core arts standards

CORE ARTS STANDARDS

T H E NE W A R K P

U B L I C S

C H O O L S - AR T S O

F F I CE

THE WHAT

For the past few years, a group of national leaders has been updating and revising the visual and performing arts standards from 1994.

WHAT ELSE WAS HAPPENING IN 1994?

THE WHOThese include:American Alliance for Theatre and Education, Americans for the Arts, The College Board, Educational Theatre Association, National Art Education Association, National Association for Music Education, National Dance Education Organization, State Education Agency Directors of Arts Education, NCCAS Media Arts Committee, Young Audiences, Kennedy Center and Lincoln Center

And the State of New Jersey is in the midst of making recommendations for revision of the 2009 Core Content Standards in the Visual and Performing Arts.

WHERE WERE YOU IN 2009?

NEW NATI

ONAL ARTS

STANDARDS WEB

SITE*

ClickableSearchableUser-friendlyYour own workspaceCreate a personalized

viewShowcase evidence of

your student’s workBenchmark Assessments

*Inter

activ

e and cu

stomiza

ble

NEW NATI

ONAL ARTS

STANDARDS WEB

SITE*

5,955 teachersAll 50 states

including New Jersey (and DC and Guam)

285,947 website hits

*Who l

ooke

d, who c

ared, w

ho part

icipate

d,

who knew

?

WHAT WILL THE NEW STANDARDS LOOK LIKE?

Dance Music

Theatre

Visual Arts

Media Arts

ARTISTIC PROCESSES FOR ALL ART FORMS

CreatingPerformingPresentingProducing

Responding Connecting

WHY ARE THERE 3 P’S?

PerformingPresentingProducing

Dance, Music, Theatre

Visual Arts

Media Arts

HOW IS CREATING DIFFERENT THAN THE 3 P’S?Creating is specifically about conceiving and developing works of arts. In other words, the “making” of the art – as director, choreographer, designer, producer, conductor, composer, curator.

Performing/Presenting/Producing is about the realizing, sharing or presenting the art or the “doing” of the art – as the actor, dancer, painter, musician, technician

HOW IS CONNECTING DEFINED?

Connecting is relating artistic ideas and work with personal meaning and external context.

It is generally considered a distinct process among most art forms, although music and visual arts consider it imbedded within the other processes.

It is significantly beyond Arts Integration or defining other subject matter through arts understandings.

RESPONDING VS. CONNECTING = DIFFERENCE?Responding is a reflection on an external set of information. It is generally focused through comparison and critical analysis.

Connecting is an internal process mechanism that synthesize various bodies of knowledge for use in developing multiple entry points for personal expression.

CONCEPTUAL FRAMEWORK: A MATRIXArtistic Processes Same across all art formsOverarching Anchor Standards Same across all art formsGrade-level Performance Standards Organized by art formEnduring UnderstandingsEssential Questions Particular to each art formProcess ComponentsModel Cornerstone Assessments Samples at grade level spansResources Individualized by art form including:

Key TraitsIllustrative examplesGlossary

PRE-K TH

ROUGH HIGH

SCHOOL

K- 8 A

N D HS P

E R F O R M A N C E STA N D A R D S

K – 8 : G RA D E BY G RA D E P E R F O R M A N C E S TA N DA R D SH I G H S C H O O L : P R O F I C I E N T L E V E L AC C O M P L I S H ED L E V E L A DVA N C E D L E V E L

CREATING: EARLY COMPARISONS ACROSS ART FORMS

DANCE Imagine, Plan, Revise/Refine, Present

MEDIA ARTS Conceive, Develop, Innovate

MUSIC Imagine, Plan, Make/ Evaluate/Refine, Present

THEATRE Envision, GenerateVISUAL ARTS Experiment/Imagine

Identify, Investigate/Plan/Continue, Connect to Life

3P’S: EARLY COMPARISONS ACROSS ART FORMS

DANCE - Perform Embody, Express, Practice/ Refine, Present/Perform

MEDIA ARTS - Produce Construct, Express, Refine, Present

MUSIC - Perform Select, Analyze, Interpret, Rehearse/Evaluate/Refine, Present

THEATRE - Perform ShareVISUAL ARTS - Present Select/Analyze, Prepare/

Curate, Exhibit/Share

RESPONDING: EARLY COMPARISONS ACROSS ART FORMS

DANCE Perceive, Interpret/Analyze, Evaluate/Critique

MEDIA ARTS Perceive, Interpret, Evaluate

MUSIC Select, Analyze, Interpret, Evaluate

THEATRE ReflectVISUAL ARTS Analyze/Interpret,

Critique/ Evaluate, Communicate/ Internalize

CONNECTING: EARLY COMPARISONS ACROSS ART FORMS

DANCE Personalize, Contextualize, Research, Synthesize

MEDIA ARTS Inquire, Interact, Synthesize

MUSIC Imbedded in other processes

THEATRE Interconnect, EmpathizeVISUAL ARTS Contextualize,

Collaboration,Synthesize, Inquire

TOO MUCH INFORMATION? JUST WAIT.

