While we are

getting started,

take the time to

meet others

seated near

you.

Welcome to the Monroe ISD Countywide In-Service Day

Monroe ISD

Countywide Inservice Day

Dundee High School November 1, 2013

Michigan

Arts

Education

Instruction

and

Assessment

Project

Kathy Dewsbury-White

Project Director, MAEIA & President MI Assessment

Consortium

Ana Luisa Cardona

Management Team

SEADAE Arts Consultant to MAEIA

MAEIA Project Management Team

Ed Roeber

MAEIA Assessment Director

Cheryl Poole

MAEIA Editor

Barb Michelutti

MAEIA PD and Project Support

Director

Get to know more about each other’s work and arts education developments in Michigan and the nation

Develop a shared understanding of Michigan Art Education Instruction and Assessment (MAEIA) Resources

Explore how MAEIA resources can be used in districts/buildings/classrooms

Prepare to share MAEIA with school and district staff

Learn about opportunities for project involvement

Agenda

What is the Michigan

Assessment Consortium?

“…individuals and organizations

that work together to promote the

use of balanced assessment

systems, so that students learn,

grow, and flourish…”

Michigan Assessment

Consortium

• Promote assessment knowledge and

practice

• Provide professional development

• Produce and share assessment tools

and products

State Education Agency Directors of Arts Education (SEADAE) consists of those persons at state education agencies whose responsibility is education in the arts (Dance, Music, Theatre and Visual Arts).

To support the professional effectiveness of individual members and provide a collective voice for leadership on issues affecting arts education.

www.seadae.org

What is SEADAE?

Anticipated

release date:

March 2014

• American Alliance for Theatre and Education (AATE)

• Educational Theatre Association (EdTA

• The College Board

• National Association for Music Education (formerly

MENC)

• National Art Education Association (NAEA)

• National Dance Education Organization (NDEO)

• State Education Agency for Directors of Arts

Education (SEADAE)

• Young Audiences

http://nccas.wikispaces.com/

Philosophical Foundations Lifelong Goals

The Arts as Communication

Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that expresses/conveys/communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others.

The Arts as Creative Personal Realization

Artistically literate citizens find at least one art form in which they develop sufficient competence to continue active involvement in that art form as an adult.

The Arts as Culture, History, and Connections

Artistically literate citizens know and understand artwork from varied historical periods and cultures, and actively seek and appreciate diverse forms and genres of artwork of enduring quality/significance. They also understand relationships among the arts, and cultivate habits of searching for and identifying patterns and relationships between the arts and other knowledge.

The Arts as a Means to Wellbeing

Artistically literate citizens find joy, inspiration, peace, intellectual stimulation, meaning, and other life-enhancing qualities through participation in all of the arts.

The Arts as Community Engagement

Artistically literate citizens seek artistic experiences and support the arts in their local community.

National Core Arts Standards: A Conceptual Framework for Arts Learning:

Philosophical Foundations

Lifelong Goals

Th

e A

rts as C

om

mu

nicatio

n

Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that expresses/conveys/communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others.

Philosophical Foundations

Lifelong Goals

Th

e A

rts as Cre

ative

Pe

rson

al Re

alization

Artistically literate citizens find at least one art form in which they develop sufficient competence to continue active involvement in that art form as an adult.

Philosophical Foundations

Lifelong Goals

Th

e A

rts as Cu

lture

, Histo

ry, an

d C

on

ne

ction

s

Artistically literate citizens know and understand artwork from varied historical periods and cultures, and actively seek and appreciate diverse forms and genres of artwork of enduring quality/significance. They also understand relationships among the arts, and cultivate habits of searching for and identifying patterns and relationships between the arts and other knowledge.

Philosophical Foundations

Lifelong Goals

Th

e A

rts as a Me

ans to

W

ellb

ein

g

Artistically literate citizens find joy, inspiration, peace, intellectual stimulation, meaning, and other life-enhancing qualities through participation in all of the arts.

Philosophical Foundations

Lifelong Goals

Th

e A

rts as Co

mm

un

ity E

ng

age

me

nt

Artistically literate citizens seek artistic experiences and support the arts in their local community.

