A Moment of Opportunity & Challenge A proposal for Northwood High School Gina Harrison Presentation to Chatham Board of Education • July, 2007
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THE OPPORTUNITY A BOE investment to fund renovations/expansion/upgrades at Northwood High School
THE CHALLENGE To direct the funds to serve the greatest number of students and receive the greatest return on the investment.
painting by NHS student Rondarius Bradshaw
A FEW ASSUMPTIONS 1. Funds cannot be used to address personnel requests/needs. 2. There are currently no overriding safety issues that would take precedence in use of these funds. 3. Funds should not be used for purely cosmetic improvements, if a proposal can be devised with most of the following benefits: a. Investment has potential to improve academic performance b. Improvements can aid in student (and faculty) retention c. Changes will allow faculty to more effectively address current student enrollment & potentially expand class enrollment to meet requests of current study body, course offerings and/or level of coursework offered. d. Improvements could also provide or improve facility as a resource for clubs, faculty, administration, community involvement. e. Investment has potential to make NHS students more competitive with regard to continuing education opportunities and/or employment.
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Build on a Great Foundation
Invest in NHS Arts Education
Hundreds of Northwood students participate in dance, choral and instrumental music, drama, and art classes, clubs, and camps each year
WHY THE ARTS? Not only is arts education defined by NCLB as part of the Core Curriculum, the NC Standard Course of Study reinforces the view of the importance of arts education. In addition to mastery goals in dance, music, theatre, and visual arts, it acknowledges the power and benefit of the arts—“to understand human experience; to promote teamwork and collaboration; to make decisions creatively; to learn to adapt to and respect others’ ways of thinking, working and expressing themselves; to learn problem recognition and problem solving; to create and reflect culture; to develop essential senses; and to analyze nonverbal communication and communicate effectively.” 4 In a 2001 report for the National Art Education Association, The Arts and Academic Improvement: What the Evidence Shows, Harvard Project Zero found several areas where arts studies improved student performance in other academic areas. But more interestingly, they had the following comments: “Let’s stop requiring more of the arts than of other subjects. The arts are the only school subjects that have been challenged to demonstrate transfer as a justification for their usefulness. …Let’s bet on history. Of course, we do not know for sure what is the best education for children to ensure that they will grow up to lead productive and happy lives. But the arts have been around longer than the sciences; cultures are judged on the basis of their arts; and most cul3
tures and most historical eras have not doubted the importance of studying the arts. Let’s assume, then, that the arts should be a part of every child’s education and treat the arts as seriously as we treat mathematics or reading or history or biology. Let’s remember why societies have always included the arts in every child’s education. The reason is simple. The arts are a fundamentally important part of culture, and an education without them is an impoverished education leading to an impoverished society. Studying the arts should not have to be justified in terms of anything else. The arts are as important as the sciences: they are time-honored ways of learning, knowing, and expressing.” The report is also interested in the finding that when arts are given a prominent role, schools often report a rise in test scores. Two possible explanations they propose are that “schools that treat arts seriously institute other kinds of innovations favorable to academic learning” and that the arts may serve as “motivational entry points for non-academic students.” 3 Myriad career opportunities are not only available in the arts (see attachment), but growing. The arts are providing economic development/employment opportunities in our community. We are fortunate to live in area with a vibrant, arts community—with both accomplished, practicing artists and respected educators in all disciplines, working in private & public institutions across the Triangle. Recent news stories note: • A $350,000 Arts Incubator grant from NC Rural Economic Development Center 1 • Construction of the new Durham Performing Arts Center 1 • A recent study, reported on in the News & Observer, that shows in Wake County, "the arts," taken collectively, would be the 10th largest employer in Wake County. Arts and culture non-profits drew outside visitors who accounted for 32% of their audiences, and who spent 35% more than Wake County residents. • At UNC, the first Kenan Music Scholars receive full four-year scholarships http://www.unc.edu/news/archives/jun07/musicschols062507.html 6 • Central Carolina Community College lists 8 pages of Fall course offerings in Commercial and Artistic Production Technologies • Local musicians and composers, the Red Clay Ramblers, are heading back to Broadway for a December opening of their musical, Lone Star Love 5 4
