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North Carolina Pre-service Arts Integration Initiative A collaboration between the NC Department of Public Instruction, NC Arts Council, and Appalachian.

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Presentation on theme: "North Carolina Pre-service Arts Integration Initiative A collaboration between the NC Department of Public Instruction, NC Arts Council, and Appalachian."— Presentation transcript:

1 North Carolina Pre-service Arts Integration Initiative A collaboration between the NC Department of Public Instruction, NC Arts Council, and Appalachian State University Fall 2013

2 Facilitators Rachel A. McBroom, Ph.D. NC Dept. of Public Instruction Director, Educator Preparation Christy Chenausky Appalachian State University Director of Arts Education and Outreach (Ext. 109) Banu Valladares NC Arts Council Arts in Education Director Christie Lynch Ebert NC Dept. of Public Instruction Section Chief, K-12 Programs and NCDPI Liaison to the A+ Schools Program Slater Mapp NC Dept. of Public Instruction Arts Education Consultant

3 Introductions Name IHE Role One learning goal

4 Purpose To set a context for arts integration through NC’s Comprehensive Arts Education Plan. To provide an overview of policy and legislation supporting arts integration preparation of pre-service educators. To introduce the collaborative NC Pre-service Arts Integration Initiative. To facilitate a statewide conversation about how this requirement is (or can be) met in North Carolina’s teacher preparation programs.

5 Setting the Stage

6 Policy and Legislation Basic Education Program (§ 115C-81) The NC Standard Course of Study Common Core State StandardsNC Essential Standards

7 NC Standard Course of Study Common Core State Standards –English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) –Mathematics NC Essential Standards –Arts Education –Career and Technical Education –English Language Development* –Guidance* –Healthful Living (Health & Physical Education) –Information and Technology* –Science –Social Studies –World Languages

8 NC Legislation 1985 Basic Education Program 2008 Joint Select Committee on Arts Education 2009 S66 and H S66 Arts Education Task Force H758 Arts Education Commission Legislation

9 S66 Vision for Arts Education In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.

10 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)

11 Comprehensive Arts Education

12 S66 Recommendations for Arts Integration D.1 Prioritize arts integration as a primary component of education reform. D.2 Require arts integration as a component of teacher and administrator preparation and licensure. D.3 Use the NC Educator Evaluation System (NCEES) to assess teachers’ use of arts integration. D.4 Use arts teachers as resources and consultants for arts integration within schools and across Local Education Agencies (LEAs).

13 H758: Arts Education CommissionArts Education Commission Duties 3 Meetings (February – April 2012) Final Report (May 1, 2012) –5 Findings/Recommendations –3 Legislative Proposals in Report

14 H758: Arts Education CommissionArts Education Commission 1.Importance of Arts Education 2.Comprehensive Arts Education Task Force (Legislative Proposal 1) 3.Arts Education Graduation Requirement (Legislative Proposal 2) 4.Professional Development and Education in Arts Integration 5.Locally Driven Comprehensive Arts Education (Legislative Proposal 3)

15 G.S. 115C-296: Arts Integration Requires that pre- service elementary teachers are prepared to “integrate the arts across the curriculum”. Outgrowth of H758 Arts Education Commission Wide-scale education legislation –S724 (June 2012) –H23 (March 2013) –S168 (July 2013)

16 115C-296 Public School Law Supported by: –Existing Teacher Ed Requirements (Policy) –NC Teacher Evaluation (Policy) –Previous Legislation –National Reports

17 Existing Policy

18 State Board Policy TCP-B-002 Standard 6 of the Teacher Specialty Standards (2009), requires that elementary grades teacher candidates are “knowledgeable in and are able to design and implement learning tasks that demonstrate: 1)a general knowledge of the fundamentals of music, dance, theatre, and/or visual arts; and 2)the ability to create interdisciplinary lessons/units that integrate the content areas with the arts to enhance classroom instruction and student learning.”

