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Arts and the Common Core

NC Arts Education Wiki

Vision for Arts Education In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.

S66 Comprehensive Arts Education Arts Education –(arts as core, academic subjects) Arts Integration –(arts as a catalyst for learning across the curriculum) Arts Exposure –(exposure to arts experiences)

Comprehensive Arts Education

Policy and Legislation

Basic Education Program (§ 115C-81) The NC Standard Course of Study Common Core State StandardsNC Essential Standards

NC Standard Course of Study Common Core State Standards –English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) –Mathematics NC Essential Standards –Arts Education –Career and Technical Education –English Language Development* –Guidance* –Healthful Living (Health & Physical Education) –Information and Technology* –Science –Social Studies –World Languages

S724: An Act to Implement Various Education Initiatives requires that pre- service elementary teachers and lateral entry teachers are prepared to “integrate arts education across the curriculum”. Wide-scale education legislation signed into law by the Governor on June 26, 2012

State Literacy Plan (Approved by SBE May 2012) Literacy Strategies in each content area Focus on digital literacy CCR Anchor Standards and CCSS for Literacy applications: –each content area, –specific grade content requirements, –21 st Century Skills and Themes

What is Literacy?

“The condition or quality of being literate; especially the ability to read and write.” (New Heritage Dictionary) “The quality or state of being literate.” (Merriam-Webster) “The ability to communicate in real-world situations, which involves the abilities of individuals to read, write, speak, listen, view, and think.” (Cooper, 1997) 14

21 st Century Literacy “Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imaginations so they can create the world of the future.” (IRA: Adolescent Literacy: A Position Statement)

What is Literacy? »The Literacy Dictionary - refers to 37 types of literacy ranging from academic literacy to workplace literacy. (Harris and Hodges, 1995) “The concept of literacy involves a set of structures ranging from individual skills, abilities, and knowledge to social practices and functional competencies to ideological values and political goals.” (Soares, 1992) 16

21 st Century Literacies

P21 Framework for 21 st Century Skills P21 website: Image Citation 11

Life and Career SkillsLearning & Innovation Skills Information, Media, and Technology Skills Flexibility & AdaptabilityCreativity & InnovationInformation Literacy Initiative & Self-Direction Critical Thinking & Problem Solving Media Literacy Social & Cross-Cultural Skills Communication & Collaboration ICT Literacy Productivity & Accountability Leadership & Responsibility Core Subjects & 21 st Century Themes Core Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics 21 st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy

P21: Global Awareness Theme Speaks to Cultural Literacy Using 21st century skills to understand and address global issues Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts Understanding other nations and cultures, including the use of non- English languages 20 Framework for 21st Century Skills

P21: 21 st Century Literacies Financial, economic, business, and entrepreneurial literacy Civic Literacy Health Literacy Environmental Literacy 21 Framework for 21st Century Skills

Artistic Literacy Musical Pair ShareWhat is artistic literacy?

Literacy in the Essential Standards DANCEMUSICTHEATRE ARTS VISUAL ARTS Creation and Performance (CP) Musical Literacy (ML) Communication(C)Visual Literacy (V) Dance Movement Skills (DM) Musical Response (MR) Analysis (A)Contextual Relevancy (CX) Responding (R)Contextual Relevancy (CR) Aesthetics (AE) Critical Response (CR) Connecting (C)Culture (CU)

Musical Literacy Strand “Musical Literacy incorporates all aspects of music that lead to development of literacy, that is, the ability to read, write, interpret, create, and perform music.” Musical literacy includes the ability to: sing and play instruments read and notate music, and improvise, compose, and arrange music. (NCAEES, 2010) 24

Visual Literacy Strand “Visual Literacy relates to the language of art, how it is organized, and how it is used to communicate as a language of its own.” Visual Literacy: –relates to all aspects of becoming “art literate,” including an understanding of how the Elements of Art and Principles of Design are used for personal expression and communication through art. –encompasses the application of critical and creative thinking skills to artistic expression and solving artistic problems, as well as using a variety of tools, media, and processes safely and appropriately while creating art. (NCAEES, 2010) 25

Arts Literacy “The study of the arts and the study of text reading parallel each other in the skills and knowledge children must have to become literate citizens.” (Hansen, Bernstorf, and Stuber, 2004 – The Music and Literacy Connection) 26

Artistic Literacy “Complete artistic literacy is not just a set of isolated analytical and verbal-based skills associated with describing formal elements in the arts.” “In making sense of performances or art exhibitions, people can only fully understand the necessary schema or knowledge not only to see, view, and hear, but also interpret artworks – interpret the diverse subject matter and the abstracted function of the work.” (Wright, 2003 – The Arts, Young Children, and Learning) 27

