It has become a mantra in education that No Child Left Behind, with its pressure to raise test scores, has reduced classroom time devoted to the arts (and science, social studies, and everything else besides reading and math). If and when there is a demand for more people from the Arts, you will have more people choosing to do it. Then, the Arts will probably not get shoved into a corner and the parents will be supportive of their child’s interests but honestly, even banks prefer hiring engineers to economists.
Thanks to funding and contributions by many sponsors, contributors and the CDE Dropout Prevention and Student Engagement Unit, an Arts Guidebook was created in an effort to connect educational needs with visual and performing arts activities in communities across the state.
Tomorrow’s educational leaders will require the skills and knowledge encompassing an understanding of how philosophical, socio-cultural, multicultural, technological and political influences impact schools, ministries and leading edge organizations in education, health and industry.
The exceptional and culturally different multicultural approach to art education is based on the assumption that there is a specific body of knowledge to be learned, favoring a fine art world view based on the dominant artistic traditions of the Western European and North American cultures, over other sociocultural art worlds (Stuhr, 1994, p. 172).
To provide opportunity and inspiration for substantive dialogue on the issues facing the arts in education community, CtC brings together professionals and supporters of the field from all over the world for regional meetings around the U.S. and larger conferences on the HGSE campus.