The overall goal is to develop a model secondary school curriculum dedicated to the training of skilled preservation artisans that will include an academic component and an industry/government sponsored field internship component. Upon graduation the students will have earned both a New York State Regents diploma and the equivalent of a one-year internship in their chosen restoration building trade.
The concept for a High School for the Preservation Arts (HSPA) developed from a study by the World Monuments Fund (WMF) on “Sustainable Urban Preservation – Developing a Model for New York.” (See Appendix 18). The Study was an outgrowth of a 1993 WMF symposium “Employment Strategies for the Restoration Arts: Craft Training in the Service of Historic Preservation.” This project was initiated in response to the needs identified during the symposium. In essence, there is a the need to train more people in the skills required for restoration and conservation in the United States; that market growth and lack of qualified persons entering the field is a growing concern amongst members of the professional and scholarly preservation community as well as building owners; that without this highly skilled, educated workforce, the sustainability of the preservation arts is endangered; and that this comes at a time when historic preservation is appealing to an ever-widening audience that is deeply concerned with the quality of urban life and rural development.
The objectives of the High School of Preservation Arts project are in harmony with current trends in education. The national School to Work initiative, enacted by the U.S. Congress in 1994, mandates a renewal of vocational education in the public school system. The initiative encourages education that unifies the academic and vocational training in the schools and directs this to relevant work place experience. The main focus of this report is to describe and assess the first pilot curriculum development phase of this project through the spring 1998 Preservation Week Activities. The report will discuss the steps leading up to Preservation Week, teacher development, Preservation Week itself, the exciting support garnered throughout the preservation community, evaluation and assessment of the pilot program, and the follow up plans for the second pilot “hands on” Preservation Portfolio Internship Program (pPIP) in summer 1998. In addition, it will elaborate on the early stages of the creation of this project which, for the first time in this country, a high school program will be devoted to the teaching of the preservation arts. The experimental nature of Preservation Week is it’s exploration of a methodology for teaching preservation-enriched materials in four subject areas — English, Social Studies, Science and Art. The key elements of this methodology include the teacher development, and classroom/student experience at Preservation Week and the follow up summer internship project. The outcomes of this week’s pilot program will be applied in context during the second Preservation Portfolio Internship Program in summer 1998 with the teachers working to design further classroom based teaching. The classroom teaching is being designed to be integrated into a four-year high school high school curriculum utilizing the context of the students’ site experiences as shared points of reference.
The Center would like to thank the National Center for Preservation Technology and Training (NCPTT) for its support of Preservation Week and the World Monuments Fund (WMF), Council Member Fisher’s Office, the New York City Board of Education (NYCBOE), the principal and staff of the High School of Arts and Business (HSAB) and the many others in the preservation community for their help and endorsement of this
Related Products: 2002-04 Classroom Testing of Model Secondary Level Historic Preservation-Based Lesson Plan