Maldonado Beatriz Maldonado Professor Gleason SummerTIME July 24, 2011 Music Offers No Limitations

Imagine a world without movies, without music videos or without any museums. Imagine a world where Math and English are the only requirements to pass secondary school. Imagine a student whose enthusiasm lies in picking up a paint brush, singing opera, or programming a website. Imagine that student slowly discover that each art and music program is becoming extinct, without notice, without awareness As budget cuts began to escalate in 2007, so did the removal of various programs and faculty. Particularly in the state of California, as documented by the California Budget Project, cuts in funding ranged from reducing instructional days, ending ninth grade class size reduction programs, suspending teachers, and eliminating grants for the summer school and afterschool programs. Countless activists, from high school teachers to students, responded to this issue through protests and boycotts, arguing that the budget cuts for art and music were among the most detrimental factors to success in schools. It became clear that the arts were not simply electives that students enrolled in to add to their resumes or transcripts the arts, to the teachers and students, were blessings towards their growth, learning, and imaginative capabilities. Although many art programs are currently being cut due to the lack of funding and resources, public schools must provide them because they create a well-rounded education, and are as equally necessary as academic subjects. A well-rounded education should include a foundation of core subjects (Math, English,

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Science, History, etc.), intense levels (Honors courses and AP courses, etc.), and a variety of electives (theater, dance, creative writing, photography and other arts). A well-rounded education means teaching not only strengths for certain areas (Math or English, etc.), but also developing other areas that students love for fun. Foshay Learning Center identifies two students who have flourished because of art programs, illustrating the impact of a well-rounded education. Students from the Los Angeles United School District (LAUSD) clearly understand the significance and impact the arts have had on them. Once the economic crisis hit in 2003, more than one-fourth (26 percent) eliminated programs were supported by arts and music grants (California Budget Project). Those who were fortunate to maintain programs, such as Foshay Learning Center, remain grateful for their resources of music and arts. The marching band members have explained to their peers about the opportunities they had, which ranged from networking with the LA Phil Harmonic Orchestra members, performing at the Hollywood Bowl, visiting Disneyland to play Genius of Ray Charles and Cartoon Symphony. The music department created the gateways to such memorable experiences for its students. Positive results ensued when becoming a part of the arts. In particular, Cesar Portillo, a trumpet player since the sixth grade, agreed that a world without the artswouldnt even be a worldmusic for me is my way of expressing myselfits not just a hobbyits what I live for (Portillo). When interviewed, he explained that he did not have as much interest in the academics part of an education. He did not strive for the highest scores, for he was satisfied with his C average scores in Calculus and English Language and Composition. Yet, his educational interest remains in playing music, and he wishes to attend Julliard School for Drama, Dance, and Music. Portillo understood that in order to begin his process for Julliard he had to start with the essentials

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academics. The marching band at Foshay Learning Center also demanded an average GPA of 3.0 to help students manage both school and band. Portillo followed the requirements, always keeping music in mind. At his graduation he flashed a smile upon receiving his diploma, announcing to his family that this was only the first step to something greater. Cesar Portillo needed that motivation to succeed in his school courses, while others find that the arts provide an additional ingredient to their education. Students such as Eduardo Mollinedo-Pinn, concur that the arts provide drive and reasons to explore the many wonders of music and the person experiencing it. Eduardo Mollinedo-Pinn is also a student from Foshay Learning who shares the same opinion as Cesar Portillo, yet comes from a different background. Eduardo never received C grade for any of his classes in high school. He participated in decathlon and debate and earned a GPA of 4.0 every semester. School, academically speaking, did not make him as anxious as Cesar Portillo. Eduardo characterized music as that extra spice in his life. When first taking the elective in the 7 th grade, he remembers only taking it because of his programs requirement, not out of free will. Six years later, he has thrived in his jazz class, and became president of the marching band. Without the arts, the world is a world of complacency and mediocrity, he claims, stating music is spontaneous joy (Mollinedo-Pinn). Eduardo did not necessarily need music to pass all his classes. He was accepted to both Reed University and the New York University, and later accepted USCs offer. He discovered that music was a necessity for his soul, apart from an academic-education. Eduardo respected the schools curriculum of math, science, English, and history. The arts, however, marked his education well-rounded and enticing. Even in 1965, the government attempted to focus on a well-rounded education in schools especially with relation to the arts. As president, Lyndon B. Johnson set poverty as a national

