North Carolina Arts Education Essential Standards
JSHS Presenter and Jones Co Fine Arts RttT RepresentativeDeborah LightfieldChristie Lynch Ebert, Arts Education Consultant and A+ Schools Program LiaisonBrenda Wheat Whiteman, A+ Arts Education SpecialistAmber Bass Godfrey, Instructional TechnologyRobert Sox, Educator Recruitment and Development
Today’s Agenda: Introductions Professional Development Overview Look at Notebook Contents Objectives Stated Overview of State, District and School level
development processes Begin Comparing and contrasting the
current North Carolina Standard Course of Study to the new NC Common Essential Standards using the Unpacking and Crosswalk documents
Professional Development
As North Carolina transitions to the implementation of the NC Common Essential Standards , ongoing monthly professional development is necessary for all educators. Professional Development will be;
High-quality, Job-embedded, Research-driven, Data-informed and, Aligned to the RttT initiatives
WEBSITE REFERENCESHttp://ances.ncdpi.wikispaces.net/
http://www.jcssrttt.wikispaces.com(Jones Co Wiki link)
http://arts.ncwiseowl.org(updated with information on an ongoing basis. NC Arts Education Coordinators, resources, etc)
The Call for Change Document found in your notebook will give more information as well as
visiting the following websites:
Notebook contents;•The Call for Change document•North Carolina Essential Standards for Arts Education with links for Standards; Instructional Tool Kit; and Connections for our AIG, EC, ESL students •Resources for Arts Education•Structure of Knowledge Graph•Revised Bloom’s Taxonomy Framework & Table•Instructional Support Tools for your area of the Arts (Unpacking for K-12)•Art Education Essential Standards Crosswalk Documents for your area of the Arts K-12•North Carolina Essential Standards for the grade level of the area of the Arts which you teach
SESSION I OBJECTIVES
Participants will:
understand the background, philosophy, purpose, and organization of the NC Arts Education Essential Standards.
recognize the commonalities and differences among the four arts education discipline’s Essential Standards.
understand how the new NC Arts Education Essential Standards will support achievement for NC students.
Overview of State, District and School level development processes
Fine Arts Essential Standards
Common Core State Standards for Fine Arts
Crosswalk Documents Unpacking Documents Learning Progressions Academic Vocabularies Graphic Organizers
State Level Work
Standards Student Achievement
Unpacking Yearly Curriculum Option(s) Curriculum Units District Calendars Grade Level Terminologies
USH1
Etc.
District Level Work
The District Level and School Level work may overlap. This will depend on the
organizational structure of the district and available resources.
Please Note:
Teacher Units Lesson Plans
Rubrics Activities
Teacher/classroom Materials/Resources
School Level Work
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A Process For Developing Local Curricula
OBJECTIVE 1BACKGROUND AND
OVERVIEWunderstand the background,
philosophy, purpose, and organization of the NC Arts
Education Essential Standards.
BACKGROUND AND OVERVIEW
Aligns with “The Call for Change” Module
Aligns with “Understanding the Standards” Module
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THE CALL FOR CHANGE
Framework for Change
Accountability and Curriculum Reform Effort (ACRE)
Race to the Top (RttT)
Career and College: Ready, Set, Go!
ESSENTIAL STANDARDS GUIDING QUESTION
What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?
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ESSENTIAL STANDARDS FILTERS
RBT21st c
Framework
Research Standards
ES Criteria
ES WRITING GROUPSNCDPI
Arts Education Consultant
K-5 Lead 6-8 Lead 9-12 Lead K-12 Floating Lead
K-12 Writers
PROCESS: NC ARTS EDUCATION ESSENTIAL STANDARDS
Revisions Made
Filters applied
Trends analyzed
Drafts reviewed
PHILOSOPHY AND ORGANIZATION:
NC ARTS EDUCATION ESSENTIAL STANDARDS
Aligns with NCPTS III: Teachers Know the Content They Teach
Aligns with “Understanding the Standards” Module
Aligns with Arts Education Preamble
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5 MINUTE BREAK !!
SCAVENGER HUNT1. Philosophy: Why is it important for students to study the arts as part
of a comprehensive and balanced education?
2. Purpose: Choose one arts discipline (dance, music, theatre arts, or visual arts) and explain the purpose of that program.
3. Program Description, Standards, and Research: What do the Essential Standards communicate? How are other standards and research reflected in the NC Essential Standards?
4. Features: Explain at least one key feature of the North Carolina Arts Education Essential Standards.
5. Course of Study and Organization: What is the intent of the Essential Standards? How are the standards organized?
Preamble may be found at:http://www.ncpublicschools.org/acre/standards/new-standards/#arts
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1. PHILOSOPHY
Why is it important for students to study the arts as part of a comprehensive and balanced education?
2. PURPOSE
Choose one arts discipline (dance, music, theatre arts, or visual arts) and explain the purpose of that program.
