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Guiding Mission - NC State Board of Education The guiding mission of the North Carolina State Board of Education (SBE) is that every public school student.

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Presentation on theme: "Guiding Mission - NC State Board of Education The guiding mission of the North Carolina State Board of Education (SBE) is that every public school student."— Presentation transcript:

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3 Guiding Mission - NC State Board of Education The guiding mission of the North Carolina State Board of Education (SBE) is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st century. The guiding mission of the North Carolina State Board of Education (SBE) is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st century.

4 Goals – NC State Board of Education There are five SBE goals, and under the first goal, it states:  “Every student excels in rigorous and relevant core curriculum that reflects what students need to know and demonstrate a global 21 st century environment, including a mastery of languages, an appreciation of the arts, and competencies in the use of technology.”

5 REVISED FRAMEWORK FOR 21ST CENTURY LEARNING

6 Arts Education and 21 st Century Learning CORE SUBJECTS:  English, Reading or Language Arts;  Mathematics;  Science;  Foreign Languages;  Civics;  Government;  Economics;  ARTS;  History; and  Geography (NCLB)

7 21ST CENTURY THEMES  Global Awareness  Financial, Economic, Business and Entrepreneurial literacy  Civic Literacy  Health Literacy

8 Group Collaborative Activity  Discuss a connection that could be made to one of the 21 st century themes in the classroom (strategy, lesson plan, activity, project, etc.). Be prepared to share your group’s connection with the whole group. Be prepared to share your group’s connection with the whole group.

9 Global Awareness Using 21st century skills to understand and address global issues Working collaboratively with individuals representing diverse cultures, religions and lifestyles Understanding other nations and cultures, including the use of non- English languages

10 Dance: Around the World  Discuss the various roles of dance in communities or cultures.  Focus on one type of dance from a Non-Western culture and create an original dance with historical and/or cultural accuracy.  Resource: Folkmoot Festival in western North Carolina.  

11 Other Global Connections  Origins of World Musical Instruments  Firsts in Art  Shadow Box Puppet Theatre  Artist Trading Cards (ATC’s)  Networking with Others  Networking with Others (all arts)

12 Financial, Economic, Business and Entrepreneurial Literacy Knowing how to make appropriate personal economic choices Understanding the role of the economy in society Using entrepreneurial skills to enhance workplace productivity and career options

13 Visual Arts: The Business of Art  Students assume the role of a professional artist.  Create a spreadsheet to: list all of the materials to produce ten works of art; list all of the materials to produce ten works of art; estimate the cost of materials including tax, s/h, etc.; estimate the cost of materials including tax, s/h, etc.; estimate the amount of time involved; estimate the amount of time involved; estimate the value of labor; and estimate the value of labor; and determine the retail price of each piece. determine the retail price of each piece.  Explain that other factors affect the price of artwork as well (e.g., current trends, craftsmanship, supply and demand for artwork, the economy, etc.).

14 Artwork Cost Analysis QTYMATERIALSCOSTEACH # of USESTOTALCOSTTIME(HOURS)RATETOTALLABORTAXRETAILPRICEEACH 105 X 7 plaque pk Sandpaper acrylic spray pk hanger fuel TOT $8/hr$ $14.77

15 Other Connections to Financial, Economic, Business and Entrepreneurial Literacy  Job Opportunities in the Occupational Outlook Handbook (all arts)  Budget Worksheets (dance, music, theatre arts)

16 Civic Literacy Participating effectively in civic life by staying informed and understanding governmental processes Exercising the rights and obligations of citizenship at local, state, national and global levels Understanding the local and global implications of civic decisions

17 Visual Arts: Raising Your Voice for Change  Discuss “understanding the local and global implications of civic decisions,” and ask: How have artists used their art for political reasons? How have artists used their art for political reasons? How are people’s lives influenced by artist’s decisions? How are people’s lives influenced by artist’s decisions? How do those decisions affect the community, state, and nation? How do those decisions affect the community, state, and nation? How can people affect the administration of local government through art? How can people affect the administration of local government through art?  Research a specific community, state, or federal law they wish to change.  Create an artwork with the theme of “Raising Your Voice for Change.”  Write. Include a paper (writing literacy) stating the law and an essay supporting your decision.

