Understanding the Revised Bloom’s

Taxonomy and the NC Visual Arts Essential

Standards

NCAEA Division Meetings: 2012

Think about…

• What is the most significant Big Idea for you personally?

• What is different about instruction?

NC Arts Education Wiki

http://ances.ncdpi.wikispaces.net/

http://ances.ncdpi.wikispaces.net/Curriculum+Workshops+2012-13

K-12 Standards

Quick Reference Guides for the NC Standard Course of

Study (K-8)

RBT Module

• NC Education

• Phase 1 Modules

– Revised Bloom’s Taxonomy (Log In Required)

Bloom’s Revised Bloom’s

Remember

Apply

Understand

Analyze

Evaluate

CreateEvaluation

Analysis

Synthesis

Application

Comprehension

Knowledge

Revised Bloom’s Taxonomy    

The Knowledge Dimension

The Cognitive Process Dimension  

1Remember

2Understand

3Apply

4Analyze

5Evaluate

6Create

AFactualKnowledge

BConceptualKnowledge

 

  

 

     

CProceduralKnowledge

    X      

DMetacognitive

        

         

Arts Education• Use of Revised Bloom’s Taxonomy

– Provides the framework used for all NC Essential Standards

– Common language used for all Essential Standards

– Two-Dimensional: Cognitive Process and Knowledge Dimension

– Focuses objectives in order to accomplish specific learning outcomes, leading to proficiency

1. RememberRetrieving relevant knowledge from long term memory (verbatim, unchanged by student)

Cognitive Processes:

1.1 Recognizing (identifying)

1.2 Recalling (retrieving)

Remembering is essential for meaningful learning and problem-solving.

Used in more complex tasks. Jot down an Example

2. UnderstandConstructing meaning from instructional messages, including oral, written, and

graphic communication

Cognitive Processes:2.1 Interpreting (clarifying, paraphrasing, representing, translating)

2.2 Exemplifying (illustrating, instantiating)

2.3 Classifying (categorizing, subsuming)

2.4 Summarizing (abstracting, generalizing)

2.5 Inferring (concluding, extrapolating, interpolating, predicting)

2.6 Comparing (contrasting, mapping, matching)

2.7 Explaining (constructing models)

Jot down an Example

3. ApplyCarry out or use a procedure in a given situation

Cognitive processes:

3.1 Executing (carrying out) – using a procedure on familiar tasks (exercises); has a fixed sequence of steps

3.2 Implementing – using a procedure on unfamiliar tasks (problems); student has to select technique or method & often change sequence (e.g., a flowchart)

Jot down an Example

4. AnalyzeBreak material into its constituent parts

and determine how the parts relate to one another and to an overall purpose.

Cognitive processes:

4.1 Differentiating [e.g. the relevant from the irrelevant parts.]

4.2 Organizing [The ways that elements fit or function within the overall structures.]

4.3 Attributing [the underlying purpose or perspective – reading between the lines.]

Jot down an Example

5. EvaluateMake judgments based on criteria and standards.

Cognitive processes:

5.1 Checking [testing for internal consistencies or fallacies in an operation or product – check as you go along]

5.2 Critiquing [judging a product or operation based on externally imposed criteria and standards.]

Jot down an Example

6. CreatePut elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

Cognitive processes:6.1 Generating (Hypothesizing) – meeting certain criteria6.2 Planning (Designing) – devising a solution6.3 Producing (Constructing) – constructing an

original product based on 6.1 and 6.2

Jot down an Example

The Knowledge Dimension

1. Factual knowledge

2. Conceptual knowledge

3. Procedural knowledge

4. Metacognitive knowledge

Revised Bloom’s Taxonomy    

The Knowledge Dimension

The Cognitive Process Dimension  

1Remember

2Understand

3Apply

4Analyze

5Evaluate

6Create

AFactualKnowledge

BConceptualKnowledge

 

  

 

     

CProceduralKnowledge

    X      

DMetacognitive

        

         

The Knowledge Dimension: Revised Bloom’s Taxonomy

1. Factual Knowledge - The basic elements students must know to be acquainted with a discipline or solve problems in the discipline.

Knowledge of terminology

Knowledge of specific details and elements

Example: Technical Vocabulary, music symbols

Example: Major natural resources, reliable sources of information.

Jot down an Example

The Knowledge Dimension: Revised Bloom’s Taxonomy

2. Conceptual Knowledge – The interrelationships among the basic elements within a larger structure that enable them to function together.

Knowledge of classifications and categories 

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Example: Periods of geological time, forms of business ownership

Example: Pythagorean theorem, law of supply and demand

Example: Theory of evolution, structure of Congress

Jot down an Example

The Knowledge Dimension: Revised Bloom’s Taxonomy

3. Procedural Knowledge – How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.

• Knowledge of subject-specific skills and algorithms

 

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Example: Skills used in painting with water colors, whole number division algorithm

Example: Interviewing techniques, scientific method 

Example: Criteria used to determine when to apply a procedure involving Newton’s second law, criteria to judge the feasibility of using a particular method to estimate business costs

Jot down an Example

The Knowledge Dimension: Revised Bloom’s Taxonomy

4. Metacognitive - Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition.

Strategic knowledge 

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Example: Knowledge of outlining as a means of capturing the structure of a unit of subject matter in a text book, knowledge of the use of heuristics

Example: Knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks

Example: Knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one’s own knowledge level

Jot down an Example

Practice

• Look at the standards for your grade or proficiency level

• Circle the cognitive process

• Underline the information for knowledge type and identify which knowledge type it is.

