welcome! when the weather is really bad, how do you “escape?” use the question box to respond
TRANSCRIPT
Welcome!
• When the weather is really bad, how do you “escape?”
• Use the question box to respond
NC Race to the TopArts Education Leaders
Webinar
March 4, 20153:30 – 4:30 p.m.
NCDPI Arts Education Presenters
Christie Lynch EbertSection Chief, K-12 Program AreasArts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools [email protected]
Slater MappArts Education Consultant (Theatre Arts and Visual Arts)[email protected]
TIPS
• Question box
– Participants will be muted during the webinar unless presenting
– Please use the question box
• Questions/Answers
– Monitored and answered in question box and/or at the end of webinar
• Follow-up
– Email/phone
– Presentation posted on Website
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.
AGENDA
• Good News and Updates
• Resources and Tools
• ASW Update
• RBT and Alignment
• Questions and Sharing
Good News
Good News10 STATE TEAMS JOIN PILOT PROGRAM TO STRENGTHEN ARTS THROUGH STATE POLICY
Americans for the Arts announced that ten state teams would join a three-year pilot program to strengthen arts education by advancing state policy. Announced at the National Conference of State Legislatures’ legislative summit in Minneapolis, the ten states entering the pilot program are:
Arizona, Arkansas, California, Massachusetts, Michigan, Minnesota, New Jersey, North Carolina, Oklahoma, Wyoming
Comprehensive Arts Education
• January 7th, North Carolina State Board of Education State Board of Education Issues Session
Board member Wayne McDevitt described experiences with arts education in North Carolina saying:
–"Greg and I and Trish and others stood in awe as we watched this performance following our December meeting of a school over in Durham (R.N. Harris)... just tremendous
–All of us are supporters of the arts...
–Arts are at the very core of what it is we are about…the state has a rich history in this area with the school of the arts and the museums and even at the local level.
–The research is clear, if we are going to achieve…the skills that we are trying to insure every student gets… If we are going to achieve that vision, mission and goals…then arts have to be integrated within that larger picture.“
Legislative Update
• House Bill 138: Arts Education Requirement
• Directs the State Board to require one arts education credit prior to graduation from High School.
• Filed March 3, 2014
• Primary Sponsors: Rep. Carney, Johnson, Elmore and Glazier
http://www.ncga.state.nc.us/gascripts/BillLookUp/BillLookUp.pl?Session=2015&BillID=HB138&submitButton=Go
Resources and Tools
Social Media
• Like Us on Facebook at “N.C. K-12 Arts Education”
• Follow Us at Twitter “ARTSEDNC”
Social Media
• SEADAE Blog: Comprehensive Arts Education
• Donors Choose Grant
• Cooke Music Grant
• NC Music Educator Grammy Award Finalist
• Promoting Learning and Literacy through Arts Integration
– Training Offered by NCCAT in Collaboration with the A+ Schools Program
– Ocracoke - Tuesday, April 7, 2015 to Friday, April 10, 2015
NC Arts Education Wiki
http://ances.ncdpi.wikispaces.net/
State Updates
ARTS R4 LIFERekindle - Reflect - Reconnect - Renew
ArtsFolio• Primary Purpose
– Provide a student-driven formative assessment process that documents the progression through arts proficiency levels
• Outcomes
– Navigating between middle & high school to ensure appropriate level placement
– Creating a portfolio for beyond high school (college & career)
Educator Effectiveness (Standards 1-5)• Administrator Guides
– Overview of Arts Education programs
– Arts-specific examples of indicators for Standards 1-5
Upcoming Webinar Dates
• May 6, 2015 - Registration Web Link: https://www1.gotomeeting.com/register/729725592
RESA Trainings 2014-2015
Location Date
Region 2 October 7th
Region 6 February 3rd
Region 1 Rescheduling to April 29th
Region 4 March 11th
Arts Education and K-8 Arts Integration (with A+)
Capturing Two Points in Time
Capturing Two Points in Time
Time frame:
Teachers choose the length of time needed •to teach the objective and •to gather evidence of student growth aligned to that objective.
