unwrapping the standards with myron carter, ncdpi arts education consultant

Unwrapping the Unwrapping the StandardsStandards

with Myron Carter, NCDPI Arts Education Consultantwith Myron Carter, NCDPI Arts Education Consultant

Outcomes of this SessionOutcomes of this SessionParticipants will:

Work in grade Work in grade level groups to level groups to analyze a analyze a standard from standard from the NCSCOS.the NCSCOS.

Discuss the Discuss the embedded embedded language in the language in the objectives of objectives of each standard.each standard.

Think/Pair/ShareThink/Pair/Share

In small groups, discuss what the following In small groups, discuss what the following terms mean to you or your program:terms mean to you or your program:

Performing artsPerforming arts Cultural artsCultural arts Fine artsFine arts

Also discuss the following question: “What Also discuss the following question: “What is the is the primary focusprimary focus of arts education?” of arts education?”

What Arts Education What Arts Education IsIs

Arts Education is an administrative Arts Education is an administrative term used collectively to encompass term used collectively to encompass the work of four separate and distinct the work of four separate and distinct subject areas:subject areas:

dance dance musicmusic theatre artstheatre arts visual artsvisual arts

Arts Education Arts Education SCoSSCoS

The North Carolina General Assembly and The North Carolina General Assembly and State Board of Education require the State Board of Education require the Standard Course of StudyStandard Course of Study; moreover, they ; moreover, they require thatrequire that all areas of the Standard all areas of the Standard Course of Study should be taughtCourse of Study should be taught.. The The North Carolina Arts Education North Carolina Arts Education Standard Course of StudyStandard Course of Study and Grade Level and Grade Level Competencies, K-12 may be accessed on-Competencies, K-12 may be accessed on-line atline at http://http://www.ncpublicschools.orgwww.ncpublicschools.org/curriculum /curriculum

The The Arts Education Standard Arts Education Standard Course of StudyCourse of Study identifies identifies what children should know what children should know and be able to do as a result and be able to do as a result of a comprehensive arts of a comprehensive arts education.education.

ORGANIZATION OF SCS ORGANIZATION OF SCS for EACH Arts Education Discipline:for EACH Arts Education Discipline:

IntroductionIntroduction

Transition Transition sectionssections K-2K-2 3-53-5 6-86-8 9-129-12

Focus SectionsFocus Sections

StrandsStrands

Competency Competency GoalsGoals

ObjectivesObjectives Grade-by-grade Grade-by-grade

(K-8) (K-8) Course-by-course Course-by-course

(9-12) (9-12)

INTRODUCTIONINTRODUCTION

Each arts area has an introduction which Each arts area has an introduction which provides:provides:

A basis or purpose for each programA basis or purpose for each program

Information such as program Information such as program descriptions, program continuity, descriptions, program continuity, characteristics of learners, format for characteristics of learners, format for performances, and assessment.performances, and assessment.

Let’s look at the Dance Introduction…Let’s look at the Dance Introduction…

Example: Dance IntroductionExample: Dance Introduction

TRANSITION TRANSITION SECTIONSSECTIONS

Provide transition Provide transition from various from various grade levels or grade levels or grade spans of grade spans of the curriculumthe curriculum

Are titled with Are titled with the area of study the area of study and with the and with the grade level or grade level or span to which span to which they pertainthey pertain

Address major Address major emphases or emphases or other important other important information information specific to that specific to that grade level or grade level or spanspan

Organized K-2, 3-Organized K-2, 3-5, 6-8, and 9-125, 6-8, and 9-12

Let’s look at Music (3-5)…

Example: Music (3-5)Example: Music (3-5)

FOCUS AREASFOCUS AREAS Located in a box Located in a box

at the beginning of at the beginning of each grade leveleach grade level

Written in Written in narrative/bullet narrative/bullet formform

K-8: highlights the K-8: highlights the foci for each grade foci for each grade levellevel

9-12: Focus areas 9-12: Focus areas are in the form of a are in the form of a course description, course description, for example:for example:

Dance IDance I Instrumental Music Instrumental Music

IIII Theatre Arts IIITheatre Arts III Visual Arts IVVisual Arts IV

Let’s look at examples from Theatre Arts (K) and Visual Arts (HS)…

Example: Theatre Arts Example: Theatre Arts (Kindergarten)(Kindergarten)

Example: Visual Arts Example: Visual Arts (High (High School)School)

STRANDSSTRANDSDefine the major elements of the Define the major elements of the program that are relevant across program that are relevant across grade levels and provide unifying grade levels and provide unifying threads of understanding threads of understanding supported by the goals and supported by the goals and objectives (different for each objectives (different for each discipline).discipline).

