October 27, 2023 • 25 mins
Are you ready to redefine your understanding of the role of music in early learning? We're thrilled to welcome Robyn MacNair, the electrifying Coordinator of Visual and Performing Arts, to our podcast. Robyn opens our eyes to the transformative power of music through an in-depth look at the PK-TK Music Program. Learn how this carefully structured program uses music to promote positive behavior, hands-on learning, and active engagement for preschool students. With an inclusive approach, it's also proven effective for students with special needs, as it aligns perfectly with the desired results, developmental profiles, and data-driven strategies for behavior management.
Hold on, because the conversation gets even more enlightening as we shift gears to discuss the profound impact of funding on arts education. Robyn takes a deep dive into Prop 28 and how this additional funding has liberated educators from a scarcity mindset, paving the way for an abundance mindset. Discover how this shift in perspective has fueled strategic planning, long-term foresight, and collective impact. With an emphasis on inclusivity and student-led learning, arts education has been transformed, creating a profoundly uplifting learning experience. Join us in this riveting episode packed with invaluable insights for educators, artists, parents, and those passionate about the arts and their transformative power. We'll uncover how creativity and innovation in education are within everyone's reach. Tune in for a journey that's as enlightening as it is inspiring.
Visit us at our Buzzsprout site for more ways to listen, links to our social media sites and any referenced materials, and complete transcripts of our full-length episodes: https://bit.ly/SAUSDAmplifyingLeadership
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Episode Transcript
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Bianca Barquin (00:06):
Welcome back to SAUSD's Amplifying Leadership.
I'm your host, Bianca Barquin,and we have the incredible Robyn
MacNair, Coordinator of Visualand Performing Arts, joining us
today.
Robyn is a passionate artistand a beacon of innovation in
education.
Robyn has not only been at theforefront of expanding arts
(00:28):
within SAUSD, but has also ledand co-created major events like
Boca de Oro in Santa Ana, tocreate pipelines and pathways,
spaces and places for our kiddosto own their city.
Today we delve deep into thesignificant topics of early
learning and music's role, theone-time block grant funding and
(00:52):
the groundbreaking Prop 28.
So, whether you're an educator,artist, parent or someone
simply passionate about the artsand their transformative power,
this episode is for you.
Robyn, welcome to SAUSD'sAmplifying Leadership.
Robyn MacNair (01:10):
Thank you, Bianca .
I'm so excited to be here withyou.
Bianca Barquin (01:14):
Okay, let's get into our first topic
learning and how music supportspositive behavior.
So, question for you (01:20):
how does the PK- TK music program's
emphasis on structured routinesand hands-on learning contribute
to fostering positive behavioramong preschool students while
engaging them in musicalexploration?
Robyn MacNair (01:39):
I appreciate the opportunity to talk about this
because I listened to your lastpodcast and I was inspired by
that and the way that we haveinvested as a district in music
for every PK-5 student acrossthe district as not only part of
our early learning andsupporting language, literacy,
numeracy in all of our students,but also as part of the whole
(02:00):
academic support plan andwell-being, and it's really
critical that we supportstarting younger and the things
that I've witnessed in the musicclasses have been spectacular
with our littles.
In particular, they have a veryset structure routine that they
focus on.
Things like a hello song and agoodbye song helps the students
understand and follow routinesand the things in between, and
(02:24):
those positively influencebehavior.
In addition, the kids are injoyful learning, so in that
they're up and moving fast-pacedit's , it helps them to
constantly be engaged whilemitigating some of the behaviors
.
So when a student starts tosort of roll around on the floor
, the teacher's right there inproximity to lean up into them
(02:47):
and engage them in singing, lookthem in the eye.
There's also things likesinging songs that say your name
and students have anopportunity to say each other's
name, their own name, and to bewitnessed and recognized in
class.
All of that speaks tosupporting positive behavior in
the music classroom, not tomention that we do engage in
total physical responseactivities.
(03:08):
There's a lot of movement alongwith the music and that helps
to improve their physicalengagement, along with their
energy that they're channelingto improve the behavior.
Bianca Barquin (03:19):
It makes me think this is so intuitive.
It is exactly what teachersshould be doing.
I am appreciative of all ofthis.
So I have a follow- up questionfor you here.
Are we training other teachers,or is it only music teachers
that engage in these types oflessons with the littles?
Robyn MacNair (03:38):
We are creating spaces to engage our general
teachers to have skills andcompetencies in music and also
dance, theater, visual and mediaarts.
We're going to expand oursupport so we provide a lot of
professional learning andsupports that help our regular
teachers continue and extendwhat the music teachers can do
(03:59):
because the music teachers arethere 30 minutes once a week.
The fact that teachers can bein the classroom and witness
what the teachers are doing, orwe provide other spaces for them
to get these supports.
For example, we have districtwide memberships to the Orff
Organization, which is a musicorganization in California.
Any teacher within SAUSD canattend those workshops and get
(04:20):
skills that allow music andmovement to be fostered in
themselves, but also attendingto things like students with
disabilities and students of allabilities to strengthen them in
the classroom and theirbehavior too.
Bianca Barquin (04:36):
Thank you, Robyn .
That's awesome, and those aresome resources that we may not
know about.
Question number two for you.
In what ways does the program'salignment with the Desired
Results Developmental Profile,which we affectionately call the
DRDP data-driven andimprovement strategies enhance
behavior management and promoteeffective learning experiences?
