Responding & rebuilding amidst dual pandemics: an interview with state fine arts coordinators Alysia Lee & Dale Schmid

References

• Arts Ed New Jersey Center for Arts Education and Social Emotional Learning. (2021). Arts education & social emotional learning framework: A synergistic pairing. https://selarts.org/
   Google Scholar
• Arts Ed New Jersey. (2020). September Ready Fall 2020 guidance for arts educators. https://www.artsednj.org/arts-ed-nj-issues-september-ready-fall-2020-guidance-for-arts-education/
   Google Scholar
• Collaborative for Academic, Social, and Emotional Learning. (2006). What is SEL? http://casel.org/whyit-matters/what-is-sel/
   Google Scholar
• Dik, D. A., Morrison, R., Sabol, F. R., & Tuttle, L. (2021). Looking beyond COVID-19: Arts education policy implications and opportunities. Arts Education Policy Review, 1–9. https://doi.org/10.1080/10632913.2021.1931603
   Google Scholar
• Feindler, C. O., Mayo, W., Shaw, R., Sabol, F. R., Tuttle, L., & Weaver, J. (2021). Jumping into the virtual environment implications and possibilities for arts education. Arts Education Policy Review, 1–10. https://doi.org/10.1080/10632913.2021.1931602
   Google Scholar
• Fortuna, L. R., Tolou-Shams, M., Robles-Ramamurthy, B., & Porche, M. V. (2020). Inequity and the disproportionate impact of COVID-19 on communities of color in the United States: The need for a trauma-informed social justice response. Psychological Trauma: Theory, Research, Practice, and Policy, 12(5), 443–445. https://doi.org/10.1037/tra0000889
   PubMed Web of Science ®Google Scholar
• Fox, A. M., Lee, J. S., Sorensen, L. C., & Martin, E. G. (2021). Sociodemographic characteristics and inequities associated with access to in-person and remote elementary schooling during the COVID-19 pandemic in New York State. JAMA Network Open, 4(7), e2117267. https://doi.org/10.1001/jamanetworkopen.2021.17267
   PubMed Web of Science ®Google Scholar
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
   Google Scholar
• Guerrero, R. (2021). In the face of the unprecedented: Creative youth development guides organizations to adapt, support, and thrive. Arts Education Policy Review. https://doi.org/10.1080/10632913.2020.1844835
   Google Scholar
• LaPadula, T., Miles, J., & Enrico, O., & Spyc, E. (2020). Re-imagining personal and organizational policies as sources of radical change: Perspectives from a teaching artist, organization, and city. Arts Education Policy Review, 1–7. https://doi.org/10.1080/10632913.2020.1844834
   Google Scholar
• Maryland State Department of Education. (2020a). Arts together: Planning guidance for arts educators in Maryland Public Schools COVID-19 response and moving forward. https://mc3arts.org/statewide-arts-resources
   Google Scholar
• Maryland State Department of Education. (2020b). Social-emotional learning through the arts: Demonstrating the alignment of the Maryland State Fine Arts Standards, professional priorities, and arts experiences. https://static1.squarespace.com/static/5b62f7232487fd03344fb77d/t/5ee6f77cc7d20c58c2b24901/1592194950685/SEL+Through+the+Arts+FINAL+COPY.pdf
   Google Scholar
• Muñoz-Price, L. S., Nattinger, A. B., Rivera, F., Hanson, R., Gmehlin, C. G., Perez, A., Singh, S., Buchan, B. W., Ledeboer, N. A., & Pezzin, L. E. (2020). Racial disparities in incidence and outcomes among patients with COVID-19. JAMA Network Open, 3(9), e2021892. https://doi.org/10.1001/jamanetworkopen.2020.21892
   PubMed Web of Science ®Google Scholar
• Nichols, B. E. (2020). Equity in music education: Access to learning during the pandemic and beyond. Music Educators Journal, 107(1), 68–70. https://doi.org/10.1177/0027432120945151
   Google Scholar
• Poulin, J. M. (2020). Responding to crises: Constructing a response through organizational change. Arts Education Policy Review, 1–8. https://doi.org/10.1080/10632913.2020.1844832
   Google Scholar
• Sabol, F. R. (2021). Art education during the COVID-19 pandemic: The journey across a changing landscape. Arts Education Policy Review, 1–8. https://doi.org/10.1080/10632913.2021.1931599
   Google Scholar
• Shaw, R. D., & Mayo, W. (2021). Music education and distance learning during COVID-19: A survey. Arts Education Policy Review, 1–10. https://doi.org/10.1080/10632913.2021.1931597
   Google Scholar
• Tai, D. B. G., Shah, A., Doubeni, C. A., Sia, I. G., & Wieland, M. L. (2021). The disproportionate impact of COVID-19 on racial and ethnic minorities in the United States. Clinical Infectious Diseases, 72(4), 703–706. https://doi.org/10.1093/cid/ciaa815
   PubMed Web of Science ®Google Scholar
• Tuttle, L., & Hansen, D. (2021). Arts education in a virtual learning environment: An introduction to the lessons, policies, budgets and practices from the COVID-19 era. Arts Education Policy Review, 1–2. https://doi.org/10.1080/10632913.2021.1931600
   Google Scholar
• Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. https://doi.org/10.1177/0022487102053001003
   Web of Science ®Google Scholar
• Webb Hooper, M., Nápoles, A. M., & Pérez-Stable, E. J. (2020). COVID-19 and racial/ethnic disparities. JAMA, 323(24), 2466–2467. https://doi.org/10.1001/jama.2020.8598
   PubMed Web of Science ®Google Scholar
• White, A., Liburd, L. C., & Coronado, F. (2021). Addressing racial and ethnic disparities in COVID-19 among school-aged children: Are we doing enough? Preventing Chronic Disease, 18, E55. https://doi.org/10.5888/pcd18.210084
   PubMed Web of Science ®Google Scholar