NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report October 1995

Arts Education in Public

Elementary and Secondary

Schools

Nancy Carey

Elizabeth Farris

Westat, Inc.

Michael Sikes

National Endowment for the Arts

Rita Foy

National Institute on Student Achievement,

Curriculum, and Assessment

Judi Carpenter

Project Officer

National Center for Education Statistics

U. S. Department of Education

Office of Educational Research and Improvement NCES 95-082
U.S. Department of Education

Richard W. Riley

Secretary

OffIce of Educational Research and Improvement

Sharon P. Robinson

Assistant Secretary

National Center for Education Statistics

Jeanne E. Grifllth

Acting Commissioner

National Endowment for the Arts

Jane Alexander

Chairman

OffIce of Partnership

Scott Sanders

Deputy Chairman

Arts in Education Program

Doug Herbert

Director

Paul Planchon

Associate Commissioner

National Center for Education Statistics

The purpose of the Center is to collect and report “statistics

and information showing the condition and progress of

education in the United States and other nations in order to

promote and accelerate the improvement of American

education. ” --Section 402(b) of the National Education

Statistics Act of 1994 (20 U.S.C. 9001).

October 1995

Contact:

Judi Carpenter

(202) 219-1333

This report was prepared by Westat, hc., under contract with the National Center for Education

Statistics and under a cooperative agreement with the National Endowment for the Arts.

For sale by the U.S. Government Printing Office

Superintendent of Documents, Mail Stop SSOP, Washington, DC 20402-9328

ISBN 0-16 -048387-5
Highlights Arts Education in Public Elementary Schools

Music is offered in 97 percent of public elementary schools

in the United States (figure 1). About half (56 percent) of

the elementary schools that offer music include general,

instrumental, and vocal music in their instructional programs

(figure 2).

Almost three-quarters (70 percent) of public elementa~

schools that offer music reported that the subject is taught by

certified music specialists only; 22 percent indicated that

both specialists and classroom teachers provide instruction.

Only 8 percent of elementary schools leave music instruction

totally up to the classroom teacherx (figure 3).

Visual arts is offered in 85 percent of public elementary

schools (figure 1). Visual arts specialists oni y provide

instruction in 43 percent of these schools, while both

specialists and classroom teachers do so in 29 percent of the

schools. In 28 percent of these schools, visual arts is taught

by classroom teachers only (figure 3).

Visual arts is taught solely by classroom teachers in 53

percent of elementary schools in the West, but only 7 percent

of schools in the Northeast (figure 4).

Less than half (43 percent) of public elementary schools

offer any instruction in dance. Only 7 percent of schools

enlist dance specialists to teach dance; otherwise, dance is

taught by physical education teachers (figure 6).

Very few public elementary schools (8 percent) offer

drama/theatre as a separate subject taught by specialists.

Fifty-six percent of elementary schools reported that teachem

use dramatic activities, such as enacting stories or plays, to

teach other subjects (figure 7).

Nearly all public elementary schools (92 percent) provide

creative writing instruction as part of the language arts

curriculum, rather than offer separate programs in creative

writing (figure 8).

Arts Education in Public Secondary Schools

■ The majority of public secondary schoois offer separate

instruction in music (94 percent) and visual arts (89 percent).

About half of secondary schools offer separate instruction in

drama/theatre (54 percent) and creative writing (47 percent).

Very few secondary schools (13 percent) offer classes in

dance (figure 9).

. . . 111
In schools that offer separate instruction in arts subjects, an

average of 4.5 courses in music and 5 in visual arts are

taught. Approximate y 2 courses each are provided in

drama/theatre, creative writing, and dance (table 6).

Thirty-nine percent of all public secondary schools reported

that their chstricts require credit specifically in the ark for

graduation. Another 22 percent require credit in the arts as

an option within a specified group of courses, such as arts or

foreign language or computer science (table 8).

Arts Education at Both Instructional Levels

■ Most public elementary and second”~ schools that offer

separate instruction in arts subjects have curriculum

guidelines provided by their school districts (figures 10 and

11). However, only one-third of schools at both instructional

levels reported that their districts had arts coordinators or

curriculum specialists on staff (table 7).

■ Slightly more than one-third of public elementary and

secondary schools have had artists-in-residence during the

past 5 years (figure 13). These artists contributed to schools’

arts programs primarily though providing knowledge about

art forms to students through exhibition or instruction (figure

14).

■ The most notable way that parents support their children’s

artistic efforts is through attendance at school arts events.

Volunteering in various arts activities is the least likely

avenue for parents to provide support for arts education

programs (table 12).

iv
Table of Contents

Page

Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. *iii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

ArtsEducationinPublicElementarySchools. . . . . . . . . . . . . . . . . . . . . . . . . 3

How Are Music and Visual Arts Being Taught in Public Elementary Schools? . . . 3

How

Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

TimeDevotedtoInstruction... . . . . . . . . . . ..=...... . . . . . 8

SpeciallyEquipped Spaces forMusic and Visual ArtsInstmction; . . . . . . 9

IntegrationofMusicandVisualArt.s . . . . . . . . . . . . . . . . . . . . . . 9

MElement~Schwls Include Otier A* SubjecK in~eir Curricula? . . . 10

Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...10

Drama and Theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...11

Creative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Arts Education in Public Secondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . 12

How Extensive Is Arts Education in Public Secondary Schools?. . . . . . . . . . . 13

Other Support for Arts Education in Elementary and Seconda~ Schools . . . . . . . . . . 15

How Do School Districts Provide Additional Support for Arts Education?. . . . . . 16

Curriculum Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . ...16

Voluntary National Standards for Arts Education . . . . . . . . . . . . . . . 17

Arts Coordinators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...18

Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . ...19

How Do Elementary and Secondary Schools Support Arts Programs and

Activities? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..20

Changes in

Professional Development inthe Arts. . . . . . . . . . . . . . . . . . . . . . 21

Artist-in-Residence Programs . . . . . . . . . . . . . . . . . . . . . . . ...21

Presentations of Students’ Art Work . . . . . . . . . . . . . . . . . . . . . . . 23

UseofTechnology in Teaching the Arts . . . . . . . . . . . . . . . . . . . . 26

Parmtal Support forthe Arts . . . . . . . . . . . . . . . . . . . . . . . . ...27

Arts Programs in Public Schools in the Past 5 years. . . . . . . . . . . . . . . 28

Decision Makers Regarding the Arts Programs Offered in Public Schools . . . . . . . . . 29

Schools’ Views on the Importance of Arts Education. . . . . . . . . . . . . . . . . . . . . 30

Summary and Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...31
List of Appendices

Appendix

A Survey Methodology and Data Reliability. . . . . . . . . . . . . . . . . . . . . . . 35

B Tables of Standard Errors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..45

c Survey Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..69

vi
List of Figures

Figure Page

1 Percent of public elementary schools that offer music and visual arts: 1994. . . . . 4

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

Percent of public elementary schools with music programs that include general,

instrumental, orvocalmusic: 1994. . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Percent of public elementary schools that offer music and visual arts, by

typeofinstmctor: 1994 . . . . . . . . . . . . 0 . . . . . . . . . . . . . . . . . . . . 5

Percent of public elementary schools that offer visual arts, by type of

instructor, bygeographic region: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . 6

Percent of public elementary schools that offer music and visual arts

andareserved byartsspecialists: 1994. . . . . . . . . . . . . . . . . . . . . . . . . 7

11

11

Percent of public elementary schools that offer dance: 1994. . . . . . . . . . . . .

Percent of public elementary schools that offer drama and theat~: 1994. . . . . . .

Percent of public elementary schools offering various methods of creative

writing instruction: 19940 .

0

. .o . . . . . .. O.. O . . . .. O.... . . . . . 12

Percent of public secondary schools that offer separate instruction in various arts

subjects: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Percent of public elementary schools that offer music and visual arts and

indicating that curriculum guidelines are provided by the district: 1994. . . . . . . 16

Percent of public secondary schools that offer instruction in various arts

subjects and indicating that curriculum guidelines are provided by the

district: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Percent of public elementary and secondary schools indicating awareness of

the vohmtary National Standards for Arts Education, and percent of those

schools incorporating some of the standards into their arts programs: 1994. . . . . 18

Percent of public elementary and secondary schools having artists-in-residence

in various arts subjects during the past 5 years: 1994. . . . . . . . . . . . . . . . . 22

Percent of public elementary and secondary schools indicating the contributions

their artists-in-residence have made to the school: 1994. . . . . . . . . . . . . . . . 22

Percent of public elementary and secondary schools that publish literary magazines

ofstudents’ work: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Percent of public elementary and secondary schools indicating the use or integration

of technology in the teaching of various arts subjects: 1994. . . . . . . . . . . . . . 26

Percent of respondents indicating that education in various arts subjects is essential

or very important relative to other academic subjects: 1994. . . . . . . . . . . . . . 31

vii
List of Tables

Table Page

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Percent of public elementary schools with full- and part-time arts specialists,

bythenumber ofspecialistsonsti 1994 . . . . . . . . . . . . . . . . . . . . . . 7

Mean number of minutes per week students in public elementary schools receive

separate instruction in music and visual arts from both arts specialists and

classroom teachers: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...8

Percent of public elementary schools that offer instruction in music and visual

arts and indicating that a specially equipped space is provided, by school

characteristics: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...9

Percent of public elementa~ schools with music and visual arts specialists on

staff and indicating the use of different activities in their teaching: 1994 . . . . . . 10

Percent of public secondary schools that offer separate instruction in various

arts subjects, by school characteristics: 1994 . . . . . . . . . . . . . . . . . . . . . 14

Mean number of coumes, teachem, and specially equipped spaces provided by

public secondary schools, by arts subject: 1993-94. . . . . . . . . . . . . . . . . . 15

Percent of public elementary and secondary schools having a district arts

coordinator or curriculum specialist in the arts, by school characteristics: 1994. . . 19

Percent of public secondary schools requiring credit in the arts for graduation,

byschoolcharacteristics: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Percent of public elementary and secondary schools offering insemice training

or other professional development activities in the arts, by school characteristics:

1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...21

Mean number of informal and formal exhibitions and performances of students’

art work in all public elementary and secondary schools: 1993-94. . . . . . . . . . 24

Percent of public elementary and secondary schools that publish literary

magazines of students’ work, by school characteristics: 1994. . . . . . . . . . . . . 25

Percent of public elementary and secondary schools indicating the extent of

parental involvement in various activities related to the school’s arts program:

1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Percent of public elementary and secondary schools indicating how various

aspects of the school’s arts program have changed in the past 5 years: 1994. . . . . 29

Percent of public elementary and secondary schools indicating the extent to which

various influencers make decisions regarding the school’s arts program: 1994 . . . 30

Number and percent of responding public schools in the study sample and

estimated number and percent of public schools the sample represents, by

school characteristics: 1994.... . . . . . . . . . . . . . . . . . . . . . . . . ...38

. . . Vlll
Introduction In Toward Civilization: A Report on Arts Education (National

Endowment for the Arts 1988). the National Endowment for the

Arts (NEA) identifies several reasons why arts education is

important. The first purpose of arts education is to give young

people a sense of civilization. “The great works of art provide

guideposts to cultural literacy” (p. 14). Arts education also

fosters creativity and teaches effective communication. Another

purpose of arts education is to provide tools for critical

assessment of what one reads, sees, and hears. In addition, the

arts can often reach students who traditionally have had

difficulty in standard academic environments and can improve

the general learning environment for all students.

The Goals 2000: Educate America Act recently passed into law

by Congress recognizes the importance of arts education by

acknowledging the arts as one of the core subjects in the

National Education Goals. Goal 3 states that children will be

able to demonstrate competency over challenging subject matter,

including the arts. In addition, the Improving America’s Schools

Acf of 1994, Part D - Arts in Education, states that arts education

should bean integral part of the elementary and secondary

school curriculum. Other national initiatives related to arts

education, such as the voluntary National Standards for Arts

Education and the National Assessment of Educational Progress

(NAEP) in the Arts, also seek to place the arts in the mainstream

of educational reform.

Despite these initiatives in arts education, there have been no

national data documenting the status of arts education since

1989, when the National Arts Education Research Center at the

University of Illinois conducted a survey of arts education in

American public schools (Leonhard 1991). In order to obtain

current information on this topic, NEA and the National Institute

. on Student Achievement, Curriculum, and Assessment (formerly

the Office of Research) in the U.S. Department of Education

commissioned a sumey to collect data concerning public schools’

policies and practices in arts education. The in.formation from

the suwey is intended for use in the development of policies and

implementation of pmgrarns designed to meet state standards

and national education goals such as those set forth by the Goals

2000 Act.

The survey was conducted during fall 1994 for the National

Center for Education Statistics (NCES) by Westat, Inc., a

research firm in Rockville, Maryland, through the NCES Fast

Response Sumey System (FRSS). Since the format of arts

instruction in elementary and secondary schools differs

considerably, two separate survey instruments were designed for

this study. However, both surveys included a common set of

questions concerning general information applicable to both

instructional levels about schools’ arts programs.

The questiomaires were addressed to the principals, who were

asked to complete them or have the staff persons most

1
knowledgeable about the schools’ arts programs provide

information on the following general questions:

■ What arts subjects are being taught in public schools, and

how are they taught?

■ How do schools and districts support arts education?

■ How have schools’ arts programs changed compared to 5

years ago?

The elementary and secondary surveys were conducted with two

different nationally representative samples of public schools.

Included in the elementary school sample were schools that had

a beginning grade of 6 or lower, but no grade higher than grade

8, as well as combined schools, which are schools that include

both elementary and secondary grades. Included in the

secondary sample were schools that had no grade lower than 7,

and combined schools. Sumey findings are presented separately

for all elementary schools and all secondary schools, and by the

following school characteristics:

■ School enrollment

Elementary

- Small: less than 300

- Moderate: 300-599

- Large: 600 or more

Secondary

- Small: less than 400

- Moderate: 400-999

- Large: 1.000 or more

■ Geographic region

- Northeast

- Southeast

- Central

- West

■ Metropolitan status

- City

- Urban fringe

- Town

- Rural

Data have been weighted to national estimates of public schools.

All comparative statements made in this report have been tested

for statistical significance through chi-square tests or t-tests

2
adjusted for multiple comparisons using the Bonferroni

adjustment and are significant at the .05 level or better.

However, not all statistically significant comparisons have been

pnxsented.

Arts Education The Elementary Arts Education Survey was designed to take

into account several aspects of elementary school arts education

in Public programs. First, when arts instruction is included it is generally

Elementary part of the regular curriculum and is provided either by arts

Schools specialists or by classroom teachem. Second, all students in an

elementary school are typicalIy provided instruction in the same

curriculum. Finally, arts education programs in elementary

schools primarily focus on instruction in music and visual arts.

In order to capture how elementary schools provide the major

portion of arts instruction to students, rwpondents were asked a

series of questions concerning both music and visual arts. Since

there are different formats for teaching the arts, the first question

asked whether the subject is taught in a separate class by an arts

specialist, by the classroom teachers, or by both. To determine

how much of the students’ time schools are committing to

instruction in music and visual arts, respondents were asked to

estimate the average number of minutes of class time per week

devoted to separate instruction in each subject. As a meamue of

the extent to which students have access to specialized expertise

in each subjec~ questions about the number of full- and part-time

music and visual arts specialists on the school’s staff were

included. Respondents also we~ asked whether the school

provides specially equipped spaces for teaching music and visual

arts, since providing appropriate materials and facilities is

another indication of a school’s commitment to its arts program.

Finally, to assess the extent to which the arts are being integrated

into the non-arts Curriculum in schools, respondents were asked

how the music and visual arts specialists integrate other

academic subjects into their arts instruction and whether the

specialists consult with regular classroom teachers to facilitate

incorporating the arts into their instruction.

The elementary survey also included three separate questions

that allowed schools to describe in mo~ general terms the

educational programs in dance, drama/theatre, and creative

writing. The primary focus of these questions was to determine

whether these subjects are treated as separate arts subjects or are

provided within the instructional programs of other subject areas,

such as physical education or language arts.

