2021 NMACAE Goal Statements
The New Mexico Advisory Council on Arts Education (NMACAE) advocates for the needs of New Mexico students and educators in Music, Dance, Theatre, Visual Arts, and Media Arts via the following goal statements:
- Ensure that content-specific arts professional development is funded for all arts teachers from preschool levels through grade 12.
- Ensure that students are given authentic and culturally-responsive arts assessments. These assessments must be relevant, fair, valid, reliable, aligned with the NM Core Arts Standards, and be at least 40% performance-based. All students should be given a fair opportunity to show what they know and can do, which reflects the learning objectives of the program in which they are enrolled. Arts Assessment results must be provided to arts educators to inform instruction.
- The arts promote cultural understanding, creative expression, artistic expertise, problem solving, innovation, collaboration, social-emotional wellness, civic participation, and aesthetic development. Therefore, we seek to ensure recurring state funding for arts education to include preschool through grade 12. Funding of continuous arts education programs through grade 12 advances a future in which arts professionals from marginalized groups will have equal opportunity to contribute to society.
- Create positions and hire additional professional staff, with specific expertise in the arts and arts education, to administer the arts programs, within the Public Education Department (PED) to ensure that school districts and charter schools demonstrate both fiduciary and high-quality compliance with the Fine Arts Education Act (FAEA) program guidelines and secondary programs. These responsibilities should also include grant writing and professional development coordination throughout the state.
- Expand fine arts graduation requirements to include visual, performing, or media arts for all high school students in public and charter schools.
- Promote and ensure diversity*, equity*, and inclusion* in all areas of arts education with respect to: curriculum content; professional development; and staff recruitment and retention. Ensure access to theaters, museums, and other performance venues for students of all backgrounds. Provide access to instruction, instruments, and art materials for all students. Promote Kraehe’s (2017) six principles of equity in arts education to fulfill human potential: distribution of resources, access to programs, participation in programs, effects of participation, recognition of talent and potential, and a transformative impact on arts education.
- Ensure equity for student access to hybrid and remote platforms, internet, digital devices, and technological support for online learning. Promote professional development for best teaching practices with regards to online instruction, assessment, and student engagement.
Catterall, J.S., Dumais, S.A., & Hampden-Thomas, G. (2012) The arts and achievement in at-risk youth : findings from four longitudinal studies. Washington, DC: National Endowment for the Arts https://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf
Kraehe, A. M. (2017). Arts equity: A praxis-oriented tale. Studies in Art Education, 58(4), 267-278.
* “Diversity is the representation of all our varied identities and differences. Equity seeks to ensure fair treatment, equality of opportunity, and fairness in access. Inclusion builds a culture of belonging by actively inviting the contributions and participation of all people.” (Ford Foundation Website, https://www.fordfoundation.org/about/people/diversity-equity-and-inclusion)
Revised December 2020
History of Council-To Come