www.nationalartsstandards.org
Copyright © 2014 SEADAE for NCCAS
Nancy Rubino, PhD
The College Board
DC Arts and Humanities Collaborative
September 18, 2014
Copyright © 2014 SEADAE for NCCAS
Q: WHO WROTE THE STANDARDS?
A: 130 educators
…and 6000 reviewers
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NCCAS LEADERSHIP ORGANIZATIONS
• American Alliance for Theatre and Education
• Americans for the Arts
• The College Board
• Educational Theatre Association
• National Art Education Association
• National Association for Music Education
• National Dance Education Organization
• NCCAS Media Arts Committee
• State Education Agency Directors of Arts Education
• Young Audiences Arts for Learning
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COLLEGE BOARD RESEARCH
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• INTERNATIONAL ARTS EDUCATION STANDARDS
• A REVIEW OF SELECTED STATE ARTS STANDARDS
• COLLEGE LEARNING IN THE ARTS
TREND STUDIES
• A REVIEW OF CONNECTIONS BETWEEN THE COMMON CORE STATE STANDARDS AND THE NATIONAL CORE ARTS STANDARDS (PHASE 1 AND PHASE 2)
• ARTS EDUCATION STANDARDS AND 21ST CENTURY SKILLS
ALIGNMENT STUDIES
• CHILD DEVELOPMENT AND ARTS EDUCATION: A REVIEW OF CURRENT RESEARCH AND BEST PRACTICES
LITERATURE REVIEWS
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CORE ARTS ≠ CCSS
Arts defined as a core academic subject:
Elementary and Secondary Education Act
1994 Goals 2000
2001 No Child Left Behind
NCLB Title IX – General Provisions
(11) CORE ACADEMIC SUBJECTS
The term “core academic subjects” encompasses:
English ♦ reading or language arts ♦ mathematics
♦ Science ♦ foreign languages ♦ civics and government ♦
Economics ♦ ARTS ♦ history ♦ geography
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ARTISTIC LITERACY
Philosophical Foundations
Life Long Goals
THE NATIONAL CORE ARTS STANDARDS DEFINE ARTISTIC LITERACY FOR ALL STUDENTS
PHILOSOPHICAL
FOUNDATIONS LIFELONG GOALS (Defining Artistic Literacy)
Communication
Artistically literate citizens use a variety of artistic media, symbols, and
metaphors to independently create and perform work that communicates
their own ideas, and are able to respond by analyzing and interpreting the
artistic communications of others.
Creative
Personal
Realization
Artistically literate citizens find at least one art form in which they develop
sufficient competence to continue active involvement in that art form as an
adult.
Culture,
History, and
Other
Connections
Artistically literate citizens know and understand artwork from varied
historical periods and cultures, and actively seek and appreciate diverse
forms and genres of artwork of enduring quality/significance. They also
understand relationships among the arts, and cultivate habits of searching
for and identifying patterns and relationships between the arts and other
knowledge.
Wellbeing Artistically literate citizens find joy, inspiration, peace, intellectual stimulation,
meaning, and other life-enhancing qualities through participation in all of the
arts.
Community
Engagement
Artistically literate citizens seek artistic experience and support the arts in
their local, state, national, and global communities.
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ARTISTICALLY LITERATE STUDENTS…..
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Use media, symbols, and metaphors to
communicate ideas
Develop creative personal realization
through the arts
Cultivate culture, history, and other
connections through an art form
Find well-being, intellectual stimulation,
and meaning when participating in the arts
Seek artistic experiences in their
communities
Creating Performing Presenting Producing
Responding Connecting
Students
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11 CORE ARTS ANCHOR
STANDARDS
DISCIPLINE SPECIFIC
PERFORMANCE STANDARDS
ARTISTIC
PROCESSES
DISCIPLINE-BASED INSTRUCTIONAL RESOURCES
• EU’s & EQ’s
• Model Cornerstone Assessments
• Process Components
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ARTISTIC
PROCESSES
are the way the
brain and body
make art and
define the link
between art
making and the
learner
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www.nationalartsstandards.org
11 OVERARCHING ANCHOR STANDARDS
CREATING
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work.
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PERFORMING/PRESENTING/PRODUCING
4. Select, analyze and interpret artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work.
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RESPONDING
7. Perceive and analyze artistic work.
8. Interpret intent and meaning in artistic work.
9. Apply criteria to evaluate artistic work.
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CONNECTING
10. Synthesize and relate knowledge and personal
experiences to make art.
11. Relate artistic ideas and works with societal, cultural and
historical context to deepen understanding.
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GRADE-BY-GRADE PERFORMANCE STANDARDS
in PreK-8 and at the three high school levels of
proficient, accomplished, and advanced,
articulate student achievement and translate the
anchor standards into measurable goals.
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Process
component
RESOURCES FOR INSTRUCTIONAL SUPPORT
Essential Questions
MCA
ENDURING
UNDERSTANDINGS
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Inclusion
guidelines ?
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ENDURING UNDERSTANDINGS state
each art form’s “big ideas” or
important understandings, why they’re
worth studying, essential questions
provoke inquiry.
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PROCESS
COMPONENT VERBS describe the actions
artist-learners do to
complete a task in
each discipline
specific grade-by-
grade sequence of the
standards.
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MODEL CORNERSTONE ASSESSMENTS
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www.nationalartsstandards.org
MEDIA ARTS COMMUNITY
WWW.MEDIAARTSEDUCATION.ORG
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NATIONAL CORE ARTS STANDARDS BY THE NUMBERS
Copyright © 2014 SEADAE for NCCAS
• Created by a coalition of 10 arts and education organizations led by state arts curriculum directors
• 130 writers/6000+ reviewers
• 4 Artistic Processes
• 11 Anchors
• 12 Grade Levels
• 5 Disciplines
www.nationalartsstandards.org
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