How Are Music and Music is almost universally included in the educational

Visual Arts Being programs of public elementary schools in the United States.

Taught in Public Visual arts also is offered in the majority of the Nation’s public

Elementary Schools? elementary schools, but to a lesser extent than music (figure 1).

More than half of elementary schools that offer music inc~ude

general, instrumental, and vocal music in their instructional

3
programs (figure 2); few offer only one of these three types of

music instruction. One might expect that in this time of reduced

budgets many schools would limit music instruction to general

music, but only 10 percent of elementmy schools indicated that

this was the case.

Figure I.--Percent of public elementary schools that offer

music and visual arts: 1994

Music Visual Arts

No music No visuai ans

Music Instruction Visual arts instruction

SOURCE: U.S. Department of Education, National Center for Education -sties,Fast

Response Survey System, “Atis Education Swvey,” FRSS 50,1994.

Figure 2.--Percent of public elementary schools with music

programs that include general, instrumental, or

vocal music: 1994

Percent

100

so

60 1 5s

40-

20-

10

0

Ge;eral, Gene&1 and Generk and lnstrukentaJ Ge;eral Vocal ‘music Instrumental

instrumental, vocal music instrumental and vocal music only only music only

and vocal music music

music

Typa of musk instruction

NOTE: Based on the number of elementary schools that offer music 56,663 (97

percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Survey System, “Arts Education Survey,” FRSS 50,1994.
Teachers Elementary schools utilize both certified arts specialists and

classroom teachers to provide instruction in music and visual

arts. For music, about two-thirds of schools reported that the

subject is taught by specialists only, while another 22 percent

indicated that both specialists and classroom teachers provide the

instruction. Only 8 percent of elementary schools leave music

instruction totally up to the classroom teachers (figure 3).

Figure 3.--Percent of public elementary schools that offer

music and visual arts, by type of instructor: 1994

Mualc Vlsuel Arts

Taught by ❑ ~:$:and

teachem

•1 Taught by

classroom

teachers only

NOTE: Based on the number of elementary schools that offer instruction in each subjx

music -56,663 (97 percentk visual arts -49,683 (85 percent). Total number of

elementay schools = 58,261.

SOURCE: U.S. Deptutment of Education, National Center for Education Statistics, Faat

Response Survey System, “Arts Education Sunreyv FRk 50,1994.

A higher percentage (28 percent) of elementary schools rely

solely on classroom teachers to provide visual arts instruction.

This is particularly true for schools in the West, where 53

percent of schools reported that visual arts instruction is

provided by the classroom teacherx only (figure 4). Conversely,

in the Northeast, only 7 percent of schools do not include visual

arts specialists on their teaching staff.
Figure 4.--Percent of public elementary schools that offer

visual art% by type of instructor, by geographic

region: 1994

Percent of schools

1oo80-

60-

40-

20-

o~

U Northeast

❑ southeast

❑ Central

g west

58

Taught by specialists only Taught by specialists and Taught by classroom

classroom teachers teachers only

Visual arts instruction

NOTE: Based on the number of ekxnentq schools that offer visual arts: 49,683 (85

percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Suwey System, “Arts Education Survey: FRSS 50, 1994.

Arts specialists can be part of the staff at elementary schools

either as Ml-time teachers or as part-time, itinerant instructors.

Specialists who are at the school full time can provide both

students and teachers with more access to instruction and

expertise than those who are there on apart-time basis.

Therefore, the presence of at least one full-time specialist can be

used as a measure of “access to expertise.” While more than one

part-time specialist can provide the same number of hours on

site, they may not be as integrated into the school’s staff and its

culture as a full-time staff member.
About half of elementary schools have at least one full-time

music specialist on staff (figure 5). Fewer schools have full-time

visual arts specialists on staff. Moreover, the majority of schools

have only one arts specialist available, whether or not the

instructor is full time or part time (table 1). This indicates that in

schools where the specialists are part time, students do not have

as much access to expertise as those with full-time specialists on

site.

Figure 5.--Percent of public elementary schools that offer

music and visual arts and are served by arts

specialists: 1994

Viuml Atm

, .yetdg:f”n-tim.

NOTE: Based on the number of elementq schools that offer instmction in each subjmusic -56,663 (97 percent); visual arts -49,683 (85 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Survey System, “Atts Education Survey,”FRSS 50,1994.

Table l.--Percent of public elementary schools with full- and

part-time arts specialists, by the number of

specialists on stafW 1994

Number of specialists I Music

I

Visual arts

Full time

1 . . . . . . . . . . . . . . . . . 69 86

2 . . . . . . . . . . . . . . . . . 25 13

3 ormore . . . . . . . . . . . . . 6 2

Part time

1 . . . . . . . . . . . . . . . . . 60 86

2 . . . . . . . . . . . . . . . . . 27 10

3 ormore . . . . . . . . . . . . . 13 4

NOTE: Based on the number of elementary schools that have arts specialists in each

subject: music -52,105 (92 percent); visual arts -35,578 (72 percent). Percents may not

sum to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Survey System, “Arts Education Survey,”FRSS 50, 1994.

7
Time Devoted to

Instruction

The amount of time students spend in academic learning in a

particular subject is indicative of the level of achievement

schools expect of students. In this survey, the amount of time

students receive instruction in music and visual arts was

examined in terms of the mean number of minutes per week

devoted to separate instruction in each subject (table 2). In

general, during fall 1994 students received an average of 75

minutes of separate instruction in music and 78 minutes in visual

arts. Schools where music instruction was provided only by

specialists offered more instruction time than those where it was

provided only by the classroom teachers. This was not the case

for visual arts instruction, where the difference between 77 and

65 minutes was not statistically significant. However, in those

schools where both specialists and classroom teachers provided

instruction, students received even more time for both music and

visual arts. It appears, therefore, that when classroom teachers

are teaching the arts in schools where specialists are also

providing instruction, they are increasing the total amount of

time students spend in arts instruction.

Table 2.--Mean number of minutes per week students in

public elementary schools receive separate

instruction in music and visual arts from both arts

specialists and classroom teachers: 1994

I I

Percent Mean number

Type of instruction of schools of minutes

Music

All schools offering music . . . . . . . 100

Schools where instruction is provided by

both specialists and classroom teachers . 22

Schools where instruction is provided by

Specialists only . . . . . . . . . . . 70

Schools where instmction is provided by

classroom teachers only. . . . . . . . 8

75

92

72

49

Visual arts

All schools offering vmual arts . . . . . 100 78

Schools where instruction is provided by

both specialists and classroom teachers . 28 91

Schools where instruction is provided by

Specialists only . . . . . . . . . . . 43 77

Schools where instruction is provided by

classroom teachers only. . . . . . . . 29 65

NOTE: Based on the number of elementary schools that offer instruction in each subject:

music -56,663 (97 percent); visual ants -49,683 (85 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Survey System, “Afis Education Sumey,” FRSS 50, 1994.

8
Specially Equipped

Spaces for Music and

Visual Arts

Instruction

Arts specialists in some schools have their own classrooms in

which they have access to supplies and materials that can

facilitate their teaching. In other schools, the arts specialists

move fmm classroom to classroom, camying their supplies with

them on an “art cm%” or the classroom teachers themselves may

provide the instruction to students in their regular classrooms.

Nearly three-quartm of public elementary schools reported that

they provided a separate, specially equipped space for music

instruction in 1994, and about half provided such a space for

visual arts (table 3). Schools in the West were the least likely to

provide space for teaching visual arts (36 percent), which reflects

the earlier reported finding that schools in this region of the

country rely more heavily on classroom teachers to teach visual

arts.

Integration of Music

and Visual Arts

Table 3.--Percent of public elementary schools that offer

instruction in music and visual arts and indicating

that a specially equipped space is provided, by

school characteristics: 1994

School chamcteristic I Music I Visual arts

All public eleznentq schools . . . .

Size of enrollment

SmalL . . . . . . . . . . . . . .

Moderate . . . . . . . . . . . . .

Large . . . . . . . . . . . . . . .

Metropolitan ShtUS

City . . . . . . . . . . .. o..

Urban fringe . . . . ..o...e.

Town . . . . . . . . . . . . . . .

Rural . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . .

southeast . . . . . . . . . . . . .

Central . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . .

72

59

74

81

74

72

73

69

71

70

79

68

56

41

57

67

@

55

54

53

69

57

66

36

NOTE: Based on the number of elementary schools that offer instruction in each subjed

music -56,663 (97 percentk visual atts -49,683 (85 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Survey System, “Atis Education Survey,”FRSS 50,1994.

Interdisciplinary instruction in academic subject areas is

becoming more common in elementary grades, and this includes

instruction in the arts. Both classroom teachem and arts

specialists can promote the integration of the arts into instruction

in other academic subjects. Results of this sumey indicated that

neither music nor visual arts specialists are teaching the arts in

isolation from other subjects. Close to 90 percent of public

9
elementary schools with visual arts specialists on staff reported

that the specialists integrate other subjects into their teaching of

visual arts (table 4). Almost the same percentage reported that

these specialists also consult with classroom teachers so that the

teachers can integrate the arts into their teaching of non-arts

subjects. About three-quarters of elementary schools with music

specialists on staff reported that the specialists also include these

kinds of integration and consultation in their teaching activities.

However, less than half of all schools with music or visual arts

specialists on staff reported that they collaborate or team teach

with other arts specialists.

Table 4.--Percent of public elementary schools with music

and visual arts specialists on staff and indicating

the use of different activities in their teaching:

1994

Teaching activity I Music I Visual arts

Integrate other academic subjects into am

instn.mtion . . . . . ..o.. . . . 72 88

Consult with classroom teachers on

incorporating the @ into the teaching

of other academic subjects . . . . . . 69 86

Collaborate or team teach with other arts

specialists . . . . . . . . . . . . . 40 44

NOTE: Based on the number of elunentq schools that have am specialist ih each

subject: music -52,105 (92 Penxntk visual arts -35$78 (72 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Faat

Response Stuvey System, “Atis Education Survey; FRSS 50,1994.

How Do Elementary Instruction in the arts can enhance Ieaming in other academic

Schools Include “

subjects through interdisciplinary instruction, but schools can

Other Arts Subjects also subsume the arts within programs in other instructional

areas. For example, dance instruction can be part of the physical in Their Curricula? education program, and creative writing and drama/theatm can

be taught wi~n the language arts curriculum. While this does

not necessarily y lead to an inadequate educational program, it can

leave instruction in the arts subjects up to non-arts teachem. The

result is that the arts do not get emphasized. Findings from this

survey, reported below, supported this argument.

Dance Dance instruction does not receive the kind of commitment ffom

schools that music and visual arts do. Only 43 percent of all

public elementary schools offer any instruction in dance (figure

6). Furthermore, very few schools offer dance as a separate

subject or enlist certified dance teachers to provide the

instruction. Only 4 percent of schools offer it as a separate

subject taught by a dance specialist. Instead, dance instruction is

10
generally offered by physical education teachem, and it is taught

by a dance specialist within the physical education program in

only 3 percent of all elementary schools.

Figure 6.--Percent of public elementary schools that offer

dance: 1994

Sepsmte dance progmm taught by a ■ dance apaciabat

❑ No &na

SOURCE: U.S. Department of Education,

Response Sumey System, “Atis Education

National Center for Education Statistics,

Survey,” FRSS 50,1994.

Fast

Drama and Theatre Very few elementary schools (8 percent) offer drama as a

separate subject taught by a drama/theatre specialist (figure 7).

However, most schools (80 percent) do include drama/theatre in

their curricula in some way. In mom than half of these schools

drama is included by classroom teachers using dramatic

activities, such as enacting stories or plays, to teach other

subjects. Another 16 percent of schools that reported instruction

in drama/theatre indicated that it is incorporated into the

language arts curriculum.

Figure 7.--Percent of public elementary schools that offer

drama and theatre: 1994

El

•1

•1

Drama/theafre activities are used by

classroom teachers to teach other

subjects

Separate drarnahheatra program

taught by a dramtitheatre specialist

Drarna/theatre is part of the language

arts curriculum

No drama/thaatre

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Survey System, “Arts Education Survey: FRSS 50, 1994.

11
Creative Writing Nearly all elementary schools (92 percent) provide creative

writing instruction as part of the language arts curriculum, as

opposed to offering separate programs in creative writing (figure

8). Very few schools reported that a creative writing specialist

works directly with students and consults with teachers on a

regular basis, or that an outside specialist or writer comes to the

school on an invitational basis. Another small percentage of

schools either have a creative writing specialist on staff who

consults with teachers or receive creative writing materials and

suggestions for classroom activities from someone at the district

level.

Figure 8.--Percent of public elementary schools offering

various methods of creative writing instruction:

1994

El

En

❑

•1

Part of language arts curriculum

Spaaalist on staff works wrth students and

consults wth teachers regularly

Specialist on staff consults wrth teachers

Teachers recewa matenafs and acdvitiea

from the dmttict

Outside specialist works with students or

teachers on an mvfiatlonal bass

SOURCE: U.S. Deputmcnt of Education, National Center for Education Statistics, Fast

Respcmse Swey System, “Arts Education Survey: FRSS 50,1994.

Arts Education I

n secondary schools, arts education is typically provided

through elective courses that are taught by arts specialists. The in Public secondary school questiomaire therefore asked respondents to

Secondary answer a series of questions about the extent to which each of

Schools

five arts subjects-creative writing, dance, drama/theatre, music,

and visual arts-are being taught in schools. The questions

asked for the following information on each subject: whether the

school offers separate instruction in it, the number of separate

courses offered, the number of full- and part-time teachers, the

approximate total enrollment during the 1993-94 school year, the

number of specially equipped spaces, labs, or studios allocated

for teaching, and whether the district provides written curriculum

guidelines in the subject.

12
How Extensive is of the five arts subjects included in this survey, music and

Arts Education in visual arts are offered in almost all public secondary schools,

Public Secondary findings similar to those of the elementary survey (figure 9).

Schools? About half of all public secondary schools offer separate

instruction in both creative writing and drarna/theatre.

Relatively few secondary schools offer separate instruction in

dance.

Figure 9.--Percent of public secondary schools that offer

separate instruction in various arts subjects: 1994

Percent of schools

1001 g~

80

60

40

20

0

Music

89

54

Visual arts

SOURCE: U.S. Department of Education,

Response Survey System, “Arts Education

Drama/

theatre

47

Creative

writing

National Center for Education

Survey,”FRSS 50,1994.

13

m

Dance

Statistics, Fast

Whether or not secondary schools offer separate instruction in

each of the arts subjects is related to school size and the

metropolitan status of schools (table 5).1 In general, classes in

the arts are more likely to be offered in larger schools and in

schools in central cities and urban fringe areas. However,

schools in different geographic regions are more likely to offer

certain arts subjects than others. For example, visual arts is

offered by more schools in the Northeast than by those in the

Southeast or West; music is included in more schools in the

Central part of the country than those in the West.

1 See appendix B, table 16, for a similar table of elementary school dak

13
Table 5.--Percent of public secondary schools that offer

separate instruction in various arts subjects, by

school characteristics: 1994

Visual Drama/ Crtive

School characteristic Music ~* theatm writing Dance

All public secondary schools

Size of enrollment

smau. . . . . . . . . . .

Moderate . . . . . . . . .

Large . . . . . . . . . . .

Metropolitan S~US

City . . . . . . . . . . .

Urban fringe . . . . . . . .

Tow. . . . . . . . . .

Rural . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . .

southeast . . . . . . . . .

Central . . . . . . . . . .

West . . . . . . . . . . .

94

88

96

99

99

99

96

88

98

94

99

87

89

80

92

%

95

95

88

83

98

80

94

84

54

35

54

81

70

67

57

37

53

53

47

62

47

41

44

58

53

55

44

40

53

36

51

46

3

13

2$

24

22

9

6

12

15

8

18

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Sumey System, “Atts Education SumeyV FRSS 50,1994.

