Article by Caryn Cooper.

One of the most valuable skills you can have as an artist working in a school, is the ability to effectively advocate for your program. The students you work with may understand, and even value of arts in the curriculum, but what about the principal, the teachers, or the parents? Yes there are plenty of laws- such as the Every Student Succeeds Act (ESSA), various learning standards in place- like the National Core Arts Standards, and research that all support the inclusion of arts education, but it does not necessarily make it a priority for each individual school environment. How can we as artists, educators, and supporters articulate the importance and value of our arts programs in a particular school? How can we effectively advocate for arts education to teachers, parents, and school administrators?

Here are five things I have learned to keep mind when advocating for an arts education program:

1. Align your goals with the school’s mission

Every school has a number of goals they want students to accomplish. These can be things such as respect, leadership, develop innovative thinkers, etc. Take note of those goals as they tend to set the tone and culture of the school. It will show you what the principal, teachers, and other school administrators value in a child’s education. What you are offering may not be a good fit for that particular school. Don’t try to force the work you do, to a school. Rather, think thoughtfully about how your arts program further enhances the school’s mission. Look for points of intersection where your program will be a natural fit.

2. Craft a compelling case

When coming up with a case for your arts program, to make it compelling, you should go in with some hard-hitting facts and data (the meat and potatoes). You can gather this information from new research reports, staying up to date with current trends and policies directly affecting the arts and/or education, and having a knowledge of local, state, and national learning standards. This will help support your program and advocate for the work that you do. This information can be collected (for free in most cases) from any arts and/or education service organizations on their website.

3. Request the ask

Think about who you are speaking to (parents, a principal), and what you are looking for them to provide. Is it funding? Is it space (space to effectively work or store your supplies)? Is it support? Or all of the above? Whatever it is, know what you are asking for. Sometimes we want to spend a lot of time talking about what we want, but most principals don’t have the time to listen. You may be having this conversation in the hallway as you’re going from one place to another, or you have only a few minutes before they have to run off to their next appointment. Plan ahead and know what your end result to be beforehand.

4. Have a success story

A successful story, should be personal, true and heartfelt. As much as the data is important, your story is what will change/open a person’s mind. It can be about a transformation a student had, how a child overcame a particular challenge, or what a group of students were able to accomplish as a result of an arts program. It can also be about how the arts had an impact on your life as a child. Either way, it is very important to include in your advocacy plan.  

5. Keep the communication lines open

Look for ways to get and keep principals, teachers, and parents involved throughout the artistic process. Is there an in-class showing you can invite the principal to? Will you have a culminating performance or exhibition where you can invite the parents? Do you have artwork or writings by students that you can display in the school for other teachers to see? Don’t just reach out to complain or report when something is wrong. Keep them involved as much as possible.  Even if they are unable to make it, the invitation shows that you care and thought of them.
Finally, I want to encourage you to never give up. It can be difficult and frustrating at times when people don’t appreciate or value the work you do. But, don’t get so hung up on the little setbacks. Always remind yourself of why you are passionate about the arts and why you believe the arts should be in schools. Be persistent and don’t give up. Remember change happens little by little over time. With slight modifications depending on the school and its particular setting, these five points can help advance and support you when advocating for your arts program.