SchoolArts Magazine

January 2017

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Frank's Six Rules of Art Advocac A D V O C A C Y CONTINUED ON PAGE 42. W hen I took my art educa- tion courses in the late- nineties, one area that I wish I had been exposed to was advocacy. How do art education students promote themselves after they graduate? What does a begin- ning art teacher do to get the word out about what is happening in his or her art department? We're taught the craft, but not the business side of our chosen profession. When I transferred to Sheboygan North High School in January 2006, the change was drastic, coming from teaching seventy students at Riverview Alternative Programs to doubling that at North High. At my new school, I noticed that there was a low level of appreciation towards student art from students and faculty. The question that I had was, "Do they know what goes into a work of student art?" This is where my journey began to shape and develop our art program. Effective Approaches Advocacy stems from our personal experiences, and through it we can share the impact it has had on our lives, resulting in multiple ways that it can benefit our students' mental, emotional, and social well-being. Having taught secondary art for the past fifteen years, and being involved on multiple boards and in the art world for the past decade, I have found six effective approaches to promoting your art program. I have been using these six approaches to promote my art program, and I have seen a difference in how my art department has made an impact, not only in the lives of my students, but at our high school and beyond. Six Rules of Art Advocacy 1. Action (strategy) refers to the mode in which information is being communicated through your art program. Many of us communicate electronically and through social media outlets. Which method works best for you? 2. Establishing a Presence refers to communicating with stakehold- ers in three different ways, which will get better results targeting three sets of parties: Facebook can be used as a way to get students engaged in artwork; e-mail to keep teachers and staff informed about accolades, exhibitions, and events; and mailing to let parents know what's happening in the artroom. 3. C arry Forward by expand ing your audience. Besides students, teach- ers, and parents, who else would you like to share your information with? In what way will you get that information to them? 4. Nurturing Relationships is one of the most vital parts of this process. Once an audience is developed, it is important to maintain it via fre- quent updates. 5. As you begin to develop and nur- ture your audience, it is important to Maintain Visibility. This can be achieved via any of the Action strategies being utilized. Keep in mind that the frequency in which you disseminate information can determine how responsive your audience will be. Technology can be a fun vehicle to get immediate responses, but I would encourage you to get out of the classroom and talk to your colleagues, students, and community. 6. Lastly, this process is not perfect. Changes may have to be made by omitting or modifying approaches, and by keeping things that are working. This can be achieved through Evaluating your perfor- mance and results. I often write an end-of-the-year report for myself, reflecting on the successes of my art department. This is a good indi- cation of what I need to do for the following school year. By the way, an end-of-the-year report can also Frank Juarez Advocac tems from our personal experiences, and through it we can share the impact it has had on our lives. 12 JANUARY 2017 SchoolArts

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