1. North Carolina Arts Education Essential Standards
JSHS Presenter and Jones Co Fine Arts RttT Representative
Deborah Lightfield
Christie Lynch Ebert, Arts Education Consultant and A+ Schools Program Liaison
Brenda Wheat Whiteman, A+ Arts Education Specialist
Amber Bass Godfrey, Instructional Technology
Robert Sox, Educator Recruitment and Development

2. Today’s Agenda: Objectives Stated
Introductions
Professional Development Overview
Look at Notebook Contents
Objectives Stated
Overview of State, District and School level development processes
Begin Comparing and contrasting the current North Carolina Standard Course of Study to the new NC Common Essential Standards using the Unpacking and Crosswalk documents

3. Professional Development

4. As North Carolina transitions to the implementation of the NC Common Essential Standards , ongoing monthly professional development is necessary for all educators. Professional Development will be;
High-quality,
Job-embedded,
Research-driven,
Data-informed and,
Aligned to the RttT initiatives

5. The Call for Change Document found in your notebook will give more information as well as visiting the following websites:
Website references
(Jones Co Wiki link)
(updated with information on an ongoing basis.
NC Arts Education Coordinators, resources, etc)

6. Notebook contents; The Call for Change document
North Carolina Essential Standards for Arts Education with links for Standards; Instructional Tool Kit; and Connections for our AIG, EC, ESL students
Resources for Arts Education
Structure of Knowledge Graph
Revised Bloom’s Taxonomy Framework & Table
Instructional Support Tools for your area of the Arts (Unpacking for K-12)
Art Education Essential Standards Crosswalk Documents for your area of the Arts K-12
North Carolina Essential Standards for the grade level of the area of the Arts which you teach

7. Session I Objectives Participants will:
understand the background, philosophy, purpose, and organization of the NC Arts Education Essential Standards.
recognize the commonalities and differences among the four arts education discipline’s Essential Standards.
understand how the new NC Arts Education Essential Standards will support achievement for NC students.
Welcome! Today, we will focus on the following objectives to frame our content work session:
Participants will:
understand the background, philosophy, purpose, and organization of the NC Arts Education Essential Standards.
recognize the commonalities and differences among the four arts education discipline’s Essential Standards.
understand how the new NC Arts Education Essential Standards will support achievement for NC students.
These objectives set the stage for your introduction to the standards and how you might introduce the standards to educators in your LEA or charter school by providing an overview of the Essential Standards and examining the philosophy, rationale, and key features, as found in the Arts Education Preamble.
This presentation can be adapted and used in a blended format with the online Learning Module “Understanding the Standards” and materials found in the Common Core State Standards and NC Essential Standards Facilitator’s Guide as district-level and charter-school teams develop local professional development plans for implementing the Arts Education Essential Standards.

8. Overview of State, District and School level development processes

9. A Process For Developing Local Curricula
Standards Student Achievement
State Level Work
District Level Work
School Level Work
Fine Arts Essential Standards
Common Core State Standards for Fine Arts
Crosswalk Documents
Unpacking Documents
Learning Progressions
Academic Vocabularies
Graphic Organizers
Unpacking
Yearly Curriculum Option(s)
Curriculum Units
District Calendars
Grade Level Terminologies
USH1
Teacher Units
Lesson Plans
Rubrics
Activities
Teacher/classroom Materials/Resources
Please Note:
Etc.
The District Level and School Level work may overlap.
This will depend on the organizational structure of the district and available resources.
7/13/2011 • page 2

10. Objective 1 Background and Overview
understand the background, philosophy, purpose, and organization of the NC Arts Education Essential Standards.

11. Background and Overview
Aligns with
“The Call for
Change”
Module
Aligns with
“Understanding
the Standards”
Module
This section includes background information about the NC Essential Standards and aligns with materials found in the Call for Change and Understanding the Standards online learning modules.

