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Arts Education Essential Standards 2010 Christie Lynch Ebert, Dance and Music Education Consultant, NCDPI Myron Carter, Theatre and Visual Arts Education.

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Presentation on theme: "Arts Education Essential Standards 2010 Christie Lynch Ebert, Dance and Music Education Consultant, NCDPI Myron Carter, Theatre and Visual Arts Education."— Presentation transcript:

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2 Arts Education Essential Standards 2010 Christie Lynch Ebert, Dance and Music Education Consultant, NCDPI Myron Carter, Theatre and Visual Arts Education Consultant, NCDPI Fall Arts Education Coordinators’ Meeting October 23, 2010

3 Agenda  Background & Overview of Essential Standards (ES)  Writing Group Representation  Process  Implementation Timeline  ES Organization  Highlights: –Dance –Music –Theatre Arts –Visual Arts  Future Directions –Instructional Toolkits –Professional Development –Other Opportunities  Additional Information  Questions

4 Essential Standards Background

5 ES Background Direction from Framework For Change Articulation at each grade level Infusion of 21st century skills Reflection of rigor, relevance, and relationships May 2008

6 Accountability & Curriculum Reform Effort (ACRE)  Essential Standards  Writing Instruction System  Accountability Redesign  Comprehensive Assessment Essential Standards adopted by SBE (Phase I) English II (English 10) Instructional Technology K-12 Math Occupational Course of Study K-12 Science

7 Essential Standards – Phase II K-12 Arts Education Dance, Music, Theatre Arts & Visual Arts K-12 English Language Arts K-12 Guidance K-12 Healthful Living Health & Physical Education K-12 Second (World) Language K-12 Social Studies

8 Essential Standards are…  Skills, understandings and learning experiences mastered at each grade level to move to the next level  “Must Have" goals of the curriculum  Focused on higher-order knowledge and skills all students should master  Resolution to the "inch-deep, mile-wide" concern about the current SCOS  Assurance that every student learns essential content and skills for the 21st Century

9 ES 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?

10 ES Identification Criteria Knowledge & Skills...  valuable beyond one test: ENDURANCE  valuable in multiple disciplines: LEVERAGE  necessary for success at next level: READINESS

11 Essential Standards are …  Identified for each level  Focused on big ideas and cognitive processing  Assessed in the classroom via formative, benchmark/interim, and summative assessments Larry Ainsworth, Center for Leadership and Learning

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13 Essential Standards Filters

14 WRITING GROUPS: Arts Education Essential Standards

15 ES Writing Groups NCDPI Arts Education Consultant K-5 Lead6-8 Lead9-12 Lead K-12 Floating Lead K-12 Writers

16 ES Writing Groups Composition: Began in Spring 2009 Zoomerang Submissions + Professional Recommendations Representation: 8 regions of NC All program areas in current SCOS Range of experiences K-12 Educators, IHE, Administrative, Central Office, Professional Associations, Exceptional Children, Early Childhood, CTE, Accountability, and other representatives

17 PROCESS: Arts Education Essential Standards

18 ES Process (Summer 2009 – Summer 2010)  Leads and writers met face to face and virtually by discipline  Drafts regularly reviewed by Dr. Lorin Anderson  Drafts reviewed by select reviewers and via public review School Year Select Review (Fall 2010 and throughout process) Version 1.0 Review (Winter 2010) Version 2.0 Review (Spring 2010)  Feedback compiled, analyzed, and used to guide revisions  Ongoing alignment and filtering through standards/models, 21 st century skills, ACRE criteria, and research

19 TIMELINE: Arts Education Essential Standards

20 Timeline June 2010 Version 3.0 for State Board of Education and Public Posting August 2010 Version 3.0 to SBE (Discussion) September 2010 Version 3.0 to SBE (Action) School Year Implementation

21 PHILOSOPHY: Arts Education Essential Standards

22 Philosophy: Powerful Tools

23 Philosophy The Arts are CORE:  ESEA  NC BEP  Balanced Curriculum “While not all students will become professional dancers, musicians, actors, or visual artists, all students will benefit from skills and processes that are developed through the arts and that can be applied in a variety of disciplines and settings.” (Preamble, Arts Education Essential Standards, 2010).

