Common Core Essential Standards
in the Arts
Module 2
Learning Outcomes
Participants will:explore the relationship between the new Essential
Standards and the NC Standard Course of Study
understand the construction of the standards with respect to Revised Bloom’s Taxonomy (RBT), 21st century skills, History & Culture, Sequencing/Progression
reflect on the changes that will take place in their classroom as a result of the new Essential Standards
Module 2 – Exploring the Crosswalks
Essential Standards Filters
RBT 21st c Framework Research Standards ES Criteria
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
Revised Bloom’s Taxonomy
Remembering: can the student recall or remember the information?
Understanding: can the student explain ideas or concepts?
Applying: can the student use the information in a new way?
Analyzing: can the student distinguish between the different parts?
Evaluating: can the student justify a stand or decision?
Creating: can the student create new product or point of view?
Arts on the Pyramid
Essential Standard Natural Cognitive Level
Elem Music - K.ML.1.5 = Illustrate a steady beat
Understanding
High Art - B.CX.1.4 = Interpret art in terms of cultural and ethnic context
Understanding
Middle Dance – 8.CP.1. = Create dances that fulfill aesthetic criteria including: … communication of the intent of the choreographer.
Creating
High Theatre – P.A.1.2 = Distinguish the evolution of written texts to theatrical performances
Analyzing
Arts on the Pyramid - Examples
Global Awareness Financial Economic, Business and
Entrepreneurial Literacy Civic Literacy Health Literacy Environmental LiteracyStandard IIID on the Teacher
Evaluation Instrument
21st Century Skills – Interdisciplinary Themes
CommunicationCollaborationCreativityConnections
21st Century Skills
Partnership for 21st Century Skills (P21)
Crosswalks, Pages 7-9P21 website: http://www.p21.org/
P21 Resources
Arts Skills Map
Arts Education and 21st
Century Skills in North Carolina
History and Culture
Crosswalks, Page 13
Think/Pair/Share:◦ Discuss the Common
Clarifying Objectives. ◦ What will these look like in
your discipline?
DANCE
MUSIC
THEATRE
ARTS
VISUAL
ARTS
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 LevelsBeginning 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.
Wrap-up & Next Steps
◦RBT
◦21st Century Skills
◦History & Culture
◦Sequencing & Progression K-8 and High School Proficiency Levels