Let’s look at the Dance Strands…Let’s look at the Dance Strands…

Example: Dance StrandsExample: Dance Strands

GOALS AND GOALS AND OBJECTIVESOBJECTIVES

Competency Goals:Competency Goals: Aligned with National Standards for Aligned with National Standards for

each discipline each discipline (Look at handout on National Standar(Look at handout on National Standards)ds)

Objectives:Objectives: Differentiated by levelDifferentiated by level Begin with a verb as if to complete Begin with a verb as if to complete

the statement, “The learner will know the statement, “The learner will know or be able to ______________.”or be able to ______________.”

Let’s look at Visual Arts Grade 6Let’s look at Visual Arts Grade 6

Goals and Objectives:Goals and Objectives:

Goals SurveyGoals Survey

Take a few moments to complete the Take a few moments to complete the Goals Survey for your discipline:Goals Survey for your discipline:DanceDanceMusicMusicTheatre ArtsTheatre ArtsVisual ArtsVisual Arts

Survey Says …Survey Says …

Survey Says …

Survey Says …Survey Says …

What does What does “Unpacking “Unpacking

a Standard” Mean?a Standard” Mean?Unpacking a standard is the process Unpacking a standard is the process of identifying what students:of identifying what students:

will knowwill know and and

be able to dobe able to do

when they have mastered the when they have mastered the

standard.standard.

Terms Used in Terms Used in ProcessProcess

Standards-BasedStandards-BasedPlanning ProcessPlanning Process

Select your standards (goals)Select your standards (goals) to to unpack.unpack.

Underline nounsUnderline nouns (concepts) and(concepts) and circle verbscircle verbs (skills)(skills)

Once concepts and skills are identified, ask yourself: Once concepts and skills are identified, ask yourself: “How are students “How are students going to demonstrate mastery?” going to demonstrate mastery?” and design an assessment.

Determine how to extend, support and/or scaffoldextend, support and/or scaffold these skills and strategies in an effort to meet individual needs.

Develop mini-lessonsDevelop mini-lessons to deliver these strategies and skills in small, measurable increments.


Begin UnpackingBegin Unpacking


Select your standards (goals)Select your standards (goals) to unwrap. to unwrap.

Underline nounsUnderline nouns (concepts) and (concepts) and circle verbscircle verbs (skills) (skills)

Once concepts and skills are Once concepts and skills are identified, ask yourself: identified, ask yourself: “How are “How are students going to demonstrate students going to demonstrate mastery?” mastery?” and design an assessment.




Demonstrating Mastery: Demonstrating Mastery: Sample RubricSample Rubric

Understanding Vocabulary and Terminology

I used appropriate vocabulary and terminology consistently

I used appropriate vocabulary and terminology most times

I used appropriate vocabulary and terminology only when reminded

I did not use appropriate vocabulary or terminology

Use of Materials(Apply, explore, use)

I used materials appropriately with no reminders

I used materials appropriately with little reminding

I needed some reminding on proper material use

I used materials and tools used inappropriately and foolishly

Elements and Principles(explore, expressive manner)

I planned carefully, showed an awareness of the elements and principles of design; chose a color scheme carefully, used space effectively

I applied the principles of design and used one or more elements effectively; showed an awareness of using space effectively

I did the assignment adequately, but it shows lack of planning

I completed the project, but it shows little evidence of any understanding of the elements and principles; no evidence of planning

Creativity / Originality(in an expressive manner)

I thought of many ideas, tried unusual combinations, made connections to previous knowledge, demonstrated outstanding problem solving skills

I thought of a few ideas, or based my work on someone else's idea, made decisions, solved the problem in a logical way.

I thought of one idea and carried it out adequately, but it lacked originality, substituted "symbols" instead of original thought, might have copied someone else's work.

I finished the assignment, but gave no evidence of trying anything unusual.


Select your standards (goals)Select your standards (goals) to unpack. to unpack.


