Philosophy
The School Through The Arts program is founded on a philosophy that the Arts
and Humanities
are at the core of all civilization. With this in mind, it is fundamental that
all
areas of human experience and knowledge are related to the Arts. This
essential verity can be related in the school classroom, and can, in fact,
enhance and accelerate
the acquisition of knowledge.
The Arts are a unifying theme for our regular curricular areas. Classes use
Fine and
Performing Arts not only as teaching tools, but as threads that touch each of
the
other content areas. Using Art as a common thread in all classes lends a
dynamic
of synthesis to the program. Students identify commonalties and begin to see
that knowledge
is not a compartmentalized hodgepodge of different content areas, but is
instead
a tapestry of interwoven ideas linked by common bonds.
The Arts have a powerful impact on academic performance. The National
Endowment for
the Arts and the American Council for the Arts have demonstrated the potency
of arts
in education. Jerrold Ross, director of the National Arts Education Research
Center
(NAERC) at New York University notes that "Arts education research has
begun to demonstrate
that in a variety of settings... with a variety of population groups... the
arts
have a significant impact on academic achievement."
Students participate in daily classes using a team teaching paradigm with an
Arts
focus. In addition, arts field trips
complement
and enhance the information given in class. Finally, guest artists from the
community
and outside Alaska round out the educational experience.
In addition to the Arts theme, use of the integrated team teaching approach is
a key
element in the STTA program. Teachers share conference periods to discuss
curriculum,
develop lesson plans, and to work in concert with students who may be
struggling.
While in the traditional method, a student rarely hears about the Greek city
states
outside of the History class, using the team model, students get triple
reinforcement
on practically every topic. This repetition and bolstering of knowledge across
the
curriculum pervades everything these students do, resulting in better
retention of information
and therefore a better foundation on which to build new concepts.
Finally, students have a single minded cadre of educators in their court.
Often, students
get lost along the way and "fall through the cracks" in the
traditional system. Since
any one teacher only sees a student for 50 minutes in any day, it is difficult
to form an accurate vision of the student quickly enough to administer help if
a young
person is in trouble. By the time a problem is noticed, it is often too late.
In
STTA, however, all three team teachers are able to discuss student performance
thereby
identifying problems quickly, and then developing a concerted plan for
improvement.
Students do not fall through the cracks, because most of the cracks no longer
exist.
The School Through the Arts really works. Students in the program develop
lasting
skills and build valuable stores of knowledge, but more than that, they
acquire a
sense that learning is fun and that they need not be apprehensive about
expressing
their point of view. As one student said in a recent Anchorage Daily News
article "You can
stand up in this class and talk."
There are many reasons why STTA is effective, but two of the more important
concepts
deal with the program's structure.
First, an integrated program helps students understand why they are in school.
Math
becomes relevant, and reading has a compelling purpose. The arts, as a
unifier, provides
students with a fully human dimension to their learning. They also discover
that
they can make a difference.
Secondly, the block scheduling and class partnership builds a sense of
community around
common learning interests within a large, impersonal high school. It is ideal
for
bringing multiple cultures together to enrich the experience. It is an
antidote to
alienation, gangs, and racial prejudice.
In terms of objective outcomes, students in arts centered programs perform
better
on standardized entrance tests, such as the SAT. At the subjective level, they
are
more well rounded and have a big picture view of the world which is necessary
to
make the important choices they will encounter in future years.
Finally, parental involvement is a necessary element in the program. The
history of
this program is based on it. Parents brought the need for STTA to staff
attention.
Parents assisted in developing the concept. Parents are part of curriculum
development.
Parents have been, and will continue to be, the cement that strengthens the
STTA foundation.
Parents
have been involved in STTA fund raisers, have accompanied the teachers and
students on activities, and have been used as guest speakers, as well as being
concerned
parents of West High students.
In the traditional setting, parents are seen seldom, even on back to school
night
or report card pickup night. In fact, most parents are not seen at the school
unless
their student is experiencing difficulty. STTA parents are seen on a regular
basis.
They are accepted by the students as part of the program, on occasion dropping
into class,
or riding the school bus with students on a field trip. Without the constant
parent
support, STTA teachers could not be as effective and the STTA program would
not exist.