More important than whether schools offer instruction in

particular arts subjects, however, is the extensiveness of their

arts programs, which can be examined along several dimensions.

The number of separate courses offered in a particular arts

subject is a good indicator of the depth to which students can

pursue the subject. The number of teachers available to teach the

arts is indicative of accessibility to expertise. Finally, a school’s

commitment to offering quality arts pmgrarns is evidenced by

providing teachem and students with specially equipped

classrooms, labs, studios, and practice rooms.

The findings on all of these indicators reinforced those reported

above regarding the extent to which public secondary schools

provide separate instruction in each arts subject. MOXC courses

are offered in music and visual arts than in other arts subjects,

with an average of 4.5 courses in music and 5.0 in visual arts

(table 6). Likewise, more teachers are teaching music and visual

arts than drama/theatre and dance. While schools report more

teachers of creative writing than those of visual arts, these data

may be somewhat misleading because schools may have

included English teachers, rather than exclusively teachers who

specialize in creative writing, when reporting the number of

teachers. Finally, while schools allocate approximately one

specially equipped space each for instruction in drama/theatre,

creative writing, and dance, significantly more space is provided

for music and visual arts. The higher number of rooms reported

14
for music reflects the fact that individual practice rooms were

included as specially equipped spaces.

Table 6.--Mean number of course% teachers, and specially

equipped spaces provided by public secondary

schools, by arts subject: 1994

Visual DmmaJ Creative

Program characteristic Music atis theatre writing Dance

Number of courses . . . . . . 4.5 5.0 2.1 1.9 2.1

Nurnberofteachers. . . . . . 2.1 1.7 1.2 1.9 1.3

Number of spaces. . . . . . . 26 1.8 - 1.3 1.2 1.0

NOTE: Based on the number of secondary schools that offer instruction in each subject:

music -18,755 (94 percent); visual arts - 17,631 (89 percent~ drarna/theatre -10,740 (54

percent): cnmtive writing -9,256 (46 percent} dance -2,616 (13 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics. Fast

Response Swvey System, “Arts Education SuxveyY FRSS 50,1994.

Other Support

for Arts

Beyond tie numtxx of arts speci~ists on staff, the amount of

time spent on arts education, the number of subjects or courses

offered, or the amount of space allocated for arts instruction,

Education in schools and school districts can encourage and enhance arts

Elementary and education in a variety of other ways. To assess the extent to

which public schools are providing support for arts education,

Secondary both the elementary and secondary surveys requested

Schools

information on several issues. Firs6 curriculum guidelines me

important for the implementation of arts instruction, particularly

if classroom teachem in the elementary grades are delivering the

instruction, so both questionnaires asked whether the district

provides teachers wifi written curriculum $mklelines in the am.

he presence of a district arts coordinator & Curriculum

specialist in the arts also reflects districts’ commitment to

providing administrative support for promoting achievement in

the arts. In addition, provision of insemice training in the arts

during the 1993-94 school year was used to indicate the extent to

which teachers have access to opportunities for professional

development in the arts. Whether or not school; had artists-inresidence within the past 5 years, and the contributions these

individuals made to schools’ arts programs, provided another

measure of support for curriculum development, teacher

enhancement, and educational activities for students. Both

surveys also included questions on the use of technology in the

arts, the extent of parental involvement in schools’ arts programs,

and the number of performances and presentations of students’

art work, including the publication of a student literary

magazine. Fhxilly, res~ndents were asked if they were aware of

the voluntary National Standards for Arts Education, and if so,

whether their schools were incorporating any of the standards.

15
HOW Do School With the recent development of the vohmtary National

Districts Provide Standards for Arts Education (Consortium of National Arts

Additional Support Education Associations 1994), experts are coming to some

for Arts Education? consensus about the goals of arts education: what should be

taught and what students should learn. Although exploring the

Curriculum Guidelines content of schools’ arts curricula was beyond the scope of this

sumey, the questiomaires did gather data on whether districts

provide teachers with curriculum guidelines. The existence of

such guidelines is a good indicator of consensus within the

district concerning what should be taught in the arts. For those

elementary schools where classroom teachers are responsible for

instruction in the arts, such guidelines would be particularly

useful and would contribute to the quality of the educational

program offered.

Of the public elementary schools that offer music and visual arts,

at least three-quarters have curriculum guidelines in these

subjects provided by the district (figure 10). The majority of

public secondary schools that offer music, visual arts, and

creative writing also reported having curriculum guidelines in

each subject (figure 11). Of those secondary schools that offer

courses in drarna/theatre, three-quarters have curriculum

guidelines, while about two-thirds of schools including dance

courses have such guidelines.

Figure 10.--Percent of public elementary schools that offer

music and visual arts and indicating that

curriculum guidelines are provided by the

district: 1994

Visual Arts

guldehnes

prowded

guidelines

prowded

NOTE: Based on the number of elementary schools that offer instmction in each subjecc

music -56,663 (97 percent); visual arts -49,683 (85 percent).

SOURCE: U.S. Depanment of Education. National Center for Education Statistics, Fast

Response Suivey System, “Arts Education Survey; FRSS 50, 1994.

16
Voluntary National

Standards for Arts

Education

Figure Il.--Percent of public secondary schools that offer

instruction in various arts subjects and indicating

that curriculum guidelines are provided by the

district: 1994

Pereent of schoots

100

1

80

60

40

20

0

I

MUSIC Visual arts Drama/ Creative Dance

theatre writing

Curdculum guldellnee

NOTE: Based on the number of secondmy schools that offer instmction in each subje@

music -18,755 (94 Percentk visual@ -17,631 (89 percentk dramabatre -10,740 (54

percent~ creative writing -9,256 (46 percent~ dance -2,616 (13 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Sumey System, “Atis Education Sumey,” FRSS 50, 1994.

The vohmtary National Standards for Arts Education are

consensus statements about what an education in the arts should

contain and are intended to improve and change how arts

education is organized and delivered. Approximately one-third

of public elementary and secondary school respondents indicated

that they were aware of the standards (figure 12). About onequarter of all schools in each sample reported that they wem both

aware of the Standards and incoqmfated some of them into their

curricula.
Arts Coordinators

Figure 12.--Percent of public elementary and secondary

schools indicating awareness of the voluntary

National Standards for Arts Education, and

percent of those schools incorporating some of

the standards into their arts programs: 1994

Percent of schools ❑ Awareness of standards

100 1

E Incorporating standards

40

20

0

Elementa~ schools Secondary schools

Awaranaae of standarda

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Sumey System, “Arts Education Survey,”FRSS 50,1994.

Arts coordinators or curriculum specialists at the district level

can provide access to resources and information to classroom

teachem and arts specialists, as well as generally act as advocates

for arts education. Approximately one-third of both elementary

and secondary public schools indicated that their districts have

arts coordinators or curriculum specialists in the arts on staff

(table 7). Large schools and schools in cities and urban t%inge

areas axe more likely to have arts coordinators on their district

staff than small schools and schools in towns and rural areas.

18
Graduation

Requirements

Table 7.--Percent of public elementary and secondary schools

having a district arts coordinator or curriculum

specialist in the art% by school characteristics:

1994

School characteristic I Eknentq I

Secondmy

AUpublicsckols. . . . . . . . .

Size of enrollment

Small. . . . . . . . . . . . . . .

Moderate . . . . . . . . . . . . .

Large . . . . . . . . . . . . . . .

Metropolitan status

City . . . . . . . . . . . . . . .

Urban fringe . . . . . . . . . . . .

Town. . . . . . . . . . . . . . .

Rural . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . .

Southeast . . . . . . . . . . . . .

Central . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . .

38

30

37

49

61

43

24

26

46

46

36

31

36

27

34

52

54

52

25

27

48

37

30

35

SOURCE: U. S. Department of Education, National Ccnterfor Edu@ion Stiistics, F@

Response !Xuvey System, “Arts Education Survey,” FRSS 50,1994.

Another way that school districts can emphasize the importance

of arts education and encourage students to enroll in arts courses

is through imposing graduation requirements that include the ats

in some way. The secondary school survey included a question

about graduation requirements in the arts. Thirty-nine percent of

all secondary schools reported that their districts require credit

specifically in the arts for graduation (table 8). Schools in the

Northeast are more likely to require specific arts credit than

those in other geographic regions. Another 22 percent of

secondary schools require credit in the arts as an option within a

specified group of courses, such as arts or foreign language or

computer science.

19
Table 8.--Percent of public secondary schools requiring

credit in the arts for graduation, by school

characteristics: 1994

Credit in the am

Credit required, but as an

specifically in the option within a

School characteristic arts required group of specified

subjectsl

All public swondary schools2. . . .

Size of enrollment

Smal l . . . . . . . . . . . . .

Moderate . . . . . . . . . . . . .

Large . . . . . . . . . . . . . .

Metropolitan status

City . . . . . . . . . . . . . . .

Urban fringe . . . . . . . . . . . .

Town . . . . . . . . . . . . . .

Rural. . . . . . . . . . . . . . .

Geographic region

Non.beast...........e.

Southeast. o . . . . . . . . . . .

Central . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . .

39

41

33

43

48

38

38

36

61

23

31

45

22

15

23

30

21

35

26

14

20

15

20

28

1 For example, art, foreign language, or computer science.

2Based on the number of secondary schools that are not intermediate or junior high

schools and include grade 12: 15,955 (80 percent).

SOURCE: U.S. Depatment of Education, National Center for Education Statistics, Fast

Response Survey System, “Arts Education Stuvey,” FRSS 50,1994.

How Do Elementary Arts education can also be supported at the school level in a

and Secondary number of ways. Administrators can provide teachers access to

Schools Support insemice education or opportunities for other professional

Arts Programs and development activities. Artist-in-residence programs can

Activities? provide teacher enhancement opportunities, as well as expose

teachers and students to individuals who create art as their

primary professional activity. Schools can further acknowledge

the value of artistic expression by providing avenues for the

display, performance, and publication of students’ art work.

Also, schools can provide teachers and students with

opportunities to use technology in their teaching and learning of

the arts. Finally, parental involvement in schools’ arts programs

may reflect a commitment on the part of the school to emphasize

students’ arts education.

20
Professional Development About half of all public elementary schools reported that during

in the Arts the 1993-94 school year the school or their district had offered

teachers inservice training or other professional development

activities in the arts (table 9). A comparable number of

secondary schools reported that the school or district had offered

these opportunities to their staff. Schools in central cities and

urban fringe areas were more likely to offer teacher insemice

activities than those in towns and rural areas.

Artist-in-Residence

Programs

Table 9.--Percent of public elementary and secondary schools

offering inservice training or other professional

development activities in the arts, by school

characteristics: 1993-94 -

School characteristic I Elementary I

Secon&ry

Allpublicschools. . . . . . . . .

Size of enroknent

Smal l . . . . . . . . . . . . .

Moderate . . . . . . . . . . . . .

Large . . . . . . . . . . . . . . .

Metropolitan status

City . . . . . . . . . . . . . . .

Urban fringe . . . . . . . . . . . .

Town . . . . . . . . . . . . . . .

Rural . . . . . . . . . . . . . . .

Geographic region

Nodmast.. . . . . . . . . . . .

southeast . . . . . . . . . . . . .

Central . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . .

51

41

50

60

66

63

38

35

52

57

45

49

43

35

41

59

63

55

39

31

46

43

38

48

SOURCE: U.S. Deptiment of Education, National Center for Education Statistics, Fast

Response Survey System, “Arts Education Survey,” FRSS 50, 1994.

Schools were asked whether they had supported any artists-inresidence during the past 5 years and, if so, to specify the artists’

areas of expertise. The choices were creative writing, dance,

drama/t.heatre, folklore, music, and visual arts. Slightly more

than one-third of elementary and secondary schools indicated

that artists had been in residence during that time period (figure

13). While schools reported artists-in-residence in all of the arts

areas listed, very few secondary schools had supported any in

either dance or folklore. According to both elementary and

secondary respondents, these artists-in-residence made the

greatest contribution to schools’ arts programs by providing

knowledge about art forms to students through exhibition or

instruction (figure 14). Significantly fewer artists-in-residence

provided input on curriculum development or insemice for

teachem.

21
Figure 13.--Percent of public elementary and secondary

schools having artists-in-residence in various arts

subjects during the past 5 years: 1994

Percent of schools

100

1

■ Elementary

❑ Second~

80

601

40

40-

20-

0 I

In one or Music Vis~ arts Drama/ Creatwe Dance Folklore

more theatre wntmg

subpxta

Artist-in-reddenoe

SOURCE: U.S. Departmatt of Educatim, National Center for Education Statistics, F=t

Reapoase Sutwy System, “Ms Education SumeyY FRSS 50,1994.

Figure 14.--Percent of public elementary and secondary

schools indicating the contributions their artistsin-residence have made to the school: 1994

Permofeohoole

1oo-

■ Elemer#ary

80-

❑ secondary

60-

40- 37

30

20-

0 I Prowded knowledge Provided knowledge Prowded mpuf on

about art forms to about arl forms or arts curriculum

studeris through education through development

exhibition or instrtiion teacher inservics

training

Contmuuon

NOTE: Bssed on the number of schools having an artist-in-residence: elementary -

23,606 (40 pementk secondaty -6,966 (25 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Survey System, “Arts Education Survey; FRSS 50,1994.

22
Presentations of Students’ Arts education is further supported by schools’ encouraging

Art Work students to exhibit and perform their art work outside of their

own classrooms. Elementary and secondary schools were asked

to report on the number of presentations of students’ art work

that took place during the 1993-94 school year. Schools reported

separately for both infonna.1 presentations-put on for the school

community only-and formal ones—put on for parents and the

public. Data on the number of presentations of students’ arts

work were calculated for all public elementary and secondary

schools, rather than just for those that offer instruction in a

particular arts subject, since many schools indicated that

performances or exhibitions took place as part of extracurricular

activities and were not necessarily tied to instruction in a

particular arts subject. In addition, a considerable number of

respondents indicated that arts presentations, particularly in

visual arts, were “ongoing” or “continuous.” In these cases, tRe

data were recoded to 10 presentations, based on the assumption

that there was an arts exhibit going on during each of the 10

months in the school year. For creative writing, schools were

asked whether they publish a student literary magazine.

At the elementary level, schools averaged approximately six

informal exhibitions of students’ visual arts work, which was

higher than any other type of arts presentation, and two formal

visual arts exhibitions (table 10). In music, elementary schools

averaged about three informal and three formal student musical

performances. The average of two informal drama/theatm

presentations probably reflects the findings that many

elementary schools reported that teachers used dramatic

activities in the teaching of other subjects. Elementary schools

averaged fewer than one dance performance of either kind,

which is consistent with the lack of dance instruction going on at

this level.

At the secondary level, the numbers of different kinds of student

exhibitions and performances are comparable to those at the

elementary level, except in the performance of music and

drama/theatre productions. Secondary schools averaged about

five informal musical presentations and more than seven formal

ones; an average of about two formal dramatic productions were

reported.

23
Table 10.--Mean number of informal and formal exhibitions

and performances of students’ art work in all

public elementary and secondary schools:

1993-94

Type of tut presentation I Elementay I Secondary

Music

Informal . . . . . . . . . . . . .

Formal . . . . . . . . . . . . . .

Visual arts

Informal . . . . . ..o.....

Formal. . . . . . . . . . . . . .

Drarrdheatre

Informal . . . . . . . . . . . . .

Formal . . . . . . . . . . . . . .

Dance

Informal . . . . . . . . . . . . .

Formal . . . . . . . . . . . . . .

3.3

3.5

6.3

2.1-

1.9

1.3

0.5

0.5

5.2

7.7

5.7

1.9

1.8

2.2

0.6

0.7

NOTE: Responses of “ongoing” or “continuous” presentations of students’ att work were

recoded to 10 presentations based on the assumption of 1 presentation for eve~ month of

the year.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Survey System, “Arts Education Survey,” FRSS 50, 1994.