ARTS EDUCATION AT NHS Arguably, NHS Arts Education has developed into one of the strongest departments in the entire school system. A review of students served; the range of classes offered; academic achievements and continuing education plans; community service efforts; faculty expertise and activities; and parental involvement and investment all point to a thriving program. Arts classes serve a large spectrum of the diverse NHS student body, from students who will leave school to enter the work force to those pursing degrees in community colleges, the state’s university system, private colleges, or large institutions in other parts of the country. The NHS Marching Band (a co-curricular activity) and the annual Spring Musical (a multidisciplinary, extracurricular activity) each regularly involve 95–150 students—close to 10% of student population. The 2006 winter music concert program lists more than 120 student performers. Highly-motivated, mature faculty and enthusiastic new educators offer a wide variety of classes, initiate innovative programs, serve as faculty sponsors for extracurricular activities and community service projects, and pursue professional development opportunities. They engage in outreach activities to introduce and encourage middle school students to enroll in arts classes. They are members of professional organizations and have been nationally recognized for their achievements. Community service efforts are a common theme running through all these programs. Musicians perform at parades, community celebrations, club meetings, Ronald McDonald fundraisers. The holiday food drive for CORA, held in conjunction with the winter music concert, now in its 6th year, is the largest in the entire county. Community service projects are a central feature of the newly created NHS chapter of the National Arts Honor Society. Parent involvement is a distinguishing feature of all Arts Education Department programs. Families [who would define themselves as primarily supporting Arts activities] contribute time, talent, and annual investments in excess of $40,000 to the school each year. They support not only arts programs, but also NHS Athletics, the PTSA, and Project Graduation, among others. Space and scheduling limitations currently prohibit faculty from serving many students who wish to enroll in these classes. Last year, enrollment requests increased in each of the following courses: Technical Theatre, Technical Theatre II, Acting II, Voice Ensemble, Show Choir, Concert Band, Symphonic Band, Drawing & Painting, Fine Crafts, Dance 2, and Advance Technique. 5
CREATE AN ARTS EDUCATION WING Create a new wing for Arts Education in close proximity to the auditorium—the primary facility used by all arts disciplines. Alternately, expand the North & West façades of current Arts Education wing to adequately accommodate the entire Arts Education Department. 1. Expand Band Rehearsal Room—increase Sq. Ft. to accommodate current enrollment & increase ceiling height for improved acoustics. The occupancy rating for the current Band room for 84 students without instruments. Marching band classes have had up to 98 students practicing at the same time. Band students are forced to play music tests in the janitors’ closet due to lack of music practice rooms. 2. Improve, expand Drama facilities. The auditorium is suffering from years of postponed maintenance and upgrades to keep pace with current theater technology. Lights. Lights and instrumentation are part of original school construction and have never been upgraded. Repair is costly and difficult since advances have made this installation obsolete. A $4500 grant from PTSA went unused because it was insufficient for any repair, improvement, or expansion. One light board is 13 years old, the other 15 (purchased surplus). A major renovation is needed do justice to the efforts of students and faculty. Stage. Floor is in rough shape after 30+ years of constant usage. It needs to be refinished, applied with a thick coat of polyurethane, & painted flat black. Drama Dept. can then repaint it themselves when the need arises. Sound. Soundboard cannot run current complement of microphones and needs upgrading. Installing speakers at rear of the auditorium would improve aural clarity. Seating. Repaired Spring 2006 but a Fall 2006 class damaged many. Curtains. New front curtains (2003–2004) need to be properly hung. Secondary (black) curtains need to be replaced. Costume & Equipment Storage Workspace is needed to secure and maintain the major physical assets of the program. 3. Create Art Studio in Arts Wing [to replace small art classroom and accommodate students currently wishing to enroll for which there is no room.] Create Graphic Design studio [will require some new equipment, printers, software, reference materials. This new resource would expand training opportunities for students, and serve as a resource for marketing, journalism, and the entire faculty.] 4. Create dedicated Choral Rehearsal Studio 5. Move Dance Studio to Arts Wing
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ADDITIONAL BENEFITS If a new wing is constructed, vacated space in main building could serve athletics, sciences, faculty/administrative office needs. If current wing is expanded, old Art room and Dance studio spaces could be re-allocated. Upgrades to the Auditorium would benefit every class, club, or community group that uses the space. Potentially, expansion could continue down the entire west façade and provide additional PE space, or consider a combination gym/renovated Field House.