Once concepts and skills are identified, ask yourself: Once concepts and skills are identified, ask yourself: “How are “How are students going to demonstrate mastery?” students going to demonstrate mastery?” and design an assessment.

Determine how to extend, support extend, support and/or scaffoldand/or scaffold these skills and strategies in an effort to meet individual needs.



Support and Support and ScaffoldingScaffolding

Determine Strategies and Skills necessary for mastery of the focused standard.

Determine how to extend, support and/or scaffold these skills and strategies in an effort to meet individual needs.

Develop mini-lessons to deliver these strategies and skills in small, measurable increments. (Chunking)


Select your standards (goals)Select your standards (goals) to unpack. to unpack.


Once concepts and skills are identified, ask yourself: Once concepts and skills are identified, ask yourself: “How are “How are students going to demonstrate mastery?” students going to demonstrate mastery?” and design an assessment.




Standards-Based Planning Process Handout

What are the steps of Backwards What are the steps of Backwards Design?Design?

1.1. Analysis of standardsAnalysis of standards2.2. Develop the learning outcomesDevelop the learning outcomes3.3. Development of a scoring guideDevelopment of a scoring guide4.4. Design of curriculumDesign of curriculum5.5. Planning of instructional strategiesPlanning of instructional strategies6.6. Delivery of instructionDelivery of instruction7.7. Administering assessmentAdministering assessment8.8. Evaluate/refine your 8-step processEvaluate/refine your 8-step process

Unit Unit BrainstormingBrainstorming

Begin the processBegin the process

Select a unit of study in your Select a unit of study in your discipline area and SCOS level.discipline area and SCOS level.

[NOTE: Number of lessons/hours can be [NOTE: Number of lessons/hours can be decided later.]decided later.]

Select your goals and objectives.Select your goals and objectives.What is the concept or the theme What is the concept or the theme

(the focus)?(the focus)?

Questions or Questions or ConcernsConcerns

BREAKBREAK

2121stst Century Skills Century Skills

Future-Ready StudentsFuture-Ready Students

NC State Board of NC State Board of Education (SBE) GoalsEducation (SBE) Goals

StudentsStudentsGlobally Competitive Globally Competitive Healthy & ResponsibleHealthy & Responsible

SchoolsSchoolsLed by 21Led by 21stst Century Century

professionalsprofessionalsLeadership guiding innovationLeadership guiding innovationGoverned & Supported by 21Governed & Supported by 21stst

Century SystemsCentury Systems

Goals – NC State Board Goals – NC State Board of Educationof Education

There are five SBE goals, and under the There are five SBE goals, and under the first goal, it states:first goal, it states:

““Every student excels in rigorous and relevant Every student excels in rigorous and relevant core curriculum that reflects what students core curriculum that reflects what students need to know and demonstrate a global 21need to know and demonstrate a global 21stst century environment, including a mastery of century environment, including a mastery of languages, an appreciation of the languages, an appreciation of the artsarts, and , and competencies in the use of technology.”competencies in the use of technology.”

Arts Education and Arts Education and 2121stst Century Learning Century Learning

CORE SUBJECTS:CORE SUBJECTS:

English, Reading or English, Reading or Language Arts; Language Arts;

Mathematics; Mathematics; Science; Science; Foreign Languages; Foreign Languages; Civics; Civics; Government; Government; Economics; Economics; ARTSARTS; ; History; and History; and Geography (NCLB)Geography (NCLB)

2121stst Century Themes & Skills: Century Themes & Skills:

2121stst Century Century Interdisciplinary ThemesInterdisciplinary Themes

Learning & Innovation SkillsLearning & Innovation Skills

Information, Media & Information, Media & Technology SkillsTechnology Skills

Literacy Life & Career SkillsLiteracy Life & Career Skills

21ST CENTURY 21ST CENTURY THEMESTHEMES

Global AwarenessGlobal Awareness

Financial, Economic, Business and Financial, Economic, Business and Entrepreneurial literacy Entrepreneurial literacy

Civic LiteracyCivic Literacy

Health LiteracyHealth Literacy

Global Awareness Using 21st century skills to Using 21st century skills to

understand and address understand and address global issues global issues

Working collaboratively with Working collaboratively with individuals representing individuals representing diverse cultures, religions diverse cultures, religions and lifestylesand lifestyles

Understanding other nations Understanding other nations and cultures, including the and cultures, including the use of non-English use of non-English languageslanguages

DanceDance: Around the World: Around the World Discuss the various roles of dance in Discuss the various roles of dance in

communities or cultures. communities or cultures.