24 Philosophy The ARTS:  Have intrinsic and instrumental value  Add richness and engagement to the learning environment  Help students understand their own community  Provide intellectual demands “A comprehensive, articulated arts education program engages and helps students develop the self-esteem, self-discipline, cooperative skills, and self-motivation necessary for success in life.” (Preamble, Arts Education Essential Standards, 2010).

25 PURPOSE: Arts Education Essential Standards

26 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

27 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

28 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

29 VISUALARTS 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

30 INTENT: Arts Education Essential Standards

31 INTENT: Students should know and be able to…  communicate at a basic level in the four arts disciplines;  communicate proficiently in at least one art form;  develop and present basic analyses of works of art;  recognize and appreciate exemplary works of art;  relate various arts concepts, skills, and processes within and across disciplines.

32 FEATURES: Arts Education Essential Standards

33 FEATURES  Communicating and developing literacy;  Thinking creatively and critically, and solving artistic problems;  Understanding the arts in relation to history, culture, heritage, ideas, and lifelong learning; (continued)

34 FEATURES  Connecting learning within each arts discipline and to life beyond school;  Understanding and appreciating world cultures and historic periods;  Addressing 21st Century Themes and Skills.

35 ORGANIZATION: Arts Education Essential Standards

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

37 ES Format  Grade/Proficiency Level  Strand  ES Number  Clarifying Objectives (with corresponding numbers per ES)

38 ES Format: Arts Education Example: 6.ML.3.1: Produce short rhythmic improvisations using a variety of traditional and non-traditional sound sources. KEY: 6 = Grade 6 ML = STRAND (Musical Literacy) 3 = Essential Standard ML3: Create music using a variety of sound and notational sources. 1 = Clarifying Objective number 1 aligned to ML3

39 HIGHLIGHTS: Arts Education Essential Standards

40 Arts Education Four separate courses of study: –Dance –Music –Theatre Arts –Visual Arts Aligned with National Standards 21 st Century Skills embedded throughout

41 Arts Education Use of RBT verbs (one verb per objective) Common clarifying objectives regarding history and culture, aligned with Social Studies curriculum, for all arts disciplines Assessment: included and aligned

42 Arts Education 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 Policy implications (honors)

43 HS Proficiency Levels BeginningIntermediateProficientAdvanced Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts). Standards are for students who have had a complete K-8 progression or who have achieved beginning level standards in the discipline at the high school level. Standards are for students who have achieved intermediate level standards in the discipline at the high school level. Standards are for students who have achieved proficient level standards in the discipline at the high school level. Note: students of various proficiency levels may be served within the same class or course.

44 STRANDS

45 Dance Strands Creation and Performance (CP) Dance Movement Skills (DM) Responding (R) Connecting (C)

46 Music Strands Musical Literacy (ML) Musical Response (MR) Contextual Relevancy (CR)

47 Theatre Arts Strands Communication (C) Analysis (A) Aesthetics (AE) Culture (CU)

48 Visual Arts Strands Visual Literacy (V) Contextual Relevancy (CX) Critical Response (CR)

49 STANDARDS: Alignment with Current National Standards

50 Dance Standards Alignment with National Standards for Dance *Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes. NC Essential Standards (2010)National Dance Association (1994)National Dance Education Organization (2005) CP1: Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. (2) Understanding choreographic principles, processes, and structures (3) Understanding dance as a way to create and communicate meaning (2) Creating: Express ideas, experiences, feelings and images in original and artistic dance (4) Interconnecting CP2: Understand how to use performance values (kinesthetic awareness, concentration, focus and etiquette) to enhance dance performance. (6) Making connections between dance and healthful living (1) Identifying and demonstrating movement elements and skills in performing dance (1) Performing: Execute original or existing artistic dance movement or works of art using elements and skills of dance (4) Interconnecting DM1: Understand how to use movement skills in dance. R1: Use a variety of thinking skills to analyze and evaluate dance. (4) Applying and demonstrating critical and creative thinking skills in dance (3) Responding: Demonstrate critical and analytic thinking skills in the artistic response to dance. (4) Interconnecting C1: Understand cultural, historical, and interdisciplinary connections with dance. (3) Understanding dance as a way to create and communicate meaning (5) Demonstrating and understanding dance in various cultures and historical periods (6) Making connections between dance and healthful living (7) Making connections between dance and other disciplines (4) Interconnecting: Relate and transfer ideas, meanings, and experiences from other disciplines and areas of knowledge to dance and movement experiences.

