Frequently Asked Questions
Why is VSA arts of California programming needed in the schools?
What is the current situation with Art education in California?
How many kids participate in your programs?
How can I get my child involved with VSA arts of California at Sacramento?
How do professional artists become part of the program?
How can I provide my child with more opportunities to interact with people with special needs?
How do you track kids' progress?
What is the VSA arts of California at Sacramento impact on the community?
How does your program promote economic independence?
How does your program target cultural heritage?
What is people-first language?
Very Special Arts of California
Why is VSA arts of California programming needed in the schools?
VSA arts of California (VSAS), founded in 1985, provides a comprehensive Artists-in-the-Schools and Schools & Community Collaboration program to over 60 schools in Sacramento County. Through the I Can Do THAT! program, professional Arts are integrated into the students' curriculum. Teachers are trained in the utilization of the Arts as a tool for teaching essential life skills---academic, social, developmental, behavioral.
VSAS is the only organization providing Arts programming within the Sacramento County educational system which gives integrated groups of special education and regular educationstudents instruction in and exposure to high-quality Arts. Due to other curriculum requirements and budget cuts, the Arts have been virtually eliminated from almost all educational programs or are limited to leisure-time and recreational activities.
VSAS is proud to say it not only brings the Arts to underserved students, but that it also USES the Arts to enhance their skills and knowledge---providing them with experiences that last a lifetime. Teachers and artists from throughout the state continue to visit Sacramento to observe I Can Do THAT!---VSAS's model in-school artist residency program.
What is the current situation with Art education in California?
According to the state Department of Education, California has one Art teacher for every 737 students for the 2007-2008 school year. The Regional Cultural Business Plan released in September 2002, by the Sacramento Metropolitan Arts Commission reports:
1) Only 12% of student population in seven school districts receive Arts education;
2) Per-student school funding has fallen drastically in California, negatively impacting Arts education allocations;
3) Standard curriculum has narrowed, greatly limiting Arts curriculum development and implementation;
4) School districts do not receive categorical funding from state or federal sources for implementing Arts education programs.
Acknowledging its deficiencies in the Arts, the state has called for more required courses, better training for teachers, more links to nonprofit and professional Arts groups, and more funding by local districts. But with the governor’s proposed radical cuts to education for 2008-2009, these state recommendations regarding Arts in schools have been put on hold indefinitely.
Despite these budget constraints, VSA arts of California at Sacramento will continue to provide I Can Do That! programming--supported by school districts and the community--due to its proven effectiveness in improving 1) students’ Language Arts, Math, Performing Arts, and Visual Arts skills and 2) awareness and acceptance among students with and without disabilities plus the general public.
How many kids participate in your programs?
3,000 students (70% with disabilities) throughout Sacramento County are participating in VSAS in 2007-2008. 60 SCHOOLS involved in the program, each with 50 integrated regular and special education students.
How can I get my child involved with VSA arts of California at Sacramento?
Parents interested in having their child participate in a VSAS program should contact the special education teacher at their child's school to learn whether the program is in operation there.
Parents and community members are encouraged to lobby school district administrators, principals, and classroom teachers - requesting them to make VSAS a program offered in their setting. Teachers, administrators, and principals wanting to incorporate VSAS programming into their curriculum should contact VSAS Executive Director, Alice Parente, at (916) 277-6747.
For children of all abilities not enrolled in the VSAS school program, VSAS also offers Theatre Camp at Fairytale Town.
How do professional artist become involved with the program?
Professional artists wishing to be hired an artist in the I Can Do That! Artists-in-the-Schools program should send 1) a letter describing their desire to work within the program, experience working with children, background as an artist and 2) a resume to: VSA arts of California, 4660 Natomas Blvd., Suite 120-225, Sacramento, CA 95835. Follow-up phone calls are highly encouraged (916-277-6747).
How can I provide my child with more opportunities to interact with people with special needs?
Attend the annual Very Special Festival of the Arts. Visit the Community Art Shows. Have them participate in Very Special Arts Days at the Zoo and Fairytale Town and/or Theatre Camp at Fairytale Town.
How do you track the kids' progress?
Each professional artist, special education teacher, and regular education teacher participating in VSAS establishes concrete objectives chosen from the California Department of Education's Standards. Skill development in Language Arts and Math are primary goals, as well as in the Visual and Performing Arts. Other target growth areas include socialization, communication, self-direction, self-esteem, and behavior. Throughout the year, professional artists and teachers measure the specific knowledge and skills gained by students as a result of their participation in VSAS programs. Success in meeting established objectives is evaluated once the performance or visual artshow has been presented at the Festival and Community Artshows. Additionally, parents and community audience members complete evaluations to help determine effectiveness of the program and to plan future programs.
