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Arts Education and Assessment MI-Model Arts Education Instruction and Assessment (MAEIA) Project Michigan School Testing Conference February 21, 2013 -Session.

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Presentation on theme: "Arts Education and Assessment MI-Model Arts Education Instruction and Assessment (MAEIA) Project Michigan School Testing Conference February 21, 2013 -Session."— Presentation transcript:

1 Arts Education and Assessment MI-Model Arts Education Instruction and Assessment (MAEIA) Project Michigan School Testing Conference February 21, Session E4

2 Session Overview Introduce the MAEIA Provide context through Michigan Arts Census Provide context through NCCAS and 21 st Century Skills Speak to Assessment and Instructional Implications ▫ 4C’s of the 21 st Century Skills ▫ Processes inherent in Art Literacy Assessment Example Walkthrough

3 Who is the MAC? “…individuals and organizations that work together to promote the use of balanced assessment systems, so that students learn, grow, and flourish…”

4 Michigan Assessment Consortium Promote assessment knowledge and practice Provide professional development Produce and share assessment tools and products

5 Vision of MAEIA 3-year project MAEIA Arts Education Instructional Blueprint provides a detailed description of a high quality instructional program in the arts. The Blueprint is based on Michigan’s content standards and is aligned to standards of quality identified by the National Coalition for Core Arts Standards (NCCAS) in development by State Education Agency Directors of Arts Education (SEADAE) and national association partners.

6 Vision of MAEIA 3-year project MAEIA Audit Tool for districts to use in assessing the quality of their arts education instructional program has been developed and is available for voluntary use by districts. Assessment specifications and prototypes to guide the future development of student assessments in the arts have been developed and are available for voluntary use by teachers and districts. A system for monitoring implementation of the blueprint, use of the audit tools and use of the assessments has been developed.

7 CONTEXT In MICHIGAN FOR THIS WORK

8 A Comprehensive Survey of Arts Education in Michigan Schools Michigan Arts Education Census Cypress Research Group Data Collected: October 2011 – December 2011 Report : September 2012

9 In the fall of 2011, Quadrant Arts Education Research, on behalf of the Arts Education in Michigan Schools Research Project, began a study of the level of arts education in Michigan schools. Principals of 4,163 schools, including 718 private and 293 charter schools, were asked to complete an on-line survey providing detailed information on arts education in their schools. The survey captured baseline data on arts education, including: Types of arts courses (curricular and extra-curricular) offered, by grade level (for music, visual arts, theater, and dance); Number of students enrolled in arts courses; Number of hours in a year dedicated to arts education, by arts discipline; Certification level of teachers providing arts education; Non-salary budgets allocated to arts education; Use of visiting artists, field trips, and artists-in-residence; Professional development offerings to art and general classroom teachers; Policies in place regarding arts education (adoption of standards, high school arts graduation requirements, etc.). A total of 826 schools completed a questionnaire -- a 20% response rate. A total of 460,066 students, or 30% of the total student population were represented by responding schools. MI ARTS EDUCATION CENSUS

10 AVAILABILITY OF ARTS EDUCATION IN MI SCHOOLS (n=521) (n=360) (n=298) 94% of schools have at least one course in any of the four arts disciplines. 93% of schools have at least one course in any of the four arts disciplines. 92% of schools have at least one course in any of the four arts disciplines. Schools With at Least One Course, By Arts Discipline % of Responding Schools Q1: What is the total number of courses offered in EACH arts area?

11 ▫ Access for All – Michigan Department of Education, Michigan State Board of Education, in partnership with concerned statewide organizations, determine the reason more than 100,000 students attend schools without any arts education and provide recommendations and strategies to reduce this number to zero.  Accountability – Michigan Department of Education require schools to publicly report annually information regarding access to arts courses; level of student participation; educators assigned to provide instruction; and a demonstration of how schools are meeting the arts standards. ▫ Arts Education Policy – Michigan State Board of Education adopt a policy addressing the importance of arts education in a student’s holistic development while outlining what a high quality arts education is in Michigan.  Arts Education Strategic Plans – Each school district include the visual and performing arts education in district strategic plans.  Develop Appropriate Student/Teacher Assessment System – Development of an appropriate assessment system, centered around the acquisition of skills and knowledge in all four arts disciplines, to be piloted in the 2013/2014 school year. RECOMMENDATIONS

12 CONTEXT In U.S. FOR THIS WORK

13 National Context Exit Outcomes for K-12 Arts College Board research asked, “How should K-12 arts Education contribute to success in college and life beyond K-12…” “develop functional competence in manipulating the basic elements, principles and vocabulary of dance, media arts, music, theatre and visual art; and, to refine one’s work in response to feedback.” p. 15 NCCAS Conceptual Framework c. 2013

14 Artistic Literacy defined… The knowledge and understanding required to participate authentically in the arts. Fluency in the language(s) of the arts is the ability to create, perform/produce/present respond and connect through symbolic and metaphoric forms that are unique to the arts…an artistically literate person can transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts.

15 Developing 21 st Skills Through the Arts Due to the highly process-oriented and reflective nature of arts making, arts education naturally encourages Creative thinking Logical reasoning Meta-cognition Fostering connections among arts and between arts and other disciplines(result= access, develop, express & integrate meaning across content areas).

