A+ Principals & Coordinators Retreat October 6, 2011 Cary Arts Center Christie Lynch Ebert Arts Education Consultant and A+ Liaison, NCDPI Brenda Wheat Whiteman A+ Arts Education Specialist, NCDPI

NCDPI/NCDCR Collaboration: A+ Schools Program

NCDPI A+ Contacts Christie Lynch Ebert Arts Education Consultant and A+ Liaison Brenda Wheat Whiteman A+ Arts Education Specialist Work collaboratively between NCDPI and NC Department of Cultural Resources to support the A+ Schools Program of the NC Arts Council

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

A+ as a Model for Comprehensive Arts Education North Carolina's A+ Schools Program is a nationally recognized, research-based, whole-school reform model that successfully utilizes arts education (instruction in all four arts disciplines) and arts integration to teach a balanced curriculum. S66 Report to the NC General Assembly

State Agency Collaboration NC Department of Cultural Resources –State Secretary of Cultural Resources, Linda Carlisle –A+ Schools program is housed in the North Carolina Arts Council North Carolina Department of Public Instruction –State Superintendent June Atkinson –North Carolina Public Schools partner for A+ –Support for the A+ Schools Program is provided through Arts Education within the K-12 Curriculum and Instruction Division Arts Education Arts Integration

Collaboration A+ Team Meetings and Webinars Networking and Outreach Research/Grant Collaborations Collaboration with NCDPI initiatives to inform A+ work

Data Collection School Profiles Demographic Information AYP and ABC Data Title I and other relevant information A+ Surveys & Self-Assessments Comprehensive Arts Education Plan

Professional Development NCDPI Representation –A+ Summer Institutes –A+ Site Visits A+ Professional Development –Fellows Retreats & Webinars –Principals & Coordinators Retreats & Webinars –Other opportunities

Standards

NC Standard Course of Study Common Core State Standards (CCSS) English Language Arts Mathematics North Carolina Essential Standards (NCES) Arts Education English Language Development* Guidance (September 2011) Healthful Living (Health and Physical Education) Information and Technology* Science Social Studies World Languages

CCSS and NCES Similarities Fewer, clearer, higher Alignment with other standards, research, 21 st century skills Focused on improving student achievement (student outcomes) Differences Format Taxonomies –RBT (NCES) –Other (CCSS) Specific to NC (NCES) Optional adoption from national movement (CCSS)

Instructional Tools Available Summer 2011:  Crosswalks  Unpacking the Standards In development:  Graphic Organizers  Formative Assessment Strategies  ArtsFolio/Student Profile  Learning Progressions/Learning Maps  Terminologies  Future Tools

CCSS/NCES Resources Summer 2011 NCDPI Institute Materials –Facilitator’s Guide guide.pdfhttp:// guide.pdf –Content Sessions –Wiki sites All areas: Arts Education:

CCSS and NCES Resources Online learning modules – –The Call for Change* –Understanding the Standards* –Developing Local Curricula –Revised Bloom’s Taxonomy –NC FALCON* –NC Professional Teaching Standards and Teacher Evaluation System*

Arts Education Essential Standards 2010

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

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?

Essential Standards Filters

PROCESS: NC Arts Education Essential Standards Revisions Made Filters applied Trends analyzed Drafts reviewed

Decoding Essential Standard Clarifying Objectives 4.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. 4.ML.1.1 Apply expressive qualities when singing or playing a varied repertoire of music representing genres and styles from diverse cultures. 4.ML.1.2 Execute the performance of vocal ostinatos, partner songs, counter- melodies, and rounds in two or more parts. 4.ML.1.3 Use voice and/or instruments to execute melodic movement through pentatonic melodies on the treble staff. Grade Level (4) Strand (ML = Music Literacy) Essential Standard (1) Clarifying Objective (3) Musical Literacy

Crosswalks Image Citation 17 DanceMusic Theatre Arts Visual Arts Crosswalks

Partnership for 21 st Century Skills (P21) Crosswalks, Pages 7-9 P21 website: Image Citation 11

21 st Century Skills Framework (P21) Crosswalks – Pages 7-9 Think/Pair/Share: –Look at the P21connections in the Crosswalks –What other connections can you think of with Arts Education and 21 st century themes and skills?

Revised Bloom’s Taxonomy Provides the framework used for all NC Essential Standards Common language used for all Essential Standards Two-Dimensional: Cognitive Process and Knowledge Dimension Focuses objectives in order to accomplish specific learning outcomes, leading to proficiency Image Citation 12

1 Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create A Factual Knowledge B Conceptual Knowledge C Procedural Knowledge D Metacognitive Knowledge See RBT Verbs on pg. 10 of the Crosswalks

History and Culture Crosswalks, Page 13 Think/Pair/Share: –Discuss the Common Clarifying Objectives. –What will these look like in your discipline? Image Citation 13, 14, 15

Unpacking the Standards DanceMusic Theatre Arts Visual Arts Image Citation 17 Unpacking the Standards

Organization of Unpacking Tools Image Citation 18

Organization of Unpacking Tools Image Citation 19

Unpacking Activity Pick one strand to explore for your discipline (dance, music, theatre arts, visual arts) –What information did you learn about the strand and the unpacked standards, K-12? –How does this tool help to provide specific clarification of the standards?

Intent of the Essential Standards Communicate at a basic level in each of the four arts disciplines Communicate proficiently in at least one art form

Sequencing Discussion Why is it important to understand the sequence of learning across the K-12 continuum? Image Citation 22

Creation and Performance CP.1 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. Elements of Dance EnergyTimeSpace Body

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

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

Elements of Dance: 6-8 Choreograph Simple Dances Communicate Intent Vary Elements Fulfill Aesthetic Criteria Use Variety of Approaches

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

Sequencing Activity K-2 Recognize/use elements Explore/improvise with elements Combine elements in dance phrases 3-5 Vary elements Show Beginning, middle, end Organize phrases into simple dance sequences 6-8 Use Variety of ApproachesFulfill Aesthetic CriteriaVary ElementsCommunicate IntentChoreograph Simple Dances High School Use selected Dance Elements Use Production Elements; Principles, Structures, Processes; Variety of Forms Incorporate Aesthetic Criteria and Perspective Communicate meaning and choreographic intent Choreograph Dances for Performance of Personal and Social Significance

Sequencing Activity K High School DANC E MUSI C THEA TRE ARTS VISU AL ARTS

Contact Information Christie Lynch Ebert Arts Education Consultant and A+ Liaison Brenda Wheat Whiteman A+ Arts Education Specialist