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Integrating the ARTS in a New Essential Curriculum: What to keep? What to cut? What to create?. Dr. Heidi Hayes Jacobs. Essential questions :. What is essential for our learners now? What revisions should be made in the present curriculum in light of new global realities?

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integrating the arts in a new essential curriculum what to keep what to cut what to create

Integrating the ARTS in a New Essential Curriculum:What to keep? What to cut? What to create?

Dr. Heidi Hayes Jacobs

essential questions
Essential questions:
  • What is essential for our learners now?
  • What revisions should be made in the present curriculum in light of new global realities?
  • How should the ARTS be considered in curriculum reform?
  • How can curriculum mapping support our work and help our learners?
rethinking standards

Rethinking Standards

--myths and realities (50 countries)

--disparities (the RAND study)

--the grade 22 problem (MCREL study)

--social experimentation (Florida 3rd grade)

slide6

Curriculum design requires us to make choices about what is essential now to help our learners for their future.

the role of arts leadership
The ROLE of Arts Leadership
  • Administrators and teachers must become ARTS vigilantes
    • Fight for and commit time to instruction
    • Dignify the work of students
    • Work against the marginalization of arts faculty
    • Establish links with institutions and resources
    • Model interest in the arts
    • Step up, take risks and revise the curriculum for the 21st century
unique issues for the young artist
Unique issues for the young artist
  • Thinking out of the box
  • Social outcast myth and reality
  • School culture that may not value
  • Media clutter
  • Celebrity culture
  • Curriuculum dictates
recast content for timeliness
Recast content for timeliness:
  • Breakthroughs
  • Contemporary issues
  • International perspectives
  • Modern forms of expression

..A deliberate need to replace and to shed dated curriculum

geography focus on geo politics and geo economics
Geography focus on geo-politics and geo-economics
  • State dept. figures: 10% hold passports/ 7% of those use them
  • World geography by shape and name- early childhood
  • Links to geo-economics in upper elementary
  • Links to geo-politics in middle school
  • Global economics in middle school – high school
  • Global Environmental citizenship
  • MAPS in every classroom
social studies history and anthropology strands
Social Studies: History and Anthropology strands
  • A new constant for upper school:
    • The Last 50 Years
  • Upper Elementary: Artifact Analysis
  • Case studies abroad: email correspondence
  • Case studies at home: archival work
  • Required documentary film making
  • Real time contact between students world wide- shared arts –

Electronic Museums

  • Participatory democracy: require Responsible Democracy Benchmark
  • Critical view of “spin”; media imagery
content elevate composition in the arts
Expressive experiences:

Studio

Digital composition

Dance Performance

Original plays

Cultural Literacy as a requisite

Active work with local institutions

Carnegie Hall –Link-up

Metropolitan Museum of Art

Active engagement with national and international institutions

ARTS EDGE

Integration with curriculum

Content: elevate composition in the ARTS
content in science rethink and revise
Content in Science: rethink and revise
  • Freedom of scientific expression
  • Upgrade science in early childhood
  • Literacy instruction primarily through non- fiction (increase in science and social studies)
  • Dilemma of sciences
  • Use of arts to illustrate and to demonstrate knowledge
update english language arts
Update English Language Arts
  • Expansive genre studies K-12
  • Classics and new voices
  • Studying screenplays and teleplays
  • Poetry SLAMS
  • Memorization of classic work
  • Critiques of electronic media
expansion of literacy media criticism media invasion media making
Expansion of Literacy: Media Criticism/ Media Invasion/Media Making
  • TV critiques pre K-grade 3
  • Unit: Effects of TV on Me
  • Formal media criticism begins grade 4
  • Television/film writing and production
  • Documentary studies
  • Web based national/international anthologies of children’s stories and observations (RTW)
  • Teaching students to conduct video conferences:
  • Current Communications Benchmark
rethinking mathematics
Rethinking Mathematics
  • New York’s new math standards
  • Eliminating snapshot mathematics in pre-K through grade 3;
  • Language arts daily speech and writing activity describing procedures and concepts;
  • Corresponding time for students in middle school to balance those who accelerate;
  • FOCUS on translation strategies
  • At least TWO major
slide18
From the CIA

WORLD FACT BOOK:

  • Languages:Chinese, Mandarin 14.37%, Hindi 6.02%, English 5.61%, Spanish 5.59%, Bengali 3.4%, Portuguese 2.63%, Russian 2.75%, Japanese 2.06%, German, Standard 1.64%, Korean 1.28%, French 1.27% (2000 est.) note: percents are for "first language" speakers only
teaching world languages
Minimal state requirements

French/Spanish dominate

Increase range of specialized schools/magnets for students with linguistic talent:

Increased range of languages

Pashtu, Khoi, Azeri, Dzongka, Serbo-Croat, Portuguese, Malay, Kirundi, Khmer, Sango, Kikongo, Turkish, Arabic, Amharic, Twi, Icelandic, Hindi, Farsi, Kazakh, Kyrgvz, Lao, Larvan, chewa, Nepali, Yoruba, Punjabi, Tagalog, Slovak, Tamil, Dutch, Swahili

