*7*****0document resume ed 315 368 so 020 571 author downing, karen, ed.; penney, rita, ed. title...

DOCUMENT RESUME

ED 315 368 SO 020 571

AUTHOR Downing, Karen, Ed.; Penney, Rita, Ed.TITLE Aim for Excellence: A Plan for Making Arts Education

Basic in Iowa.INSTITUTION Iowa Arts Council/National Endowment for the Arts,

Des Moines.; Iowa State Dept. of Education, DesMoines.

PUB DATE 89NOTE 70p.PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE mFo1 /Pc03 Plus Postage.DESCRIPTORS Art Appreciation; *Art Education; Community

Resources; *Curriculum Development; EducationalImprovement; Elementary Secondary Education;*Excellence in =ducation; *Fine Arcs; State Programs;State Standards; *Statewide Planning

IDENTIFIERS *Iowa

ABSTRACTArt instruction in Iowa schools lacks cohesiveness

and continuity. This may be due in part to the state government'scommitment to local autonomy. The Iowa Department of Education doesnot mandate what schools must do; it only suggests and encourages. In1986, the department published a five-year plan for the achievementof educational goals, including a guide to curriculum development inthe arts. The Iowa Arts Council saw an opportunity to blend itsobjective, to promote the practice and appreciation of the arts, withthis five-year plan and new arts curriculum. The result was the Artsin Schools Basic Education Grant (AISBEG). The objectives of theproject include: (1) providing comprehensive sequential artscurriculum for grades K-12 in visual art, music, dance, and theaterand for these disciplines to be infused into the school's traditionalacademic curricula; (2) utilizing a wide variety of community artsresources to enhance arts education; and (3) emphasizing thedevelopment of cross-curricular, interdisciplinary, multicultural,non-sexist experiences, and global and career education, as well aslearning for all students. The progress of this project is noted, andthe plans that have been developed are outlined. Appendices provideexcerpts from the Department of Education's five-year plan and fromthe new standards for Iowa schools as well as a directory of peopleinvolved in the AISBEG project. (JB)

* * * * * * * * ************** * * * * * * * * * * * * * *7*****0*****,***********Reproductions supplied by EDRS are the best thaL can be made

from the original document.p

***********************************************************************

CC AIMFOR

EXCELLENCE

1.0 ARTS

r-i EDUCATION

IOWA;.T.4

2

U.S. DEPAWfMENT Or EDUCATIONCrnice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

!phis document has been reproduCed asrecii,ved from the person or organizationoriginating itMinor changes have been made to improvereproduction Quality

Points of wee or opinions stated in this doormerit do not necessarily represent officialOE RI POsition or policy

-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Y Tcc

(6toz_e

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).'

`'N

AIM FOREXCELLENCE

A Plan for Making Arts EducationBasic In Iowa

4

© 1989 1r va Arts CowIowa Department of Education

This book was published as part of a project sponsoredby the Iowa Arts Council and the Iowa Department ofEducation with additional funds from the National Endowment for the Arts.

Iowa Arts CouncilCapitol ComplexDes Moines, IA 50319

State of IowaDepartment of EducationGrimes State Office BuildingDes Moines, IA 50319-0146

It is the policy of the Iowa Department of Education not to discriminate on the basis of race, religion, national origin, sex, age, ordisability.

The Department provides civil rights technical assistance to public school districts, nonpublic schools, area education agencies, andarea schools to help them eliminate discrimination in their educational programs, activities, or employment. For assistance, contact theassistant chief, Bureau of School Administration and Accreditation, Iowa Department of Education.

Editors: Karen Downing and Rita PenneyDesign: Rita PenneyCover Design: Steve Pattee, Pattee and Weaver, Inc.Aim for Excellence Chart: Cordell Svengalis

r.

State of IowaDEPARTMENT OF EDUCATION

Grimes State Office BuildingDes Moines, IA 50319-0146

STATE BOARD OF EDUCATION

Karen K Goodenow, President, Spirit LakeDianne L.D. Paca, Vice President Garner

Betty L. Dexter, DavenportThomas M. Glenn, Des Moines

Francis N. Kenkel, DefianceRon McC.lauvran, Clinton

Mary E. Robinson, Cedar RapidsAnn W. Wickman; Atlantic

George P. Wilson III, Sioux City

ADMINISTRATION

William L. Lep ley, Director and Executive Officer of the State Board ofEducation

David H. Bechtel, Special AssistantMavis E. Kelley, Special Assistant

DIVISION OF INSTRUCTIONAL SERVICES

Susan J. Donielson, AdministratorA. John Martin, Chief, Bureau of Instruction and Curriculum

Mary Beth Schroeder, Consultant, Arts Education

IOWA ARTS COUNCILA division of the Department of Cultural Affairs

Capitol ComplexDes Moines, IA 50319

515/281-4451

BOARD MEMBERSPatricia Bain, Des Moines

Larry L. Brandstetter, Red OakSister Mary Xavier Coens, DubuqueMary D. Cottingham, Cedar Rapids

Thomas R. Clause, Des MoinesJoann C. Fetner, WaterlooJoseph S. Giunta, Waterloo

Alvena Koehnk, Ever lyMary Lou McGinn, Council Bluffs

Robin E. Martin, PellaDr. Charles Nevaril, Sioux City

Mary Richard, Iowa CityDr. Tim Schmidt, Forest City

Carmon Slater, AmesBobby K. Wilson, Burlington

DEPARTMENT ADMINLSTRATI ONIowa Department of Cultural Affairs

William H. Jackson, Director

DIVISION ADMINISTRATIONIowa Arts Council Natalie A. Hala, Executive Director

Arts Education Kay A. Swan, DirectorCommunity Arts and Cultural Heritage David A. Brose, Director

Creative Artists and Visual Aids Programs Bruce A. Williams, DirectorExpansion Arts Kathleen A_ Hill, Director

Information Services Tamara Kuhn, Director

PREAMBLE A high quality education for Iowa's young people must include thelearning of skills that will enable them to become vital, productive individualsin society. An education in the arts provides valuable experiences for formu-lating these skills and leads to critical thinking, the ability to comprehendconcepts, and to solve problems creatively. Music, dance, theater, and artdisciplines are not only vehicles for a quality education, but are crucial towholistic learning for people of all ages and abilities. One e`' the Iowa Depart-ment of Education's primary goals for students is, "To perce; judge, and valuecritical expressions of humankind and develop skills for personal expressionand communication through the arts."

Through collaborative planning by this agency and the Iowa Arts Coun-cil, the commitment of arts and education professionals, and the support ofparents, the dream to make arts education basic in Iowa has become a reality.