Michigan Assessment

Consortium (MAC)

Data Recognition Corporation

(DRC)

for the Michigan Department of

Education (MDE)

in partnership with Michigan educators.

What is MAEIA? A project being developed by:

Pictured: MAEIA Blueprint Writers and Management Team

MAEIA’s goal:

✓ to support Michigan school districts,

school buildings, educators, and the

public

✓ in implementing a high quality arts education program

✓ in dance, music, theatre, and visual arts

✓ for all students.

★ The use of these resources by educators is voluntary.

3 Year Vision

1. Michigan Blueprint of a

Quality Arts Education

Program

2. Arts Education Program

Audit Tool

3. Model Arts Assessments

describes the highest standards of successful

arts education programs

dance, music, theatre, and visual arts

organized around 7 criteria

intended for use by district-level decision-makers, generalists,

parents and the community working together to improve the

arts education program within the context of the overall school

improvement process.

Michigan Blueprint of a Quality Arts Education

Program

Blueprint Writers

Dance

Nicki Flinn*

Heather Vaughan-Southard

Music

Cindy Crump Taggart*

Marie Casorio

Jiana Hunter

Darin Schmidt

Theatre

Joni Starr*

Lori Hathaway

Anne-Marie Roberts

Visual Arts

Janine Campbell*

Diana Baldensperger

Cecilia Gollan

Linda Tyson

Blueprint In-Depth Reviewers

Robin Bailey

Hedy Blatt

Nicki Bruski

Kimberly Cairy

Kelly Carmody

Rick Catherman

Meaghan Dunham

David Gott

Lynette Young Overby

Beth Post

Bryan Zocher

*Blueprint Writing Team Lead

Student Access

Facilities and Resources

Policies and Accountability

Connections

Professional Learning and Instructional

Support

Community and Cultural

Collaborations

Program Planning,

Review, and Improvement

Seven Criteria of a

Quality Arts

Education Program

- aspirational broad descriptions

- based on the best available research and recommendations

- develop unique ways of knowing and interpreting the world in all students

- prepare all students to be “world class” and globally

competitive in college, careers, and life

- easy for busy administrators and teachers to reference

Blueprint Gold standard statements:

A6 Time Provided for Visual and Performing Arts At the elementary level, students receive a minimum of 360 minutes arts instruction per week distributed across all four arts disciplines. Each instructional period is at least 45 minutes in length, and every discipline meets a minimum of two times per week. All arts instruction is taught by a certified arts educator. Middle school students have at least one semester (or two trimesters) of daily instruction in each of the four arts disciplines over the course of grades 6-8. In the high school, students are enrolled in at least one class period a day for one full year in at least one arts discipline that meets the Michigan high school graduation requirement. Students have sufficient course offerings to achieve proficiency in the arts discipline of their choice by graduation. A7 Community, Cultural Organizations, and Universities Provide Supplemental Arts Instruction In a gold standard program organizations from the community, cultural organizations, as well as university faculty and their students, are used to supplement, enrich, enhance, and strengthen school curriculum as taught by the certified arts educators. This supplemental instruction does not replace that provided by a certified arts educator.

A6 Time Provided for Visual and Performing Arts At the elementary level, students receive a minimum of 360 minutes arts instruction per week distributed across all four arts disciplines. Each instructional period is at least 45 minutes in length, and every discipline meets a minimum of two times per week. All arts instruction is taught by a certified arts educator. Middle school students have at least one semester (or two trimesters) of daily instruction in each of the four arts disciplines over the course of grades 6-8. In the high school, students are enrolled in at least one class period a day for one full year in at least one arts discipline that meets the Michigan high school graduation requirement. Students have sufficient course offerings to achieve proficiency in the arts discipline of their choice by graduation. A7 Community, Cultural Organizations, and Universities Provide Supplemental Arts Instruction In a gold standard program organizations from the community, cultural organizations, as well as university faculty and their students, are used to supplement, enrich, enhance, and strengthen school curriculum as taught by the certified arts educators. This supplemental instruction does not replace that provided by a certified arts educator.

