I was deeply moved and inspired by our last advocacy meeting. It is my sense that we are moving away from a standardized approach to arts advocacy, into a more meaningful, relevant view of how to effect systemic change in Sonoma County.
We mentioned the model started in Venezuela by Dr. Jose Antonio Abreu called El Sistema. Below is an excerpt from an interview he did with 60 Minutes. There is much to learn from this extraordinary program - the question is, how do we make it relevant to our efforts?
From 60 Minutes clip:
Dr. José Antonio Abreu, a 69-year-old retired economist, trained musician, and social reformer founded "the system" in 1975 and has built it with religious zeal, based on his unorthodox belief that what poor Venezuelan kids needed was classical music.
"Essentially this is a social system that fights poverty," Abreu explained. "A child's physical poverty is overcome by the spiritual richness that music provides."
"So, music actually becomes the vehicle for social change?" Simon asked.
"Without a doubt," Abreu replied. "And that is what's happening in Venezuela."
Can't we make that happen in Sonoma County, too!
To view the clip, click here
Tuesday, April 28, 2009
Advocacy Network Meeting Minutes - 4/22/09
Sonoma County Arts Education Alliance Advocacy Network
Notes from Meeting April 22, 2009
Attending: Wendy Hicks, Bonnie Raines, Cheryl Scholar, Mary McDougal, Jennifer Sloan, Fred Vedder, Vickie Arden, Walter Collins, Sally Baker, Laura Bennett, Karin Demarest
1. Developing Our Message: Review CAAE Messaging points:Notes from Meeting April 22, 2009
Attending: Wendy Hicks, Bonnie Raines, Cheryl Scholar, Mary McDougal, Jennifer Sloan, Fred Vedder, Vickie Arden, Walter Collins, Sally Baker, Laura Bennett, Karin Demarest
The group engaged in an in-depth discussion regarding whether to first create message content based on the audience, or to begin with developing a relevant, applicable message. It was determined that developing a relevant message was the most effective approach. A strong case was made for our efforts to address the cultural and social issues unique to Sonoma County, in particular the efforts to “close the achievement gap.” We discussed the opportunity to collaborate with the business community to collect message content that could address the impact of arts education in preparing a competent work force. The group stressed that the message must be relevant.
At the end of the discussion, it was agreed we would not spend time framing the messages as of yet – but would hold our intention with regard to messaging as we addressed other agenda items.
2. Addressing short-term and long-term objectives for the group: Short Term: Which group of people gives us the best leverage in our communication plan? How can we best communicate with them?
The group discussed various options for target audiences and realized that common advocacy practices (ex: writing letters to school boards) do not fully address the needs of a multi-cultural community. We decided to focus on the business community as a means of collecting data that could be relevant to all audiences – i.e. necessary skills for a strong Sonoma County workforce. Jennifer and Karin will develop questions to be included on an Economic Development Board survey.
We also considered addressing parents and students through the use of new technology, for example, using local poets (Paul Flores) on YouTube to share culturally accessible stories. Cell phone use by the Latino community was also discussed as a means of communication.
3. Long Term: How do we educate ourselves about how to be successful at bringing about change as a result of our advocacy efforts?
We need to study Best Practices - Roseland Univ Prep.; Venezuela Program – El Sistema, LA models. We are eager to understand how we can “be the change we want to see in our community”.
Many people at the table mentioned websites, reports, books, reference material that they were going to make available for the group to use.
Next Meeting: Originally Scheduled for Wednesday, May 13 – Request has been made to change to Tuesday, May 12. Final decision still pending.
Thursday, April 16, 2009
10,000 Letters To Arnie Duncan
This is an ACTION STEP from Alameda County's
Art IS Education
Art IS Education
Tell your state legislators and newly appointed US Secretary of Education, Arne Duncan how important their leadership is in supporting access to arts in our public schools.
Click here to send the letter
You can also check out their Art IS Education blog by clicking here
Sign Up Now for ArtsEdMail
The California Alliance for Arts Education puts out a very valuable bimonthly newsletter that everyone should be receiving.
Click here for quick, easy sign up.
