Power of the Pentatonic Scale

Celebrate! Updates

Comprehensive Arts EducationGraduation RequirementTeacher EvaluationNational Standards

Analysis of Student Work (ASW) Artsfolio Middle to High Transition (CDW &

Placement) Next Steps

Inclement Weather Performances Inclement Weather Art Displays Inclement Weather Adjudications Inclement Weather

Reflect & Share a success story

Thanks to Pieces of Gold/Gifts of Gold participants!

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.

Vision:

Arts students will graduate on time, college

and career ready. While discovering their

passion, they will achieve excellence through

rigorous study of deeply aligned arts

curriculum.

What does Comprehensive Arts Education look like in our school system or charter school?

G.S. 115C-296: Arts Integration

• Requires that pre-service elementary teachers are prepared to “integrate the arts across the curriculum”.

• Outgrowth of H758 Arts Education Commission

• Wide-scale education legislation

– S724 (June 2012)

– H23 (March 2013)

– S168 (July 2013)

NC Pre-Service Arts Integration Initiative Goals:• Support the preparation of pre-service

educators to deliver a balanced education.

• Identify models and practices to prepare pre-service educators to integrate the arts.

• Foster collaborations to create access to a comprehensive arts education in our state.

(Collaboration with NCDPI, NCAC, and ASU)

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

National Coalition for Core Arts Standards (NCCAS) Wiki: https://nccas.wikispaces.com/Home

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

Educator Effectiveness

Visit www.ncpublicschools.org/effectiveness-model to learn more

More Info:Jennifer DeNeal

EducatorEffectiveness@ dpi.nc.gov

More Info:Jennifer DeNeal

EducatorEffectiveness@ dpi.nc.gov

Standard 1 - Leadership Standard 2 - Respectful Environment Standard 3 – Content Standard 4 – Facilitate Learning Standard 5 – Reflect

In the proposed ASW process, teachers:•Record teaching context and choose five Objectives

•Compile a Timelapse Artifact for each Objective

•Complete and upload an Evidence Collection

•Submit the Evidence Collection for “blind” review

•Receive a category rating for Standard 6

EVIDENCE COLLECTIONEVIDENCE

COLLECTION

TA 1

TA 1

TA 2

TA 2

TA 3

TA 3

TA 4

TA 4

TA 5

TA 5

2 Work Samples

2 Work Samples

2 Work Samples

2 Work Samples

2 Work Samples

Analysis of Student Work Process

Spring 2014 Pilot with educators from:

Original Pilot AreasOriginal Pilot Areas

Arts Education

Healthful Living

World Languages

Advanced Placement

International Baccalaureate

Analysis of Student Work Process

*and other designated areas

Proposed ASW Timeline

ASW Process Year 1 Implementation: 2014-2015ASW Process Year 1 Implementation: 2014-2015

ASW Process Refinement

Application Window

Online Platform Development

Initial Pilot Training

Official Pilot Launch

Content-Specific Training

Reviewer Training

Evaluation Window

Pilot Wrap-up

Fall 2013 Spring 2014

Analysis of Student Work Process

October SBE Meeting

21st Century Professionals Information Item TCP-3 Analysis of Student Work Process TCP-3-006 larger pilot for Spring 2014 to include original areas +

AP/IB

Visit: ncpublicschools.org and click on “State Board of Education”

ASW wikispace: http://ncasw.ncdpi.wikispaces.net/ASW Process Information Sheet:http://ncasw.ncdpi.wikispaces.net/ImportantForms

Important PointsTeachers will identify teaching contextTeachers will select the objectives – Must Align!!!Reviewers will be content specialistsRatings = Exceeds / Meets / Does not Meet (3 yr avg)

Looking for Growth – not comparativeStart thinking about evidence – how you’ll capture it – what examples you might use

CONTINUE TO:

Breathe

Believe

Be the Best Teacher you can be …

You’ll be fine!

Local TeamPaul Orsett & Virginia O’Brien (Theatre)Sherri Newhouse & Sue Hill (Dance) Jennifer French & Rebekah Arrington (Visual

Art)

tinyurl.com/ArtsfolioWork

Creation & Performance - BeginningI can create dance sequences that vary the use of dance elements, use simple choreographic structures, and use choreographic principles to fulfill choreographic intent.

Exemplar *: Video of student generated works combining dance elements, structures, and principles to fulfill choreographic intent

Cultural Context – Beginning (EXEMPLAR **)

I can explain how art influences historical perspectives on society.

Students may construct a cause and effect model that shows how art influences historical perspectives on society. Products may include thinking maps or graphic organizers: https://bubbl.us/, http://popplet.com/,

http://www.dipity.com/, http://www.gliffy.com/. Student will be given a list of teacher selected criteria on which to base their response.

Moving Image – Cinema/Video/Animation – narrative, non-narrative, environmental, experimental

Imaging Design – digital process-based imagery, code enhanced (e.g. the image has code embedded in it for interactive and adaptive purposes)

Sound Design – digital process-based aural synthesis and engineering

Interactive Design – web, game, sensory-tech, creative code Multimedia and Intermedia – additive and hybridizing mixtures Virtual Design – 3D, 4D, 5D (spatial, animated, non-linear,

interactive) environments, structures and experiences

The Inclusion of Media Arts in Next Generation Arts Standards

What is one take away you have from this information?

Insights … Questions …

CDM – Credit by Demonstrated MasteryNot as much of an issue for the arts since

students can already cross over ‘levels’ and take honors level courses multiple times for credit

Does not count towards their GPA

Consistent Placement PracticesStarted but we’re not there yet …Please email your successful practices to Liz

http://www.ncpublicschools.org/rttt/gtn/Pathway 1: Professional DevelopmentPathway 2: Instructional Resources

Applications due: April 21, 2014 Teachers notified: May 30, 2014

Review the important dates email with your colleagues

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

ArtsEdSearch.org

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