ncmea music program leaders
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NC Music Educators Association: Leading Change in Music Education NCMEA Music Program Leaders Janae B. Copeland, Mark Propst , and Christie Lynch Ebert November 11-12, 2013 Winston-Salem, NC. NCMEA MUSIC PROGRAM LEADERS - PowerPoint PPT PresentationTRANSCRIPT
NC Music Educators Association: Leading Change in Music Education
NCMEA Music Program LeadersJanae B. Copeland, Mark Propst, and
Christie Lynch Ebert November 11-12, 2013
Winston-Salem, NC
NCMEA MUSIC PROGRAM LEADERSThe NAfME Council of Music Program Leaders consists of supervisors and administrators of school music programs who share the goal to improve the availability and quality of school music education for all children. NCMEA Music Program Leaders include Arts Coordinators, Supervisors, Program Directors, Administrators, IHE representatives, Lead Teachers, and other interested parties. This year’s conference has a strand developed specifically for Music Program Leaders:
• “Meet and Greet” with other Program Leaders to discuss common issues (Monday)• Leading Change in Music Education: State and National Updates, Measuring Student
Growth in Music Education, National Standards Update, and other issues in the changing landscape of music education (offered Monday and Tuesday)
NC Public Schools and You
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.
Comprehensive Arts Education
Arts IntegrationArts ExposureArts Education
State of the Arts:
North Carolina
2011-12 Enrollment in Arts Education Courses, K-12
Dance 3.2%
Music 64.2%
Theatre Arts 5.7%
Visual Arts 52.4%
All Arts 126.4%
MUSIC Participation in NC Schools (2011-12)
ELEMENTARY MIDDLE HIGH TOTAL
Classes Students Classes Students Classes Students Classes Students
31,243 643,973 8,955 194,239 9,321 100,275 49,519 938,487
92.69% 56.37% 23.72% 64.19%
Source: NC Statistical Profile 2011-2012
ELEMENTARY MIDDLE HIGH TOTALClasses Students Classes Students Classes Students Classes Students
DANCE 825 16,677 790 17,340 1,135 13,157 2,750 47,174
2.4% 5.03% 3.1% 3.23%
MUSIC 31,243 643,973 8,955 194,239 9,321 100,275 49,519 938,487 92.69% 56.37% 23.72% 64.19%
THEATRE ARTS 950 19,540 1,388 29,579 2,625 34,448 4,963 83,567
2.81% 8.58% 8.15% 5.72%
VISUAL ARTS 28,880 599,166 7,108 147,533 7,763 95,026 40,448 776,162
86.23% 42.82% 22.49% 52.4%
FOLK ARTS (K-12) 0 0 53 1,227 22 505 75 1,732
0.00% 0.37% 0.12% 0.12%
COMMUNITY COLLEGE ARTS
0 0 0 0 113 452 113 452
0.00% 0.00% 0.11% 0.03%
SUBTOTALS 61,898 1,279,356 18,294 389,918 20,979 243,863 97,868 1,847,574
184.13% 113.16% 57.69% 126.36%
TOTAL STUDENTS IN NC
SCHOOLS Average Daily Membership
694,816 344,569 422,749 1,462,134
Licensed Arts Educators in NC
Dance Music Theatre Arts
Visual Arts
Total
171.43 2,597.67 345.66 2,101.22 5,215.98
2012 data = apprx. 5400 licensed teachers
Pit Stop• What does
Comprehensive Arts Education look like in your school system or charter school?
• What components are going well?
• What components could be strengthened?
