Arts Education

With arts offerings limited in many schools, Fariña celebrates top-tier student artists

PHOTO: Emma Sokoloff-Rubin
Recipients of the Chancellor's Arts Endorsed Diploma gather at the New York Supreme Courthouse.

Ritz Padilla wanted her daughter to be a teacher. So when AnJuli was applying to high school, Ritz steered her toward Hillcrest High School, a neighborhood school in Queens divided into nine career-focused tracks.

AnJuli didn’t last long in the teaching track. Soon after school started, she tried out for the school play and got hooked on theater.

“It takes a lot of courage to stand on stage and actually perform in front of people,” she said during a reception honoring about 1,250 recipients of the Chancellor’s Arts Endorsed diploma, held at the New York Supreme Courthouse on Wednesday.

Schools Chancellor Carmen Fariña, speaking at the event, drew attention the city’s efforts to give more students access to arts education, which Mayor Bill de Blasio committed new money to in his first city budget.

To qualify for the diploma, first offered in 2009, students must choose an area of focus–drama, dance, visual arts, or music–complete 10 classes in that area, and take a Regents-style exam designed by art teachers and professional artists.

Of the city’s 500-plus high schools, only about 30 had students graduate with an arts endorsed diploma this past year, according to a spokesman for the Department of Education. Though that number is just a small fraction of city schools, it’s double the number represented in the first year of the program.

Regis Laraque, AnJuli Padilla, and Damaris Tloudo, former classmates at Hillcrest High School, at a reception in their honor.
Regis Laraque, AnJuli Padilla, and Damaris Tloudo, former classmates at Hillcrest High School, at a reception in their honor.

AnJuli was lucky: while the quality and breadth of the arts program wasn’t her primary criteria when selecting a high school, her school’s theater track was strong enough that she easily completed the 10 semesters required for the arts endorsed diploma.

Many students don’t have the option, because their schools don’t offer that many courses in one area of the arts, or don’t have any arts programming at all, as Comptroller Scott Stringer noted in a report released in April. Though state law requires that all middle and high schools have some form of arts education, one in five city schools do not have a full-time, certified arts teacher, and schools in the poorest areas of the city were least likely to offer arts classes, according to Stringer’s analysis.

The number of schools with those programs could increase next year, once the city adds the 100 new arts teachers made possible by increased funding for the arts. Mayor Bill de Blasio’s first budget includes $23 million in additional funding, bringing the city’s total arts budget up to $353 million.

Manhattan Borough President Gail Brewer, who has called for better evaluation of the city’s existing arts programs, said that students in small, non-arts focused high schools are likely to face the most barriers to securing an arts-focused diploma.

“That’s where we have problems,” she said.

Speaking to this year’s recipients of the arts-endorsed diploma, Chancellor Fariña said that many of the schools that will receive funding to hire new arts teachers have already been notified.

The need for more arts education hits close to home, Fariña said. Participating in a student-run musical competition, called SING, had a powerful effect on her nephew, who she said wasn’t a big fan of school when he started at Edward R. Murrow high school in Brooklyn.

“Arts turned my nephew around as a student as a person. There’s nothing about the arts that are a frill,” she said.

AnJuli’s former classmate, Regis Laraque, described his reasons for studying theater in equally passionate terms.

“A great philosopher once said, YOLO,” he said. You only live once.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”