christie lynch ebert, dance and music education consultant, ncdpi myron carter, theatre and visual...
TRANSCRIPT
Christie Lynch Ebert, Dance and Music Education Consultant, NCDPI
Myron Carter, Theatre and Visual Arts Education Consultant, NCDPI
NC Art Education Association October 23, 2010
AgendaAgenda
ES BackgroundES BackgroundDirection from
Framework For Change
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 at each grade level• Infusion of 21st century skills • Reflection of rigor, relevance, and relationships
May 2008
Accountability & Curriculum Accountability & Curriculum Reform Effort (ACRE)Reform Effort (ACRE)
ES Guiding QuestionES 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?
ES Identification ES Identification CriteriaCriteria
Knowledge & Skills . . .
– valuable beyond one test: ENDURANCE
– valuable in multiple disciplines: LEVERAGE
– necessary for success at next level: READINESS
Essential Standards Essential Standards FiltersFilters
Visual Arts Writing GroupVisual Arts Writing Group
NCDPI Arts Education
Consultant
K-5 Lead 6-8 Lead 9-12 LeadK-12
Floating Lead
K-12 Writers
PROCESS:PROCESS: Arts Education Essential Arts Education Essential
StandardsStandards
TimelineTimeline
September 2010• Version 3.0 approved by SBE
2012-13 School Year• Implementation
PHILOSOPHY:PHILOSOPHY: Arts Education Essential Arts Education Essential
StandardsStandards
Philosophy: Powerful Philosophy: Powerful ToolsTools
PhilosophyPhilosophy
The Arts are CORE:
• ESEA• NC BEP• Balanced Curriculum
“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 that can be applied in a variety of disciplines and settings.” (Preamble, Arts Education Essential Standards, 2010).
PURPOSE: PURPOSE: Arts Education Essential Arts Education Essential
StandardsStandards
VISUAL ARTSVISUAL ARTS
• Are innate in every society
• Provides a multi-sensory means to communicate symbols and values
• Are 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
INTENT: INTENT: Arts Education Essential Arts Education Essential
StandardsStandards
ORGANIZATION: ORGANIZATION: Arts Education Essential Arts Education Essential
StandardsStandards
ES ComponentsES Components• [ES] - Essential Standards (<10)
• [COs] - Clarifying Objectives (approximately 2-5 per ES)
• [APs] - Assessment Prototypes (samples)
• Strands:
• Organization
• Common threads of understanding
• Learning Progression:• K-8 Grade Levels• HS Proficiency Levels• Organized to embed multiple entry points
ES Format: Arts ES Format: Arts EducationEducation
HIGHLIGHTS: HIGHLIGHTS: Arts Education Essential Arts Education Essential
StandardsStandards
Arts EducationArts Education
• Four separate courses of study:– Dance– Music– Theatre Arts– Visual Arts
• Aligned with National Standards
• 21st Century Skills embedded throughout
Arts EducationArts Education
• Use of RBT verbs (one verb per objective)
• Common clarifying objectives regarding history and culture, aligned with Social Studies curriculum, for all arts disciplines
• Assessment: included and aligned
Arts EducationArts Education
• 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
HS Proficiency LevelsHS 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.
Note: students of various proficiency levels may be served within the same class or course.
STRANDSSTRANDS
Visual Arts StrandsVisual Arts Strands
• Visual Literacy (V)
• Contextual Relevancy (CX)
• Critical Response (CR)
Visual Arts StandardsVisual Arts StandardsAlignment 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 Visual Arts Education (1994)
V1: Use the language of visual arts to communicate effectively.
(1) Understanding and applying media, techniques, and processes
(2) Using knowledge of structures and functions(3) Choosing and evaluating a range of subject matter,
symbols, and ideasV2: Apply creative and critical thinking skills to artistic expression.
V3: Create art using a variety of tools, media, and processes safely and appropriately.
CX1: Understand the global, historical, societal, and cultural contexts of the visual arts.
(4) Understanding the visual arts in relation to history and cultures
CX2: Understand the interdisciplinary connections and life applications of the visual arts.
