ARTSpeaks/MEAC 2021 Questions to IPSD Board of Education Candidates
-ARTSpeaks and the Music Education Advocates Coalition (MEAC) asked Indian Prairie School District Board of Education Candidates some questions. Candidates include:
1. University of Florida Professor Dionne Champion was a guest speaker for ARTSpeaks. In this video of her talk, Professor Champion explains how she recognized at a very young age how the arts and science were a very important part of her being and both critical lenses for how she made sense of the world. Have you experienced evidence of the strong connection between the arts and sciences similar to what Professor Champion describes? If so, please share details of your experience.
2. Northwestern University Professor Nina Kraus was a guest speaker for ARTSpeaks. In this video of her talk, Professor Kraus makes three powerful statements about music. Please pick one of the following statements and explain why it rings true for you:
a. The skills and brain activity improved by making music are many of the same that are needed for language and reading.
b. Making music can boost academic achievement.
c. Making music can help bridge the academic achievement gap between the rich and the poor.
3. Allocating money to buildings on a per pupil basis could negatively impact electives during a period of declining enrollment by reducing the number of course offerings or sections in advanced electives at the middle and high school level. As a board member, would you be open to a proposal to alter program funding in ways designed to minimize the impact declining enrollment has on programming electives and, in particular, the arts?
4. Because research provides bountiful evidence that the arts are an essential component of a comprehensive education, the Every Student Succeeds Act (ESSA) includes the arts as an indicator of quality curriculum in high performing Illinois schools. As a board member, would you support an inquiry into the feasibility of offering District 204 high school students a semester class in the arts as a graduation requirement?
- Catey Genc
- Justin Karubas
- Mark Rising
1. University of Florida Professor Dionne Champion was a guest speaker for ARTSpeaks. In this video of her talk, Professor Champion explains how she recognized at a very young age how the arts and science were a very important part of her being and both critical lenses for how she made sense of the world. Have you experienced evidence of the strong connection between the arts and sciences similar to what Professor Champion describes? If so, please share details of your experience.
- Catey Genc - Through many years at my sons’ elementary school volunteering I saw firsthand how art and music have inspired children in all aspects of their education. There are scientific and mathematical concepts that children may have trouble expressing in the most common terms, but through music, dance or art are able to articulate those concepts. I have personally seen the benefit of music as it pertains to school achievement in my own children. I have one son in chorus and the other in orchestra and both have used their increased creativity and flexibility taught in their music classes to understand and explain math and science concepts. I think that the simple fact that students can feel more engaged in their art, music and dance classes can bring a love of school and learning that was not present before.
- Justin Karubas - No. I did not experience the strong connection between the arts and science at a very young age. Yes, I experienced both the arts and science, but the connection didn’t click with me until I became a father. When I was young, I engaged in the trombone and chorus in middle school, but my focus was on the rules and structure of the law. This took me down a path of history, latin and historic courthouses. Through my children’s eyes and their interaction with the arts and science, the connection clicked for me. It was at that very young age where learning is just learning. It is all connected. It is not until we get older that we build these silos of learning with wings of buildings and departments of experts. The true lifelong learners are the ones who can view beyond those walls.
- Mark Rising - It is my belief the facts show there is a strong and multifaceted connection between the arts and sciences. Both disciplines can enhance each other and both allow for development and growth in creativity, cognitive development, critical thinking, analysis, experimentation, attention to detail, problem solving, flexibility / adaptability, innovation, , collaboration, and spoken or unspoken communication. Furthermore, many of our well-known historical artists or scientists had a love for both. Where I have seen multiple examples of this is with my two daughters. Both were involved in music, and both had a love for math and science which seemed to come more naturally to them, and I attribute this to their involvement in music. In my parenting and tenure as a school board member I have seen hundreds of our music, art, or dance students pursue post-secondary education or careers in STEM fields. I do not believe this is by chance and I also attribute it to their involvement in the arts. Overall, I believe the connection between the arts and sciences is irrefutable. Both fields enhance and are essential for expanding our perspective, thought process, and making sense of the world around us.
2. Northwestern University Professor Nina Kraus was a guest speaker for ARTSpeaks. In this video of her talk, Professor Kraus makes three powerful statements about music. Please pick one of the following statements and explain why it rings true for you:
a. The skills and brain activity improved by making music are many of the same that are needed for language and reading.
b. Making music can boost academic achievement.
c. Making music can help bridge the academic achievement gap between the rich and the poor.
- Catey Genc - I think that in our district, given the wide range of income levels, there is a real achievement gap. I do believe that making music can help bridge the academic achievement gap. The video referenced in the question showed the results of years of studying students and had proof of the power of music. I think that music can help serve as an equalizer to truly provide a full education to every student in the district.
- Justin Karubas - I’m in awe of Professor Nina Kraus’s knowledge and ability to present it. The statement that hits home for me is: making music can boost academic achievement. There are so many variables that can’t possibly be fully teased out in a scientific experiment with control groups. But, making music increases academic achievement. What part of the making of the music is the key element? Maybe the key is time management, confidence built in performing in front of others, team work, the cultural involved in the production of music, listening to the sounds, the movement of the body, the actual impact on the brain or some other element. I don’t really need to know the key element. As a board member of a governing body, I know that music increases academic achievement.