Focus on one type of dance from a Non-Western Focus on one type of dance from a Non-Western culture and create an original dance with culture and create an original dance with historical and/or cultural accuracy. historical and/or cultural accuracy.

Resource: Folkmoot Festival in western North Resource: Folkmoot Festival in western North

Carolina.Carolina. <<http://http://www.folkmootusa.orgwww.folkmootusa.org//>>

MusicMusic: Musical Instruments: Musical Instruments

ResearchResearch the origins of musical instruments from around the origins of musical instruments from around the world (such as the dan moi, didjeridu, charanga, the world (such as the dan moi, didjeridu, charanga, lutong, balalaikalutong, balalaika, , etc.). etc.). <<http://http://www.neng.usu.edu/ece/faculty/wheeler/NIU/World.htmwww.neng.usu.edu/ece/faculty/wheeler/NIU/World.htm>>

<<http://http://www.asza.com/ihm.shtmlwww.asza.com/ihm.shtml>>

Visit Visit <<http://http://www.videa.ca/index.php?pageidwww.videa.ca/index.php?pageid=55=55>> to see how Val to see how Val Dare teaches “Global Education through Music across Dare teaches “Global Education through Music across the Curriculum.”the Curriculum.”

Categorize each instrument and describe why and how Categorize each instrument and describe why and how each fits into a particular instrument family.each fits into a particular instrument family.

Theatre Arts: Non-Western Theatre

Research, view videos, and discuss Wayang (Indonesian Research, view videos, and discuss Wayang (Indonesian Puppet Theatre).Puppet Theatre).

Create a shadow box puppet theatre, scripts, and Create a shadow box puppet theatre, scripts, and

puppets in the style of Wayang Shadow Puppet Theatre.puppets in the style of Wayang Shadow Puppet Theatre.

Discuss modern shadow puppetry (especially hand Discuss modern shadow puppetry (especially hand puppetry) and compare it with traditional Oriental puppetry) and compare it with traditional Oriental shadow puppetry.shadow puppetry.

Financial, Economic, Business and

Entrepreneurial Literacy Knowing how to make Knowing how to make

appropriate personal appropriate personal economic choices economic choices

Understanding the role Understanding the role of the economy in of the economy in societysociety

Using entrepreneurial Using entrepreneurial

skills to enhance skills to enhance workplace productivity workplace productivity and career options and career options

Financial, Economic, Business and

Entrepreneurial Literacy

Find example in SCOS and share Find example in SCOS and share Visual Arts exampleVisual Arts example

Survey results and discuss impact on Survey results and discuss impact on SCOSSCOS

Visual ArtsVisual Arts: The Business of Art: The Business of Art

Students assume the role of a professional artist.Students assume the role of a professional artist.

Create a spreadsheet to:Create a spreadsheet to:• list all of the materialslist all of the materials to produce ten works of art; to produce ten works of art; • estimate the estimate the cost of materialscost of materials including tax, s/h, etc.; including tax, s/h, etc.;• estimate the amount of estimate the amount of timetime involved;involved;• estimate the value ofestimate the value of labor labor; and; and• determine the determine the retail priceretail price of each piece. of each piece.

Explain that other factors affect the price of artwork as well Explain that other factors affect the price of artwork as well (e.g., (e.g., current trendscurrent trends, , craftsmanshipcraftsmanship, , supply and demandsupply and demand for artwork, for artwork, the economythe economy, etc.)., etc.).

Artwork Cost AnalysisArtwork Cost Analysis

QTYQTY MATERIALSMATERIALSCOSTCOST

EACHEACH# of# of

USESUSESTOTATOTA

LL

COSTCOST

TIMETIME(HOURS)(HOURS)

RATERATE TOTALTOTAL

LABORLABORTAXTAX RETAILRETAIL

PRICEPRICE

EACHEACH

10 5 X 7plaque

1.09 1 1.09

1 pk

Sandpaper 2.29 12 .19

1 acrylicspray

1.27 10 .13

1 pk

hanger 1.89 6 .32

fuel 1.35 10 .14

TOTTOT6.54 10 1.87 1.5 $8/hr $12.00 .90 $14.77

Civic Literacy Participating effectively

in civic life by staying informed and understanding governmental processes

Exercising the rights and

obligations of citizenship at local, state, national and global levels

Understanding the local and global implications of civic decisions

MusicMusic:: Copyright LawsCopyright Laws

Investigate the copyright laws concerning music Investigate the copyright laws concerning music piracy and public domain.piracy and public domain.