18 Other Connections to Civic Literacy  Policies and Laws   Cabaret laws (dance)   Copyright laws (all arts)   Scenes that Make People Want to Do Something (theatre arts)

19 Health Literacy Obtaining, interpreting and understanding basic health information and services Understanding preventive physical and mental health measures Using available information to make appropriate health-related decisions Establishing and monitoring personal and family health goals Understanding national and international public health and safety issues

20 Music: The Vocal Mechanism  Display a chart of the vocal mechanism. Have students identify the parts of the vocal mechanism and how to use the diaphragm correctly.  Warm-ups are important in helping to build the muscles of the diaphragm. Advise students about how to do different warm- ups without straining their voices or pulling muscles.

21 Other Connections to Health Literacy  Study kinesiology, addressing specific muscle groups most affected (dance)   MSDS, ACMI seal, and other hazards in the classroom (visual arts)   Physical/Vocal warm-ups (dance, theatre arts)

22 LEARNING AND INNOVATION SKILLS  Creativity and Innovation Skills  Critical Thinking and Problem Solving Skills  Communication and Collaboration Skills

23 Group Collaborative Activity  Discuss a connection that could be made to learning and innovation skills in the classroom (strategy, lesson plan, activity, project, etc.). Be prepared to share your group’s connection with the whole group. Be prepared to share your group’s connection with the whole group.

24 Creativity and Innovation Skills Demonstrating originality and inventiveness in work Demonstrating originality and inventiveness in work Developing, implementing and communicating new ideas to others Developing, implementing and communicating new ideas to others Being open and responsive to new and diverse perspectives Being open and responsive to new and diverse perspectives Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs

25 Dance: Creative Processes  Give students a list of creative choices connected to new ideas that evolved as a result of necessity, for example, “creating the first automobile.” Students then establish a structure of creative inventiveness.  Create dance movements that communicate their ideas.  Write a journal entry that explains the steps in their creative approach.  Revise and perform their dances. As an extension, relate how the steps they took are similar to the ways inventors/discoverers/technicians approach creative solutions (or should approach creative solutions) to their problems.

26 Other Connections to Creativity and Innovation   Improvising and Composing (music)   “Dilemma” Improvs (theatre arts)   Create imaginary creatures (e.g., spoon dog) or Metamorphosis (e.g., cat face) (visual arts)

27 Critical Thinking and Problem Solving Skills Exercising sound reasoning in understanding Making complex choices and decisions Understanding the interconnections among systems Questioning to clarify various points of view and lead to better solutions Framing, analyzing and synthesizing information in order to solve problems and answer questions

28 Theatre Arts: Know Your Formulas Stage lighting students must know:  The “pie” formula (the relationships of potential, current flow, and rate of doing work).  P = IE or W = VA (watts equals volts time amps)  Many other arrangements are also suitable for solving specific problems. For example: P = I/E = I 2 R = E 2 /R P = I/E = I 2 R = E 2 /R R = E/I = E 2 /P = P/I 2 R = E/I = E 2 /P = P/I 2

29 Other Connections to Critical Thinking & Problem Solving   Have students describe, interpret, evaluate, and compare various dance works using a rubric. (dance)   Have students create their own compositions and determine how to combine rhythm and note durations within a given time signature. (music)  cool  Have students create a city full of action and exhilaration using cool colors. (visual arts)

30 Critical Thinking/Problem Solving Connections (continued)   Fibonacci Numbers and the Golden Ratio (all arts)   When composing music, students will have to understand the musical scales including sharps and flats, frequency, etc. (music)  Linear Perspective (theatre arts and visual arts)   Fractals--complex, detailed geometric patterns (visual arts)

31 Communication and Collaboration Skills Articulating thoughts and ideas clearly and effectively Demonstrating ability to work effectively with diverse teams Exercising flexibility and willingness to accomplish a common goal Assuming shared responsibility for collaborative work

32 Music: Collaborative Critique  Record the group singing or playing a piece of music.  In small, collaborative groups, evaluate the quality and effectiveness of the performance using specific criteria and offer constructive suggestions for improvement.  Explain how each individual's part contributes to the overall sound quality of the group.  Examine how the director communicates to the ensemble in order to facilitate the collaborative performance of the piece (tempo, dynamics, blend, balance, etc).