– Identify themes in art Factual…or is it Conceptual?

• Use the RBT chart to graph the cognitive process and knowledge dimension of the objectives

Sequencing

Sequencing

• Why is it important to understand the sequence of learning across the K-12 continuum?

Unpacking the Standards

Unpacking the Standards

Visual LiteracyEssentia

l Standar

d

Kindergarten

 1st Grade

 2nd Grade

V.1: Use the language of visual arts to communicate effectively.

K.V.1.1: Identify various art materials and tools.

K.V.1.2: Create original art that expresses ideas about oneself.K.V.1.3: Recognize various symbols and themes in daily life.

K.V.1.4: Understand characteristics of the Elements of Art, including lines, shapes, colors, and texture.

K.V.1.5: Recognize characteristics of the Principles of Design, including repetition and contrast.

1.V.1.1: Identify tools, media and processes.

1.V.1.2: Create original art that expresses ideas, themes, and events.1.V.1.3: Recognize that symbols, subjects, or themes are used in the works of others to communicate.

1.V.1.4: Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, and space.

1.V.1.5: Understand characteristics of the Principles of Design, including repetition, emphasis, contrast, and balance.

2.V.1.1: Use appropriate art vocabulary when discussing media, processes, or images in art.

2.V.1.2: Create original art that expresses ideas about people, neighborhoods, or communities.2.V.1.3: Understand the “story” in works of art.

2.V.1.4: Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, space, and value.

2.V.1.5: Understand characteristics of the Principles of Design, including repetition, movement, emphasis, contrast, balance, and proportion.

Visual LiteracyEssential Standard

3rd Grade

 4th Grade

 5th Grade

V.1: Use the language of visual arts to communicate effectively.

3.V.1.1: Use art vocabulary, including specific artistic terms.

3.V.1.2: Understand that artists use their art to express personal ideas.3.V.1.3: Identify themes from masters’ works.

3.V.1.4: Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, space, and value.

3.V.1.5: Understand characteristics of the Principles of Design, including repetition, movement, emphasis, contrast, balance, proportion, harmony, and unity.

4.V.1.1: Use appropriate art vocabulary to compare artists’ styles.

4.V.1.2: Apply personal choices while creating art.4.V.1.3: Infer meaning from art.

4.V.1.4: Understand how the Elements of Art are used to develop a composition.

4.V.1.5: Understand how the Principles of Design work in relation to each other.

5.V.1.1: Use appropriate art vocabulary to describe art movements.

5.V.1.2: Create art that reflects personal voice and choice.5.V.1.3: Classify works of art in terms of whether they are realistic, abstract, or non-objective.

5.V.1.4: Understand the relationship between the Elements of Art and the Principles of Design.

5.V.1.5: Apply the Principles of Design in creating compositions.

Visual LiteracyEssential Standar

d

6th Grade

 7th Grade

 8th Grade

V.1: Use the language of visual arts to communicate effectively.

6.V.1.1: Use appropriate vocabulary to describe art, including Elements of Art, Principles of Design, types of media, various processes, and style.

6.V.1.2: Understand how the Elements of Art can aid in the planning and creation of personal art.6.V.1.3: Identify artists’ styles.

6.V.1.4: Recognize how artists use the Elements of Art and Principles of Design in creating art.

7.V.1.1: Use art vocabulary to analyze art.

7.V.1.2: Understand how the Principles of Design aid in the planning and creating of personal art.7.V.1.3: Identify themes in art.

7.V.1.4: Understand the relationship between the Elements of Art and the Principles of Design.

8.V.1.1: Use art vocabulary to evaluate art.

8.V.1.2: Apply the Elements of Art and Principles of Design in the planning and creation of personal art.

8.V.1.3: Identify how the Elements of Art and Principles of Design differentiate movements, contemporary styles, and themes in art.

8.V.1.4: Analyze the relationship between the Elements of Art and the Principles of Design in art.

Visual LiteracyEssential Standard

 Beginning

 Intermediate

 Proficient

 Advanced

V.1: Use the language of visual arts to communicate effectively.

B.V.1.1: Use art vocabulary when discussing art and artistic styles.

B.V.1.2: Apply the Elements of Art and Principles of Design to create art.B.V.1.3: Classify art according to specified styles.

B.V.1.4: Recognize how Elements of Art and Principles of Design are used in art.

I.V.1.1: Use art vocabulary to critique art.

I.V.1.2: Understand how design influences artistic expression.

I.V.1.3: Understand the use of global themes, symbols, and subject matter in art.

I.V.1.4: Analyze images through the process of deconstruction (the components of the image and its meaning).

P.V.1.1: Use art vocabulary to analyze compositions.

P.V.1.2: Understand the relationship between personal expression and design.P.V.1.3: Recognize contemporary styles, themes, and genres in art.

P.V.1.4: Evaluate the use of the Elements of Art and Principles of Design in art.

A.V.1.1: Use art vocabulary to explain compositional choices.

A.V.1.2: Create art based on personal expression and applied design.A.V.1.3: Create art that responds to contemporary themes in art.

A.V.1.4: Analyze the compositional components of art.

PresentersCheryl ManeyDance and Visual Arts SpecialistCharlotte-Mecklenburg SchoolsCheryl.maney@cms.k12.nc.us980-343-0620

Slater MappArts Education Consultant (Theatre Arts and Visual Arts)slater.mapp@dpi.nc.gov 919-807-3758

Christie Lynch EbertArts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Programchristie.lynchebert@dpi.nc.gov 919-807-3856