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College-level Standards and Expectations for Arts Education.

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Presentation on theme: "College-level Standards and Expectations for Arts Education."— Presentation transcript:

1 College-level Standards and Expectations for Arts Education

2 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 standards for the first time. College Standards for Arts Education

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

4 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 College Standards for Arts Education

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6 College Standards for Arts Education Phase I Findings: Accreditation Standards Review of accreditation standards Accreditation Standards Performance/Production/Studio Progressively building skill in at least one area Area of concentration within the discipline Familiarity with elements, principles, and discipline-specific techniques Performance, exhibition, critique History and theory Basic knowledge of history and repertoires Skills of analysis and evaluation Ability to place work in historical, cultural, and stylistic contexts Teaching Included in dance standards only Technology Working knowledge of technology related to area of specialization Synthesis Students should be able to work independently, drawing on their knowledge of performance, technique, analysis, and history Results Professional, entry-level competence Ability to form and defend value judgments Recommendations Understanding of the nature of professional work in the field Exploring areas of individual interest Business or entrepreneurial skills

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

8 AP Studio Art: Course Goals Encourage creative and systematic investigation of formal and conceptual issues Emphasize making art as an ongoing process that involves the student in informed and critical decision making Help students develop technical skills and familiarize them with the functions of the visual elements Encourage students to become independent thinkers who will contribute inventively and critically to their culture through the making of art.

9 College Standards for Arts Education Phase I Findings: AP Course Goals AP Studio Art: Course Goals Encourage creative and systematic investigation of formal and conceptual issues Emphasize making art as an ongoing process that involves the student in informed and critical decision making Help students develop technical skills and familiarize them with the functions of the visual elements Encourage students to become independent thinkers who will contribute inventively and critically to their culture through the making of art.

10 College Standards for Arts Education Phase I Findings: AP Course Goals AP Studio Art Portfolio Quality Works that demonstrate mastery of [2-D design, 3-D design, or drawing] apparent in the composition, concept and execution of the works. Concentration A concentration is a body of work unified by an underlying idea that has visual coherence. Coherence and/or development is the work presented actually a concentration? Quality of the concept/idea represented is there evidence of thinking and of focus? Degree of development and investigation that is evident in the work including the amount of work or number of pieces represented Quality of the work in both concept and technique Breadth A variety of works demonstrating understanding of the principles of design. Look for engagement with a range of design principles: Unity/Variety Balance/Emphasis/Contrast Rhythm Repetition Proportion/Scale Figure/Ground Relationship

11 College Standards for Arts Education Phase I Findings: AP course goals AP Art History Course Objectives Ability to apply art and art historical terminology Appreciation for process of making and displaying art Understanding of purpose and function of art Ability to analyze works of art in historical and social context Understanding of cross-cultural and global nature of art Ability to perform higher order thinking skills and articulate visual and art historical concepts in verbal and written forms

12 College Standards for Arts Education Phase I Findings: AP course goals AP Art History Course Objectives Ability to apply art and art historical terminology Appreciation for process of making and displaying art Understanding of purpose and function of art Ability to analyze works of art in historical and social context Understanding of cross-cultural and global nature of art Ability to perform higher order thinking skills and articulate visual and art historical concepts in verbal and written forms

13 College Standards for Arts Education: Phase I Findings: AP course goals AP Music Theory SkillMethod Aural skillsListening exercises Sight-singing skillsPerformance exercises Writing skillsWritten exercises Compositional skillsCreative exercises Analytical skillsAnalytical exercises Content and concepts: Pitches Intervals Scales and keys Chords Meter Rhythm Melodic and harmonic dictation Composition Harmony Realization of a figured bass Analysis of repertoire Sight-singing

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

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

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

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

20 College Standards for Arts Education: Textbook Analysis Findings: VISUAL ART Technique History Elements/ Principles 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 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? Research question: College Standards for Arts Education: Phase II: College Curriculum survey

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

25 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

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28 1. Developing technical skills in one or more areas of specialty Creating a coherent body of work Developing and investigating ones own ideas Thinking critically about ones own work and the work of others On a 1-5 scale, to what extent are the following skills or content emphasized in your departments foundation-level course of study :

29 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? College Standards for Arts Education: Phase II: College Curriculum survey

30 Find College Board/NCCAS research online The College Board: Arts at the Core National Coalition for Core Arts Standards Amy Charleroy, Associate Director, Office of Academic Initiatives Nancy Rubino, Senior Director, Office of Academic Initiatives


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