Writing curriculum in the arts is an act of vision. It is not just about aligning to standards or filling time with projects—it is about crafting meaningful, layered experiences that allow students to discover who they are, what they see, and how they move through the world. As educators, artists, and curriculum designers, we often find ourselves at the intersection of creativity, structure, and purpose. Across schools, districts, and creative communities, we have seen a wide range of approaches to building arts curriculum. Through that collective experience, certain patterns emerge—both bright spots and areas that need more intention.

Here are six core lessons that consistently rise to the surface when we reflect on what truly makes arts curriculum impactful, inclusive, and transformative.

Harvard Project Zero (PZ) is a research center at the Harvard Graduate School of Education that explores learning, thinking, and creativity across various disciplines, with a strong focus on arts education and assessment. Founded in 1967 by philosopher Nelson Goodman, PZ initially sought to understand how the arts contribute to cognitive development and later expanded its research to include broader themes in education.

Too often, school leaders struggle to effectively assess the quality of their arts and enrichment programs. Unlike math or reading, where standardized test scores provide clear metrics (for better or worse), arts education requires a different approach—one that acknowledges both qualitative and quantitative measures of success.

At Brave Art NYC, we help school leaders build competency in evaluating their arts programs, setting meaningful goals, and providing arts educators with the support and accountability they need to grow and thrive.

Hiring the right arts educators for your program is a critical decision that impacts not only student learning but also the overall culture and sustainability of arts education. While many assume that an "arts teacher" is a singular role, there is a distinct difference between teaching artists, artist-educators, and certified arts teachers. Each category brings unique strengths, experiences, and perspectives to arts education. Understanding these distinctions—and the pros and cons of each—will help you make informed hiring decisions that align with your program’s goals.

If you ask any arts educator about the professional development (PD) sessions they’ve attended, chances are they’ll tell you about workshops designed for general classroom teachers. Sessions on lesson planning, formative assessments, or literacy strategies may have value, but they rarely address the realities of teaching dance, theater, music, or visual arts. More often than not, arts educators leave these sessions frustrated, knowing they just spent hours in a training that does little to improve their craft or their students' experience.

In the evolving landscape of education, the arts remain a critical component in self-discovery, cultural engagement, and intellectual growth. For young learners, the ability to conceive of themselves as artists is not a passive designation—it is an essential framework through which they develop agency, confidence, and a lifelong appreciation for creative expression. This post explores the necessity of fostering artistic identity in students and the role that educators, school leaders, and institutions play in shaping a culture where children see themselves as creators.