What were the effects of court decisions? What were the effects of court decisions? How have the new laws affected musicians? How have the new laws affected musicians? How have these laws affected the public? How have these laws affected the public?

Search for music piracy issues on the Internet. Search for music piracy issues on the Internet. Check out websites such as these two:Check out websites such as these two:

<<http://www.internetnews.com/bus-news/article.php/3308021http://www.internetnews.com/bus-news/article.php/3308021> (Kuchinskas) and > (Kuchinskas) and

<<http://depts.alverno.edu/library/powerpoint/P2P.ppthttp://depts.alverno.edu/library/powerpoint/P2P.ppt> > (Elftman) which deal with music piracy laws.(Elftman) which deal with music piracy laws.

Health Literacy Obtaining, interpreting and Obtaining, interpreting and

understanding basic health understanding basic health information and services information and services

Understanding preventive physical Understanding preventive physical and mental health measuresand mental health measures

Using available information to Using available information to make appropriate health-related make appropriate health-related decisions decisions

Establishing and monitoring Establishing and monitoring personal and family health goals personal and family health goals

Understanding national and Understanding national and international public health and international public health and safety issues safety issues

MusicMusic:: The Vocal MechanismThe Vocal Mechanism

Display a chart of the vocal Display a chart of the vocal mechanism. Have students mechanism. Have students identify the parts of the vocal identify the parts of the vocal mechanism and how to use the mechanism and how to use the diaphragm correctly. diaphragm correctly.

Warm-ups are important in Warm-ups are important in helping to build the muscles of helping to build the muscles of the diaphragm. Advise students the diaphragm. Advise students about how to do different warm-about how to do different warm-ups ups without strainingwithout straining their their voices or pulling muscles.voices or pulling muscles.

Collaborative ActivityCollaborative Activity

Analyze alignment of Unit Plan with Analyze alignment of Unit Plan with 2121stst Century themes. Century themes.

Be prepared to share your group’s Be prepared to share your group’s connection with the whole groupconnection with the whole group

And for tomorrow…And for tomorrow…21st Century SkillsArts Assessments

Looking ForwardLooking Forward

Continue working on unit plansContinue working on unit plansDiscuss Essential Standards processDiscuss Essential Standards processShare technology toolsShare technology tools

Plan for Thursday, August 6Plan for Thursday, August 6thth Comprehensive Balanced AssessmentComprehensive Balanced AssessmentWikisWikis: FREE and Fun: FREE and Fun

Contact InformationContact Information

Myron CarterMyron Carter

Theatre Arts & Visual Arts Education ConsultantTheatre Arts & Visual Arts Education Consultant

[email protected]@dpi.state.nc.us

919-807-3758919-807-3758

Christie Lynch EbertChristie Lynch Ebert

Dance & Music Education ConsultantDance & Music Education Consultant


919-807-3856919-807-3856

Welcome back!Welcome back!

LEARNING AND LEARNING AND INNOVATION SKILLSINNOVATION SKILLS

Creativity and Innovation SkillsCreativity and Innovation Skills

Critical Thinking and Problem Solving SkillsCritical Thinking and Problem Solving Skills

Communication and Collaboration SkillsCommunication and Collaboration Skills

Creativity and Innovation Skills

Demonstrating originality Demonstrating originality and inventiveness in work and inventiveness in work

Developing, implementing Developing, implementing and communicating new and communicating new ideas to others ideas to others

Being open and Being open and responsive to new and responsive to new and diverse perspectives diverse perspectives

Acting on creative ideas Acting on creative ideas to make a tangible and to make a tangible and useful contribution to the useful contribution to the domain in which the domain in which the innovation occurs innovation occurs

Visual ArtsVisual Arts: Imaginary Creatures or : Imaginary Creatures or MetamorphosisMetamorphosis

Students make two short written lists:Students make two short written lists: household objectshousehold objects AnimalsAnimals

Have students pick one item from each list and Have students pick one item from each list and draw an imaginary creature using characteristics draw an imaginary creature using characteristics of the selected items (e.g. a “spoon dog”).of the selected items (e.g. a “spoon dog”).