33 Other Connections to Communication and Collaboration   Amoeba Dance: Students improvise dance movements to music merging into pairs, then triads, quads, etc., until whole group is dancing as one. (dance)   The Collaborative Effect of Play Production (theatre arts)   Collaborative Drawings (visual arts)

34 INFORMATION, MEDIA, AND TECHNOLOGY SKILLS  Information Literacy  Media Literacy  ICT (Information, Communications, and Technology) Literacy

35 Group Collaborative Activity  Discuss a connection that could be made to information, media and technology skills in the classroom (strategy, lesson plan, activity, project, etc.). Be prepared to share your group’s connection with the whole group. Be prepared to share your group’s connection with the whole group.

36 Information Literacy Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

37 Theatre Arts: Licensing  Obtain the guidelines about licensing fees from various play publishers and discuss the rights and restrictions regarding the use of plays. Also discuss the penalties for not abiding by the copyright laws.  When students get copies of plays for production, have them read the production notice page, which describes the requirements for producing that particular play.

38 Other Connections to Information Literacy   Indigenous Dance in the movies (dance)   Research the effects of music in on the human mind— psychological and neurological effects, physical effects, music therapy, etc. (music)   Have students select a work of art, and research the artist’s style, purpose, and technique in creating the work. (visual arts)

39 Media Literacy Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions. Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors. Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

40 Dance: Media Influence  Lead a discussion about how different media portrays dance (e.g., “Dancing with the Stars,” “So You Think You Can Dance,” etc.). Ask leading questions such as  How would you evaluate the dances portrayed in the show?  How do the hosts react to the dances?  What do writers in print media have to say about these dance shows?  How would you categorize each type of dancing?  How does (a particular show) influence people’s ideas about dance?

41 Other Connections to Media Literacy   Lead a discussion about how different media portrays popular music. (music)  Each group, acting as a news crew, presents an imaginary incident with a pre-selected slant. (theatre arts)  After reading an art show review from a metropolitan newspaper, identify the writer’s perspective. (visual arts)

42 ICT (Information, Communications, and Technology) Literacy Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

43 Music: Editing Software  Discuss the role of technology in music.  Demonstrate and have students explore music and sound editing software.  Create original compositions, arrangements and orchestrations.  Discuss how editing software such as this is becoming a part of music instruction and production. The Department of Public Instruction does not endorse any vendor, product, or service.

44 Other Connections to ICT Literacy  Have students experiment with choreography software— p  Have students experiment with choreography software— poseable dance figures and mixing, matching, and blending sequences. (dance)  Compose a publicity package using various applications on the computer—files, attachments, hyperlinks, etc. (theatre arts)   Computer Art—drawing applications, scanners, digital cameras, etc. (visual arts)

45 LIFE AND CAREER SKILLS  Flexibility and Adaptability  Initiative and Self-Direction  Social and Cross-Cultural Skills  Productivity and Accountability  Leadership and Responsibility

46 Group Collaborative Activity  Discuss a connection that could be made to life and career skills in the classroom (strategy, lesson plan, activity, project, etc.). Be prepared to share your group’s connection with the whole group. Be prepared to share your group’s connection with the whole group.

47 Flexibility and Adaptability Adapting to varied roles and responsibilities Working effectively in a climate of ambiguity and changing priorities

48 Theatre Arts: Space Walk   Improvisation is an important part of theatre education because it sparks creativity and requires one to be flexible and adaptable—key skills in the 21st century.   Sample Improv Activity—”Space Walk” Have students walk about the space as you side-coach. Randomly call out changes in character, attitude, or situation. Students must change on cue. Have students walk about the space as you side-coach. Randomly call out changes in character, attitude, or situation. Students must change on cue.

