SOFA

Susan McLeod
Curriculum Manager – Arts Education
Arts, Communication and Citizenship
Alberta Education – 812F – 44 Capital Blvd.
10044 – 108 Street,
Edmonton AB

Good evening Susan. Thank you for taking the time to respond to our e-mail.

• We share the vision of the draft Framework which supports students to “realize their full, unique potential as they learn in the arts, through the arts and about the arts”.  It appears your view of this vision is very different than our view of this vision – how is the importance of arts education and realization of full potential achieved from the reduction of the current full 5 course credits to a single credit as proposed under the Framework ? 
• We were unable to see where the ”traditions and rigour of each discipline” were retained.  It appears they have been virtually removed.
• Elements of development, knowledge, skill, enrichment, excellence/achievement in the four disciplines of the arts are missing from the framework.
• It is not apparent that the framework supports providing options to students who are interested in developing their knowledge, skills and abilities in the arts beyond a general interest level.  Frankly, it appears the Framework does nothing to develop and prepare students for further post secondary study in the areas of the arts or success outside of the classroom.
• It appears that the Guiding Principles were dominated by a single philosophy.  While you mention you consulted with a diverse group of stakeholders in developing these principles, it appears that the voice of experienced, skilled, and accomplished educators in the areas of the arts was excluded, or ignored in developing the Principles or the Framework. 
• Premier Stelmach endorsed excellence in the arts by his remarks in announcing funding for the Mount Royal Conservatory (at Mount Royal University) earlier this year:  “Funding for the Mount Royal Conservatory is an investment in Alberta’s cultural legacy and part of our ongoing investment in public infrastructure during these difficult times.   Ensuring young Albertans have access to arts and culture, including music instruction, is important in building strong communities and enhancing our quality of life.”  The Framework is inconsistent with the position the Premier appears to hold.

So the concerns from our original e-mail remain.  This Framework, if approved and implemented, will ultimately lead to the demise of arts education in Alberta

Dear XXXXXX

Thank you for your email regarding Arts Education.

I am happy to address your comments about the proposed K-12 Arts Education Curriculum Framework June 2009 DRAFT. Arts Education provides opportunities for students to learn in the arts, through the arts, and about the arts. This includes instruction in specific arts disciplines and infusion of the arts across the curriculum. Research and focused discussions with diverse stakeholders have guided the development of a draft K–12 Arts Education Curriculum Framework.

The draft framework highlights the importance of arts education in the 21st Century. It proposes a vision of students realizing their full, unique potential as they learn in the arts, through the arts and about the arts. Based on a student-centered learning approach, the new framework proposes four general learning outcomes that reflect the common links that exist across arts disciplines (music, art, drama and dance). This means retaining the traditions and rigour of each discipline, while also embracing opportunities in the arts across subject areas.

Rather than minimalizing arts education, it is the intent of the draft framework to retain what is working well and also add further opportunities for students. If you have not already done so, I would like to invite you to view the proposed K–12 Arts Education Curriculum Framework June 2009 DRAFT online at:

http://www.education.alberta.ca/teachers/program/finearts/program-updates.aspx

Once you view the document, you are invited to add your comments to the Online Discussion Questions (at the same link). We value all stakeholder feedback and will carefully consider all responses when completing our revisions to the draft framework. We are especially pleased to receive your alternate suggestions for possible program organization.

I am happy to hear about your son’s successes with his music programs and career path. You must be very proud of his accomplishments!

Thank you again for your interest,

Susan McLeod
Curriculum Manager – Arts Education
Arts, Communication and Citizenship
Alberta Education – 812F – 44 Capital Blvd.
10044 – 108 Street,
Edmonton AB
T5J 5E6

Tel (780) 422-3217
Fax (780) 422-0576
Toll free (780) 310-0000

susan.mcleod@gov.ab.ca
http://alberta.education.ca

To whom it may concern,

It is with great concern that I read about the proposed changes for the Arts programs in Alberta. My concern is that this will be a mistake that can not be reversed.

