The Study
This investigation explores the attributes of a Blue Ribbon, or exemplary, school that emphasizes arts education. It was conducted by Stephen Kaagan, professor of educational administration at Michigan State University. In the study, Kaagan differentiates between a school that has rich arts education offerings and one that is a center of the arts. He also outlines how arts education can create opportunities for innovation in the school1s mission-related functions -- curricular programming for students, approaches to teaching, assessment of student performance, professional development of staff and involvement of parents.

The Findings
A Blue Ribbon School exhibits best practices in arts education, and the imagination of staff and students shows up in key aspects of the school1s culture and organization. The look and feel of the school building and its external green space, as well as the school's outreach and interaction with the community reflect a commitment to the arts. Arts education offerings in such a school reach a growing and diverse group of students and make use of the artistic resources of the community in ways that strengthen both teaching and learning. Although goals and expectations will be different among elementary, middle/junior high, and secondary schools seeking to achieve Blue Ribbon status, experiential learning, appropriate use of newer technologies, and breadth of program, going beyond art and music, will be hallmarks regardless of the school1s level.

What It Means to You
If enhancing arts education and achieving designation as a Blue Ribbon School is a priority, you may find the following questions helpful in taking stock of your situation.1) Do you plan to extend arts education offerings and reach every student? 2) Do the arts enhance the teaching and learning of other subjects and support the assessment of student performance across subjects? 3) Have you capitalized on the promise of the newer technologies in your arts education programs? 4) Do the physical assets of your school and ordinary school practices evidence a commitment to the arts? 5) Do students, teachers and administrators in your school imaginatively and effectively engage with the surrounding community? Responding affirmatively to these questions places significant demands on teachers, parents, administrators, students and community leaders, but together you can attain noteworthy results.

More Information
Consult Kaagan, S.S., "Arts Education: Schooling with Imagination," Principal, Vol.77, No.4, March 1998, pp.16-19.

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