TWO MORE W

AYS TO

ORGANIZE Artistic Processes Definitions

Over-arching Anchor Standards

NEW OVER-ARCHING STRUCTURES

CREATING

Conceiving and developing new artistic ideas and work.

3 P’S

Performing: Realizing artistic ideas and work through interpretation and presentation.

Presenting: Interpreting and sharing artistic work.

Producing: Realizing and presenting artistic ideas and work.

RESPONDING

Understanding and evaluating how the arts convey meaning.

CONNECTING

Relating artistic ideas and work with personal meaning and external context.

MODEL CORNERSTO

NE

ASSESSMENTS

D A N C E , ME D I A

AR T S , M

U S I C, T

H E A T R E , VI S

U A L

A R T S

MODEL CORNERSTONE ASSESSMENTS……are curriculum imbedded…recur over the grades, becoming increasingly

sophisticated over time…establish authentic contexts for performance…integrate 21st century skills with subject area content…evaluate performance with established rubrics…provide content for a student’s portfolio so that they

graduate with a resume of demonstrated accomplishments rather than simply a transcript of courses taken

GRADE BAND CORNERSTONE ASSESSMENTSCurrently, model cornerstone assessments are being developed at:

Grade: 2Grade: 5Grade: 8Grade: HS (Proficient, Accomplished, Advanced)

These are only samples and should be used illustratively to develop customized versions, break-down into smaller components, or expand into other grade levels.

CORNERSTONE ASSESSMENTS EXAMPLESScience: A company claims their paper towels are 40% more absorbent than

competitors. Evaluate the claim. Develop a plan for conducting the investigation. Results should be conclusive enough to stand up under critical scrutiny by other researchers.

Science: How much does it cost to take a shower? Identify variables. Develop a

plan of inquiry. Conclusion should permit water authority investigators to make recommendations.

Social Studies: You have an idea to improve your school. Describe and develop a plan

to convince others. Define your audience. Defend hypothesis. Prepare document (letter, email or presentation) to support your idea.

I HAV

E….some

questions….

HOW….…will the standards be user-friendly?

WILL……I have to change my curriculum and instructional practice to meet the new standards?

HOW……will these standards help me assess student learning, progress and growth?

WHEN……can I expect my state and district to adopt these or other new standards?

HOW……will the new standards help me advocate for arts education and more arts programming in schools?

HOW WILL OUR WORK AHEAD BE ORGANIZED?

HOW WILL OUR WORK AHEAD BE ORGANIZED?I. Review new national and state arts standards and

determine how Newark Public Schools would like to utilize that information.

HOW WILL OUR WORK AHEAD BE ORGANIZED?I. Review new national and state arts standards and

determine how Newark Public Schools would like to utilize that information.

II. Organize an ALT (Arts Leadership Team) to formally recommend any changes.

HOW WILL OUR WORK AHEAD BE ORGANIZED?I. Review new national and state arts standards and

determine how Newark Public Schools would like to utilize that information.

II. Organize an ALT (Arts Leadership Team) to formally recommend any changes.

III. Begin the process for developing an Arts Instructional Guide for elementary classroom teachers and arts teachers, and secondary arts teachers for both instructional strategies and revised coursework expectations.

HOW WILL OUR WORK AHEAD BE ORGANIZED?I. Review new national and state arts standards and

determine how Newark Public Schools would like to utilize that information.

II. Organize an ALT (Arts Leadership Team) to formally recommend any changes.

III. Begin the process for developing an Arts Instructional Guide for elementary classroom teachers and arts teachers, and secondary arts teachers for both instructional strategies and revised coursework expectations.

IV. Examine Model Cornerstone Assessments in the Arts both locally, state-wide and nationally to assist in establishing thresholds and rubrics for evaluating student art work in dance, media arts, music, theatre and visual arts.

HOW WILL OUR WORK AHEAD BE ORGANIZED?I. Review new national and state arts standards and

determine how Newark Public Schools would like to utilize that information.

II. Organize an ALT (Arts Leadership Team) to formally recommend any changes.

III. Begin the process for developing an Arts Instructional Guide for elementary classroom teachers and arts teachers, and secondary arts teachers for both instructional strategies and revised coursework expectations.

IV. Examine Model Cornerstone Assessments in the Arts both locally, state-wide and nationally to assist in establishing thresholds and rubrics for evaluating student art work in dance, media arts, music, theatre and visual arts.

V. Create rich examples of benchmarked student work samples at all grade levels.

HOW WILL OUR WORK AHEAD BE ORGANIZED?I. Review new national and state arts standards and determine how Newark

Public Schools would like to utilize that information.II. Organize an ALT (Arts Leadership Team) to formally recommend any

changes.III. Begin the process for developing an Arts Instructional Guide for elementary

classroom teachers and arts teachers, and secondary arts teachers for both instructional strategies and revised coursework expectations.

IV. Examine Model Cornerstone Assessments in the Arts both locally, state-wide and nationally to assist in establishing thresholds and rubrics for evaluating student art work in dance, media arts, music, theatre and visual arts.

V. Create rich examples of benchmarked student work samples at all grade levels.

VI. Establish articulated arts partnership program details to meet student needs.

ALL GOOD WORK IS MESSY!