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WelcomeArts EducatorsPlease sign in!
tinyurl.com/arts14-15
Objectives• Logistics - Info Overview
• Curriculum – Assessment• System Initiatives
– Pieces of Gold/Gifts of Gold– Literacy in the Arts– Cultural Proficiency
• Professional Learning– Staff Development Coordinators– PLTs– Early Release
Logistics - CommunicationLogistics - Communication
• Google Survey
Lotus E-Mail Groups by content area PLEASE DO NOT “REPLY ALL” TO LARGE E-MAILS -
START A NEW MESSAGE (BCC) PLEASE USE APPROPRIATE SUBJECT WHEN REPLYING
TO E-MAILS Remember to check you email Every Day!
Please help us find the new staff in your building.
Link to Survival KitLink to Survival Kit
E-School SolutionsE-School Solutions To Earn Renewal Credit:
Register in e-schools ahead of time
Remember High Quality Staff Development is not a ‘one-shot’ session or an informational staff meeting – Professional growth occurs through extensive training over time with follow-up
E-Schools requires that you complete the course evaluation or credit will not display on Transcript!
You must register if you want renewal credit!!
Who’s Here???
Stand up & be recognized if you teach: …
•Music •Visual Art•Dance•Theatre•Young People
Early Release
• Topics – Assessment Practices– Recruitment/Retention– Links to Literacy
• With principal approval, we would like to continue to offer designated arts staff development on the October & March Early Release Days.
Staff Development >> Staff Development >> Professional LearningProfessional Learning
Exemplary & relevant Staff Development Chairs will be your immediate contact
Early Release - October 17th & March 6th with principal approval
Please take advantage of staff development opportunities to support continued professional learning
Ask Y
our
Technolo
gy
Facilita
to
r Or
Media
Specialis
t
Altern
ative to
Google SearchTim & Moby Adventures
Curriculum Standards
Enduring
UnderstandingsVisual Literacy Contextual Relevancy Critical Response
4 proficiency levels @ HS
Creating/PresentingConnectingResponding
3 proficiency levels @ HS
House Rules
• Keep a growth mindset– Reflection > Starting Point > Forward Motion
• Jot down your Questions
• Don’t Shoot the Messenger
• Remain Flexible
ASW Process
How do you measure growth?
ASW Process Overview
1.Describe teaching context
2.Select classes from course load
3.Choose 5 objectives from the Essential Standards
4.Compile a Timelapse Artifact (TA) for each Objective
5. Complete and upload an Evidence Collection
6. Submit the Evidence Collection for “blind” review
TA 1
TA 1
TA 2
TA 2
TA 3
TA 3
TA 4
TA 4
TA 5
TA 5
EVIDENCE COLLECTIONEVIDENCE
COLLECTION
ASW Step #1 Teaching Context
The teacher will:
Verify PowerSchool Courses
# students
Frequency
Duration
ASW Step #2 Class Selection
Beginning in 2014 – 2015, the online platform will select the classes in which the teacher must collect artifacts.
Online Platform will select the classes from your PowerSchool Course Listings
ASW 14-15 Implementation Step #3 Choose 5 Objectives
Using the Strands and Standards guidance charts,
choose 5 objectives1 from each strand+ 1-2 of your choice
Timelapse ArtifactOption 1 – Student Work SamplesCollect and keep 2 work samples:•for each class member•for the objective •at 2 separate points in time
ASW Step #4Compile Timelapse Artifacts
Timelapse Artifact Option 2 – Whole Class Work Samples2 work samples that represent the entire class•for the objective •at 2 separate points in time
ASW Step #4Compile Timelapse Artifacts
TA 1 TA 1
Timelapse Artifact Option 1 – Student Work SamplesOnline platform will select3 students
The TA will be compiled using the Student Work Samples from these selected students.
ASW Step #4Compile Timelapse Artifacts
Timelapse Artifact Option 2 – Whole Class Work Samples
Be sure to keep theWhole Class Work Samples
If the composition of yourclass changes, do not worry,submit your two work samples.