Teaching world languages
revising and upgrading skills in the curriculum

Revising and upgrading skills in the curriculum

Planting lifelong capacity:

Language Literacy

Social Literacy

Global Literacy

Cultural Literacy

teaching english as if it were a foreign language
Teaching English as if it were a foreign language

Foreign language teachers:

  • emphasize constant spoken language exercises.
  • emphasize consistent and correct use of grammar in writing and in speech.
  • constantly assess listening.
  • immerse students in practice scenarios.
  • emphasize self-assessment for independent competence.
  • work on phonemic awareness coupled with text interaction as a necessity.
early childhood
Early Childhood
  • 2 ½ hours of uninterrupted language arts
    • Integrating science, math, and social studies
    • Vertical Teams meeting regularly vs. Grade Level meetings
grades 4 12 every teacher is a language teacher
Upgrading language skills

Across all curriculum areas

Interdependence of the four language skills

Upgrading notebooks as assessments

reading

writing

speaking

listening

Grades 4-12 :Every teacher is a language teacher
speaking and listening skills formally assessed
Speaking and listening: skills formally assessed
  • On-going interaction via video conferencing/or telephone with students abroad;
  • On-going interaction with students internationally
  • Issue based forums regularly planned for grades 4-12.
accommodating immigrant students and teachers
Accommodating immigrant students and teachers
  • Influx of new students with

language issues: ECIS –guide

for teachers

  • Influx of new teachers
  • Staff development for language and cultural changes that sensitize specific cultural background
  • Suggested work for students:
  • WWS- Culture Matters-Peace Corps
teaching english as if it were a foreign language27
Teaching English as if it were a foreign language

Foreign language teachers:

  • emphasize constant spoken language exercises.
  • emphasize consistent and correct use of grammar in writing and in speech.
  • constantly assess listening.
  • immerse students in practice scenarios.
  • emphasize self-assessment for independent competence.
  • work on phonemic awareness coupled with text interaction as a necessity.
assessment should reflect our times
Assessment should reflect our times:
  • screenplays
  • teleplays
  • broadcasts
  • Email
  • self publishing
  • grant proposals
  • web page
  • spread sheets
  • CAD blueprints
  • forecasts
  • media criticism
concern on assessment data
Limitations of standardized testing.

Problems within the testing industry itself.

Wide variation between states/localities

Posting in newspapers (intramurals)

Questions about SAT

Questions about what is valued.

Questions about what to do with the results

Concern on assessment data:
public signs of commitment for art and artists
Public signs of commitment for art and artists
  • In the summer we often ask our students to read a book.
    • Let us ask our learners and the professionals in our schools to take in an arts experience.
  • In the spirit of “art colonies”, we need create safe environments for risk taking and creative expression.
    • Literal programs and locations in schools should be designated.
  • Honors and festivities specifically for excellence in the arts.
    • Whether it is a special dinner or award, the arts need to reach parity with athletics and academics in terms of public and visible recognition.
how can curriculum mapping help us update support and improve student performance

How can curriculum mapping help us update, support, and improve student performance?

…and teacher performance?

..and administrative performance?

..and whole school/community performance?

technology as a platform for revising assessment possibilities
Technology as a platform for revising assessment possibilities
  • Curriculum Mapping –real time data and revision
  • Electronic site visits
  • Electronic video conferencing
  • Data banks for assessments
what is mapping
What is mapping?
  • Calendar based curriculum mapping is a procedure for collecting a data base of the operational curriculum in a school and/or district.
  • It provides the basis for authentic examination of that data base.
restructuring professional growth

Restructuring Professional Growth

DIFFERENTIATED STAFF DEVELOPMENT

a learning community opportunity rather than a requirement
A Learning Community Opportunity rather than a requirement.
  • Since learning for the learner is cumulative ….then professional development should be as well.
  • Communication through mapping will allow us to monitor our success through professional development.
differentiating staff development
Differentiating Staff Development
  • Adult learners in professional settings have various needs for different types of work.
  • We fall prey to RUTS in staff development.
  • Randomness does not serve the learner.
slide42
Staff development should focus on your specific learners.
  • Staff development should emanate from the site based on examining data:
  • assessment
  • maps
  • demographics
  • external events
differentiating staff development data entry on maps

Differentiating Staff Development: Data Entry on Maps

High

#3

#2

Low CurricWriting

High Tech

High CurricWriting

High Tech

Technology Comfort

#4

#1

High CurricWriting

Low Tech

Low CurricWriting

Low Techt

Low

High

Curriculum Writing Strength

consider a range of venues
Consider a range of venues
  • Various groupings
  • Labs
  • Workshops
  • Work sessions
  • On-line courses
  • Staff development days based on data
  • Observations
  • Coaching
  • Video conferencing
the hub effect
The Hub Effect
  • Identify three initiatives that would be better served through the CM review process.
hub for
Literacy

6 trait writing

Character education

Time management

Hub for…