24
Only 18 percent of elementary schools publish literary

magazines of students’ work (figure 15). However, 38 percent of

secondary schools publish student literary magazines. At the

secondary level, this activity is related to school size and

geographic region. Large secondary schools and those in the

Northeast are the most likely to publish literary magazines (table

11). Elementary schools in the Northeast also are more likely to

publish students’ work than those in other geographic regions.

Figure 15.--Percent of public elementary and secondary

schools that publish literary magazines of

students’ work: 1994

EIomontwy schoob SoCondary uhools

No Iiimy ~azlno

No Iitolafy

nngazm

SOURCE: U.S. Depatmcnt of Education, National Center for Education Statistics, Fast

Response Swvey System, “Atis Education Suwey,” FRSS 50,1994.

Table il.--Percent of public elementary and secondary

schools that publish literary magazines of

students’works, by school characteristics: 1994

School chamcteristic I Elementary ISecondary

Allpublic schools. . . . . . . . .

Size of enrollment

Small . . . . . . . . . . . . . . .

Moderate . . . . . . . . . . . . .

Large . . . . . . . . . . . . . . .

Metropolitan status

City . . . . . . . . . . . . . . .

Urban fringe . . . . . . . . . . . .

Town . . . . . . . . . . . . . . .

Rural . . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . .

Southeast . . . . . . . . . . . . .

Central . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . .

18

13

17

23

21

23

16

10

28

16

14

15

38

22

37

62

48

55

41

21

60

33

30

36

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Sumey System, “Arts Education Suwey,” FRSS 50,1994.

25
Use of Technology in

Teaching the Arts

The use of technology through instructional tools such as

computerx, 1- and 2-way video, CD-ROM, telecommunications,

and multimedia has expanded into many areas of education.

This allows both teachers and students more access to

information and to interactive experiences. Since much of this

kind of technology is conducive to facilitating arts education,

respondents were asked in what arts subjects schools use or

integrate technology.

About two-thirds of all public elementary schools use technology

in teaching creative writing (figure 16). However, less than half

of secondary schools use technology in this way. The opposite is

the case for music and visual arts. While only one-third of

elementary schools use technology in teaching music and visual

arts, about half of all secondary schools do so. About onequarter of secondary schools also use technology to teach

drama/t.heatre. Technology is being used to teach dance only in

a very small percentage of public schools, which is consistent

with the limited amount of dance instruction going on.

Figure 16.--Percent of public elementary and secondary

schools indicating the use or integration of

technology in the teaching of various arts

subjects: 1994

Percent of schools

100

1

■ Elementary

I ❑ Secondary

80

-1 71

60- 55

51

40-

33

20-

0

Music Visual arts Drama/ Creative Dance

theatre writing

Uss of technology

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Swvey System, “Arts Education Survey,”FRSS 50, 1994.

26
Parental Support for

the Arts

Parental support for arts programs in schools can be

demonstrated in various ways. For this suxvey, respondents were

asked to indicate the extent to which parents are involved in the

following activities at the school: sponsoring fundraising

activities for the arts, sponsoring Booster Clubs (secondary

survey only), sponsoring arts exhibitions or visiting performers,

volunteering in arts programs, and attending school arts events.

The most notable way that pa.mnts support their children’s artistic

efforts is through attendance at school arts events.

Approximately three-quarters of public elementary and

secondary schools indicated that this was true either to a

moderate or great extent (table 12).

Table 12.--Percent of public elementary and secondary

schools indicating the extent of parental

involvement in various activities related to the

school’s arts program: 1994

Kind of p~td Great Moderate Little or Not

involvement extent extent no extent applicable

Iknentaxy schools

Attending school am events. . 37 33 19 11

Sponsoring fundmising activities

fortheans . . . . . . . .

Sponsoring an exhibitions or

visiting petionners . . . .

Volunteetig in aIts programs .

16 21 39 24

18

11

22

26

40

47

19

15

secondary schools

Attending school arts events. .

Sponsoring Booster Clubs. . .

Sponsoring fundraising activities

fortheans. . . . . . . .

Sponsoring art exhibitions or

visiting performers . . . .

Volunteering in arts programs .

32

27

44

27

16

28

8

18

22 30 35 13

7

7

21

25

57

53

15

14

1 “Not applicable” indicates the respon&nts repoti that this activity was not an option at

this school.

NOTE: Percents may not sum to 100 because of rounding and details may not add to

totals because of rounding for weighted estimates.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Stuvey System, “Arts Edutiion Sumey~ FRSS 50,1994.

Volunteering in arts programs is the least likely avenue for

parents to provide support for arts education in schools.

Approximately half of both elementary and secondary schools

27
reported that parents volunteered in school arts pmgrarns little or

not at all.

Changes in Arts ‘s W“s report has shown, various aspects of schools’ arts

Programs in

programs can be used as indicators of a commitment to arts

education on the part of both schools and school districts. For

Public Schools example, at the elementary level instruction time and the number

of arts specialists on staff reflect an effort to provide quality arts in the Past 5 instruction. At the secondary level, the number of courses

Years offered provides similar information. In addition, the allocation

of supplies and materials for arts education, the provision of

funds for teachers’ classroom use, and the allocation of funds for

field trips to museums, galleries, or performance centers are

indicative of the extent to which school districts are providing

financial support to enhance their arts programs. Respondents to

both surveys were asked to report on changes in each of these

aspects of their arts programs as compared to 5 years ago. They

were also asked to indicate if the student enrollment in the

school’s arts program had changed in order to provide a

benchmark of whether changes in any of these variables

coincided with changes in the number of students being served.

Many public elementary schools (49 to 66 percent) reported that

these indicators had remained the same in the past 5 years (table

13). In addition, between 20 and 30 percent reported increases

in instruction time, number of arts staff, allocation of supplies

and materials, funds for teachers’ classroom use, and use of

museums, galleries, and performance centers. However, 41

percent also reported increases in enrollment. No more than 18

percent of elementary schools indicated decreases in any of the

areas listed.

While enrollment in arts courses has increased in the past 5 ycm

in 62 percent of public secondary schools, only 28 percent of

schools reported an increase in the school’s arts sW, 61 percent

reported that the number of arts staff had remained the same.

Even though about half of schools also reported an increase in

the number of courses offered, 39 percent reported that the

number of courses had remained the same. As with elementary

schools, less than 20 percent of schools indicated decreases in

any of the areas listed.

28
Table 13.--Percent of public elementary and secondary

schools indicating how various aspects of the

school’s arts program have changed in the past 5

years: 1994

Aspect of Remained

4

Not

Increased tie ~m~ Decrease ~v~~le arts programs

Elementary schools

Instruction time. . . . . . . . . . .

Enrollment . . . . . . . . . . . .

Number oftutsstaff. . . . . . . . .

Allocation of supplies and material% . .

Funds for teachers’ classroom use . . .

Use of museums, galleries, performance

centers, etc . . . . . . . . . . . .

Secondary schools

Number of courses . . . . . . . . .

Enrollment . . . . . . . . . . . .

Number ofartastaff. . . . . , . . .

Allocation of supplies and materiala . .

Funds for teachers’ classroom use . . .

Use of museums, galleries, performance

centers, etc. .o . . . . . . . . .

28 60

41 46

20 - 66

30 52

29 49

26 51

50 39

62 30

28 61

36 45

33 43

27 48

12

13

14

16

18

10

11

8

10

18

19

9

.

2

5

14

.

.

2

5

16

- “Not available” does not apply to this response ~ion.

NOTE: Percents may not sum to 100 because of rounding and details may not add to

totals because of rounding for weighted estimates.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Suwey System, “ARS Education Survey; FRSS 50,1994.

Decision Makers The implementation of arts education programs is primarily

Regarding the determined at the local level. Schools were asked the extent to

which teachers, school administrators, district personnel, state

Arts Programs departments of education, or parents make decisions regarding

Offered in

schools’ arts programs. Approximately one-half of public

elementary and one-half of public secondary schools indicated

Public Schools that teachers make decisions regarding arts programs to a great

extent. Approximately one-third of all schools reported that

school administrators and school districts also have a great

influence on the arts programs. Parents and state departments of

education are the least likely to influence schools’ arts programs,

with between 47 and 62 percent of schools indicating that these

two sources have little or no influence over how schools provide

arts education (table 14).

29
Table 14.--Percent of public elementary and secondary

schools indicating the extent to which various

influencers make decisions regarding the school’s

arts program: 1994

Gnxt Moderate Small or

Influence on arts program exteat extent no extent

Elementay schools

School teachers . . . . . . . . . . .

School administrator . . . . . . . .

District . . . . . . . . . . . . . .

state . . . . . . . . . . . . . . .

Psrents . . . . . . . . . . . . . .

Secondary schools

Schoolteachers . . . . . . . . . . .

School administrators . . . . . . . .

District . . . . . . . . . . . . . .

state . . . . . . . . . . . . . . .

Parents . . . . . . . . . . . . . .

47

35

36

18 -

9

57

38

35

18

7

34

43

40

35

33

29

46

44

32

31

18

22

24

47

58

15

15

21

50

62

NOTIL Pe-rnay notsumto lCM)because ofruunding anddetails maytiaddto

totals &cause of rounding for weighted Amates.

SOURCE: U.S. Depattrrmt of Education, National Center for Education Statistics. Fast

Response Swvey System, “Afis Education %vey~ FRSS 50,1994.

Schools’ Views L ~

gene , respondents to the elementary and secondary school

surveys consider education in the arts important relative to other on the academic subjects. Music, visual arts, and creative writing wem

Importance of viewed as essential or very important by nearly all of the school

Arts Education staff who responded to the sumeys (figure 17). Drama/theatrewas not considered as important as these three arts subjects, and

dance was considered the least important of all.

30
Figure 17.--Percent of respondents indicating that education

in various arts subjects is essential or very

important relative to other academic subjects:

1994

Porcont of Seflools

100

1

I 8484 85 *q

80

60

40

20

0

I

MUSIC

■ Elementary

❑ Secondafy

43

I

37

Visual arts Dramd Creatwe Dance

t heatre wrtimg

Importance

SOURCE: U.S. Department of Education. National Center for Education Statistics, Fast

Response Survey System, “A~s Edu@iori &INcy,” FRSS 50,1994.

Summary and ‘he surveys of arts education in public elementary and

Conclusions

secondary schools provided important information on the status

of arts education in the United States and the extent to which

public schools are including the arts as core subjects in their

curricula

When respondents were asked their views on the importance of

education in the arts relative to other academic subjects, most

indicated that arts education was essential or very important.

However, other data obtained fkom the surveys suggest that arts

education may not be receiving the kind of emphasis that would

reflect such views.

The basic findings on arts education in public elementary

schools support the conclusion that, in general, the primary focus

of arts education is music and visual arts. Creative writing

typically is incorporated into the language arts curriculum, rather

than taught separately by a creative writing specialist. Dance

instruction by a dance specialist is rare, and dramatic and theatre

activities are most often used by classroom teachem to reinforce

instruction in other subjects. A comparison of the data for music

and visual arts instruction in elementary schools indicates that

music instruction is receiving more commitment than visual arts

in several respects. More schools reported that music is included

in their instructional program, and music is more often taught by

instructors certified to teach music, rather than by classroom

31
teachem. Furthermore, a higher percentage of elementary

schools employ specialists on a full-time basis to teach music

than they do for visual arts. Schools also are more likely to

provide specially equipped spaces for instruction in music.

In spite of these differences, however, elementary students seem

to be receiving about the same amount of instruction time in the

two arts subjects. The difference appeam to be that classroom

teachem are more likely to teach visual arts than to teach music.

This does not necessarily mean that the instruction is inferior,

however. According to the National Endowment for the Arts

(1988), there has been disagreement about who should teach the

arts in elementary school-specialists or classroom teachers.

Those who argue for arts specialists contend that “a teacher who

does not know how to play a musical instrument, read music,

write a poem, draw the human figure in action, dance, or act

cannot possibly teach children anything substantive about these

arts” (p. 110). Those who favor classroom teachem providing

instruction in the arts argue that these teachers are no less

prepared to teach the arts than they are to teach other academic

subjects, such as science or history. The findings ffom this

survey suggest that school administrators may be more inclined

to take the view that classroom teachers are prepared to teach

visual arts, but teachem must be able to play a musical

instrument or read music before they can adequately teach

music. Nevertheless, even though classroom teachers may not

be teaching music during separate class time, the majority of

schools reported that music specialists am consulting with

regular classroom teachers on incorporating music into academic

instruction, as are the specialists in visual arts.

Arts education in public secondary schools mirrors that of

elementary schools in many respects. Music and visual arts

education are offered in nearl y all of the Nation’s secondary

schools, with music receiving slightly more attention in terms of

number of teachem and amount of space allocated for

instruction. The status of education in creative writing and

drama/theatre appears less encouraging. Although

approximately half of all schools include separate instruction in

these subjects, schools generally offer an average of about two

courses in each of them. Separate dance instruction is offered in

less than one-fifth of the Nation’s public secondary schools.

Elementary and secondary schools are doing very little to

promote arts education through the use of external resources,

such as artist-in-residence programs or teacher enhancement

opportunities. Only about one-third of schools indicated that

they had hosted any artists-in-residence in the past 5 years. Half

or fewer schools reported that inservice training or other

professional development activities in the arts had been offered

to teachers.

School districts’ commitment to keeping arts education in the

mainstream of basic education is shown in several ways. Aside

32
from the allocation of funds to afis education, districts also

support the arts by developing and providing curriculum

guidelines in different arts subjects and by employing arts

curriculum coordinators. In general, the majority of schools that

offer instruction in the five arts subjects addressed in this survey

indicated that curriculum guidelines were provided. Curriculum

specialists in the arts, however, are on staff in only about onethird of the Nation’s schools. With respect to encouraging

achievement in the arts in general, 61 percent of all secondary

schools reported that their districts have enacted graduation

requirements that either require credit specifically in the arts or

include them as an option within a specified group of subjects.

Possible future research in this area might include a more

in-depth look at the content of the arts curricula being presented

to students today. Also, with the publication of the voluntary

National Standards for Arts Education, it will be possible to

assess student achievement and progress by comparing these

standards with what students are actually learning in schools.

Additional research might also look at the pedagogy of arts

education, particularly with respect to the views of teachers and

arts specialists on how to best foster the artistic creativity of

young people in a school setting.

33

Appendix A

Survey Methodology

and

Data Reliability

35

Survey

Methodology

and Data

Reliability

Sample Selection

‘he sampling frame for the FRSS Arts Education Survey was

constructed from the 1992-93 NCES Common Core of Data

(CCD) public school universe file and included over 78,000

public elementary, secondary, and combined schools. Excluded

from the frame were special education, vocational, and

altemative/other schools, schools in the territories, and schools

with the highest grade lower than grade one.

Since two separate questionnaires were used for this

survey-one for elementary and one for secondary

schools-separate stratified samples of751 schools were

selected for each survey. Combined schools were given a

chance of selection for both surveys. Those combined schools

that were selected for the elementary sample were not given a

chance of selection when the secondary sample was drawn.

However, no bias resulted from this process, since the original

samples were randomly selected. A combined school that was

selected from the elementary school frame was requested to

complete only the elementary school questionnaire, while one

selected from the secondary school ffarne was requested to

complete only the secondary school questiomaire.

The two samples were stratified by geographic region

(Northeas4 Southeast, Central, and West), metropolitan status

(city, urban IYinge, town, and rural), and school size (less than

300,300 to 599, and 600 or more for elementary; less than 400,

400 to 999, 1,000 or more for secondary). The samples sizes

were then allocated to the primary strata in rough proportion to

the aggregate square root of the enrollment of schools in the

stratum. The use of the square root of enrollment to determine

the sample allocation was expected to be reasonably efficient for

estimating both school-level characteristics (e.g., percentage of

schools that provide more than 1 hour of music instruction) and

quantitative measures correlated with enrollment (e.g., the

number of arts specialists or arts classes). Further, the sample

sizes were large enough to permit analyses of the two

questiomaires (along one dimension) by the four regions, four

urbanicity classes, and three enrollment size classes (table 15).

