ms. cory wilkerson national coalition for core arts standards state education agency directors of...
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A Framework for Learningexploring the National
Core Arts Standards Ms. Cory Wilkerson
National Coalition for Core Arts StandardsState Education Agency Directors of Arts
A Framework for Learningexploring the National
Core Arts Standards Marcia McCaffrey
NH Department of EducationNational Coalition for Core Arts Standards
Co-author
How do the core arts standards components create a framework for learning with and through the arts?
How do the core arts standards components create a framework for learning with and through the arts?
Raise your hand if you are ...
A pre-primary educator
A primary educator A preparatory
educator Art, music theatre or
dance educator Department chair Administrator Higher education
Raise your hand if you …
have visited the national arts standards website and have already started using the arts standards.
Raise your hand if you …
are somewhat familiar with the new arts standards but haven’t really used them yet.
Raise your hand if you …
know very little about the new standards and are here to see what they are all about.
dance media arts music theatre visual arts
Core Arts Standards
A process that guides educators in providing a unified quality arts education for students in Pre-K
through high school.
Web based homewww.nationalartsstandards.
org
Ten national organizations spent 3 years designing and writing new national voluntary standards for the arts.
Copyright © 2014 SEADAE for NCCAS
NCCAS Leadership Organizations
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 NCCAS Media Arts Committee State Education Agency
Directors of Arts Education Young Audiences Arts for
Learning
Partner Organizations:• Kennedy Center• Lincoln Center
Why study the arts? What “arts learnings” do we want students to take with them through their lives?
Photo Credit: Education in the UAE and the American Curriculumhttp://www.joomag.com/magazine/american-education-in-the-united-arab-emirates-issue-1-2015/0341108001432417789
Why study the arts? What is it about arts learning that we want students to take with them throughout their lives?
Common CoreNationalCore Arts Standards
Artistic Literacy = Philosophical
Foundations + Life Long Goals
Use a variety of artistic media, symbols, and metaphors to communicate their own ideas and to respond to the artistic communications of others.
Develop creative personal realization in at least one art form in which they continue active involvement as an adult.
Cultivate culture, history, and other connections through diverse forms and genres of artwork.
Find joy, inspiration, peace, intellectual stimulation, and meaning when they participate in the arts.
Seek artistic experiences and support the arts in their communities.
Artistically literate students
International Arts Education Standards: A Survey of the Arts Education Standards and Practices of Fifteen Countries and Regions
Arts Education Standards and 21st Century Skills College Learning in the Arts A Review of Selected State Arts Standards Child Development and Arts Education: A review
of Current Research and Best Practices A Review of Connections between the Common
Core State Standards and the Core Arts Standards
http://www.nationalartsstandards.org/content/resources
College Board Research
Collaboration Communication Critical thinking Creativity and Problem Solving
21st century skills
Collaboration is the process where two or more people or groups work together to realize common goals
In studying the arts, students develop a vast repertoire of skills in intrapersonal and interpersonal processing, listening, observing, speaking, questioning, analyzing, and evaluating meaning.
Creativity is the capability or act of conceiving something original/unusual. • Innovation is the implementation of something new. • Invention is the creation of something that has never been made before and is recognized as the product of some unique insight.
Critical thinking is the essential, intellectually disciplined process of actively and skillfully conceptualizing, analyzing, synthesizing, and evaluating information
How closely do the philosophical foundations and lifelong goals of the National Core Arts Standards compare to your own philosophy about teaching and learning in the arts?
Do you teach from a philosophical foundation?
Artistic Processes
sare the way the brain and body make art and define the link between art making and the learner
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, painter.
Performing/Presenting/Producing is about the realizing, sharing or presenting the art or the “doing” of the art – as the actor, dancer, curator, musician, technician.
CREATING AND THE 3 P’S
Connecting & Responding Connecting is relating artistic
ideas and work with personal meaning and external context.
It is significantly beyond arts integration or defining other subject matter through arts understandings.
It is an internal process mechanism that synthesize various bodies of knowledge for use in developing multiple entry points for personal expression.
Responding is a reflection on an external set of information.
It is generally focused through comparison and critical analysis; critique.
Artistic Processes
Anchor Standards
• Shared among the 5 arts disciplines
• Overarching-big buckets
• Shared among the 5 arts disciplines
• Deconstruct the artistic processes
National Core Arts Standards Anchor Standards
Art
isti
c P
roce
ss a
nd
defi
niti
on
Creating
Conceiving and developing new artistic ideas and
work.
Performing/Presenting/Producing
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.
Anc
hor
Stan
dard
s
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work.
4. Select, analyze, and interpret artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work.
7. Perceive and analyze artistic work.
8. Interpret intent and meaning in artistic work.
9. Apply criteria to evaluate artistic work.
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Artistic Processes
Anchor Standards
Performance Standards
• Shared among the 5 arts disciplines
• Overarching-big buckets• 4
• Shared among the 5 arts disciplines
• Begin to breakdown the artistic processes
• 11
• Unique to each of the 5 arts disciplines
• Incremental, observable, measurable
• Lots of the “standards”
Perspectives
Why study the arts? What is it about arts learning that we want students to take with them throughout their lives?
Common CoreNationalCore Arts Standards
4 Artistic Processes
Discipline-based instructional resources• EU’s & EQ’s• Model
Cornerstone Assessments
• Process Components
Discipline Specific
Performance
Standards
11 Core Arts
Anchor Standards
Copyright © 2014 SEADAE for NCCAS
Model Cornerstone Assessments
Standards
Enduring Under-
standings
Essential Questions
Process Components
Model Cornerstone Assessments
The body of work provides multiple discipline-specific entry points or ways of accessing content that are “packed in” around the standards.
Think of these as instructional resources, as ways to connect what you do with the standards.
Why study the arts? What is it about arts learning that we want students to take with them throughout their lives?
Common Core NationalCore Arts Standards
The Guiding Principles
Putting it all together in a scope and sequence by discipline
Glossary terms in red
Standards numbering system
Process component (Dance, Media Arts,Music, Theatre)OR Enduring Understanding (Visual Arts)
Pr:Performing/Presenting/Producing Re: Responding Cn: Connecting
Artistic Processes as transfer goals Anchor Standards as connecting points Discipline specific standards as sequential
learning targets EU’s, EQ’s and Cornerstone Assessments as
inquiry based learning tools
What can these standards mean for your practice?
Why study the arts? What is it about arts learning that we want students to take with them throughout their lives?
Common CoreNationalCore Arts Standards
What does it look like fromyour point of view?
6 –Point PerspectiveArtist: Charles Gunnhttp://page.math.tu-berlin.de/~gunn/
Wednesday, October 21st – 5:00 PM Dubai Time
Standards, Assessment and Understanding by Design – Exploring the Model Cornerstone Assessments with Lynn Tuttle, National Coalition for Core Arts Standards Model Cornerstone Assessment Committee Chair and Dr. F. Robert Sabol, Purdue University, Past President, National Art Education Association
For more information
National Core Arts Standards website: http://www.nationalartsstandards.org/ In-process working space for National Coalition for Core Arts Standards: https://nccas.wikispaces.com/ National Art Education Association standards link: http://www.arteducators.org/research/national-standards National Association for Music Education standards link: http://www.nafme.org/my-classroom/standards/ Educational Theatre Association link: https://www.schooltheatre.org/advocacy/standardsresources National Dance Education Organization link: http://ndeo.org/content.aspx?
page_id=22&club_id=893257&module_id=159040 Media Arts Education-sponsored by SEADAE and NCCAS: http://www.mediaartseducation.org/media-arts-standards/
Resources