Robyn MacNair (05:00):
Last year we started and piloted with the PK
Music Program and I had aphenomenal team come on board
and they spent a lot of timeworking with the ECE team
because we like to integrate andconnect to everything that's
going on.
So they spent this time to lookat what those standards are and
then what the music standardsare and to intentionally design
(05:22):
lessons that are tied to thatand then work with the,
especially preschool, teachersto determine are we meeting
those goals?
And we created our owndashboard, if you will, that has
the results and to show.
And the teachers that wereengaging in this practice were
engaged in lesson studies.
So they went out and they triedsome things and they came back
and they realized we're going toimprove on this.
(05:43):
So they've set a body of workthat everyone can build on.
All of our music teachers andthen also the general teachers
have access to that.
But we're discreetly surfacinghow we're meeting those DRDP
standards and that's uscollecting data that's informing
instruction.
Bianca Barquin (06:05):
An d the dashboard you said is accessible
to everyone?
Robyn MacNair Absolutely.
Bianca Baquin-- Fantastic,thank you.
Next question.
Could you elaborate on how theinclusive nature of the program,
serving students with specialneeds and encouraging engagement
through physical activities,contributes to a supportive and
positive behavioral environmentin preschool classrooms?
Robyn MacNair (06:26):
I don't know about you, but as an adult I
have a hard time sitting inattending to space for a long
time.
So we are mindful that when weget kids standing up, sitting
down, moving around, interactingwith each other, this
absolutely improves theirbehavior and gives them less
time to get bored or start towander off.
Additionally, we're thinkingabout what students can do and
(06:50):
we give them a space to showengagement at multiple levels.
So if they are limited in theircapacity, of physical capacity
to move, there's still placesfor them to be engaged as well,
and we're mindful of that andthose hands-on learning
experiences where you have alittle egg shaker or you have a
scarf or you're interacting witha puppet and you're singing the
song, "Hello, hello.
(07:13):
Hello and how are you?
I'm fine, I'm fine and hopethat you are too.
"That gets stuck in my head all
the time.
And then they do theHickety-Pickety song, which
won't you say your name with me?
Those kids are constantlyengaged for an entire 30 minutes
.
Now, that is not necessarilywhat a general teacher is going
(07:33):
to experience.
Those strategies can last allthroughout the day as they
engage and use them to capturekids' attention.
Puppets, by the way, are verymagical.
Bianca Barquin (07:45):
I love it.
So for me it sounds like it'snot only developmentally
appropriate for the child, butit's also personalized in a way
which is exactly where we'removing towards, right, in really
making sure that we'relearner-centered and shifting
that paradigm.
Next question.
How does PK-TK early childhoodlearning fit into the broader
(08:09):
vision of fostering creativityand innovation in education, and
what specific benefits does itoffer to young learners?
Robyn MacNair (08:19):
Well, in SAUSD Arts we're always thinking about
Universal Design for Learning,intentionally creating for
students of all abilities,thinking all the strategies that
we engage for every ability isgoing to help every student and
yet, like you said, try to makeit personalized.
So we're examining the thingsthat students need to reduce
(08:40):
frustration, to make learningreally clear, to be really
repetitive and say things overand over again, to be patient
and soft-spoken and non-reactive.
And that helps by offeringthese structured experiences
along with outside adults andwhen we're bringing other people
into the classroom through themusic, for example, that's
(09:03):
allowing the regular teacher tohave a partner to help support
them in their work too, and thekids can learn from multiple
adults.
Bianca Barquin (09:12):
I love it.
So the structures are reallythose beautiful routines and
procedures, but done in a reallycreative and engaging way.
Okay, now I want to transitioninto our second and third
topics (09:24):
one-time block grant funding and Prop 28.
So we've had some excitementaround funding for arts
education in SAUSD as the statehas begun allocating resources
for the arts.
There are two big things thathappen: the arts and music,
one-time block grant funding andthen Prop 28 legislation that
(09:46):
was voted into law with aresoundingly overwhelming
majority of the voting public.
Could you please tell us abouteach of these and how SAUSD is
leveraging these resources tosupport our students for high-
quality arts learning andenrichment experiences?
Robyn MacNair (10:04):
This is so exciting.
In my entire educational career, I've never experienced
anything like this.
It's an abundance and a totalshift in arts education from
this place of scarcity, if youwill, where we're not ever going
to have enough, we're alwaysfighting to keep the arts and oh
no, we're going to have to cutthings again, oh, there goes
another arts program, to thestate itself and the voters have
(10:27):
said yes, this is what we want.
Prior to that, the governor hadallocated funds from the
statewide LCAP distributionsthat would be going to music and
arts block grant funding, andthank you to you and the leaders
, the Board, for supporting uskeeping those funding for the
arts, because we have a lot ofinfrastructure that needs
(10:49):
attending to.
Our district, being the oldestin Orange County and having a
lot of facilities to go way back, has been undergoing a lot of
renovations and modernizationsand we need to include our
facilities as it pertains to thearts.
So we're giving kids betterexperiences by shoring up all of
those performing arts spacesand the growing performing arts
(11:10):
spaces that we have andinvesting in that.
In addition, we're investing inour students and materials and
resources that they need andproviding resources that will
bring us up to a good baseline,if you will.
Then that's to shore up.