William L. Lepley, Ed. I).Director. Iowa Department of Eduvat ion

AIM FOR EXCELLENCE 1

1 [r

The arts have been described as one of our most es-sential forms of language which contain the essence of ourcivility, our culture and our humanity. Through the par-ticipation and cooperative support of literally hundreds ofthe state's educators, artists, arts organizations, and citi-zens coupled with the endorsement of the Governor ofIowa, Terry E. Branstad, and the Iowa Legislature, and thepartnership of the Department of Education, the planoutlined in the following pages is not only a culmination ofan exciting exploratory process, but also the commence-ment of a new era of excellence in the arts education for thestate of Iowa. The Iowa Arts Council is grateful for thosewho demonstrated their encouragement and expertise tothe project and to the Governor, Iowa Legislature and theNational Endowment for the Arts who endorsed the wor-thiness of this endeavor through their financial support.We sincerely hope the results of these efforts will furtherready young Iowans to meet the challenges of the future byacquiring the skills and experiences implicit in the artsoffered through a stimulating learning environment.

2

N(z1(t/ie A. 11(11(1Exectitic Directorlw:t ..1,rt, CouncilA di\ ;,,iort of t Dcp.tri tlictoLtditn-:1;

11\1 101.' N( 1.1 1 1. \C1.

The Arts in Schools Basic Education Grant projecthas given new life to arts education in Iowa. It has been acatalyst for evaluating the status ofarts education, broughta recognition and commitment to the necessary unificationof all arts education advocates, and shared the vision ofquality and excellence in arts education through a bridgewith the leadership of this state.

The time, commitment, and dedication given byhundreds of arts education leaders throughout the state isto be commended and applauded. These individuals havegiven more than commitment of their own philosophy; theyhave shared, encouraged, and dedicated themselves to theon-going process of planning, implementing, and evaluat-ing the proposed projects.

Through this process, we have solidified the long-recognized need for the arts to be a basic part of ourchildren's educational process. The benefits of a qualityarts education, integrated within the traditional basicacademics, is substantiated universally. The opportuni-ties and rewards for participation in the arts are life-long,but must be molded and nurtured within the school set-ting.

The document Toward Civilization has providedthe nation with the results of arts education in the past, Itis not a pretty story. In summary, the document states thatwe are a culturally illiterate society. Our children are notreceiving adequate education in the arts and this willaffect our current and future society and culture.

14

In Iowa, we realize the necessity ofa imrtnership be-tween arts in the art classroom and arts utilized across thecurriculum. We recognize the need for a comprehensiveand sequential arts curriculum from pre-school throughgraduation. The components of such a curriculum wouldinclude not only the products of arts, but emphasis on theprocess, the history, and the ability to critique. However,for Iowa students to truly internalize the benefits of thearts, they must be shown their natural ability to blend andcomplement in all phases of education.

The plans that have unfolded during this processare exciting, as well as somewhat overwhelming. We rec-ognize that. We have a three-year plan, but to meet thegoals which have been set, this project will continue formany years to come. We recognize the limitations that willbe encountered, but we celebrate the challenges and oppor-tunities of this project.

You are encouraged to be involved. Whether anadministrator, teacher, arts specialist, artist, parent,community arts leader, legislator, or business person, yourefforts and support are needed. Join us and share ourvision for arts education in Iowa.

Kay it. SwanDirector of Art EducationIowa Arts Council

Afary Schilwricr-CorumltantArts EducationIowa Department of Education

AIM I.OR EXCFLI,ENCI: 1

16

PARTNERSHIP

4 AIM FOR EXCELLENCE

14

The discovery of a need for stronger basic arts education in Iowa schoolsprompted a partnership between the Iowa Arts Council and the Departmentof Education. A1987 survey conducted for the Iowa Arts Council showed lessthan half of the Iowans surveyed were satisfied with the emphasis on visualarts and dance and slightly more than half were satisfied with the emphasison music. Despite the perceived lack of emphasis, Iowt_ns agreed that the artsmade a valuable contribution to their schools and communities.

Further inspiration came from the Department of Education itself. One ofthe twelve goals for students in the Department of Education's five year planto achieve excellence in education states, "To perceive, judge, and valuecultural expressions of humankind and develop skills for personalexpression and communication through the arts." (See Appendix A.)

With these concerns in mind, the task at hand seemed clear: to define whata student in Iowa schools will be able to access in the arts and to ready youngIowans to meet the exciting and demanding times that he ahead through theskills implicit in creative thinking through the arts.

The Iowa Arts Council and the Department of Education facilitatedcooperative efforts among state legislators, art educators, and professionalarts organizations to produce a plan to meet the goal of improved basic arteducation.

A new funding program from the National Endowment for the Artsinitiated acquisition of new state dollars specifically for a grass roots effort toidentify needs and develop strategies.

The following flow chart defines the path to excellence in arts educationthat the Department of Education and the Iowa Arts Council are pursuing.

Departmentof

Education

IowaArts

Council

Assistant

Aim For Excellence

Targets For Excellence

ProfessionalDevelopment

Conditions& Practices

Outside ArtsResourzes

Assessment &Evaluation

Theater& Dance

ModelPrograms Technology

Communication Network

Local arts councils

Schools

Administrators Arts education organizations

Area Education Agencies Arts organizations Community arts organizations

16 AIM FOR EXCELLENCE 5 17

PURPOSE


P",

Despite the value Iowans place on the arts, its instruction in the schoolslacks cohesiveness and continuity. This may be due, in part, to the stategovernment's commitment to local autonomy. Because of this and the widerange of school sizes, the Iowa Department of Education (DE) does not mandatewhat schools must do; it only suggests and encourages. The DE does requirecurriculum in the arts, but course offerings vary widely from school district toschool district. The study of art and music are required only of students ingrades 1-6. In the higher grades, art and music instruction must be offered asan optional course. Also, no specialization in art or music is required of thosewho teach these content areas in the elementary school.

The arts have not been the only area of educational concern in Iowa. In1985, the Iowa Legislature mandated that the DE develop and adopt a five-yearplan for the achievement of educational goals. In response, the State Board ofEducation invited representatives of 13 educational and lay constitutencies tojoin them in forming "The Five Year State Plan Task Force." After muchdeliberation and debate, the Task Force released a final copy of their plan inAugust, 1986. Twelve student goals were established as the basis for this plan.One of the goals speaks directly to a particular content area, the arts.

In an effort to facilitate educational excellence, the DE has redefinedstate educational standards. (See Appendix B for Excerpts from New Stan-dards for Iowa Schools: Guidelines for Interpretation.) Increased arts instruc-tion is required for accreditation under these new standards. Now, three unitsof study in the fine arts (dance, music, theater, or visual arts ) are recommendedfor students grades 9-12. Also, the study ofmusic and visual art must be offeredfor students in grades 7-8.

