Vision for Arts Education In today’s globally competitive world, innovative thinking and...

Vision for Arts Education

In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.

NCDPI/NCDCR UpdateNC Arts Education

Coordinators Spring Meeting

April 29th, 2013Swansboro, North Carolina

Comprehensive Arts Education

DPI/DCR DPI/DCR UpdateUpdate

Janae Copeland Education Coordinator for Arts, World Languages, and ESL

Christie Lynch Ebert NCDPI Arts Education Consultant (Dance and Music) and Liaison to the A+ Schools Program

Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts)

Introductions

• Your Name

• School System/ Charter School

• Your Role

• 1 Professional Learning Goal for

this Session

NC Arts Education Wiki

http://ances.ncdpi.wikispaces.net/

NCDPI Arts Education Listserv

join-artsed@lists.dpi.state.nc.us

DCR: NCAC Arts in Education (AIE) UPDATEwww.ncarts.org

•AIE Programs

•AIE Grants

•AIE Resources

NCAC AIE Programs

http://www.ncarts.org/arts_education.cfm

Poetry Out Loud

http://www.unitedarts.org/artsed/aii/index.shtml

North Carolina Wolf Trap

http://www.ncarts.org/freeform_scrn_template.cfm?ffscrn_id=696&

AIE Residency Grants

• Strengthen use of arts in schools

• Professional artists

• Deadline: March 1

AIE Level 1 Residencies

• Pre-designed

• 5-day

• Professional artists/groups

• Roster

• Minimum match

• Priorities: A+, Title I, Tier 1, east

AIE Level 2 Residencies

– Competitive

– Standards-based

– 10+ days

– Gain in-depth knowledge and skills in the arts

– Meet school needs

– One-to-one match; not for Tier 1

cARTwheels

AIE Resources

• Banu.Valladares@ncdcr.gov

• 919-807-6502

• AIE Resources http://www.ncarts.org/freeform_scrn_template.cfm?ffscrn_id=18&

• Artist Directory http://www.ncarts.org/arts_directory.cfm

• Fellowship Recipients, Heritage Awards, N.C. Poet Laureate

• Artists in Schools, Teaching Artists

Artistic Literacy

• What is your definition of artistic literacy?

Artistic literacy is the knowledge and understanding required to participate authentically in the arts.

–Fluency in the language(s) of the arts is the ability to create, perform/produce/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts.

–It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts. (January 2013 – National Coalition for Core Arts Standards Framework)

(January 2013 – National Coalition for Core Arts Standards Framework)

Proficiency: Arts Education

SequencingSequencing

High School Options

• Electives Requirements (Future-Ready Core) – 6

• Electives requirements (NC Scholars)

• Interest or specializations

• 4-unit Concentrations

Highlights

– Beginning, Intermediate, Proficient, Advanced courses in each discipline

– Specialization by proficiency level in each discipline

– AP and IB retain separate designations

High School Proficiency Levels

Beginning 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.

High School SequencingIf the student has had a complete K-8 progression or has achieved beginning level standards in dance, music, theatre arts, or visual arts

If the student has no or limited K-8 progression in the arts discipline (dance, music, theatre arts, or visual arts)

Beginning (Entering) (Introductory)

Introductory/Beginning Coursework in Dance, Music, Theatre Arts, or Visual Arts

Intermediate Intermediate

Arts Electives in an Arts Discipline

Proficient

Proficient

Honors Courses

AP Courses

IB Courses

Advanced Advanced

What does it mean to be proficient?

“well advanced in an art, occupation, or branch of knowledge” http://www.merriam-webster.com/dictionary/proficient

– proficient, adept, skilled, skillful, expert mean having great knowledge and experience in a trade or profession

Proficiency

• implies a thorough competence derived from training and practice

• implies knowledge as well as technical skill

Suggested Student Profile

• Upon entry to high school level study, it is suggested that each student be assessed via a student profile

• This profile should be maintained throughout the high school career, so that each student has a history of his/her education, academic performance, and experiences in the arts.

Suggested Student Profile

• The profile documents:

– arts education and student academic performance in any of the four arts education disciplines at the K-8 levels,

– arts studies that the student has completed outside of the school (private lessons, internships, studio classes, etc.).

Student Placement Practices• student profile

– previous and continuing arts education (in and out of school experiences)

• checklists (standards-based)

• pre-requisites

– (completion/mastery of previous level standards)

• other criteria

– (auditions, products, portfolio, etc.)