2. MUSIC Is deeply embedded in human existence
Is fundamental to creating and communicating meaning
Provides a primary means for learning about ourselves and others
The music program develops musical literacy and relies on processes of creating, performing, and responding to develop understanding
2. VISUAL ARTS Is innate in every society
Provides a multi-sensory means to communicate symbols and values
Is a multi-faceted creative process which includes the development of perceptual awareness and the ability to use materials expressively
The visual arts program is designed to develop visual literacy by promoting fluency in various modes of visual communication
3. PROGRAM DESCRIPTION, STANDARDS & RESEARCH
What do the Essential Standards communicate?
How are other standards and research reflected in the NC Essential Standards?
4. FEATURES
Explain at least one key feature of the North Carolina Arts Education Essential Standards.
5. COURSE OF STUDY AND ORGANIZATION
What is the intent of the Essential Standards? How are the standards organized?
OBJECTIVES 2 & 3COMMONALITIES &
DIFFERENCES
What are the commonalities and differences among the four arts education disciplines
(dance, music, theatre arts, and visual arts) in the Essential Standards?
How do the new NC Arts Education Essential Standards support achievement for NC
students?
CROSSWALKS
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Aligns with “Understanding the Standards” Module
Aligns with “Crosswalks” Instructional Tools
Aligns with FrameworkFor 21st CenturySkills
The Crosswalk Documents compare the current Standard Course of Study to the newly adopted standards. This document is not intended to answer all questions about the nuance of the new standards versus the old but instead to help schools and teachers get a head start on internalizing and planning to teach the new standards.
The Unpacking Documents demonstrate at a granular level the knowledge and skills students are expected to master at a particular grade.
7/13/2011 • page 14
Intended Use of Crosswalks
To identify gaps in content (where something new may exist) To identify existing resources that
can be repurposed To identify professional
development needs based on new content areas
COMPARING STRANDS
DANCE MUSIC THEATRE ARTS
VISUAL ARTS
Creation and Performance (CP)
Musical Literacy (ML)
Communication (C)
Visual Literacy (V)
Dance Movement Skills (DM)
Musical Response (MR)
Analysis (A) Contextual Relevancy (CX)
Responding (R) Contextual Relevancy (CR)
Aesthetics (AE) Critical Response (CR)
Connecting (C) Culture (CU)
ESSENTIAL STANDARDS COMPONENTS
Strands: Organization
Common threads of understanding
[ES] - Essential Standards (<10)
[COs] - Clarifying Objectives (approximately 2-5 per ES)
[APs] - Assessment Prototypes (samples)
Learning Sequence: K-8 Grade Levels HS Proficiency Levels Organized to embed multiple entry points
DECODINGEssential 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
MUSIC CROSSWALKSAlignment with National Standards*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and
performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.
NC Essential Standards (2010) National Standards for Music Education (1994)
ML1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.
(1) Singing, alone and with others, a varied repertoire of music
(2) Performing on instruments, alone and with others, a varied repertoire of music
ML2: Interpret the sound and symbol systems of music. (5) Reading and notating music
ML3: Create music using a variety of sound and notational sources.
(1) Improvising melodies, variations, and accompaniments
(2) Composing and arranging music within specified guidelines
MR1: Understand the interacting elements to respond to music and music performances.
(1) Listening to, analyzing, and describing music(7) Evaluating music and music performances
CR1: Understand global, interdisciplinary, and 21st century connections with music.
(8) Understanding relationships between music, the other arts, and disciplines outside the arts
(9) Understanding music in relation to history and culture
NATIONAL STANDARDS Crosswalks – Page 6
(reference pages 4,5)
Think/Pair/Share: How are the national standards addressed? What is different from the current SCS?
DANCE
MUSIC
THEATRE ARTS
VISUAL ARTS
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11
PARTNERSHIP FOR 21ST CENTURY SKILLS (P21)
Crosswalks, Pages 7-9
P21 website: http://www.p21.org/
21ST CENTURY SKILLS FRAMEWORK (P21)
Crosswalks – Pages 7-9
Think/Pair/Share:Look at the P21connections in the CrosswalksWhat other connections can you think of with Arts
Education and 21st century themes and skills?
RESOURCES
Arts Skills Map
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25,
Arts Education and 21st
Century Skills in North Carolina
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
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HISTORY AND CULTURE
Crosswalks, Page 13
Think/Pair/Share: Discuss the Common
Clarifying Objectives. What will these look like in
your discipline?
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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.
DISCUSSION How will the organization of the standards
support the development of proficiency in each of the arts education disciplines?
What are the implications for implementation of the standards in the classroom?
Fine Arts Middle and High School Look over Previous 2006 and
New 2010 Essential Standardshttp://www.ncpublicschools.org/acre/standards/support-tools/ (Unpacking Standards and Crosswalk)
Use worksheet to compare and contrast Previous and New
Essential Standards
Added ItemsIntegrated Items
Increased Focus ItemsDeleted Items
7/13/2011 • page 4 5
FINE ARTS MIDDLE AND HIGH SCHOOL Previous (2006)Essential
StandardsNew (2010) Essential
StandardsAdded Items
Integrated ItemsIncreased Focus Items
Deleted Items
Added ItemsIntegrated Items
Increased Focus ItemsDeleted Items