Quality Arts Education for Ridgefield Public Schools

As taxpayers and citizens of Ridgefield, we call for a renewed commitment to a quality curriculum and adequate funding for the visual arts in Ridgefield Public Schools. This is particularly needed at the elementary and middle school level, where resources are unequal to those in other essential subject areas. Ridgefield is a town that prides itself on its outstanding arts institutions and school system – both strengths have been recognized in national and local press. It could be argued that these two qualities are, in fact, why many families choose to live here. We submit that our children deserve the same commitment to a quality arts experience and education in the RPS system. #QualityArt4RPS

National leaders agree that Art is a core subject that should receive the same level of staffing and resources as other core subjects. The Every Student Succeeds Act, signed into law in 2015, includes the arts in its definition of a “well-rounded education." The National Art Education Association provides further guidance on how this should play out, beginning with a strong education at the elementary level, equal access for students of all abilities and backgrounds, and high school graduation requirements.

Yet the visual arts are sorely under supported in the current RPS budget and school system at the elementary and middle school levels, with half the staffing and instructional hours than those afforded to other essential subject areas within the district. Thankfully, this situation improves at the High School level, but students who progress through the current curriculum will arrive at RHS with an impoverished education in this subject area and will therefore be behind. On this point, the NAEA is clear, ““High school graduation requirements are predicated on all elementary and middle school students having access to a comprehensive, sequential visual art education program taught by effective educators who are certified/licensed in visual art."

The current proposed budget suggests perpetuating this unacceptable state, with 3.0 Art teachers to be shared amongst the six elementary schools, and about 625 students per teacher. Other essentials have double or more the staff: Music has 8.0, PE has 6.17, Library has 6.0. At the Middle school level, 2.7 teachers are proposed for the two schools, translating to approximately 0.5 teachers per grade about 400 students per teacher. Other essentials have double or more the staff: Music has 5.3, World Language 10.0, PE 4.9, Library 2.0 + 2.0 paras. The only other subjects that are similarly staffed are not core subjects: Health (2.1), and Family and Consumer Science (1.3).

In the elementary schools, students have lost a total of 250 instructional minutes per year as compared with prior years. Furthermore, the teachers are responsible for two schools, about 600 students each, and up to 75 Individualized Education Plans (IEPs) for those students. This presents an undue and impossible burden on the three elementary school teachers who remain, as illustrated by Jennifer Zeyer in her recent level three grievance to the Board of Education. RISE Art and Art Leap – programs that formerly reached students outside of the mean – have been eliminated by necessity. In the Middle schools, Art is only offered for half of the year (not the case for Music, PE, or World Language), and teachers are responsible for up to 400 students. Also, due to these time constraints, teachers do not have the luxury of engaging with our local arts organizations for field trips, such as the Aldrich or Weir Farm.

Finally, this inadequate situation is not commensurate with the district’s stated mission and vision of the graduate. No matter how talented, experienced, or capable they may be, Art teachers who are pushed to this extreme student load and who are given only 35 minutes to engage with students cannot bring any of these qualities to their art instruction. Furthermore, they cannot teach in a manner that encourages creativity and innovation in each student at the level that is meaningful and challenging to them in their individual growth.

The Arts are unique in their ability to encourage innovation, creativity, expression, empathy, compassion, and to encourage mental health. Not only do these qualities align with the stated goals of RPS, but they will also be in increased demand as we move further into the 21st Century. Furthermore, due to recent traumatic events, our students need the outlet and opportunity to grapple with their emotions and understand their own and others’ viewpoints, which the Arts are uniquely capable of providing.