OROR

Have students draw a Have students draw a portraitportrait (from direct (from direct observation if possible) and combine it with the observation if possible) and combine it with the qualities of a real animal (from observation or qualities of a real animal (from observation or photograph). photograph).

Critical Thinking and Problem Solving Skills

Exercising sound reasoning in Exercising sound reasoning in understanding understanding

Making complex choices and Making complex choices and decisions decisions

Understanding the Understanding the interconnections among systems interconnections among systems

Questioning to clarify various Questioning to clarify various points of view and lead to better points of view and lead to better solutions solutions

Framing, analyzing and Framing, analyzing and synthesizing information in order synthesizing information in order to solve problems and answer to solve problems and answer questionsquestions

MusicMusic:: Analyzing and Analyzing and ComposingComposing

Having students analyze musical compositions (those of Having students analyze musical compositions (those of famous composers as well as their own) provides them famous composers as well as their own) provides them with the opportunity to dissect the music and identify the with the opportunity to dissect the music and identify the elements and composing devices used to create the elements and composing devices used to create the compositions. compositions.

Have students create their own compositions and Have students create their own compositions and determine how to combine rhythm and note durations determine how to combine rhythm and note durations within a given time signature, for example. Students within a given time signature, for example. Students must also make problem solving decisions such as what must also make problem solving decisions such as what voices or instruments will be used to present the voices or instruments will be used to present the composition and which dynamic markings and other composition and which dynamic markings and other expressive devices will be used to communicate the expressive devices will be used to communicate the intent of the composer. intent of the composer.

Theatre ArtsTheatre Arts: Know : Know Your FormulasYour Formulas

Stage lighting students must Stage lighting students must know:know:

The “pie” formula (the relationships of potential, current flow, and rate of doing work).

P = IE or W = VA (watts equals volts time amps)

Many other arrangements are also suitable for solving specific problems. For example:

P = I/E = I2R = E2/R R = E/I = E2/P = P/I2

http://www.hstech.org/howto/electric/shttp://www.hstech.org/howto/electric/stgmath.htmtgmath.htm

www.charles.kaiser.name/lighting2.htm

Communication and Collaboration Skills

Articulating thoughts and Articulating thoughts and ideas clearly and ideas clearly and effectivelyeffectively

Demonstrating ability to Demonstrating ability to work effectively with work effectively with diverse teams diverse teams

Exercising flexibility and Exercising flexibility and willingness to accomplish a willingness to accomplish a common goal common goal

Assuming shared Assuming shared responsibility for responsibility for collaborative work collaborative work

Visual ArtsVisual Arts: Collaborative : Collaborative DrawingDrawing

Distribute paper and assign a theme. Distribute paper and assign a theme.

Each student draws for one minute then passes Each student draws for one minute then passes his/herhis/her paper paper to the next person. The next to the next person. The next student adds his/her own ideas to the picture. student adds his/her own ideas to the picture. After time is up, students pass their papers After time is up, students pass their papers again. This continues until again. This continues until the paper ends up the paper ends up with the student who started the drawing. with the student who started the drawing.

As a follow-up, students discuss how their As a follow-up, students discuss how their pictures evolved and whether or not the pictures evolved and whether or not the originator was satisfied with the end product.originator was satisfied with the end product.

INFORMATION, MEDIA, AND

TECHNOLOGY SKILLS Information LiteracyInformation Literacy

Media LiteracyMedia Literacy

ICT (Information, Communications, ICT (Information, Communications, and Technology) Literacyand Technology) Literacy

Information Literacy Accessing information Accessing information

efficiently and efficiently and effectively, evaluating effectively, evaluating information critically and information critically and competently and using competently and using information accurately information accurately and creativelyand creatively

Possessing a Possessing a fundamental fundamental understanding of the understanding of the ethical/legal issues ethical/legal issues surrounding the access surrounding the access and use of information and use of information

Visual ArtsVisual Arts: Art Evaluation: Art Evaluation

To fully understand most To fully understand most works of art, one has to know works of art, one has to know about the artist. about the artist.

