North Carolina Arts Education

Essential StandardsChristie Lynch Ebert, Arts Education Consultant and A+ Schools Program LiaisonBrenda Wheat Whiteman, A+ Arts Education Specialist

with

Amber Bass Godfrey, Instructional TechnologyRobert Sox, Educator Recruitment and Development

Introductions*

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Housekeeping

•Wiki - http://ances.ncdpi.wikispaces.net/

•Parking Lot - Un-answered questions or issues

•Breaks

•Evaluation - will occur at the end of the session. Your input is essential and valued!

Parking Lot

Key

* Arts Energizer

Activity

Discussion

Technology-based Activity

Arts Discipline Rotation

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.

understand 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!

What are Essential Standards?

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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

WRITING GROUPS: Arts Education Essential

Standards

ES Writing Groups

K-12 Writers

PROCESS: NC Arts Education Essential Standards

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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Scavenger HuntScavenger 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. DANCE

• Is used to communicate, comprehend, shape, and make meaning

• Is innate; self-expression through movement is intrinsic to existence as humans and exists in all cultures and places

• Provides means for kinesthetic learning and communication

• The dance program develops creativity, problem-solving, self-discipline, and focus, and helps people connect to one another

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. THEATRE ARTS

• Is a primary way that children learn about life; social pretend play is used to make sense of the world

• Students come equipped with rudimentary skills as playwrights, actors, designers, directors, and audience members

• The theatre arts program integrates multiple aspects of the art form including script writing, acting, designing, directing, researching, comparing art forms, analyzing, critiquing, and understanding context

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?

BREAK

Arts Energizer*

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Please sit with your elbow partner for the remainder of this session!

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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

Aligns with “Understanding the Standards”

Module

Aligns with “Crosswalks” Instructional

Tools

Aligns with Framework

For 21st CenturySkills

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Comparing Strands

Strands & Standards

Within your discipline, group the essential standards with the appropriate strand.

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

DecodingDecoding

Essential 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?

Partnership for 21st Century Skills (P21)

Crosswalks, Pages 7-9P21 website: http://www.p21.org/

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21st Century Skills Framework (P21)

• Crosswalks – Pages 7-9

• Think/Pair/Share:– Look at the P21connections in the Crosswalks– What other connections can you think of with Arts

Education and 21st century themes and skills?

P21 Resources

Arts Skills Map

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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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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 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.

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?

Commonalities & Differences

Summer Institute Resources• Arts Education Wiki for

Coordinators– K-12 Essential Standards– K-12 Crosswalks– K-12 Unpacking the

Standards– Parking Lot– Plus/Delta– Discussion Boards– Arts Education

Coordinator PLC– PowerPoint with notes– Templates for Activities

• Facilitator’s Guide– Links to Online Learning

Modules– Materials to assist with

blended Professional Development

NC Arts Education Website

http://arts.ncwiseowl.org– Updated with information on an ongoing basis– NC Arts Education Coordinators– Listserv: > Resources > NCDPI Arts Education Listserv Updates

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Future Directions and Support

• Instructional Tools• Blended Professional

Development– Online Modules– Webinars– Face to Face

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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.

Evaluation

Whatworked well Suggestions

for improvement

Contact Information

Christie Lynch Ebertchristie.lynchebert@dpi.nc.gov Ph: 919-807-3856

Brenda Wheat Whitemanbrenda.whiteman@dpi.nc.gov Ph: 919-807-3820

NC Department of Public InstructionDivision of K-12 Curriculum and Instruction

K-12 Programs SectionHelga Fasciano, Section Chief

Image Citations• Microsoft Office Clip Arts - Images 1, 2, 3, 4, 6, 7, 8, 13, 14, 15• North Carolina Professional Teaching Standards – Image 5

http://www.ncptsc.org/StandardsDocs/Final%20Standards%20Document.pdf• NC DPI Instructional Support Tools – Image 9

http://www.ncpublicschools.org/acre/standards/support-tools/#unarts• Partnership for 21st Century Skills – Images 10, 11 http://www.p21.org/index.php?

option=com_content&task=view&id=254&Itemid=120• Partnership for 21st Century Skills Arts Skills Map – Image 25

http://www.p21.org/documents/P21_arts_map_final.pdf• Arts Education and 21st Century Skills in North Carolina – Image 26

http://www.ncpublicschools.org/docs/curriculum/artsed/resources/21stcentury.pdf• North Carolina Arts Education Website – Image 27

http://arts.ncwiseowl.org• Anderson, L.W. & Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching, and

Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York, NY: Addison Wesley Longman, Inc. – Image 12

Resources for Local Professional Development

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Key

* Arts Energizer

Activity

Discussion

Technology-based Activity

Arts Discipline Rotation

Arts Rotations

Arts Rotations