standards 101 for teaching artists christie lynch ebert division of k-12 curriculum and instruction
TRANSCRIPT
Standards 101 for Teaching Artists
Christie Lynch Ebert
Division of K-12 Curriculum and Instruction
Introductions
NC Arts Education Wiki
http://ances.ncdpi.wikispaces.net/
Arts Education Policy
Thumbs’ Up/Thumbs’ Down :
A. The State Board of Education has a policy requiring a Standard Course of Study in the Arts.
B. The first goal of the State Board of Education includes the arts.
C. Students must complete one unit of credit in arts education to graduate from NC schools.
D. The arts are core, academic subject areas.
Policy and Legislation
Policy and Legislation
•Basic Education Program (§ 115C-81)The NC Standard Course of Study
Common Core State Standards NC Essential Standards
GUIDING MISSION
“The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”
Life and Career Skills Learning & Innovation Skills Information, Media, and Technology Skills
Flexibility & Adaptability Creativity & Innovation Information Literacy
Initiative & Self-Direction Critical Thinking & Problem Solving
Media Literacy
Social & Cross-Cultural Skills Communication & Collaboration
ICT Literacy
Productivity & Accountability
Leadership & Responsibility
Core Subjects & 21st Century Themes
Core Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics
21st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy
NC Legislation
S66 Comprehensive Arts Education
• Arts Education – (arts as core, academic subjects)
• Arts Integration – (arts as a catalyst for learning across the curriculum)
• Arts Exposure – (exposure to arts experiences)
Comprehensive Arts Education
Vision for Arts Education
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.
H758: Arts Education Commission
1. Importance of Arts Education
2. Comprehensive Arts Education Task Force (Legislative Proposal 1)
3. Arts Education Graduation Requirement (Legislative Proposal 2)
4. Professional Development and Education in Arts Integration
5. Locally Driven Comprehensive Arts Education (Legislative Proposal 3)
S724: An Act to Improve Public Education
• requires that pre-service elementary teachers and lateral entry teachers are prepared to “integrate arts education across the curriculum”.
• Wide-scale education legislation
• signed into law by the Governor on June 26, 2012
Enrollment in Arts Education Courses, K-12
Dance 2.99%
Music 59.85%
Theatre Arts 5.44%
Visual Arts 53.66%
All Arts 122.09%
NC Statistical Profile 2009-2010 ELEMENTARY MIDDLE HIGH TOTAL
Classes Students Classes Students Classes Students Classes Students
DANCE 808 16,622 705 14,217 1228 12442 2741 43,281
2.43% 4.33% 2.86% 2.99%
MUSIC 28,529 590,628 8,773 179,226 9,017 95,788 46,319 865,642
86.43% 54.56% 22.04% 59.85%
THEATRE ARTS 836 17,492 1,409 29,579 2,599 31,583 4,844 78,654
2.56% 9.01% 7.27% 5.44%
VISUAL ARTS 26,356 547,603 7,093 140,078 6,999 88,481 40,448 776,162
80.13% 42.65% 20.36% 53.66%
FOLK ARTS (K-12) 0 0 54 1,172 31 650 85 1,822
0.00% 0.36% 0.15% 0.13%
COMMUNITY COLLEGE ARTS
0 0 0 0 115 403 115 403
0.00% 0.00% 0.09% 0.03%
SUBTOTALS 56,529 1,172,345 18,034 364,272 19,989 229,347 94,552 1,765,964
171.55% 110.90% 52.78% 122.09%
TOTAL STUDENTS IN NC SCHOOLS
683,396 328,470 434,524 1,446,390
Licensed Arts Educators in NC
Dance Music Theatre Arts
Visual Arts
Total
171.43 2,597.67 345.66 2,101.22 5,215.98
1,434,436 Students (ADM)
NC Standard Course of
Study
Standards
Thumbs’ Up/Thumbs’ Down:
A. All of the new standards must be implemented no later than Fall 2012.
B. All of the new standards were built around the Revised Bloom’s Taxonomy and filtered through the Framework for 21st Century Skills.
C. The term North Carolina Standard Course of Study refers to both the Common Core State Standards and the North Carolina Essential Standards.
D. Adoption of the Common Core State Standards is a requirement for states wishing to receive federal grant money from Race to the Top.
