EdTA Conference 2013 The 2014 National Core Arts Standards Dr. Mary Schuttler, NCCAS theatre team co-chair head of theatre education University of Northern Colorado James Palmarini, director of educational policy Educational Theatre Association Lynn Tuttle, director of arts education Arizona Department of Education Leslie Van Leishout, NCCAS theatre writing team theatre education coordinator Southern Illinois University, Edwardsville Cory Wilkerson, project manager NCCAS technology manager

EdTA Conference 2013 The 2014 National Core Arts Standards Public review of the draft high school standards begins September 30 and ends on October 21 To find out how to participate and to view all public documents related to the arts standards go to

EdTA Conference 2013 NCCAS Leadership Organizations American Alliance for Theatre and Education Americans for the Arts The College Board Educational Theatre Association National Art Education Association National Association for Music Education National Coalition for Core Arts Standards Media Arts Committee National Dance Education Organization State Education Agency Directors of Arts Education Young Audiences

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Philosophical Foundations, life-long learning goals, Enduring Understandings/Essential Questions, and Anchor/Performance Standards, all of which are intended to guide the curriculum development and instructional practices that leads to arts literacy for all students. The standards emphasize…

The standards are grade- by-grade Prek-8 and include three levels in high school: Proficient Accomplished Advanced

Proficient A level of achievement attainable by most students who complete a high-school level course in the arts (or equivalent) beyond the foundation of quality PreK-8 instruction.

Accomplished A level of achievement attainable by most students who complete a rigorous sequence of high-school level courses (or equivalent) beyond the Proficient level.

Advanced A level and scope of achievement that significantly exceeds the Accomplished Level. Achievement at this level is indisputably rigorous and substantially expands students’ knowledge, skills, and understandings beyond the expectations articulated for Accomplished achievement.

Timeline December 2011 NCCAS establishes discipline writing teams June 2012 Face to face writing team meetings January 2013 Conceptual Framework for Standards released publicly; Face to face writing team meetings March th grade standards reviewed by 492 invited reviewers in 50 states

August 2013 Writing teams meet face to face to review public feedback and continue standards development. Artistic Advisors give feedback on the standards September 2013 High school draft standards review by invited reviewers October 2013 Beta testing of web-based set of standards January 2014 Public review of PreK-12 standards, including draft model cornerstone assessments February 2014 Editorial work to finalize standards March 2014 NCCAS participating organizations accept standards Planned release of national core arts standards on the web

1.Preliminary Friends & Family Review of the draft 8 th grade standards was completed in April. Almost 500 respondents, consisting of groups selected by the NCCAS leadership organizations, as well as state teams of educators, teaching artists, and community arts providers reviewed the work created by discipline writing teams in dance, media arts, music, theatre, and visual arts. The Review Process Explained

II. Open Public Review The public was invited to review the draft PreK – 8 standards in July. More than 250 Theatre Education professionals completed the review and contributed comprehensive feedback. III. Public Review of Draft High School Standards III.Final Public Review Last chance for public input on PreK-12 standards, including Model Cornerstone Assessments, beginning in January, 2014.

The Conceptual Framework is a narrative document outlining the grounding philosophy, primary goals, dynamic processes, structures, and outcomes that shape student learning and achievement in dance, media arts, music, theatre, and visual arts, as articulated in the 2014 National Core Arts Standards.

Artistic Literacy is the knowledge and understanding required to participate authentically in the arts. Fluency in the language(s) of the artists’ the ability to create, perform/produce/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts.

Research 1. International Arts Education Standards: A Survey of the Arts Education Standards and Practices of Fifteen Countries and Regions 2. Arts Education Standards and 21st Century Skills 3. College Learning in the Arts 4. Review of Selected State Arts Standards 5. Child Development and Arts Education: A review of Current Research and Best Practices 6. Review of Connections between the Common Core State Standards and the Core Arts Standards

Artistic Processes are the cognitive and physical actions by which arts learning and making are realized. Creating Performing Responding Connecting

Process Components are the subsets of actions that support and illuminate each artistic process relative to the arts, as expressed by individual arts disciplines. Components for theatre Creating: ENVISION/CONCEPUALIZE, DEVELOP Performing: REHEARSE, SHARE/PRESENT Respond: REFLECT/INTERPRET, CRITIQUE Connecting: INTERRELATE, EMPATHIZE

Anchor Standards are overarching PreK - 12 statements expressing the process components as expected outcomes; they identify Grade 12 expectations for learning.

Enduring Understandings and Essential Questions focus on what are often called “big ideas.”

Examples of Enduring Understandings (EUs) Responding Theatre artists reflect about their work and the work of others. Performing Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.

Essential Questions (EQs) encourage a pedagogy of inquiry. Examples EQ for Responding: How are the theatre artist’s processes and the audience’s perspectives impacted by reflection and analysis? EQ for Performing: What happens when theatre artists and audiences share a creative experience?