- Mark Rising - It is extremely difficult to pick one of the statements as I believe all three can be proven with extensive data and facts. My choice is that c. Making music can help bridge the academic achievement gap between the rich and poor. Music systemically engages and strengthens cognitive process development through attention, auditory perception, motor coordination, and memory. The data further proves Professor Kraus’s statement that music helps create a hearing and listening brain and improves language depravation which in turn can improve reading achievement. Therefore, the benefit of integrating music for all students is it can benefit our lower social-economic students who may not have the financial resources for outside academic support. Professor Kraus’s statement about music education’s potential to bridge or improve the academic achievement gap between rich and poor is supported by research. This highlights the importance of providing extensive access to a high-quality music education for all students regardless of socio-economic status. Yes, Music is the Jackpot!
3. Allocating money to buildings on a per pupil basis could negatively impact electives during a period of declining enrollment by reducing the number of course offerings or sections in advanced electives at the middle and high school level. As a board member, would you be open to a proposal to alter program funding in ways designed to minimize the impact declining enrollment has on programming electives and, in particular, the arts?
- Catey Genc - I would be open to a proposal to alter program funding to assure the arts would not be as affected by the declining enrollment. I think that providing a well-rounded curriculum is essential in our high performing district. Core curriculum would never be eliminated from schools, and I think that it is just as important to make sure the arts are not either. One of the main objectives of our school board and district is to educate every student. As we continue discussing the benefit of the arts in educating children in all aspects of school it is very important that we make sure the arts are funded.
- Justin Karubas - Yes. We currently make efforts to provide a similar educational experience at each of our schools. And funding that is not solely based upon a per pupil basis is considered. At the board level, one of the ways that we have tried to address this was by adjusting the boundaries for the schools. When one elementary school is 40% capacity and a high school is 115% capacity, funding may not be the solution to offering a similar educational experience. Another solution has been to have shared classes. If there are not enough students to take an elective at one school, is it feasible to combine a class from two schools so that the class can be offered at both schools? The Evidenced Based Funding formula has really forced the board to look at the amount of spending at each building. One building may have more experienced teachers that are further down the salary schedule as compared to a school with less experienced teachers. The formula includes the salaries. Should teachers be assigned schools to balance out the experience level and funding per building? This obviously starts to involve the teacher contract, retention and morale. I don’t have a solution to the more nuanced, expanded answer. But, yes, we should make efforts to protect the electives and that includes different funding.
- Mark Rising - Allocating money on a per pupil basis is an effective way to ensure that resources are distributed equitably between schools. Looking at expenditures based on equity helps us focus on where resources are needed to help students who are struggling and inspire all students to achieve their greatest potential. Resources also need to be balanced against enrollment and should never disadvantage students in course or program offerings. As a board member, it is important for me to consider all factors regarding funding and resources distribution. While it is important to be responsible fiscally, it is also important to make sure all students receive a well-rounded education which includes their interests in the arts. Allocating funds on a per pupil basis should never come at the expense of eliminating programming or opportunities for our students. Opportunities for arts programing should always remain equal for all students.
In summary, I will always advocate in maximizing our resources for high quality educational programing to meet the needs of our students which includes strong arts programming equally available for all students.
4. Because research provides bountiful evidence that the arts are an essential component of a comprehensive education, the Every Student Succeeds Act (ESSA) includes the arts as an indicator of quality curriculum in high performing Illinois schools. As a board member, would you support an inquiry into the feasibility of offering District 204 high school students a semester class in the arts as a graduation requirement?
- Catey Genc - I absolutely think that is an idea that should be explored. All the videos discussed in these questions along with the things I have witnessed would solidify the idea that the arts are an essential part of the curriculum. As there are plenty of core curriculum requirements for high school students it would make sense to see if an arts requirement would be beneficial, too. I believe that the arts are a wonderful way for children to express themselves and process their experiences. I do not think that ends in middle school. I believe that all high schoolers could benefit from an arts class. I think that a study looking into this would only help students in the long run.
- Justin Karubas - No. I read this question as, “should art be a graduation requirement” and not the preliminary language. I fully support all students engaging in the arts and encourage ways to promote that engagement. However, I believe making the arts a mandate would diminish the personal and academic benefits. And, I am answering this as a former student of the district, 5 year board member of IPEF and 10 year school board member. The district, often through changing state requirements, mandates 70% of the graduation requirements. We should empower the students with some agency to choose their own path. A student may want to dedicate their electives to advancing through four years of foreign languages. A student may need to use the public schools to advance in AP classes or dual credit class so that they can afford college. The district offers off campus courses through the Technology Center of DuPage in Addison for study in the construction trades, cosmetology, HVAC, and nursing assistant training. A student may want to focus on transportation technology because their family owns an auto repair shop. A student may need to attend the Indian Plains Program at the Gail McKinzie High Schoool because they are behind in credits to graduate and are struggling with attendance and behavior in the traditional high school setting. And, a student may wish to advance through the art to AP Music Theory. There are many more examples. What I’ve learned over the years on the board is that every mandate sounds good individually, but one must consider the impact on a very diverse student population over all four years. We live in a great community that supports public education and the arts. More is to be gained by focusing on making the arts so awesome that every student is inspired to engage in the arts.
- Mark Rising - As previously mentioned, I strongly believe that the arts can have many benefits for students, including creativity critical thinking, problem solving, improving academic performance, social-emotional development, and overall well-being. I would welcome exploring a required semester class in the arts as I believe it would enhance all students’ well-rounded comprehensive education. Before making that decision, I would have to understand the challenges and benefits of implementing this type of requirement. I would need to understand the potential impact on other graduation requirements, availability of teachers, potential costs, and adequate resources and facility space.
Once all the information is understood discussions need to be had with administration, teachers, other board members, our parents, and the community. While I believe a semester in the arts can provide many benefits, it needs to be weighed with effectiveness and possibility of this requirement.