Revised Bloom’s Taxonomy
The Knowledge Dimension
The Cognitive Process Dimension
1Remember
2Understand
3Apply
4Analyze
5Evaluate
6Create
1FactualKnowledge
2ConceptualKnowledge
3ProceduralKnowledge
X
4Metacognitive
Connections
Thumbs’ Up/Thumbs’ Down :
A. Each arts education discipline has a strand related to making connections with other areas.
B. All educators are expected to make connections and integrate instruction to facilitate student learning.
C. Many disciplines outside of the arts have objectives which connect to the arts.
D. Students who make connections are more likely to develop conceptual understanding and apply their learning in different settings.
NC Standard Course of Study
• Common Core State Standards
– English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects)
– Mathematics
• NC Essential Standards
– Arts Education
– Career and Technical Education
– English Language Development*
– Guidance*
– Healthful Living (Health & Physical Education)
– Information and Technology*
– Science
– Social Studies
– World Languages
CCSS and NCES
• Similarities
– Fewer, clearer, higher
– Alignment with other standards, research, 21st century skills
– Focused on improving student achievement (student outcomes)
• Differences
– Format
– Taxonomies
• RBT (NCES)
• Other (CCSS)
– Specific to NC (NCES)
– Optional adoption from national movement (CCSS)
1. What are the “big ideas” for the content area that you are examining?
Standards Exploration
Common Core State Standards for English
Language Arts and Literacy in History/Social
Studies, Science, and Technical Subjects
1. Building knowledge through content-rich nonfiction and informational text
2. Reading, writing, and speaking grounded in evidence from text
3. Regular practice with complex text and its shared vocabulary
ELA/Literacy: 3 shifts
Shared Expectation
“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. . . . .”
From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, pg. 4
English Language Arts Strands• Reading Literature
• Reading Informational Text*
• Reading Foundational Skills
• Writing*
• Speaking & Listening
• Language
Common Core State Standards for Literacy (Grades 6-12)
Definition of Technical Subjects
• “A course devoted to a practical study, such as engineering, technology, design, business, or other work-force-related subject; a technical aspect of a wider field of study, such as art or music."
From Appendix A of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, (pg. 43)
CCSS Integrated Model
“Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document.”
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4
Communication
Research and Media Skills
Students need the ability to:• gather, comprehend, evaluate,
synthesize, and report on information and ideas
• conduct original research in order to answer questions or solve problems
• analyze and create print and non- print texts in media forms old and new
“The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4)
Common Core State Standards for Mathematics
1. Focus: Focus strongly where the standards focus.
2. Coherence: Think across grades, and link to major topics
3. Rigor: In the major work of the grade, require fluency, deep understanding, and application with equal intensity
Mathematics: 3 shifts
How to Read the Grade Level Standards • Standards define what students should understand and be able to do.
• Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.
• Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.
GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding
K–2Addition and subtraction, measurement using whole number quantities
3–5Multiplication and division of whole numbers and fractions
6Ratios and proportional reasoning; early expressions and equations
7Ratios and proportional reasoning; arithmetic of rational numbers
8 Linear algebra
Priorities in Mathematics
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
Standards for Mathematical Practice
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
North Carolina Arts Education Essential
Standards
SequencingSequencing
Organizational StrandsDANCE 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)
K-8 Common Clarifying Objectives: History & Culture
K 1 2
Use the arts to illustrate how people express themselves differently.
Recognize how the arts are used in customs and traditions of various cultures.
Exemplify (dances, music, theatrical works, visual arts works) representing the heritage, customs, and traditions of various cultures.
3 4 5
Exemplify how the arts are used by various groups for artistic expression within the local community.
Understand how the arts have affected, and are reflected in, the culture, traditions, and history of North Carolina.
Understand how the arts have affected, and are reflected in, the culture, traditions, and history of the United States.
6 7 8
Understand the arts in relationship to the geography, history, and culture of world civilizations and societies from the beginning of human society to the emergence of the First Global Age (1450).
Understand the arts in relationship to the geography, history, and culture of modern societies from the emergence of the First Global Age (1450) to the present.
Understand the role of the arts in North Carolina and the United States in relation to history and geography.
High School Common Clarifying Objectives: History & Culture
Beginning Intermediate Proficient Advanced
Use the arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context.
Use the arts to explore concepts of civics and economics, such as systems, functions, structures, democracy, economies, and interdependence.
Understand the role of the arts in United States history as a means of interpreting past eras within an historical context.
