1. Welcome Arts Educators

2. Career Exploration Questions What is your passion? What would you pay to do? How would you fill your days if you were a millionaire? Answer: Be an Arts Educator!

3. Recognition Longevity in Arts Education 20+ years 10>19 years1-9 years National Board Certification Advanced Degree (Masters, Doctorate) Teacher of the Year Recognition Professional Organization Practicing Artist Staff Development Coordinators

4. Teacher Evaluation Instrument Std. I - Demonstrate leadership Std. II - Establish a respectful environment Std. III - Know the content they teach Std. IV - Facilitate learning for students Std. V - Reflect on their practice

5. Effective Teachers can move have fewer lectures - more hands-on activities play problem-solving games related to the topic can sometimes collaborate in groups & work alone experience the real-world learn in a pleasant environment (with the arts around them) Keep the curriculum engaging Teach children how to take risks Maintain high expectations - not because of results but because of integrity Students say they learn best when they: If every teacher were an elective teacher he/she would:

6. Characteristics of an Effective Arts Teacher Know/Think Vision Say Strengths Feel Actions Weaknesses

7. Reflection

8. Staffing Challenges Fewer months of employment (MOEs) Limited facilities Limited materials Accountability for student performance on standardized tests

9. Examples of Success Arts teacher webpages / technology Participation on Leadership teams Being seen as a team player Principals can attest to the academic support you are providing in Literacy & 21st century skills

10. How the Arts Fit… Evaluation Instrument 21st century skills Literacy in the Arts Grading Practices (Work Habits) Differentiation Benchmarks & Student Achievement Data

11. Where we want to be…   Ensure Comprehensive - High Quality - Consistent Arts programming is available to all students across the district   Increase Arts elective participation at the Secondary level to 50% or >

12. Where we want to be…   The public will:   Understand the viability of arts careers   Acknowledge the benefit of the arts in eliminating the achievement gap and enhancing achievement for all   Increase support for the arts as evidenced by facilities, attendance, teaching positions, collaborative community projects

13. High Quality, Consistent, Assessable Arts Education Across the School System Vision: Arts students will graduate on time, college and career ready. While discovering their passion, they will achieve excellence through rigorous study of deeply aligned arts curriculum.

14. WCPSS Arts Education Professional Learning Teams Content Specific Staff Development Online support benchmarks CMAPP - based on Essential Standards

15. The Arts Curriculum is based on: Creating – express ideas and feelings through improvisation and composition Performing – demonstrate and communicate their learning/artistic skill Responding – engage in higher order/critical thinking skills to analyze, interpret, evaluate Understanding/Connecting– synthesize knowledge of the arts within a variety of contexts – history, culture, other content areas, and the world around them. So - what do the Arts do for students??

16. Elevator Speech Creating – express ideas and feelings through improvisation and composition Performing – demonstrate and communicate their learning/artistic skill Responding – engage in higher order/critical thinking skills to analyze, interpret, evaluate Understanding/Connecting– synthesize knowledge of the arts within a variety of contexts – history, culture, other content areas, and the world around them. Make it Simple & Real AND Memorable!

17. Teacher Evaluation Instrument Std. I - Demonstrate leadership Std. II - Establish a respectful environment Std. III - Know the content they teach Std. IV - Facilitate learning for students Std. V - Reflect on their practice

18. Music Literacy Steady Beat Exercise – –What grade level – –What was done before this grade so they are successful – –Where does it go from here

19. Elements of Dance: K-2 Combine Elements in Dance Phrases Explore/Improvise with Elements Recognize/Use Elements

20. Elements of Dance: 3-5 Organize Phrases into Simple Dance Sequences Show Beginning, Middle, End Vary Elements

21. Elements of Dance Choreograph Simple Dances Communicate Intent Vary Elements Fulfill Aesthetic Criteria Use Variety of Approaches

22. Elements of Dance: 9-12 Choreograph Dances for Performance of Personal and Social Significance Communicate Meaning and Choreographic Intent Incorporate Aesthetic Criteria & Perspective Use Production Elements, Principles, Structures, Processes; Variety of Forms Use Selected Dance Elements

23. New Essential Standards Strands Dance Creation / Performance Music Literacy Theatre Arts Communication Visual Literacy Movement Skills Analysis RespondingMusical Response AestheticsCritical Response ConnectingContextual Relevancy CultureContextual Relevancy

24. Unpacking Essential Standards Gather with your content colleagues Review the Essential Standards between Grades 5 &6 Identify challenges, concerns, priorities

25. Reflection

26. The Arts prepare students for success in the 21st century The workforce says they need employees with the following abilities and experiences: Collaborative groups – –Band, Dance, Theatre, Choral Ensembles – –Visual Art Murals Willingness to take a risk – students create work and submit it for public critique – –Playwriting – –Music composition – –Choreography – –Visual Design

27. Workforce says they need employees with the following skills: Creative Problem Solving (through improvisation students find a variety of solutions for different situations and analyze them for efficacy Interpersonal skills – students in the arts learn to respect and celebrate diversity of thought, background, skill – because of their opportunities to collaborate and present – they learn how to work comfortably with a wide variety of people Ability to relay compelling/persuasive arguments Presentation skills - performing and communicating their work develops: Stage presence, diction and projection, confidence, clear - compelling explanations

28. Teacher Evaluation Instrument Std. I - Demonstrate leadership Std. II - Establish a respectful environment Std. III - Know the content they teach Std. IV - Facilitate learning for students Std. V - Reflect on their practice

29. Benchmarks in the Arts: By the completion of their secondary education, students should be able to: A. A. Communicate at a basic level in dance, music, theatre, and visual arts) B. B. Communicate proficiently in at least one art form C. C. Analyze & Evaluate work in various disciplines D. D. Recognize & appreciate exemplary works of art E. E. Make connections across disciplines

30. Compare/contrast these two works of art Criticize the artists’ choices Create an artistic response in your own art form Pablo Picasso - Cubism Fernand Leger - Cubism

31. Revised Bloom’s Taxonomy

32. High Quality, Consistent, Assessable Arts Education Across the School System Vision: Arts students will graduate on time, college and career ready. While discovering their passion, they will achieve excellence through rigorous study of deeply aligned arts curriculum.

33. Professional Development Content Specific Online - Wiki Hybrid

34. Trudy Elliott Logistics

35. Remember: Effective Arts Stickman Arts Vision - Elevator Speech Unpack the new essential standards Sign up on Eschools Complete Personnel Data Link Ramp instruction up Revised Bloom’s Taxonomy

36. Guest Artists Alec KelseyJim DadoskyTerrence Johnson Combs El Holly Ridge Mid Middle Crk H ECU Wilburn El Durant Rd Mid Southeast Raleigh Magnet ECU Creech Rd El Carnage Mid Enloe H UNC-G

37. Parting Words Remember - we teach - not for the praise, but for the difference we make in people's lives - not for the places we take them, but the skills we give them to navigate their next journey.