International Standards for Arts Education

INTERNATIONAL STANDARDS FOR ARTS EDUCATION

Research Questions

What goals, themes, and trends guide the content of arts education standards worldwide?

Are there any key ideas and content that are found in international standards that are not represented in the U.S. model?

Methodology

Standards of fifteen countries/regions were analyzed:

Ireland

Canada

Finland New Zealand

Australia

Singapore

United States

United Kingdom

Japan

China

Austria

Netherlands

ScotlandSweden

Venezuela

• Researchers summarized each region’s standards individually, and created short summaries

• Then they examined these standards or frameworks in comparison to one another to identify overall themes and trends across regions

Format of Report

International Arts Standards: Primary Goals

Three primary goals were addressed in the standards of all regions covered in the research:

• Generating• Realizing• Responding

* Specific terminology for these goals varied by region.

International Arts Standards: Connections

Cultural Contexts

Communities

Technology

Environment

Opportunities in the Arts Professions

International Arts Standards: TrendsTrend or Theme # Cries Which ones

Generating 14 All except Venezuela

Expressing/Realizing 14 All except Venezuela

Responding/Appreciating 14 All except Venezuela

Social Skills 10 All except Japan, Netherlands, Singapore, Sweden, Venezuela

National Cultural Heritage/Cross-cultural knowledge

10 All except Austria, Ireland, New Zealand, Singapore, Venezuela

Cross-curricular Connections 9 Australia, Austria, Canada, China, Finland, Ireland, Sweden, U.K., U.S.

ICT/Media Arts 9 Australia, Austria, Canada, Finland, Ireland, New Zealand, Singapore, Sweden, U.S.

Visual Culture 7 Austria, Canada, Finland, New Zealand, Singapore, Sweden, U.S.

Environmental Awareness 6 Austria, Canada, China, Finland, Sweden, U.K.

Awareness of Cultural Institutions 6 Australia, Austria, Finland, Netherlands, Singapore, Sweden

Connections to Communities 6 Australia, Austria, Finland, Ireland, Netherlands, U.S.

Awareness of Professional Opportunities 3 Australia, Ireland, U.S.

International Arts Standards: TrendsTrend or Theme # Cries Which ones

Generating 14 All except Venezuela

Expressing/Realizing 14 All except Venezuela

Responding/Appreciating 14 All except Venezuela

Social Skills 10 All except Japan, Netherlands, Singapore, Sweden, Venezuela

National Cultural Heritage/Cross-cultural knowledge

10 All except Austria, Ireland, New Zealand, Singapore, Venezuela

Cross-curricular Connections 9 Australia, Austria, Canada, China, Finland, Ireland, Sweden, U.K., U.S.

ICT/Media Arts 9 Australia, Austria, Canada, Finland, Ireland, New Zealand, Singapore, Sweden, U.S.

Visual Culture 7 Austria, Canada, Finland, New Zealand, Singapore, Sweden, U.S.

Environmental Awareness 6 Austria, Canada, China, Finland, Sweden, U.K.

Awareness of Cultural Institutions 6 Australia, Austria, Finland, Netherlands, Singapore, Sweden

Connections to Communities 6 Australia, Austria, Finland, Ireland, Netherlands, U.S.

Awareness of Professional Opportunities 3 Australia, Ireland, U.S.

Recently-Revised State Standards for Arts Education andMedia Arts Standards

• Identify themes/trends in frameworks and overall structure of standards

• Identify themes/trends in guiding philosophies or goals addressed in the revision of the standards

State Standards in Arts Education

Research Goals

Colorado Florida Michigan New Jersey New York City North

Carolina Tennessee Washington

States/districts

State Standards in Arts EducationKey Findings: Pedagogical themes or trends

Influenced the language and ideas of the

standards

P21Bloom’s

Directly influenced the structure of the standards

NAEP

UbD

Michigan Standards: Grades 9-12, MusicStandard 1: PERFORM: Apply skills and

knowledge to perform in the artsBenchmark P21 linksSing and play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with a moderate level of difficulty, including some selections performed from memory.

I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4, III.10

Sing written music in four parts, with and without accompaniment

I.3, I.4, I.5, II.1, III.4, III.6

Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills

I.4, II.5, III.3

Perform music using instruments (traditional and non-traditional) and electronic media

I.1, I.2, II.2, II.3, II.5, III.2


References to NAEP Framework: Example: New Jersey standards

Standard NAEP Alignment

Standard 1: The Creative ProcessAll students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art

Creating

Standard 2: History of the Arts and CultureAll students will understand the role, development, and influence of the arts throughout history and across cultures

Creating

Standard 3: PerformingAll students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art

Performing

Standard 4: Aesthetic Responses and Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre and visual art

Responding


Media Arts Standards

Review of media arts standards in the United States:

LAUSD Minnesota New York City (the Moving Image category of the NYC Blueprint

for the Arts) South Carolina

• Identify similarities and differences in definitions of media arts, and approaches to instruction

Goals:


State/District Media addressed

LAUSDDigital imaging, cinema, animation, interactive web and game design, virtual 2D and 3D design, and digital sound production.

