Browsing by Subject "arts education"

Now showing 1 - 6 of 6
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    Divesting from School Resource Officers & Investing in Students - An Issue Brief
    (University of Minnesota - Curriculum & Instruction, 2020-06-08) Huynh, Denise H.; Golden, Sean C.; Kleese, Nicholas E.
    Following the death of George Floyd, this brief was originally authored and publicly released on June 8, 2020, by University of Minnesota Department of Curriculum & Instruction members, Denise Hanh Huynh, Sean Cameron Golden, and Nicholas Ezekuel Kleese. We outline a body of research that supports this decision, as well as offer practice and research-based actions that school districts can take to invest in students and communities. Specifically, we urge schools to divest from School Resource Officer contracts and reinvest those funds in 1) developing and teaching ethnic studies and heritage language curriculum, 2) expanding arts and creative out-of-school-time programming, 3) hiring and retaining critically conscious Black, Indigenous, and PoC school counselors, 4) hiring and retaining critically conscious Black, Indigenous, and PoC educators, and 5) applying trauma-sensitive, anti-racist, and anti-oppressive teaching practices. We share this brief as a way forward. We ask teachers and students to imagine better ways to educate—possibilities that cultivate equity, justice, freedom, safety, and peace, possibilities that recognize the ways in which our liberation is bound together.
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    FACETS: Focus on Arts, Culture and Excellence for Teachers and Students
    (Center for Applied Research and Educational Improvement, 2011-11) Dretzke, Beverly; Rickers, Susan
    In 2008, a 3-year Professional Development for Arts Educators (PDAE) grant was awarded by the U.S. Department of Education (DOE) to the Minneapolis Public Schools (MPS) to support professional development for arts educators. The funded project was titled Focus on Arts, Culture and Excellence for Teachers and Students (FACETS). Project funding provided professional development opportunities for music and visual arts teachers in elementary and middle schools characterized by high poverty, where 50% or more of the students were eligible for free or reduced-price lunch. FACETS had two primary purposes. One was to enhance music and visual arts teachers’ knowledge and skills related to providing effective instruction for students of the ethnic/cultural backgrounds present in their classrooms, especially African American, Somali, Hmong, Latino/Hispanic, and American Indian students. The second was to support the creation of on-going professional learning communities (PLC’s). MPS contracted with the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota to serve as the external evaluator of the project. This report presents an evaluation of the 3 years of the FACETS project, 2008-2011, including a description of the components, the modifications that were made from year to year, and the results of teacher surveys and teacher interviews.
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    New York Mills Sculpture Garden
    (2006) Sullivan, Erin
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