Ariadna Padrón García, Director General of Arts Education and Development at the Ministry of Culture was interviewed by cultural magazine La Jiribilla in early September about the challenges arts schools and colleges are facing during this crisis of fuel, power and other shortages caused by the increased US blockade. Speaking about the start of the academic year within Cuba’s arts education system, she noted that “nearly 40 art schools across the country began the term this Tuesday under various modalities, welcoming over nine thousand students—two thousand of whom are new students—into the classrooms.
“The instructional design,” she added, “is based on directives from the Ministry of Education and the Ministry of Higher Education to sustain daily learning. All methodological adjustments are aligned with the specific conditions of each territory and evaluated based on the characteristics of different groups, grade levels, specializations, and degree programs, taking into account the unique requirements of each.”
It promises to be a challenging yet heroic academic year—one that warrants any sacrifice the collective is called upon to make.
In this regard, the Mincult official noted that “academic services will cover more than 15 specializations and degree programs, spanning 30 distinct profiles. This year will feature a greater emphasis on in-person instruction, ensuring higher quality. However, the format will vary according to the academic term, incorporating hybrid and remote learning models as well.”
She also highlighted the “connection between students and leading local companies and ensembles—spaces that will function as artistic units. This approach, which proved successful last year, will continue to be a defining feature of this period. Schedules and frequencies will be adjusted, and operations will be flexible to fully leverage the potential of each territory.” “Furthermore,” she noted, “outreach efforts and coordination with the community youth network will be strengthened. The guiding principle is that no student goes without tailored attention, prioritizing preventive work and the individual assessment to be conducted for every student. The first eight weeks will be an intensive period dedicated to practicing and revisiting material from the previous course to consolidate learning. We have prepared thoroughly for this. Seminars and committees for specific degree programs and specializations have been held, and procedures and curricula have been updated. We have a teaching staff of over four thousand ready for the start of this new academic year.”
Ariadna Padrón García explained that “97% of teaching positions are filled, and we are working on alternative solutions to cover the rest. What are those alternatives? Well, we are welcoming over 160 newly graduated teachers to our classrooms for the first time. We also have students involved in the ‘Educating for Love’ initiative—university students from the Higher Institute of Art (ISA, now the University of the Arts)—who are engaging with the elementary and intermediate levels. Additionally, the artistic vanguard will continue to be part of our faculty; we are working jointly with the Union of Writers and Artists of Cuba (UNEAC) and the Hermanos Saíz Association (AHS) (artists network under 35) to assess the specific circumstances of each case. We feel encouraged, valued, and very proud of our teachers, as they demonstrate a deep commitment to the current situation and are well-prepared.”
The Ministry of Culture’s Director General of Artistic Training and Development stated that, despite the current adversities facing the country due to the energy crisis—stemming from the intensified U.S. government blockade against Cuba—“we are not abandoning our commitment to the comprehensive training of our students. We want them to complete their studies with a solid technical and professional foundation while simultaneously demonstrating a commitment to our country.” He further noted that “basic logistical conditions are guaranteed. We have the necessary study materials, such as pencils and notebooks, on hand. We will be receiving textbooks associated with the third phase of the educational system’s improvement, as well as specialized study materials. In the coming days, we will also be distributing a set of additional resources to all schools.
“All of this is also possible,” he emphasized, “thanks to the donations we continue to receive. Student transportation to schools is being coordinated and is planned to take place gradually. Boarding schools will operate on a concentrated schedule, with the frequency of home visits determined by the specific circumstances of each territory. Alternatives for cooking food and pumping water have been sought, and nutrition has been monitored as one of the aspects requiring constant evaluation.
Padrón García emphasized that “all this demonstrates the determination of the Party, the Government, and regional authorities to begin the school year. Despite the disruptions caused by the United States government’s aggressive and hostile policy toward Cuba, we maintain that starting this academic year is an act of sovereignty. As the country’s leadership has stated, it will be a challenging yet heroic year—one that warrants any sacrifice from the collective. In the face of these challenges, our final message is that we must continue to uphold the quality of the educational process. Furthermore, we must highlight that a people becomes far stronger and secures a more certain future the more culture and education it possesses.
“Therefore,” he concluded, “defending culture and education in this context represents one of the Revolution’s great achievements—one we are committed to continuing to defend—ensuring that, together, we find a solution to every problem.” “The success of this new academic year will lie in our collective unity.”
Preserving the key priorities of arts education
Schools of music, dance, theater, and visual arts across the country have resumed activities with the aim of ensuring the comprehensive development of children, adolescents, and young people. The start of the academic term includes theoretical and practical classes, rehearsals, specialized workshops, and other initiatives designed to strengthen students’ professional skills and cultural sensitivity.
Faced with existing constraints, teaching and administrative staffs have adopted alternative approaches to ensure the continuity of the educational process. Measures implemented at the centers include rescheduling classes, the rational use of energy, coordination with cultural institutions, and the effective use of available spaces.
The energy situation necessitates adjustments to certain activities, particularly those requiring lighting, climate control, or specialized equipment. Nevertheless, sector authorities have reaffirmed their commitment to upholding the core priorities of arts education: student care, high-quality training, and the preservation of the nation’s pedagogical and cultural heritage.
Teaching staff play a vital role in this context. Their experience and dedication make it possible to maintain curricula, adapt teaching methods, and devise creative solutions to material challenges. This effort is bolstered by the involvement of families and various cultural institutions, whose support helps sustain the training of future artists.
“Arts education not only prepares performers, creators, and specialists but also fosters discipline, national identity, and the ability to critically appreciate reality.”
The start of the academic year also represents an opportunity to reaffirm the value of culture as a fundamental component of social development. Arts education not only trains performers, creators, and specialists but also fosters discipline, national identity, and the ability to critically appreciate reality.
As restrictions caused by the energy crisis and the intensification of the U.S. blockade persist, the educational communities within the arts education system are facing the school year with a sense of responsibility and a spirit of resilience. The challenge lies in moving forward without compromising on excellence, ensuring that new generations keep classrooms, stages, and creative spaces open.
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