Minnesota Photography, film or video, audio, computer or digital arts, and interactive media

New York City Film, television, animation

South Carolina

Animation, film studies, graphic design, sound design and recording, digital photography

Media Arts StandardsLAUSD

(strands)Minnesota(standards)

New York City(strands)

South Carolina(standards)

Artistic Perception

Artistic Foundations

Making Moving Images

Creating media artwork

Creative Expression Literacy Understanding

artistic design Historical and Cultural Context

Making Connections Media literacy

Aesthetic Valuing

Artistic Process: Create or Make

Community and Cultural Resources

Making connections

Connections, Relationships, Applications

Artistic Process: Perform or Present

Careers and lifelong learning

History and cultures

Artistic Process: Respond or Critique

Using technology responsibly


Aesthetic/Artistic Function

Media Literacy

Technology

Interdisciplinary function

Arts Education Standards and 21st Century Skills

Arts Standards and 21st Century Skills

Research question: To what extent do the current U.S. National Standards for Arts Education align with the 21st Century Skills Map in the Arts?


Structure of report: • Full analysis of each standard at each grade level

as it compares with each 21st Century Skills• Executive summary highlighting overall findings• Summary charts for each discipline

21st Century Skills Map

National Standards: Visual Art

Alignment

Skill Outcome Grade

Content Standards

Does it

align?

Comments

Critical Thinking and Problem Solving

• Exercising sound reasoning in understanding

• Making complex choices and decisions

• Understanding the interconnections among systems

• Identifying and asking significant questions that clarify various points of view and lead to better solutions

• Framing, analyzing, and synthesizing information in order to solve problems and answer questions.

K-4 Content Standard #1:

Understanding and applying media, techniques, and processes

Yes The National Standards for this grade level indicate that students are to: • Describe how different

materials, techniques, and processes cause different responses

• Use different media, techniques, and processes to communicate ideas, experiences, and stories

• Use art materials and tools in a safe and responsible manner

These goals relate to the P21 outcomes of making complex choices and decisions, understanding the interconnections among systems, and framing, analyzing and synthesizing information in order to solve problems and answer questions.




Alignment

Skill Outcome Grade

Content Standards

Does it

align?

Comments

















Alignment

Skill Outcome Grade

Content Standards

Does it

align?

Comments

















Alignment

Skill Outcome Grade

Content Standards

Does it

align?

Comments















21st Century SkillsCritical Thinking and Problem Solving

Communication

Collaboration

Creativity

Innovation

Information Literacy

Media Literacy

Information, Communication, & Technology Literacy

Flexibility and Adaptability

Initiative and Self-direction

Social and Cross-cultural Skills

Productivity and Accountability

Leadership and Responsibility

Arts Standards and 21st Century Skills:Key Findings


Communication

Collaboration

Creativity

Innovation


Media Literacy








The P21 skills with the highest instances of alignment with the standards were Critical Thinking and Problem Solving, Communication, and Creativity.


Communication

Collaboration

Creativity

Innovation


Media Literacy








The P21 skills that were least aligned with the standards were Collaboration, Information, Communication, & Technology Literacy, and Productivity and Accountability.

The P21 skills with the highest instances of alignment with the standards were Critical Thinking and Problem Solving, Communication, and Creativity.

Consider areas of overlap between P21 skills:

Arts Standards and 21st Century Skills: Recommendations for NCCAS

Consider skills related to work habits/work ethic:

• Productivity and Accountability

• Leadership and Responsibility

• Initiative and Self-direction

The current standards cover what is to be learned and, often, how it is to be learned, but don’t often reference the qualities and characteristics students should exhibit while getting there.

Arts Standards and 21st Century Skills: Recommendations for NCCAS

Child Development Research


Research Question:• What are recommended best practices in arts education

that acknowledge students’ cognitive, social, and emotional needs and abilities at different stages?

Structure of report• A series of literature reviews, divided by discipline and

grade band

• Executive summary notes cross-disciplinary threads of research and recommendations

Dance Music Theatre Visual ArtInclude high energy movements, as well as repetitive movement phrases

Encourage expression of feelings in movement explorations

Introduce and repeat basic dance skills including gross and fine motor skills

Very short solo explorations may begin

Play music of various styles with students

Use instruments they can manipulate themselves, in guided and unguided “improvisational” ways

Teach songs that fall comfortably within students’ vocal range

Body movements are effective in teaching songs

Engage students in imaginative play and increase their understanding of self in relation to others and their surroundings

Even when young children volunteer, students at this age should not be asked to perform spontaneously in front of the class or an audience.