MAEIA Blueprint

Arts coordinator Refers to a key position at the district and/or intermediate school district level. The person in this position is a highly qualified certified arts educator in at least one of the arts disciplines. This position provides input on the hiring of qualified personnel and staff evaluations, and functions as a strong facilitator of curriculum, and as an advocate and guide to providing a consistent arts experiences for all students involved in a district’s arts program. Among the responsibilities of this position are: organizing and implementing district-wide K-12 curriculum development, instruction and assessment; scheduling of student classes; developing opportunities for professional development; evaluation of best practices in arts education; grant writing; public relations and providing and supporting opportunities for community partnerships for the arts.

Arts disciplines Refers to music, dance, theatre, and the visual arts as aligned to the Michigan Visual and Performing Arts Education Standards.

Certified arts educators Refers to teachers of dance, music, and the visual arts who hold teaching elementary, secondary or K-12 certificates as well as the necessary endorsements required by the State of Michigan to be considered highly qualified. Acknowledging the fact that Michigan does not offer a dedicated theatre endorsement, a gold standard theatre program may be taught by a certified educator if he/she meets standards, skills, and competence in theatre education and shows evidence of content and pedagogy knowledge and experience.

GLOSSARY OF TERMS

A MAEIA companion document to the Blueprint — Michigan Arts Education Blueprint Research and Recommendations provides users with supporting documentation for each criterion and indicator in each arts discipline. It can serve as a resource to those working to improve the arts education program as part of the district and building school improvement process.

Let’s become

familiar with

the Michigan

Arts Education

Blueprint

Seven Criteria of a Quality Arts Education

Program

National Coalition of Core Arts Standards nccas.wikispaces.com Michigan Department of Education Mary Head Department Analyst headm1@michigan.gov 517-335-3442 www.michigan.gov/artsed - 2011 SBE approved Arts Education Content Standards, Benchmarks and GLCEs ArtServe Michigan www.artservemichigan.org Sarah Gonzales Triplett Director of Public Policy sarah@artservemichigan.org 248-912-0760 ext 6

Select the one criterion which from your discipline’s perspective would be the key leverage point for improving arts education programs across the county.

5 minutes per discipline in the full group.

Blueprint full group report out

20 minutes to wrap up morning activity in discipline groups

10 minutes report out

Research and Recommendations example

SIF – 45 min

Model Assessments – 45 min.

Wikispaces, next steps, parking lot issues – 25 min.

Afternoon

2. Michigan Arts Education Program Audit Tool

- a self-study tool districts and schools can use to analyze and

reflect on the status of their own arts education program

- based on Blueprint criteria and indicators and aligned to

Michigan Arts Education Survey

- can provide useful information about the nature of the arts

education program

- can become the basis for enhancing the arts education program

in the context of school improvement.

2010 Michigan Arts

Education Policy Agenda

2012 Michigan Arts

Education Survey

Report and

Recommendations

Leadership Roundtable

Michigan Youth Arts

Michigan Department of

Education

Michigan Council for Arts and Cultural Affairs

ArtServe Michigan

Interlochen Center for the Arts

Michigan Arts Education

Policy Agenda

A Comprehensive Survey of Arts Education

in Michigan Schools

Cypress Research Group

Data Collected: October 2011 – December

2011

Report : September 2012

• Types of arts courses (curricular and extra-curricular) offered, by grade

level (for music, visual arts, theater, and dance)

• Number of students enrolled in arts courses

• Number of hours in a year dedicated to arts education, by arts discipline

• Certification level of teachers providing arts education

• Non-salary budgets allocated to arts education

• Use of visiting artists, field trips, and artists-in-residence

• Professional development offerings to art and general classroom teachers;

• Policies in place regarding arts education (adoption of standards, high

school arts graduation requirements, etc.).

MI ARTS EDUCATION CENSUS

Number of Arts Disciplines Offered

6% 8% 8%

20% 20% 20%

62% 49%

31%

8% 20%

34%

4% 4% 8%

0%

20%

40%

60%

80%

100%

Elementary Middle School High School

Zero Arts Disciplines One Two Three Four Arts Disciplines

%

of

Sc

ho

ols

2011 MI Arts Ed Survey:

AVAILABILITY OF ARTS EDUCATION IN MI SCHOOLS

*108,000 students are without access to arts education in Michigan.