Interpret the arts from personal, cultural, and historical contexts.
NC Essential Standards for Career and Technical
Education
Career and Technical Education
• 16 Career Clusters
• 79 Related Pathways
• 8 Program Areas
• School-based, Work-based, or Community-based learning
Career Clusters
• Agricultural
• Business, Finance, and Information Technology
• Career Development
• Family and Consumer Science
• Health Science
• Marketing and Entrepreneurship
• Technology Engineering and Design
• Trade and Industrial
NC Essential Standards for English Language
Development
English Language Development
• Proficiency-based
• Standards used for English Language Learners
• WIDA
– World-Class Instructional Design and Assessment
• Academic Language in all subject areas
• Speaking and Writing Rubrics
NC Essential Standards for Guidance
Guidance
• Strands:
– Socio-emotional
– Cognitive
– Career
• Proficiency-based
– Readiness/ Exploratory/ Discovery
– Early Emergent/ Emergent
– Progressing
– Early Independent
– Independent
NC Essential Standards for Healthful Living
Healthful Living
• Health Education
– Mental and Emotional Health
– Personal and Consumer Health
– Interpersonal Communication and Relationships
– Nutrition and Physical Activity
– Alcohol, Tobacco, and Drugs
Healthful Living
• Physical Education
– Motor Skill Development
– Movement Concepts
– Health-Related Fitness
– Personal/Social Responsibility
NC Essential Standards for Information and
Technology
Information & Technology Essential Standards
• Closely aligned with 21st century skills
• Digital literacy overlaps with English Language Literacy and Arts Literacy
• Embedded into instruction across all content areas
• Includes more than using tech tools
IT StrandsSources of Information (SI)
– Evaluate resources needed to solve a given problem.
Informational Text (IN)*– Analyze appropriate strategies when reading for enjoyment and for information.
Technology as a Tool (TT)– Use technology and other resources for assigned tasks.
Research Process (RP)– Design project-based products that address global problems.
Safety and Ethical Issues (SE)– Analyze issues and practices of responsible behavior when using resources.
NC Essential Standards for Science
Science
• Core Concepts from:
– Physical Science
– Earth Science
– Life Science
• Integration of:
– Science Content
– Scientific Inquiry
– Experimentation
– Technological Design
NC Essential Standards for Social Studies
Social Studies Purpose
• to develop young people who are knowledgeable, critical, and capable of making informed decisions about the world and their place in it.
• to prepare young people to participate actively and responsibly in a culturally diverse, democratic, and increasingly interdependent world.
Social Studies
• Draws on disciplines such as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences.
Social Studies Strands
• History
• Geography and Environmental Literacy
• Economics and Financial Literacy
• Civics and Government
• Culture
NC Essential Standards for World Languages
World Languages
• Proficiency-based
• Program Models
– Various models
• 4 Standards:– Interpersonal communication
– Interpretive communication: Listening and Reading
– Presentational Communication: Speaking and Writing
– Culture
• Strands:
– Connections to Language and Literacy
– Connections to Other Disciplines
– Communities
Why teach the Whole Child?
Teaching the whole child provides students with the knowledge, skills, and abilities to transfer and connect ideas and concepts across disciplines. These students will be successful as measured by standardized tests and other indicators of student success (i.e. preparedness for work and life).
Resources and Tips
Resources
• http://ncdpi.wikispaces.net
– (All Content Areas)
• http://ances.ncdpi.wikispaces.net.standards+101+for+teaching+artists
– Interactive Agenda and Resources for this Session
TIPS for Teaching Artists:
Do:
•Make meaningful connections with the standards
•Promote in-depth learning
•Use high-quality and authentic examples
•Collaborate with regular education classroom teachers and arts educators
•Model Comprehensive Arts Education
Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.
Walk About Reflection
• Validation of something you are already doing
• Something new to you
• A specific action you will take based on something you learned today
Evaluation and Future Directions
Whatworked well
Suggestions for
improvement
NCDPI Arts EducationChristie Lynch Ebert
Arts Education Consultant (Dance and Music) and Liaison to the A+ Schools Program
VacantArts Education Consultant
(Theatre Arts and Visual Arts)
Brenda Wheat WhitemanA+ Arts Education Specialist
NC Department of Public Instruction - Division of K-12 Curriculum and InstructionK-12 Programs Section
Helga Fasciano, Section Chief
“The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”