12. The Call for Change Framework for Change
Accountability and Curriculum Reform Effort (ACRE)
Race to the Top (RttT)
Career and College: Ready, Set, Go!
Facilitate brief discussion with participants about these four initiatives and refer them to The Call for Change module and section (pg 10) in the Facilitator’s Guide for more information. The intent here is not to go into great detail, but to remind them of what has led us to the development of new standards, why they are important, and what the intended outcomes are (to improve student achievement).
Framework for Change: The Essential Standards process was guided by the Framework for Change Initiative. In 2008, following extensive input from the Blue Ribbon Commission on Testing and Accountability, the State Board of Education crafted the Framework for Change - 27 recommendations to change dramatically the scope of the Standard Course of Study, assessments and testing. 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 of the skills, understandings, and learning experiences critical at each grade level;
Inclusion of the skills, understandings, and learning experiences necessary to satisfactorily complete the Graduation Project;
Infusion of writing, 21st century content, thinking and learning skills, and life skills throughout the content standards; and
Reflection of rigor, relevance, and relationships between and among subject areas.
ACRE: North Carolina's Accountability and Curriculum Reform Effort (ACRE) is the state's comprehensive initiative to redefine the Standard Course of Study for K-12 students, the student assessment program, and the school accountability model, in response to the SBE’s Framework for Change.
RttT: Race to the Top (RttT) is a collaborative effort of the North Carolina Department of Public Instruction, guided by the State Board of Education and the Governor's Education Transformation Commission. North Carolina is one of only 12 recipients of the 2010 federal Race to the Top (RttT) grants, bringing nearly $400 million to the state's public school system for use over the next four years. School districts and charter schools across the state will use RttT funds for creative and meaningful programs and activities so that more students:
graduate from high school,
are better prepared for college, and
possess skills that will equip them for careers in the uncertain economies of today and in their futures.
Career & College: Ready, Set, Go! supports the work of educators across North Carolina through professional development, technology and new standards and assessments. The four "pillars" of the initiative focus on:
Great Teachers and Principals
Standards and Assessments
Turnaround of Lowest-Achieving Schools
Data Systems to Improve Instruction
To find out more about the state's plan for Career & College: Ready, Set, Go!, along with those of local school districts and charter schools, visit:
Please refer to “The Call to Change” module and materials in this section in the Implementation Guide for further information about the Framework for Change, ACRE, and Race to the Top (RttT).
Note: click on the hyperlinks on the slide to visit any of these sites for additional information.

13. What are Essential Standards?
Wordle - Have participants offer their understanding of what the Essential Standards are by spontaneously offering words, phrases, etc. Use the information on the next slide to reinforce what they have contributed and increase understanding for those who did not have a concept of the ES. The ideas could be displayed on a bubble map or other graphic visual that is created as a group using a PPT slide, Thinkfinity tool, or using chart paper and markers.
Use one of these tools to capture the brainstorming of participants’ definitions of Essential Standards

14. Essential Standards 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?
The Essential Standards answer this guiding question that was used with the writing groups to craft Essential Standards for each Arts Education discipline:
“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 are:
Skills, understandings and learning experiences mastered at each 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
Essential standards are to be assessed in the classroom via formative, benchmark/interim, and summative assessments.
Source:
ACRE: Accountability, Curriculum and Reform Effort mandate from the North Carolina State Board of Education
The Essential Standards contain Knowledge & Skills that are:
valuable beyond one test: ENDURANCE
valuable in multiple disciplines: LEVERAGE
necessary for success at next level: READINESS
(This is the ES Identification Criteria through which the standards were developed)

15. Essential Standards Filters
RBT
21st c Framework
Research
Standards
ES Criteria
The Essential Standards were screened through various filters throughout the development process which include:
Revised Bloom’s Taxonomy
21st Century Themes and Skills (P21 Framework)
The latest research and best practices
Standards (from other states, national, and international, if applicable), and,
ES Criteria (Endurance, Leverage, Readiness)

16. ES Writing Groups K-12 Writers
Arts Education
Consultant
NCDPI
K-5 Lead
6-8 Lead
9-12 Lead
K-12 Floating Lead
In arts education, there were 4 separate writing committees, one for each arts education discipline: dance, music, theatre arts, and visual arts. Each group had leads for each grade span (K-5, 6-8, and 9-12) as well as “floating leads” who worked across all grade levels. Leads and writers met face to face and virtually by discipline area and completed a variety of visioning activities, webinars, and other tasks to inform the draft ES writing process.
K-12 Writers

17. PROCESS: NC Arts Education Essential Standards
Drafts reviewed
Trends analyzed
Filters applied
Revisions Made
Drafts were regularly reviewed by Dr. Lorin Anderson who ensured adherence to the Revised Bloom’s Taxonomy (RBT) format.
Drafts were reviewed by select reviewers and via public review throughout the process for each area and feedback was compiled, analyzed, and used to guide revisions for future drafts. All feedback was greatly appreciated and informative for the writing committees. Each writing group carefully considered all feedback received and looked for trends and research supporting changes. In addition to informing the standards, much of the feedback is being used to develop items for the instructional toolkits.
Ongoing ES work took place with leads and writers which included alignment and filtering as the standards evolved.

