For example, dance, music, theatre, and visual arts teachers from elementary and secondary schools in a district meet regularly to write a curriculum guide to inform families about arts education, and share their work at a professional conference. Organizing Materials, Time, and Space Strong arts programs develop when educators define what they need to teach the arts comprehensively and safely. To meet the standards in this Framework, schools must provide students with adequate materials, equipment, facilities, and time. Programs grounded in creating and performing require consumable art materials, musical instruments, scripts, and scores. These programs also require generic equipment such as projectors, tape recorders, televisions, and VCRs, computers and CD-ROM players, and, depending on the program and level, specialized equipment such as synthesizers, scanners, lighting equipment, printing presses, darkroom equipment, potter's wheels, and kilns.
Responsible educators pay attention to the issue of safety in the arts.
In visual arts studios, as well as in set design and construction, this means choosing non-toxic art materials, and supervising students when they use tools. Visual arts rooms need adequate wiring, ventilation, and plumbing, and dance studios and theatres need flooring that will support dancers' and actors' movements without causing injury. Theatres need adequate wiring and supports for lighting, and music rooms need acoustical treatment to absorb sound and prevent hearing loss. All arts educators need a resource library in order to introduce students to works of art from the past and other cultures. While some arts educators use textbooks, many teachers find that it is more useful to build an individualized collection of audio and video recordings, software, artifacts, books, prints, or slides that can be used flexibly.