No Child Left Behind (NCLB) was originally designed to benefit at-risk students while including the arts as core academic subjects. Instead, NCLB has put pressure on schools to increase instructional time for tested subjects (math, reading) while decreasing time for other core subjects, such as the arts. Researchers note that this has led to a nationwide "narrowing of the curriculum” (Nat. Ed. Assoc., 2004; von Zastrow & Janc, 2004; King & Zucker, 2005). This impacts schools differently in their capacity to provide high quality arts learning experiences. While some schools continue to integrate the arts, others, facing ongoing budget constraints and hard choices, may limit the role of the arts in learning.
The impact of arts education to improve academic and social outcomes for at-risk students is well documented in Third Space: When Learning Matters (2005, L. Stevenson & R. Deasy) and also in Critical Links: Learning in the Arts and Student Academic and Social Development (2002, R. Deasy, Editor). Both contend that, unfortunately, it is the very students who have the most to gain from arts-rich learning who are less likely to experience and benefit from learning through the arts.
This program aims to reach students/teachers at all grade levels, from pre-K through 12th grade, and all subject areas. It is designed to meet the improvement goals of the school and the community involved. The Lied and its partners extend learning beyond "performance," into a meaningful and transformational experience for all students and teachers involved.
For more information about Arts in School programs contact Nancy Engen-Wedin, by phone 402.472.4707, or email, email@example.com.