Performances at this age should be in intimate, safe spaces, for small audiences only.

Provide a range of materials; expose students to new materials routinely.

Look at art with students in addition to making art

Adults should not insist on “decoding” images in terms of the presence of things and objects.

Design experiences for children that are focused on the exploration and creative manipulation of materials.

Recommendations: Early Childhood

Dance Music Theatre Visual ArtDeepen movement awareness through explorations that include diagonals, curves and twists, moving into asymmetry.

Teach through repetitions to increase strength and coordination

Facilitate explorations that require improvisation of movement phases

Plan collaborative activities in duets, trios, and small groups

Select singing material of a comfortable range for students, and of subject matter that appeals to them.

Include student participation in accompaniment with instruments and add kinesthetic movements

Bridge the gap between what children perceive as “real music” and “school music” Allow for spontaneous play with instruments

Provide authentic theatre activities and experiences that help young people value artistic processes Students at this age need to practice and rehearse to focus and stay in character in improvisational performances.

Students may be self-conscious and uncomfortable on stage.

Broaden use of materials to include those that require more fine-motor coordination

Involve art history, aesthetics, and criticism into art classes.

Integrate art into the regular classroom so students can learn in context. Encourage real world and cross-disciplinary connections.

Students of this age are able to and interested in drawing from observation

Promote imagination and critical reflection. Do not assume that exposure to materials is enough.

Recommendations: Elementary

Dance Music Theatre Visual ArtCreate a supporting, challenging, yet non-judgmental environment

Introduce, practice, and master basic techniques in ballet, modern, jazz, etc.

Address more lengthy and complex movement phrases that include rhythmic and muscular understanding.

Include time for composition and choreography to incorporate social and emotional challenges.

Promote skills that students use also in instrumental studies.

Structure instrumental practice in ways other than simple repetition

Allow students to choose some of their own repertoire in order to increase motivation.

Give students the opportunity to write original music.

Offer students theatre-centered opportunities to analyze and evaluate their own needs and beliefs in relation to others – including worldviews as well as the views and beliefs of family, peers, and community members who surround them.

Design opportunities for creative collaboration

Teach skill in a way that is guided by conceptual considerations. Provide students with choices in their art-making experiencesFacilitate an environment where students know one another, support one another, and have a sense of shared values and goals. Create opportunities for visual choice-making; students must feel that their work represents their own original point of view.

Recommendations: Middle School

Dance Music Theatre Visual ArtStudents who have been taking dance since childhood are able to train as professionals from a technical perspective

Provide opportunities to initiate, plan, and produce independently, but in coordination with others. Encourage critique of dances they observe as active, informed audiences.

Emphasize links between dance and other disciplines, literacy, other cultures, and its performance and social aspects.

Introduce smaller and more various ensembles. In small ensembles, students learn from one another, play more by ear, and give one another feedback.

Include popular music and music from other cultures.

Use technology to enhance instruction of band students. Exchange audio files with email commentary; record home practice, and use recordings to evaluate practice.

Teach theatre concepts and skills that stimulate intellectual curiosity and encourage active engagement and creative play.

Design opportunities for creative collaboration that mirror authentic processes that occur in theatre practice

Allow students to choose their own areas of specialization

Continue to create opportunities for play and exploration

Frame tasks that allow students to think in new ways and incorporate ideas of personal significance

Use authentic assessment processes such as portfolios and process journals

Make connections to the world beyond the classroom

Recommendations: High School and College


At every grade level and in every discipline, the research emphasizes the role of the arts in helping students to:

• Make sense of their world• Make connections between disparate ideas• Make connections between self and others

The recommended best practices at every level, for every discipline recommended the need for balance between structure and open-ended exploration in arts instruction.

Find College Board/NCCAS Research Online

National Coalition for Core Arts Standardshttp://nccas.wikispaces.com

The College Board: Arts at the Corehttp://advocacy.collegeboard.org/preparation-access/arts-core

Nancy Rubino, Senior Director, Academic Initiatives, The College Board

[email protected]

Amy Charleroy, Associate Director, Academic Initiatives, The College Board [email protected]

http://nccas.wikispaces.com/

http://advocacy.collegeboard.org/preparation-access/arts-core

http://advocacy.collegeboard.org/preparation-access/arts-core

mailto:[email protected]

mailto:[email protected]

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International Standards for Arts Education

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