But then with Prop 28, which isthe opportunity to invest in
(11:31):
teachers primarily, it also hassome funds to help us sustain
what's happening, so we don'thave to experience those cuts
again if we plan and implementstrategically and this is all in
support with educating andcollaborating with
administrators, art staff,general teachers, all the
district departments of how wetogether collectively support
(11:55):
our kiddos in their wholelearning, including the arts.
Bianca Barquin (11:59):
I love it, Robyn .
So you've started to talk aboutit in general, but how about if
we get a little bit morespecific?
Tell me specifically what aresome of the highlights of how
this funding will be spent.
Robyn MacNair (12:12):
Thank you.
With the instructionalclassroom material, like I
mentioned, that includestechnology in all the five arts
disciplines, so it says musicand arts.
I think sometimes people getconfused about what is arts and
that includes dance, theater,visual, and media arts, in
addition to music, and withinmusic we have music production
(12:33):
and technology, vocal music andinstrumental music.
So there's a lot of directionsfor kids to explore.
And we also embrace literaryarts as you know, we have our
LitC on every year and other artforms.
Because, as you know, out therein the expanding world it looks
a lot different than beingdiscrete disciplines.
So that's one way of providinginstructional materials.
(12:55):
Also lots of professionaldevelopment.
We know that the equity factoris investment in the teachers,
and so we're spending a lot oftime looking at and supporting
teachers, again with pedagogy intheir discipline, specific, but
also looking at universaldesign for learning, really
reexamining students at thecenter, how does the Graduate
(13:17):
Profile manifest in our artsclassrooms across the district
and helping teachers unpack whattheir core values are, while
also examining what are thevalues that students bring to
your classroom and how do youleverage and amplify those.
Those are a couple of things.
Bianca Barquin (13:32):
I love it.
Thank you so much, Robyn, forsharing.
Now let's shift a little bit.
Could you explain how the grantfunding and Prop 28 align with
the vision of empoweringeducators to be architects of
their teaching and learningpractices?
What kind of autonomy andcreative freedom does this
provide for both students andteachers alike?
Robyn MacNair (13:55):
While present conditions in the educational
landscape hardly support theneed and desire for arts
education to be sustained andnot only sustained but expanded
to support SAUSD students inrealizing their potential and
being architects of their ownlearning.
That includes a well-roundededucation that prepares a
creative workforce, that's tiedto industry directly and
(14:16):
indirectly, as outlined by theannual Otis Report on the
Economy, which talks about theeconomic impact of the arts.
And we sit in the US CreativeEconomy capital right here in
Santa Ana, because that's LosAngeles and, by extension, we're
part of that.
We foster effectivecommunication, broad literacy
through the unique symbolsystems in the arts, including,
(14:38):
but not limited to, visual andmedia literacy, cultural
literacy, artistic literacy,early literacy and civic and
social literacy.
We provide outlets for creativepersonal realization and an
expression for a fulfilled life.
We foster cultural competency.
The arts are a conduit tohistory, culture and connections
(14:59):
.
They foster overall well-beingand mental health.
And did you know that engagingin an art project for as little
as 45 minutes reduces the stresshormone cortisol, no matter
what your skill level, and justone art experience per month can
extend your life by 10 years?
And every seven years you're anew person.
So when you have those salientexperiences often happen in and
(15:22):
through the arts.
You're rewiring your brain.
These arts help us flourish andnourish curiosity and
creativity, and they provide acanvas for self-discovery and
exploration, allowing us tounderstand what it truly means
to be fully human.
So back to the original questionit's really imperative that our
kids have access.
In the past we've had a sort ofconservatory approach where
(15:46):
it's only for the talented, afew kiddos.
You know, you're naturally bornwith that.
No, we all can learn.
Does that mean we're all goingto be part of the workforce as
an artist-- no, and as you know,Bianca, as a scientist and an
artist yourself, you engagethose practices that help you
(16:06):
and inform you in a beautifulwhole life.
So that's what we're trying todo for our kids.
It's beautiful because the workthat we do in the District
through the arts departmenttouches every single student.
Whether you're going to beexposed to the arts and arts
learning, whether you're goingto be enriched by them on a
little deeper level, or you'reentrenched and you're going in
(16:28):
that through college and career,we think about all those needs
and all the things that kidswant to have as part of their
learning journey in the District.
Bianca Barquin (16:35):
You're so right, Robyn, and honestly, I think
it's one of the things that I amthe most proud of in SAUSD and
you leading this work (16:43):
the fact that the arts is for all
students, not just for some, andthat's the way it was in the
past, right?
And you have done incrediblework, you and your team,
expanding it so much.
The reach.
It's just so impressive and soneeded, so thank you.
Next question for you.
(17:04):
In what ways has the fundingsupported educators to pause and
consider how to spend fundingin strategic and sustainable
ways that support shifts ofpractices in greater collective
impact, which we talk about allthe time?
Robyn MacNair (17:20):
Right.
Well, it's a whole mindsetshift.
I think I alluded to it before.
This is a complete change wherewe're kind of worried about
where's the next thing going tohappen and how are we going to
make this come to be, when weknow the research supports that
it's teachers and spaces that weinvest in that augment and
(17:40):
elevate the student learning.
"Things help.
But it isn't all about the"things.
So we're really deeply leaninginto what is sustainable, what's
going to live beyond what we'retalking about right now and
shifting from that scarcitymindset to this abundance.
And we were engaging everybodyin planning strategically and
working with our siteadministrators, thinking about
(18:02):
the collective across thedistrict, because these funds
allow us to leverage thingsacross and instead of looking at
it like I'm just going to grabfor my school, what are the ways
that we also consider all thethings that are going across the
whole district and wholedistrict-wide programming and
support.
