Advocacy – Whose job is it?

CSIStudent Presentation

June - 2012

Why Do We Need to Do This?

I’m a teacher and would rather deal with: Conducting Interpretation Repertoire Time is not our best friend...we have

other things to do!!

Why Do We Have a Problem? Perceived as activity driven We are truly viewed as an extracurricular sponsor rather

than a teacher Most people do not take our subject as seriously as we

do Contest driven Possessive of students We have allowed public to judge our programs based on

entertainment We have justified our programs based on contest

successes and failures

The Question Becomes…

What do we say? Who do we say it to? Can someone say it better than us?

What We Really Need to Be Talking About

State of arts education and public perception of our programs

The reality and necessity of advocacy The importance of fine arts - not music,

theater, art or dance Our classroom priorities Re-thinking why the arts are important in

our schools and our society Becoming a part of the academic mainstream

Be a Music Education Advocate

Get Organized Assess your connections Establish your priorities Define your message Create your advocacy approach Distribute advocacy materials Perform

TMEA Mission Statement

To provide quality experiences in music for students in the public and private schools of Texas

Mission and Objectives

Objective 4 of the Texas Education Code (TEC) states: A well-balanced and appropriate curriculum will be provided to all students. Chapter 28 of the TEC states, “Each district shall ensure that all children in the district participate actively in a balanced curriculum designed to meet individual needs.”

Statutes and Rules 31 Senators and 150 Representatives write the laws that

govern education (Texas Education Code) - TEC State Board of Education writes rules school districts

follow to carry out the law (Texas Administrative Code) –TAC

Commissioner of Education (appointed by the Governor) also writes rules to implement certain policy as defined by the TEC

State Board of Education is an elected body of 15 members

Fine Arts holds its most prominent placement in law and State Board rule that it has

enjoyed in recent years. Fine arts is defined in State Board rule as music, art, theatre and

dance.

WHAT TEXAS LAW AND STATE BOARD RULE SAY

ABOUT FINE ARTS

What the law says in Texas Fine Arts is a part of the Required Curriculum which all

school districts must offer All fine arts instruction must be standards-based –

SB815 One credit of fine arts is required for graduation in all

three graduation plans Music, art and theatre must be taught in grades K-5 –

TEKS-based For the first time there is a middle school fine arts

course requirement – TEKS-based Fine arts is now a part of the state accountability

system to be implemented in 2013-2014 school year

State Board of Education Issues

No Pass No Play PE rules – elementary and middle school Graduation Requirements – now

legislature Definitions of extra-curricular versus

curricular versus co-curricular Protection of marching band substitution

for PE requirement TEKS development and upcoming

revisions

83rd Legislative Session Expand membership in Fine Arts Caucus Protect current requirements Move Fine Arts to Foundation Courses or… Tear down artificial bifurcation of Required Curriculum

into Foundation and Enrichment File TAKS Pullout Bill again? Build relationships with new members and committee

chair(s) Change Fine Arts to Performing and Visual Arts

The Role of Creativity in 21st Century Workforce Preparation

(2009 Texas Senate/House Briefing, Dan Pink, key speaker)

Does Anyone Care? Your legislator wants to know what is going

on in his/her district Your legislator cares about your opinion and

issues Your legislator wants to hear from you Make a positive and clear argument on behalf

of fine arts education Always follow up with your legislator/staff Always report back to TMEA about your

success and activities

What Can you Do Today?

Meet and get to know your legislator Please report in if you already do!

Visit your legislator’s district/capitol office Staff is key – get a business card

Invite your legislator to visit your campus/performances

Take the time to issue a press release on your FA accomplishments - weekly papers are key

Identify Advocates

Networking with other arts organizations

TCQAE, TCA, PTA, TAEA, TETA, TDEA Why arts coalitions sometimes fail –

political in-fighting and disagreement on philosophy

Networking with other educational associations

Get teacher and administrator associations on our side

Most educational groups believe in “educating the whole child”

Is Anybody Listening? Dan Pink message – clear and succinct Establishing a connection with your audience will allow

you to communicate successfully with them Focus on similarities and mutual goals Advocate for the arts rather than against something else Do your best to determine what is most important to

your audience Must work from a platform of a high standard of

excellence

Call Out the Cops

Organize booster clubs from all arts organizations in the district

Hold school board candidate forums Invite superintendent to attend meetings

to discuss non-fine arts concerns for the district

Appear at board meetings to thank them for their support

Benham Strategic Errors Limiting your support to a singular curricular course,

school, or year. Limiting your support organization to fundraising

activities Limiting your advocacy activities to music teachers or

control by music teachers Limiting your advocacy efforts to reactive strategies Procrastination Suggesting alternative cuts or compromise Becoming involved in a battle of music versus athletics Resorting to personal attacks

Checkpoints for a Healthy Program

Strive to make the preparation of any work a life experience that enriches each student and expands his or her arts awareness.

Make sure philosophy of your program is "arts oriented." Reward students in leadership roles who are exemplary of quality

young artists whose priorities are in line. Technical proficiency must not be an end in itself - We must

progress beyond the practice of allowing ourselves to be satisfied with only technical achievement

Do not compromise technical standard, but be mindful of the fact that many of your students will not "become artists, musicians, actors" after high school, yet they will continue for a major portion of their lives to have an opportunity to appreciate, enjoy, and support the arts.

Remember, we must teach all the children - not just focus on the talented.

Identifying Advocates Inspire and train your parents on how to be effective

lobbyists Booster organizations - COPS Understand the most effective means of sharing public

sentiment – email, letter, phone calls, personal contact Expose legislators to music programs in local districts Involve the business and arts communities who may also

provide lobbying assistance GoArts.org – an electronic petition gathering tool building

support for fine arts Stay informed through legislative newsletters Work to get the media on your side Know your audience New from TMEA – Distinguished Administrator Award

Communicating With Administrators

Be professional Be passionate but aware of the big picture Have suggestions for solutions Be patient and understanding Be flexible Be supportive of other activities as well as

the overall academic program No surprises

The music we program and the artists we study say the most about the academic nature of

our program.

In Closing It’s all about relationships School Boards and administrations are reticent to cut

programs that students, parents, and communities value Must have your bumper sticker version of why your

program is important for kids Utilize the TMEA Resources Advocacy section as a tool Attend your state’s convention for more

support/information In the words of Disney, “We’re all in this together.”

Barbara Jordan, Former Texas Congresswoman

The arts are not a frill. The arts are a response to our individuality and our nature, and help to shape our identity. What is there that can transcend deep difference and stubborn divisions? The arts. They have a wonderful universality. The arts have the potential to unify. It can speak in many languages without a translator. The arts do not discriminate. The arts can lift us all up.

Robert FloydExecutive Director, TMEA

Chair, Texas Coalition for Quality Arts Education

rfloyd@tmea.org512 452-0710, ext 101

www.tmea.org