.

MAEIA Audit Tool Question

TAL NUMBER OF STUDENTS ENROLLED IN EACH ARTS AREA

Percent of Schools with a Certified Arts Specialist as the Primary Instructor for at Least One Grade

26%

87%

77%

85%

74%

37%

83%

31%

85%

77% 84%

78%

38%

81%

35%

77% 75% 73% 75%

37%

69%

0%

20%

40%

60%

80%

100% Elementary School Middle School High School

Certified Arts Specialist as Primary Instructor

%

of

Sch

oo

ls

Michigan Arts Education Survey 2011

LEVEL OF ARTS EDUCATION IN MICHIGAN

SCHOOLS

MAEIA Audit Tool Question

Local Graduation Requirements For High Schools, Grades 9-12

What are the local graduation requirements (credits) for the arts?

Less Than One Credit

12%

One Credit 73%

More Than One Credit 15%

*12% of schools do not meet the state graduation requirement of one credit in the arts.

88% of schools meet or exceed the state’s one credit graduation requirement in the arts.

Michigan Arts Education Survey 2011

STATE GRADUATION REQUIREMENT IN THE ARTS

MAEIA Audit Tool Question

MAEIA Audit Tool Question

Percent Schools With At Least One Hour/Two Hours Per Week of Instruction

All Arts Disciplines Combined, By Grade Level

Time Provided for Visual & Performing Arts

(n=826)

%

of

Sch

oo

ls

.

60% 68% 68% 69% 69% 68% 68%

26% 31% 31% 31% 31% 31%

19%

0%

20%

40%

60%

80%

100%

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade

At Least One Hour Per Week At Least Two Hours Per Week

Michigan Arts Education Survey 2011

LEVEL OF ARTS EDUCATION

IN MICHIGAN SCHOOLS

MAEIA Audit Tool Question

Access for All – MDE &MSBOE, in partnership with concerned statewide organizations, determine the reason more than 100,000 students attend schools without any arts education and provide recommendations and strategies to reduce this number to zero.

Accountability – Michigan Department of Education require schools to publicly report annually information regarding access to arts courses; level of student participation; educators assigned to provide instruction; and a demonstration of how schools are meeting the arts standards.

Arts Education Policy – Michigan State Board of Education adopt a policy addressing the importance of arts education in a student’s holistic development while outlining what a high quality arts education is in Michigan.

Arts Education Strategic Plans – Each school district include the visual and performing arts education in district strategic plans.

Develop Appropriate Student/Teacher Assessment System – Development of an appropriate assessment system, centered around the acquisition of skills and knowledge in all four arts disciplines, to be piloted in the 2013/2014 school year.

RECOMMENDATIONS Developed by MI Youth Arts Forum

Arts Education Funding – Michigan Department of Education convene a task force

to develop a recommended level of funding to support arts instruction in the public schools.

Identify Schools in Need – Michigan Department of Education and Michigan State Board of Education identify schools where arts instruction is unavailable or very limited and support policies and resources that restore arts education in those schools.

Professional Learning – Michigan Department of Education work with the appropriate professional organizations to increase professional development for educators and school and district administrators.

Weigh Courses Equally – School districts weight courses in the visual and performing arts equally with all other courses in calculating a pupil’s grade point average, including honors and/or advanced placement arts courses.

Target Resources – Michigan foundations and other grant making agencies and

organizations use these Michigan Arts Education Survey results to help direct resources to areas of greatest need.

RECOMMENDATIONS

MI Arts Ed Policy Agenda

2010 2012 Survey

Blueprint Audit Tool Model Assessments

Assessment Administration & Scoring- Training

Student Access

C C

Accountability

C

Arts Ed Policy

C C

SI Plans

C C

Student/Teacher Assessment C

Schools in need

C

Professional Learning C C C C

Target Resources

C C

Winter 2014 MAEIA Audit Tool Draft

Spring/Summer 2014 MAEIA Interactive Audit Tool

mi-arts.wikispaces.com

MAEIA Audit Tool Timetable

Using the MAEIA Blueprint &

Audit Tool for SIF

School Improvement: A seat

at the table – guiding ?’s What do we need to be aware of regarding the

School Improvement Planning Process?