19 State Board Policy TCP-B-002 Standard 5 of the Birth-Kindergarten specialty standard (2009): B-K teacher candidates “create and adapt environments and intentionally plan and implement an integrated curriculum that facilitates every child’s construction of knowledge and provides a strong foundation for lifelong learning.” In the Emergent Creative Arts, B-K teacher candidates must: 1.facilitate children’s creative expression through dance/creative movement, drama, music, and visual arts; 2.use the arts to represent ideas;

20 State Board Policy TCP-B-002 (continued) In the Emergent Creative Arts, B-K teacher candidates must: 3.help children learn about and appreciate a variety of art forms and artists; 4.integrate the arts to support learning in all content areas (including cultural diversity); and 5.apply creativity to problem solving, risk-taking, and critical thinking.

21 Teacher Evaluation Process (2009) Teachers recognize the interconnectedness of content areas/disciplines Standard III, Element C “Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and content learning for students.” Standard III, Element C “Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and content learning for students.”

22 Arts Integration in NC 1985 Basic Education Program Arts as part of a fundamentally complete program of education for all school children. GS 115-C 's State Board of Education Policy Teacher Education Specialty Standards (2009 and prior) NC Professional Teaching Standards and Evaluation Process 2010: S66 Vision for Arts Education Arts taught by licensed arts educators Arts integrated throughout the curriculum 2010: S66 Definition and Plan: Comprehensive Arts Education Arts Education Arts Integration Arts Exposure 2012: H758 Arts Education Commision Recommended training in arts integration for new and existing teachers 2012: S724; 2013: H23; 2013: S168 Arts Legislation Pre-Service Teachers prepared to "integrate the arts across the curriculum." GS 115-C-296

23 Current Practices

24 IHE Reporting (2009 and 2012) Varies 1-4 hour course, depending on IHE Basic introduction to arts disciplines Includes some training in planning cross-curricular lessons that integrate the arts Integrated Arts, Arts in the Elementary Classroom, Arts and the Young Child, Survey of Arts Focused on one particular art form (e.g. integrating music in the elementary classroom) Often limited to only one or two disciplines Sometimes mixed with arts and elementary ed. majors May be stand alone or combined with integrated arts course Arts Methods Courses Usually literacy within a particular art form (art, music) Sometimes mixed with arts and general ed. students Taught through the arts discipline Literacy and the Arts

25 IHE Reporting (2009 and 2012) Language Arts Methods course that includes /embeds the arts Taught by LA instructor Language Arts and Creative Expression Some IHEs require a 1-hour lab in “the arts” May be stand alone, or combined with other requirements, such as language arts and creative expression course Labs or Practicum May require students to take one or more courses in a specific arts discipline (as a stand alone, or in addition to integrated arts coursework) Most do not include methods or pedagogy for integrating arts into teaching practice Arts-Specific Coursework

26 NC Pre-service Arts Integration Initiative

27 NC PAII - Goals Support the preparation of pre-service educators to deliver a balanced education. Identify models and practices to prepare pre-service educators to integrate the arts. Foster collaborations to create access to a comprehensive arts education in our state.

28 Committee Diverse, state-level Representation from: – IHEs (Education and Arts Education) –Arts Educators –Administrators (principal, superintendent) –Community Partners

29 Committee Goals Review reported data from IHEs on how they currently prepare educators to integrate the arts. Identify models and/or practices that help move forward this statewide conversation.

30 Committee Members Rick Cary Mars Hill College Professor of Art; Chair, Fine Arts (828) Donna Dragon UNC Charlotte Assistant Professor of Dance (704) Liz Grimes-Droessler Wake County Public Schools Senior Administrator for Arts Education (919) Dr. Anthony Jackson Nash-Rocky Mount Public School Superintendent (252)

31 Committee Members Frances Page Meredith College Professor of Music; Dept Head, Communication and Performing Arts (919) Brenda Reese Freedom Trail Elementary School (A+) Principal (828) Courtney Reilly UNC Wilmington Assistant Director of Cultural Arts (910) Melinda Waegerle, MA UNC Greensboro Assistant Professor, Dance, A+ Fellow (336)

32 Facilitators Rachel A. McBroom, Ph.D. NC Dept. of Public Instruction Director, Educator Preparation Christy Chenausky Appalachian State University Director of Arts Education and Outreach (Ext. 109) Banu Valladares NC Arts Council Arts in Education Director Christie Lynch Ebert NC Dept. of Public Instruction Section Chief, K-12 Programs and NCDPI Liaison to the A+ Schools Program Slater Mapp NC Dept. of Public Instruction Arts Education Consultant

33 Timeline Summer 2013: IHE Institutes – introduce work and gather feedback for committee. Fall 2013: Committee reviews data and highlights best practices/models. Fall RESAs 2013: introduce work and gather feedback for committee. Spring RESAs 2014: Share findings.