So kids who are at one schoolmay not have access to this
(18:23):
particular program, but they canat another school and we can
create constructs for them to begiven access to that.
And so the teachers are pausingto think strategically and
pausing to think about how theycreate spaces for the students
at the center, and whatresources and materials do we
really, really need to besustainable and then thinking
(18:46):
long term?
Bianca Barquin (18:48):
It really is design thinking and systems
thinking coming together andthat true integration getting
everybody to think aboutpathways and thinking about that
future foresight, right, thatwe need to have to make sure
that our kiddos have exactlywhat they need in terms of
experiences.
Okay, Robyn.
(19:08):
So when it comes to the artsand arts advocacy, how has Prop
28 brought either a relief or apause to rethink how arts
education impacts academicachievement, students and the
community at large?
Robyn MacNair (19:24):
It's given us a chance to pause and really
examine, like I said, what is itthat we're trying to do, as
well as we're gonna have somerelief to the pressure system of
feeling like we don't ever haveenough.
Is this the complete answer?
No, we always have to bestrategic, just like you said,
in thinking about sustainingsystems and also leveraging all
(19:48):
the collective resources that wehave to combine them, for the
whole.
It's giving us a chance toreally slow down, so we're
putting infrastructure in sothat when this goes, and it's
gonna be big, in ways that it'sgrowing and the demands.
We're rethinking, what iscurriculum?
What are the courses that we'reoffering?
(20:08):
What do students really want?
We have been listening tostudents and asking them their
opinions about what are the artsdo and mean for you.
What are the ways that you wantto be architects of your own
learning, what are the coursesthat we need to have and how do
we as educators, rethink becausethere's a lot of paradigms in
arts education around thetraditional practice of being
(20:29):
the sage on the stage, andthat's important and also, how
are the students co- creatingtheir learning experiences,
having opportunities to leadtheir own learning, and we are
seeing that shift happening Inseveral of our music classes
that we get to support, but alsothis practice is happening in
our dance, theater and visualart.
Did you know we have an adaptivedance class at Valley High
(20:53):
School?
They're adapting toinclusiveness of special
education students.
It's beautiful to witness thesementors of the, what we call
regular dance students, but alsointegration of students with
disabilities, who would notnecessarily think of themselves
as dancer, being part of thisbeautiful experience and that's
(21:13):
uplifting and elevating everyone.
In fact, Bianca, at the OCMAAwords, the Orange County Music
and Arts Administrator awards,this coming year, where you were
recognized as an outstandingadministrator last year for all
your support of arts educationat e'll be having our students
in the Valley dance class, thestudents with disabilities,
(21:36):
performing as part of theprogram this coming year.
Bianca Barquin (21:39):
Wow, I'm so excited, I can't wait.
So inclusivity.
.
.you're making me think of somany things.
It's so important, the workthat we're doing, but I think
what struck me the most is whatyou said about our students not
only co-creating or co-constructing their learning
experiences, but also leadingtheir own learning experiences.
(22:00):
I think that's beautiful andagain we are shifting to that
learner- centered paradigm.
It's beautiful to see.
Okay, so before we sign off,it's time for our Amplifier
Acknowledgement segment.
Robyn, if you could amplify themessage or lesson of one
educator who's made asignificant impact in your
(22:24):
journey, who would it be andwhat is that resonating message?
Robyn MacNair (22:29):
Well, I belabored this for a long time and I've
listened to all your otherepisodes and I know others do
too, because it's really hard todistill one.
So I think of creating acomposite work of art where I'm
going to synthesize theattributes of so many of the
beautiful leaders that I've beengiven the privilege to know,
because I've sat in a lot ofplaces and spaces to be uplifted
(22:51):
by leaders-- at the state leveland the California Art
Education Association, at thenational level, on the National
Art Education Association board,at the City of Santa Ana, being
the Chair of the Arts andCulture Commission, and many
other learning and leadershipopportunities.
So there's wonderful, wonderfulpeople and I think what I'm
(23:12):
coming into space and places topush myself to have unusual
conversations and engage in waysto stretch my thinking.
I'm going to shift into myreverse mentors, which include
our youth arts leaders, andhaving the opportunity to talk
to students and hear from whattheir perspective is and how
(23:32):
that informs where we need to go.
But I do also want to givecredit to yourself and those who
give us spaces to tell thestories, because these are
really important, and right atthe start of my administrative
path, we're studying the worksof Brené Brown and Dare to Lead,
and so I've really leaned intothe courage and strength to try
(23:53):
to expand what it means for ourkids here in SAUSD and then the
city as a whole and, inabundance mindset, all kids
everywhere.
And last but not least, Iappreciate that first person who
said to me, "I'll be yourthought partner, and that just
popped my whole thinking like,oh my gosh, I've been isolated
(24:13):
and alone and here's somebodywho's going to sit with me and
think with me through things,and that has changed my
trajectory a lot too.
So thank you to the compositeof the leaders who have really
informed me and I appreciate theopportunity to be here with you
.
Bianca Barquin (24:28):
Such powerful acknowledgments.
Thank you, Robyn.
As we wrap up this enrichingconversation, I'd like to extend
my gratitude to Robyn forsharing her insights,
experiences and vision for thearts and education in SAUSD.