49 Other Connections to Flexibility and Adaptability  Allow students to experiment with changing roles during improvisation adapting to each other’s movements. (dance)  Students in music adapt by studying, singing and/or playing a variety of music representing diverse genres, styles, and cultures. (music)  Discuss and write about each medium’s characteristics and correct application. (visual arts)

50 Initiative and Self-Direction Monitoring one’s own understanding and learning needs Going beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertse Demonstrating initiative to advance skill levels towards a professional level Defining, prioritizing and completing tasks without direct oversight Utilizing time efficiently and managing workload Demonstrating commitment to learning as a lifelong process

51 Dance: Benefits and Opportunities  Help all students understand the many benefits and opportunities for involvement in dance such as:  Careers: professional dancer, choreographer, teacher, producer  Benefits: health and physical fitness, social dance, self-expression, therapy  Other: appreciation of dance; viewing dance; physical, social, emotional, intellectual and aesthetic influence of dance as it addresses various learning styles and intelligences  Have students reflect about how dance gives them a sense of direction. Think about questions such as:  Why is it important to prioritize and complete tasks?  Why is it important to go beyond the basic mastery of skills?

52 Other Connections to Initiative and Self-Direction   Benefits and Opportunities—careers, benefits, etc. (all arts)   Self-Assess/Self-Analyze (all arts)

53 Social and Cross-Cultural Skills Working appropriately and productively with others Leveraging the collective intelligence of groups when appropriate Bridging cultural differences and using differing perspectives to increase innovation and the quality of work

54 Visual Arts: The Collaborative Artwork  Discuss the collaborative work of Andy Warhol and Jean- Michel Basquiat and how each artist’s unique styles contribute to a unified idea.  Create. Divide students into small diverse groups in which each student has a different style. They will work together to develop an idea for an artwork that incorporates common imagery to visually narrate a theme or statement (heritage, family, fame, work, etc.). Divide students into small diverse groups in which each student has a different style. They will work together to develop an idea for an artwork that incorporates common imagery to visually narrate a theme or statement (heritage, family, fame, work, etc.). Create a unified composition of appropriated images from people in their group. Create a unified composition of appropriated images from people in their group.

55 Other Connections to Social Cross-Cultural Skills   Diverse groups will choreograph their own dances. (dance)  Have students use voices or instruments to create musical questions and answers. (music)  Assign short group improvisations in which their activities require that each member must work together. (theatre)

56 Productivity and Accountability Setting and meeting high standards and goals for delivering quality work on time Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)

57 Music: Quality Control  Have students listen to a recording of themselves singing or playing composed or original works of music (or, use a recording of a piece of music). Collaboratively develop criteria for evaluating the quality and effectiveness of the performance or composition (such as a rubric).  Having the opportunity to listen to the quality of their work and evaluate its effectiveness will develop students’ abilities to be more conscientious performers.  The ability to monitor for effectiveness, self-evaluate, and self-correct are skills that may be applied in a variety of situations and careers.

58 Other Connections to Productivity and Accountability   Video Portfolios (dance, music, theatre arts)   Digital Portfolios (visual arts)   Design Portfolios (theatre arts)   Journals (all arts)   Establish a calendar of deadlines—learning lines and cues, creating designs, etc. (theatre arts)

59 Leadership and Responsibility Using interpersonal and problem-solving skills Leveraging strengths of others to accomplish a common goal Demonstrating integrity and ethical behavior Acting responsibly with the interests of the larger community in mind

60 Theatre Arts: The Narrator   In creative dramatics, the role of the narrator is powerful.   Select a familiar story for one student to narrate as the other students perform it according to the narration.   Other narration/leadership opportunities include:   Dubbing (See Spolin’s Improvisation for the Theatre)   Leader of “Story, Story, Die”   Student director

61 Other Leadership and Responsibility Connections   Students must employ critical and creative thinking to explore movement possibilities within a given structure or problem and determine the best course of action (dance)   Leadership Opportunities—sectionals, conduct the whole choir, band, orchestra, or ensemble in the classroom and/or in performances. In the elementary classroom, the music teacher may assign roles such as materials manager, sound technician. (music)   Students collaborate to create a mural under student leadership. (visual arts)

62 Arts Education and 21 st Century Skills in North Carolina

63 Questions?Questions?

64 Contact Information  Myron Carter Theatre Arts & Visual Arts Education Consultant Theatre Arts & Visual Arts Education Consultant  Christie Lynch Ebert Dance & Music Education Consultant Dance & Music Education Consultant


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