a serious economic development policy error based on a set of false assumptions. Without clear knowledge of the arts' role in building general creative capacity in individuals, the long‐term costs of this approach . . . may inadvertently stifle the technology‐inventing capacity of current and future generations. This reduced capacity for invention . . . may in turn inhibit local development of an entrepreneurial, high‐tech economy capable of competing on a global scale."

Arts and Crafts: Critical to Economic Innovation. By Rex LaMore, Robert Root-Bernstein, Michele Root-Bernstein, John H. Schweitzer, James L. Lawton, Eileen Roraback, Amber Peruski, Megan VanDyke and Laleah Fernandez. Economic Development Quarterly published online 28 April 2013.

Arts Foster Scientific Success: Avocations of Nobel, National Academy, Royal Society, and Sigma Xi Members. B Robert Root-Bernstein, PhD and students of the Honors College, Michigan State University, East Lansing. Journal of Psychology of Science and Technology, Volume 1, Number 2, 2008

Not only are the arts important for well-rounded, successful students, but the Texas Cultural Trust has done research that shows that the arts generate $5.1 billion for our state's economy now and prepare students to be key contributors to our economy in the future. The arts contribute nearly $320 million in state sales tax revenue annually. Additional findings from the Trust show that students who are active participants in arts classes have up to 15 percent higher pass rates on standardized tests than students with fewer arts classes. At-risk high school students who complete more than one art class are half as likely to drop out, and 80 percent of Texas voters support increased funding for the arts in schools.

The arts provide a vital economic engine for Texas.

Images of artwork and dancers on stage
  • The arts generate $5.1 billion for our state's economy now and prepare students to be key contributors to our economy in the future.
  • Students who complete more arts classes have up to 15% higher pass rates on standardized tests than students with fewer arts classes.
  • The arts contribute nearly $320 million in state sales tax revenue annually.
  • At-risk high school students who complete more than one art class are half as likely to drop out.
  • 80% of Texas voters support increased funding for the arts in schools.

This understanding of the arts in society is not new. John Adams, one of our country’s founding fathers, said, "I must study politics and war, that our sons may have liberty to study mathematics and philosophy. Our sons ought to study mathematics and philosophy, . . . in order to give their children a right to study painting, poetry, music, . . . and porcelain." As we become an increasingly sophisticated society, the arts become increasingly important.

Texas Cultural Trust. (2015). The ART of Ensuring a Bright Future for Texas. 2015 State of the Arts Report. Austin, TX: Texas Cultural Trust.

Requirements for Fine Arts Programming

Fine Arts Requirements

Image of music teacher writing chords on white board
Texas schools are required to offer fine arts instruction as part of their enrichment education curriculum. Elementary students are required to demonstrate proficiency in all grade level TEKS, including fine arts. Middle school students must complete one TEKS-based fine arts course during middle school and high school students must earn one credit in fine arts in order to meet graduation requirements.

Process of review and approval by the State Board of Education

Once the TEKS review committees complete their final recommendations for revisions to the TEKS, the proposed revisions are presented to the State Board of Education for first reading and filing authorization. The Board then reviews and may, at their discretion, revise the standards during their regular meeting. If they vote in favor of first reading and filing adoption, then the public comment period opens. During this time, the public can view the proposed rules and make comments or suggestions. TEA compiles public comments and provides summaries to the SBOE prior to the following meeting when the Board may consider further changes and second reading and final adoption of the standards. If approved by the Board at second reading, the rules are filed and become part of the Texas Administrative Code.

The review and revision process takes between one to two years from start to finish. Once the proposed rules go before the Board, the process from initial discussion to final adoption is typically about four months. Proposed revisions to the TEKS for fine arts were presented to the SBOE for discussion in November 2013, approved for first reading and filing authorization in January 2013, given final approval in April 2013, and scheduled for implementation in the 2015–2016 school year.

Providing opportunities for fine arts professional development

One of the main issues Texas educators face in terms of professional development is access. Whether in a rural community or an urban community, teachers must have access to professional development programs. Factors such as travel and hotel stays can make obtaining professional development an expensive process. Fortunately, there are online courses for professional development in fine arts, ensuring that educators can access training on how to implement the revised TEKS regardless of their location.

TEA offers a variety of online professional development courses at no cost that are accessible throughout the state. Other development opportunities are also offered through region service centers and by professional educator organizations.

Administrative Support for Fine Arts Programming

Source
ESC Region 13

Video Transcript

As you watch the video, consider the following questions:

  • What are steps that school administrators can take to support rigorous fine arts programs?
  • What are the financial challenges that administrators face in implementing fine arts programs, and how can they meet these challenges?
  • How can teachers encourage their administrators to support fine arts programs?
  • What steps can administrators take in the hiring process to recruit and retain excellent teachers in art, dance, music, and theatre?

Download the PDF to record your responses as you watch the video.

Scheduling

Source
ESC Region 13

Video Transcript

As you watch the video, consider the following questions:

  • How can fine arts courses in secondary schools be scheduled to support one another?
  • Why is teacher input critical in making scheduling decisions?
  • What are the factors that should be considered when scheduling time for fine arts in the primary grades?
  • How can middle schools encourage students to take part in a variety of fine arts experiences?

Download the PDF to record your responses as you watch the video.

Professional Development

Source
ESC Region 13

Video Transcript

As you watch the video, consider the following questions:

  • What are the unique professional development needs of fine arts teachers?
  • What are the challenges in finding relevant and rigorous training for fine arts teachers?
  • What is the requirement for CPE credits for Texas educators?

Download the PDF to record your responses as you watch the video.

Curriculum and Assessment

Source
ESC Region 13

Video Transcript

As you watch the video, consider the following questions:

  • What are some assessment tools teachers can use in each of the fine arts disciplines?
  • How does the structure of the new TEKS encourage creative options in assessing student performance?
  • What does assessment look like in grades K through 12?
  • What is the difference between curriculum and the TEKS?

Download the PDF to record your responses as you watch the video.

Program Evaluation

Source
ESC Region 13

Video Transcript

As you watch the video, consider the following questions:

  • What are the characteristics of rigorous fine arts programs in schools?
  • What role do teachers, parents, and students play in encouraging excellent fine arts programs?
  • What are the major challenges in creating quality fine arts programs?

Download the PDF to record your responses as you watch the video.