Oregon Alliance for Arts Education (OAAE) champions, strengthens and celebrates the arts as an integral part of education for the people of Oregon.
Improve the quality of/access to arts education for Oregon's children.
Support and honor excellence in arts education throughout the state.
Increase the understanding and appreciation of the value of arts education among Oregon's educators and the communities they serve.
Press Release: September 17, 2015 - OREGON ARTS CONTENT STANDARDS ADOPTED
September 17, 2015, the Oregon State Board of Education adopted the Oregon Arts Content Standards for Dance, Media Arts, Music, Theatre and Visual Arts.
Work begun in June of 2013, with facilitation of the work by the Oregon Alliance for Arts Education, led by five writing teams comprised of arts teachers in Oregon, reached its close with the State Board action. The input for these standards was from the teams themselves and was input Oregon teachers felt best suited Oregon. These five teams had access to national work as the National Core Arts Learning Standards were developed, and released in June of 2014. Careful consideration was given to scope and sequenced Oregon student arts learning and with assessment of student learning. The end result was a set of definitive Oregon arts content standards adapted from the 2014 National Standards for Dance, Theatre and Visual Arts and adoption of the 2015 National Standards as the standards for Oregon by Media Arts and Music. Writing Teams listing for the Oregon Partners for Arts Learning Standards (OPALS) Project, may be found under “Programs” on the Alliance website.
The Alliance is working with the Oregon Department of Education (ODE) to have standards posted to their website later this year. At this time, our advisor at ODE, in this connecting work, is Brian Putnam (email@example.com). In the meantime, the adopted Oregon Arts Content Standards are posted on the Alliance website (oregonarts.net).
The Alliance is most appreciative of the support throughout the state and ODE for the creation of the 2015 Oregon Arts Content Standards. Presentations have been made at conferences such as OMEA, OAEA, OETA and OSBA during these past 3 ¼ years and additional presentations are scheduled. It is realized that educators will wish to learn more about the intentions of the standards, their format and outcomes, resources available. Currently the Alliance is working to determine best approaches to bring that to the field.
For more information, please contact Nancy Carr at firstname.lastname@example.org.
Printer-friendly version: Press Release 9_17_15
Research shows how the arts help kids:
Imaginative play, coached by a teacher, enhances important learning abilities that help kindergarten children make physical and social sense of the world around them.
At-risk first grade students who were taught basic letter and sound connections through improvisational movement improved more in those basic reading skills than did the control group of similarly at-risk students.
Young people who participate in the arts for at least three hours, three days a week for a year are: 4 times more likely to be recognized for academic achievement, 3 times more likely to be elected to class office within their schools, and 4 times more likely to participate in a math and science fair.
First graders who received instruction in music listening had significantly higher reading scores than those first graders who did not receive the instruction but were similar in age, IQ and socioeconomic status.
Second grade students given piano instruction in addition to spatial reasoning instruction improved more in spatial reasoning than those given spatial reasoning instruction only, English language training instead of piano, or no special instruction.
Teenagers and young adults of low socioeconomic status who have a history of in-depth arts involvement have higher career goals, are more civically engaged, and show better academic outcomes than low-SES youth with less arts involvement (“low arts”). They also have higher rates of college enrollment and attainment.