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 JUNE 1, 2015
After two and a half years of work, The Oregon Alliance for Arts Education is pleased to announce that the Oregon Partners for Oregon Arts Learning Standards writing teams have completed their work, following input from a statewide public review February-March 2015. The five sets of completed arts discipline standards will be presented in Salem, to the Oregon State Board of Education for their consideration of adoption, on June 25, 2015.
Five sets of Oregon Arts Learning Standards, for Dance, Media Arts, Music, Theatre and Visual Arts, will be presented. Media Arts and Music are putting forth the National Core Arts Standards for Media Arts and Music, to be Oregon’s standards in those two arts disciplines. Dance, Theatre and Visual Arts have adjusted the National Core Arts Standards for clarity and language, and those sets will be presented as Oregon’s standards in those three arts disciplines.
To view the National Core Arts Learning Standards, please go to www.nationaartsstandards.org. To view the Oregon Arts Learning Standards being put forth to the State Board of Education, please go to www.oregonarts.net.
For more information regarding Oregon Arts Learning Standards, please contact Nancy Carr at firstname.lastname@example.org.
Printer friendly version of press release: PRESS RELEASE JUNE 1 2015
Research shows how the arts help kids:
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.
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.
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.
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.
Imaginative play, coached by a teacher, enhances important learning abilities that help kindergarten children make physical and social sense of the world around them.
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.