Including the fine arts in a K-12 curriculum is a controversial issue in educational institutions and local school settings. Some educators and administrators view the arts as a “frivolous” appendage to the overall school program. Others believe they are an integral part of developing well-rounded individuals and contend that the arts support academic achievement. Since the arts are not included in high stakes testing, communities in support of fine arts programs are finding it difficult to justify the resources and time allocated for music, art, and drama when offered. In higher education, over the years, fine arts departments have built extensive community outreach programs for the local schools. Times are such that there is intensifying talk involving reducing the budget for such outreach programs. While these programs have relied less on actual dollars, the institutions acknowledged the work of faculty and staff in advancement programs and considered such support and outreach as a kind of monetary investment. As an instructional leader, you are being asked to develop a program that addresses inclusion of the arts in an era of sharply limited resources. You are to present to your immediate supervisor and ultimately the educational community a clear and thoroughly researched report with recommendations regarding this program

1. What process in the creation of this plan would you use to identify and select the appropriate stakeholders?
2. What are the curricular, instructional, professional development, and program evaluation issues that must be considered and addressed?
3. What are the economic, legal, and ethical issues, implications, and ramifications of a plan as related to staff and a diverse student body?

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APA – 18 References