Today's conversationilluminated the immense
potential and power of arts inshaping young minds, fostering
(24:50):
positive behavior and creatingan inclusive and vibrant
learning environment.
We also dive deep into thesignificant role of funding,
both through the one-time blockgrant in Prop 28, in sustaining
and expanding the arts andeducation.
It's evident that, withvisionary leaders like Robyn and
the supportive community ofSanta Ana, arts education has a
(25:13):
bright and transformative futureahead.
For our listeners, rememberthat art is more than just a
subject.
It's a language thatcommunicates emotions, history,
culture and so much more.
It's a tool that fosterscreativity, resilience and
innovation, and we must continueto champion its place in our
(25:35):
educational systems.
Thank you for joining us todayon SAUSD's Amplifying Leadership
.
Stay inspired, stay informedand continue to make a
difference.
Welcome back to SAUSD's Amplifying Leadership.
I'm your host, Bianca Barquin,and we have the incredible Robyn
MacNair, Coordinator of Visualand Performing Arts, joining us
today.
Robyn is a passionate artistand a beacon of innovation in
education.
Robyn has not only been at theforefront of expanding arts
(00:28):
within SAUSD, but has also ledand co-created major events like
Boca de Oro in Santa Ana, tocreate pipelines and pathways,
spaces and places for our kiddosto own their city.
Today we delve deep into thesignificant topics of early
learning and music's role, theone-time block grant funding and
(00:52):
the groundbreaking Prop 28.
So, whether you're an educator,artist, parent or someone
simply passionate about the artsand their transformative power,
this episode is for you.
Robyn, welcome to SAUSD'sAmplifying Leadership.
Robyn MacNair (01:10):
Thank you, Bianca .
I'm so excited to be here withyou.
Bianca Barquin (01:14):
Okay, let's get into our first topic
learning and how music supportspositive behavior.
So, question for you (01:20):
how does the PK- TK music program's
emphasis on structured routinesand hands-on learning contribute
to fostering positive behavioramong preschool students while
engaging them in musicalexploration?
Robyn MacNair (01:39):
I appreciate the opportunity to talk about this
because I listened to your lastpodcast and I was inspired by
that and the way that we haveinvested as a district in music
for every PK-5 student acrossthe district as not only part of
our early learning andsupporting language, literacy,
numeracy in all of our students,but also as part of the whole
(02:00):
academic support plan andwell-being, and it's really
critical that we supportstarting younger and the things
that I've witnessed in the musicclasses have been spectacular
with our littles.
In particular, they have a veryset structure routine that they
focus on.
Things like a hello song and agoodbye song helps the students
understand and follow routinesand the things in between, and
(02:24):
those positively influencebehavior.
In addition, the kids are injoyful learning, so in that
they're up and moving fast-pacedit's , it helps them to
constantly be engaged whilemitigating some of the behaviors
.
So when a student starts tosort of roll around on the floor
, the teacher's right there inproximity to lean up into them
(02:47):
and engage them in singing, lookthem in the eye.
There's also things likesinging songs that say your name
and students have anopportunity to say each other's
name, their own name, and to bewitnessed and recognized in
class.
All of that speaks tosupporting positive behavior in
the music classroom, not tomention that we do engage in
total physical responseactivities.
(03:08):
There's a lot of movement alongwith the music and that helps
to improve their physicalengagement, along with their
energy that they're channelingto improve the behavior.
Bianca Barquin (03:19):
It makes me think this is so intuitive.
It is exactly what teachersshould be doing.
I am appreciative of all ofthis.
So I have a follow- up questionfor you here.
Are we training other teachers,or is it only music teachers
that engage in these types oflessons with the littles?
Robyn MacNair (03:38):
We are creating spaces to engage our general
teachers to have skills andcompetencies in music and also
dance, theater, visual and mediaarts.
We're going to expand oursupport so we provide a lot of
professional learning andsupports that help our regular
teachers continue and extendwhat the music teachers can do
(03:59):
because the music teachers arethere 30 minutes once a week.
The fact that teachers can bein the classroom and witness
what the teachers are doing, orwe provide other spaces for them
to get these supports.
For example, we have districtwide memberships to the Orff
Organization, which is a musicorganization in California.
Any teacher within SAUSD canattend those workshops and get
(04:20):
skills that allow music andmovement to be fostered in
themselves, but also attendingto things like students with
disabilities and students of allabilities to strengthen them in
the classroom and theirbehavior too.
Bianca Barquin (04:36):
Thank you, Robyn .
That's awesome, and those aresome resources that we may not
know about.
Question number two for you.
In what ways does the program'salignment with the Desired
Results Developmental Profile,which we affectionately call the
DRDP data-driven andimprovement strategies enhance
behavior management and promoteeffective learning experiences?
Robyn MacNair (05:00):
Last year we started and piloted with the PK
Music Program and I had aphenomenal team come on board
and they spent a lot of timeworking with the ECE team
because we like to integrate andconnect to everything that's
going on.
So they spent this time to lookat what those standards are and
then what the music standardsare and to intentionally design
(05:22):
lessons that are tied to thatand then work with the,
especially preschool, teachersto determine are we meeting
those goals?
And we created our owndashboard, if you will, that has
the results and to show.
And the teachers that wereengaging in this practice were
engaged in lesson studies.
So they went out and they triedsome things and they came back
and they realized we're going toimprove on this.
(05:43):
So they've set a body of workthat everyone can build on.
All of our music teachers andthen also the general teachers
have access to that.