ASW Step #4Compile Timelapse Artifacts
#2#2
Work Sample
1
Work Sample
1
Work Sample
2
Work Sample
2
TA 1TA 1
Timelapse Artifacts will be uploaded to the online platform
ASW Step #5 Complete and Upload an Evidence Collection
TA 3Student
TA 3Student
TA 4Student
TA 4Student
TA 5Whole Class
TA 5Whole Class
TA 1 Student
TA 1 Student
TA 2 Whole Class
TA 2 Whole Class
The Evidence Collection will be reviewed by a 2 content area specialists.
ASW Step #6 Submit the Evidence Collection for “blind” review
Ratings
Teachers receive a rating for Standard 6 showing growth.
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute to Academic
Success
Receive a Category Rating for Standard 6
Does Not MeetMeets
Exceeds Expected Growth
Teacher collects TAs of student work Teacher receives
category rating for Standard 6
Review of the ASW Process
Teacher verifies schedule and chooses objectives
for each course
Teacher Uploads Evidence Collection to Online Platform
Teacher Uploads Evidence Collection to Online Platform
Items to Consider When Choosing a Clarifying Objective
Strands & Standards Guidance
Charts
Items to Consider When Choosing a Clarifying Objective
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be easily developed
Items to Consider When Choosing a Clarifying Objective
Work SamplesStudent orWhole Class
Strands & Standards Guidance Charts- The choice of objective must be based on the established guidelines
Items to Consider When Choosing a Clarifying Objective
Arts Education Guidance Chart Arts Education
Include 1 Timelapse Artifact for each of the strands in your Arts Education discipline plus 1-2 additional Timelapse Artifacts representing any of the strands for your discipline. 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)
Arts Education Guidance Chart Arts Education
Include 1 Timelapse Artifact for each of the strands in your Arts Education discipline plus 1-2 additional Timelapse Artifacts representing any of the strands for your discipline. 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)
Arts Education Guidance Chart Arts Education
Include 1 Timelapse Artifact for each of the strands in your Arts Education discipline plus 1-2 additional Timelapse Artifacts representing any of the strands for your discipline. 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)
Arts Education Guidance Chart Arts Education
Include 1 Timelapse Artifact for each of the strands in your Arts Education discipline plus 1-2 additional Timelapse Artifacts representing any of the strands for your discipline. 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)
Arts Education Example: Visual Arts
1 Timelapse Artifact for each of the strands in your Arts Education discipline / Visual Literacy
6.V.2.2 Use observation skills of the immediate environment to create original imagery.1 Timelapse Artifact for each of the strands in your Arts Education discipline / Contextual Relevancy
7.CX.2.3 Implement collaborative planning and art skills to solve problems.1 Timelapse Artifact for each of the strands in your Arts Education discipline / Critical Response
7.CR.1.2 Implement formative and summative evaluations of personal art1-2 additional Timelapse Artifacts representing any of the strands for your discipline / Visual Literacy
8.V.2.3 Create original art that conveys one or more ideas or feelings.
1-2 additional Timelapse Artifacts representing any of the strands for your discipline / Contextual Relevancy
6CX.2.3 Understand how collaborative planning is used to create art.
Harvesting Student Work
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Time Frame: 2nd day of instruction with this selection
Objective:Arts Education - MusicML.1.3: Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing and/or playing a varied repertoire of musicwith technical accuracy.Method of Harvest:Audio RecordingThese artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
.
Method of Measurement:Audio Recording Point #1
If you would like to listen to the audio recording, please click this link:http://bit.ly/mod6audio1
Time Frame: After 10 days of instruction
Objective:Arts Education - MusicML.1.3: Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing and/or playing a varied repertoire of musicwith technical accuracy.Method of Harvest:Audio Recording
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
.
Method of Measurement:Audio Recording Point #2
If you would like to listen to the audio recording, please click this link:http://bit.ly/mod6audio2
Time Frame: 3rd week of class
Objective:Arts Education - Visual ArtsB.V.1.2 Apply the Elements of Art and Principles of Design to create art.