37
Table 15.--Number and percent of responding public schools

in the study sample and estimated number and

percent of public schoois the sample represents,

by school characteristics: 1994

All public

School

elementq

 characteristic

sckds . . . .

~

Size of enrollment

Lessthan 300 . . . . . . . . . . .

3ooto599 . . . . . . . . . . . .

6000rmom . . . . . . . . . . . ,

Metropolitan StiitUS

City . . . . . . . . . . . . . . .

Urban fringe . . . . . . . . . . . .

Town . . . . . . . . . . . . . .

Rural . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . .

southeast ...,......,..

Central . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . .

All public secondary schools . . . .

Size of enrollment

Lessthan400 . . . . . ...*. .

4ooto999 . . . . . . . . . . . .

1,000 ormom . . . . . . . . . . ,

Metmpditan ShtUS

City . . . . . . . . . . . . . . .

Ufianfringe . . . . . . . . . . . .

Town . . . . . . . . . . . . . .

Rural . . . . . . . . . . . . . .

Geographic region

Northeast . . . . . . . . . . . . .

southeast . . . . . . . . . . . . .

Central . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . .

679

123

318

238

178

185

169

147

139

160

176

204

697

132

297

268

151

176

195

175

133

163

193

208

100

18

47

35

26

27

?J

22

20

24

26

30

100

19

43

38

22

25

28

25

19

23

28

30

58.261

15,510

26,293

16,458

14,356

14,903

14,359

14,642

11,885

12,803

16,167

17,407

19,900

6,991

8,049

4,860

3,370

4,000

5,320

7210

3,302

4,107

6,319

6,173

100

27

45

28

25

26

~

7A

20

22

28

30

100

35

#

24

17

20

27

36

17

21

32

31

LNOTE: Pements may not sum to 100 because of rounding and details may not add to

totals because of rounding for weighted estimates.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast

Response Survey System, “Arts Education Sumey,” FRSS 50,1994.

38
Respondents and

Response Rates

Sampling and

NonSampling

Errors

In October 1994, questiomaires (see appendix C) were mailed

to751 public elementary school principals and 751 secondary

school principals. The principal was asked to either complete

the questionnaire or have it completed by the person in his or her

school who was most knowledgeable about the school’s art

program. Principals completed 67 percent of the elementary

school questionnaires and 57 percent of the secondary

questiomaires. Teachers and arts specialists completed 24

percent of the questionnaires at both instructional levels. The

remainder of the questiomaires were completed by other office

staff (8 percent for elementary schools and 18 percent for

secondary schools).

For the elementary survey, 15 schools were found to be out of

scope (no longer at the same location or serving the same

population), leaving 736 eligible schools in the sample. For the

secondary survey 13 schools were out of scope, leaving 738

eligible schools in the sample. Telephone followup of

nonrespondents was initiated in mid-NovembeG data collection

was completed by mid-January 1995 with 679 schools in the

elementary sample and 697 in the secondary sample (table 15).

Thus, the final response rates were 92 percent for the elementary

survey and 94 percent for the secondary survey. The weighted

response rates were 93 percent and 94 percent, respectively.

Item nonmponse ranged from 0.0 to 1.0, with one item at 1.6

percent.

The response data were weighted to produce national estimates.

The weights wem designed to adjust for the variable

probabilities of selection and differential nonresponse. The

findings in this rqmrt are estimates based on the sample selected

and, consequently, are subject to sampling variability.

The survey estimates are also subject to nonsampling errors that

can arise because of nonobservation (nonresponse or

noncoverage) errors, errors of reporting, and errors made in

collection of the data. These errors can sometimes bias the data

Nonsampling errors may include such problems as the

differences in the respondents’ interpretation of the meaning of

the questions; memory effects; misrecording of responses;

incorrect editing, coding, and data entry; differences related to

the particular time the survey was conducted; or errors in data

preparation. While general sampling theory can be used in part

to determine how to estimate the sampling variability of a

statistic, nonsampling errors are not easy to measure and, for

measurement purposes, usually require that an experiment be

conducted as part of the data collection procedures or that data

extemd to the study be used.

To minimize the potential for nonsampling errors, the

questionnaire was pretested with principals and arts specialists

like those who completed the survey. During the design of the

survey and the survey pretest, an effort was made to check for

39
Variances

Background

Information

consistency of interpretation of questions and to eliminate

ambiguous items. The questiomaire and instructions we~

extensively reviewed by the National Center for Education

Statistics, the National Institute for Student Achievement,

Curriculum, and Assessment, and the National Endowmenl

the Arts. Manual and machine editing of the questiomaire

for

responses were conducted to check the data for accuracy and

consistency. Cases with missing or inconsistent items were

recontacted by telephone. Imputations for item nonresponse

were not implemented, as item nonresponse rates were very low

(less than 2 percent), Data were keyed with 100 percent

verification.

The standard error is a measure of the variability of estimates

due to sampling. It indicates the variability of a sample estimate

that would be obtained from all possible samples of a given

design and size. Standard errors are used as a measure of the

precision expected from a particular sample. If all possible

samples were surveyed under similar conditions, intervals of

1.96 standard errors below to 1.96 standard errors above a

particular statistic would include the true population parameter

being estimated in about 95 percent of the samples. This is a 95

percent confidence interval. For example, the estimated

percentage of elementary schools reporting that they offer

instruction in visual arts is 85 percent, and the estimated standard

error is 1.5 percent. The 95 percent confidence interval for the

statistic extends from [85 - (1.5 x 1.96) to 85 + (1.5 x 1.96)], or

from 82.1 to 87.9.

Estimates of standard errors were computed using a technique

known as jackknife replication. As with any replication method,

jackknife replication involves constructing a number of

subsarnples (replicates) from the full sample and computing the

statistic of interest for each replicate. The mean square error of

the replicate estimates around the full sample estimate provides

an estimate of the va.nance of the statistic (see Welter 1985,

Chapter 4). To construct the replications, 50 stratified

subsamples of (he full sample were created and then dropped one

at a time to detlne 50 jackknife replicates. A proprietary

computer program (wESVAR), available at Westat, Inc., was

used to calculate the estimates of standard errors. The software

runs under IBM/OS and VAX/VMS systems.

The survey was performed under contract with Westat, Inc.,

using the NCES Fast Response Survey System (FRSS). Westat’s

Project Director was Elizabeth Farns, and the Survey Manager

was Nancy Carey. Judi Carpenter was the NCES Project

Officer. The data were requested by Michael Sikes of the

National Endowment for the Arts, in coordination with Rita Fey,

National Institute on Student Achievement. Curriculum, and

Assessment, OERI, U.S. Department of Education.

40
References

The survey instruments were developed with input from several

persons in the field of arts education, including individuals fmm

the following organizations: the Music Educators National

Conference, the Council for Research in Music Education, the

Getty Center for Education in the Arts, the National Assembly of

State Arts Agencies, the American Association of School

Administrators, the National Dance Association, the Arts

Education Partnership Working Group, the American Alliance

for Theatre and Education, and the Educational Theatre

Association. In addition, arts specialists and school principals

who attended a focus group meeting to review the questionnaires

provided valuable input as to the appropriateness of questions

and wording of items.

This report was reviewed by the following individuals:

outside NCES

■ Tom Bradshaw, National Endowment for the Arts

■ Eleanor Dougherty, National Institute on Student

Achievement

■ Jackie Quay, Fitton Center for the Creative Arts, Hamilton,

Ohio

Inside NCES

■ Charlene Hoffman, Data Development Division

■ Bill Fowler, Dan Kasprzyk, and Marilyn McMillan,

Elementary and Secondary Education Statistics Division

■ Michael Cohen and William Hussar, Statistical Standards

and Methodology Division

For more information about the Fast Response Survey System or

the Arts Education Survey, contact Judi Carpenter,

Elementary/Secondary Education Statistics Division, OffIce of

Educational Research and Improvement, National Center for

Education Statistics, 555 New Jersey Avenue, NW, Washington,

DC 20208-5651, telephone (202)219-1333.

Consortium of National Arts Education Associations. 1994.

National Standards for Arts Education. Reston, VA: Music

Educators National Conference.

Leonhard, C. 1991. Status of Arts Education. UrbanaChampaign: Council for Research in Music Education,

University of Illinois.

41
National Endowment for the Arts. 1988. Toward Civilization: A

Report on Arts Education. Washington, DC.

The WESVAR Procedures. 1989. Rockville, MD: Westat, Inc.

U.S. Public Law 103-382. 103d Cong., 20 Oct. 1994. Improving

America’s Schools Act of 1994.

Welter, K. 1985. Introduction to Variance Estimation. SpringerVerlag.

42
Definitions Artist-in-residence - A visual, literary, or performing artist or

folklorist who visits a school for an extended period for the

purposes of teaching artistic techniques and concepts, conducting

Terms Defined on inservice teacher training, or consulting in the development of

the Survey curricula Artists-in-residence may be sponsored by the district

Questionnaire

or by the school directly.

Classroom teacher - A certified education professional who

instructs students in abroad range of subject areas on a regular

basis.

Creative writing - An instructional program that describes the

process and techniques of original composition in various

literary forms, such as short stories, plays, and poetry.

Creative writing specialist - A certified education professional

who has expertise in creative writing and is responsible for a

school’s creative writing program.

Dance - An instructional program that prepares students to

express themselves through the performance of one or more of

the dance disciplines, including balle~ modem, jazz, ethnic, and

folk dance, and that describes dance as a cultural phenomenon.

Includes instruction in choreography, dance history and

criticism, and dance production.

Dance specialist - An education professional who is certified to

teach dance.

District - An education agency at the local level that exists

primarily to operate public schools. In this questionnaire, the

term “district” includes smaller units of administration, such as

areas.

Drama/theatre -An instructional program that generally

describes the study of dramatic works and their performance.

Includes instruction in dramatic literature, dramatic styles and

types, and the principles of organizing and producing plays.

Drama/theatre specialist - A certified education professional

who has expertise in drama/theatre and is responsible for a

school’s dra.ma/theatre program.

Music - An instructional program that generally describes the

study and appreciation of music and the study of music

performance. Includes instruction in music appreciation, music

theory, the historical development of music, the fundamentals of

various musical instruments, and vocal and instrumental (band

and orchestra) performance.

Music specialist - An education professiomd who is certified to

teach general, vocal, or instrumental music.

43
Sample Universe

and Classification

Variables

Technology - Instructional tools such as computem, 1- and 2-

way video, CD-ROM, telecommunications, multimedia,

hypermedia, networks, etc., that are incorporated in instructional

components in order to enhance teaching and learning in the arts.

Visual arts - An instructional program of arts disciplines that

includes fine arts, communication and design arts, architecture

and environmental arts, and crafts such as ceramics, jewelry, and

works in wood, paper, and other materials.

Visual arts specialist - An education professional who is

certified to teach visual arts.

Metropolitan status

Urban - a central city of a Standard Metropolitan Statistical

Area (SMSA).

Urban fkinge - a place within an SMSA of a central city, but not

primarily its central city.

Town - a place not within an SMSA, but with a population

greater than or equal to 2,50(1 and defined as urban by the U.S.

Bureau of the Census.

Rural - a place with a population less than 2,500 and defined as

rural by the U.S. Bureau of the Census.

Geographic region

Northeast - Comecticut, Delaware, District of Columbi&

Maine, Maryland, Massachusetts, New Hampshire, New Jersey,

New York, Pemsylvania, Rhode Island, and Vermont.

Southeast - Alabama, Arkansas, Florid% Georgia, Kentucky,

Louisiana, Mississippi, North Carolina, South Carolina,

Tennessee, Virginia, and West Virginia.

Central - Illinois, Indiana, Iowa Kansas, Michigan, Minnesota

Missouri, Nebraska North Dakota, Ohio, South Dakota, and

Wisconsin.

West - Alaska, Arizon& Califomi& Colorado, Hawaii, Idaho,

Montana, Nevada, New Mexico, Oklahoma, Oregon, Texas,

Utah, Washington, and Wyoming.

44
Appendix B

Tables of Standard Errors

45

List of Tables with Standard Errors

Table Page

la

2a

3a

4a

5a

6a

7a

8a

9a

10a

lla

12a

13a

14a

15a

16

Standard errors of the percent of public elementary schools with full- and parttime arts specialists, by the number of specialists on stall 1994 . . . . . . . . . . . 49

Standard errors of the mean number of minutes per week students in public

elementary schools receive separate instruction in music and visual arts from

both arts specialists and classroom teachers: 1994. . . . . . . . . . . . . . . . . . . 50

Standard errors of the percent of public elementary schools that offer instruction

in music and visual arts and indicating that a specially equipped space is provided.

byschool characteristics: 1994..... . . . . . . . . . . . . . . . . . . . . . . . .51

Standard errors of the percent of public elementary schools with music and visual

arts specialists on staff and indicating the use of different activities in their teaching:

1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Standard errors of the percent of public secondary schools that offer separate

instruction in various arts subjects, by school characteristics: 1994. . . . . . . . . . 53

Standard errors of the mean number of courses, teachers, and specially equipped

spaces provided by public secondary schools, by arts subject: 1993-94 . . . . . . . 54

Standard emors of the percent of public elementary and secondary schools having

a district arts coordinator or curriculum specialist in the arts, by school

characteristics: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...55

Standard errors of the percent of public secondary schools requiring credit in the

arts for graduation, by school characteristics: 1994 . . . . . . . . . . . . . . . . . . . 56

Standard errors of the percent of public elementary and secondary schools

offering inservice training or other professional development activities in the

arts, by school characteristics: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . 57

Standard errors of the mean number of informal and formal exhibitions and

performances of students’ art work in all public elementary and secondary

schools: 1993 -94 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...58

Standard errors of the percent of public elementmy and secondary schools that

publish literary magazines of students’ work, by school characteristics: 1994. . . . 59

Standard errors of the percent of public elementary and secondary schools

indicating the extent of parental involvement in various activities related to

theschool’s artsprogram: 1994..... . . . . . . . . . . . . . . . . . . . . . . . .60

Standard errors of the percent of public elementary and secondary schools

indicating how various aspects of the school’s arts program have changed in

thepast5years: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Standard errors of the percent of public elementary and secondary schools

indicating the extent to which various influencers make decisions regarding the

school’s artsprogram: 1994..... . . . . . . . . . . . . . . . . . . . . . . . ...62

Estimates and standard errors for the figures: 1994. . . . . . . . . . . . . . . . . . 63

Percent and standard errors of the percent of public elementary schools that

offer instruction in various arts subjects, by school characteristics: 1994. . . . . . . 67

47

Table la.--Standard errors of the percent of public elementary schools with full- and parttime arts specialists, by the number of specialists on staff: 1994

Number of specmlists 31US1C Visual arts

Full time

1 . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . .

3 ormore . . . . . . . . . . . . .

Patt time

1 . . . . . . . . . . . . . . . .

2 . . . . . . . . . . . . . . . .

3 ormore . . . . . . . . . . . . .

. .

. .

. .

. .

. .

. .

. . .

. . .

. . .

. . .

. . .

. . .

. .

. .

. .

. .

. .

. .

.

.

.

.

.

.

2.1 ~. 1 .

. 2.0 2.1

1.1 0.7

2.3 ~. 4 .

. 2.5 2.2

. 1.7 1.3

NOTE: Based on the number of elementmy schools that have arts specialists in each subject: music -52,105 (92 percent): visual am -

35,578 (72 percent).

SOURCE: U.S. Department of Education,

Sumey,” FRSS 50, 1994.

National Center for Education Statlstlcs, Fast Response Survey System, “Arts Education

49
Table 2a.--Standard errors of the mean number of minutes per week students in public

elementary schools receive separate instruction in music and visual arts from

both arts specialists and classroom teachers: 1994

Type of instmction Meart number of minutes

Music

Allschools offering music . . . . . . . . . . . . . . . . . . . . . . . . .

Schools where instmalon is provided by both specialists and classroom teachers , . .