During this same time, six coordinating committees, operating underthe auspices of the DE, were meeting regularly and developing curriculumguides in art, music, dance, and theater. The Guide to Curriculum Developmentin the Arts, which presents a sequential approach to arts education, is to serve

as a model for the development of school curricula. In aneffort to facilitate planning and implementation of thearts education as basic in the school curriculum, the DEhas made this guide available to school districts through-out the state through their local area education agencies.(See Appendix C for map.)

A Guide to Curriculum Development in the Artscovers the four distinct disciplines: visual art, dance,music, and theater. A basic premise of the guide is thatarts education should begin in early years and continuethroughout life; that arts instruction should be compre-hensive, sequential, and consider the developmental needsof all students. This publication is designed to help dis-tricts enhance and build upon their current local curricu-lum.

The DE was not alone in its concern for arts educa-tion in Iowa. The Iowa Arts Council (IAC) has supportedarts education in Iowa through the Artists in the Schools/Communities Program since the early 1970s. The intentof this program is to bring the highest caliber of profes-sional artists to Iowa schools and communities and toencourage the understanding and appreciation of thearts. Since the early 1970s, demand for this program hasoutgrown funding by approximately 30 percent.

The IAC saw an opportunity to blend its objective,to promote the practice and appreciation of the arts, withthe Board of Education's five-year plan for quality edut:a-tion in Iowa and the DE's new arts curriculum. Thisblending resulted in the project known as AISBEG, Artsin Schools Basic Education Grant.

21)

Objectives of the AISBEG project include

Providing comprehensive sequential arts curriculum forgrades K-12 in visual art, music,dance, and theater and forthese disciplines to be infused into the school's traditionalacademic curricula. (Although the AISBEG project recog-nizes creative writing/literature as an art form, it is notincluded as a major arts discipline in this project due to thefact that it is already recognized as basic to education.)

Utilizing a wide variety of community arts resources toenhance arts education and to become an intergal part of amuch-needed communication network in the arts, state-wide.

Emphasizing the development of cross-curricular, inter-disciplinary, multi-cultural, non-sexist experiences, andglobal and career education, as well as learning for allstudents. Included are students with physical and/or men-tal disabilities, rural populations, children identified as "atrisk," and talented and gifted.


21

PROGRESS


The Iowa Arts Council and the Department of Education began prepa-ration for the development of the Iowa Arts in Schools Basic Education Grantin May1988. After extensive study and consultation with arts educators, artsorganizations, and Iowa educators, this plan, Aim for Excellence, was created.

The process undertaken was executed in five basic steps:

First Step - A needs assessment was done to identify issues pertinentto arts education. Educators and arts organizations were asked to preparestrategy papers for the DE and the IAC.

Second Step - Issues identified through the needs assessment weredisseminated to Iowa arts and arts education leaders for changes and addi-tions.

Ten critical issues resulted from this:

FUNDINGHow can funding be maintained and increased for arts programsin Iowa schools?

ASSESSMENT AND EVALUATIONHow can uniform guidelines and methodologies be developed andimplemented to insure educationally sound and artistically validassessment and evaluation ofarts programs, teachers, and students?

OUTSIDE ARTS RESOURCESHow can outside arts resources (state, private, community) bemore effectively integrated into arts curricula?

TECHNOLOGYHow can current research findings and appropriate technologicaldevelopments be more actively integrated into arts education cur-ricula?

SPECIAL POPULATIONSHow can traditionally unserved and underdeserved populations(students with physical and/or mental disabilities, rural populations,children identified as "at risk," talented and gifted) be insured ac-

cess to quality for arts programs?How can we foster, facilitate, and improve artsprograms to meet the needs of the artisticallygifted child in a wide diversity of social andlearning enviroments?

CONTENT AND DELIVERY OF CURRICULAWhat steps need to be taken to insure that artsteachers, administrators, school boards, andothers involved with education in Iowa areknowledgable about the state arts curriculumguidelines and have incorporated the majorgoals into their arts programs? The goals of thevarious art curricula include the study and useof the creative process (perceiving, creating,responding, and producing or performing) asyell as instruction in unique content objectiveswithin each discipline (historical/cultural per-spectives, aesthetics, critical analysis, design,technique, etc) and improved in the followingareas:

a) teacher in-serviceb) implementation of new state standardsc) integration into present curricula

MODEL PROGRAMSRecognizing the diversity of populations, ad-ministrations, and philosophies in Iowa's schooldistricts, how can we:

a) identify or develop "model" programs inthe arts

b) create consistent program quality and ac-cessibility

c) provide a means for dissemination of infor-mation about these programs to school dis-tricts throughout Iowa

THEATER AND DANCEWhat, can be done to insure that theater and

dance are recognized as arts disciplines basic toarts programs at the elementary and secondarylevel, and to insure that financial and profes-sional support are avail& to develop andimplement curricular prc6rams in these disci-plines?

EDUCATIONWhat steps must be taken to insure that allpre-service education programs for classroomteachers, as well as arts teachers, includeadequate preparation in arts education?How might arts education be included in theeducational preparation of school administra-tors and service professionals?How might on-going professional developmentin arts education be encouraged, enhanced, andsupported for all certified teachers?How can we establish and/or improve the linkbetween public/private schools and institutionsof higher learning?

IMPROVEMENT OF CONDITIONS ANDPRACTICESWhat needs to be done in order to obtain actualconditions and practices in Iowa's schools thatwould facilitate the implementation of the newstate standards? This would include: time forarts in the school day, adequate facilities andpersonnel, student-teacher ratios, materials,etc.What steps need to be taken to insure that allcurrent and future students will be culturallyliterate?How would the addition of a fine arts require-ment at either the high school graduation orcollege entry level affect the quality and diver-sity of arts education?

A1N1 YOR 1.XCELLIACI 9

Third Step - These issues were then sent to additional artsand education professionals who developed position pa-pers. Each position paper discussed

current status of the issue in the statehow the issue should be dealt with in the next twoyearshow the issue should be dealt with on a long-termbasisthe role of each of the following in making thearts basic in Iowa: arts education associations,arts education teachers, colleges and universi-ties, DE, area education agencies, administra-tors, arts organizations in the community, stateand local arts councils, and parent and commu-nity organizations. (See Appendix D for compre-hensi7e list.)

Compilation of information from these position pa-pers indicates that although a rich pool of resources forimproving arts education exists, their utilization is ham-pered by a lack of identification and communication. Thus,a networking system among schools, state and local agen-cies, and outside arts resources is a necessity to allow forthis continuous flow of information.

Another key finding is that an obvious absence ofdance and theater arts education exists in Iowa. Althoughboa- of these areas are encouraged in the curriculum, in-str, ion in dance is most often provided by the physicaleducation teacher and in theater, it is provided by the Eng-lish teacher.