But we're discreetly surfacinghow we're meeting those DRDP
standards and that's uscollecting data that's informing
instruction.
Bianca Barquin (06:05):
An d the dashboard you said is accessible
to everyone?
Robyn MacNair Absolutely.
Bianca Baquin-- Fantastic,thank you.
Next question.
Could you elaborate on how theinclusive nature of the program,
serving students with specialneeds and encouraging engagement
through physical activities,contributes to a supportive and
positive behavioral environmentin preschool classrooms?
Robyn MacNair (06:26):
I don't know about you, but as an adult I
have a hard time sitting inattending to space for a long
time.
So we are mindful that when weget kids standing up, sitting
down, moving around, interactingwith each other, this
absolutely improves theirbehavior and gives them less
time to get bored or start towander off.
Additionally, we're thinkingabout what students can do and
(06:50):
we give them a space to showengagement at multiple levels.
So if they are limited in theircapacity, of physical capacity
to move, there's still placesfor them to be engaged as well,
and we're mindful of that andthose hands-on learning
experiences where you have alittle egg shaker or you have a
scarf or you're interacting witha puppet and you're singing the
song, "Hello, hello.
(07:13):
Hello and how are you?
I'm fine, I'm fine and hopethat you are too.
"That gets stuck in my head all
the time.
And then they do theHickety-Pickety song, which
won't you say your name with me?
Those kids are constantlyengaged for an entire 30 minutes
.
Now, that is not necessarilywhat a general teacher is going
(07:33):
to experience.
Those strategies can last allthroughout the day as they
engage and use them to capturekids' attention.
Puppets, by the way, are verymagical.
Bianca Barquin (07:45):
I love it.
So for me it sounds like it'snot only developmentally
appropriate for the child, butit's also personalized in a way
which is exactly where we'removing towards, right, in really
making sure that we'relearner-centered and shifting
that paradigm.
Next question.
How does PK-TK early childhoodlearning fit into the broader
(08:09):
vision of fostering creativityand innovation in education, and
what specific benefits does itoffer to young learners?
Robyn MacNair (08:19):
Well, in SAUSD Arts we're always thinking about
Universal Design for Learning,intentionally creating for
students of all abilities,thinking all the strategies that
we engage for every ability isgoing to help every student and
yet, like you said, try to makeit personalized.
So we're examining the thingsthat students need to reduce
(08:40):
frustration, to make learningreally clear, to be really
repetitive and say things overand over again, to be patient
and soft-spoken and non-reactive.
And that helps by offeringthese structured experiences
along with outside adults andwhen we're bringing other people
into the classroom through themusic, for example, that's
(09:03):
allowing the regular teacher tohave a partner to help support
them in their work too, and thekids can learn from multiple
adults.
Bianca Barquin (09:12):
I love it.
So the structures are reallythose beautiful routines and
procedures, but done in a reallycreative and engaging way.
Okay, now I want to transitioninto our second and third
topics (09:24):
one-time block grant funding and Prop 28.
So we've had some excitementaround funding for arts
education in SAUSD as the statehas begun allocating resources
for the arts.
There are two big things thathappen: the arts and music,
one-time block grant funding andthen Prop 28 legislation that
(09:46):
was voted into law with aresoundingly overwhelming
majority of the voting public.
Could you please tell us abouteach of these and how SAUSD is
leveraging these resources tosupport our students for high-
quality arts learning andenrichment experiences?
Robyn MacNair (10:04):
This is so exciting.
In my entire educational career, I've never experienced
anything like this.
It's an abundance and a totalshift in arts education from
this place of scarcity, if youwill, where we're not ever going
to have enough, we're alwaysfighting to keep the arts and oh
no, we're going to have to cutthings again, oh, there goes
another arts program, to thestate itself and the voters have
(10:27):
said yes, this is what we want.
Prior to that, the governor hadallocated funds from the
statewide LCAP distributionsthat would be going to music and
arts block grant funding, andthank you to you and the leaders
, the Board, for supporting uskeeping those funding for the
arts, because we have a lot ofinfrastructure that needs
(10:49):
attending to.
Our district, being the oldestin Orange County and having a
lot of facilities to go way back, has been undergoing a lot of
renovations and modernizationsand we need to include our
facilities as it pertains to thearts.
So we're giving kids betterexperiences by shoring up all of
those performing arts spacesand the growing performing arts
(11:10):
spaces that we have andinvesting in that.
In addition, we're investing inour students and materials and
resources that they need andproviding resources that will
bring us up to a good baseline,if you will.
Then that's to shore up.
But then with Prop 28, which isthe opportunity to invest in
(11:31):
teachers primarily, it also hassome funds to help us sustain
what's happening, so we don'thave to experience those cuts
again if we plan and implementstrategically and this is all in
support with educating andcollaborating with
administrators, art staff,general teachers, all the
district departments of how wetogether collectively support
(11:55):
our kiddos in their wholelearning, including the arts.
Bianca Barquin (11:59):
I love it, Robyn .
So you've started to talk aboutit in general, but how about if
we get a little bit morespecific?
Tell me specifically what aresome of the highlights of how
this funding will be spent.
Robyn MacNair (12:12):
Thank you.
With the instructionalclassroom material, like I
mentioned, that includestechnology in all the five arts
disciplines, so it says musicand arts.
I think sometimes people getconfused about what is arts and
that includes dance, theater,visual, and media arts, in
addition to music, and withinmusic we have music production
(12:33):
and technology, vocal music andinstrumental music.