18. PHILOSOPHY and ORGANIZATION: NC Arts Education Essential Standards
Aligns with
NCPTS III:
Teachers
Know the
Content They
Teach
Aligns with
“Understanding
the Standards”
Module
Aligns with
Arts Education
Preamble
This part of the training aligns with the North Carolina Professional Teaching Standards, the Understanding the Standards Online Learning Module, and the Preamble to the North Carolina Arts Education Essential Standards.

19. 5 Minute Break !!

20. Scavenger Hunt
Philosophy: Why is it important for students to study the arts as part of a comprehensive and balanced education?
Purpose: Choose one arts discipline (dance, music, theatre arts, or visual arts) and explain the purpose of that program.
Program Description, Standards, and Research: What do the Essential Standards communicate? How are other standards and research reflected in the NC Essential Standards?
Features: Explain at least one key feature of the North Carolina Arts Education Essential Standards.
Course of Study and Organization: What is the intent of the Essential Standards? How are the standards organized?
Preamble may be found at:
The Scavenger Hunt activity that we are about to complete is found in the Arts Education section of the “Understanding the Standards” module. This activity could be completed independently, with a partner, or in small groups or PLCs. If using this activity in a face to face environment, it is recommended that partners or small groups take the individual sections and complete a jig-saw activity, where each pair or small group becomes the experts on their section/s and shares with the entire group.
This Scavenger Hunt consists of 5 sections. To find the information needed to answer the questions, you must search in the North Carolina Arts Education Essential Standards Preamble.
The website address for the Arts Education Preamble is:

21. 1. PHILOSOPHY
Why is it important for students to study the arts as part of a comprehensive and balanced education?
Participants share one or two salient points from this section – something that was an “ah-ha” for them, something that was new information, or something that really stuck out to them - which may include any of the following from the Preamble:
Students of the arts disciplines gain powerful tools for:
understanding human experiences, both past and present;
teamwork and collaboration;
making decisions creatively and solving problems;
adapting to and respecting others' diverse ways of thinking;
understanding the influence of the arts and their power to create and reflect cultures;
analyzing nonverbal communication, and making informed judgments about products and issues; and,
communicating effectively.
The arts are core subjects in the Federal Elementary and Secondary Education Act, and the NC Basic Education Program, and, as such, are included as core subjects every student should learn as part of a balanced curriculum for all children in North Carolina.
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 can be applied in a variety of disciplines and settings.
One example of this is the creative process for any work of art and its direct correlation to the processes used for writing.
The arts have both intrinsic and instrumental value; that is, they have worth in and of themselves and can be used to achieve a multitude of purposes (e.g., to communicate issues and ideas, to persuade, to entertain, to beautify).
Beyond the intrinsic value of studying the arts, each arts discipline appeals to different senses and expresses itself through different media, adding richness and engagement to the learning environment.
An education in the arts helps students learn to identify, appreciate, and participate in the traditional art forms of their own communities. As students imagine, create, and reflect, they are developing both the verbal and nonverbal abilities necessary for school success.
At the same time, the intellectual demands of the arts help students develop problem-solving, critical, and creative thinking abilities. Numerous studies point toward a consistent and positive correlation between a comprehensive education in the arts and student achievement in other subjects and on standardized tests.
“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.”

22. 2. PURPOSE
Choose one arts discipline (dance, music, theatre arts, or visual arts) and explain the purpose of that program.
Participants share one or two salient points from this section – something that was an “ah-ha” for them, something that was new information, or something that really struck out to them - which may include any of the following from the next four slides (dance, music, theatre arts, and visual arts) from the Preamble (depending on which discipline they chose to focus on):
Purpose: The North Carolina Arts Education Essential Standards provide a comprehensive framework for each of the arts disciplines (dance, music, theatre arts, and visual arts) in the public schools.

