COMMON CORE STATE STANDARDS (CCSS) AND INSTRUCTIONAL DESIGN January 31, 2014 Facilitators: Shelly Bascomb and Lisa Allphin 1

The great news is that the standards call on so many things the arts do well. The tradition of careful observation, attention to evidence and artists’ choices, the love of taking an artist’s work seriously lies at the heart of these standards. -David Coleman, CCSS architect, President, College Board What resonates with you in this quote? (Think-Pair-Share, 2 min)

Agenda I. Welcome and introductions II. Connecting VAPA and CCSS Lunch 12:00 – 1:00 III. Lesson planning 3

Objectives - explain how the Common Core literacy standards for technical subjects relate to your course(s). - identify a variety of “texts” related to your course(s). - adapt a current project or performance to align with Common Core literacy standards for technical subjects. 4

Lesson Planning approaches Create a lesson from scratch Modify/adapt a current lesson 5

Lessons will include.. - VAPA standard(s) - CCSS Anchor Standard(s) - Materials and instructional strategies that address the pedagogical shifts embedded in the Common Core. 6

Pedagogical Shifts 7 Common Core Pedagogical Shifts ELA Standards VAPA Content Standards Literacy Anchor Standards VAPA Content Standards

CCSS FOR LITERACY IN TECHNICAL SUBJECTS Secondary - CCSS Secondary ELA tab Elementary - CCSS ELA K-5 tab 8

Literacy and the Arts If the definition of text may be expanded to include non-print texts, such as works of dance, media arts, music, or theatre, then all of the standards in this category (literacy), at every grade level, have direct references to arts-based content or investigation. College Board Presentation on Common Core and the Arts 9 What kind of “texts” do you use in your classes?

What would aligned tasks look like? 10

Grade 2 Music Task: Identify the instruments you hear in this song. Identify which instruments are playing the melody and which instruments are playing above the melody. Text: “When the Saints Go Marching In” Standards:  VAPA Music 2.1.5: Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music.  CCSS R.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Pedagogical Shifts Addressed: Shift 4: Text-based answers. Shift 6: Academic vocabulary. 11

Grade 6 Music Task: Compare the rhythm and meter of these two versions of the song. Texts: “When the Saints Go Marching In” by Louis Armstrong “When the Saints Go Marching In” by Elvis Presley Standards:  VAPA Music 6.1.5: Analyze and compare the use of musical elements representing various genres and cultures, emphasizing meter and rhythm.  CCSS AS R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Pedagogical Shifts Addressed: Shift 4: Text-based answers. Shift 5: Writing from sources. 12

High School Music Task: Write an essay explaining how this song is representative of Dixieland music. Be sure to provide specific evidence from the song. Text: “When the Saints Go Marching In” by Louis Armstrong Standards:  VAPA Music HS 3.5: Classify, by genre or style and historical period or culture, unfamiliar but representative aural examples of music and explain the reasoning for the classification.  CCSS AS W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Pedagogical Shifts Addressed: Shift 4: Text-based answers. Shift 5: Writing from sources. 13

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Grade 6 Arts Task: Work with a partner to describe the elements of art found in Diego’s Rivera’s mural. Then, explain how the elements illustrate the historical context of the Mexican Revolution. Text: Diego Rivera’s mural to commemorate the 25 th Anniversary of the Mexican Revolution. Standards:  VAPA Art 6.1.1: Identify and describe all the elements of art found in selected works of art (e.g., color, shape/form, line, texture, space, value).  CCSS AS SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.  CCSS AS W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.  CCSS AS R.5: Analyze the structure of texts, including how…portions of the text … relate to each other and the whole. Pedagogical Shifts Addressed: Shift 4: Text-based answers. Shift 5: Writing from sources. Shift 6: Academic vocabulary. 15

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High School ArtsTask: Part I: Compare and contrast the Mayans’ purpose (social and political) for creating their mural vs. Diego Rivera’s purpose for creating his mural. Part II: Create a mural that addresses similar issues in today’s society. Texts: Diego Rivera’s mural to commemorate the 25 th Anniversary of the Mexican Revolution. Mayan mural. Standards:  Arts HS 3.1: Identify similarities and differences in the purposes of art created in selected cultures.  Arts HS 2.6: Create a two- or three-dimensional work of art that addresses a social issue.  CCSS AS R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Pedagogical Shifts Addressed: Shift 4: Text-based answers. Shift 5: Writing from sources. 17

Standard Alignment Activity For each Content Standard Strand: 1) Think of a project you have used that is based on that strand. 2) Determine a substrand that is addressed in that lesson. 3) Align that substrand with a Common Core Anchor Standard. 18

Lesson Plan Templates 19

Process for Lesson Planning Select a template. Select a lesson that you plan to teach between now and the end of the year. Complete the template. Share * photo of lesson templates 20

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