Fourth Step - The position papers were read andcompiled by five overview writers representing dance,theater, music, visual arts, and outside arts resources. (Forlist of overview writers, see Appendix E.) Their report wasdisseminated state-wide with invitations to participate ina unique working consortium for arts education in Iowacalled Convergence '89. Over 70 of Iowa's arts and artseducation leaders were gathered for a day-long session toidentify goals and implementation strategies for each of the10 AIM FOR EXCELLENCE

26

ten issue areas. These goals and strategies were thenshared with the entire group. Convergence '89 was spon-sored by the IAC, DE, and the National Endowment for theArts.

Fifth Step - The five overview writers met twicefollowing the Convergence with the state arts agency direc-tor of arts education and the arts consultant of the DE.Based on comments from Convergence '89 and previousstudy, this project, Aim for Excellence, was developed.

Throughout this five step process, special considera-tion was given to including representatives of Iowa's rural,cultural, ethnic, special populations, and children at risk.Efforts were made to develop strategies that enable schoolsin rural, more isolated parts of the state to receive qualityarts education programs. These include outreach programsthrough museums and art centers, touring performers, andextended residencies in the arts.

In order for arts to become a basic part of educationin Iowa, there must be a recognition of and focus on the needfor not only a comprehensive, sequential arts curriculumfor K-12 in all disciplines, but also, an infusion of the artsin "traditional" academic curricula and an extended em-phasis within these two areas on providing cross-curricu-lar, interdisciplinary, global and career education, andmulti-cultural, non-sexist experiences.

'Fe make the arts basic in Iowa, the followingneeds have been identified as priorities:

Steps must be identified and taken to insure thatall current and future students will be culturallyliterate.Funding must be maintained and increased forarts programs in Iowa schools.Current research findings and appropriate tech-nological developments must be actively inte-grated into arts programs in Iowa schools.

9

Traditionally unserved and underserved popu-lations must be insured access to quality artsprograms.The needs of the artistically gifted child must /..efostered and improved in a wide diversity of socialand learning enviroments.Steps must be taken to insure that arts teachers,administrators, school boards, and others involvedwith education in Iowa are knowledgable aboutthe state arts curriculum guidelines and haveincorporated the major goals into their arts pro-grams.The use of the state guide for curriculum in thearts must be improved in the following areas:teacher in- service, implementation of new statestandards, and integration into present curricula.The diversity ofpopulations, administrations, andphilosophies in Iowa's school districts must be rec-ognized and provided for in the following ways:the identification and development of "model"programs in the arts, consistent program qualityand accessibility and a means for dissemination ofinformation to school districts throughout Iowa.Theater and dance must be recognized as artsdisciplines basic to arts programs at the elemen-tary and secondary level and financial and profes-sional support must be available to develop andimplement curricular programs in these disci-plines.All pre-service education programs for classroomteachers, as well as art teachers, must includeadequate preparation in arts education.Arts education must be included in the educa-tional preparation of school administrators andservice professionals.On-going professional development in arts educa-tion must be encouraged, enhanced, and sup-ported for all certified teachers.A communication link must be established and/or

improved between public/private schools and in-stitutions of higher learning.Conditions and practices in Iowa's schools mustbe obtained that would facilitate the implemen-tation of new state standards. This would indude: time for the arts in the school day, ade-quate facilities and personnel, student-teacherratios, materials, etc.The addition of a fine arts requirement ateither the high school graduation and/or collegeentry level must be considered.

These specific needs and priorities will be metthrough a variety of methods addressed in the arts basicplan as defined in the goals and objectives. While themajority of these will be carried out by groups (task forces,teams) and individuals (consultants, parents, communityleaders), the entire plan will be supervised and admini-stered by the director of arts education for the IAC, and bythe arts education consultant for the DE. The representa-tive of the state arts agency has direct contact with arts or-ganizations (museums, ballet, symphony, opera, etc.) andworks with the schools through agency-sponsored pro-grams with artists, touring arts groups, and short and longterm residencies. The structure of the DE provides the artseducation consultant with avenues for teacher in-serviceand pre -service, college and university arts educationcontacts, curriculum development, and more. Both agen-cies have on-going working relationships with the areaeducation agencies in the state.

With all of the identified needs and priorities, thestrength of the planning grant was the ability to bringtogether all of the various factions representing the artsand arts education in Iowa, for an unprecedented, spirited,and focused dialogue about how everyone working in acoalition can provide the students of Iowa with quality artseducation that is considered basic to their lives and culture.Through the AISBEG implementation project, the IAC in

AIM FOR EXCIII,I,ENCII I I

29

partnership with DE, can provide the catalyst to imple-ment these identified needs and priorities. The profes-sional arts and arts education organizations have been in-strumental in their support and participation in thisproject and have dedicated themselves to the developmentof an alliance for arts and arts education in the state whichwould provide support for this process. The role of the Al-liance would be in assisting with information dissemina-tion and advocacy.

The artists, arts organizations, and community andstate arts institutions and professional companies havealso identified their eagerness to be an active part of thecontinuing process of information development, planning,and implementation.


3

PASSAGE S

JULY 1MAY TO AUG. 1 AUG. 1 SEPT. 1 OCT. 1 NOV. 1

1988 1989JAN. FEB. 3-1 FEB. 5 MARCH 1 MAY

Contractualmaterial isdeveloped anddisseminated togroups involvedin writingposition papersfor theconsortium.

Grant approval isreceived from theNational Endow-ment for the Arts.

Materials aredistributed toeducationorganizationsand artsorganizationsto beginwriting theirstrategypapers.

Material isready fordisseminationto artseducationmembers of theconsortium tobegin writingtheir strategypapers.

Writers finishwith the roughdraft of plan tomake artseducation basic.The plan iii shar-dwith Iowa ArtsCouncil and theDepartment ofEducationmanagement stafffor comment priorto final revisionfor the consortiummeeting.

Strategy papersare edited andassembled for useat consortium inFebruary.

Arts Educationpapers are due.Writers begindeveloping aframework forthe state planto make artseducationbasic.

Consortiummeeting is held toreview plan andposition papers.After the meetingwriting teambegins its firstrevision of theplan.

Additionalmeetings withoverview writers,the Iowa ArtsCouncil and theDepartment ofEducation areheld to continuethe refinement ofthe plan.

Planning forconsortium isfinalized andinvitations aremailed.

A framework ofactivities for the nextthree years isdeveloped, based oninformation gatheredthrough the consor-tium strategy papers.

Application is madeto the NEA forthree-year imple-mentation project.

Five overviewwriters workwith the IowaArts Counciland Departmentof Education torefine consor-tium materiai.

The plan tomake artseducation basicis finished andready forprinting anddistribution.Selected andedited strategypapers are alsoscheduled forprint and dis-tribution.

31AIM FOR

PEOPLE


To reach the goal of making arts basic in Iowa, extensive planning willbe necessary. A Task Force and Planning Teams, in conjunction with the IACand the DE, will work together to develop and implement activities designedto foster educational excellence in the arts.