What is the impact of VSA arts of California at Sacramento on the community?
Specific benefits of the VSAS Sacramento program are accomplished through its creative Arts productions by 1) entertaining, educating, and directly affecting the quality of life of all its young very special artists, professional artists, and audience members; 2) building a positive public attitude toward the schools and all types of students; 3) improving communication, socialization, self-direction, and self-esteem in all students; and 4) helping all students to understand the world and prepare themselves for being part of it.
Additionally, members of the community who view student productions (a total of 10,000 in 2006-2007) are both entertained and educated regarding the talents and capabilities of children of all abilities. The children are presented as skilled artists and performers, not as people with only profound weaknesses. The Arts are a perfect vehicle for accomplishing this goal, as they are non-threatening, entertaining, and success-oriented.
In return, very special artists give back to the community as they become more capable citizens, working productively and enhancing the Sacramento economy.
Fairytale Town
Sacramento Zoo
Sacramento Ballet
California Musical Theatre
Children’s Center at Sutter Medical Center
California State University Sacramento
Crocker Art Museum
Sacramento Metropolitan Arts Commission
Sacramento City Unified School District
San Juan Unified School District
Elk Grove Unified School District
Natomas Unified School District
City of Sacramento Access Leisure
Suburban Kiwanis
Tower of Youth
City of Sacramento Neighborhood Services Department
Sacramento Educational Cable Consortium
How does your program promote economic independence?
One of the primary goals of VSAS is to utilize the arts as a TOOL in teaching students to achieve socialization, communication, self-direction, and self-esteem. Teachers establish concrete developmental goals for their students and work with them closely to become independent, productive members of society.
California Arts Council, National Institute for Artists with Disabilities, and VSA arts of California at Sacramento have formed a partnership to address careers in the Arts for people with disabilities. VSAS is working to 1) provide high school students with special needs access to the Arts and 2) encourage and guide interested and talented students in pursuing further Arts training leading to a career in the Arts.
VSAS established a partnership with ITT Technical Institute starting in the 1999-2000 school year to work on teaching vocational skills to students through the arts. Through their work in VSA arts of Calfiornia at Sacramento, high school students receive direction in job preparation and placement.
Additionally, partnerships have been created with high school groups such as Tower of Youth to help increase the community service and multi-cultural artistic exposure of these economically and socially-deprived young people, the majority of whom are from minority backgrounds.
How does your program target cultural heritage?
Because of its emphasis on professionalism in the Arts, VSAS knits constituencies from all ages, socio-economic situations, races, educational and cultural background. VSAS specifically hires artists from a variety of national, regional, and local cultures in order to expose students to their own and others' cultural and historical backgrounds. Performances and visual arts displays created by the 3,000 VSAs students reflect artistic heritage. The students' multi-cultural productions are then shared with over 10,000 members of the Sacramento community at the Very Special Festivals of the Arts and Community Art Shows.
What is people-first language?
Language shapes the way those around us speak and act toward one another and conveys the respect we have for others. The use of appropriate language about people with disabilities can be an important tool in building a community that accepts all people.
Appropriate language is both sensitive and accurate. VSAS promotes the use of “people-first” language—language that puts the focus on the individual, rather than on a disability. “People-first” language helps us remember that people are unique individuals and that their abilities or disabilities are only part of who they are.
Just a few guidelines: Avoid negative terms such as "victim," "cripple," lame," stricken" or "afflicted by" (disability). When talking to or about people with disabilities, refer to the person first rather than the disability. Some appropriate phrases include:
* Person (or child or student) who is visually impaired
* Person who is deaf
* Person who uses a wheelchair
* Person with developmental disabilities
* Person who has muscular dystrophy
It is no longer appropriate to use the term "handicap" when referring to a disability. The term comes from the old English phrase "cap-in-hand," which was used to describe a beggar. In view of the passage of the Americans with Disabilities Act, the appropriate terminology to use would be "disability." Avoid using education or medical jargon and acronyms (e.g., "OH" or "SED") to describe students. Positive descriptions include, for example, "child with physical disabilities" or "student with severe emotional disturbances."
VSAS Volunteers