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concern, for he understood that poverty intervened in a childs access to an equal education. Johnson created the Elementary and Secondary Education Act (ESEA), which was meant to establish focus upon equal education, providing programs to disadvantaged or low income communities, with high standards of accountability and the establishment of art as a core subject (Voke). On August 9th, 2009, U.S. Secretary of Education Arne Duncan reiterated ESEAs point on defining art as a core subject, and the arts play a significant role in children's development and learning process..."1 Duncan explained his perspective on the arts in education, stating that it should be "a core academic subject and part of a complete education for all students" (qtd. in Drake). He addressed this issue to assure communities that art programs were being recognized by the government. Although there was hope and promise for art programs, those intentions were overruled by the attention on standardized testing. From the early 1800s, forms of standardized testing began to be initiated, but were not enforced. Many schools experimented with the most efficient ways to test a student on his or her performance in a particular subject. In 1988, public schools faced new standards when it came to testing, and from that point, emphasis on standardized testing could not be ignored. The ESEA was amended and reauthorized as the No Child Left Behind Bill (NCLB) in 2001. When NCLB came into place, there was no escape: the bill set the bar for public schools to perform well on standardized tests, linking test scores to a schools budget, completely disregarding the intentions of the ESEA to support an arts education. NCLB judges performance by expecting students to reach a proficiency level on each standardized test (National Assessment of Educational Progress). Both the ESEA and the US Secretary of State emphasized the importance promoting arts in its education. Yet, despite those plans for the

Duncan participated in a public teleconference with the National Association of Music Merchant (NAMM) Foundation to address his letter to School and Education Community Leader.

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future, standardized testing defied those expectations. It became the mandate for schools; if schools perform poorly, their federal funding is reduced. On one level, there is justification to the government and the school districts deciding to target art programs first. The government and school district not only rely on test scores for funding, but they take drastic measuresin hopes of reducing the budget (Hurley). With limited resources, the government has limited options when distributing funds. By creating an environment of objectivity, teachers would have more time to focus on certain goals, more focus on improving a students test scores. Through direct attention between a teacher and his or her student, a student would be bound to develop his skills drastically. However, results have proven otherwise, as stated by the National Assessment of Educational Progress (NAEP)2. Instead of an increase in test scores since 2001, NAEP showed that reading scores remained flat, with 31% of the nations at or above proficient[falling] 2 percentage points (Fuller et al. S). Priorities for reading and math may have seemed encouraging to accomplish, but the result did not demonstrate positive changes. In other words, NCLB structures a system of learning that limits not only students, but teachers as well, enforcing a curriculum that concentrates on reaching a level of proficiency, and institutes a standardization in assessment, a standardization in faculties, textbooks, and even in educational priorities (Hilliard 117). NCLB calls for improvement, but improvement solely based on improving that level of proficiency. Setting goals also constructs limitations, for teachers feel pressured to teach students skills that will shape them into passing the test. For instance, in the Bronx Public School 196, the Schools Under Registration Review (SURR) enforced the improvement on Math and Reading. Consequently, certain classes such as art,

The National Assessment of Educational Progress reports student test scores taken from the state exam.

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music, and gym had to either be cut, or function to help with the reading and math materials. This particular system devalues a students education in order to focus only on the surface part of the education, which is to achieve higher scores on Math and English materials. Cristie Praeger, an arts teacher from Bronx Public School 196, states, If a students talents lie in art, music or science, they lose outAnd schools cant force [teachers] to be creative in their approach, especially if all that matters is a test score (Van Harken). Students should not be pressured to meet a schools standard that is only based on funding; students deserve an education that could allow them to be themselves. An arts education gives the opportunity to excel in areas of creativity and self expression. In order to bring change in the education system, activism must be brought to the Los Angeles Unified School District. Activism promotes, asserts, unites, questions. These demonstrations of boycotts, surveys and interviews emphasize just how activism can unleash a genuine and uplifting potential of an individual to seek improvements. Of course, the process of activism in itself may seem complicated, for it may be hard to not consent to societys expectations, but once delving into the process, opportunities can form. Activism involves a separation from the norms society upholds. It can start with a demand, or a realization when people discover that others are having similar experiences, identifying the same problems, asking the same questions, and being tempted to make the same rejections (Brecher, Costello, and Smith 20). Beginning with the withdrawal from the status quo, one can initiate social movements, to increase awareness and let people know that there is more to a societys standards and expectations of life. Demands are not threats: they are recognitions of what people see missing from life. Predictably, others may refuse to act out of fear or disappointment. Many assume that change will result in negative effects, such as indifference or alterations in peoples

