Arthur Miller – One Night – 100 Years
About the Foundation
The Arthur Miller Foundation for Theater and Film Education believes that arts education is a right of every New York City public school student. To honor the legacy of Arthur Miller and his NYC public school education, the Foundation is committed to promoting access and equity to theater and film education in our schools and to increasing the number of students receiving theater and film education as an integral part of their academic curriculum. We believe that if arts education assumes its rightful place in the NYC public school curriculum, we will foster generations of imaginative graduates, enhancing the evolving worlds of theater, film and other fields of human endeavor.
The Arthur Miller Theater Education Program
The Arthur Miller Theater Education Program will provide significant mentorship, training, and support for new theater teachers, increasing the number of New York City public school students with access to dedicated theater education. In partnership with the Arts Office at the New York City Department of Education, this comprehensive program seeks to establish sustainability for theater programs in schools throughout the city, reaching over 2,500 middle and high school students.
The Theater Education Program provides the following methods of support for first and second year theater teachers selected to participate in the program:
• A Mentorship Program for new theater teachers to support their development of curriculum and teaching skills under the guidance of experienced mentor teachers and artists
• Resources for theater teachers, including curriculum toolkits and funds for theater field trips to expose the students to NYC’s theater and theater-makers
• Teaching Artist Residencies in classrooms to partner new theater teachers with New York's most celebrated cultural institutions and arts educators
• Theater tickets and special events for participating teachers to attend professional performances and networking events
Participants for this program will be selected through an application process open to teachers entering their first and second years as full-time DOE certified theater teachers.
For more information on the Arthur Miller Theater Education Program and application questions, please email firstname.lastname@example.org.
Decline of arts in schools begins during fiscal crisis of the 1970s: funding cuts resulted in arts teachers’ layoffs, dedicated arts rooms being converted into classrooms and near disappearance of training programs for higher education arts instructors.
The “Annenberg Challenge,” a $500 million initiative to improve urban school districts, awards NYC $21.5 million to develop a network of “customized partnerships” between cultural institutions and schools.
A more systematic approach to providing arts education in public schools emerges as the result of an influx of grant funding, the establishment of the Center for Arts Education, and the creation of a dedicated fund for arts in the public schools called Project ARTS.
Project ARTS is eliminated in favor of ArtsCount. ArtsCount was intended to create accountability by incorporating arts metrics into a school’s performance – however, ultimately pressure from No Child Left Behind, which placed emphasis on English language arts (ELA)/math, reduces the role of arts in schools.
$13.6 million is spent total on hiring arts/cultural organizations to provide educational services for students (a 47% decline since 2006). NYC Mayoral candidates attend the first ever forum on arts and arts education in city schools and complete surveys about accountability and resources in this area.
In April, the Comptroller’s office releases a groundbreaking report highlighting the inequities in NYC’s arts education, galvanizing the funding community.
Mayor Bill de Blasio maintains that every NYC student will receive the state-mandated level of arts education within four years and includes a new baseline $23 million towards arts education in the current budget cycle.
Quest to Learn pilot program
The Arthur Miller Theater and Film Pilot Program at NYC public school, Quest to Learn (grades 6-12), was initiated to address the lack of any arts courses offered at the school. Since the Spring of 2014, we have supported this program, created in partnership with the Institute of Play, which offers theater and film academic day courses, co-taught with teaching artists from The Wooster Group and Reel Works Teen Filmmaking. It has had a significant halo effect on the school and, as a result:
• Quest to Learn will offer nine arts courses in the 2015-2016 school year including basic, intermediate, and advanced classes, an increase from just two courses in 2014-2015
• Quest to Learn will have its first full-time arts teachers in the 2015-2016 year
• Quest’s principal has stated her desire that every incoming 9th grader meets an arts requirement
• The Quest administration has an active Arts Committee that includes administrators, teachers, and students
• Surveys from the 2014-2015 school year reflect that students with learning disabilities in the theater and film classes show greater success, confidence, and desire to attend school
In August 2015, the Arthur Miller Foundation piloted a Summer Teacher Institute, aimed at exporting the teaching methods developed in this program, to seven new schools across the city.
Rebecca Miller, Chair
Sandi Farkas, Vice Chair
David Homan, Secretary
Barbara Ricci, Treasurer
DIRECTOR OF PROGRAMS & OPERATIONS:
MASTER ARTIST COUNCIL:
James L. McElhinney
David O. Russell
Sherie Rene Scott
Daniel C. Penn
Nicholas S.G. Stern
Further support is provided by the Hasty Pudding Institute of 1770, Deutsche Bank and Penguin Random House.
THE FACTS AND FIGURES: ARTS EDUCATION MATTERS
“Top 10 Skills Children Learn from the Arts”
Receiving Constructive Feedback
Further impact of arts education:
• High achievement in reading and writing and high verbal SAT scores (Weinstein, 2010).
• Positively expressing emotions and developing greater capacity for empathy (Larson & Brown, 2007).
• Increased motivation and decreased disciplinary issues in schools (Barry, 1990).