So there's a lot of directionsfor kids to explore.
And we also embrace literaryarts as you know, we have our
LitC on every year and other artforms.
Because, as you know, out therein the expanding world it looks
a lot different than beingdiscrete disciplines.
So that's one way of providinginstructional materials.
(12:55):
Also lots of professionaldevelopment.
We know that the equity factoris investment in the teachers,
and so we're spending a lot oftime looking at and supporting
teachers, again with pedagogy intheir discipline, specific, but
also looking at universaldesign for learning, really
reexamining students at thecenter, how does the Graduate
(13:17):
Profile manifest in our artsclassrooms across the district
and helping teachers unpack whattheir core values are, while
also examining what are thevalues that students bring to
your classroom and how do youleverage and amplify those.
Those are a couple of things.
Bianca Barquin (13:32):
I love it.
Thank you so much, Robyn, forsharing.
Now let's shift a little bit.
Could you explain how the grantfunding and Prop 28 align with
the vision of empoweringeducators to be architects of
their teaching and learningpractices?
What kind of autonomy andcreative freedom does this
provide for both students andteachers alike?
Robyn MacNair (13:55):
While present conditions in the educational
landscape hardly support theneed and desire for arts
education to be sustained andnot only sustained but expanded
to support SAUSD students inrealizing their potential and
being architects of their ownlearning.
That includes a well-roundededucation that prepares a
creative workforce, that's tiedto industry directly and
(14:16):
indirectly, as outlined by theannual Otis Report on the
Economy, which talks about theeconomic impact of the arts.
And we sit in the US CreativeEconomy capital right here in
Santa Ana, because that's LosAngeles and, by extension, we're
part of that.
We foster effectivecommunication, broad literacy
through the unique symbolsystems in the arts, including,
(14:38):
but not limited to, visual andmedia literacy, cultural
literacy, artistic literacy,early literacy and civic and
social literacy.
We provide outlets for creativepersonal realization and an
expression for a fulfilled life.
We foster cultural competency.
The arts are a conduit tohistory, culture and connections
(14:59):
.
They foster overall well-beingand mental health.
And did you know that engagingin an art project for as little
as 45 minutes reduces the stresshormone cortisol, no matter
what your skill level, and justone art experience per month can
extend your life by 10 years?
And every seven years you're anew person.
So when you have those salientexperiences often happen in and
(15:22):
through the arts.
You're rewiring your brain.
These arts help us flourish andnourish curiosity and
creativity, and they provide acanvas for self-discovery and
exploration, allowing us tounderstand what it truly means
to be fully human.
So back to the original questionit's really imperative that our
kids have access.
In the past we've had a sort ofconservatory approach where
(15:46):
it's only for the talented, afew kiddos.
You know, you're naturally bornwith that.
No, we all can learn.
Does that mean we're all goingto be part of the workforce as
an artist-- no, and as you know,Bianca, as a scientist and an
artist yourself, you engagethose practices that help you
(16:06):
and inform you in a beautifulwhole life.
So that's what we're trying todo for our kids.
It's beautiful because the workthat we do in the District
through the arts departmenttouches every single student.
Whether you're going to beexposed to the arts and arts
learning, whether you're goingto be enriched by them on a
little deeper level, or you'reentrenched and you're going in
(16:28):
that through college and career,we think about all those needs
and all the things that kidswant to have as part of their
learning journey in the District.
Bianca Barquin (16:35):
You're so right, Robyn, and honestly, I think
it's one of the things that I amthe most proud of in SAUSD and
you leading this work (16:43):
the fact that the arts is for all
students, not just for some, andthat's the way it was in the
past, right?
And you have done incrediblework, you and your team,
expanding it so much.
The reach.
It's just so impressive and soneeded, so thank you.
Next question for you.
(17:04):
In what ways has the fundingsupported educators to pause and
consider how to spend fundingin strategic and sustainable
ways that support shifts ofpractices in greater collective
impact, which we talk about allthe time?
Robyn MacNair (17:20):
Right.
Well, it's a whole mindsetshift.
I think I alluded to it before.
This is a complete change wherewe're kind of worried about
where's the next thing going tohappen and how are we going to
make this come to be, when weknow the research supports that
it's teachers and spaces that weinvest in that augment and
(17:40):
elevate the student learning.
"Things help.
But it isn't all about the"things.
So we're really deeply leaninginto what is sustainable, what's
going to live beyond what we'retalking about right now and
shifting from that scarcitymindset to this abundance.
And we were engaging everybodyin planning strategically and
working with our siteadministrators, thinking about
(18:02):
the collective across thedistrict, because these funds
allow us to leverage thingsacross and instead of looking at
it like I'm just going to grabfor my school, what are the ways
that we also consider all thethings that are going across the
whole district and wholedistrict-wide programming and
support.
So kids who are at one schoolmay not have access to this
(18:23):
particular program, but they canat another school and we can
create constructs for them to begiven access to that.
And so the teachers are pausingto think strategically and
pausing to think about how theycreate spaces for the students
at the center, and whatresources and materials do we
really, really need to besustainable and then thinking
(18:46):
long term?
Bianca Barquin (18:48):
It really is design thinking and systems
thinking coming together andthat true integration getting
everybody to think aboutpathways and thinking about that
future foresight, right, thatwe need to have to make sure
that our kiddos have exactlywhat they need in terms of
experiences.
Okay, Robyn.