Schools where instruction is provided by specmlists only . . . . . . . . . . . . .

Schools where instruction IS provided by classroom teachers ordy . . . . . . . . .

1.8

3.6

2.1

6.3

Visual arts

Allschools offering visual arts... . . . . . . . . . . . . . . . . . . . . 1.9

Schools where instruction is provided by both specialists and classroom teachers . . . 2.9

Schools where instruction is provided by specialists only. . . . . . . . . . . . . 3.4

Schools where instruction is provi&d by classroom teachers only . . . . . . . . . 3.9

NOTE: Based on the number of elementary schools that offer instruction in each subject: music -56,663 (97 percent~ visual arts -

49,683 (85 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Suwey System, “Arts Education

Susvey,” FRSS 50,1994.

50
Table 3a.--Standard errors of the percent of public elementary schools that offer instruction

in music and visual arts and indicating that a specially equipped space is

provided, by school characteristics: 1994

Schooi chamctenstlc Music Visual arts

Allpublic elementary schools . . . . . . . . . . . . . 2.2 2.1

Size of enrollment

Sm~ . . . . . . . . . . . . . . . . . . . . . . . 6.4 5.7

Moderate . . . . . . . . . . . . . . . . . . . . . . 2.6 3.3

Large . . . . . . . . . . . . . . . . . . . . . . . . 2.1 2.9

Metropolitan S~US

City . . . . . . . . . . . . . . . . . . . . . . . . 2.9 3.7

Urban fringe . . . . . . . . . . . . . . . . . . . . . 3.5 4.0

Town . . . . . . . . . . . . . . . . . . . . . . . . 3.7 3.8

Rural . . . . . . . . . . . . . . . . . . . . . . . . 5.1 4.6

Geographic t@on

Northeast . . . . . . . . . . . . . . . . . . . . . . 4.3 3.9

southeast . . . . . . . . . . . . . . . . . . . . . . 4.0 4.4

Central . . . . . . . . . . . . . . . . . . . . . . . 4.1 4.7

West. . . . . . . . . . . . . . . . . . . . . . . . 4.2 4.0

NOTE: Basedonthenumberofelementatyschookthtioffertistm&onb@subjm: music-56,663(97pementJtisudarts49,683 (85petccnt).

SOURCE: U. S.h_atof Edu=tim, Ntiond~nmrfor EtidmStiistics, F=t Respnse W~ey Sys_, "Ati~u4m

Sutvey,” FRSS 50, 1994.

51
Table 4a.--Standard errors of the percent of public elementary schools with music and

visual arts specialists on staff and indicating the use of different activities

in their teaching: 1994

Teaching activity Music Visual afis

Integrate other acadenuc subjects in arts instruction . . . . . . 1.9 1.6

Consult with classroom teachers on incorporating the atis

into the teaching of other academic subjects . . . . . . . 1.9 1.9

Collaborate or team teach with other arts specialists . . . . . . 1.9 2.4

NOTE: Based on the number of elementary schools that have arts specialists m each subject: music -52,105 (92 percent); visual am

-35,578 (72 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “A* Education

Survey,” FRSS 50, 1994.

52
Table 5a.--Standard errors of the percent of public secondary schools that offer separate

instruction in various arts subjects,by school characteristics: 1994

Visual Drama/ Creative

School characteristic Music arts theatre writing Dance

All public secondary schools . . . . 1.4 1.4 2.0 1.2 2.3

Size of endment

Smal l . . . . . . . . . . . . . 3.7 3.8 4.3 1.5 4.4

Moderate . . . . . . . . . . . . . 1.0 1.7 3.0 1.8 2.5

Large . . . . . . . . . . . . . . . 0.6 1,2 2.6 2.8 3.1

Metropolitan status

City . . . . . . . . . . . . . . . 0.9 1.7 4.3 - 3.1 4.5

urban fMge . . . . . . . . . . . . 0.9 1.9 3.3 3.7 3.2

Town . . . . . . . . . . . . . . . 2.3 2.8 3.8 1.7 3.8

Rural . . . . . . . . . . . . . . . 3.2 3.2 4.3 1.6 4.2

Geographic region

Nofieast, . . . . . . . . . . . . 1.2 1.1 4.8 2.5 5.0

Southeast . . . . . . . . . . . . . 2.1 3.3 3.9 3.1 4.3

Central . . . . . . . . . . . . . . 0.6 2.3 4.1 1.7 5.1

West . . . . . . . . . . . . . . . 4.1 4.1 3.9 2.6 4.2

SOURCE: U.S. Depatrnent of Education, National Center for Education Statistics, Fast Response Swvey System, “Arts Education

Survey,” FRSS 50, 1994.

53
Table 6a.--Standard errors of’ the mean number of courses, teachers, and specially equipped

spaces provided by public secondary schools. by arts subject: 1993-94

Progmrn characten stlc Music Visual arts Drama/theatre Creative writing Dance

Number of courses. . . . . . . . , . 0.2 0.2 0.2 0.2 0.2

Number of teachers. . . . . . . . . . 0.1 0.1 0.1 0.1 0.1

Number ofroom~ . . . . . . . . . . 0.1 0.1 0.1 0.1 0.1

NOTE: Based on the number of secondasy schools that offer instruction in each subject: music -18,755 (94 percent); vssual asts17.631 (89 percent); drarrdtheatre -10,740 (54 percent); creatwe writing -9,256 (46 percent); dance - 2,616(13 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, ‘Arts Educahon

Survey,” FRSS 50, 1994.

54
Table 7a.--Standard errors of the percent of public elementary and secondary schools

having a district arts coordinator or curriculum specialist in the arts, by school

characteristics: 1994

Sdmol characteristic I Elementary I

Secondary

AUpublic schools . . . . . . . . . . . . . . . . . . 2.3 1.9

Size of enrollment

Small . . . . . . . . . . . . . . . . . . . . . . . 4.2

Moderate . . . . . . . . . . . . . . . . . . . . . . 2.7

Large. . . . . . . . . . . . . . . . . . . . . . . . 3.6

Metropolitan status

City.. . . . . . . . . . . . . . . . . . . . . . . 4.0

Urbanfringe. . . . . . . . . . . . . . . . . . . . . 4.1

Town.. . . . . . . . . . . . . . . . . . . . . . . 3.3

Rural . . . . . . . . . . . . . . . . . . . . . . . . 3.6

4.3

2.7

3.5

4.6

4.0

3.6

4.0

Geographic region

Nod-ieast. . . . . . . . . . . . . . . . . . . . . . 4.1 4.0

Southeast. . . . . . . . . . . . . . . . . . . . . . 4.2 3.6

Central . . . . . . . . . . . . . . . . . . . . . . . 3.6 3.9

West. . . . . . . . . . . . . . . . . . . . . . . . 3.5 4.1

SOURCE: U.S. DepmtmentofEducation, National CenterforEducation Statistics,Fast ResponseSuweySystern, ’’A*Education

Sutvey~FRSS50,1 994.

55
Table 8a.--Standard errors of the percent of public secondary schools requiring credit in the

arts for graduation, by school characteristics: 1994

Credit in the arts required,

School characteristic Credit spaficaily m but as an option within a

the arts reqmred group of specified subjects 1

All public seconda~ schools2

Size of enrollment

Small . . . . .

Moderate . . . .

Large . . . . .

Metropolitan status

City . . . . . .

Urban fringe. . .

Town . . . . .

Rural. . . . . .

Geographic regmn

Northeast. . . .

southeast . . . .

Central. . . . .

West . . . . . .

. .

. .

. .

. .

. .

“.

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

“

.

.

.

.

.

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

2.6

5.4

3.4

3.3

4.6

4.5

4.4

4.6

4.9

5.0

4.4

4.6

1.8

3.5

2.9

2.8

3.8

5.0

4.0

3.1

3.5

3.2

3.5

3.9

lFor example, att, foreign language, or computer science.

2Based on schools that are not intermediate or junior high schools and include gmde 12: 80 percent of all secondary schools.

SOURCE: U.S. Depatment of Education, National Center for Education Statistics, Fast Response Survey System, “Arts Education

Survey,” FRSS 50, 1994.
Table 9a.--Standard errors of the percent of public elementary and secondary schools

offering inservice training or other professional development activities in the

arts, by school characteristics: 1993-94

School characteristic I Elementary I Secondary

AUpublic schools . . . . . . . . . . . . . . . . . .

Size of enrollment

Small. . . . . . . . . . . . . . . . . . . . . . . .

Moderate . . . . . . . . . . . . . . . . . . . . . .

Large . . . . . . . . . . . . . . . . . . . . . . . .

Metropolitan status

City . . . . . . . . . . . . . . . . . . . . . . . .

Urban fringe . . . . . . . . . . . . . . . . . . . . .

l-own. . . . . . . . . . . . . . . . . . . . . . . .

Rural. . . . . . . . . . . . . . . . . . . . . . . .

Geographicre~on

Northeast. . . . . . . . . . . . . . . . . . . . . .

southeast. . . . . . . . . . . . . . . . . . . . . .

Central. . . . . . . . . . . . . . . . . . . . . . .

West. . . . . . . . . . . . . . . . . . . . . . . .

2.1

4.3

3.0

3.2

4.1

3.8

3.9

4.5

4.9

4.2

3.2

3.4

2.1

3.9

3.0

3.2

4.5

3.9

4.0

4.1

4.8

3.8

3.3

4.1

SOURCE: U.S. Depatment of Education, Nationa.lCenterforEducation Statistics,Fast Response Su~ey System, ’’Arts Education

su.rvey;FRss50,1 994.

.

57
Table 10a.--Standard errors of the mean number of informal and formal exhibitions and

performances of students’ art work in all public elementary and secondary

schools: 1993-94

Type of art presentahon Elementary Secondary

Music

In.fomld . . .

Formal. . . .

Visual arts

Informal . . .

Formal. . . .

Drarna/theatre

Informal . . .

Formal. . . .

Dance

Infom’ral . . ,

Formal. . . .

. .

. .

. .

. .

. .

. .

. .

. .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

. .

. .

. .

. .

. .

. .

. .

. .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

●

✎

✎

✎

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

,

.

.

,

.

.

.

.

.

.

.

.

.

.

.

.

0

.

.

.

.

.

.

.

.

.

.

.

.

. 0.2 0.4

. 0.1 0.4

. 0.3 0.3

. 0.1 0.1

.

.

. 0.1 0.1

. 0.1 0.1

0.2

0.1

0.2

0.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Arts Education

Survey,” FRSS 50, 1994.
Table lla.--Standard errors of the percent of public elementary and secondary schools that

publish literary magazines of students’ work, by school characteristics: 1994

School characteristic Elementary Secondaly

AUpublic sc+mols . . . . . . . . . . . . . . . . . . . 1.5 1.9

Size of enrollment

small . . . . . . . . . . . . . . . .. *.*.** 3.0 3.4

Modem@. . . . . . . . . . . . . . . . . . . . . . 2.1 2.8

Large . . . . . . . . . . . ..e.. . . . . . . . . 2.4 2.4

Metropolitan StiltUS

City . . . . . . . . . . . . . . . . . . . . . . . . 29 4.2

Ulbanftige. ● . . . . . . ● . ● . . . s . . . ● . ● 3.0 4.1

Town. . . . . . . . . . . . . . . . . . . . . . . . 28 3.7

Rural . . . . . . . . . . . . . . . . . . . . . . . . 29 3.0

Geographicn@m

Northeast. . . . . . . . . . . . . . . . . . . . . . 3.4 4.2

southeast. . . . . . . . ● . . ● . . . . . . . . ● . 2.9 3.6

Centml. . . . . . . . . . . . . . . . . . . . . . . 3.0 3.4

West. . . . . . . . . . . . . . . . . . . . . . . . 22 4.1

SOURCE: U.S. DepartrnentofEducation, NtioA CenterforEdu@ion*istics, Fmt Response Survey System,’’A-Utim

SwveyUFRSS50,1 994.
Table 12a. --Standard errors of the percent of public elementary and secondary schools

indicating the extent of parental involvement in various activities related to the

school’s arts program: 1994

Kind of Great Moderate Little or Not

parental involvement extent extent no extent applicable

Elementary schools

Attending school atts events . . . . . . . . . . . . . . . 1.7 2.0 1.5 1.1

Sponsoring fundraising activities for the acts . . . . . . . . . 1.7 1.6 1.6 1.8

Sponsoring art exhibitions or visiting petfotmers . . . . . . , 1.4 1.8 1,7 1.7

Volunteering in ms programs,

Secondary schools

Attending school arts events .

Sponsoring Booster Clubs , .

. . . . . . . . . . . . . . 1.3 1.7 2.1 1$2

. . . . . . . . . . . . . . 1.7 2.1 1.7 1.4

. . . . . . . . . . . . . . 1.8 2.3 1.9 1.7

Sponsoring fundraising activities for the atts . . , . . . . . . 1.6 1.8 2.1 1,5

Sponsoring art exhibitions or visiting performers , . . . . . . 1.0 1.9 2.1 1.8

Volunteering inartsprogramso . . . . . . . . . . . . . . 1.1 2.0 2.0 1.5

1 “Not ~pli~le”indicates the respondents reported that this activity was not an ophon at this school.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “A* Education

Survey,” FRSS 50, 1994,

.

60
Table 13a.--Standard errors of the percent of public elementary and secondary schools

indicating how various aspects of the school’s arts program have changed in the

past 5 years: 1994

Remained Not

Aspe~ of am program Increased the same Decreased available

Elementary schools

Instruction time . . . . . . . . . . . . . . . . . . . . . 1.8 2.0 1.3

Enrollment . . . . . . . . . . . . . . . . . . . . . . . 2.3 2.0 1.5

Number ofarts staff . . . . . . . . . . . . . . . . . . . 1.5 2.0 1.3

Allocation of supplies and materials. . . . . . . . . . . . . 1.4 1.9 1.4 0.6

Funds for teachers’ classroom use. . . . . . . . . . . . . . 1.8 1.7 1.6 0.9

Use of museums, galleries. performance centers, etc. . . . . . . 1.4 2.2 - 1.0 1.5

!Xxondav schools

Number of courses . . . . . . . . . . . . . . ...’.. 2.4 2.3 1.5

Enrollment. . . . . . . . . . . . . . . . . . . . . . . 2.4 2.4 1.0

Number ofiuts staff . . . . . . . . . . . . . . . . . . . 1.6 1.5 1.4

AUocatlon of supplies and materials. . . . . . . . . . . . . 2.1 2.0 1.5 0.6

Funds for teachers’ ckzssroom use. . . . . . . . . . . . . . 2.1 2.0 1.5 0.9

Use of museums, galleries, performance centers, etc. . . . . . . 1.9 2.2 1.1 1.4

- “Not available” does not apply to this response option.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Smvey System, “Azts Education

,Suwey,” FRSS 50, 1994.

61
Table 14a.--Standard errors of the percent of public elementary and secondary schools

indicating the extent to which var]ous influencers make decisions regarding the

school’s arts program: 1994

Great Moderate Small or

Influence on arts program extent extent no extent

Elementmy schools

School teachers . . .

School administrator .

District . . . . . . .

state . . . . . . . .

Parents . . . . . . .

Secondary schools

School teachers . . .

school administrators .

District . . . . . . .

state . . . . . . . .

Parents . . . . . . .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

●

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

●

✎

✎

✎

✎

✎

✎

.

.

.

.

.

.

.

.

.

.

. .

. .

. .

. .

. .

. .

. .

. .

. .

.*

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

. .

. .

. .

. .

. .

.*

. .

. .

. .

. .

. .

. .

. .

● ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

.

.

.

.

.

1.6

1.7

1.8

1.3

1.2

1.7

1.8

21

2.1

21

1.7

1.8

1.8

20

24

. 22 20 1.6

. 2.3 2.1 1.6

. 22 2.5 1.8

. 1.5 20 1.9

. 1.1 1.9 21

SOURCE: U.S. Depatmmt of Education, National Center for Education Statistics, Fast Response Survey System, “ArtsEducatieo

Survey,” FRSS 50,1994.