StateUpdates
Educator Effectiveness
Visit www.ncpublicschools.org/effectiveness-model to learn more
More Info:Jennifer DeNealEducatorEffectiveness
@ dpi.nc.gov
5 Rating Categories
Teachers
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute to Academic
Success
3 Rating CategoriesNot Demonstrated
DevelopingProficient
AccomplishedDistinguished
Does Not Meet Expected GrowthMeets Expected Growth
Exceeds Expected Growth
NC Educator Evaluation System
Overview of Standard 6
6Contribute to Academic
Success
6 End of Grade (EOG) or End of Course (EOC) tests
6 NC Final Exams
6 Career Technical Education Assessment
6 K-2 Literacy
6 Analysis of Student Work
Grade 36
Analysis of Student Work Process
Overview of Standard 6
In Need of Improvement Effective Highly
Effective
Standards 1-5In the year
Standard 6Three-year rolling average
6 6 62 years ago
1 year ago
Currentyear+ + /3))
1 5432DemonstrateLeadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Any rating lower than proficient
And/Or
Does Not Meet
Expected Growth
Proficient or Higher
on Standards1-5
And
Meets or Exceeds Expected Growth
Accomplishedor Higher
on Standards1-5
And
Exceeds Expected Growth
Overview of Standard 6
Analysis of Student Work Process
In the proposed ASW process, teachers:• Describe teaching context and
choose five Objectives
• Compile a Timelapse Artifact for each Objective
• Complete and upload an Evidence Collection
• Submit the Evidence Collection for “blind” review
• Receive a category rating for Standard 6
EVIDENCE COLLECTION
TA 1
TA 2
TA 3
TA 4
TA 5
2 Work Samples
2 Work Samples
2 Work Samples
2 Work Samples
2 Work Samples
Analysis of Student Work Process
Spring 2014 Pilot planned with educators from:
Original Pilot Areas
Arts Education
Healthful Living
World Languages
Advanced Placement
International Baccalaureate
Analysis of Student Work Process
Memo Concerning Standard 6 to Superintendents from Rebecca Garland (September 17, 2013)
Proposed ASW Timeline
ASW Process Year 1 Implementation: 2014-2015
ASW Process Refinement
Application Window
Online Platform Development
Initial Pilot Training
Official Pilot Launch
Content-Specific Training
Reviewer Training
Evaluation Window
Pilot Wrap-up
Fall 2013 Spring 2014
Analysis of Student Work Process
Recent Developments
• October SBE Meeting
• 21st Century Professionals Information Item– TCP-3 Analysis of Student Work Process
– TCP-3-006
– larger pilot for Spring 2014 to include original areas + AP/IB
• Visit: ncpublicschools.org and click on “State Board of Education”
Questions
Jennifer DeNealRace to the Top Project Coordinator for Educator Effectiveness
North Carolina Department of Public Instruction
Have a question about educator effectiveness?
Email [email protected]
Pit Stop• Will teachers participate in
the pilot for Standard 6 in your District or charter school?
• How is HomeBase working in your district or charter school?
• What questions do you have?
Artistic Literacy and Proficiency in the Arts
21st 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)
P21 Framework for 21st Century Skills
P21 website: http://www.p21.org/
Image Citation 11
Artistic Literacy
• What is artistic literacy?
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)
Literacy in the Essential StandardsDANCE 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)
Artistically Literate Citizens
Communication
Creative Personal Realization
Culture, History, and Connections
Means to Well Being
Community Engagement
(January 2013 – National Coalition for Core Arts Standards Framework)
Proficiency: Arts Education
Sequencing
High School 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.
High School SequencingIf the student has had a complete K-8 progression or has achieved beginning level standards in dance, music, theatre arts, or visual arts
If the student has no or limited K-8 progression in the arts discipline (dance, music, theatre arts, or visual arts)
Beginning (Entering) (Introductory)
Introductory/Beginning Coursework in Dance, Music, Theatre Arts, or Visual Arts
Intermediate Intermediate
Arts Electives in an Arts Discipline
Proficient
Proficient
Honors Courses
AP Courses
IB Courses
Advanced Advanced
High School Options
• Electives Requirements (Future-Ready Core) – 6
• Electives requirements (NC Scholars)
• Interest or specializations
• 4-unit Concentrations
Pit Stop• What practices are
currently being used to assess proficiency and place students appropriately in your district or charter school?
• How could these practices be improved?
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
CCSS Standards Supplement Content Standards
• The intent of the standards is to supplement, not replace discipline-specific standards. (CCSS Introduction, Page 3)
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
Research and Media SkillsStudents 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)
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
ART IS TEXT!!!!!!!!
Imagine
To form a mental image of concept
Investigate
To observe or study through
exploration or
examination
Construct
To make or form by
combining or arranging parts or elements
Reflect
To think deeply or carefully about
Creative Practices
Summary: CCSS and the Arts
• Shared responsibility
• CCSS supplement, but do not replace discipline standards
• Creative practices referenced throughout the CCSS for ELA and Math
• Art is text
Resources:– Coleman article and blog– College Board Research– Online Learning Module– Wiki– RESA 2013– Other Resources
Pit Stop• What are the
implications for Artistic Literacy, Proficiency, and alignment practices with the CCSS with Arts Education in your district or charter school?
Legislative Updates
G.S. 115C-296: Arts Integration• Requires that pre-
service elementary teachers are prepared to “integrate the arts across the curriculum”.