In this very fast moving world where we even have a language for communicating on our various electronic devices, get addicted to our remote controls, use less words to say more in less time, look at each others pictures on facebook without ever commenting or discussing it, Art is all forms is the one thing that we cannot afford to loose. Whether it is music, drama, dance or visual art, this is the one thing that still brings us stillness, emotion, a moment to stop and think. This is a language where important things still count: timing, discipline, commitment, memory, eye contact, humour, creativity, teamwork and perseverance. Studying the language of the Arts, is much more than a superfisual interest and learning a few chords or learning a few dance moves. Studying any language, we all know, involves learning the detailed nuances. Just speaking it, is not really knowing it.

If we just look at the music programs and the proposed changes, it will mean that the language of music will be lost! It can not survive without the detailed theory, history, harmony, and hours and hours of time to perfect and create something deep and meaningful that moves the artists and their whole audience. Can we really let that go?

Once these changes take effect, it will take away a world where our next generation of good artists can live and grow in, it will take away the ability to read and write the language of Art. We will lose the great musicians, and other artists who have a passion for teaching the youth about their greatest passions. We will lose the ability to communicate in the Arts. Can we afford that?

Moving to Canada 10 years ago, it was a great delight to see a piano in my child’s grade one homeroom, with a teacher who could play it and regularly did. Over the past 10 years we have seen some changes and have realized that it takes a teacher with a strong passion, much enthusiasm and a lot of encouragement to implement Art programs. Sometimes they work, but sometimes they don’t. It was with great excitement that we discovered the music program at Central Memorial Hight School, which again is run with great passion, enthusiasm and fantastic parent support. The idea that this can be a thing of the past soon, is a very sad concern and one that I truly hope will fade away. The music program, as I believe the other art programs too, provides a safe haven for students who share the same love of the arts. The valuable time they spend there, working together and learning the language is so crucial in their development and road to becoming well balanced adults.

Please do not water down our art programs. We will pay a dear price for it and we will never recover. We need the arts from a young age and if we take it away from your children now, they will loose so many important life skills in the process and our world will not be a happier place.

Sincerely yours

Nannette

Danielle Smith,
Wildrose Alliance Party,
Alberta

Good morning Danielle. Congratulations on your recent election as leader of the Wildrose Alliance.

http://education.alberta.ca/media/1115263/arts_ed_framework.pdf

The draft is a disturbing revelation as to the intentions of Alberta Learning to minimalize the Arts programs in our schools. While trying to put a positive spin on their proposal, it is clearly apparent that the true value of Arts and Learning are not being recognized. One could take the view that this is the first step towards the  Arts in education being minimalized or eliminated all together, if this proposal was to go through

To whom it may concern,

My name is XXXXX XXXXXXXXX and I am a grade twelve student at Western Canada High School in Calgary. I am writing regarding the K-12 Arts Education Curriculum Framework June 2009 draft.

I am pleased to see that the deadline for questions and feedback has been extended to January 31, as this shows that the comments and thoughts of the stakeholders are being taken into account and I appreciate the decision to do this.

I am a student who is heavily involved in the music program at Western. Next year, I hope to continue my studies in music, by pursuing a Bachelor of Music and later a Masters in Music Education, with the hopes of becoming a Music Teacher.

The music program at Western has meant a lot to me over the past three years and has been a big influence on my post-secondary aspirations. The current structure, while not perfect, has helped to enhance my music experience. Because there are no one credit modules currently, the bands, choirs and jazz ensembles have been together for three years. That has allowed us the chance to get to know one another on a personal level and in turn has helped us work together as a team. This is different from our other courses because our other courses are semestered, meaning they change every year. However, the structure of the music program provides a stable environment for all students.