62
Table 15a. --Estimates and standard errors for the figures:1994

Standard

Figure Estimate error

Figure 1: Percent of public elementary schoois that offer music and visuai

arts: 1994

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual att~ . . . . . . . . . . . . . . . . . . . . . . . . . . .

F’@ure 2: Percent of public elementary schoois with music programs that

inciude generai, inst.wmentai, or vocai music: 1994

Generai, instrumental, andvocal. . . . . . . . . . . . . . . . . . .

General andvocal . . . . . . . . . . . . . . . . . . . . . . . .

Generai only . . . . . . . . . . . . . . . . . . . . . . . . . . .

Generai andinstrumentai . . . . . . . . . . . . . . . . . . . . . .

Instrumental andvocal . . . . . . . . . . . . . . . . . . . . . . .

Instrumental only . . . . . . . . . . . . . . . . . . . . . . . . .

Vocaioniy . . . . . . . . . . . . . . . . . . . . . . . . . . .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

Figure 3: Percent of pubiic elementary schoois that ofYer music and visuai arts,

by type of instructor: 1994

Music

Taught byspeciaiistaonly . . . . . . . . .

Taught by specialists and ciassmom teachers . .

Taught by ciassroom teachers oniy . . . . . .

Visual arts

Taught byspecklistsonly . . . . . . . . .

Taught by specialists and classroom teachers . .

Taught by classroom teachers oniy . . . . . .

. . .

● ✎ ✎

✎ ✎ ✎

✎ ✎ ✎

✎ ✎ ✎

✎ ✎ ✎

. .

.*

. .

. .

. .

. .

.

●

✎

✎

✎

✎

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

● ✎

✎ ✎

✎ ✎

● ✎

✎ ✎

● ✎

.

.

.

.

.

.

Figure 4 Percent of public elementary schools that offer visuai ar@ by type of

instructor, by geographic region: 1994

Taught by SpWkiiStS dy

Northeast . . . . . . . . . . .

Southeast . . . . . . . . . . .

Central . . . . . . . . . . . .

West . . . . . . . . . . . . .

●

✎

✎

✎

. .

. .

. .

. .

Taught by specialists and classroom teachers

Northeast . . . . . . . . . . . . . .

Southeast . . . . . . . . . . . . . .

Central . . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . .

Taught by classroom teachers oniy

Northeast . . . . . . . . . . . . . .

southeast . . . . . . . . . . . . . .

Central .’ . . . . . . . . . . . . . .

West . . . . . . . . . . . . . . . .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

.

.

.

.

.

.

.

.

.

.

.

.

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

● ✎

✎ ✎

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

●

✎

✎

✎

✎

✎

✎

✎

✎

✎

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

● ✎

✎ ✎

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

●

✎

✎

✎

●

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

0

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

●

.

.

.

.

.

.

.

.

97

85

0.8

1.5

56 . 2.3

15 1.7

10 1.1

8 1.0

5 3.7

2 0.7

3 0.7

70

22

8

43

29

28

58

42

51

24

34

32

30

22

1.9

1.4

1.3

2.4

1.8

1.9

4.5

4.2

4.0

4.1

4.5

4.3

3.6

3.5

. 7 2.8

. 26 4.5

. 19 3.8

. 53 4.0

63
Table 15a. --Estimates and standard errors for the figures: 1994--continued

standard

Figure Estimate error

Figure 5: Percent of public elementary schools that offer music and visual arts

and are served by arts specialists: 1994

Music

Served by full-time specmlists . . . . . . . . . . . . . . . . . . . . . . . 53

Served byp.mt-tim especialistsonly . . . . . . . . . . . . . . . . . . . . 39

Served byclassroom teachers only. . . . . . . . . . . . . . . . . . . , . 8

Visual arts

Served by ftdl-time specialists . . . . . . . . . . . . . . . . . . . . . ..-39

Se~edby pati-time specialists ordy . . . . . . . . . . . . . . . . . . . . 33

Semedby classroom teachemordy. . . . . . . . . . . . . . . . . . . . . 28

Figure 6: Percent of public elementary schools that offer dance: 1994

Sepamte dance program taught by a dance specialist. . . . . . . . . . . . . . .

Dance is pan of the physical education program and is taught by a dance specialist. . .

Dance is part of the physical education program and is taught by a physical education

teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Nodance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure 7: Percent of public elementary schools that offer drama and theatre: 1994

Drama/theatre activities are used by classroom teachers to teach other subjects . . . .

Separate drartdtheatre program taught by a drarrdtheatre specialist . . . . . . . .

Drarnahheatrei spatiofthel anguagea rtscurricuhun . . . . . . . . . . . . . .

Nodrandtheatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure 8: Percent of public elementary schools that Mer creative writing 1994

Partoflanguage attscurnctdum . . . . . . . . . . . . . . . . . . . . . .0

Specialist on staff works with students and consults with teachers regularly. . . . . .

Specialist onstaffconsukwi thteachers . . . . . . . . . . . . . . . . . . .

Teachers nxeive materials and activities from the district. . . . . . . . . . . . .

Outside specialist works with students or teachers on an invitational basis . . . . . .

Figure 9: Percent of public secondary schools that offer separate instruction

in various arts subjects: 1994

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Drarna/t.heatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure 10: Percent of public elementary schools that offer music and visual

arts and indicating that curriculum guidelines are provided by the district: 1994

4

3

36

57

56

8

16

20

92

3

2

2

1

94

89

54

47

13

2.0

1.8

1.3

2.0

1.8

1.8

0.7

0.7

1.6

2.0

1.5

0.9

1.4

1.4

0.9

0.6

0.4

0.5

0.4

1.4

1.4

2.0

2.3

1.2

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 1.6

Visual arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 1.8

64
Table 15a. --Estimates and standard errors for the figures: 1994--continued

Standard

Figure Estimate error

Figure 11: Percent of public secondary schoois that offer instruction in various

arts subjects and indicating that curriculum guidelines are provided by the district:

1994

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Drandtheatre. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure 12: Percent of public elementary and secondary schoois Indicating awareness of

the voiuntary Nationai Standards for Arts Education, and percent of those schools

incorporating some of the standards into theJr arts programs: 1994

Elementary schools

Aware of standards . . .

Incopxating standards .

Secondary schools

Aware of standards . . .

Incorporating standards .

. .

. .

. .

.*

. .

. .

. .

. .

.

●

✎

✎

. .

. .

. .

. .

. .

. .

. .

. .

.

.

.

.

. .

. .

. .

. .

“.

. .

. .

. .

. .

. .

. .

. .

.

.

.

.

. .

. .

. .

. .

. .

. .

. .

● ✎

.

.

.

.

.

.

.

.

Figure 13: Percent of pubiic elementary and secondary schools having artista-inresidence in various arts subjects during the past 5 years:

Elementa~

In one or more subjects.

Music . . . . .

Visual arts. . . .

Drama/theatre . .

Creative writing .

Dane. . . . . .

Folklore. . . . .

Secondary

. .

.,

. .

. .

. .

. .

In one or more subjects.

N’luslc . . . . . . .

Visual arts. . . . . .

IkumM.heatre . . . .

Creative writing . . .

Dance . . . . . . .

Foikiore. . . . . . .

.

.

.

.

●

✎

✎

✎

✎

✎

✎

✎

✎

✎

. .

. .

. .

. .

.0

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

● ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

.

.

●

✎

●

✎

✎

✎

✎

✎

✎

✎

✎

✎

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

● ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

.

.

●

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

.

.

●

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

.

.

●

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

. .

. .

. .

. .

.*

● ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

. .

. .

● ✎

● ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

.

.

●

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

. .

. .

. .

. .

● ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

.

.

●

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

Fwure 14: Percent of pubiic elementary and secondary schoois indicating the

contributions their artists-in-residence have made to the school: 1994

Elementq

Provided knowledge about art forms to students through exhibition or instruction

Provided knowledge about art forms or arts education through teacher inservice .

Provided mputoncumculum . . . . . . . . . . . . . . . . . . . . .

Secondary

Provided knowledge about att forms to students through exhibition or instmctiom

Provided knowledge about act forms or arts education through teacher inservice .

Provided input oncurnculum . . . . . . . . . . . . . . . . . . . . .

.

.

.

.

.

.

●

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

.

.

.

.

.

.

●

✎

✎

✎

✎

.

.

.

.

.

.

.

82 1.5

83 1.5

75 2.5

80 2.4

66 4.3

34

24

40

29

40

19

26

15

17

14

15

35

18

23

14

13

7

7

1.8

2.8

2.1

3.1

2.0

1.7

1.6

1.6

1.6

1.5

1.6

2.0

1.4

1.8

1.4

1.3

1.0

1.2

. 95 1.4

. 26 2.8

. 21 2.7

. 93 2.1

. 37 3.1

. 30 3.2

65
Table 15a.--Estimates and standard errors for the figures: 1994--continued

Standard

Figure Estimate error

Figure 15: Percent of public elementary and secondary schools that publish

iiterary magazines of students’ work: 1994

Elementary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Secondary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure 16: Percent of pubiic elementary and secondary schoois indicating the use

or integration of technology in the teaching of various arts subjects: 1994

Elementary

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visuaiarts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Dramdtimatre... . . . . . . . . . . . . . . . . . . . . . . . . . .

Cmativewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Dance, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Smondary

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visuaiarts . . . .. e..... . . . . . . . . . . . . . . . . . . .

Dmndtkatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Creativewnting. . . . . . . . . . ● . . ● . . . . . . . . . . ● ● . .

Dance.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Flgure17: Percentofrespondentsindicatingthateduation invariousartssubjects

18

38

33

31

10

71

4

51

55

23

44

4

1.5

1.9

1.8

1.7

1.2

1.6

0.9

2.0

1.9

2.0

2.0

0.8

is --tiaior very importantreiative toother academicsubjects: 1994

Elementary

Music. . . . . . . . . . . . . . . . . . . . . . . . . . .

Visuaiarts . . . . . . . . . . . . . . . . . . . . . . . . .

Dramahhear.r e.. . . . . . . . . . . . . . . . . . . . . . .

Cteativewriting. . . . . . . . . . . . . . . . . . . . . . .

Dsnca. . . . . . . . . . . . . . . . . . . . . . . . . . .

Secondary

Music.. . . . . . . . . . . . . . . . . . . . . . . . . .

Visuaiarts . . . . . . . . . . . . . . . . . . . . . . . . .

Drarnahkatre... . . . . ● . . . . . . . . . . . . . . . .

Creativewnting. . . . . . . . . . . . . . . . . . . . . . .

Dance. . . . . . . . . . . . . . . . . . . . . . . . . . .

. . .

. . .

.**

● ✎ ✎

✎ ✎ ✎

✎ ✎ ✎

✎ ✎ ✎

✚✎✎

✎ ✎ ✎

✎✎☛

. .

. .

. .

. .

. .

84

85

64

92

43

20

1.7

20

1.2

2.1

. . 84 2.0

. . 83 1.8

. . 66 1.9

. . 85 1.5

. . 37 1.7

SOURCE: U.S. DeprtrnentofEducation,Nat ional Center for Education Statistics, Fast Response Survey System, ’’Arts Education

SurveyVFRSS50, 1994.
Table 16.--Percent and standard errors of the percent ot’ public elementary schools that

offer instruction in various arts sub.] ects, by school characteristics: 1994

Music Visual arts Drama/theatre1 Ikm#

School characteristic

Standard Standard Standard Standard

Percent emor Percent error Percent error Percent error

All public elementay schools . . . . 97 0.8 85 1.5 80 1.4 43 1.7

Size of enrollment

Small . . . . . . . . . .

Moderate . . . . . . . . .

Large . . . . . . . . . . .

87

82

89

2.5

2.4

2.2

80

80

81

2.8

1.9

2.6

36

45

45

4.9

2.8

3.1

94

99

98

2.2

0.8

0.9

. . . .

. . . .

. . . .

Metropolitan status

City . . . . . . . . . . .

Urban fringe. . . . . . . .

Town . . . . . . . . . . .

Rural . . . . . . . . . . .

99

99

97

94

0.8

0.6

1.4

2.3

85

87

84

85

3.3

2.8

3.4

2.7

81

85

75

75

3.3

2.7

3.1

3.4

46

47

40

38

4.1

3.8

4.2

4.2

. . . .

. . . .

. . . .

. . . .

Geographic region

Northeast . . . . . . . . .

southeast . . . . . . . . .

Central . . . . . . . . . .

West . . . . . . . . . . .

4.2

4.0

3.9

3.9

97

95

99

97

1.7

2.0

0.6

1.6

85

79

89

86

3.2

3.9

2.2

2.2

84

70

79

87

3.6

3.7

2.5

2.9

42

37

45

46

..*.

. . . .

. . . .

. . . .

lPercents indicate the number of public elementary SC41001S that include any drama/theatre instruction or activities in their educational

programs.

2Percents indicate the number of public elementary schools that include any instruction in dance, either by a dance specialist or

physical education t-cher.

NOTE: Creative writing is not included in this table because 100 percent of public elementary schools include some kind of

instruction in creative writing, mostly through their language asts programs.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Arts Education

Survey,” FRSS 50, 1994.

67

Appendix C

Survey Forms

69

U.S. DEPARTMENT OF EDUCATION

NATIONAL CENTER FOR EDUCATION STATISTICS O.M.B. No.: 1850-0704

WASHINGTON, D.C. 20208-5651 EXPIIUTION DATE: 10/95

ELEMENTARY SCHOOL ARTS EDUCATION SURVEY

FAST RESPONSE SURVEY SYSTEM

This survey is authorized by law (20 U.S.C. 1221e-1). While ou we not required to respond, your

cooperation is needed to make the results of tlus survey compreK enswe, accurate, and timely.

DEFINITIONS FOR THIS SURVEY:

Artist-in-Residence - A visual, literary, or performing artist or follclorist who viaita a school for an extended period for the

pwposes of teaching artistic techniques and concepts, conducting inscrvice teacher training, or consulting in the

development of curricula. Artists-in-Residence may be sponsored by the district or by the school directly.

Creative writing sp=ialist- A certified education professional who has expertise in creative writigg and is mponsible for a

school’s creative writing program.

Classroom teacher - A certified edueation professional who instructs studenta in a broad range of subject areas on a regular

basis.

Dance specialist - An education professional who is certified to teach dance.

District - An education agency at the local level that exists primarily to operate public schools. In this questionnaire, the term

“district” includes smaller units of administration, such as areas.

Drama/theatre specialist - A certified education profwsional who has expertise in dramahheatre and is responsible for a

school’s dramah,heatre program.

Music - An instructional program that generally describes the study and appreciation of music, and the study of music

performance. Includes instruction in music app=iation, music theory, the historical development of music, the

fundamentals of various musical instruments, and vocal and instrumental (band and orchestra) performance.

Music specialist - An education profasional who is certified to teach general, vocal, or instrumerttal music.

Technology - Instructional tools such as eomputera, 1- and 2-way video, CD-ROM, teleeommunieations, multimedia,

hypermedia, networka, etc. that are incorporated in instructional eomponenta in order to enhanee teaching and learning in

the arts.

Visual arts - An instructional program of arts disciplines that includes fine afi, communication and d=ign arts, architecture

and environmental ark, and crafts such as ceramics, jewelry, and works in wood, paper, and other materials.

Visual arts specialist - An education professional who is certified to teach visual arts.

AFFIX LABEL HERE

IF ABOVE INFORMATION IS INCORRECT, PLEASE CORRECT DIRECTLY ON LABEL.

Name of person completing form: Telephone:

Fax #:

Best days and times to reach you (in case of questions):

RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS, CALL:

WESTAT Nancy Carey

1650 Research Boulevard 1-8M.L937-8281, Ext. 4467

Rockville, Maryland 20850 Fax #: 1-301-5174134

Attention: 928162

Public rcpofiing burden for thk collection of information is estimated to average 30 minutes per response, including the time for reviewing

instmctiona, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of

information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggeationa for

reducing this burden, to the U.S. Department of Education, Information Management and Compliance Division, Waal@ton, D.C. 20202-

465 1; and to the Ofice of Management and Budget, Paperwork Reduction Project 1850-0704, Waah@ton, D.C. 20503.
Please refer to the list of definitions on the cover page of this

questionnaire for terms or phrases that are printed in bold type.