TASK FORCEA Task Force will be formed with representation for arts, arts educa-

tion, administrators, community arts organizations, artists, parents andcommunity leaders, etc., to meet bi-monthly with the goal of coordinating theon-going planning and continual evaluation of the project.

PLANNING TEAMSPlanning Teams will be established for each of the seven target areas

including curriculum, conditions and practices, outside arts resources, assess-ment and evaluation, dance and theater, model programs, and technology.These teams with diverse representation will focus on specific action stepsidentified in the AISBEG planning process. Each team will continue researchand information compilation within their specified area, identify guidelines,review criteria, selection, etc., for proposed programs or grants. Each teamwill evaluate the specific activities relative to their areas. Methods willinclude observation, group critiques, and written assessment by teachers, ad-ministrators, parents, and community groups.

3'

To fulfill the needs identified in the planning process, the followingplan of specific activities has been created. The planned activities will involveparticipation and resources of the arts, art education, and education commu-nities through

1. targeting the activities in area education agencies,community colleges or community arts institutions, andduring professional arts education conferences.

2. integrating the efforts of the Planning Teams, Task Force,local artists, arts specialists, classroom teachers,administrators, parents, community members, professionalarts organization representatives, and regional consultantsof the area education agencies as well as staff from the DE,the IAC, and the Iowans for Arts Education.

Through the position papers and identified strategies for implementa-tion, the needs of Iowa's diverse populations are being addressed. By utiliz-ing the Very Special Arts Iowa program, involving artists representing cul-tural diversity, and integrating the planning teams, this diversity will con-tinue to be addressed. Specific action targets for these populations include thenetworking with the Bureau of Special Education and the state educationconsultant for the talented and gifted, as well as Very Special Arts Iowa andthe Iowa Talented and Gifted Association.


PLANSPRIORITIZEDNEEDS

YEARS1 2 3

ACTIVITIES

1. ContinuingInformationDevelopment

d4I

I11

I4

Task force and planning teams meetAnnual conference heldProject assistant hired

2. Communica-tionNetwork

1t

III

IIIII

IIII

Computerized network createdComputerized bulletin developedPublications, newsletter, etc. publishedDevelop, print, and disseminate resource bookExisting networks linked

3. Conditions anPractices

I Recommendations implemented through teams, associations, and departmentalcollaborations

4. ContinuingProfessionalDevelopment

ItT16

in-services for administratorsFour state conference presentations

I Regional teacher in-service workshops in arts, dance, theaterI Workshops for pre-service provider s4 Workshops for pre-kindergarten providers

5. Dance andTheater

Ik

1t

Develop curriculum K-6Develop curriculum 7-12Implement training K-6

it Implement training 7-126- Curriculum

Development

It

444It

Develop for Pre-KindergartenDevelop for Pre-service classes

I Develop and implement for dance and theaterDevelop curriculum coordinated activities for rural populations by outside arts

resourceReprinting and dissemination of state arts curriculum guide

it Evaluation and possible reformatting of state guide7. Funding I 4

II Advocacy for funding increased through communication network (i.e., school

budgetsI Assessment Research grants program developed


37

PRIORITIZEDNEEDS

YEARS1 2 3

ACTIVITIES

7. Funding (cont.) II

Granting program from outside arts resourcesGranting program for model programs developedAward model program grants

8. OutsideArtsResources

ddId

IdII

II

Expand existing IA arts resources programsInstructional training for artists in the schoolsUtilize communication network for information disseminationProvide site visits and regional accessibility conferences for outside arts resources

9. AssessmentandEvaluation

III

d

I

I

IId

n-going research in assessment and evaluation by planning teams and taskforce

Out of state consultant to work with teamsAssessment Research Grants programUtilization of data from 1988-89 state surveyState-wide arts education survey

10. Technology 1I1

iI

dd

I

d

On-going communication network establishedNetworking with exsting communication systemsPlanning team research and visit model sitesTechnology FairGranting program for outside arts resources to utilize technological advances to

reach rural populations (i.e., fiber optics)Planning team will identify attributes of quality model siteTravel to model program sitesGranting program for model sites

H. ModelPrograms I

I

39

MM T'OR EXCELLENCE 17

40

Specific activities have been charted for the nextthree years, but the thrust of the AISBEG project must gobeyond that time frame. The following list of long-rangeplans will be crucial in maintaining a strong, basic artscurriculum in Iowa schools:

A computerized communication networkthat will be accessible for each of the 433school districts with linkages to nationallybased networks, museum gallery exhibits,performing arts companies, etc.

An annual conference based on specifictopics will be held for arts education profes-sionals in the state.

The addition of specific pre-service re-quirements in the arts for all education ma-jors at the undergraduate level for the threestate universities, with recommendations forprivate institutions.

The dissemination of a resource book toall schools and arts organizations detailing allstate arts programs in the community a 3 thenon-public school system.

The designation of a contact person forarts education at each area educationagency state-wide.

The development of a direct working re-lationship with the director of theIowans for Arts Education to strengthen,promote and recommend high quality artseducation in Iowa, and to recognize achieve-ments in all arts disciplines.

18 AIM FOR EXCELLENCE.

41

The development and dissemination of anews publication on arts education as anextension of the alliance and supervised by theIowa Arts Council and the Department of Edu-cation.

Future funding sources specifically for thearts and education programs in Iowa will bedeveloped and sought out.

Possible reformatting of A Guide to Cur-riculum Development in the Arts based onchanges and recommendations on the first threeyears of the arts basic plan.

The development of an evaluation oflearner outcomes in order to assess the valueof new arts education curriculum changes.

The establishment of a summer institutefor students who are talented and gifted in thearts.

4

Evaluation activities

Constant attention to the evaluation of all activitieswill be required for the continued success of this project. Allfuture activities will include specific evaluation measures.

The Task Force for Arts Excellence will serve asadvisory to this project. Bi-monthly meetings will be heldto keep a record of on-going informal evaluation of thecomponents of the state plan to make arts education basicin Iowa. Overall evaluation of the state plan will be done atthe annual Convergence Conferences and input will beincorporated within the plans for future programs. Eachprogram team will be required to keep minutes of meetingsand written evaluations of programs or activities imple-mented.

All grant recipients will be required to supply theIowa Arts Council with a written final report within 30days following the project. Other documentation needed isspecified within each project description.

In the third year of this project, the state desurvey will again be disseminated and data compiled toprovide a comparison evaluation of the status of artseducation.

PROMISE


4't

Iowa continues its efforts in making theater, dance, music, and visualart an integral part ofit's children's lives. The future of education in this stateis one of quality thanks to dedicated professionals who are committed tosuccessful learning experiences that benefit the whole child. It is with thisconcept in mind that we advance toward our goal.

