1. DANCE Essential Standards 2010 Christie Lynch Ebert Arts Education Consultant, NCDPI Sherri Newhouse, Sian Panter, Lydia Stewart, Sue Stinson Essential Standards Leads NCAAHPERD/DANCE November 11, 2010

2. Agenda Background & Overview of Essential Standards (ES) Writing Group Representation Process Implementation Timeline ES Organization Highlights Future Directions Additional Information Questions

3. Background and Overview

4. ES Background Direction from Framework For Change Framework For Change Long-Term Goal 1: Overhaul the K-12 SCOS to focus on essential standards in order to narrow and deepen the state’s curriculum Articulation at each grade level Infusion of 21st century skills Reflection of rigor, relevance, and relationships May 2008

5. Accountability & Curriculum Reform Effort (ACRE) Essential Standards: –K-12 Arts Education Dance, Music, Theatre Arts & Visual Arts Writing Instruction System Accountability Redesign Comprehensive Assessment

6. 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

7. 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?

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

9. 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

11. Essential Standards Filters ES Criteria 21 st Century Skills Research Int’l, National & State Standards

12. WRITING GROUPS: Arts Education Essential Standards

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

14. 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

15. PROCESS: Arts Education Essential Standards

16. 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 2009-2010 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

17. TIMELINE: Arts Education Essential Standards

18. Timeline August 2010 Version 3.0 to SBE (Discussion) September 2010 Version 3.0 to SBE (Approval) 2012-13 School Year Implementation

19. PHILOSOPHY: Arts Education Essential Standards

20. Philosophy: Powerful Tools

21. 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).

22. 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).

23. PURPOSE: Arts Education Essential Standards

24. 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

25. INTENT: Arts Education Essential Standards

26. 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.

27. FEATURES: Arts Education Essential Standards

28. 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)

29. 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.

30. ORGANIZATION: Arts Education Essential Standards

31. 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

32. 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

33. HIGHLIGHTS: Arts Education Essential Standards

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

35. 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

36. 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)

37. 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.

38. STRANDS

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

40. STANDARDS: Alignment with Current National Standards

41. 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.

42. SAMPLE ESSENTIAL STANDARDS, CLARIFYING OBJECTIVES, AND ASSESSMENT PROTOTYPES

43. 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.

44. ALIGNMENT: 21 st Century Skills Framework

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

46. 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

47. 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.

48. 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.

49. 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.

50. 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.

51. 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.

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

53. 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.

54. 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.

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

56. 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.

57. FUTURE DIRECTIONS: Arts Education Essential Standards

58. Future Directions Instructional Toolkits  Development  Use Professional Development  To introduce standards  To provide support Implementation: 2012-2013

59. Additional Information ACRE Website (to access the standards and for additional information including updated timelines): http://www.ncpublicschools.org/acre/standards/phase2 http://www.ncpublicschools.org/acre/standards/phase2 Arts Education Website: http://arts.ncwiseowl.org Arts Education Listserv: http://arts.ncwiseowl.org/http://arts.ncwiseowl.org/ > Resources > NCDPI Arts Education Listserv Updates

60. Contact Information Christie Lynch Ebert Arts Education Consultant Dance and Music clynch@dpi.state.nc.us Ph: 919-807-3856 Myron Carter Arts Education Consultant Theatre and Visual Arts mcarter@dpi.state.nc.us Ph: 919-807-3758 NC Department of Public Instruction Division of K-12 Curriculum and Instruction K-12 Programs Section Helga Fasciano, Section Chief

61. Questions?