51 Music Standards Alignment with National Standards *Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes. NC Essential Standards (2010)National Standards for Music Education (1994) ML1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. (1)Singing, alone and with others, a varied repertoire of music (2)Performing on instruments, alone and with others, a varied repertoire of music ML2: Interpret the sound and symbol systems of music.(5) Reading and notating music ML3: Create music using a variety of sound and notational sources. (1)Improvising melodies, variations, and accompaniments (2)Composing and arranging music within specified guidelines MR1: Understand the interacting elements to respond to music and music performances. (1)Listening to, analyzing, and describing music (7) Evaluating music and music performances CR1: Understand global, interdisciplinary, and 21st century connections with music. (8) Understanding relationships between music, the other arts, and disciplines outside the arts (9) Understanding music in relation to history and culture

52 Theatre Arts Standards Alignment with National Standards *Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes. NC Essential Standards (2010)National Standards for Theatre Education (1994) C1: Use movement, voice, and writing to communicate ideas and feelings. (1) Scriptwriting (2) Acting (4) Directing C2: Use performance to communicate ideas and feelings. A1: Analyze literary texts and performances.(7) Analyzing AE1: Understand how to design technical theatre components such as costumes, sets, props, makeup, lighting, and sound. (3) Designing CU1: Analyze theatre in terms of the social, historical, and cultural contexts in which it was created. (5) Researching (8) Understanding context CU2: Understand the traditions, roles, and unique conventions of theatre as an art form. (6) Comparing, connecting, and integrating art forms

53 Visual Arts Standards Alignment with National Standards *Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes. NC Essential Standards (2010) National Standards for Visual Arts Education (1994) V1: Use the language of visual arts to communicate effectively. (1) Understanding and applying media, techniques, and processes (2) Using knowledge of structures and functions (3) Choosing and evaluating a range of subject matter, symbols, and ideas V2: Apply creative and critical thinking skills to artistic expression. V3: Create art using a variety of tools, media, and processes safely and appropriately. CX1: Understand the global, historical, societal, and cultural contexts of the visual arts. (4) Understanding the visual arts in relation to history and cultures CX2: Understand the interdisciplinary connections and life applications of the visual arts. (6) Making connections between visual arts and other disciplines CR1: Use critical analysis to generate responses to a variety of prompts. (5) Reflecting upon and assessing the characteristics and merits of their work and the work of others

54 SAMPLE ESSENTIAL STANDARDS, CLARIFYING OBJECTIVES, AND ASSESSMENT PROTOTYPES

55 DANCE Strand: Responding Essential Standard R1: Use a variety of thinking skills to analyze and evaluate dance. Strand: Connecting Essential Standard C1: Understand cultural, historical, and interdisciplinary connections with dance. Strand: Creation and Performance Essential Standard CP1: Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. 5 th Grade Dance7 th Grade DanceProficient High School Dance 5.R.1.1: Analyze the relationship between elements when observing dance. 7.C.1.2: Exemplify connections between dance and concepts in other curricular areas. P.CP.1.1: Create dances using selected dance elements, choreographic principles, structures, processes, and production elements to fulfill choreographic intent and meet aesthetic criteria. AP: After creating and performing dance sequences in groups, students reflect within their groups on their performance by responding to teacher provided prompts that analyze the relationship between dance elements such as “ How did your group ’ s use of time affect the use of space in your dance phrase? ” or “ How did your group ’ s use of energy affect your movement selection? ” Evaluate student ’ s ability to analyze the relationships among the dance elements. AP: (Science): Students study how the function of bones and/or muscles of the human body relate to dance. Create a dance sequence that focuses on specific bones and/ or muscles. Evaluate students ’ ability to identify the functions of bones/ muscles and demonstrate that knowledge through movement choices in their created dance sequences. AP: Students experiment with the concepts of shape, space, time, and energy using contact improvisation to create new movement designs, spatial configuration, dynamics, and rhythms. Explore sharing weight, partnering, “ playing ” with weight, and discovering unpredictable outcomes. Use this exploration as source material to guide the creation of a dance. Evaluate the degree to which the students meet the identified criteria in the creation of their dances.

