The way to do research is to attack the facts
at the point of greatest astonishment.
– Celia Green, British philosopher, 1935
Arts Integration Partnership
In 2012/13, the Arts Integration Partnership is "in residence" in three districts: Culver City, Paramount, and Bassett. Using our signature anchor work approach, participating teachers learn and practice discipline-specific artmaking skills while designing instructional strategies to integrate the arts across the curriculum.
Through the Partnership's "joint venture" model (RAND, 2004), we seek to maximize the impact, value, and sustainability of our work with partnering schools and districts. The program's goals are global in reach, attainable only when our work is deeply embedded and allowed to evolve within existing infrastructures and processes; however, we also know the arts can be positioned and delivered in ways that both catalyze innovative instructional approaches and reveal useful new frames for high quality teaching and learning.
It was truly amazing to see how my kids went from shy, nervous kindergarteners to confident, bold students.
– 2011/12 AIP Participant
LEARN MORE ABOUT OUR AIP RESEARCH PROJECTS
- Culver City Unified School District ›
- Paramount Unified School District ›
- Bassett Unified School District ›
LEARN MORE ABOUT THE ARTS INTEGRATION PARTNERSHIP ›
In 2013, Spotlight will be celebrating 25 years of bringing young people together in and through the arts: 25 years of discovering unrecognized talent; of showcasing the next generation of highly accomplished artists; of welcoming novices to the anxious camaraderie of waiting to be called into the audition room.
I learned that if I try, I can do much more than I expected.
– A Spotlight Participant
The program focuses its attention not only on potential Grand Prize winners, but also – and perhaps more so – on teenagers whose Spotlight experience is one among many they will explore during high school. An experience full of opportunities for learning, for exposure to new ideas and identities, and for building the cultural capital that they will be able to call on as they move from high school to college to careers.
DOWNLOAD OUR REPORT ON SPOTLIGHT 2011/12 ›
LEARN MORE ABOUT SPOTLIGHT ›
The completion of the Walt Disney Concert Hall in October 2003 offered The Music Center an exceptional opportunity to create a family-friendly showcase of distinctive music, dance, and artmaking traditions from around the world. In the years since, nearly 48,300 children, parents, and performing arts enthusiasts have filled the W. M. Keck Foundation Children's Amphitheatre and the adjoining Blue Ribbon Garden for World City's music, dance, puppetry, and hands-on arts activities.
Perhaps the most important story to tell about World City is how families and children carry their experiences into their lives, homes, and schools. Many parents concerned about the cuts made to in-school arts education are turning to programs such as World City to ensure their children become "aware that there is a world out there that is to be appreciated and enjoyed . . . It's only through venues like this that we're able to get the cultural programming that I think is increasingly leaving the public school arena."
I don’t know that we would have a chance to see anything else like that
if the World City program weren't here.
– A World City Parent
DOWNLOAD OUR WORKING PAPER ON WORLD CITY ›
LEARN MORE ABOUT WORLD CITY ›
Grand Avenue Partners
The Grand Avenue Partners (GAP) are collectively dedicated to supporting Cortines High School and strengthening the arts preparation of students within the Belmont Zone of Choice. In the past, the Partners have focused primarily on support for arts specialists and their students; however, in 2011/12, the Getty GAP/Pacific Standard Time initiative provided an exciting opportunity to pilot a new arts integration model.
GAP/PST integrated three cornerstones of arts education: Teacher professional development, in-class lesson plans and activities, and exposure to art works, artists, and artmaking in the community. A distinctive feature of the project design was the use of a generalist-specialist model that brought educators from arts and non-arts subjects together in PD workshops and lesson planning and delivery.
My students made meaningful connections between literature, music, and visual art. They recognized that all three disciplines paradoxically allow for both self-expression and community.
– A GAP/PST Specialist Teacher
DOWNLOAD OUR REPORT ON THE GAP/PST INITIATIVE ›
LEARN MORE ABOUT GRAND AVENUE PARTNERS ›