23. 2. MUSIC Is deeply embedded in human existence
Is fundamental to creating and communicating meaning
Provides a primary means for learning about ourselves and others
The music program develops musical literacy and relies on processes of creating, performing, and responding to develop understanding
Music
Overview: Music is deeply imbedded in our existence, adding depth and dimension to our environment, exalting the human spirit, and contributing in important ways to our quality of life. Music is one of the fundamental ways human beings create and communicate meanings and is one of the primary ways we learn about ourselves, others, actions and consequences, and traditions and beliefs. The music program is designed to develop musical literacy. Through music, students increase their awareness of rich and diverse cultures, beliefs, and societies of humankind. As students examine the role of music throughout history and in different cultures, they develop respect for diversity. The processes of creating, performing, and understanding music are the primary goals of the music program. While performance is an important aspect of music study, it does not substitute for students' development of creative processes and of broader integrated experiences and understandings. Through creating, students are able to be imaginative, think critically, and approach tasks in new or different ways.
This program description may be found in the Preamble to the Essential Standards.

24. 2. VISUAL ARTS Is innate in every society
Provides a multi-sensory means to communicate symbols and values
Is a multi-faceted creative process which includes the development of perceptual awareness and the ability to use materials expressively
The visual arts program is designed to develop visual literacy by promoting fluency in various modes of visual communication
Visual Arts
From the beginning of time, the compulsion to create a visual vocabulary has been as innate in every society as the desire to acquire a system of spoken symbols. Visual art from past civilizations is frequently one of the few remaining clues with the power to illuminate which values were held most dear. Today, every aspect of our designed environment will serve to explain who we are to those of the future. The pattern of human growth in society is to develop a multi-sensory means of communicating symbols and values. A child discovers objects, those objects take on meaning, and this meaning is denoted and communicated through the various means of expression available to that child. The visual arts program is designed to develop visual literacy by promoting fluency in the various modes of visual communication. Students learn the visual arts by using a wide range of subject matter, media, and means to express their ideas, emotions, and knowledge. They evaluate the merits of their efforts and this assessment forms the basis for further growth that extends to all disciplines in school and to life. Visual arts education is a multifaceted creative process which includes the development of perceptual awareness and the ability to use materials expressively. Through participation in visual arts, students have the opportunity to recognize and celebrate the creativity and diversity inherent in all of us.
This program description may be found in the Preamble to the Essential Standards.

25. 3. PROGRAM DESCRIPTION, STANDARDS & RESEARCH
What do the Essential Standards communicate?
How are other standards and research reflected in the NC Essential Standards?
Participants share one or two salient points from this section – something that was an “ah-ha” for them, something that was new information, or something that really struck out to them - which may include any of the following from the Preamble:
Program Description
The Essential Standards communicate what students should know and be able to do as a result of instruction at each grade level (K-8) or proficiency level: beginning, intermediate, proficient, and advanced (9-12). Because of the broad base of knowledge and skills involved in creating, performing, responding to, and understanding the arts, experiences and learning must occur in a sequential manner.
Standards and Research
The Arts Education Essential Standards incorporate the National Standards for Arts Education, which were developed by the Consortium of National Arts Education Associations in 1994, as part of the standards movement defining what every young American should know and be able to do in the arts. The more recent National Standards for Learning and Teaching Dance in the Arts, from the National Dance Education Organization (2005), as well as research in each of the arts disciplines, other state standards, and international resources, were used in the development of these standards.

26. 4. FEATURES
Explain at least one key feature of the North Carolina Arts Education Essential Standards.
Participants share one or two salient points from this section – something that was an “ah-ha” for them, something that was new information, or something that really struck out to them - which may include any of the following from the Preamble:
The Arts Education Essential Standards feature the following:
Communicating and developing literacy within each arts discipline;
Thinking creatively and critically, and solving artistic problems;
Understanding the arts in relation to history, culture, heritage, ideas, and lifelong learning;
Connecting learning within each arts discipline with other arts, disciplines outside of the arts, the real world, 21st century themes and skills, and to life beyond school, whether that be further education, pursuit of an interest, or a career;
Understanding and appreciating world cultures and historic periods. For the first time, the Arts Education Essential Standards have common clarifying objectives at all levels which have been closely aligned with history and culture components of the Social Studies Essential Standards. The purpose of this structure is to provide common learning and understanding within and across the arts and social studies throughout a child’s education.
Addressing 21st Century Themes and Skills via the Essential Standards, Clarifying Objectives, and/or Assessment Prototypes.