Arts Education Think Tank

• Statewide representation

• First meeting on 9/27/2012

• Examining proficiency and collecting and documenting evidence of student proficiency in arts education

Evidence of Student Growth: Classroom Examples

• Consider uploading examples to help other arts educators in North Carolina to understand how they can capture evidence or student learning and growth in the arts.

North Carolina Teacher Effectiveness Standard VI

Educator Effectiveness Website

North Carolina Teacher Effectiveness Standard VI

What will it look like?•Growth•Analysis of Student Work•Teacher Evidence Collection•Implementation in 2013-14 school year

Why this model?

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

State Literacy Plan Priority Action Steps (Approved by SBE May 2012)

• Literacy Strategies in each content area

• Focus on digital literacy

• Understanding of CCR Anchor Standards and CCSS for Literacy applications for all PreK-12 teachers:

– for each content area,

– for specific grade content requirements,

– in relation to 21st Century Skills and Themes

Teacher Evaluation Process

Teachers recognize the interconnectedness of content areas/disciplines

Shared Expectation

“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. . . . .”

From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, pg. 4

CCSS Standards Supplement Content Standards

• The intent of the standards is to supplement, not replace discipline-specific standards. (CCSS Introduction, Page 3)

CCSS for Literacy

•ART IS TEXT!!!!

Updates

Policy and Legislation

•Basic Education Program (§ 115C-81)The NC Standard Course of Study

Common Core State Standards NC Essential Standards

NC Standard Course of Study

• Common Core State Standards

– English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects)

– Mathematics

• NC Essential Standards

– Arts Education

– Career and Technical Education

– English Language Development*

– Guidance*

– Healthful Living (Health & Physical Education)

– Information and Technology*

– Science

– Social Studies

– World Languages

NC Legislation

Comprehensive Arts Education

S724: An Act to Implement Various Education Initiatives

• requires that pre-service elementary teachers and lateral entry teachers are prepared to “integrate arts education across the curriculum”.

• Wide-scale education legislation

• signed into law by the Governor on June 26, 2012

H127: Credit for HS Graduation

• requires that students complete one credit in arts education for graduation– Beginning 2016– SBE to establish Criteria

and report funding requirements

• Passed House – referred to Senate rules– Must pass Senate and be

signed by Governor to become law

Re-Connection, Re-Commitment, Re-Juvenation State-Wide Growth and National Presence

6 Potential New A+ Schools, Summer 2013:3 Elementary, 2 Middle, 1 High School

Building and strengthening the A+ Network through quality professional development and collaboration

Working with the Common Core and Essential Standards

Collaborating with our DPI Liaisons on A+ Data Collection, Analysis and Case Studies

Fundraising and developing strategic partnerships

Cultivating new A+ Schools

Participating in the national conversation on arts education

Helping our A+ students and teachers to experience creativity and the arts every day!!

WHAT HAS A+ BEEN UP TO?WHAT HAS A+ BEEN UP TO?

A+ WEBSITE & A+ WEBSITE & FACEBOOKFACEBOOK

and and

TWITTERTWITTER

https://twitter.com/AplusSchoolsNC

http://aplus-schools.ncdcr.gov/

www.facebook.com/aplusnc

A+ Wikihttp://aplus.ncdpi.wikispaces.net/

Michelle Burrows | DirectorA+ Schools Programmichelle.burrows@ncdcr.govtel: 919.807.6503

National Standards

•National Coalition for Core Arts Standards (NCCAS) Wiki:

https://nccas.wikispaces.com/Home

National Standards

Assessments in Summary

Formative– Promotes student learning

– Occurs during instruction

– Not graded

– Process

– Descriptive feedback

– Continuous

Summative– Helps determine how much

learning has taken place

– Occurs at the end of an instructional unit

– Graded

– Product

– Evaluative feedback

– Periodic

Assessment in Arts Education

NCDPI Resources

•Formative Assessment

•Assessment Examples

•Measures of Student Learning

Local Resources and Initiatives

Professional Development

Regional Education Alliance/Consortia (RESA) trainings for Arts Education Leaders

Region 7 March 21

Region 5 March 5

Region 3 February 26

Region 1 February 5

Region 8

March 19 Region 6 March 12

Region 4 February 19

Region 2 February 12

SI 2013

The Big Picture

StandardStandard

Arts-specific Training

• 90-minute Curriculum Remodeling Session

– Focus on Local Capacity

• 3-hour Analysis of Student Work Design Studio Session

– Focus on Standard 6 for Arts Education, Healthful Living, and World Languages

Objectives

• Understand how to access and use the Arts Education Wiki Space to continue to build resources and develop local capacity

