Although she said she finds her school's administration to be very supportive, she wishes local and state authorities had more of a hand in keeping her program going strong. "I don't like that I have to depend on the PTA for my basic supplies," she said.
Hallam's situation at Glenwood isn't the only case of financial politics in town. Money issues constantly bubble under the surface in other schools, even while classes go on as normal. Across town, a slightly older crop of kids settles down in Melissa Valentine's art class at Smith Middle School. These sixth-graders are about to begin their self-portraits after being taught about facial proportions.
Kyara Kelly is one of many children in the class who have shown an active interest in art outside of class. She likes to draw -- her specialty is Tweety Bird, a character that features prominently in her sketchbook. In one scene, he is posing on a skateboard. In another, he flutters across the page proclaiming, "It's a bad day to be a puddy tat."
The room in which Kyara and her friends work is practically brand-new. This year is Smith Middle School's first in operation, but while the town certainly focused on making the school the best it could be, Valentine made it clear that money still isn't a easy thing to come by.
"Well, I think if you ask any art teacher or even cultural arts teacher, budgets are what you very often struggle with," she said. "For example, I am the only person in my department who has not held a fund-raiser this year, and that's simply a time and energy decision. As with most teachers, not a year goes by that I don't spend some of my own money."
Some teachers have it a little better than others. Pamela Pate has taught art at Chapel Hill High School for 24 years. As she surveys the studio in which she has taught and worked with students for so long, the edges of her mouth rise to form a rather silly grin. Her eyes sparkle, and she swings her legs back and forth in a show of barely contained glee.
She is marveling at the mere size of her workspace as well as the wealth of supplies she has been able to obtain with time. Unlike the other N.C. high school art programs Pate has observed, hers has its own cultural arts building. The large structure houses multiple music rooms, studio art rooms, a dance room, an auditorium and a shop for the creation of props and costumes.
While Pate said she thinks the local school board and the central office have supported her program monetarily, she dislikes that the school's requirements for graduation often get in students' way if they want to learn about art.
"Students have so many required academic courses," she said. "It's perfectly possible for someone not to have an elective until they're a senior in high school, and so that's when they get to take their first art class."
Pate is also keeping an eye on budgetary concerns with the recent addition of two new schools, Mary Scroggs Elementary in 1999 and Smith last August. As the numbers of students and schools grow larger, more and more teachers compete for what Pate terms the "pot of money."
These concerns have been recognized by the local educational authorities. In addition to the questions that have arisen due to the newcomers, there is that of the state's economy, which is hitting a serious downturn. North Carolina is facing its biggest budget crisis in recent history.
"We are in a holding pattern unless we learn of additional cuts required by the state budget," said Kim Hoke, assistant to the superintendent. "Whether any future cuts would impact arts programs has yet to be determined."
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The teachers are well-aware of the upcoming budget crunch. Valentine, for example, realizes any increase in funding for her program will be out of the question. She is also preparing for the possibility that some funds that she is expecting to receive might be redirected elsewhere.
Despite this area's above-average artistic interest, art teachers still think their programs are getting the short end of the stick. Valentine finds comfort whenever a former student visits her.
"This, somehow, has been very reassuring," she said. "I have seen them becoming artists, teachers and, at the very least, advocates because of their experiences with art. It is something they clearly value."
In the end, this teacher has found that teaching children to express themselves through art is worth every elusive cent.
The Arts & Entertainment Editor can be reached at artsdesk@unc.edu.