Capturing Two Points in Time
Capturing Two Points in Time
• Examples of 2 points in time may be:
– Beginning to middle
– Beginning to end
– Middle to end
of a Unit, Quarter, Semester, etc….
• Across multiple lessons in a unit
Capturing Two Points in Time
Work samples need to be…
•Aligned to the objective selected by the teacher
•Observable by the reviewer
•Collected using a method readily available to the teacher
Capturing Two Points in Time
The following slides are just a few examples to get you thinking about the work samples you can use.
Capturing Two Points in Time
Now let’s look at examples from the pilot in AP, Arts Education, Healthful Living, IB, and World Languages: https://drive.google.com/folderview?id=0B-kcXaO4D_dyaldTaTRiX0x2b28&usp=sharing
What exactly does it mean in ASW to show growth between two points in time, aligned to an objective?
Remember to a Remember,NotRemember to Create.
IMPORTANT ASW UPDATE- Selecting Objectives
•The deadline for objective selection and principal approval has been extended to Friday, March 6. You are welcome to select your 3 objectives at any time before then as well and have your principal approve them.
•For 2014-2015 only: If the online platform selects two or more classes with the same state course code, the teacher may choose to use the same objective for those classes.
ASW Resources
http://ncasw.ncdpi.wikispaces.net
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]
Student Growth: Focusing Question
• How can arts educators look at student growth as a part of their regular instructional practices?
UnderstandingObjectives and
Alignment
NC Arts Education Essential Standards: Strands
Essential Standards Components• Strands:
• Organization
• Common threads of understanding
• [ES] - Essential Standards (<10)
• [COs] - Clarifying Objectives (approximately 2-5 per ES)
• Learning Sequence:
• K-8 Grade Levels
• HS Proficiency Levels
• Organized to embed multiple entry points
DecodingDecoding
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
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
Image Citation 12
• Definitions of Cognitive Processes
– Sub-verbs
• Assessment Examples
Remember- Retrieve relevant knowledge from long-term memory.
●Recognize●Identify●Retrieve●Recall
Revised Bloom’s Taxonomy
“The Marilyn Diptych” was created in:A.1832B.1922C.1962D.2012
Revised Bloom’s Taxonomy
Understand- Construct meaning from instructional messages, including oral, written, and graphic communication.
●Interpret●Exemplify●Summarize●Infer●Compare●Explain
Revised Bloom’s Taxonomy
What is the painting about? What does it remind you of? What do you wonder about? What is the story? What does it mean?
Revised Bloom’s Taxonomy
Revised Bloom’s Taxonomy
Classify this random group of prints based on the printing processes intaglio, woodblock, and screenprint.
Revised Bloom’s Taxonomy
How are these two images similar? How are they different?
Apply- Carry out or use a procedure in a given situation.
●Execute●Implement●Carry out●Use
Revised Bloom’s Taxonomy
Use your pencil, pen or marker to create a value study in 7 boxes starting with white on the left and proceeding gradually and evenly to black on the right. You may use any kind of marking technique including, shading, cross hatching, random marks, or stippling.
Revised Bloom’s Taxonomy
Analyze- Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.
●Differentiate●Organize
Revised Bloom’s Taxonomy
Revised Bloom’s Taxonomy
How did Picasso use black and white in this painting to create a mood of sadness and to document a tragic event?
Evaluate- Make judgments based on criteria and standards.
●Critique●Judge
Revised Bloom’s Taxonomy
Revised Bloom’s Taxonomy
Which of these works of art uses color best to create a sense of happiness?
Revised Bloom’s Taxonomy
Which of these works of art best draws the viewers attention to the princess?
Create- Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.●Generate●Hypothesize●Plan●Design●Produce●Construct
Revised Bloom’s Taxonomy
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
Revised Bloom’s Taxonomy
Compose an original piece that is 8 measures long using whole, half, quarter…..
Additional Resources
http://ances.ncdpi.wikispaces.net/RESA+2014-15+SY
http://ncasw.ncdpi.wikispaces.net
Questions and Sharing
Voices from the Field
• What Good News would you like to share from your school or system?
“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.”