What strategies, inherent in arts education, are

essential to increasing student achievement,

and engagement in other academic areas?

Could the MAEIA Blueprint & Audit Tool

populate the SI Plan with baseline data or supportive research – if yes, how?

Research-based Implementation

& Results – for Wiley Bates M.S. 2009

73 % Achieving or surpassing reading standards

62% achieving or surpassing math standards

Don’t know starting % for discipline referrals

2012 81% Achieving or surpassing

reading standards

77% achieving or surpassing math standards

Discipline referrals decreased 23%

Note -NAEP shows long trend improvement in MD reading and math, however % of students proficient or advanced at Bates has grown 12 x faster than state average in reading and 4x faster in math. Likewise Bates science scores outpaced state in improvement

http

://visib

le-le

arn

ing

.org

/glo

ssary

3. Michigan Arts Education Assessment Specifications

– a set of recommendations for appropriate assessments in the arts

based on the Michigan Merit Curriculum and aligned to national

standards.

- they communicate important content and how that content will

be assessed to a wide variety of audiences.

- helps the full array of potential users understand the purposes

and uses, as well as provide more specific information on how to

accurately read and interpret MAEIA arts education assessments

• Based on 2011 MI K-12 Arts Grade Level Content Expectations

Content expectations translated into performance standard under three strands: Create Perform, Respond aligns to MMC VPAA and NCCAS Framework

Vision – create assessments based on quality arts education program

• Assessment methods appropriately reflect the demands of each discipline

• Constraints of the state will result in model assessments with emphasis on professional learning for arts educators to score

3. Michigan Arts Education Assessment Specifications

– a set of recommendations for appropriate assessments in the arts

based on the Michigan Merit Curriculum and aligned to national

standards.

- they communicate important content and how that content will

be assessed to a wide variety of audiences.

- helps the full array of potential users understand the purposes and uses, and provides more specific information on how to

accurately read and interpret MAEIA arts education assessments

Visual Arts Performance Standards GRADES K-5 for MAEIA Assessments Create:

Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.

Perform:

Students can select and apply materials and processes safely while participating in art making experiences.

Respond:

Students can analyze, describe, and connect how art is made and the purpose it serves across disciplines and life.

Create

Create a melodic line (e.g., a consequent phrase to an antecedent phrase, melodic line within a harmonic structure, extending a melodic idea) using their understanding of the elements of music to inform their creative decision-making.

Perform

Sing and play alone and with others a diverse repertoire of songs in both one and two parts with expression and accuracy.

Students can perform multiple levels of beat in several meters.

Respond

Listen to their own performances as well as those of others and critically analyze and reflect on those performances using developmentally appropriate musical terminology.

Critically analyze a musical work and reflect on its cultural context using developmentally appropriate terminology.

Make connections between musical concepts and similar concepts in other ways of thinking (disciplines).

Music Performance Standards Grades K-5 for MAEIA Assessments

Create: Students can connect, collaborate, and creatively problem

solve through the use of critical thinking strategies to communicate ideas visually in the manipulation of media.

Perform:

Students can design and solve problems through the use of selected materials and processes while participating in art making experiences.

Respond:

Students can identify and connect common themes throughout visual history to make better sense of the world they live in and to better understand other concepts across curriculums. Students can apply a successful visual vocabulary when expressing their understanding of a variety of concepts.

Visual Arts Performance Standards GRADES 6-8 for MAEIA Assessments

Music Performance Standards GRADES 6-8 for MAEIA Assessments

Create

Create a melody that has tonal and rhythmic coherence.

Perform

Perform a diverse repertoire of music at an appropriate level of

difficulty with expression and technical accuracy.

Respond

Listen to their own performances as well as those of others and

critically analyze and reflect on those performances using

developmentally appropriate musical terminology.

Critically analyze a musical work and reflect on its cultural context

using developmentally appropriate terminology.