1.

2.

3.

4.

5.

6.

7.

8.

Does this school offer instruction in visual arts? (Ckfe one.)

Yes . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . 2 (skip to Q8)

How is visual arts primarily taught at this school? (Cimle one.)

In a separate class taught by a visual arts specialist . . . . . . . . . 1

By the classroom teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

By both visual arts specialists and classroom teachers . . . . . . . 3

On average, approximately how many minutes of class time is

devoted to separate instruction in visual arts each week?

a. From a visual arts specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b. From the classroom teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How many visual arts specialists are on this school’s staff?

(Consider itinerunt teachets who teach at mom than one school as

pm time.)

a. Full time b. Part time

Does this school currently have a specially equipped space used

primarily for teaching visual arts? (Citrfe one.)

Yes . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . 2

Does your district provide written curriculum guidelines in visual

arts instmction? (Circle one.)

Yes . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . 2

Do visual arts specialists at this school include any of the

following activities in their teaching? (Circfe one number in each

rvw. If this school has no vkuul mts specialists, skip to Q8.)

a.

b.

cc

Don’t

Yea No know

Integrate other academic subjects into

their visual arts instruction . . . . . . . . . . . . . . . . 1 23

Consult with classroom teachers on

incorporating visual arts into the

teaching of other academic subjects 1 23

Collaborate or team teach with other

arts specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...0 123

Does this school offer music instruction in the following areas:

(Circle one number in each row.)

Yes No

a. General music?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

b. Vocal musicq . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

c. Instrumental music?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Jjfyou answered “ATomfor ~ b, and c, stip to Q15.

9. How is music primarily taught at this school? (Cimfe one.)

In a separate class taught by a music specialist . . . . . . . . . . . . . . . . . . 1

Qy the classroom teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

By both music specialists and classroom teachers . . . . . . . . . . . . . . 3

10. On average, approximately how many minutes of class time is

devoted to separate instruction in music each week?

a. From a music specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b. From the classroom teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11.

12.

13.

14.

15.

16.

17.

How many music specialist% including general,

instrumental instructors, are on this school’s staff

ih”nemnt teachen who teach at mom than one school as p

a. Full time b. Part time ,_

Does this school currently have a specially equipped

primarily for teaching music? (Cimle one.)

Yes . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . 2

Does your district provide written curriculum guidelin

instruction? (Cimle one.)

Yes . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . 2

Do music specialists at this school include any of th

activities in their teaching? (Circle one number in ea

this school has no music specialists, skip to Q15.)

Yes No

a. Integrate other academic subjects

into their music instruction . . . . . . . . . . . . . . . 12

b. Consult with classroom teachers on

incorporating music into the

teaching of other academic subjects 1 2

c. Collaborate or team teach with

other arts specialists. . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Does this school include dance in its instructiona

(Cimie all that apply.)

Yes, in a separate class taught by a dance specialist . . .

Yes as part of the physical education program taught

by a dance specialist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Y-as part of the physical education program taught

by a physical education teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...0.

No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...00.. ● . . . . . . . . . . . . . . . . . . .

Which of the following statements best describes th

approach to teaching drama/theatre? (Cin#e only one.

Drama is taught as a separate subject by a drama/

theatre specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Drama is part of the language arts curriculum . . . . . . . . . . . . . . .

Drama is not part of the school’s curriculum, but

dramatic activities such as enacting stories

or plays are used by classroom teachers in

teaching other subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..0......

Drama/theatre is not part of the curriculum . . . . . . . . . . . . . . . . . . .

Which of the following statements best descriies th

creative writing program? (Cimfe only one.)

A creative writing specialist on the school’s staff works

directly with students on a regular basis and consult

with teachers on writing programs for students . . . . . . . . . . .

A creative writing specialist on the school’s staff consul

with teachers on writing programs for students . . . . . . . . . . .

A creative writing specialist from the district provides

materials and activities to classroom teachers . . . . . . . . . . . . . .

An outside specialist or writer works directly with

students or teachers on an invitational basis . . . . . . . . . . . . . . . .

Creative writing is part of the language arts curriculum .

72
18.

19.

20.

21.

Does your school district have an arts coordinator or curriculum

specialist in the arts who is responsl%le for the educational

program offered in the arts? (Cim/e one.)

Yes . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . 2

During the 1993-94 year, did your school or district offer inseMce

training or other professional development activities in the arts?

(Circle one.)

Yes . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . 2

Has this school had an Artist-in-Residence in any of the following

areas during the past 5 years? (Cimle one number in each rvw. If

this school has had no Artkts-in-Residence, skip to Q22)

Don%

Yes No know

Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Dance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Drama/theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Folklore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Visuai arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

In gener~ what did the Artist-in-Residence program contribute

to this schooi’s arts program? (Cide all that apply.)

Provided input on curriculum development . . . . . . . . . . . . . . . . . . . . . . . . 1

Provided knowledge about art forms or arts education

through teacher inservice tmining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Provided knowledge about art forms to students through

exhibition or instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

22. In what arts subject(s) does this school use or integrate

23.

technology in its teaching? (Cimle all that appZy.)

Creative writing . . . . . . . . . . . . . . 1 Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Dance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 visual arts . . . . . . . . . . . . . . . . . . . . . . . . 5-”

Drama/theatre . . . . . . . . . . . . . . . 3 None. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Please indicate the extent of parental involvement in the arts

program at this school. (Cimle one number in each rvw. If your

school does not sponsor a prvgnwn listed, circle “5” fm “not

applicable.’)

a.

b.

c.

d.

24. In

Great Moderate Little None NA

Sponsoring fund raising

activities for the arts . . . . . . . . . . 1 2 345

Sponsoring art exhibitions

or visiting performers . . . . . . . . 1 2 345

volunteering in arts

programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 345

Attending school arts

events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 345

1993-94, approximately how many of the following

presentations of students’ work outside of their own classrooms

took place at this school?

Formal ,

a.

b.

c.

d.

Informal

(for the school)

Visual arts exhhitions..... . . . . . . . . .

Musical performances. . . . . . . . . . . . . .

Theatrical performances . . . . . . . . . .

Dance performances . . . . . . . . . . . . . . . .

(for parents

or community)

25.

26.

Does this school publish a litera~ magazine of students’ wor

(Cimie one.)

Yes . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . 2

Compared to 5 years ago, please indicate how each of th

following aspects of this school’s arts program has change

(Circle one number in each rvw.)

a.

b.

c.

d.

e.

f.

Remained Non

Increased the same Decreased availa

Instruction time . . . . . . . . 1 2 3-

Enrollment . . . . . . . . . . . . . . . . 1 2 3-

Number of arts staff. 1 2 3

Allocation of supplies

and materials . . . . . . . . . . . . . 1 2 3 4

Funds for teachers’

classroom use . . . . . . . . . . . . . 1 2 3 4

Use of musegalleri~ performance

ccnte~ etc. . . . . . . . . . . . . . . . 1 2 3 4

27. To what extent do the following make decisions regarding the ar

program at this school? (Cimfe one number in each row.)

Great Moderate Small None

a. State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

b. District . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

c. school admkbkrators . . . . . . . . 1 2 3 4

d. School teachers . . . . . . . . . . . . . . . . . . . 1 2 3 4

e. Parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

28. Are you aware of the voluntary National Standards for Art

29.

30.

31.

32.

Education? (Ci.de one.)

Yes . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . 2 (Skip to Q30)

Is your school incorporating any of the Standards?

Yes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Don’t know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

How long is the typical school day for most students at thi

school? (If the length of day van”es by day orgrude !ew[, recotd the

longest day.) hours minutes

Is this school a magnet or specialized school designed to offer

primarily arts education to elementary students? (Circfe one.)

Yes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

No, but there is one in our district . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

In your opinion, how important is education in the arts relative to

other academic subjects? (Cimle one number in each rvw.)

Essential Unimportan

Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5

Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12345

Drama/theatre . . . . . . . . . . . . . . . . . . . . . . . . . . 12345

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12345

visual arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12345

THANK YOU.

U.S. DEPARTMENT OF EDUCATION

NATIONAL CENTER FOR EDUCATION STATISTICS O.M.B. No.: 1850-0704

WASHINGTON, D.C. 20208-5651 EXPIRATION DATE: 10/95

SECONDARY SCHOOL ARTS EDUCATION SURVEY

FAST RESPONSE SURVEY SYSTEM

This survey @ authorized by law (20 U.S.C. 1221e-1). while ou are not required to respond, your

cooperation IS needed to make the results of ths survey compreienswe, accurate, and timely.

DEFINITIONS FOR THIS SURVEY

Artist-in-Residence - A visual, literary, or performing artist or folklorist who visits a school for an extended period for the

purposes of teaching artistic techniques and concepts, conducting inservice teacher training, or consulting in the

development of curricula. Artists-in-Residence may be sponsored by the district or the school directly.

Creative writing - ASI instructional program that describes the process and techniques of origrnal composition in various

literary forms, such as short stories, plays, and poetry.

Dance - An instructional program that prepares students to express themselves through the performance of one or more of the

dance disciplines, including ballet, modem, jazz, ethnic, and folk dance, and that describes dance as a cultural

phenomenon. Includes instruction in choreography, dance history and criticism, and dance production.

District - An education agency at the local level that exists primarily to operate public schools. In this questionnaire, the term

“district” includes smaller units of administration, such as areas.

Drama/theatre - An instructional program that generally describes the study of dramatic works and their performance.

Includes instruction in dramatic literature, dramatic styles and types, and the principle of organizing and producing plays.

Music - An instructional program that generally describes the study and appreciation of music, and the study of music

performance. Includes instruction in music appreciation, music theory, the historical development of music, the

fundamentals of various musical instrttmenta, and vocal and instrumental (band and orchestra) performance.

Technology - Instructional tools such as computers, 1- and 2-way video, CD-ROM, telecommunications, multindia,

hypermedia, ne4works, etc. that are incorporated in instructional components in order to enhance teaching and learning in

the arts.

Visual arts - An instructional program of arts disciplines that includes fme arts, communication and design arts, architecture

and environmental arts, and crafts such as ceramics, jewelry, and works in wood, paper, and other materials.

AFFIX LABEL HERE

IF ABOVE INFORMATION IS INCORRECT, PLEASE CORRECT DIRECTLY ON LABEL.

Name of person completing form: Telephone:

Title: Fax #:

Best days and times to reach you (in case of questions):

RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS, CALL:

WESTAT Nancy Carey

1650 Research Boulevard 1-800-937-8281, Ext. 4467

Rockville, Maryland 20850 Fax #: 1-301-517-4134

Attention: 928162

Public reporting burden for this collection of information is estimated to avemge 30 minutes per response, including the time for reviewing

instmctions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of

information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestiona for

reducing this burden, to the U.S. Department of Education, Information Management and Compliance Division, Washington, D.C. 20202-

465 1; and to the Office of Management and Budget, Paperwork Reduction project 1850-0704, Washington, D.C. 20503.
Please refer to the list of definitions on the cover page of this questionnaire for terms or phrases that are printed in hold type.

Please answer questions 1 through 6 for each subject listed to the right.

1. Does this school offer separate instruction in the arts subjects listed here?

If your school oflen NO insbuction in a p~”cular subject, skip that cokmn

for questions 2-6.

2. How many separate courses does this school offer in each subject?

(Count difiensnt sections of the same coune as 1 course.)

3. How many full and part time teachers taught one or more courses in each

subject during the 1993-94 school year?

4. What was the approximate total enrollment in each subja during

the 1993-94 school year?

5. How many specially equipped spaces/labs/studio~ including practice

room% does this school allocate for courses taught in the subject?

6. Does your district provide written curriculum guidelines in the subje@

for the arts teachers to follow?

7.

8.

9.

10.

11,

12.

Creative

writing

Yes No

Yes No

Drama/

Dance theatre Music

+-F

Yes No Yes No Yes No

Vkual

arts

Yes No

Yes No

Does your school district have an arts coordinator or curriculum specialist in the arts who is responsl%le for the educational program

offered in the arts? (C.imfe one.)

Yes. . . . . . . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

During the 1993-94 school year, did your school or district offer inseMce training or other professional development activities in the

arts? (Cimle one.)

Yes. . . . . . . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Has this school had an Artist-in-Residence in any of the following areas during the past 5 years? (C.itde one number in each mw. If

this school has had no Artists-in-Residence, skip to Q1l.)

Yes No Don’t know

Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3

Dance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3

Drama/theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3

Folklore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3

visual arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3

In genera what did the Artist-in-Residence program contribute to this school’s arts program? (Cide afl that appfy.)

Provided input on curriculum development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Provided knowledge about art forms or arts education through teacher inseMce training . . . . . . . . . . . . . . . . . . . . . . 2

Provided knowledge about art forms to students through exhibition or instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

In what arts subject(s) does this school use or integrate technology in its teaching? (Circled that appfy.)

Creative writing . . . . . . . . . . . 1 Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Dance. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 visual arts . . . . . . . . . . . . . . . . . . . . 5

Drama/theatre . . . . . . . . . . . . 3 None . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Please indicate the extent of parental involvement in the arts program at this school. (Cim2e one number in each rvw. If your school

does not sponsor a prvgmm listed, cimle “5wfor “not applicable.’)

a.

b.

c.

d.

e.

. Great Moderate Little None NA

Sponsoring Booster Clubs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5

Sponsoring fund raising activities for the arts . . . . . . . 1 2 3 4 5

Sponsoring art exhibitions or visiting performers. 1 2 3 4 5

Volunteering in arts programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5

Attending school arts events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5
13. In1993-94, approfiate& howmany of the fo~otig pre*ntations ofstudents' workoutside of thetiom cl&rooms tookplamatttis

school? Formal

Informal (for parents

(for the school) or community)

a. Visual arts exhibitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b. Musical performances .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c. Theatrical performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d. Dance performances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14. Does this school publish a literq magazine of students’ work? (Chde one.) Yes . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . 2

15. Compared to 5 years ago, please indicate how each of the following aspects of this school’s arts program has changed. (Cimle one

number in each row.) Remained None

16

17.

18.

19.

20.

Increased the same Decreased available

a. Number of courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3

b. Emollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3

c. Number of arts staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3-

d. Allocation of supplies and materials . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

e. Funds for teachers’ classroom use . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

f. Use of museum% galleri~ performance

center% etc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

To what extent do the following make decisions regarding the arts program at this school? (Cide one number in each row.)

a.

b.

c.

d.

e.

Great Moderate Small None

State. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

District . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

School adminWators . . . . . . . . . . . . . . . 1 2 3 4

School teachers . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

Are you aware of the Voluntary National Standards for Arts Education? (Circfe one.) Yes . . . . . . . . . 1 No . . . . . . . . . 2 (Skip to Q19)

1s your school incorporating any of the Standards?

Yes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Don’t know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1s this school a magnet or specialized school designed to offer primarily arts education to intermediate or secondary students? (Cide one.)

Yes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

No, but there is one in our district. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

In your opinion, how important is education in the arts relative to other academic subjects? (Cim/e one number in each row.)

Essential Unimportant

Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5

Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5

Drama/theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5

Visual arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5

I

IF YOUR SCHOOL IS AN INTERMEDIATE OR JUNIOR HIGH SCHOOL, DO NOT CONTINUE. THANK YOU. I

21. Is taking an arts course a requirement for graduation at your school? (Cimle one.)

a. Yes, credit specifhlly in the arts is required for graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

b. Y- credit in the arts is an option within a speciiled group of subjects that fulfii a requirement

(e.g., arts or foreign language or computer science) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

c. No, there is no arts requirement for graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

22. (J “yes” to 21a or 21b) How many credits in the arts are required?