Colorado

A+ Denver finds art deserts in DPS

In the same way there are food deserts in certain corners of bustling cities, there are also areas devoid of art opportunities for young people.

Second-graders at the Polaris Program at Ebert practice drawing bones in an art lesson inspired by Georgia O'Keefe.
Second-graders at the Polaris Program at Ebert practice drawing bones in an art lesson inspired by Georgia O’Keefe. <em>EdNews</em> file photo.

Planting the seeds of creativity in these art deserts in Denver is what A+ Denver says it aims to do through a task force on quality arts in Denver Public Schools. The nonprofit school reform outfit on Thursday released a draft report on the state of arts education in DPS, believed to be the first of its kind.

“It is meant to be a snapshot of what is currently in DPS in terms of arts education, and a description of why arts education is so important,” said Van Schoales, executive director of A+ Denver. “You’ll find the recommendations are purposefully blank at this point. We wanted to share the report with A+ members and the public to get ideas, thoughts and feedback.”

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A+ Denver researchers uncovered pockets of greatness – most notably, Denver School of the Arts – but they also found areas where students have few opportunities to learn traditional fine arts, such as painting, sculpture, architecture and music, or modern fine arts like film, photography, design, literary arts and culinary arts.

And, when DSA’s enrollment was closely examined, few students from high-poverty areas won coveted spots at the school during its “blind auditions” process. Last year, 1,103 students applied for 213 spots at DSA. The school has not consistently admitted DPS students from a single school west of I-25 for at least the past three years, the report found.

“It’s really challenging to find kids in Denver who play violin or cello well enough to get into DSA,” Schoales said. “One of the reasons for that is that there isn’t a DPS elementary school that has a music program that isn’t dependent on parents providing instruments or paying for lessons. I was somewhat shocked by how dramatic some of the data was.”

The report found these weaknesses in DPS’ artistic course offerings:

  • Spread thin – some breadth and little depth
  • Inequality of access to strong programs
  • Few clear pipelines for students studying the arts or a specific artistic discipline
  • Under-utilization of Denver’s arts community to assist in schools
  • Few measures of quality of arts instruction

Schoales said studies have proven the value of artistic endeavors on a person’s life and future success.

“We believe that providing a systemwide high-quality arts education supports academic achievement and attainment and contributes to overall student success,” states the report, titled Arts Education in Denver: Envisioning Excellence.

Arts in DPS lack benchmarks

The document laments the fact that DPS has few, if any, explicit goals, benchmarks or measurements when it comes to arts instruction.

For instance, researchers found that Denver only requires 10 semester hours of the arts for high school graduation, which can be satisfied by taking arts or career and technical education. Researchers also found instances of teachers with arts credentials being hired to teach non-related subjects, such as gym and history.

DPS elementary students should be receiving a minimum of two hours of arts instruction per week, the report states, based on current district funding and policy.

But, “In practice, there is strong anecdotal evidence to suggest students are not always getting this level of arts instruction,” the report stated.

The report also found that Denver spends $256 per pupil on arts instruction. In 2008, SRI, a nonprofit research group based in California, looked at arts spending at 10 exemplary schools in Minnesota, Kentucky, Massachusetts and New Jersey. It determined that most “exemplar” schools spend between $150 and $350 per pupil on arts teachers’ salaries.

The A+ report is calling for closer scrutiny of what students in DPS are learning in art through the use of end-of-the-year portfolios or other measures, such as differentiated diplomas.

Growth in state’s creative industries

According to the report, Colorado’s economy is increasingly driven by creative industries.

A 2008 Creative Industries report found employment in the state’s creative economy increased by more than 8,000 jobs, or 7 percent, compared to a 6 percent growth in creative enterprise employment in the U.S. from 2002 to 2007.

Yet fewer than 1 percent of total DPS graduates going to college in-state appear to be majoring in design-related fields. In 2011, about 4.4 percent of DPS public school graduates who went on to college in state declared majors in the arts, compared to 8 percent from Denver private schools.

That isn’t to say some Denver schools aren’t stepping up to the plate. The report singles out schools with strong arts focuses, including Kunsmiller Creative Arts Academy, Smith Renaissance School and the Cole Arts and Science Academy.

Other schools – such as Odyssey, Brown, McMeen, Montclair, Steck, Steele, Lincoln, Cory and Polaris – also have strong reputations for their arts programs, the report found.

Meanwhile, CEC Middle College has programs driven by the creative industries. And, over the past two years, East High School, traditionally recognized for its film program, has tripled the number of students taking its Advanced Placement studio art class. Almost a third of East arts students are pursuing art at the college level.

Schoales said A+ Denver’s goal is to come up with a set of recommendations in coming weeks to boost the arts in the rest of the 80,000-student district.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.