I have a couple of thoughts on this. First some background on me: I teach in a single high school county. We have one middle school and two elementary schools. We have suffered similar issues (arts gets the short straw and especially drama). Here are a few things I've done to help alleviate the pain:
1. Advocate for STEAM and NOT STEM. Success in the real world today requires the soft skills that the "A" brings. To be literal- they're not bringing their A Game without the "A".
2. Add Drama to the MS and ES curriculum if you can. On the ES level this can be something that meets only once a week. Without exposure kids WILL NOT pick Drama later in school. The only kids who will are the ones with parents who have provided that exposure. You're robbing them of an opportunity when you don't include it in the curriculum at all. We JUST got a full time theatre teacher at the MS last year and it has changed my enrollment at the HS exponentially.
3. Create Dual Enrollment theatre. In the world of weighted classes the unweighted elective class gets left in the dirt. We offer DE Theatre History. In your case you might want to consider waiving a religious class if they take DE Theatre History (or create a DE elective called Religious Studies in Theatre or something akin to that). That way they get the best of both worlds. Religion has a lot of history in relation to theatre and it's super interesting to discuss in class.
4. Consider "stacking" classes as we like to call it. It's less than ideal at times- but it is possible to teach upper level acting and technical courses together. Because I do this I am able to teach Theatre I, Historical Acting Styles, Playwriting & Directing, Studio Acting & Advanced Directing, Technical Theatre I, Intermediate Technical Theatre, Advanced Technical Theatre & Design, Studio Theatre Design, Musical Theatre I & II, and DE Theatre History in only 8 class periods. The only classes I don't stack are Theatre I (unless a student is taking a Theatre Independent Study- which means they are interested in teaching theatre so they are in the class with me helping me teach it). It's asking a lot of the teacher- but it can be done.
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Victoria Kesling Councill
Chapter Director - VA EdTA/ Virginia Thespians
Theatre Director- Fine & Performing Arts Department NKHS
Artistic Director - NKHS Trojan Theatre
Artistic Director - Kent England Exchange Production
Virginia Commonwealth University BFA Theatre Education, BFA Art Education '08
University of Houston - MA Theatre '16
"Love the art in yourself and not yourself in the art." - Konstantin Stanislavski
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Original Message:
Sent: 11-01-2018 16:30
From: Stuart Rosenthal
Subject: fitting the arts into the master schedule
Hello all -
I'm Director of the Arts at a PreK-12 school, where the master class schedule has been the bane of the arts program for many years. With a new building coming on line in two years, we are finally talking about revamping the master schedule, and this is my chance to effect change. I am writing to see if any of my colleagues in this forum have been through this process and if you might have any ideas or suggestions or resources I could turn to so I can be a more effective advocate for my programs. How do you fit a reasonably broad selection of arts classes into a packed master class schedule in a way that supports healthy enrollment?
If you have any ideas to share, feel free to post a comment, or contact me offline at rosenthalstuart@ehillel.org.
If this subject interests you, here are some more details on what we're up against:
HIGH SCHOOL
- While we have 1300 students, there are no more than 90 students per grade level. If we were a school with 250 per grade, enough kids would make it through the scheduling obstacle course that we'd be able to run decent sized classes, but as it is, it's a small group to try to pull from.
- It's a school that takes college placement very seriously, so there is a major focus on Advanced Placement, STEM, and advanced foreign language classes, many of which only have one or two sections, scattered throughout the schedule. When students have to choose between AP US History, Chinese 3, and a technical theatre elective, all of which are offered just once in the schedule, guess which draws the short straw?
- While we manage to fit NINE periods into the schedule (classes go to 4pm each day), we are a parochial school, and students are obliged to take two periods of religious education classes in addition to their other classes. Between this and the AP's and such just mentioned, most students have just one free period to devote to an elective.
- Arts courses are the last classes that are fit into a student's schedule. "Okay, Zoe, we've got you in all the proper sections of English, math, science, history, foreign language, seminar, and religious studies. That leaves you - let's see... Period D free. Acting? Oh that meets Period H – sorry."
MIDDLE SCHOOL
All 275 or so MS students have to take an arts class, and can currently choose between band, orchestra, and visual arts. Classes are organized by grade level (Grade 6 Art, Grade 7 Art, Grade 8 Art, etc.) and there roughly two sections of each (15 kids per section). Each class meets just twice a week (it used to be four times, but now the other two they go to the new "multimedia maker lab" for extra STEM). There isn't a middle school drama class or chorus at this point. I am working to add these, but the other arts teachers are concerned about added competition for students. We do offer an afterschool Middle School musical, but given how late classes get out (plus other competing activities), many of these shows only have 10-15 cast members.
LOWER SCHOOL AND EARLY CHILDHOOD
Students in these grades get Studio Art twice a week for 30 minutes per visit, and General Music twice a week for 30 minutes per visit. Like the older grades, these kids have a hefty religious studies curriculum that must fit into the day along with the usual subjects, so the classroom teachers are loathe to give up any more time for art or music. Students interested in theatre can do the Lower School Musical after school, and many do (lots more than Middle School). I feel there is a major deficit of music opportunities for kids in grades 4 and 5, who should be already be singing or learning an instrument if it's something they want to continue with in Middle School. Making kids wait 'til Middle School to pick up a trumpet or clarinet for the first time drags down our entire program. I am wondering if we can somehow double the number of arts minutes in Grades 4 and 5, and perhaps have them choose an art or music track (including instrumental and choral), so that they're taking one discipline for 120 minutes a week instead of two for 30 minutes each.
But enough about us. What were YOUR challenges, and how have you gone about solving them? THANKS!
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Stuart Rosenthal
Dania Beach FL
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