My concerns with these proposed changes lie in the future. Although these changes will not directly impact my high school Fine Arts Education, these changes impact my future. My fine arts experience in elementary, junior high and high school has been a positive one and because of that I would like to pursue a Masters in Music Education. My concern now, however, is that when I have completed my Masters degree, I will not have a stable job because schools will not require specialists for longer than a 25-hour module period. I am also concerned for all future students who will be affected by these proposed changes. My music experience taught me a lot of things-discipline, teamwork and the power of music, just to name a few. If the changes do go through, I feel as though the new program will not be as valuable in maintaining the development of these skills. I am very privileged to have had this opportunity and I think it is unfair that future students may not get the same opportunity.  

I am also curious to know why the program is making these specific changes. If it is because of the rural community’s lack of specialists, shouldn’t we be improving the programs in those areas, instead of damaging the programs that urban areas have? Also, what other problems do you aim to fix with the new proposal? I read through the challenges section in the 2009 K-12 Fine Arts consultation report, and I do not see how these challenges will be fixed with the new curriculum.  

Thank-you for taking the time to read this letter. I look forward to receiving your reply.

Sincerely,

Good evening Susan. Thank you for taking the time to respond to our e-mail.

As you suggested we reviewed the draft Framework document.  Unfortunately, the draft Framework does nothing to alleviate our concerns; rather it gives us reason for greater concern.  

 We offer the following comments for your consideration:

• We share the vision of the draft Framework which supports students to “realize their full, unique potential as they learn in the arts, through the arts and about the arts”.  It appears your view of this vision is very different than our view of this vision – how is the importance of arts education and realization of full potential achieved from the reduction of the current full 5 course credits to a single credit as proposed under the Framework? 
• We were unable to see where the ”traditions and rigor of each discipline” were retained.  It appears they have been virtually removed.
• Elements of development, knowledge, skill, enrichment, excellence/achievement in the four disciplines of the arts are missing from the framework.
• It is not apparent that the framework supports providing options to students who are interested in developing their knowledge, skills and abilities in the arts beyond a general interest level.  Frankly, it appears the Framework does nothing to develop and prepare students for further post secondary study in the areas of the arts or success outside of the classroom.
• It appears that the Guiding Principles were dominated by a single philosophy.  While you mention you consulted with a diverse group of stakeholders in developing these principles, it appears that the voice of experienced, skilled, and accomplished educators in the areas of the arts was excluded, or ignored in developing the Principles or the Framework. 
• Premier Stelmach endorsed excellence in the arts by his remarks in announcing funding for the Mount Royal Conservatory (at Mount Royal University) earlier this year:  “Funding for the Mount Royal Conservatory is an investment in Alberta’s cultural legacy and part of our ongoing investment in public infrastructure during these difficult times.   Ensuring young Albertans have access to arts and culture, including music instruction, is important in building strong communities and enhancing our quality of life.”  The Framework is inconsistent with the position the Premier appears to hold.

So the concerns from our original e-mail remain.  This Framework, if approved and implemented, will ultimately lead to the demise of arts education in Alberta. 

 Yours truly,

Good evening Ms. Redford,

It is with a deep concern that we write you today, with the recent news of possible changes to the fine arts curriculum in Alberta schools.

Our son is a recent graduate of the Central Memorial PVA music program. He is now attending U of C, enrolled in his second year in the Bachelor of Music program, with a major in Music Composition. He desires, as a career, to be a Composer/Educator. He recently had a composition published through Lovebird Music (Plano, Texas), as a result of winning a composition competition with the Dallas Wind Symphony. He was inspired to compose in his Grade 10 year at Central Memorial High School, by his band teacher, Mr. Mike Gardner. Because of Mr. Gardner’s inspiration, and direction, Joel’s career path was set in motion, even as a 16 year old young man.

The music program at Central, in particular, strives for the highest of achievements. The ensembles are all of the finest quality, conducted by outstanding, well-educated teachers and music specialists. As is the case in many other Calgary schools, the music program encourages students in all areas of life, including high academic standards, balanced with the arts. Being a member of a music ensemble at Central Memorial meant a great deal to our son. It promoted self confidence, community, respect, high achievement ( in ALL areas of education ), goal setting, and team work/responsibility. To take away from a program such as this, and to de-value it all together (reducing credit/hours) would be devastating to literally tens of thousands of students.

