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North Carolina Arts Education Essential Standards

North Carolina Arts Education Essential Standards. Christie Lynch Ebert , Arts Education Consultant and A+ Schools Program Liaison Brenda Wheat Whiteman , A+ Arts Education Specialist with Amber Bass Godfrey , Instructional Technology Robert Sox , Educator Recruitment and Development.

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North Carolina Arts Education Essential Standards

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  1. North Carolina Arts EducationEssential Standards Christie Lynch Ebert, Arts Education Consultant and A+ Schools Program Liaison Brenda Wheat Whiteman, A+ Arts Education Specialist with Amber Bass Godfrey, Instructional Technology Robert Sox, Educator Recruitment and Development

  2. Introductions*

  3. Housekeeping ? Wiki - http://ances.ncdpi.wikispaces.net/ Parking Lot - Un-answered questions or issues Breaks Evaluation - will occur at the end of the session. Your input is essential and valued! Parking Lot

  4. Key Arts Energizer Activity Discussion Technology-based Activity Arts Discipline Rotation *

  5. Session I Objectives Participants will: • understand the background, philosophy, purpose, and organization of the NC Arts Education Essential Standards. • recognize the commonalities and differences among the four arts education discipline’s Essential Standards. • understand how the new NC Arts Education Essential Standards will support achievement for NC students.

  6. Objective 1Background and Overview understand the background, philosophy, purpose, and organization of the NC Arts Education Essential Standards.

  7. Background and Overview Aligns with “The Call for Change” Module Aligns with “Understanding the Standards” Module

  8. The Call for Change • Framework for Change • Accountability and Curriculum Reform Effort (ACRE) • Race to the Top (RttT) • Career and College: Ready, Set, Go!

  9. What are Essential Standards?

  10. Essential Standards 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?

  11. Essential Standards Filters

  12. WRITING GROUPS: Arts Education Essential Standards

  13. ES Writing Groups K-12Writers

  14. PROCESS: NC Arts Education Essential Standards

  15. PHILOSOPHY and ORGANIZATION: NC Arts Education Essential Standards Aligns with NCPTS III: Teachers Know the Content They Teach Aligns with Arts Education Preamble Aligns with “Understanding the Standards” Module

  16. Scavenger Hunt • Philosophy: Why is it important for students to study the arts as part of a comprehensive and balanced education? • Purpose: Choose one arts discipline (dance, music, theatre arts, or visual arts) and explain the purpose of that program. • Program Description, Standards, and Research: What do the Essential Standards communicate? How are other standards and research reflected in the NC Essential Standards? • Features: Explain at least one key feature of the North Carolina Arts Education Essential Standards. • Course of Study and Organization: What is the intent of the Essential Standards? How are the standards organized? Preamble may be found at: http://www.ncpublicschools.org/acre/standards/new-standards/#arts

  17. 1. PHILOSOPHY • Why is it important for students to study the arts as part of a comprehensive and balanced education?

  18. 2. PURPOSE • Choose one arts discipline (dance, music, theatre arts, or visual arts) and explain the purpose of that program.

  19. 2. 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

  20. 2. 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

  21. 2. 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

  22. 2. VISUAL ARTS • 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

  23. 3. PROGRAM DESCRIPTION, STANDARDS & RESEARCH • What do the Essential Standards communicate? • How are other standards and research reflected in the NC Essential Standards?

  24. 4. FEATURES • Explain at least one key feature of the North Carolina Arts Education Essential Standards.

  25. 5. Course of Study and Organization • What is the intent of the Essential Standards? How are the standards organized?

  26. BREAK

  27. Arts Energizer*

  28. Please sit with your elbow partner for the remainder of this session!

  29. Objectives 2 & 3Commonalities & Differences What are the commonalities and differences among the four arts education disciplines (dance, music, theatre arts, and visual arts) in the Essential Standards? How do the new NC Arts Education Essential Standards support achievement for NC students?

  30. Crosswalks Aligns with “Understanding the Standards” Module Aligns with “Crosswalks” Instructional Tools Aligns with Framework For 21st Century Skills

  31. Comparing Strands

  32. Strands & Standards Within your discipline, group the essential standards with the appropriate strand.

  33. Essential Standards Components • Strands: • Organization • Common threads of understanding • [ES] - Essential Standards (<10) • [COs] - Clarifying Objectives (approximately 2-5 per ES) • [APs] - Assessment Prototypes (samples) • Learning Sequence: • K-8 Grade Levels • HS Proficiency Levels • Organized to embed multiple entry points

  34. Decoding Grade Level (4) Strand (ML = Music Literacy) Essential Standard (1) Clarifying Objective (3)

  35. Music Crosswalks

  36. National Standards • Crosswalks – Page 6 • (reference pages 4,5) • Think/Pair/Share: • How are the national standards addressed? • What is different from the current SCS?

  37. Partnership for 21st Century Skills (P21) Crosswalks, Pages 7-9 P21 website: http://www.p21.org/

  38. 21st Century Skills Framework (P21) • Crosswalks – Pages 7-9 • Think/Pair/Share: • Look at the P21connections in the Crosswalks • What other connections can you think of with Arts Education and 21st century themes and skills?

  39. P21 Resources Arts Skills Map Arts Education and 21st Century Skills in North Carolina

  40. Revised Bloom’s Taxonomy Provides the framework used for all NC Essential Standards Common language used for all Essential Standards Two-Dimensional: Cognitive Process and Knowledge Dimension Image Citation 12

  41. History and Culture • Crosswalks, Page 13 • Think/Pair/Share: • Discuss the Common Clarifying Objectives. • What will these look like in your discipline?

  42. 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

  43. HS Proficiency Levels Note: students of various proficiency levels may be served within the same class or course.

  44. Discussion • How will the organization of the standards support the development of proficiency in each of the arts education disciplines? • What are the implications for implementation of the standards in the classroom?

  45. Commonalities & Differences

  46. Summer Institute Resources • Arts Education Wikifor Coordinators • K-12 Essential Standards • K-12 Crosswalks • K-12 Unpacking the Standards • Parking Lot • Plus/Delta • Discussion Boards • Arts Education Coordinator PLC • PowerPoint with notes • Templates for Activities • Facilitator’s Guide • Links to Online Learning Modules • Materials to assist with blended Professional Development

  47. NC Arts Education Website http://arts.ncwiseowl.org • Updated with information on an ongoing basis • NC Arts Education Coordinators • Listserv: > Resources > NCDPI Arts Education Listserv Updates

  48. Future Directions and Support • Instructional Tools • Blended Professional Development • Online Modules • Webinars • Face to Face

  49. Session I Objectives Participants will: • understand the background, philosophy, purpose, and organization of the NC Arts Education Essential Standards. • recognize the commonalities and differences among the four arts education discipline’s Essential Standards. • understand how the new NC Arts Education Essential Standards will support achievement for NC students.

  50. Evaluation What worked well Suggestions for improvement

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