National Core Arts Standards

What do YOU need to know?

Johanna J. Siebert, Ph.D. Music Education Solutions

December 18, 2015

Essential Questions

What ARE the National Core Arts Standards and

How DO they align with and stretch

current instructional goals and practices?

• How are these standards different?

• What IS artistic literacy?

• What does this mean for New York State?

It started here….

Why now?

In partnership with the College Board

Artistic Literacy

Philosophical Foundations and

Lifelong Goals

The Arts as Communication

The Arts as Creative Personal Realization

The Arts as Culture, History, and Connectors

Arts as Means to Wellbeing

The Arts as Community Engagement

Who wrote these standards?

Teams of Arts Educators

Rigorous application process, required

Extensive, multi-level teaching experience

Curriculum writing expertise

Arts leadership experience

Current Practitioners

3 national review periods with over

1,000,000 individual comments !

Music National Standards Comparison: 1994 vs. 2014

1994/1996 STANDARDS 2014 NCAS STANDARDS

Focus Skills and Knowledge Understanding / Independence

Musical Literacy

Organization

Art – 6 Content Standards

Music - 9 Content Standards

NYS – 4 Content Standards

3 Artistic Processes Process Components

Enduring Understandings and Essential Questions

Outcomes Achievement Standards

25 – 34 per level

Performance Standards 13 – 19 per level

Elementary/Middle

Span Kindergarten – Grade 8 Prekindergarten – Grade 8

Levels Two (Grade 4 and Grade 8) Ten (Grade-by-Grade PK-8)

High School

Scope “One Size Fits All” Multiple Levels

Levels Two

Music - Five Novice, Intermediate, Proficient,

Accomplished, Advanced

Arts - Three Proficient, accomplished,

Advanced

Connections

Music to Other Arts

Art – Standard #6

Music - Standard #8

NYS - Content #4

11 Common Anchors, Connecting Process

Music to Other Areas

Art – Standard #4

Music - Content Standard #9

NYS – Standards #3 and #4

Embedded within 3 Processes, and Connecting Process

Assessment Tools Separate Publications Model Cornerstone Assessments

Benchmark Student Work

Framework for the Standards

Different Looks

Visual Arts incorporates

4 Artistic Processes Creating Presenting Responding Connecting

11 Anchor Standards

Before/Then look

Organizing Format for Music Standards

What’s in a Standard?

Coding System for the Standards Example: MU:Re7.2.2a

MU=Music

Re=Responding Process

7=Common Anchor Standard for all the art forms

2=Process Component for Music

2=grade 2

a=first standard in the process component

The KEY is artistic literacy

Literacy is the development of a continuum of skills, knowledge, and attitudes that prepare all of our learners for life in a changing world community.

It begins with the fundamental acquisition of skills in reading, writing, listening, speaking, viewing, representing, responding, and mathematics.

It becomes the ability to understand, think, apply, and communicate effectively in all subject and program areas in a variety of ways and for a variety of purposes.

Source: Realization: The Change Imperative for

Deepening District-Wide Reform.

Michael Fullan and Lyn Sharratt, 2009, Corwin Press.

Integration of Artistic Processes Creating Performing Responding Addition of Connecting “Process” We communicate with others through the Arts Presence of Arts literacy standards join others’ literacy goals

Literacy Ideals

De-mystify the Product!

Leading the Way with Additional Supports

National Organizations

NAfME – National Association for Music Education

www.nafme.org/standards

Multiple resources available to all music educators

NAEA – National Art Education Association

https://naeaapp.com/

Multiple resources available to members of the NAEA

What’s our entry point?

What does this mean for ---

… NYS state?

… your district?

… practitioners?

The Arts are “technical subjects”

we are accountable for teaching to College and Career Readiness in the CCLS

College and Career Readiness Standards (CCR)

• Reading • Writing

• Listening and Speaking

Artistic LITERACY Processes (CPR) align with these Creating

Performing/Presenting/Producing Responding

= Alignment with District Work

A REVISION of NYS Learning Standards for the Arts

Winter/Spring 2016

NYS Strategic Plan for the Arts Survey administered, reviewed

NYSED develops criteria for selection of standards writers

Revision of Strategic Plan by the NYS Arts Coalition representatives

Call for nominations of standards writers from NYS arts, Standards Writing Teams Selected

Present updated Statewide Strategic Plan for the Arts for adoption by Board of Regents

Draft discipline-specific plan for updating the K-12 NYS Learning Standards for the Arts

DRAFT Timeline cont.

Summer 2016

Discipline specific Standards Writing Teams revise NYS Learning Standards for the Arts

Fall 2016

Post and survey Arts stakeholders on DRAFT Revised Standards

Winter 2017

Finalize revised arts standards

Develop articulated P-12 guidance to support curriculum development, assessment development and implementation

Identify/develop/implement a needs assessment to determine the focus of future professional development

Multiple entry points

Which way to begin?

Rehearse, Evaluate, Refine Evaluate and refine personal and ensemble performances, individually or in

collaboration with others.

Enduring Understanding: To express their

musical ideas, musicians analyze, evaluate,

and refine their performance over time through

openness to new ideas, persistence, and the

application of appropriate criteria.

Essential Question: How do musicians improve the

quality of their performance?

MU:Pr5.3.E.IIIa Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.

#2. The process approach

Creating

Creating in Visual Art

Anchor Standards

1. Generate and conceptualize artistic ideas and works.

2. Organize and develop artistic ideas and works.

3. Refine and complete artistic ideas and works.

Kindergarten Unit – “Magic Carpet”

Magic Carpet

#3. The Gap Analysis Approach COMPARE state/local standards to national •Process ideal •Student-led •Understanding vs Knowledge •Multiple strands

IDENTIFY •Gaps •Alignment

PLAN •Greatest need for addressing gaps

MCAs Include…

Assessments for each anchor standard/component in a complete artistic process

“tried and true” rubrics and other assessments used by practitioners

Self and peer assessments for students to complete

Strong relation between skills/processes assessed and qualities of “highly effective” teaching

A Look at MCAs . . . .

Current Pilot of MCAs

• In wide-variety of schools across the country

• Identify usefulness, authenticity, & validity

• Confirm consistency of scoring student achievement

• Provide illustrative examples to guide arts teachers as the new standards are implemented.

Ultimately – Come to a deeper understanding of how learning in the arts (skills, processes, and knowledge) can be measured and documented.

Questions?

JohannaS@SolutionsMusicGroup.com JohannaJSiebert@gmail.com