Method of Harvest:Photo
These artifacts are not intended to illustrate category ratings: does not meet,
meets or exceeds expected growth.
Method of Measurement:Photograph Point #1
Time Frame: 6th week of class
Objective:Arts Education - Visual ArtsB.V.1.2 Apply the Elements of Art and Principles of Design to create art.
Method of Harvest:Photo
These artifacts are not intended to illustrate category ratings: does not meet,
meets or exceeds expected growth.
Method of Measurement:Photograph Point #2
Time Frame: 1st day of instruction
Objective:Arts Education - Theatre ArtsB. C. 1.3: Understand how to read and write scripts thatcommunicate conflict, plot, and character.
Method of Harvest:Scanned Student Work
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
Method of Measurement:Scanned Student Work Point #1
Time Frame: 2 weeks after instruction began
Objective:Theatre ArtsB. C. 1.3: Understand how to read and write scripts thatcommunicate conflict, plot, and character.
Method of Harvest:Scanned Student Work
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
Method of Measurement:Scanned Student Work Point #2
Objective Planning Worksheet
• Review your standards • Brainstorm some
objectives & assessments you think might fit
• Share with your neighbor• Continue the work in PLTs
Stretch Break!!
Get ready to shift gears
Artists from WCPSS
Evan Rogister
Ariana Debose
DeeJay Robinson
Dr. Jordan Wilson
Rachel Bahler
Adaria Coulter
Dr. Mel Tomlinson
Christie LynchEbert
Dr. Kristen LaBianca
Al CrawfordDr. Chuck Davis
Willie Hinton Paul Friedrich
Craig Stelzenmuller
Amanda Bailey
Nikki Turner
AmandaOutcalt
What’s Your Story about the Arts?
What’s Your Story about the Arts?• Who are you?• What influenced you?• What support systems were in
place?
Your Classroom …
• Who is there?• Who isn’t?• What are the barriers?• What can be done to bash those
barriers?• What can you do?
Your Classroom …
• Is the content reflective of diverse cultures?
• Do you know your students and encourage them to contribute from their perspective?
• Is the program accessible?
Moving Towards …
• Cultural Proficiency
• Growth in the Arts
• Embracing Change …
Pieces of Gold/Gifts of Gold
• Started in 1983 as a fund-raiser for Wake Ed• Gifts of Gold added in 1993• Funds raised supported teacher grants• Gifts of Gold > Raleigh Arts Commission in 2011• Wake Ed Partnership has a new strategic plan• Relationship to PoG is changing to support rather than
producing• Arts Ed will accept full responsibility = 100% profits• Additional Partners for support
Pieces of Gold Profits can support• Funding to subsidize 5th grade arts trip
(Theatre/Dance)• Additional funding for Artist-in-Schools
– Master Classes @ Mid/High– Assist schools w/ limited PTA support
• Kiln replacement• String / Band Instrument purchase/repair• All-County Clinicians• District-wide productions
Estampas de la Raza
Literacy in the Arts
• Examine a piece of sheet music– Key Ideas & Details – Craft & Structure (form, climax>resolution)– Integration of Knowledge & Ideas
• What ideas towards literacy are sparked by this?
Arts Education• Teach Technical skills in the art form
• Cultivate aesthetic awareness
• Activate Higher Order Thinking/Problem solving
• Build character
• Foster collaboration
• Develop communication & leadership
INFORM ENCOURAGE INSPIRE
A Successful Arts Classroom…• Establishes
Discipline/Procedures/Routines
• Creates a classroom of mutual respect
• Nurtures an environment that is safe for creativity & risk-taking
take time in class to EXPLAIN … DEMONSTRATE … REHEARSE … REINFORCE … CHALLENGE … BE CONSISTENT
High Quality, Consistent, Assessable Arts Education Across the School System
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.
Have a Great Year!