Performance Standards are based on process components and are the grade-by-grade articulation of student achievement in the arts.

Example One of a High School Performance Standard Process: Create Component: Develop/Proficient Employ vocal and movement techniques to convey specific dramatic intention.

Example Two of a Performance Standard Process: Perform Component: Rehearse/Accomplished Prepare and refine a drama- or theatre-based work using existing styles or genres.

Example three of a Performance Standard Process: Respond Component: Critique/Advanced Research and synthesize cultural and historical information to support artistic choices.

Example four of a Performance Standard Process: Connect Component: Empathize/Proficient Employ drama processes and theatre experiences to demonstrate how compassion for the feelings and emotions of others occurs.

Model Cornerstone Tasks are provided within the standards to illustrate the types of learning experiences and modes of assessment that can be used to demonstrate achievement of the standards. They will be field tested and include: assessment tools differentiated learning strategies benchmarked student work

The 2014 National Core Arts Standards will be web-based

National Core Arts Standards A Conceptual Framework for Arts Learning ARTISTIC LITERACY Philosophical Foundations Life Long Goals Discipline __ Dance __ Media Arts __ Music __ Theatre __ Visual Arts Process __ Creating __ Performing Presenting Producing __ Responding __ Connecting __ All Grade __ grade band __ grade level Framework Matrix DANCE MEDIA ARTS MUSIC THEATRE VISUAL ARTS Choose a filter : My toolbox +

National Core Arts Standards A Conceptual Framework for Arts Learning ARTISTIC LITERACY Philosophical Foundations Life Long Goals Discipline __ Dance __ Media Arts __ Music __ Theatre __ Visual Arts Process __ Creating __ Performing Presenting Producing __ Responding __ Connecting __ All Grade __ grade band __ grade level Framework Matrix DANCE MEDIA ARTS MUSIC THEATRE VISUAL ARTS Choose a filter : My toolbox +

National Core Arts Standards A Conceptual Framework for Arts Learning ARTISTIC LITERACY Philosophical Foundations Life Long Goals Framework Matrix DANCE MEDIA ARTS MUSIC THEATRE VISUAL ARTS ANCHOR STANDARDS (choose on any standard(s) to drill down) Create __ Imagine and explore through play, drama processes and theatre experiences to discover diverse creative ideas. __ Experiment through play, drama processes and theatre experiences individually and collaboratively to develop, revise and refine new work and ideas. Perform __ Communicate realized artistic ideas through play, drama processes, theatre experiences and/or formal presentations. Respond __ Interpret and articulate feelings and perspectives on play, drama processes and theatre experiences in one’s own work and the work of others using criteria such as aesthetics, preferences, beliefs and contexts. Connect __ Communicate an awareness of relationships between play, drama processes and theatre experiences and the world to make meaning and deepen understanding of cultural, global or historical contexts. __ Communicate an awareness of the feelings/emotions of self in relationship to others discovered through play, drama processes and theatre experiences to demonstrate an understanding of the human experience. Anchor Standards With EU’s & EQ’s You may also like: Grade Band Grade by Grade Cornerstones +

National Core Arts Standards A Conceptual Framework for Arts Learning ARTISTIC LITERACY Philosophical Foundations Life Long Goals Framework Matrix DANCE MEDIA ARTS MUSIC THEATRE VISUAL ARTS ANCHOR STANDARD (K-12) Perform Communicate realized artistic ideas through play, drama processes, theatre experiences and/or formal presentations. Enduring Understanding (K-12) Theatre artists share stories about the human experience. Essential Question (K-12) How does what I share affect me and others? Anchor Standards With EU’s & EQ’s You may also like: Illustrative Examples Student work Cornerstones Choose a filter: Grade Band: __ Pre K- 2 __ 3-5 __ 6-8 __ HS __ All +

National Core Arts Standards A Conceptual Framework for Arts Learning ARTISTIC LITERACY Philosophical Foundations Life Long Goals Framework Matrix DANCE MEDIA ARTS MUSIC THEATRE VISUAL ARTS ANCHOR STANDARD (K-12) Perform Communicate realized artistic ideas through play, drama processes, theatre experiences and/or formal presentations. Enduring Understanding (K-12) Theatre artists share stories about the human experience. Essential Question (K-12) How does what I share affect me and others? Anchor Standards With EU’s & EQ’s You may also like: Grade by Grade Illustrative Examples Student work Cornerstones Pre K-2 Participate in role through dramatic play and process drama, and share individually and collaboratively. Pre K-2 Benchmark Model Cornerstone Assessment + Discipline Process Anchor ---- EU/ EQ …..Grade ---- Performance Stands--- Cornerstones