APPENDICES

Excerpts from A Plan for Quality Education in Iowa

Goals for Students Page 22Excerpts from New Standards for Iowa's Schools

Guidelines for Interpretation Page 23Area Education Agencies Map. Page 30"Making Arts Basic in Iowa" Writers , Page 31


4 i;

Appendix A Excerpt fromA PLAN I OR QI ALITY EDUCATION IN IOWA

ow; 1 )1part moot of Education. I 9Sfi

GOALS FOR STUDENTS

The State Board of Education has adopted the following students goals as the basis ofa quality education in Iowa:

1. To achieve a mastery of the fundamental learning skills and establish personal standards of educational excellence.

2. To understand and believe in oneself; to accept personal responsibility for one's education and development; and tobuild a system of moral standards and spiritual values which add to a democratic society.

3. To understand and respect ethnic and cultural differences and work effectively with other individuals and groups.

4. To understand and appreciate this country's democratic heritage and acquire the skills, knowledge, understanding,values and attitudes necessary to participate in democratic self-government.

5. To develop understanding of the global nature of society and the interdependence of the world's people.

6. To develop a commitment to lifelong learning.

7. To develop and maintain sound physical and mental health.

8. To perceive, judge, and value cultural expressions of humankind and develop skills for personal expression and com-munication through the arts.

9. To understand and use technology and its related development.

10. To develop the ability to use personal ant.. public resources wisely.

11. To develop worthy leisure time interests and activities.

12 To develop positive attitudes toward skills for work and appreciation of the social value and dignity of work.


Appendix B

Excffpt 1 fromNew Standards for Iowa's SchoolsGuiddines/()Illi(erprektilrill

MUSIC

12. (3h) Elementary program, grades 1-6. Music in-struction shall include skills, knowledge, and atti-tudes and shall include singing and playing music;listening to and using music; reading and writingmusic; recognizing the value of the world's musicalheritage; respecting individual musical aspirationsand values; and preparing for consuming, performing,or composing.

12.5(4g) Junior high program, grades 7 and 8. Musicinstruction shall include skills, knowledge, and atti-tudes and shall include singing and playing music;listening to and using music; reading and writingmusic; recognizing the value of the world's musicalheritage; respecting individual musical aspirationsand values; preparing for consuming, performing, orcomposing; and using music as an avocation or avocation.

112.5(5g2) High school program, grades 9-12. Musicinstruction shall include skills, knowledge, and atti-

tudes and the singing and playing of music; listeningto and using music; reading and writing music; recog-nizing the value of the world's musical heritage;respecting individual musical aspirations and values;preparing for consuming, performing, or composing;and using music as an avocation or vocation.

COMMENT:

A fundamental goal of music education is to developstudent's artistic literacy by providing opportunitiesto develop knowledge, skills, and attitudes in usingmusic effectively and independently. Learning torecognize the importance and value of music in one'slife is another major goal.

DEFINITION OF TERMS:

Attitudes (music). In the suggested state music cur-riculum, attitudes are defined as musical behaviors.The guide provides a framework for encouragingstudents to develop respect for all types of music andmusical behaviors, and to develop positive self con-cepts as related to music performance, composing andconsumption.

Knowledge (music). The musical concepts that stu-dents should experience and understand throughoutone's lifetime. Music knowledge divides into two

ATM FOR EXCELLENCE 21

r0 )

broad categories: music concepts and historical/cul-tural concepts. Musical concepts include the catego-ries of: Sound, timbre, rhythm, melody, harmony,form and notation. Historical/cultural concepts in-clude the categories of cultural heritage and contribu-tions and music society.

Skills (music). Observable behaviors reflecting abili-ties to sing, play, move, create, listen, use, read, andwrite.

Using music as an avocation or vocation. This areaemphasizes the introducation of specific -rer possi-bilities in music, and music as a leisure time activitythroughout a student's lifetime.

EXAMPLES OF DOCUMENTATION:

Curriculum Guide.

List of course offerings.

Staff training program.

QUESTIONS AND ANSWERS:

1. How can we approach evaluation and assessmentin the arts? Evaluation in the arts need not be basedon multiple choice questions or paper and pencil tests.However, the arts are not exempt from the demands

placed on other disciplines; there is a clearly statedcurriculum, systematic evaluation should occur to de-termine if student's attitudes, knowledge, and skillsare affected by the curriculum.

Refer to the four evaluation selections of the IowaGuide to Curriculum Development in the Arts forevaluation and assessment suggestions.

VISUAL ART

12.5(33i) Elementary program, grades 1-6. Visual artinstruction shall include perceiving, comprehending,and evaluating the visual world; viewing and under-standing the visual arts; developing and cornmunicat-ing imaginative and inventive ideas; and making art.

12.5(4h) Junior high program, grades 7 and 8. Visualart instruction shall include perceiving, comprehend-ing, and evaluating the visual world; viewing andunderstanding the visual arts; developing and com-municating imaginative and inventive ideas; makingart; and using visual arts as an avocation or vocation.

12.5(5g4) High school program, grades 9-12. Visualart instruction shall include developing concepts andvalues about natural and created enviroments; cri-tiquing works of art; evaluating relationships be-tween art and societies; analyzing, abstracting, and


51

synthesizing visual forms to express ideas; makingart; and using visual art as an avocation or vacation.

COMMENT:

Art is a distinct body of knowledge, paralleling otherdisciplines which have existed through social history.Education in the visual arts must show both the per-sonal and social nature of art, delineate the role of artin our history and in our future, and define art bothas discipline with intellectual content and promotechange and inventiveness as desirable attributes.

DEFINITION OF TERMS

Developing and communicating imaginative and in-ventive ideas. Development of a free way of thinkingand a new method of visualization by experimentingand manipulating images, objects, and concepts toexpress personal ideas in visual forms; understandingand using visual language; and developing an aware-ness of problem solving as basic to the artistic designprocesses.

Imaginative ideas. The ability to synthesize, create,and elaborate on accepted and recognized knowledge,producing generated knowledge, and thinking thatmoves beyond accepted knowledge to the novel ororiginal.

Making art. The practice of creating forms which ex-plore, help understand, aid enjoyment, and give valueto the artistic process.

Perceive, comprehend, and evaluate the visual world.Awakening to the visual characteristics of the naturalworld created by humans; developing concepts andvalues about natural and created environments;learning about and evaluating human made symbols.

Viewing and understanding the visual arts. TheabiAty to look at and respond to works of art; aware-ness of styles of individual artists, particular move-ments and historical time periods.


Curriculum Guide.

List of course offerings.



1 How can we approach evaluation and assessmentin the arts? Evaluation in the arts need not be basedon multiple choice questions or paper and pencil tests.However, the arts are not exempt from the demands


I

placed on other disciplines; there is a clearly statedcurriculum and systematic evaluation should occur todetermine if student's attitudes, knowledge and skillsare affected by the curriculum.