Have students select a Have students select a work of art from a list that the work of art from a list that the

teacher has created, and teacher has created, and researchresearch the artist’s style, the artist’s style, purpose, and technique in purpose, and technique in creating the work.creating the work.

NOTE: Emphasize the ethics NOTE: Emphasize the ethics of accessing information during of accessing information during research (documentation, research (documentation, plagiarism, etc.).plagiarism, etc.).

http://www.swoyersart.com/andrew_wyeth/christinasworld.jpg

Media Literacy Understanding how media Understanding how media

messages are constructed, messages are constructed, for what purposes and for what purposes and using which tools, using which tools, characteristics and characteristics and conventions. conventions.

Examining how individuals Examining how individuals interpret messages interpret messages differently, how values and differently, how values and points of view are included points of view are included or excluded and how media or excluded and how media can influence beliefs and can influence beliefs and behaviors.behaviors.

Possessing a fundamental Possessing a fundamental understanding of the understanding of the ethical/legal issues ethical/legal issues surrounding the access and surrounding the access and use of informationuse of information

MusicMusic: Media Influence: Media Influence

Lead a discussion about how different media Lead a discussion about how different media portrays popular music (e.g., feature news stories portrays popular music (e.g., feature news stories on broadcast news, editorials, newspaper articles, on broadcast news, editorials, newspaper articles, etc.). Get a variety of perspectives. Ask leading etc.). Get a variety of perspectives. Ask leading questions such as:questions such as:

How does the writer view particular artists whose How does the writer view particular artists whose albums and singles have reached the top 40 in the albums and singles have reached the top 40 in the charts?charts?

Does the feature or article seem to be biased towards Does the feature or article seem to be biased towards specific types of popular music?specific types of popular music?

How do you think the feature or article will affect the How do you think the feature or article will affect the public’s view of the music?public’s view of the music?

ICT (Information, Communications, and Technology) Literacy

Using digital technology, Using digital technology, communication tools and/or communication tools and/or networks appropriately to networks appropriately to access, manage, integrate, access, manage, integrate, evaluate, and create evaluate, and create information in order to information in order to function in a knowledge function in a knowledge economy economy

Using technology as a tool to Using technology as a tool to research, organize, evaluate research, organize, evaluate and communicate and communicate information, and the information, and the possession of a fundamental possession of a fundamental understanding of the understanding of the ethical/legal issues ethical/legal issues surrounding the access and surrounding the access and use of information use of information

DanceDance: Choreography : Choreography SoftwareSoftware

Obtain a copy of choreography software to use and demonstrate, or discuss how software such as this is becoming a part of dance instruction.

Have students experiment with choreography software. Some choreography software utilizes innovations such as poseable dance figures and mixing, matching, and blending sequences from existing libraries and palettes of dance movement.

There are many examples of choreography software, but There are many examples of choreography software, but the Department of Public the Department of Public Instruction does not endorse any vendor, product, or serviceInstruction does not endorse any vendor, product, or service..

LIFE AND CAREER LIFE AND CAREER SKILLSSKILLS

Flexibility and AdaptabilityFlexibility and Adaptability

Initiative and Self-DirectionInitiative and Self-Direction

Social and Cross-Cultural SkillsSocial and Cross-Cultural Skills

Productivity and AccountabilityProductivity and Accountability

Leadership and ResponsibilityLeadership and Responsibility

Flexibility and Adaptability

Adapting to varied Adapting to varied roles and roles and responsibilities responsibilities

Working effectively Working effectively in a climate of in a climate of ambiguity and ambiguity and changing priorities changing priorities

Visual ArtsVisual Arts: Working with : Working with Different MediaDifferent Media

Discuss each medium’s Discuss each medium’s

characteristics and correct characteristics and correct application. application.

Students should write a journal entry Students should write a journal entry after working with each medium after working with each medium describing how s/he had to adapt to describing how s/he had to adapt to each medium. each medium.