It is important to recognize that all of us are “gifted” in very individual and unique ways. Some of us are gifted to be engineers, lawyers, doctors, scientists, and many of us are gifted to be musicians, artists, dancers, actors. From the very onset of our education years, all areas of giftedness should be encouraged and mentored.

We realize that times are tough, but it does seem that the first thing on the chopping block is always the area of “Arts”. This is a mistake, and there must be another way to “reduce” costs, if money really is the issue.

It seems a bit strange, that the Alberta Government gave a substantial amount of money to Mount Royal University’s Conservatory, and yet, are considering this cutback in public/separate schools. How, on the one hand, can the government claim to take a special interest in the “Arts”, and yet on the other hand, “de-value” the area of “Arts” in our school system? A Conservatory, such as the one at MRU, can only continue to thrive with the support of the public/separate school system’s music education programs. The two go hand in hand.

Please don’t penalize our young people by minimalizing the area of “Fine Arts”. The opposite should be happening, in that MORE emphasis should be placed in these areas. We would like to see the Alberta Government take a stand on this issue – support and encourage ALL areas of learning.

—

Good evening Mr. Horner:

It is with a deep concern that we write you today, with the recent news of possible changes to the fine arts curriculum in Alberta schools.

Our son is a recent graduate of the Central Memorial Performing and Visual Arts program. He is now attending U of C, enrolled in his second year in the Bachelor of Music program, with a major in Music Composition. He desires, as a career, to be a Composer/Educator. He recently had a composition published through Lovebird Music (Plano, Texas), as a result of winning a composition competition with the Dallas Wind Symphony. He was inspired to compose in his Grade 10 year at Central Memorial High School, by his band teacher, Mr. Mike Gardner. Because of Mr. Gardner’s inspiration, and direction, Joel’s career path was set in motion, even as a 16 year old young man.

The music program at Central, in particular, strives for the highest of achievements. The ensembles are all of the finest quality, conducted by outstanding, well-educated teachers and music specialists. As is the case in many other Calgary schools, the music program encourages students in all areas of life, including high academic standards, balanced with the arts. Being a member of a music ensemble at Central Memorial meant a great deal to our son. It promoted self confidence, community, respect, high achievement ( in ALL areas of education ), goal setting, and team work/responsibility. To take away from a program such as this, and to de-value it all together (reducing credit/hours) would be devastating to literally tens of thousands of students.

It is important to recognize that all of us are “gifted” in very individual and unique ways. Some of us are gifted to be engineers, lawyers, doctors, scientists, politicians, and many of us are gifted to be musicians, artists, dancers, actors. From the very onset of our education years, all areas of giftedness should be encouraged and mentored.

We realize that times are tough, but it does seem that the first thing on the chopping block is always the area of “Arts”. This is a mistake, and there must be another way to “reduce” costs, if money really is the issue.

It seems a bit strange, that the Alberta Government gave a substantial amount of money to Mount Royal University’s Conservatory, and yet, are considering this cutback in public/separate schools. In providing that funding Premier Stelmach is on record as saying ”Funding for the Mount Royal Conservatory is an investment in Alberta’s cultural legacy and part of our ongoing investment in public infrastructure during these difficult times. Ensuring young Albertans have access to arts and culture, including music instruction, is important in building strong communities and enhancing our quality of life.”

How, on the one hand, can the government claim to take a special interest in the “Arts”, and yet on the other hand, “de-value” the area of “Arts” in our school system? A Conservatory, such as the one at MRU, can only continue to thrive with the support of the public/separate school system’s music education programs. The two go hand in hand.

Please don’t penalize our young people by minimalizing the area of “Fine Arts”. The opposite should be happening, in that MORE emphasis should be placed in these areas. We would like to see the Alberta Government take a stand on this issue – support and encourage ALL areas of learning in our public and separate schools.

—