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behavior, or isolation when no one seems to participate in activism. In some occasions, people may not take into account the positive change: through activism, social advances can occur, building bridges for others hopes and dreams. The strength and core of activism also develops from not only the individual, but from the collective unity of members. Community equals and indulges unity, for there is power in numbers. Because of the normalization of oppression, people customarily believe that those already holding power, have the ultimate power. On the other hand, those with that ultimate power are those at the bottom, those who think they do not have a voice. For example in the organization, Arts in Education Council, and the high School Benjamin Franklin, those experiencing budget cuts or limitations in education did not remain victims for long. They responded to their cases through activism, recognizing that everyone has a voice, and can reach success by using their voice. In 1999, for instance, three mothers (Spike Dolomite Ward, Arden Teresa Lewis, and Anita Lee), founded Arts in Education Council, a non-profit organization set to provide the San Fernando Valley public schools with comprehensive arts education programming (Arts in Education Aid Council). The founder, Spike Dolomite Ward, started with her child first, from volunteering her time and resources to teach art in her sons class to painting murals and arranging cultural field trips, all while developing Arts in Education Aid Council, Inc (Arts in Education Aid Council). By simply presenting new material to a couple of students, Ward understood even further the importance of arts in education. Ward was able to reach out to Lewis and Lee, who shared the perspective on the limitation of arts in education. With contributions from the three, Arts in Education Aid Council expanded over time, reaching out to over 50 schools in the San Fernando District. The organization allows the schools the privileges to attend cultural field trips, receive musical assemblies, join in violin orchestras, and participate in mural

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or theatre productions all free of charge (Arts in Education Aid Council). Thanks to the empowerment of these women and their passion towards art, the rest of the schools also gained that opportunity to discover how placing art into the equation, truly adds meaning to the concept of the well-rounded education. Benjamin Franklin High School also refused to remain complacent when it came to the reduction of resources. The high schools teachers, librarian, nurses, even college counselors were being dismissed at the end of the 2010-2011 year. Keanu Sao, a graduating senior, recalled his experience with the major reductions, emphasizing how the staff and faculty got involved, and how he helped get petitions spoke to the principal to tell him the importance of keeping some of the staff and faculty (Sao). The unavoidable shortage of funding may have been a factor, but with unity from supporting students and faculty, they declared their message it is necessary to maintain staff to benefit a students progress in school. Keanu mentioned moments in which he felt defeated, but he convinced himself that it was better than doing nothingAnd if we were able to convince at least one person we were able to accomplish something (Sao) Keanu found worth in each action and step he took. Activism requires a demand for awareness. The key to beginning change is recognizing the need for it. Society has built the ideal that in order to reach a productive life or career, a student should follow the paths of Math (Engineer) or English (Teacher or Lawyer) or even Science (Doctor). Inevitably expectations create limitations. Yes, math and reading contribute highly to a students education and must be enforced, but those particular subjects may not always be a students motivation to thrive in school. If it were not for music, perhaps Cesar Portillo would not find much drive to succeed at Foshay Learning Center. The arts may be considered a salvation for a few, but it can also be thought of as a supplement to view the world as an