TAKING THE LONG VIEW A variety of factors have come together to make us the fortunate beneficiaries of the excellence that is a hallmark of today’s NHS Arts Education program. Consider 3 factors that contribute to programs with this level of achievement. 1. An enthusiastic core of students drawn to the subject matter and willing to practice to master their craft, see the benefits, and buy in to the program and it’s philosophies. 2. Dedicated, talented, creative, professional teachers with the skill and vision to create these programs and capture the imagination and devotion of their students. They also need to remain in the positions long enough to develop the programs, the traditions, and the graduates to provide incentives for new students. 3. A physical facility and resources that attracts students, new faculty and community pride and involvement. It motivates participants to extend their reach and is an acknowledgement by the community of the worthiness of their efforts. A successful program can only sustain itself temporarily with two of these three factors. Talented teachers in wonderful facilities will attract students. And an enthusiastic student body with a strong arts tradition and a wonderful facility can attract new faculty who want to be a part of an exciting program. In our case, students and faculty (as we have seen) can achieve great things in adverse circumstances when there is no alternative. But without our thoughtful attention, this valuable resource could slip away in one short semester. Our most established faculty may not be actively seeking better employment. But other programs will surely recruit educators of their caliber and level of achievement. And even in the best of all worlds, faculty eventually retire. 7
Now, we have the opportunity to match the efforts of this dedicated cadre of students and teachers. We must invest our own combined talents, creativity, vision, determination, and resources to this program so it will continue to flourish in the decades to come. Finally, listen to 2007 NHS Senior Class President, Stephen Shore, when asked about the top things that prepared him for the future during his years as a student. “Once I started participating in the theatre arts department at Northwood, my whole life changed for me because it was something I loved to be apart of. … Finally, a talent I've found as a result of school opportunities is acting. I have to say when I came to Northwood, I was extremely shy and I took an acting class because I thought it might be fun. There was so much talent around me though, I honestly didn't participate in the theatre again until I was a junior, because I thought I wasn't any good. But thanks to my peers and a wonderful acting teacher, I got confidence in myself to do better. Since then, I've been in four high school productions and attended The Governor's School of North Carolina for Drama. As a result, I have been accepted and will be attending NYU at The Tisch School of the Arts for Drama in September. I can't thank Chatham County Schools enough for allowing me to find my niche and help me prepare for the future.” 2 REFERENCES 1 15-501 Magazine. Summer 2007 V2 #2. 2 Chatham County Schools at a Glance, 2(3), p.1. March 2007] 3 Harvard Project Zero. (2001). The arts and academic improvement: What the evidence shows. Executive Sum-
mary. In Translations: From Theory to Practice. Retrieved from National Art Education Association website, June 2007. http://www.naea-reston.org/pdf/HarvardT.pdf 4NC Dept. of Public Instruction. NC Standard Course of Study. Retrieved Public Schools of North Carolina web-
site. http://www.dpi.state.nc.us/curriculum/artsed/ 5 News & Observer, Sunday June 27, 2007. Arts & Entertainment Section. 6UNC-CH Website. Retrieved June 25, 2007
http://www.unc.edu/news/archives/jun07/musicschols062507.html
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Careers in the Arts Accompanists Actors Animators Announcers/Broadcasting Architects Art, Antique Restorers Art Directors Art Therapists Art, Music, Dance Theater Critics Artist Management Arts Administrators Cartoonists Casting Directors Choreographers Cinematographers Composers Concert performers—Symphonies, Ensembles, Soloists Concert Promotions Costume Designers Craftsmen, Artisans–working in Jewelry, Ceramics, Stained glass, Quilts, Metal, Wood, Glass, etc. Dance Therapists Dancers Directors Fashion Designers Film Editors Gallery Owner, Managers Graphic Designers Historians Illustrators Information & Communication Specialists Jobs in Advertising, Marketing, Public Relations, Journalism Landscape Architects Makeup Artists Medical, Scientific Illustrators Ministers of Music, Choral Directors Muralists Museum Curators Music Arrangers
Music Historians Music Instrument Repair, Conservators, Tuners Music Publishers Music Therapists Photographers Playwrights Pressmen Printmakers Product Designers Production Designers Professional Exhibiting Artists Property Masters Public/Private School Teachers, all education levels, primary school to PhD level instructors (Art, Design, Dance, Drama, Music) Retail Music Store owners Sculptors Stage Managers Sound Designers & Technicians Studio Technicians Technical Directors Textile Designers Theater/Dance Company Administrators Theater, Design, Textile, and Surface Freelancing Typographers Urban Planners Visual Merchandising Specialists Web Layout Designers & Developers
And finally, an education & career in the arts may prepare you to become: Principal, Pittsboro Elementary or Chancellor, The University of North Carolina at Chapel Hill
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GINA HARRISON Gina Harrison is an instructional designer at The University of North Carolina at Chapel Hill, and since 1992, has served as the director of the publications office at the FPG Child De-
Her son Kevin is a 2007 graduate of Northwood High School. He plays bass clarinet and will attend UNC-G this fall, majoring in music education. Her daughter Charlotte is a rising
velopment Institute. In 2004 she was the recipient of the UNC’s inaugural Research and Economic Development Employee of the Year Award as well as a Shining Heel Award in recognition of her volunteer activities, particularly
eighth grader at Perry Harrison School. An artist, she is currently considering the NC School of the Arts, Parsons School of Design, or the University of Chicago!
in the Chatham County Schools system. Her design work received awards in 2005 and 2006 from the Raleigh Public Relations Society. Harrison has served as PHS PTSA VicePresident (2002–2004) and NHS Band Boosters Vice-President (2005–2007). In 2004, she was pianist for the PHS production of Oliver! She has served as NHS choral accompanist for three years and as a pit musician for Northwood’s productions of Once Upon a Mattress and Disney’s Beauty & the Beast. She provides public relations and graphic design services for the NHS Arts Education Department.
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