34 Next Steps

35 Think-Pair-Share What practices are in place at your IHE to meet the pre-service arts integration requirements? What resources do you have to share? What kinds of support would you like to receive?

36 Evaluation and Networking

37 NCPAII Google Form Plus/Delta Indicate interest in joining NCPAII to stay informed and become involved

38 Resources

39 –All Content Areas –Arts Education –A+ Schools/Arts Integration

40 Resources IHE Information on NC Public Schools website –IHE wiki space

41 Michelle Burrows | Director A+ Schools Program tel:

42 K-8 Standards Quick Reference Guides for the NC Standard Course of Study

43 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

44 (Additional Information) State of the Arts: North Carolina

45 Enrollment in Arts Education Courses, K-12 Dance3.2% Music64.2% Theatre Arts5.7% Visual Arts52.4% All Arts126.4%

46 ELEMENTARYMIDDLEHIGHTOTAL ClassesStudentsClassesStudentsClassesStudentsClassesStudents DANCE 82516, ,3401,13513,1572,75047, % 5.03% 3.1% 3.23% MUSIC 31,243643,9738,955194,2399,321100,27549,519938, % 56.37% 23.72% 64.19% THEATRE ARTS 95019,5401,38829,5792,62534,4484,96383, % 8.58% 8.15% 5.72% VISUAL ARTS 28,880599,1667,108147,5337,76395,02640,448776, % 42.82% 22.49% 52.4% FOLK ARTS (K-12) 00531, , % 0.37% 0.12% COMMUNITY COLLEGE ARTS % 0.11% 0.03% SUBTOTALS 61,8981,279,35618,294389,91820,979243,86397,8681,847, % % 57.69% % TOTAL STUDENTS IN NC SCHOOLS Average Daily Membership 694, , ,749 1,462,134

47 Licensed Arts Educators in NC DanceMusicTheatre Arts Visual Arts Total , , , ,434,436 Students (ADM)

48 Local Education Agency (LEA)Year Implemented Burke County Schools 1990 Columbus County Schools 1992 Newton Conover Schools 2007 Pitt County Schools* 2004 Rowan-Salisbury 2004 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.

49 State of the Arts: National

50 US Instruction Available in Elementary Arts Education YearDanceMusicTheatre ArtsVisual Arts %94%20%87% %94%4%83%

51 US Instruction Available in Secondary Arts Education YearDanceMusicTheatre ArtsVisual Arts %90%48%93% %91%45%89%

52 National Standards National Coalition for Core Arts Standards (NCCAS) Wiki: https://nccas.wikispaces.com/Home https://nccas.wikispaces.com/Home

53 National Standards Media Arts Dance Music Theatre Arts Visual Arts

54 What is Media Arts? Moving Image – Cinema/Video/Animation – narrative, non-narrative, environmental, experimental Imaging Design – digital process-based imagery, code enhanced (e.g. the image has code embedded in it for interactive and adaptive purposes) Sound Design – digital process-based aural synthesis and engineering Interactive Design – web, game, sensory-tech, creative code Multimedia and Intermedia – additive and hybridizing mixtures Virtual Design – 3D, 4D, 5D (spatial, animated, non-linear, interactive) environments, structures and experiences The Inclusion of Media Arts in Next Generation Arts Standards

55 The Big Picture Standard

56 Focus Questions 1.How does arts education prepare students to be future ready? 2.How do the arts connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to arts education?

57 CCSS and the Arts Shared responsibility CCSS supplement, but do not replace discipline standards Art is text Resources: –Coleman article and blog –College Board Research –AEP Book –Other Resources

58 “The digital tools used during the course of the NCDPI trainings have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the NCDPI trainings.” Technology Disclaimer


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