National Core Arts Standards A Conceptual Framework for Arts Learning Framework Matrix DANCE Choose a filter: Grade Band: __ Pre K- 2 __ 3-5 __ 6-8 __ HS __ All You may also like: Grade by Grade Illustrative Examples Cornerstones Anchor Standard s View + My toolbox ARTISTIC LITERACY Philosophical Foundations Life Long Goals Discipline Process Anchor ---- EU/ EQ …..Grade ---- Performance Stands--- Cornerstones Home MEDIA ARTS VISUAL ARTS MUSICTHEATRE

National Core Arts Standards A Conceptual Framework for Arts Learning Framework Matrix Please choose a proficiency level standard __ Proficient __ Accomplished __ Advanced __ All You may also like: Performing Responding Connecting Anchor Standards View + My toolbox ARTISTIC LITERACY Philosophical Foundations Life Long Goals Discipline Process Anchor ---- EU/ EQ …..Grade ---- HS High School Performance Standards …… Proficiency Level ………Cornerstones Creating K-12 Anchor: Imagine, research and explore through drama processes and theatre experiences to discover diverse creative ideas. EU: Theatre artists rely on intuition, curiosity and critical inquiry. EQ: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry? Home THEATRE

National Core Arts Standards A Conceptual Framework for Arts Learning Framework Matrix You may also like: Student Work Samples Anchor Standards View + My toolbox ARTISTIC LITERACY Philosophical Foundations Life Long Goals Discipline Process Anchor ---- EU/ EQ …..Grade ---- HS Coursework Performance Standards ….. Key Traits……Cornerstones Proficient Performance Standards: 1- alfjaljfasd lajs fdsfauo o afs asof joaisuopaj po fapadsfadsf 2- aljfajsfasfal afa fawfafiou oi oiafu oiau fouafiaofuoiau foiu oiuoiadfs oiasfdoiadsf 3 – faljlasf lasdflak fafadsjoi iop oi oau su asof ouofadsdf Accomplished Performance Standards: 1- alfjaljfasd lajs fdsfauo o afs asof joaisuopaj po fapadsfadsf 2- aljfajsfasfal afa fawfafiou oi oiafu oiau fouafiaofuoiau foiu oiuoiadfs oiasfdoiadsf 3 – faljlasf lasdflak fafadsjoi iop oi oau su asof ouofadsdf Advanced Performance Standards: 1- alfjaljfasd lajs fdsfauo o afs asof joaisuopaj po fapadsfadsf 2- aljfajsfasfal afa fawfafiou oi oiafu oiau fouafiaofuoiau foiu oiuoiadfs oiasfdoiadsf 3 – faljlasf lasdflak fafadsjoi iop oi oau su asof ouofadsdf Click to view Cornerstones Home Revise and refine dance works based on: a) an analysis of personal/cultural bias, values or expectations, and personal definition of excellence; b) set structural, aesthetic and artistic critera, and c) multiple sources of feedback including peer, teacher and self-reflection. Creating K-12 Anchor: Imagine, research and explore through drama processes and theatre experiences to discover diverse creative ideas. EU: Theatre artists rely on intuition, curiosity and critical inquiry. EQ: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry? THEATRE

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National Core Arts Standards A Conceptual Framework for Arts Learning PERSONAL TOOL BOX Framework Matrix Standard s View Log out Standards…Toolbox …Login…. …View …. Resources…Case Studies Sort by Discipline Discipline: Dance Process: Perform Creative Practice: Imagines, Investigates, Constructs Discipline: Theatre Process: Respond Creative Practice: Investigates, Reflects You may also like: Common Core alignment Resource s Upload Home

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National Core Arts Standards A Conceptual Framework for Arts Learning PERSONAL TOOL BOX Framework Matrix Log out Standards…Toolbox …Login…. …View …. SLO Builder… UploadResources Discipline __ Dance __ Media Arts __ Music __ Theatre __ Visual Arts Process __ Creating __ Performing Presenting Producing __ Responding __ Connecting __ All Anchor Standards View Standard s View Hom e

National Core Arts Standards A Conceptual Framework for Arts Learning PERSONAL TOOL BOX Framework Matrix Log out Standards…Toolbox …Login…. …View …. SLO Builder… Theatre….. Anchors Upload ANCHOR STANDARDS (choose on any standard(s) to drill down) Create __ Imagine and explore through play, drama processes and theatre experiences to discover diverse creative ideas. __ Experiment through play, drama processes and theatre experiences individually and collaboratively to develop, revise and refine new work and ideas. Perform __ Communicate realized artistic ideas through play, drama processes, theatre experiences and/or formal presentations. Respond __ Interpret and articulate feelings and perspectives on play, drama processes and theatre experiences in one’s own work and the work of others using criteria such as aesthetics, preferences, beliefs and contexts. Connect __ Communicate an awareness of relationships between play, drama processes and theatre experiences and the world to make meaning and deepen understanding of cultural, global or historical contexts. __ Communicate an awareness of the feelings/emotions of self in relationship to others discovered through play, drama processes and theatre experiences to demonstrate an understanding of the human experience. Theatre Standard s View

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