27. 5. Course of Study and Organization
What is the intent of the Essential Standards? How are the standards organized?
Participants share information from these sections, which may include any of the following points from the Preamble:
Course of Study
The intent of the Arts Education Essential Standards, along with the National Standards for Arts Education, is that a comprehensive understanding of one or more of the arts be accomplished by each student throughout the K-12 program. Students at the high school level will have the option of studying an individual arts discipline as an area of interest, or specializing and/or completing a concentration in studies to prepare them for further education and/or a career in the arts. Students should know and be able to do the following by the time they have completed secondary school:
communicate at a basic level in the four arts disciplines: dance, music, theatre arts, and visual arts. This includes knowledge and skills in the use of the basic vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline;
communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight, reason, and technical proficiency;
develop and present basic analyses of works of art from structural, historical, and cultural perspectives. This includes the ability to understand and evaluate work in the various arts disciplines;
recognize and appreciate exemplary works of art from a variety of cultures and historical periods, and have a basic understanding of historical development in the arts disciplines, across the arts as a whole, and within cultures; and,
relate various arts concepts, skills, and processes within and across disciplines, which includes understanding the arts in relation to other subject areas and making connections in a variety of settings, in and outside of school.
Organization
Each grade level and high school proficiency level includes Essential Standards, Clarifying Objectives, and Assessment Prototypes, which are organized by Strands. These components are specific and vary for each arts discipline. Content and skills that are not limited to particular materials or methodology, but that can be delivered through multiple approaches and materials, are described through the Essential Standards and Clarifying Objectives for each area. Sample Assessment Prototypes provide additional clarification of the Clarifying Objectives and illustrate ways that these objectives might be assessed in the classroom. Specific support materials, tools for implementation, and other information will be provided through the Essential Standards Instructional Toolkit and professional development.

28. Objectives 2 & 3 Commonalities & Differences
What are the commonalities and differences among the four arts education disciplines (dance, music, theatre arts, and visual arts) in the Essential Standards?
How do the new NC Arts Education Essential Standards support achievement for NC students?
These Essential Questions will be answered as we continue our exploration of the standards in preparation for the transition from the current NC Standard Course of Study to the NC Essential Standards for Arts Education. Participants will understand similarities and differences across the four arts education disciplines and will examine what is new and different and how it will impact student achievement in each of the arts education disciplines.

29. Crosswalks Aligns with “Understanding the Standards” Module
Instructional
Tools
Aligns with
Framework
For 21st Century
Skills
This part of the training aligns with the Understanding the Standards Online Learning Module, the “Crosswalks” Instructional Tools, and the Framework for 21st Century Skills.

30. The Crosswalk Documents compare the current Standard Course of Study to the newly adopted standards. This document is not intended to answer all questions about the nuance of the new standards versus the old but instead to help schools and teachers get a head start on internalizing and planning to teach the new standards.
The Unpacking Documents demonstrate at a granular level the knowledge and skills students are expected to master at a particular grade.

31. Intended Use of Crosswalks
To identify gaps in content (where
something new may exist)
To identify existing resources that can be repurposed
To identify professional development needs based on new content areas
7/13/2011 • page 14

32. Comparing Strands DANCE MUSIC THEATRE 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)
Each discipline has a set of strands which provide common threads of understanding that cut across all grade levels. Look at the chart. Ask and answer the following with participants:
What is common? (the organizational use of strands in the Essential Standards) Other commonalities that might be noted: There is a strand related to response in dance, music, and visual arts – the names differ. There is a strand related to literacy in music and visual arts. There is a strand titled “Contextual Relevancy” in music and visual arts.
What is different? (the strands vary for each arts education discipline) Although there are some overlaps with the strands, each discipline’s strands are treated uniquely within the Essential Standards for the discipline.

