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Ncdpi summer institutes 2012

NCDPI Summer Institutes 2012

Addressing Student Needs in an Era of New Content Standards.Arts Education: Day 2



Addressing student needs in an era of new content standards arts education day 2

Facilitated Team Time

  • How does this content area prepare students to be future ready?

  • How does this area connect to other content areas?

  • What are the implications for meeting the needs of all learners as related to this content area?

Walk about reflection

Walk About Reflection

Future directions in arts education

Future Directions in Arts Education

State and National

Data and Initiatives


State of the arts north carolina

State of the Arts:North Carolina

Policy and legislation

Policy and Legislation

  • Basic Education Program (§ 115C-81)

    The NC Standard Course of Study

    Common Core State StandardsNC Essential Standards

Nc legislation

NC Legislation

S66 comprehensive arts education

• Arts Education

(arts as core, academic subjects)

Arts Integration

(arts as a catalyst for learning across the curriculum)

Arts Exposure

(exposure to arts experiences)

S66 Comprehensive Arts Education

Comprehensive arts education

Comprehensive Arts Education

Ncdpi alignment and support a schools program

NCDPI Alignment and Support: A+ Schools Program

  • Data Collection and Analysis

  • Monitoring and Collaboration

  • Professional Development

Addressing student needs in an era of new content standards arts education day 2

Michelle Burrows | Director

A+ Schools

tel: 919.807.6503

H758 arts education commission

H758: Arts Education Commission

  • Duties

  • 3 Meetings (February – April 2012)

  • Final Report (May 1, 2012)

    • 5 Findings/Recommendations

    • 3 Legislative Proposals in Report

H758 arts education commission1

H758: Arts Education Commission

  • Importance of Arts Education

  • Comprehensive Arts Education Task Force (Legislative Proposal 1)

  • Arts Education Graduation Requirement (Legislative Proposal 2)

  • Professional Development and Education in Arts Integration

  • Locally Driven Comprehensive Arts Education (Legislative Proposal 3)

S724 an act to improve public education

S724: An Act to Improve Public Education

  • requires that pre-service elementary teachers and lateral entry teachers are prepared to “integrate arts education across the curriculum”.

  • Wide-scale education legislation

  • signed into law by the Governor on June 26, 2012

Enrollment in arts education courses k 12

Enrollment in Arts Education Courses, K-12



Theatre Arts5.44%

Visual Arts53.66%

All Arts122.09%

Nc statistical profile 2009 2010

NC Statistical Profile 2009-2010

Licensed arts educators in nc

Licensed Arts Educators in NC

1,434,436 Students (ADM)

Local arts education graduation requirements

Local Arts Education Graduation Requirements

* Pitt County has a Local School Board Policy (9.201) which calls for a comprehensive and sequential arts education, K-12, in addition to the local high school graduation requirement.

Arts education dance music theatre arts visual arts course coding updates

Arts Education: Dance, Music, Theatre Arts, Visual ArtsCourse Coding Updates



  • Beginning, Intermediate, Proficient, Advanced courses in each discipline

  • Specialization by proficiency level in each discipline

  • AP and IB retain separate designations

High school proficiency levels

High School Proficiency Levels

High school sequencing

High School Sequencing

High school options

High School Options

  • Electives Requirements (Future-Ready Core) – 6

  • Electives requirements (NC Scholars)

  • Interest or specializations

  • 4-unit Concentrations

Concentration recommendations

Concentration Recommendations

  • Sequence of courses in an arts discipline with at least one advanced course (beyond intermediate level)

  • Culminating project or capstone experience to demonstrate advanced skills

    • producing a student-written play

    • choreographing a dance for a public performance

    • publishing and conducting a student-written musical composition

    • producing a student exhibition of original art

Proficiency arts education

Proficiency: Arts Education

What does it mean to be proficient

What does it mean to be proficient?

“well advanced in an art, occupation, or branch of knowledge”

  • proficient, adept, skilled, skillful, expertmean having great knowledge and experience in a trade or profession



  • implies a thorough competence derived from training and practice

  • implies knowledge as well as technical skill

Suggested student profile

Suggested Student Profile

  • Upon entry to high school level study, it is suggested that each student be assessed via a student profile

  • This profile should be maintained throughout the high school career, so that each student has a history of his/her education, academic performance, and experiences in the arts.