(19:08):
So when it comes to the artsand arts advocacy, how has Prop
28 brought either a relief or apause to rethink how arts
education impacts academicachievement, students and the
community at large?
Robyn MacNair (19:24):
It's given us a chance to pause and really
examine, like I said, what is itthat we're trying to do, as
well as we're gonna have somerelief to the pressure system of
feeling like we don't ever haveenough.
Is this the complete answer?
No, we always have to bestrategic, just like you said,
in thinking about sustainingsystems and also leveraging all
(19:48):
the collective resources that wehave to combine them, for the
whole.
It's giving us a chance toreally slow down, so we're
putting infrastructure in sothat when this goes, and it's
gonna be big, in ways that it'sgrowing and the demands.
We're rethinking, what iscurriculum?
What are the courses that we'reoffering?
(20:08):
What do students really want?
We have been listening tostudents and asking them their
opinions about what are the artsdo and mean for you.
What are the ways that you wantto be architects of your own
learning, what are the coursesthat we need to have and how do
we as educators, rethink becausethere's a lot of paradigms in
arts education around thetraditional practice of being
(20:29):
the sage on the stage, andthat's important and also, how
are the students co- creatingtheir learning experiences,
having opportunities to leadtheir own learning, and we are
seeing that shift happening Inseveral of our music classes
that we get to support, but alsothis practice is happening in
our dance, theater and visualart.
Did you know we have an adaptivedance class at Valley High
(20:53):
School?
They're adapting toinclusiveness of special
education students.
It's beautiful to witness thesementors of the, what we call
regular dance students, but alsointegration of students with
disabilities, who would notnecessarily think of themselves
as dancer, being part of thisbeautiful experience and that's
(21:13):
uplifting and elevating everyone.
In fact, Bianca, at the OCMAAwords, the Orange County Music
and Arts Administrator awards,this coming year, where you were
recognized as an outstandingadministrator last year for all
your support of arts educationat e'll be having our students
in the Valley dance class, thestudents with disabilities,
(21:36):
performing as part of theprogram this coming year.
Bianca Barquin (21:39):
Wow, I'm so excited, I can't wait.
So inclusivity.
.
.you're making me think of somany things.
It's so important, the workthat we're doing, but I think
what struck me the most is whatyou said about our students not
only co-creating or co-constructing their learning
experiences, but also leadingtheir own learning experiences.
(22:00):
I think that's beautiful andagain we are shifting to that
learner- centered paradigm.
It's beautiful to see.
Okay, so before we sign off,it's time for our Amplifier
Acknowledgement segment.
Robyn, if you could amplify themessage or lesson of one
educator who's made asignificant impact in your
(22:24):
journey, who would it be andwhat is that resonating message?
Robyn MacNair (22:29):
Well, I belabored this for a long time and I've
listened to all your otherepisodes and I know others do
too, because it's really hard todistill one.
So I think of creating acomposite work of art where I'm
going to synthesize theattributes of so many of the
beautiful leaders that I've beengiven the privilege to know,
because I've sat in a lot ofplaces and spaces to be uplifted
(22:51):
by leaders-- at the state leveland the California Art
Education Association, at thenational level, on the National
Art Education Association board,at the City of Santa Ana, being
the Chair of the Arts andCulture Commission, and many
other learning and leadershipopportunities.
So there's wonderful, wonderfulpeople and I think what I'm
(23:12):
coming into space and places topush myself to have unusual
conversations and engage in waysto stretch my thinking.
I'm going to shift into myreverse mentors, which include
our youth arts leaders, andhaving the opportunity to talk
to students and hear from whattheir perspective is and how
(23:32):
that informs where we need to go.
But I do also want to givecredit to yourself and those who
give us spaces to tell thestories, because these are
really important, and right atthe start of my administrative
path, we're studying the worksof Brené Brown and Dare to Lead,
and so I've really leaned intothe courage and strength to try
(23:53):
to expand what it means for ourkids here in SAUSD and then the
city as a whole and, inabundance mindset, all kids
everywhere.
And last but not least, Iappreciate that first person who
said to me, "I'll be yourthought partner, and that just
popped my whole thinking like,oh my gosh, I've been isolated
(24:13):
and alone and here's somebodywho's going to sit with me and
think with me through things,and that has changed my
trajectory a lot too.
So thank you to the compositeof the leaders who have really
informed me and I appreciate theopportunity to be here with you
.
Bianca Barquin (24:28):
Such powerful acknowledgments.
Thank you, Robyn.
As we wrap up this enrichingconversation, I'd like to extend
my gratitude to Robyn forsharing her insights,
experiences and vision for thearts and education in SAUSD.
Today's conversationilluminated the immense
potential and power of arts inshaping young minds, fostering
(24:50):
positive behavior and creatingan inclusive and vibrant
learning environment.
We also dive deep into thesignificant role of funding,
both through the one-time blockgrant in Prop 28, in sustaining
and expanding the arts andeducation.
It's evident that, withvisionary leaders like Robyn and
the supportive community ofSanta Ana, arts education has a
(25:13):
bright and transformative futureahead.
For our listeners, rememberthat art is more than just a
subject.
It's a language thatcommunicates emotions, history,
culture and so much more.
It's a tool that fosterscreativity, resilience and
innovation, and we must continueto champion its place in our
(25:35):
educational systems.
Thank you for joining us todayon SAUSD's Amplifying Leadership
.
Stay inspired, stay informedand continue to make a
difference.
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