56 MUSIC Strand: Musical Literacy Essential Standard ML1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Strand: Musical Literacy Essential Standard ML3: Create music using a variety of sound and notational sources. Strand: Musical Response Essential Standard MR1: Understand the interacting elements to respond to music and music performances. 2 nd Grade Music6 th Grade MusicAdvanced High School Music 2.ML.1.1: Apply problem solving strategies to improve musical technique when singing and playing instruments. 6.ML.3.1: Produce short rhythmic improvisations using a variety of traditional and non-traditional sound sources. A.MR.1.1: Execute the gestures of the conductor, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, to elicit expressive singing or playing. AP: Students select methods for solving musical problems (e.g., improving posture to produce a more well-supported vocal sound; holding mallets correctly when playing barred instruments or wood blocks; patting a drum lightly or with more force to change the dynamic level, etc.). Evaluate by asking students to use peer assessment and assist one another with making adjustments to technique. AP: Using a variety of rhythm patterns and non-traditional sounds (e.g., body percussion, stand taps, instrument knocks), students improvise an 8-measure phrase. Evaluate students ’ successful creation and performance of the phrase. AP: In peer conducting sessions or by watching a video of a rehearsal or performance, students evaluate their peers to determine effectiveness of conducting cues and gestures. Evaluate students ’ successful use of conducting gestures to elicit corresponding responses from their peers.

57 THEATRE ARTS Strand: Communication Essential Standard C1: Use movement, voice, and writing to communicate ideas and feelings. Strand: Analysis Essential Standard A1: Analyze literary texts and performances. Strand: Aesthetics Essential Standard AE1: Understand how to design technical theatre components, such as costumes, sets, props, makeup, lighting, and sound. 3 rd Grade Theatre Arts6 th Grade Theatre ArtsIntermediate High School Theatre Arts 3.C.1.3: Understand how to transform stories into written dialogue. 6.A.1.2: Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events. I.AE.1.2: Use the major technical elements, such as sound, lights, set, and costumes, for formal or informal audiences. AP: Students choose an existing story or other work of literature and write dialogue for the characters. Evaluate students ’ transformation of the story into written dialogue. AP: After viewing a formal or informal theatre production, students discuss how the performance made them feel and why as conveyed through the characters, settings, and events. Evaluate students ’ ability to verbally analyze the relationships of their emotions or thoughts to the characters, settings, and events of the production. AP: Students operate lights, sound, or crew for a performance. Evaluate students ’ ability to execute the major technical element(s) in the performance.

58 VISUAL ARTS Strand: Contextual Relevancy Essential Standard CX1: Understand the global, historical, societal, and cultural contexts of the visual arts. Strand: Critical Response Essential Standard CR1: Use critical analysis to generate responses to a variety of prompts. Strand: Visual Literacy Essential Standard V1: Use the language of visual arts to communicate effectively. 2 nd Grade Visual Arts6 th Grade Visual ArtsAdvanced High School Visual Arts 2.CX.1.1: Exemplify visual arts representing the heritage, customs, and traditions of various cultures. 6.CR.1.2: Use formative, self-evaluation strategies and results to improve the quality of art. A.V.1.4 Analyze the compositional components of art. AP: Students look at examples of weaving traditions from various cultures such as Native American, African, and Nordic, and create art illustrating techniques used by some of these cultures. Evaluate students ’ success at exemplifying art techniques used by various cultures ’ by implementing variations of these techniques in their own art. AP: Students self-evaluate throughout the artistic process and make alterations and adjustments to a work of art, explaining their choices. Evaluate students ’ successful explanation of their revisions to their art based on their self-evaluations. AP: Deconstruct compositions to determine the relationships of the Elements of Art and Principles of design to each other and to the entire composition. Evaluate students ’ successful deconstruction of art works in order to explain the relationship of the elements and principles verbally or in writing.

59 ALIGNMENT: 21 st Century Skills Framework

60 Framework for 21 st Century Skills CORE SUBJECTS English, Reading, or Language Arts World languages ARTSARTS Mathematics Economics Science Geography History Government and Civics

61 DANCE 7.C.1.2: Exemplify connections between dance and concepts in other curricular areas. MUSIC A.CR.1.5: Compare the use of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures. THEATRE ARTS 2.A.1.1: Distinguish the setting, characters, sequence of events, main idea, problem, and solution for a variety of stories. VISUAL ARTS K.CX.2.2: Identify relationships between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts. Core Subjects

62 GLOBAL AWARENESS DANCE 2.C.1.1: Exemplify dance representing the heritage, customs, and traditions of various cultures. MUSIC B.CR.1.1: Use music to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. THEATRE ARTS 7.CU.1.1: Understand theatre arts in relationship to the geography, history, and culture of modern societies from the emergence of the First Global Age (1450) to the present. VISUAL ARTS 3.CX.1.4: Compare purposes of art in different cultures, time periods, and societies.