33. Essential Standards Components
Strands:
Organization
Common threads of understanding
[ES] - Essential Standards (<10)
[COs] - Clarifying Objectives (approximately 2-5 per ES)
[APs] - Assessment Prototypes (samples)
Learning Sequence:
K-8 Grade Levels
HS Proficiency Levels
Organized to embed multiple entry points
For all disciplines, the ES are organized as follows:
Strands provide:
Organization
Common threads of understanding
Essential Standards (<10)
Clarifying Objectives (approximately 2-5) – at least 2 per ES and no more than 5
Assessment Prototypes (many) – sometimes aligned with individual COs and sometimes address multiple COs; APs continue to be developed and are or will be used in instructional tools
Organized to embed multiple entry points
The Essential Standards communicate what students should know and be able to do as a result of instruction at each grade level (K-8) or proficiency level: beginning, intermediate, proficient, and advanced (9-12). Because of the broad base of knowledge and skills involved in creating, performing, responding to, and understanding the arts, experiences and learning must occur in a sequential manner.

34. Decoding Musical Literacy 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.
This example is from the approved Essential Standards for Music. The table illustrates the format for “decoding” the Essential Standards. Note that the standards are organized under a large heading, “Musical Literacy.” Musical Literacy is the strand for this particular Essential Standard.
The number “4” lets the viewer know that you are viewing a Grade 4 standard;
The “ML” indicates the strand, which is Musical Literacy.
The “1” indicates that the viewer is looking at the first Essential Standard under Musical Literacy, which reads: “Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.”
The “3” indicates that this is the third clarifying objective within this standard, which reads, “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) 34 34

35. Music Crosswalks Alignment with National Standards
*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 Standards for Music Education (1994)
ML1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.
Singing, alone and with others, a varied repertoire of music
Performing on instruments, alone and with others, a varied repertoire of music
ML2: Interpret the sound and symbol systems of music.
(5) Reading and notating music
ML3: Create music using a variety of sound and notational sources.
Improvising melodies, variations, and accompaniments
Composing and arranging music within specified guidelines
MR1: Understand the interacting elements to respond to music and music performances.
Listening to, analyzing, and describing music
(7) Evaluating music and music performances
CR1: Understand global, interdisciplinary, and 21st century connections with music.
(8) Understanding relationships between music, the other arts, and disciplines outside the arts
(9) Understanding music in relation to history and culture
Sample Chart - This chart illustrates the alignment of the Music Essential Standards with the existing National Standards (MENC). This slide can be shown as one example from the Crosswalks document for Music that illustrates the national alignment.

36. National Standards Crosswalks – Page 6 Think/Pair/Share:
DANCE
MUSIC
THEATRE ARTS
VISUAL ARTS
National Standards
Crosswalks – Page 6
(reference pages 4,5)
Think/Pair/Share:
How are the national standards addressed?
What is different from the current SCS?
National Standards Crosswalks Activity - Page 6 in each of the Crosswalks documents illustrates the alignment of each particular arts education discipline with the corresponding existing national standards. With your elbow partner, look at the alignment chart for your discipline. What do you notice? How are the national standards addressed in the NC Arts Education Essential Standards? What is different from the current SCS? (Allow participants to examine, discuss, and share observations)
Sample Response - Participants should note that the Essential Standards are aligned with the National Standards. The 2005 SCS had a direct alignment - refer back to 4 and 5 to see these alignments. While the new Essential Standards continue to align, they often encompass more than one National Standard within one Essential Standard.

37. Partnership for 21st Century Skills (P21)
Crosswalks, Pages 7-9
Visit the P21 website:
Reference Pages 7-9 of each discipline’s Crosswalk – the Essential Standards were filtered through the Framework for 21st Century Skills. If you are not familiar with this website, you may want to visit and become familiar with the Framework and tools that are available here. (Visit the website, as time allows, look at the framework.)
P21 website:

38. 21st 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 21st century themes and skills?
21st Century Crosswalks Activity – Pages 7-9 in the Crosswalks illustrate just one sample Essential Standard and Clarifying Objective from each discipline that align with the 21st century themes and skills in this framework. Discussion: What other connections can you think of with Arts Education and 21st century themes and skills?

