College-level Standards and Expectations for Arts Education

1. College-level Standards and Expectations for Arts Education

2. College Standards for Arts Education Purpose of Research: The revised National Standards for Arts Education will extend to grade 14 rather than grade 12. The purpose of this research is to gather resources and material that may inform the writers’ process as they develop grade 13-14 standards for the first time.

3. College Standards for Arts Education Research Goal: To understand current expectations for college-level instruction in the arts affecting students who are arts majors as well as non-majors.

4. College Standards for Arts Education Phase I of the research on college level standards and expectations involved the following components: • Textbook analysis • Analysis and summary of accreditation standards • Reviews of AP course goals and course descriptions

5. College Standards for Arts Education

6. College Standards for Arts Education Phase I Findings: Accreditation Standards Review of accreditation standards

7. College Standards for Arts Education Phase I Findings: AP Course Goals

8. College Standards for Arts Education Phase I Findings: AP Course Goals

9. College Standards for Arts Education Phase I Findings: AP Course Goals

10. College Standards for Arts Education Phase I Findings: AP Course Goals

11. College Standards for Arts Education Phase I Findings: AP course goals

12. College Standards for Arts Education Phase I Findings: AP course goals

13. College Standards for Arts Education: Phase I Findings: AP course goals Content and concepts: • Melodic and harmonic dictation • Composition • Harmony • Realization of a figured bass • Analysis of repertoire • Sight-singing • Pitches • Intervals • Scales and keys • Chords • Meter • Rhythm

14. College Standards for Arts Education: Phase I Findings: Textbook Analysis Textbook recommendations were gathered from a number of sources: • Researched bestselling textbooks online • Gathered recommendations from NCCAS members and other colleagues • AP-recommended textbooks in the areas of studio art, art history, and music theory, located on apcentral.collegeboard.com

15. College Standards for Arts Education: Phase I Findings: Textbook Analysis Most textbooks for each arts discipline fit into one of four categories: • Technique • History • Theory • Criticism and Analysis

16. College Standards for Arts Education: Phase I Findings: Textbook Analysis

17. College Standards for Arts Education: Textbook Analysis Findings: DANCE History Criticism/Analysis Technique

18. College Standards for Arts Education: Textbook Analysis Findings: MUSIC History Music Theory Performance

19. College Standards for Arts Education: Textbook Analysis Findings: THEATRE Technique (Acting) History Analysis

20. College Standards for Arts Education: Textbook Analysis Findings: VISUAL ART Elements/Principles Technique History Analysis

21. College Standards for Arts Education: Phase I Findings: Textbook Analysis Overall findings: • More resources in the history category than for any other • Fewest textbooks in categories related to artistic production • With the exception of music theory, studies of history and practice in the arts appear to be dealt with entirely separately.

22. College Standards for Arts Education Phase II of the research on college standards will include an analysis of foundation-level college arts curricula, developed by surveying and interviewing college arts educators and administrators nationwide.

23. College Standards for Arts Education: Phase II: College Curriculum survey Research question: What specific habits, skills, and abilities associated with the standards framework of creating, performing, responding, and connecting are most often emphasized in introductory-level college coursework in the arts?

24. College Standards for Arts Education: Phase II: College Curriculum survey • Survey details: • Surveys will be sent to department heads of 100-200 schools per discipline, including small and large public and private schools • Surveys are discipline-specific

25. College Standards for Arts Education: Phase II: College Curriculum survey • The first section of the survey will collect general program information: • Program size • Types/numbers of courses offered • Student population – arts majors vs. non-majors

26. College Standards for Arts Education: Phase II: College Curriculum survey

27. College Standards for Arts Education: Phase II: College Curriculum survey

28. College Standards for Arts Education: Phase II: College Curriculum survey On a 1-5 scale, to what extent are the following skills or content emphasized in your department’s foundation-level course of study : 1. Developing technical skills in one or more areas of specialty 1 2 3 4 5 2. Creating a coherent body of work 1 2 3 4 5 3. Developing and investigating one’s own ideas 1 2 3 4 5 4. Thinking critically about one’s own work and the work of others 1 2 3 4 5

29. College Standards for Arts Education: Phase II: College Curriculum survey What are you, as writers, most interested in finding out about current foundation-level arts offerings and expectations in colleges nationwide? What types of information would be the most useful to your process?

30. Find College Board/NCCAS research online The College Board: Arts at the Core http://advocacy.collegeboard.org/preparation-access/arts-core. National Coalition for Core Arts Standards http://nccas.wikispaces.com. Amy Charleroy, Associate Director, Office of Academic Initiatives acharleroy@collegeboard.org Nancy Rubino, Senior Director, Office of Academic Initiatives nrubino@collegeboard.org