• Outgrowth of H758 Arts Education Commission
• Wide-scale education legislation
– S724 (June 2012)
– H23 (March 2013)
– S168 (July 2013)Arts Integration
NC Pre-service Arts Integration Initiative
NC Pre-Service Arts Integration Initiative Goals:• Support the preparation of pre-service
educators to deliver a balanced education.
• Identify models and practices to prepare pre-service educators to integrate the arts.
• Foster collaborations to create access to a comprehensive arts education in our state.
(Collaboration with NCDPI, NCAC, and ASU)
Committee• Diverse, state-level
• Representation from:– IHEs (Education and Arts Education)
– Arts Educators
– Administrators (principal, superintendent)
– Community Partners
Committee Goals• Review reported data from IHEs on how
they currently prepare educators to integrate the arts.
• Identify models and/or practices that help move forward this statewide conversation.
Timeline• Summer 2013:
– IHE Institutes: introduce work and gather feedback for committee.
• Fall 2013: – Committee reviews data and highlights best practices/models.
• Fall RESAs 2013: – introduce work and gather feedback for committee.
• Spring RESAs 2014: – Share findings and continue discussion/models via statewide network..
Facilitators
Rachel A. McBroom, Ph.D.NC Dept. of Public InstructionDirector, Educator [email protected] 919-817-8848
Christy ChenauskyAppalachian State UniversityDirector of Arts Education and [email protected] 828-262-6084 (Ext. 109)
Banu ValladaresNC Arts CouncilArts in Education [email protected] 919-807-6502
Christie Lynch EbertNC Dept. of Public InstructionSection Chief, K-12 Programs and NCDPI Liaison to the A+ Schools [email protected] 919-807-3856
Slater MappNC Dept. of Public InstructionArts Education Consultant [email protected] 919-807-3758
H127: Credit for HS Graduation
• requires that students complete one credit in arts education for graduation– Beginning 2016– SBE to establish Criteria
and report funding requirements
• Passed House – referred to Senate rules– Must pass Senate and be
signed by Governor to become law
Arts Education
National Updates
National Standards
• National Coalition for Core Arts Standards (NCCAS) Wiki:
https://nccas.wikispaces.com/Home
National Standards
Media Arts
Dance
Music
Theatre Arts
Visual Arts
What are Media Arts? • Moving Image – Cinema/Video/Animation – narrative, non-narrative, environmental,
experimental
• Imaging Design – digital process-based imagery, code enhanced (e.g. the image has code embedded in it for interactive and adaptive purposes)
• Sound Design – digital process-based aural synthesis and engineering
• Interactive Design – web, game, sensory-tech, creative code
• Multimedia and Intermedia – additive and hybridizing mixtures
• Virtual Design – 3D, 4D, 5D (spatial, animated, non-linear, interactive) environments, structures and experiences
The Inclusion of Media Arts in Next Generation Arts Standards
Pit Stop• What is one
take away you have from this information?
• What questions do you still have?
Professional Development and
Resources
Race to the Top Quarterly Webinars
Wednesdays, 3:30- 4:30 p.m.
• September 25th
• December 11th
• March 12th
• May 14th
RESA Training (Spring 2014)
• Region 1, April 16th
• Region 2, March 19th
• Region 3, February 20th
• Region 4, February 19th
• Region 5, February 17th
• Region 6, February 13th
• Region 7, April 9th
• Region 8, April 10th
ArtsEdSearch• the nation’s first online research and policy
clearinghouse focused entirely on student and educator outcomes associated with arts learning in and out of school.
Preparing Students for the Next America: The Benefits of an Arts Education
Title I and the Arts• Under ESEA, States and LEAs have
flexibility to support the arts using Title I funds
• May be used for:– Consulting and contracting
– Arts Materials
– Professional Development
K-8 Standards
Quick Reference Guides for the NC Standard Course of Study
Presenters
Janae B. CopelandDirector of Cultural Initiatives, Onslow County SchoolsChair, Music Program Leaders, NC Music Educators [email protected] or 910-455-2211, Ext. 20122
Mark PropstPerforming Arts Specialist, Charlotte-Mecklenburg SchoolsChair, National Council of Music Program Leaders, National Association for Music [email protected] or 980-343-2697
Christie Lynch EbertSection Chief, K-12 Program AreasArts Education (Dance and Music) and NCDPI Liaison to the A+ Schools ProgramSouthern Division Representative, National Council of Music Program [email protected] or 919-807-3856
“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.”