Arts Literacy in NC Each arts education discipline teaches processes that directly transfer to students’ abilities to read, write, and comprehend various media: –texts, –pictures, –scripts, –poems, –music, –non-verbal communication, and –other forms of communication. (NCDPI, 2011) 28

Arts Literacy in NC Each arts discipline encompasses its own language of vocabulary, skills, processes, and systems which develop students’ abilities to become literate within each particular art form. 29 Arts Literacy VocabularySkillsProcessesSystems

Arts Literacy from a National Perspective

Artistic literacy is the knowledge and understanding required to participate authentically in the arts. –Fluency in the language(s) of the arts is 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. (January 2013 – National Coalition for Core Arts Standards Framework)

Artistically Literate Citizens CommunicationCreative Personal RealizationCulture, History, and ConnectionsMeans to Well BeingCommunity Engagement (January 2013 – National Coalition for Core Arts Standards Framework)

Core Arts Standards Framework

Connections Thumbs’ Up/Thumbs’ Down : A.All educators are expected to make connections and integrate instruction to facilitate student learning. B.Many disciplines outside of the arts have objectives which connect to the arts. C.Students who make connections are more likely to develop conceptual understanding and apply their learning in different settings.

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

Shared Expectation “The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.....” From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, pg. 4

1.Building knowledge through content- rich nonfiction and informational text 2.Reading, writing, and speaking grounded in evidence from text 3.Regular practice with complex text and its shared vocabulary ELA/Literacy: 3 shifts

Artists, processes, procedures, scores Non-fiction and informational text Analysis, interpretation, evidence in art as text Reading, writing, speaking - Evidence from text Complex texts (art works); discipline-specific vocabulary Complex text and shared vocabulary

English Language Arts Strands Reading Literature Reading Informational Text* Reading Foundational Skills Writing* Speaking & Listening Language

Common Core State Standards for Literacy (Grades 6-12) Reading (CCR Anchor Standards) 10 Reading Standards for Literacy in History/Social Studies Reading Standards for Literacy in Science and Technical Subjects Writing (CCR Anchor Standards) 10 Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Definition of Technical Subjects “A course devoted to a practical study, such as engineering, technology, design, business, or other work-force-related subject; a technical aspect of a wider field of study, such as art or music." From Appendix A of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, (pg. 43)

CCSS Integrated Model “Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document.” Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4

Communication Dance Music Theatre Arts Visual Arts Media Arts

(January 2013 – National Coalition for Core Arts Standards Framework) Communication lies at the heart of the arts

Research and Media Skills Students need the ability to: gather, comprehend, evaluate, synthesize, and report on information and ideas conduct original research in order to answer questions or solve problems analyze and create print and non- print texts in media forms old and new “The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4)

Guiding Principles for the Arts Grades K–12 David Coleman Close Observation as preparation for creating and performing in the arts –Sustained observation and attention to detail “Given the emphasis of the Common Core Standards on close reading, the texts selected should be worthy of close attention and careful re-reading. To become career and college ready, students must grapple with a range of works that span many genres, cultures, and eras and model the kinds of thinking and writing students should aspire to in their own work.“ (CCSS in Literacy Guidance for Selecting Texts) Each work of art studied closely becomes a potential model for students’ own work.

Guiding Principles for the Arts Grades K–12 David Coleman Deep study of works of art to develop arts literacy and develop own art –Study multiple renditions of the same work –Link artist’s interpretation to evidence from the source “analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).” (9-10th grade Standards in Literacy 7 – Integration of Knowledge and Ideas) Materials for student work in the arts should therefore help the student look and listen as a maker, and make as a thoughtful looker and listener.

Common Core State Standards for Mathematics

1.Focus: Focus strongly where the standards focus. 2.Coherence: Think across grades, and link to major topics 3.Rigor: In the major work of the grade, require fluency, deep understanding, and application with equal intensity Mathematics: 3 shifts

How to Read the Grade Level Standards Standards define what students should understand and be able to do. Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.

Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction, measurement using whole number quantities 3–5 Multiplication and division of whole numbers and fractions 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra Priorities in Mathematics

Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics.

Standards for Mathematical Practice 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Evaluation and Future Directions What worked well Suggestions for improvement

NCDPI Arts Education et/ et/ Christie Lynch Ebert Arts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Program Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts) Brenda Wheat Whiteman A+ Arts Education Specialist

“The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”