In reflecting on the synthesis of the Map the Next 10 Years planning process posted here, and this week’s guest blogs elaborating its key points, I notice a crosscutting theme. That theme is the importance of translation and amplification.
How can we translate what matters to us; what we do well; and where we are trying to go in a way that allows us to find with others what Joe Landon refers to as “overlapping interests,” and “shared commitments?” As John Abodeely writes, when it comes to education, “thousands of people each day make decisions that impact what is taught to whom by whom and for how long,” and each of these people brings different priorities, responsibilities, and perspectives to the table. Translation is key to finding common ground within this complex picture and to forging the kinds of coalitions Abodeely suggests have impact within our messy system.
The current movement around the Common Core State Standards, which Browning Neddeau discusses, and related movements advancing the importance of deeper learning and college and career readiness, for example, represent opportunities for the arts education field to apply the power of translation. Proponents of these movements are talking about the importance of creativity, imagination, engagement, collaboration, higher-order thinking, and hands-on, student-driven, real-world, interdisciplinary learning. As a field, we have decades of experience delivering arts and arts integrated curricula that shift classroom contexts and teaching and learning to yield these outcomes. We have documented this experience through research (www.artsedsearch.org) and best practice. How might we now translate this knowledge to illuminate where our interests and commitments overlap with those of these other educational movements? And how might we articulate our expertise to help shape and advance these movements? (I think, for example, of the potential power of the arts education field translating what it has learned about preparing teachers to teach arts integrated curricula to inform the conversation about how to prepare teachers to facilitate deeper learning).
Key to our ability to “Build on What’s Working,” is our ability to amplify our work—to make sure that others within and outside our field hear about our best practice and the knowledge that we are developing as a field. I was struck at the meeting I attended at the Alameda County Arts Learning Alliance during its mapping process, that I had not heard of several of the arts education organizations that were sitting around the table, despite the fact that they were local and doing exemplary work. What role might each of us—as funders, policymakers, artists, educators, researchers, youth, families—play in amplifying the best practice and learning in our field? How might such amplification support our ability to connect around or own work in the fruitful ways described by Audrey Brown, or connect to the work of others in the way Carl Anthony invites in his post about the environmental justice movement?