Establishes a task force on arts and music education in elementary and secondary schools to study and make recommendation on the curriculum and time spent on arts and music education

Summary of specific provisions

Section 1: Establishes a task force on the arts and music education in the classroom to investigate and advise the Governor and the State Legislature on the current curriculum relating to music and the arts and what, if any, steps should be taken to alter such curriculum or increase the time devoted to such activities.

Section 2: The Task Force shall be comprised of eleven members, including one representative from the Board of Regents; and one member appointed respectively by the NYS Council on the Arts, the New York State School Music Association, the New York State Art Teachers Association, and the New York State School Boards Association. One member shall also be appointed respectively by the Temporary President of the Senate, the Speaker of the Assembly; and four members appointed by the Governor, all of whom shall have experience in various facets of education and/or behavioral sciences.

Section 3: No compensation shall be awarded to members of the task force for their service, but they shall be allowed their actual and necessary expenses.

Section 4: To the maximum extent feasible, the task force shall be entitled to request and receive, and shall utilize and be provided with such facilities, resources, and data of any department, division, board, bureau, commission, district or agency of the state or any political subdivision thereof as it may reasonably request to properly carry out its powers and duties pursuant to this act.

Section 5: The task force has 18 months starting on the effective date of this act to report its findings and recommendations to the Governor, Board of Regents, Temporary President of the Senate, Speaker of the Assembly, and to the minority leaders of both the Senate and Assembly.

Section 6: This act is effective immediately.

Justification

Based on data reports from the New York City Department of Education, art programs diminish as students get older. There are four art disciplines that schools should focus on when designing their curriculum. About 90% of elementary school students have access to at least three of those disciplines, while 50% of middle school and only about 30% of high school students have the same access available. These reduced levels of music and art classes and

performing music in the upper grades means less variety for older students, and therefore fewer reasons or motivations to participate in academic programs.

Current research demonstrates that integrating the arts into general education throughout the learning process, significantly enhances students' cognitive, personal, and social abilities. Quality arts education is central to a complete education-and it is required by state law. The arts promote the health and well-being of children, including academic and personal growth, critical thinking and analytical skills, and the motivation to stay in school and excel by encouraging expression, creativity, innovative thinking, and cooperative learning experiences. A quality arts education is a proven tool to open doors of opportunity through the development of analytical and problem-solving skills that are indispensable in the 21st century workforce. Arts in Education programs have long been valued learning experiences in New York State schools.

Studies also indicate that music and art education can have a profound effect on students with special needs. They are able to build confidence, develop social and motor skills, as well as become more self-aware. The difference art can make in the life of a special needs child is immeasurable, and for this reason should be championed at every opportunity.

The task force can look into whether, in a general sense, if schools are meeting the required arts and music in education standards. Unfortunately, some schools, due to fiscal constraints, are failing to meet even the most basic requirements for maintaining music and art education during school hours. Instead, some schools are beginning to resort to optional after school art programs and for performing music. The task force may look into the benefits of providing these music and arts programs as it relates to enhancing pupil academic performance and improving pupil social interaction with other students.

Prior legislative history

New bill.

Fiscal implications

None.

EFFECTIVE DATE:This act shall take effect immediately.