(6) Making connections between visual arts and other disciplines
CR1: Use critical analysis to generate responses to a variety of prompts.
(5) Reflecting upon and assessing the characteristics and merits of their work and the work of others
VISUAL ARTSVISUAL ARTSStrand: Contextual Relevancy
Essential Standard CX1: Understand the global, historical, societal, and cultural contexts of the visual arts.
Strand: Critical Response
Essential Standard CR1: Use critical analysis to generate responses to a variety of prompts.
Strand: Visual Literacy
Essential Standard V1: Use the language of visual arts to communicate effectively.
2nd Grade Visual Arts 6th Grade Visual Arts Advanced High School Visual Arts
2.CX.1.1: Exemplify visual arts representing the heritage, customs, and traditions of various cultures.
6.CR.1.2: Use formative, self-evaluation strategies and results to improve the quality of art.
A.V.1.4 Analyze the compositional components of art.
AP: Students look at examples of weaving traditions from various cultures such as Native American, African, and Nordic, and create art illustrating techniques used by some of these cultures.
Evaluate students’ success at exemplifying art techniques used by various cultures’ by implementing variations of these techniques in their own art.
AP: Students self-evaluate throughout the artistic process and make alterations and adjustments to a work of art, explaining their choices.
Evaluate students’ successful explanation of their revisions to their art based on their self-evaluations.
AP: Deconstruct compositions to determine the relationships of the Elements of Art and Principles of design to each other and to the entire composition.
Evaluate students’ successful deconstruction of art works in order to explain the relationship of the elements and principles verbally or in writing.
Framework for 21Framework for 21stst Century SkillsCentury Skills
CORE SUBJECTS
• English, Reading, or Language Arts• World languages
• ARTSARTS• Mathematics• Economics
• Science• Geography
• History• Government and Civics
K.CX.2.2: Identify relationships between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts.
Core SubjectsCore Subjects
GLOBAL GLOBAL AWARENESSAWARENESS
3.CX.1.4: Compare purposes of art in different cultures, time periods, and societies.
Financial, Economic, Financial, Economic, Business & Business &
Entrepreneurial LiteracyEntrepreneurial Literacy
7.CX.2.1: Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.
Civic LiteracyCivic Literacy
DANCE, MUSIC, THEATRE ARTS, and VISUAL ARTS:
Use (dance, music, theatre arts, or visual arts) to explore concepts of civics and economics (such as systems, functions, structures, democracy, economies, and interdependence).
*Common Clarifying Objective in all four arts education disciplines.
Health LiteracyHealth Literacy
B.V.3.1 Understand the appropriate and safe use of tools, media, and equipment.
I.V.3.2: Select media appropriate for communicating content.
EnvironmentalEnvironmentalLiteracyLiteracy
Learning and Learning and Innovation SkillsInnovation Skills
7.CX.2.3: Implement collaborative planning and art skills to solve problems.
Information, Media, Information, Media, and Technology and Technology
SkillsSkills
A.CX.2.4: Analyze the influence of digital media and technology on creating art.
Life andLife andCareer SkillsCareer Skills
8.CX.2.1: Compare personal interests and abilities to those needed to succeed in a variety of art careers.
Future Directions:Future Directions: Essential Essential Standards StandardsInstructional Toolkits
Development Use
Professional Development To introduce standards To provide support
Implementation: 2012-2013
Additional InformationAdditional Information• ACRE Website (to access the standards and for additional
information including updated timelines): http://www.ncpublicschools.org/acre/standards/phase2
• Arts Education Website:http://arts.ncwiseowl.org
• Arts Education Listserv:http://arts.ncwiseowl.org/ > Resources > NCDPI Arts Education
Listserv Updates
Contact Information
Christie Lynch EbertArts Education Consultant
Dance and Music
Ph: 919-807-3856
Myron CarterArts Education Consultant
Theatre and Visual Arts
Ph: 919-807-3758
NC Department of Public InstructionDivision of K-12 Curriculum and Instruction
K-12 Programs SectionHelga Fasciano, Section Chief