Suggested student profile1

Suggested Student Profile

  • The profile documents:

    • arts education and student academic performance in any of the four arts education disciplines at the K-8 levels,

    • arts studies that the student has completed outside of the school (private lessons, internships, studio classes, etc.).

Student placement

Student Placement

  • Those students who have had limited or NO instruction in the arts discipline prior to the high school level will enter at a beginning level of study in any high school coursework.

  • Students may participate in a variety of electives from beginning through advanced levels in each of the arts disciplines.

Student placement practices

Student Placement Practices

  • student profile

  • checklists and rubrics

  • pre-requisites

  • other criteria

Student placement resources

Student Placement Resources

  • Arts Education Wiki

  • Other School Systems

  • LinguaFolio (ArtsFolio)

  • Future support:

    • Webinars, proficiency team 2012-13 SY

    • Formative and Summative Assessment Examples/Prototypes

State of the arts national

State of the Arts:National

National reports

National Reports

The Arts and Achievement in At-risk Youth: Findings From Four Longitudinal Studies

(March 2012 – National Endowment for the Arts)

  • At-risk teenagers or young adults with a history of intensive arts experiences show achievement levels closer to, and in some cases exceeding, the levels shown by the general population studied.

National reports1

National Reports

Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-2010

(April 2012 – US Department of Education, National Center for Education Statistics)

  • Contains Key Indicators for Arts Education in 2009-10 and comparisons with 1999-2000, where applicable.

Us instruction available in elementary arts education

US Instruction Available in Elementary Arts Education

Us instruction available in secondary arts education

US Instruction Available in Secondary Arts Education

Addressing student needs in an era of new content standards arts education day 2

  • Available now:

  • Crosswalks

  • Unpacking the Standards

  • I Can Statements by Content Area

    In development:

    • Graphic Organizers (available February 20, 2012)

    • Assessments

      • Formative: NC FALCON, ArtsFolio/Student Profile

      • Assessment Examples

      • Measures of Student Learning

    • Learning Progressions/Learning Maps

    • Terminologies

    • Other Tools

National standards

National Standards

  • National Standards (1994)

  • National effort underway for re-conceptualization of the standards

National standards1

National Standards

National standards2

National Standards

National standards3

National Standards

  • National Coalition for Core Arts Standards (NCCAS) Wiki:

Msl updates arts education july 2012

MSL Updates

Arts Education

July 2012

Msl updates

MSL Updates

  • Educator Effectiveness website (soon)

    • linked from

  • Arts: More local control and less state direction

Addressing student needs in an era of new content standards arts education day 2

Jennifer Preston

Race to the Top Project Coordinator for Teacher and Leader Effectiveness

[P] 919.807.4187

[C] 845.797.2361

[F] 919.807.4000

MSL Contact

Teacher evaluation process

Teacher Evaluation Process

“Teachers advocate for schools and students.”

Standard I, Element D

Teachers advocate for positive change in policies and practices affecting student learning. (Section G)

My professional commitment

My professional commitment…

Building local capacity

Building Local Capacity

  • Go to your regional section of the wiki

  • Upload at least one resource to share

Addressing student needs in an era of new content standards arts education day 2

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

I used to think but now i know

I used to think…but now I know...

  • Is a self-assessment and reflection exercise that helps students recognize whether and how their thinking has changed at the end of a sequence of instruction.

One word

One Word

  • How do you feel about standards implementation right now?

Evaluation and future directions

Evaluation and Future Directions


worked well


for improvement

Ncdpi arts education

NCDPI Arts Education

Christie Lynch Ebert

Arts Education Consultant (Dance and Music)

and Liaison to the A+ Schools Program


Brenda Wheat Whiteman

A+ Arts Education Specialist



Arts Education Consultant

(Theatre Arts and Visual Arts)

NC Department of Public Instruction - Division of K-12 Curriculum and Instruction

K-12 Programs Section

Helga Fasciano, Section Chief

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