By ALICIA LEONARD
Some of our most celebrated business leaders and innovators have sought out not the most technologically skilled employees to help grow their business, but those educated in the most well-rounded way.
Steve Jobs of Apple Computers summed it up well, “It’s in Apple’s DNA that technology alone is not enough,” he said. “It’s technology married with liberal arts, married with the humanities, that yields the results that make our hearts sing.”
Classes in the “arts” have been shown to help improve science and math scores by aiding the student with critical thinking, problem solving skills, flexibility, and creativity. Following the STEM (Science, Technology, Engineering and Manufacturing) route may make students very proficient in one job, but innovators believe that technology training coupled with liberal arts degrees is going to produce the most sought-after employees of the future.
Former president of Kenyon College Georgia Nugent spoke to FastCompany.com on why students and future employees needed more arts in schools and in their training. “It’s a horrible irony that at the very moment the world has become more complex, we’re encouraging our young people to be highly specialized in one task. We are doing a disservice to young people by telling them that life is a straight path. The liberal arts are still relevant because they prepare students to be flexible and adaptable to changing circumstances.”
While state and federal governments have pushed money toward educating students in science, technology, engineering and manufacturing the past decade, another movement has been slowly brewing. Much of it is supported not only by educators and technology titans, but also by local community leaders to make sure students have every opportunity possible to participate in classes such as band, chorus, dance, and theater just to name a few, by adding an “A” for Art classes to turn STEM into STEAM.
Walton County School Board (WCSB) Vice-chair Mark Davis brings the subject to the table often during student progression and curriculum planning workshops and regular board meetings. During those meetings, he has asked staff and fellow board members for their thoughts on the robust arts curriculum in middle schools in neighboring counties, and why Walton County students were not able to have similar experiences in their school district.
During the Aug. 4 WCSB workshop held after the regular board meeting, board members, administration and staff discussed what would be needed to bring more art back to the classroom, as well as how to interest students in participating in those classes.
Coordinator of Mathematics and Data Support for the district Nathan Smith answered questions pertaining to increasing opportunities and participation in possible additional arts classes in the future.
Speaking on middle school curriculum, Davis said, “We have 13-and-a-half classes that are required by the state…so, we have some flexibility. Why can we not require one or two musics?”
Smith responded that according to state statute, some courses such as science, mathematics, English and social studies are required, but for elective courses, parents have the choice to opt their children out of courses like physical education, and they cannot require students to take elective courses. He added, “It’s truly different at every school as far as courses and how they choose to fill those electives.”
Davis responded, “I’ve been asking for four years, how do we increase the participation in middle school in chorus and band? And, no one has ever answered me that so, I’m asking you can we do like we do in physical education…require a period…and give them some opt-out if they need?”
Smith responded that they could add those courses in but they were required to give the parents an option for their children to not participate.
Davis recalled that a year or so prior, one middle school only had eight children that joined the band at Walton High School upon entering their freshmen year.
He asked the board, “Do you know any other way we can increase participation?” Adding that a neighboring county middle school had 80 children enrolled in it’s chorus. “Why can’t we do that. Explain to me why we can’t do that? I’m asking. I don’t know.”
He continued, “We just don’t have a clue how many opportunities we are missing for kids. I know it’s not fair to compare us to…next door, but there are other places, that these choral bands are large in schools our size, and many places it’s a third of the student population…and there’s hundreds of thousands of dollars in scholarships, grants and aid that our students are missing out on.”
Smith mentioned the concern that some students needed more course time rather than electives. Davis responded with comments on music and band being shown to help children improve academic performance.
Board member William (Bill) Eddins Jr. mentioned that it would take a shift in order to increase participation by changing the culture and the climate of the community.
Board Attorney Ben Holley agreed, saying, “That’s what happened in Crestview. The band director changed the culture. He got the band extended…and once they got it going it attracted students.”
District Superintendent Carlene Anderson said when she was in school they used the “wheel method,” exposing children to art, music, chorus, and industrial arts. “And you had nine weeks of every one of those in sixth grade so you got exposed to all of them.” She added that if the student had formed an interest in any of the courses, they were able to continue to take them in eighth and ninth grade.
Anderson expressed concern about changing any courses around after the year’s master schedule had been set, but Davis replied he had no expectations on changes this school year. “I just want something brought back by you guys…some plan to increase participation…It may not work, but let’s try something.”
Anderson responded that many times it was the person in the job that spurred the student’s interest and participation.
Davis requested to have a one to one-half music/art period added to the curriculum and to seek out a coordinator for the district on music education.
“We need someone that starts out with them from kindergarten level…just somebody that can find a way to make those programs better. We’re just shortchanging our students so much.”
Supervisor of Curriculum and Instruction Kay Dailey added there were other courses available, but due to regulations that every class must have a course code, it stopped the wheel method from being used as it had before. “It has to be a course code instead of just rotating them out.”
Anderson and Davis conversed about other options before Davis asked, “When did we decide that sixth-graders know best? We should be imposing music and band on them a little in my opinion. When I went through school a hundred years ago, there were people that went into the band because in seventh grade they had to, and stayed in the band til they were in the 12th grade because they loved it, and went to college on a music scholarship… I promise you had they been given a choice in the sixth grade, that would have never happened.”
Board member Jason Catalano expressed concern about finding the right teachers if the classes became mandatory with an opt-out. Saying the district needs to find someone enthusiastic that can help the students find their enthusiasm for the class as well, he added, “I’d like us to actually put together a program that will be effective.”
Anderson responded that other coaches (curriculum coordinators) work to help teachers in other subjects and one could be sought to help teachers provide more ways to keep kids’ interest in the courses. Or, perhaps a music and arts coach that would be a teacher on assignment position. She added that although she had not pursued the arts past school, her participation in those “wheel” classes had led her to have a great appreciation of music and singers, “because I learned the value of their trade.”
Catalano said his daughter loved art and much of her appreciation for the class was tied to her teacher. “I can see the improvement in her art, and you have to have teachers like that in art and music. It takes something extra to get kids involved in that…and really see it grow from it.”
Anderson added that she agreed with Davis it was needed but educators and administration were already spread thin by mandatory testing, “It’s sad to say, but no one puts our focus on arts and music, because we’re not being tested on it. We put our focus on what we are being tested on, like reading and writing.”
“Well, what are they going to write about if they have no education in art? What are they going to read about?” Davis asked.
Board member Kim Kirby asked about reviving something similar to the wheel courses, and Smith replied that state statue had removed the blanket course codes the wheel had been taught under, but there were other codes and options they could use.
Anderson clarified that the board wanted an extra hour-and-a-half for the arts, with an opt-out to be added to next year’s master schedule. Also to be considered is a possible hire, if funding permitted, to coordinate and visit other schools with healthy arts programs, in order to get a head start on next year, and to help build the art program in the district. Eddins suggested this person also help find teachers already in the district that had strengths in the programs they were looking to expand.
The board agreed it was a good place to start and Anderson said she now had an action plan to move forward, before the board adjourned.