Refer to the four evaluation selections of the IowaGuide to Curriculum Developmet in the Arts forevaluation and assessment suggestions.

FINE ARTS

12.5(5g) High school program, grades 9-12. (threeunits) Fine arts instruction shall include at least twoof the following:

DANCE

12.5(5g1) High school program, grades 9-12. Danceinstruction shall encompass developing basic move-ment skills; elementary movement concepts; study ofdance forms and dance hczitage; participating indance; and evaluating dance as a creative art; andusing dance as an avocation or vocation.

COMMENT:

An ideal dance curriculum should involve many kindsof dance and emphasize the developmental and inte-grating process of dance as a form of human behavior.

Dance has a long and honorable history and inheritsmuch from the past. While its study must profit fromthe increased scientific Knowledge of physiologicaland psychological research of today, we must remem-ber that dance is a very basic art form. A true danceeducation curriculum must be a hybrid of two paren-tal lines: the art and the science of human move-ment, the physical and the aesthetic.

Dance, like the other arts, is a form of communica-tion which has its particular elements. These ele-ments of sound, movement, line, pattern, form,space, shape, rhythm, time and energy are combinedin gestures and motions. The gestures and motionscan assume a variety of forms from ethnic and folkdance, ballroom and tap dance to ballet and moderndance.Each type of dance has its specific rules for howthese elements are cornoined. There are varieties ofaccompanying music, costumes, shoes and propswhich help make each dance individual.


Dance as a creative art. Students can conceive move-ments through the elements of dance. As they createand recreate they refine their natural skills of per-ceptions and imagination. Learning how to choreo-graph a dance sharpens the power to visualize, toperceive, to be selective, to weave parts into wholes,


to use insight and to be conscious of form.

Dance as ail avocation or vocation. The dance cur-riculum should motivate students with talent andinterest toward career directions in dance and relatedareas.

Dance as basic movement skills. Dance is an art formwhich encourages pyschomotor development, physicalfitness, and total wellness. Proficiency in dance tech-nique requires coordination, flexibility, strength andendurance, but this is done on an individual and nota competitive basis. As a total wellness tool, dancecan be a means of physical, emotional and aestheticdevelopment, without the trauma of winning of los-ing, while developing each person's capacity to usethe body effectively and efficiently.

Elementary movement concepts. An organized rhyth-mic movement of the body using the elements ofsound, movement, line, pattern, rm, space, shape,rhythm, time, and energy combined in gestures andmotions to communicate thoughts, opinions andinformation.


Curriculum Guide


None

FINE ARTS: MUSIC

12.5(5g2) See page 57

THEATRE

12.5(5g3) Theatre instruction shah encompass de-veloping the internal and external resources used inthe theatre process; creating theatre through artis-tic collaboration; relating theatre to its social con-text ; forming aesthetic judgments; using theatre asan avocation or vocation.

COMMENT:

Theatre education incorporates both curricular andextra curricular activities. Specific courses in the-atre education may be offered as parts of the articu-lated arts curriculum. Theatre may be used as ateaching tool or motivational device in other contentareas throughout the curriculum. The extension oftheatre into extracurricular play productions pro-vides direct application of theatre course skills.

AIM FOR VACELIINCE 27


Creating theatre through artistic collaboration. Thefollowing attitudes and knowledge areas should be cov-ered: interpersonal/group skills, problem solving, im-provisation, characterization, play making, play writ-ing, directing, technical element, theatre management.

Developing the internal and external resources used intheatre process. The following skills, attitudes andknowledge areas should be covered: sensory perceptionand emotional response, imagination, movement, lan-guage, voice discipline and self concept.

To form aesthetic judgments. The following skills, atti-tudes ard knowledge should be covered: dramatic ele-ments, theatre and other arts, aesthetic response.

To relate theatre to its social content. The followingskills, attitudes and knowledge should be covered: the-atre and life, roles and careers, theatre heritage.

Using theatre as an avocation or vocation. This areaemphasizes the introduction of specific career possibili-ties in the theatre arts and the theatre arts as a leisuretime advantage.


Curriculum Guide.


List of course offerings



1. If we want to develop or improve our theatre pro-gram, what resources are available? The Departmentof Education's Guide to Curriculum Development inthe Arts offers a planning framework for developinga K-12 theatre curriculum. Many of its activities areextremely compatible with areas in language artsand music. This guide also offers an excellent bibliog-raphy for additional information on theatre educa-

et1

Appendix C

r 1 imiwm.W.Mil\ Lyon

AEA

emil,

Area Education Agencies1 RONNIE MIMP =IMMO =2. ImDickinson Emmet Kossuth Winneb

EAWorth mitcF

MM. ilM=M 0111MPlIl

Howard Winneshie

Sioux AEA

AllamakA

O'Brien Palo Alto Hancock

AEA 4SIOUX CE T

Lake,*CYL IN

AEAER

Cerro Gor

here TrailsAR LAKE

Chickasa

Fayette

Franklin Bremer

Clayton

Keystone AEAEL DER,.

Woodhury11:114rn Hills AEASIOUX CITY

AEAMonona

6 IN

Calhoun

Webster

ArrowheadFORT DOD

Hamilton Hardin

Black Haw

A7AR FALL

Delaware DubuOtle

Jackson

Crawfor Greene Story Marshall

AEA 6ARSH LLTOW

ant Wood AEDili RAPID

Cedar

Clinton

Scott

Harrison Audub n Guthrie Dallas

terPottawattamie Madison

Polk

HeartlandJOHNSTO

Warren

Jasper Powesh Iowa

AEJohnson

Muscatine

,ssippi Bend AEABETTENDORF

Marion ashingt

AEAloits Hills AEACOU

Mills

Frornont Page

").

ry Adams

Gre

Taylor

Union

Valley At

Clarke Lucas Monroe Wapello Jefferson HenryDes Mninp

16.outhemn I rai ie AEA

Decatur Nine Appanoos Davis Van Buren

4 A A15S -.5 MENImm won. w~

LeeGr iver AEA1:112.01..ING TON~ 110. M1


Appendix D

"Making Arts Educa-tion Basic" Writers

School Administrators of Iowa

Glen ConnorAmes Community School DistrictNorthwood Elementary601 28th St.Ames, IA. 50010

Ken SteineCollege Community School DistrictPrairie High School401 76th Ave. SWCedar Rapids, IA. 52401

Rod WilbeckMaurie-Orange City CommunitySchools615 Eighth St. SEOrange City, IA. 51041

Arts Educators of Iowa

Lynda Black1648 18th St. NWCedar Rapids, IA. 52405

Kimm StastnyDavenport Community SchoolDistrict1001 Harrison St,Davenport, IA. 52803