• Continue focus on the development and assessment of Artistic Literacy/Proficiency

• Understand shared responsibilities and support for the CCSS in ELA/Literacy and Mathematics in relationship to Artistic Literacy

• Further the development of a state-wide professional network for standards implementation and support

Arts Education Essential Standards

PD Plan 2012-13

• Quarterly webinars

– 3:30 – 4:30 p.m. + 15 minutes for questions

• Arts Education Coordinators Meetings

•May 1•May 1Raleigh:September 2013Raleigh:September 2013

• Blended PD

– Online Learning Modules (NC Education)

– http://center.ncsu.edu/nc

• RESA Training

– 8 Regional Trainings

• Summer Institutes 2013

– Regional training for local leaders for standards implementation

• IHE training

• Arts Education Professional Associations

– Dance

– Music

– Theatre Arts

– Visual Arts

Arts Education Essential Standards

PD Plan 2012-13

Resources

Request for LEA Assistance

• Performing Arts Facilities

– Contact: John Lee from Pasquotank County High School in Elizabeth City

– jlee@ecpps.k12.nc.us

Resources

• http://ncdpi.wikispaces.net

– All Content Areas

• http://ances.ncdpi.wikispaces.net

– Arts Education

Title I and the Arts

• Under ESEA, States and LEAs have flexibility to support the arts using Title I funds

• May be used for:

– Consulting and contracting

– Arts Materials

– Professional Development

Title I and the Arts

• Implementing an arts-based school reform model can address Title I Schoolwide Components:

– Effective Instructional Strategies

– Innovative Instructional Strategies

– Professional Development

– Parental Involvement

– Comprehensive Needs Assessment

Title I and the Arts

• NCDPI Contacts

Donna Brown, Director Brandon Patterson, Assistant Director

Federal Program Monitoring and Support

Donna.Brown@dpi.nc.gov Brandon.Patterson@dpi.nc.gov

(919) 807-3957

Connections

Quick Reference Guides for the NC Standard

Course of Study

ArtsEdSearch

• the nation’s first online research and policy clearinghouse focused entirely on student and educator outcomes associated with arts learning in and out of school.

Preparing Students for the Next America: The Benefits of an Arts Education

A: Success in School

• ARTS EDUCATION:

– Boosts literacy and English Language Arts (ELA) skills.

– Advances math achievement.

– Engages students in school and motivates them to learn.

– Develops critical thinking.

– Improves school culture.

B: Success in Work

• ARTS EDUCATION:

– Equips students to be creative.

– Strengthens problem solving ability.

– Builds collaboration and communication skills.

– Increases capacity for leadership.

C: Success in Life

• ARTS EDUCATION:

– Strengthens perseverance.

– Facilitates cross-cultural understanding.

– Builds community and supports civic engagement.

– Fosters a creative community.

NCDPI Arts EducationChristie Lynch Ebert

Arts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Program

christie.lynchebert@dpi.nc.gov919-807-3856

Slater MappArts Education Consultant

(Theatre Arts and Visual Arts)slater.mapp@dpi.nc.gov

919-807-3758

Brenda Wheat WhitemanA+ Arts Education Specialist

brenda.whiteman@dpi.nc.gov919-807-3820

Building Local Capacity

Breakout Groups

• Share/reflect at your table (or join another group) about issues that are of importance to you (such as):

• Course Codes and Crosswalks

• Placement Practices

• Communication with administrators, principals re: ASW (Standard 6)

• Student Growth

Share out at 2:15

Arts and Writing

• Arts-specific writing examples and rubric for arts assignments:

• https://center.ncsu.edu/nc/course/view.php?id=1191

– Click on the Online Writing System where you can access a folder of arts examples and the writing rubric

“The digital tools used during the course of this training have been helpful to some educators across the state.  However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”

Concentration Recommendations• Sequence of courses in an arts discipline with at

least one advanced course (beyond intermediate level)

• Culminating project or capstone experience to demonstrate advanced skills– producing a student-written play

– choreographing a dance for a public performance

– publishing and conducting a student-written musical composition

– producing a student exhibition of original art

Concentration Recommendations• Cross-disciplinary focused on student

interest and post-secondary goals

– Music industry (music and business)

– Art Therapy (visual arts and allied health sciences)

• Note: Principal or designee approves concentrations