Make connections between musical concepts and similar concepts

in other ways of thinking (disciplines).

MAEIA Performance Standards

Create:

Students can apply the creative process, materials, and organizational principles to devise innovative works of art and design individually and collaboratively.

Perform: Students can intentionally select and apply materials and organizational principles to solve specific visual arts problems.

Respond: Students can analyze, describe, and make connections between visual art and design and other disciplines throughout history, cultures, and everyday life.

MAEIA Performance Standards

Visual Arts Performance Standards GRADES 9-12for MAEIA Assessments

Create

Demonstrate an appropriate level of musical understanding through their interpretive decisions made when composing, improvising, or arranging music.

Perform

Perform a diverse repertoire of music at an appropriate level of difficulty with expression and technical accuracy.

Respond

Listen to their own performances as well as those of others and critically analyze and reflect on those performances using developmentally appropriate musical terminology.

Critically analyze a musical work and reflect on its cultural context using developmentally appropriate terminology.

Make connections between musical concepts and similar concepts in other ways of thinking (disciplines).

MAEIA Performance Standards

Music Performance Standards GRADES 9-12 for MAEIA Assessments

Types of assessment items:

Performance task

comprised of multiple components that culminate in a final product

Performance event

items that reflect understanding of a stage or a specific component in the process of creating a work of art and take less time to complete than a performance task.

Constructed response

measure the students’ capacity and ability to effectively compose responses to assessment activities by applying verbal and/or visual literacy skills.

Selected response

a question with a variety of predetermined responses, one of which is correct.

The entire assessment should be thought of as a

year/course-long set of activities with different types of assessment items woven together to

create a package of assessments.

Vision for MAEIA Assessments

Creativity is at the top!

\

Standard

DOK Performance Task Constructed Response

Perform: Students can

select and apply

materials and

processes safely

while

participating in art

making

experiences.

2 Select your best work of

art from your portfolio of

work. Compose a letter to

your parents that explains

the techniques, elements

and principles of design,

as well as personal voice

that makes your selected

piece the best example of

your ability.

Create: Students can

identify and apply

various

techniques,

symbols, and

materials to

achieve desired

effects when

communicating

ideas visually.

4 Create a composition that tells a

story about a personal experience

using materials and methods of

your choice.

5th Grade visual arts examples

Standard

DOK Performance Event Selected Response

Perform: Students can

design and solve

problems through

the use of selected

materials and

processes while

participating in art

making

experiences.

3 Brainstorm and sketch three

possible connections

between the visual arts and

other cultures and disciplines.

Create: Students can

connect,

collaborate, and

creatively problem

solve through the

use of critical

thinking strategies

to communicate

ideas visually in the

manipulation of

media.

1 Students match the following

color concepts to works of art

that express them: 1. Primary,

2. Secondary, 3. Warm, 4.

Cool, 5. Complementary

Middle school visual arts examples

Standard

DOK Performance Event Selected Response

Respond:

Students can

analyze,

describe, and

make

connections

between visual

art and design

and other

disciplines

throughout

history, cultures,

and everyday

life.

3 Brainstorm and sketch

three possible

connections between the

visual arts and other

cultures and disciplines.

1

Students will be shown a

variety of artists and group

works together by

thematic elements.

High School visual arts examples

Standard

DOK

Performance Event

Students can sing and

play alone and with

others a diverse

repertoire of songs in

both one and two parts

with expression and

accuracy.

4 In the context of a game-song, individual

students sing a verse or extended phrase of a

familiar song in solo.

Two students sing a familiar song with one

student singing the melody and the other

singing the chord roots or a familiar harmony

part. Students switch parts so that each has

an opportunity to sing both melody and

harmony.

Elementary Music Assessment Example

Performance Standard

DOK

Performance Task

Students can create a

melody that has tonal

and rhythmic coherence.

4 Students create a short original composition

in ABA form, demonstrating their

understanding of unity/variety and

tension/release.

Music Middle School Assessment Example

Performance Standard DOK Performance Event

Students can create a

melody that has tonal

and rhythmic coherence.

4 Students will improvise original melodies in a

variety of styles, over given chord

progressions, each in a consistent style,

meter, and tonality.