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17 4 C’s in 21 st Century Skills Creativity Critical thinking Communication Collaboration Partnership for 21 st Century Skills

18 4 C’s in 21 st Century Skills NCCAS 2013 Conceptual Framework

19 Elbow Conversation What are the implications for assessment?

20 National Arts Standards Work nccas.wikispaces.com

21 Underpinning New National Arts Standards The philosophical foundations and lifelong goals establish the basis for the new standards and illuminate artistic literacy by expressing the overarching common values and expectations for learning in arts education across the five arts disciplines. National Core Arts Standards: A Conceptual Framework for Arts Learning

22 Artistic Processes by Each Arts Discipline The Artistic Processes are the cognitive and physical actions by which arts learning and making are realized. Creating, Performing, Responding and Connecting National Core Arts Standards: A Conceptual Framework for Arts Learning

23 Examples of Enduring Understandings In the visual arts standards for the artistic process of Creating: ▫ “Artists use various sources and methods to make meaningful work.” In the music standards for the artistic process of Responding: ▫“Individuals’ interpretation of a work of art is influenced by their background, experience, and personal aesthetic.” In the theater standards for the artistic process of Performing: ▫“Artists analyze, evaluate and refine their work over time toward an ever-rising standard of excellence.” In the dance standards for the artistic process of Connecting: ▫“Form and content in one art form can transfer and interface with other arts.” National Core Arts Standards: A Conceptual Framework for Arts Learning

24 *Bloom, 1956 *Anderson & Krathwohl, 2001 Bloom’s Taxonomy- 21 Century Version Eval. Synthesis Analysis Application Comprehension Knowledge/Recall Creating Evaluation Analysis Application Understanding Remembering

25 BLOOM’S TAXONOMY – 21 st Century Version Creating: the highest level of thinking Synthesize information across multiple sources or texts Articulate a new voice, alternate theme Anderson & Krathwohl, 20o1 Creating Evaluation Analysis Application Understanding Remembering Anderson & Krathwohl, 2001

26 Elbow Conversation What are the implications for instruction?

27 The link between Arts Instruction and Assessment resulting in the attainment of 21 st century skills. INSTRUCTION ASSESSMENT

28 Dance Standard 1. ▫ Students will perform set dance forms in formal and informal contexts and will improvise, create, and perform dances based on their own movement ideas. They will demonstrate an understanding of choreographic principles, processes, and structures and of the roles of various participants in dance productions. Standard 2. ▫Students will know how to access dance and dance-related material from libraries, resource centers, museums, studios, and performance spaces. Students will know various career possibilities in dance and recreational opportunities to dance. Students will attend dance events and participate as appropriate within each setting. Standard 3. ▫Students will express through written and oral language their understanding, interpretation, and evaluation of dances they see, do, and read about. Students will acquire the critical vocabulary to talk and write about a variety of dance forms. Standard 4. ▫Students will know dances from many cultures and times and recognize their relationship to various cultural, social, and historic contexts. Students will recognize that dance is performed in many different cultural settings and serves many functions in diverse societies.

29 Note: The still photograph is provided to give an idea of the content. 1.In which joint should the movement of the legs from parallel to turned-out position be initiated? a.ankle b.hip c.knee d.lower back 2.A person in which dance-related career analyzes and writes about dance performances? a.arts manager b.choreographer c.dance company manager d.dance critic 3.When creating a dance or movement study, floor patterns are created by a.slow and fast time b.high and low space c.light and strong effort d.straight and curved pathways DANCE Standard 2 Performance Indicator (2e) DANCE Standard 2 Performance Indicator (2e)

30 Performance Event Items Exercise A - Choreography and Performance ▫ Description of Exercise A: The student works individually to create and perform a dance study. The study includes at least five dance concepts that include knowledge of stage direction; variations in time, space, force/energy; or specific types of movement. A checklist is provided to guide the student’s rehearsal process. Exercise B - Skill Demonstration ▫ Description of Exercise B: In 90 seconds after completing Exercise A, each student will be required to demonstrate, at the teacher’s request, five movement ideas. These movements will be the same for each student, and could include stage directions; specific variations of time, space, force/energy; and/or specific movement vocabulary. Note: The student creates a movement study and also must demonstrate dance skills. Dance Standards 1,2,&3 Performance Indicators 1(a), (b;, 2(a); 3(c)

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32 Performance/Portfolio Items PartTask Descriptions AMandatory trio or duet choreography and performance, with required elements, notation, and reflective questions. The choreography is to be inspired by another art form. The performance is to be no longer than five minutes. BA research project in which the student researches anatomical structures and relates them to dance movement through narrated demonstration. May also include demonstrating some section of class work (such as warm-up, or a specific step or movement) while relating the exercise to anatomical structures. CStudent-selected work that demonstrates proficiency in a standard not yet adequately represented in the portfolio. DThe self-assessment task gives the student the opportunity to assess himself/ herself and his/her level of achievement in the four standards. DANCE Standards 1-4 Performance Indicators May Vary

33 Links Among Achievement Targets and Assessment Methods Source: Adapted from Student-Involved Assessment for Learning, 4 th ed. (p. 60), by R.J. Stiggins, 2005, Upper Saddle River, NJ: Merrill/Prentice Hall. Reprinted in Classroom Assessment for Student Learning: Doing It Right – Using It Well, (p. 100), by Rick Stiggins, Jan Chappuis, Steve Chappuis, Judith Arter, 2006, Portland, OR: Educational Testing Service.

34 A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Summative assessments Benchmarked to college and career readiness Teacher resources for formative assessment practices to improve instruction Teacher resources for formative assessment practices to improve instruction

35 Your assessment accurately and effectively assesses 21 st Century Skills when it…

36 Assessment Specification Writers Call for participation and application  mi-arts.wikispaces.com Deadline for applications – March 1, 2013

37  Website  Follow MAC 37  Follow MI-Arts (MAEIA)  Wiki mi-arts.wikispaces.com

38 Contact Information Kathy Dewsbury-White Ed Roeber Barb Michelutti


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