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Grants for the 2017-2018

To apply for Arts Continuum, Arts Family Engagement, and Arts for ELLs and SWDs click Proposal_Writing_Tips_ArtsPartnershipGrants.pdf


Annual Arts in Schools Report 2015-2016

The Annual Arts in Schools Report Release took place on December 14, 2016. The report highlights a record 11 year-high in the number of certified arts teachers, as well a substantial increase in arts programming for English Language Learners and Students with Disabilities. The Annual Arts Report also details an increase in arts spending across the City from $367 million in the 2014-15 school year to $399 million in the 2015-16 school year, demonstrating a strong and growing commitment on the part of individual schools to invest in robust arts instruction for students and expanding arts learning to new disciplines. The Annual Arts in Schools Report features a number of new and expanded arts initiatives that are reaching students across all five boroughs – including new family engagement activities, expanded community arts partnerships, additional supports and professional development for educators, …


Specific Considerations for Dance, Music, Theater and Visual Arts!

Danielson’s 2013 Framework for Teaching (FfT) provides teachers and school leaders with a common language to describe and discuss effective teaching in order to achieve continuous growth in teacher practice and student learning. The Fft was created as an overarching framework that describes the commonalities in every classroom. Many school leaders and teachers have requested additional support in using the FfT in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, the specific considerations for Dance, Music, Theater and Visual Arts offers school leaders and teachers of the arts component aligned questions to be discussed when providing feedback, engaging in pre-post-observations and planning next steps. They can also be used by teachers as a resource to guide their thinking as they plan and reflect on their instructional practice in …


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