Arts EducationEssential Standards2010 Christie Lynch Ebert, Dance and Music Education Consultant, NCDPI Myron Carter, Theatre and Visual Arts Education Consultant, NCDPI Fall Arts Education Coordinators’ Meeting October 23, 2010
Background & Overview of Essential Standards (ES) Writing Group Representation Process Implementation Timeline ES Organization Highlights: Dance Music Theatre Arts Visual Arts Future Directions Instructional Toolkits Professional Development Other Opportunities Additional Information Questions Agenda
Essential Standards Background
ES Background Direction from Framework For Change • Articulation at each grade level • Infusion of 21st century skills • Reflection of rigor, relevance, and relationships • May 2008
Essential Standards Writing Instruction System Accountability Redesign Comprehensive Assessment Essential Standards adopted by SBE (Phase I) English II (English 10) Instructional Technology K-12 Math Occupational Course of Study K-12 Science Accountability & Curriculum Reform Effort (ACRE)
Essential Standards – Phase II K-12 Arts Education Dance, Music, Theatre Arts & Visual Arts K-12 English Language Arts K-12 Guidance K-12 Healthful Living Health & Physical Education K-12 Second (World) Language K-12 Social Studies
Essential Standards are… • Skills, understandings and learning experiences mastered at each grade level to move to the next level • “Must Have" goals of the curriculum • Focused on higher-order knowledge and skills all students should master • Resolution to the "inch-deep, mile-wide" concern about the current SCOS • Assurance that every student learns essential content and skills for the 21st Century
ES Guiding Question What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?
ES Identification Criteria Knowledge & Skills . . . • valuable beyond one test: ENDURANCE • valuable in multiple disciplines: LEVERAGE • necessary for success at next level: READINESS
Essential Standards are … • Identified for each level • Focused on big ideas and cognitive processing • Assessed in the classroom via • formative, • benchmark/interim, and • summative assessments Larry Ainsworth, Center for Leadership and Learning
ES Writing Groups K-12 Writers
ES Writing Groups Composition: Began in Spring 2009 Zoomerang Submissions + Professional Recommendations ------------------------------------ Representation: • 8 regions of NC • All program areas in current SCOS • Range of experiences • K-12 Educators, IHE, Administrative, Central Office, Professional Associations, Exceptional Children, Early Childhood, CTE, Accountability, and other representatives
ES Process(Summer 2009 – Summer 2010) • Leads and writers met face to face and virtually by discipline • Drafts regularly reviewed by Dr. Lorin Anderson • Drafts reviewed by select reviewers and via public review 2009-2010 School Year • Select Review (Fall 2010 and throughout process) • Version 1.0 Review (Winter 2010) • Version 2.0 Review (Spring 2010) • Feedback compiled, analyzed, and used to guide revisions • Ongoing alignment and filtering through standards/models, 21st century skills, ACRE criteria, and research
Timeline June 2010 • Version 3.0 for State Board of Education and Public Posting August 2010 • Version 3.0 to SBE (Discussion) September 2010 • Version 3.0 to SBE (Action) 2012-13 School Year • Implementation
Philosophy The Arts are CORE: • ESEA • NC BEP • Balanced Curriculum “While not all students will become professional dancers, musicians, actors, or visual artists, all students will benefit from skills and processes that are developed through the arts and that can be applied in a variety of disciplines and settings.” (Preamble, Arts Education Essential Standards, 2010).
Philosophy The ARTS: • Have intrinsic and instrumental value • Add richness and engagement to the learning environment • Help students understand their own community • Provide intellectual demands “A comprehensive, articulated arts education program engages and helps students develop the self-esteem, self-discipline, cooperative skills, and self-motivation necessary for success in life.” (Preamble, Arts Education Essential Standards, 2010).
DANCE • Is used to communicate, comprehend, shape, and make meaning • Is innate; self-expression through movement is intrinsic to existence as humans and exists in all cultures and places • Provides means for kinesthetic learning and communication • The dance program develops creativity, problem-solving, self-discipline, and focus, and helps people connect to one another
MUSIC • Is deeply embedded in human existence • Is fundamental to creating and communicating meaning • Provides a primary means for learning about ourselves and others • The music program develops musical literacy and relies on processes of creating, performing, and responding to develop understanding
THEATRE ARTS • Is a primary way that children learn about life; social pretend play is used to make sense of the world • Students come equipped with rudimentary skills as playwrights, actors, designers, directors, and audience members • The theatre arts program integrates multiple aspects of the art form including script writing, acting, designing, directing, researching, comparing art forms, analyzing, critiquing, and understanding context
VISUALARTS • Is innate in every society • Provides a multi-sensory means to communicate symbols and values • Is a multi-faceted creative process which includes the development of perceptual awareness and the ability to use materials expressively • The visual arts program is designed to develop visual literacy by promoting fluency in various modes of visual communication
INTENT: Students should know and be able to… • communicate at a basic level in the four arts disciplines; • communicate proficiently in at least one art form; • develop and present basic analyses of works of art; • recognize and appreciate exemplary works of art; • relate various arts concepts, skills, and processes within and across disciplines.
FEATURES • Communicating and developing literacy; • Thinking creatively and critically, and solving artistic problems; • Understanding the arts in relation to history, culture, heritage, ideas, and lifelong learning; (continued)
FEATURES • Connecting learning within each arts discipline and to life beyond school; • Understanding and appreciating world cultures and historic periods; • Addressing 21st Century Themes and Skills.
ES Components • [ES] - Essential Standards (<10) • [COs] - Clarifying Objectives (approximately 2-5 per ES) • [APs] - Assessment Prototypes (samples) • Strands: • Organization • Common threads of understanding • Learning Progression: • K-8 Grade Levels • HS Proficiency Levels • Organized to embed multiple entry points
ES Format • Grade/Proficiency Level • Strand • ES Number • Clarifying Objectives(with corresponding numbers per ES)
ES Format: Arts Education 6.ML.3.1: Produce short rhythmic improvisations using a variety of traditional and non-traditional sound sources. Example: • KEY: • 6 = Grade 6 • ML = STRAND (Musical Literacy) • 3 = Essential Standard ML3: Create music using a variety of sound and notational sources. • 1 = Clarifying Objective number 1 aligned to ML3
Arts Education • Four separate courses of study: • Dance • Music • Theatre Arts • Visual Arts • Aligned with National Standards • 21st Century Skills embedded throughout
Arts Education • Use of RBT verbs (one verb per objective) • Common clarifying objectives regarding history and culture, aligned with Social Studies curriculum, for all arts disciplines • Assessment: included and aligned
Arts Education • Sequencing and Progression: • Articulated K-12 with multiple entry points embedded • Organized grade-by-grade (K-8) and by proficiency level (9-12) • Student Profile • Policy implications (honors)
HS Proficiency Levels Note: students of various proficiency levels may be served within the same class or course.
Dance Strands • Creation and Performance (CP) • Dance Movement Skills (DM) • Responding (R) • Connecting (C)
Music Strands • Musical Literacy (ML) • Musical Response (MR) • Contextual Relevancy (CR)
Theatre Arts Strands • Communication (C) • Analysis (A) • Aesthetics (AE) • Culture (CU)
Visual Arts Strands • Visual Literacy (V) • Contextual Relevancy (CX) • Critical Response (CR)