Performance

Standard

DOK

Performance Task

Performance Event

Students can demonstrate an appropriate level of musical understanding

through their interpretive decisions made when composing, improvising, or arranging music.

4 Students work in groups to create a “cover” version of a popular song

Or Students form small chamber ensembles (vocal trios, brass

quartets, saxophone quartets, clarinet choirs, string quartets), collaboratively arrange a short (app. 16-32 measures depending on

tempo, phrasing and form) excerpt from one of the pieces they are studying in their large performing group (band, orchestra, chorus) and

perform the arrangement for their peers.

Students improvise on their major

instrument or voice over a 12-bar

blues progression. Students should

be reasonably proficient in terms

of appropriate instrumental or

vocal technique needed to

realize their responses, and should

be familiar with the chord

structure of a standard blues

progression. It is assumed that

students will also have had

experience with echo singing and

playing, and will be familiar with

teacher modeling, class

discussion, and experimentation

with skip, step, upward, and

downward motion, as well as

melodic contour.

Music High School Assessment Examples

Assessment Specifications and Model

Assessments

2013-14 Secondary Arts Assessment(s)

Drafted > Reviewed > Piloted > Revised

2014-15 K-8 Arts Assessment(s) Drafted > Reviewed > Piloted > Revised

MAEIA Call for Participation 2013-2014

Arts Assessment Developers

Meet in Lansing approximately 5 days. Receive training

and then draft items and develop scoring tools. The

Assessment Specifications developed in Year 1 guide this

work.

Arts Assessment Item Reviewer

Review, proof and edit items and scoring tools. Receive

training and meet approximately 4 times in Lansing.

Send contact info to: mi.maeia.project@gmail.com

Will a strong assessment program result in increased artistic education opportunities for students?

• If we build it, will they come…?

Question(s)/Observations for Discussion

• National Core Arts Standards & Philosophical Foundations

• How is each district/building addressing career, college-readiness and lifelong goals?

• Become familiar with MAEIA Resources

1. Michigan Blueprint for Arts Education

MAEIA Blueprint Research and Recommendations

2. MAEIA Audit Tool

2011 Michigan Arts Education Survey

3. MAEIA Assessments

• Using MAEIA Resources for School Improvement

The Creative Process

Imagine Examine Perceive

Explore Experiment

Develop craft

Share

Reflect Assess Revise

Create

Th

e C

reati

ve

Pro

ce

ss

4 C

’s in 21

st Ce

ntu

ry Sk

ills

NCCAS 2013 Conceptual Framework

mi-arts.wikispaces.com

What does MAEIA stand for?

What are the three main MAEIA resources?

Where can you find MAEIA resources?

Prepare a report back to

administrators and colleagues on

MAEIA

Kathy Dewsbury-White, Ph.D.

President/CEO MAC, Inc.

1001 Centennial Way Suite 300

Lansing, MI 48916 517.927.7640

kdwhite@michiganassessmentconsortium.org

MAC http://michiganassessmentconsortium.org This PPT Presentation http://www.michiganassessmentconsortium.org/sites/default/files/MAEIA%20Presentatio

nMonroe%20ISD%2011-1-2013.pdf

MI-Arts Wiki - http://mi-arts.wikispaces.com

MI-Arts Facebook page - http://www.facebook.com/pages/MI-Arts/401607636590291

Additional presenter slides if

needed

“The skills of the 21st century need us to create scholars who can link the unlinkable. …

Nurturing curious, creative problem solvers who can master the art of figuring things out will make them ready for this unknown brave new world. And that is the best legacy we can possibly leave.

Anissa Rameriz “Save Our Science” (TED Books)

1. Development of general thinking skills and problem-solving abilities

2. Development of a more complex neural network of the brain

3. Links between arts studies and school achievement in mathematics and language

4. American HS students who had 4 or more years of fine arts course, by the time they graduated scored higher on both verbal and mathematics measures.

C. Fowler (1996) Strong arts, strong schools

R. J. Deasy, (2002) Critical links: Learning in the arts and student academic and social development.

Researchers have demonstrated the

intellectual benefits of the arts…