39. Resources Arts Skills Map
Additional 21st Century Resources - You may also note that P21 has created an Arts Skills Map ( and that NCDPI has a document that aligns the 2005 SCS with the P21 framework. This document will be revised to align with the new Essential Standards as part of the Instructional Toolkit. (show samples of these two resources)
Arts Education and 21st Century Skills in North Carolina

40. 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
The NC Arts Education Essential Standards use Revised Bloom’s Taxonomy (RBT) verbs that are consistent across disciplines and which assist the teacher and learner with understanding the standards-based outcomes identified for each of the Essential Standards and Clarifying Objectives. The standards have a focus on concepts and skills in relationship to those concepts.
Where the 2005 SCS often used more than one verb per objective, the NC Arts Education Essential Standards are limited to one RBT verb per Clarifying Objective. The use of the RBT verbs accomplishes several results that will benefit both teachers and students:
The learning outcomes are clear.
There is a consistent definition and understanding of the RBT verbs across disciplines.
The focus is on learning objectives, rather than activities. The activities that are associated with the objectives become Assessments.
Pages 11 and 12 in the Crosswalks for each discipline provide several examples of how RBT is reflected in the standards. Page 12 also provides sample Assessment Prototypes for each grade span (elementary, middle, and high). The Assessment Prototypes, or AP’s, are used in a variety of ways in the instructional tools that have been or are being developed for the Essential Standards. Additional guidance on assessment will be provided in the instructional toolkit. Please keep in mind that the Assessment Prototypes are examples only, and are not required.
Image Citation 12

41. History and Culture Crosswalks, Page 13 Think/Pair/Share:
Discuss the Common Clarifying Objectives.
What will these look like in your discipline?
For the first time, and as a result of feedback to the 2005 SCS, the NC Arts Education Essential Standards identify common clarifying objectives regarding history and culture by grade and proficiency level, aligned with Social Studies content, for all arts disciplines.
History & Culture Crosswalks Activity - Please look on page 13 and Think/Pair/Share with your partner:
Discuss the Common Clarifying Objectives.
What will these look like in your discipline?
DANCE
MUSIC
THEATRE ARTS
VISUAL ARTS

42. 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
Multiple Entry Points – Each arts discipline incorporates multiple entry points which allow students with limited or no previous arts experiences to begin studies leading to proficiency.
Organization – The standards are organized by grade-level K-8, and for the first time, organized by proficiency level rather than by course in grades 9-12.
Student Profile – It is suggested that students maintain a profile, which would document previous and current academic performance and experiences in each of the arts disciplines and can serve as a portfolio for further arts studies and/or careers. The profile can also be used to assist with placement in the appropriate high school proficiency level.

43. HS Proficiency Levels Beginning Intermediate Proficient Advanced
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.
Progression of standards at the HS level: Beginning (for students with no or with limited K-8 experiences); Intermediate (for those students who have received K-8 progression or who have achieved beginning level standards); Proficient; and Advanced. Students may pursue coursework from beginning through advanced levels of learning in multiple courses within each arts education discipline.
Students at the high school level will have the option of studying an individual arts discipline as an area of interest, or specializing or completing a concentration in studies to prepare them for further education and/or a career in the arts. The Essential Standards communicate what students should know and be able to do as a result of instruction at each proficiency level: beginning, intermediate, proficient, and advanced (9-12).
Additional information Concentrations: It is recommended that concentrations in the arts reflect a sequence of courses in an arts discipline to include at least one advanced level course. Courses beyond the intermediate level are considered advanced. These would include specialization in any area of study within an arts discipline as well as honors, AP, or IB courses. The completion of the concentration should lead to a culminating project or capstone experience which allows the student to demonstrate advanced skills in the arts discipline and which may also be used as part of a professional portfolio for entrance into institutions of higher education or a career in the arts. For example, producing a student-written play; choreographing a dance for a public performance; publishing and conducting a student-written musical composition; producing a student exhibition of original artwork, etc.
Note: students of various proficiency levels may be served within the same class or course.

44. Discussion
How will the organization of the standards support the development of proficiency in each of the arts education disciplines?
What are the implications for implementation of the standards in the classroom?
Participants discuss these questions with their partners and share with group.

45. Look over Previous 2006 and New 2010 Essential Standards
Fine Arts Middle and High School
Look over Previous 2006 and New 2010 Essential Standards
standards/support-tools/ (Unpacking Standards and Crosswalk)
Use worksheet to compare and contrast Previous and New Essential Standards
Added Items
Integrated Items
Increased Focus Items
Deleted Items 5
7/13/2011 • page 4

46. Fine Arts Middle and High School
Previous (2006)Essential Standards
New (2010) Essential Standards
Added Items
Integrated Items
Increased Focus Items
Deleted Items
Added Items
Integrated Items
Increased Focus Items
Deleted Items