Nan Mercier3309 TulaneIowa City, IA. 52240

contributors:Suzanne RunyanLoren ReedDiane C. GregoryLynda BlackJoline DeJongMary Jane GillBetty WingaJohn M. HicksCliff Coussens

Iowa Band Masters Association

Joe ChristensenIowa State UniversityDepartment of MusicH714 LyonAmes, IA. 50010

Dan AndersonNorth Scott High School200 S. 1 St.Eldridge, IA. 52748

Guy BlairPella High SchoolE212 University

IA. 50219

Keith AltemeierFort Dodge High School819 N. 25thFort Dodge, IA. 50501


Ross LeeperRobert Blue SchoolNW 2nd & FortEagle Grove, IA. 50533

Gilbert LettowMason City High SchoolMason City, IA. 50401

Iowa Choral Directors Associa-tion

Ken Phillips202-A Lakewood VillageCoralville, IA. 52241

Kent Hatteburg2716 29th St. SWCedar Rapids, IA. 52404

Linda Jensen3 Bunker Hill Scp .areMason City, IA. 50401

Judy SvengalisDes Moines Community SchoolDistrict1800 Grand Ave.Des Moines, IA. 50307

Iowa Music Educators Associa-tion

Dorothy McDonald535 Olive St.Iowa City, IA. 52240

Judy ovengalisDes Moines Community SchoolDistrict1800 Grand Ave.Des Moines, IA. 50307

Jolene Nelson804 2nd Ave. NMt. Vernon, IA. 52314

contributors:Charles DCampBetty DebbanVernon HaagsmaPaula HolcombLinda JonesAugust E. KnollPhillip MillerJudy Tabarel

Iowa Talented and GiftedAssociation

Mary GieseArea Education Association 2P.O. Box MClear Lake, IA. 50428

Miriam KenningArea Education Association 15Southern PrairieRR 5 Box 55Ottuma, IA. 52501

Sal Miller2509 Towne House Dr.Cedar Radips, IA. 52402

Mark Shafer

201 W. 1VashingtonFairfield, IA. 52556

Iowa Association for Supervi-sion and Curriculum Develop-ment

Jackie Pelz420 SW School St.Ankeny, IA. 50021

Iowa Orchestra Association

Cathy Haines2008 Rochester Ave.Iowa City, IA. 52240

Iowa Association of SchoolBoards

Barbara RaskoIndianola Community SchoolDistrict1201 N. D St.Indianola, IA. 50125

Dennis CarlsonCAL Community School DistrictRt. 1Hampton, IA. 50441

E. Anne Larson505 5th AvenueDes Moines, IA 50:309

AEA Education Agencies

Mark PetersonArea Education Association 13Loess HillsBox 119 RR 1Council Bluffs, IA. 51502

Sandy McKinnonArea Education Association 13Box 119 RR 1Council Bluffs, IA. 51502

Paula ThompsonArea Education Association 11509 NW Chapel Dr.Ankeny, IA.

Betty Atwood6500 Corporate Dr.Johnston, IA. 50131

Jane Neff6500 Corporate Dr.Johnston, IA. 50131

Iowa Communication Associa-tion

Jay EdelnantUniversity of Northern IowaCedar Falls, IA. 50613

Larry Brandstetter5 Robin Hill Lane!,(1 Oak, IA. 51566


06

contributors:Mark BurnettLois JecklinKaren TiltonJohn GibsonKen Butz lerSteve StoryMichael PeitzRobert SchankeFran HedemanRandal WrightSteve PalmquistKathy OaklandBruce BungerBonnie Benesh

Very Special Arts Iowa

Susan JensenGrimes State Office BuildingDes Moinel IA 50319

Concetta Mors',73017th St. *!'Des Moines, j. 4

contributorKim O'Meara

Outside Arts Resources

Betty WingaCharles H. MacNider Museum303 Second Street SEMason City, IA. 50401

contributors:Michael A. CareyKarla Goettel

Thomas JohnsonJerilee M. MaceMary OswaldCheryl Ann ParkerLynette PohlmanGladys StubbenJohn W. ViarsDavid Williamson

American Institute of Architects

Barbara J. Schmidt512 WalnutDes Moines, IA. 50309

Music Therapy

Kate GfellerSchool of MusicUniversity of IowaIowa City, IA. 52242

Theater Education

Gretta BerghammerCommunication and Theater Arts DepartmentUniversity of Northern IowaCedar Falls, IA. 50613


Appendix E

OVERVIEW WRITERS

MusicJudy SvengalisDes Moines Community School District1800 Grand Ave.Des Moines, IA. 50307

TheaterBill WaackUniversity of Nothern IowaCedar Falls, IA. 50614-0602

DanceJanice Baker HainesIowa State University2935 GrandviewDes Moines, IA. 50317

ArtLynda BlackCedar Rapids Community Schools1648 18th St. NWCedar Rapids, IA. 52405

Outside Arts ResourcesBetty WingaCharles H. MacNider Museum303 Second Street S.E.Mason City, IA 50401

AIM FOR EXCELLENCZ 33

68

Convergence '89 Consortium

Our thanks to those participating:

Kathleen AlmelienJanice Baker HainesJoyce BanakaCarroll BenninkLynda BlackGuy BlairLarry BrandstetterTom ClauseGlenn ConnorCliff CoussenDennis DakeDennis L DarlingDavid DarnellEarle W. DickinsonJay EdelnantJohn FitzpatrickMary GieseRobert GlockeEd GrafkeJodie Butler GreenhoeNatalie HalaSharon HannJanet HeinickeAndy HelgasonJohn M. HicksKathleen HillSharon JasaEvelyn JensenSusan JensenDwayne JohnsonEverett D. JohnsonMiriam Kenning

Henry KesterMaryellen KnowlesKaren KralChristine LaueMark LehmannPeggy LeonardoDorothy McDonaldJohn MartinElsie MontheiConcetta MoralesPhil MurrellKay NorthMarck NystromMary K OswaldCheryl Ann ParkerMark PetersonKenneth H. PhillipsBarb RaskoLaurie SandeMary Beth SchroederCarmon SlaterKimm StastnyVictoria SummersonJohn T. SuttonJudith SvengalisAnnette SWE n nKay SwanPaula ThompsonBill WaackJill Watrous-WalshJohn L. WeinkeinRod WilbeckVal WilliamsDavid WilliamsonVernon WindsorBetty WingaEd WongMarilyn Zurmuehlen


69

BUREAU OF INSTRUCTIONAND CURRICULUM

IOWA DEPARTMENT OF EDUCATION

GRIMES BUILDING

DES MOINES, IA 50319-0146

IOWA ARTc, COUNCIL

IOWA DEPARTMENT OF EDUCATION

WORKING TOGETHER

*7*****0document resume ed 315 368 so 020 571 author downing, karen, ed.; penney, rita, ed. title...

Documents