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Urban Arts Education Programming: The Realities of Fully Funded Arts Education in One North Carolina School District
Abstract
This chapter offers a practical analysis of urban arts education funding successes and failures while highlighting one urban district in North Carolina. It stresses the need to approach arts education funding with fervor and dedication to partnership and creative ways to find resources. Policy-makers, grant makers, philanthropists, and community supporters require evidence of successes in the arts in order to continue to sustain their desire to impart legislative and financial support the arts so desperately need. This district, the story it tells, and the literature supports the fact that policy-makers need to balance their view of the arts and how arts education can be appropriately supported and of benefit to students, schools, and communities.
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