63 Financial, Economic, Business & Entrepreneurial Literacy DANCE 8.C.1.4: Explain the implications of career pathways and economic considerations when selecting careers in dance. MUSIC P.CR.1.3: Explain how advances in music technology influence traditional music careers and produce new opportunities. THEATRE ARTS 3.CU.1.2: Explain how theatre, film, and television impact our society. VISUAL ARTS 7.CX.2.1: Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.

64 Civic Literacy DANCE, MUSIC, THEATRE ARTS, and VISUAL ARTS: Use (dance, music, theatre arts, or visual arts) to explore concepts of civics and economics (such as systems, functions, structures, democracy, economies, and interdependence). *Common Clarifying Objective in all four arts education disciplines.

65 Health Literacy DANCE 7.C.1.3: Explain how to promote health, physical safety, and reduced risk of injury through dance. MUSIC P.CR.1.4: Explain the causes of potential health and wellness issues for musicians. THEATRE ARTS I.C.1.1: Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs. VISUAL ARTS B.V.3.1 Understand the appropriate and safe use of tools, media, and equipment.

66 Environmental Literacy DANCE A.CP.1.5: Create dance for performance based on ideas, experiences, feelings, concepts, images, or narratives that have personal meaning or social significance. MUSIC 2.CR.1.2: Understand the relationships between music and concepts from other areas. THEATRE ARTS 8.C.1.3: Create original works that communicate ideas and feelings. VISUAL ARTS I.V.3.2: Select media appropriate for communicating content.

67 Learning and Innovation Skills –Creativity and Innovation –Critical Thinking and Problem Solving –Communication and Collaboration

68 Learning and Innovation Skills DANCE 4.CP.1.4: Understand how different strategies for problem solving in dance generate different outcomes. MUSIC A.ML.3.2: Create original music using imagination and technical skill in applying the principles of composition. THEATRE ARTS 5.C.1.3: Construct original scripts using dialogue that communicates ideas and feelings. VISUAL ARTS 7.CX.2.3: Implement collaborative planning and art skills to solve problems.

69 Information, Media, and Technology Skills DANCE A.C.1.3: Use a variety of resources to facilitate dance research. MUSIC 8.CR.1.3: Understand laws regarding the proper access, use, and protection of music. THEATRE ARTS A.AE.1.2: Use the knowledge and skills associated with technical roles, such as lighting operator, prop master, or stage manager, in an appropriate and effective manner. VISUAL ARTS A.CX.2.4: Analyze the influence of digital media and technology on creating art.

70 Life and Career Skills –Flexibility and Adaptability –Initiative and Self-Direction –Social and Cross-Cultural Skills –Productivity and Accountability –Leadership and Responsibility

71 Life and Career Skills DANCE A.C.1.5: Identify skills and qualities leading to success in the dance field and in life such as responsibility, adaptability, organization, communication, project management and time management. MUSIC P.CR.1.5: Compare the roles of creators, performers, and others involved in the production and presentation of the various arts, in order to make informed decisions regarding participation and involvement in the arts. THEATRE ARTS 6.CU.2.2: Understand the roles of actors and directors in creating performances. VISUAL ARTS 8.CX.2.1: Compare personal interests and abilities to those needed to succeed in a variety of art careers.

72 FUTURE DIRECTIONS: Arts Education Essential Standards

73 Future Directions Instructional Toolkits  Development  Use Professional Development  To introduce standards  To provide support Implementation:

74 Additional Information ACRE Website (to access the standards and for additional information including updated timelines): Arts Education Website: Arts Education Listserv: > Resources > NCDPI Arts Education Listserv Updates

75 Contact Information Christie Lynch Ebert Arts Education Consultant Dance and Music Ph: Myron Carter Arts Education Consultant Theatre and Visual Arts Ph: NC Department of Public Instruction Division of K-12 Curriculum and Instruction K-12 Programs Section Helga Fasciano, Section Chief

76 Questions?


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