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adventure, as Eduardo did. The arts enhance a student to dare, be creative, and experiment. Perhaps, not every student who takes design craft will become an artist or sculptor, but those experiences could build life-long lessons. The arts can provide lessons ranging from patience to prioritizing to even increasing communication and networking between peers and adults, leading students from personal expression to cultural engagement through the capacity of art to act as a social mediator (Freedman 42). Those who have suffered through the elimination of the arts understand the need for improvement on math and reading performances, but they also can distinguish the change of their education. Both the San Fernando Valley Schools and Benjamin Franklin High School, for example, experienced total elimination of resources, but did not surrender to those limitations. Instead, they sought out their own solutions and alternatives to benefit the community and the concept of a well-rounded education. Ultimately, results can generate from those taking action, or to the audience of those taking action. For the Arts in Education Aid Council, the woman performed activism by providing solutions themselves. These women understood the scarcity of art resources, withdrew from the norms of society, and headed towards change. As for the activists in Benjamin Franklin high Schools, their direct approach to the schools allowed them to keep their staff and faculty. Students and teachers can respond to the issue of the elimination and/or reduction of art programs through boycotts, protests, petitions, leadership groups, and service projects. By doing so, each activist will increase awareness and solutions that represent art programs as a necessity to a well-rounded education. Not every person who takes Drama will be the next Julie Andrews, or whoever takes music will be the next Ray Charles but that does not mean that a student should not get a taste of the arts. It is within our nature to listen to music, to dance to a certain beat, to create a persona

Maldonado 10 or picture that breeds from our imagination. So as we imagine a life with the arts, we can also take time to recognize how we got there in the first placeand how, by losing a foundation of the arts, the world may never be the same again.

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Works Cited "California Public Schools Have Experienced Deep Cuts in Funding Since 2007-08" California Budget Project. Cbp.org,July 2011. Web. July 2011. <http://www.cbp.org/pdfs/2011/110607_K12_Cuts_by_District.pdf>. (California Budget Project).

Voke, Heather. "Reflections for Implementation." Info Brief. Association for Supervision and Curriculum Development, Oct. 2001. Web. 24 July 2011. <http://www.ascd.org/publications/newsletters/policy-priorities/oct01/num27/toc.aspx>.

Drake, Kymberly. "U.S. Secretary of Education Arne Duncan Reinforces Importance of the Arts in Schools." U.S. Department of Education. ED.gov, 18 Aug. 2009. Web. 24 July 2011. <http://www.ed.gov/news/press-releases/us-secretary-education-arne-duncan-reinforcesimportance-arts-schools>.

"The Nation's Report Card - National Assessment of Educational Progress - NAEP." National Center for Education Statistics (NCES) Home Page, a Part of the U.S. Department of Education. National Center for Education Statistics, 18 May 2011. Web. 20 July 2011. <http://nces.ed.gov/nationsreportcard/>.

Hurley, Ryan. "Cuts in Arts Programs Leave Sour Note in Schools." Wisconsin Education Association Council. NEA Affiliate, 25 June 2004. Web. 24 July 2011.

Maldonado 12 <http://www.weac.org/news_and_publications/at_the_capitol/archives/20032004/arts.aspx>.

Fuller, B., J. Wright, K. Gesicki, and E. Kang. "Gauging Growth: How to Judge No Child Left Behind?" Educational Researcher 36.5 (2007): 268-78. Print. Fuller et al. S).

Hillliard III, Asa G. "New Perspectives on Black Education." Educational Opportunity and Quality Education 9.2 (1978): 110-26. Print. Hilliard 117).

Van Harken, Joseph. "Budgets Cut Student Experience - CNN." CNN Politics. CNN, 20 Aug. 2003. Web. 24 July 2011. <http://articles.cnn.com/2003-0813/politics/sprj.sch.cuts_1_budget-cuts-music-or-science-math?_s=PM:EDUCATION>. http://articles.cnn.com/2003-08-13/politics/sprj.sch.cuts_1_budget-cuts-music-or-sciencemath?_s=PM:EDUCATION

"The History of the Arts in Education Aid Council." Http://www.aieac.org/history.html. Arts in Education Aid Council. Web. 24 July 2011. <http://www.aieac.org/history.html>.

Brecher, Jeremy, Tim Costello, and Brendan Smith. Globalization from Below: the Power of Solidarity. Cambridge, MA: South End, 2000. Print.

Freedman, Kerry. "Leadership in Art Education: Taking Action in Schools and Communities." Art Education. Mar. 2011. Web. 18 July 2011. (Arts in Education Aid Council).