Click here for quick, easy sign up.
Friday, April 10, 2009
How Do We Get People to Change?
This perspective from Cheryl Scholar ...
I want to share with you something I just read from a book by a favorite author, Peter Block. It is sticking to me because of something Steve said near the end of our last meeting, when he was commenting on the teacher who felt bad about asking money for the students trip to Washington D.C. Up until that point, I had been feeling a bit unsettled. I couldn’t figure out why – Karin was doing such a great job of facilitating us and getting ideas up on the wall for our next steps. But there was something uncomfortable about the path we appeared to be gearing up to follow.
So let me share an excerpt from the book “The Answer to How is Yes.” As you read it, think about our brainstorming around the question: How do we get public schools to value art more, to include it in their curriculum?
“How do you get those people to change? This is the power question. . . We may say we want others to change for good reasons. But no matter how we pose the question, it is always a wish to control others. In asking the question we position ourselves as knowing what is best for others. . . No one is going to change as a result of our desires. In fact, they will resist our efforts to change them simply due to the coercive aspect of the interaction. People resist coercion much more strenuously than they resist change.”
Block suggests that we turn the question around and ask ourselves: “What is the transformation in me that is required? This is not a question about methodology, it is a question of will and intention. And when we honestly ask ourselves about our role in the creation of a situation that frustrates us, and set aside asking about their role, then the world changes around us.”
I know how “new age” that sounds; even as I write it, I can’t stand thinking about it like that. I want it to be someone else’s fault – the government, for example. Of course, we know that government isn’t capable of fixing it (at least not in the current working paradigm). Which is why when we were asking the how questions about our next steps, no one wanted to spend much time addressing school boards. Are we really satisfied with that?
What I came away thinking after reading this section (and there was a lot before it), is one of the main points in Block’s book. Rushing to answer How? can lead us to a focused sort of pragmatism that isn’t at all reflective of our values. We miss looking at the complexity of the problem and what we are really faced with—as a community. It can’t all be about getting other people to change . . . or do you disagree? What do you think?
Interested in Reading more from Peter Block - check out his website:
www.peterblock.com/
I want to share with you something I just read from a book by a favorite author, Peter Block. It is sticking to me because of something Steve said near the end of our last meeting, when he was commenting on the teacher who felt bad about asking money for the students trip to Washington D.C. Up until that point, I had been feeling a bit unsettled. I couldn’t figure out why – Karin was doing such a great job of facilitating us and getting ideas up on the wall for our next steps. But there was something uncomfortable about the path we appeared to be gearing up to follow.
So let me share an excerpt from the book “The Answer to How is Yes.” As you read it, think about our brainstorming around the question: How do we get public schools to value art more, to include it in their curriculum?
“How do you get those people to change? This is the power question. . . We may say we want others to change for good reasons. But no matter how we pose the question, it is always a wish to control others. In asking the question we position ourselves as knowing what is best for others. . . No one is going to change as a result of our desires. In fact, they will resist our efforts to change them simply due to the coercive aspect of the interaction. People resist coercion much more strenuously than they resist change.”
Block suggests that we turn the question around and ask ourselves: “What is the transformation in me that is required? This is not a question about methodology, it is a question of will and intention. And when we honestly ask ourselves about our role in the creation of a situation that frustrates us, and set aside asking about their role, then the world changes around us.”
I know how “new age” that sounds; even as I write it, I can’t stand thinking about it like that. I want it to be someone else’s fault – the government, for example. Of course, we know that government isn’t capable of fixing it (at least not in the current working paradigm). Which is why when we were asking the how questions about our next steps, no one wanted to spend much time addressing school boards. Are we really satisfied with that?
What I came away thinking after reading this section (and there was a lot before it), is one of the main points in Block’s book. Rushing to answer How? can lead us to a focused sort of pragmatism that isn’t at all reflective of our values. We miss looking at the complexity of the problem and what we are really faced with—as a community. It can’t all be about getting other people to change . . . or do you disagree? What do you think?
Interested in Reading more from Peter Block - check out his website:
www.peterblock.com/
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