Initiative and Self-Direction

Monitoring one’s own Monitoring one’s own understanding and learning needsunderstanding and learning needs

Going beyond basic mastery of Going beyond basic mastery of skills and/or curriculum to explore skills and/or curriculum to explore and expand one’s own learning and and expand one’s own learning and opportunities to gain expertse opportunities to gain expertse

Demonstrating initiative to advance Demonstrating initiative to advance skill levels towards a professional skill levels towards a professional levellevel

Defining, prioritizing and Defining, prioritizing and

completing tasks without direct completing tasks without direct oversight oversight

Utilizing time efficiently and Utilizing time efficiently and managing workload managing workload

Demonstrating commitment to Demonstrating commitment to learning as a lifelong process learning as a lifelong process

DanceDance:: Benefits and OpportunitiesBenefits and Opportunities

Help all students, K-12, understand that learning extends Help all students, K-12, understand that learning extends beyond the classroom and that there are many benefits and beyond the classroom and that there are many benefits and opportunities for involvement in dance such as:opportunities for involvement in dance such as:

Careers: professional dancer, choreographer, teacher, producer

Benefits: health and physical fitness, social dance, self-expression, therapy

Other: appreciation of dance; viewing dance; physical, social, emotional, intellectual and aesthetic influence of dance as it addresses various learning styles and intelligences

Have students reflect, in a journal entry, about how dance Have students reflect, in a journal entry, about how dance gives them a sense of direction. Think about questions gives them a sense of direction. Think about questions such as:such as: Why is it important to prioritize and complete tasks?Why is it important to prioritize and complete tasks? Why is it important to go beyond the basic mastery of skills?Why is it important to go beyond the basic mastery of skills?

Social and Cross-Cultural Skills

Working appropriately Working appropriately and productively with and productively with others others

Leveraging the Leveraging the collective intelligence collective intelligence of groups when of groups when appropriate appropriate

Bridging cultural Bridging cultural differences and using differences and using differing perspectives differing perspectives to increase innovation to increase innovation and the quality of work and the quality of work

Visual ArtsVisual Arts: The Collaborative : The Collaborative ArtworkArtwork

DiscussDiscuss the collaborative work of Andy Warhol and Jean-the collaborative work of Andy Warhol and Jean-Michel Basquiat and how each artist’s unique styles contribute Michel Basquiat and how each artist’s unique styles contribute to a unified idea.to a unified idea.

Create.Create. • Divide students into small Divide students into small diversediverse groups in which groups in which each each

student has a different stylestudent has a different style. They will work together to . They will work together to develop an idea for an artwork that incorporates common develop an idea for an artwork that incorporates common imagery to visually narrate a theme or statement (heritage, imagery to visually narrate a theme or statement (heritage, family, fame, work, etc.). family, fame, work, etc.).

• Create a unified composition of appropriated images from Create a unified composition of appropriated images from people in their group. people in their group.

http://www.artjunction.org/links_projects.phphttp://www.artjunction.org/links_projects.php

Productivity and Accountability

Setting and meeting Setting and meeting high standards and high standards and goals for delivering goals for delivering quality work on time quality work on time

Demonstrating Demonstrating diligence and a diligence and a positive work ethic positive work ethic (e.g., being punctual (e.g., being punctual and reliable) and reliable)

MusicMusic: Quality Control: Quality Control

Have students listen to a recording of themselves Have students listen to a recording of themselves singing or playing composed or original works of music singing or playing composed or original works of music (or, use a recording of a piece of music). Collaboratively (or, use a recording of a piece of music). Collaboratively develop criteria for evaluating the quality and develop criteria for evaluating the quality and effectiveness of the performance or composition (such effectiveness of the performance or composition (such as a rubric). as a rubric).

Having the opportunity to listen to the quality of their Having the opportunity to listen to the quality of their work and evaluate its effectiveness will develop students’ work and evaluate its effectiveness will develop students’ abilities to be more conscientious performers. abilities to be more conscientious performers.

The ability to monitor for effectiveness, self-evaluate, The ability to monitor for effectiveness, self-evaluate, and self-correct are skills that may be applied in a variety and self-correct are skills that may be applied in a variety of situations and careers.of situations and careers.

Leadership and Responsibility

Using interpersonal and Using interpersonal and problem-solving skillsproblem-solving skills

Leveraging strengths of Leveraging strengths of others to accomplish a others to accomplish a common goal common goal

Demonstrating integrity Demonstrating integrity and ethical behavior and ethical behavior

Acting responsibly with the Acting responsibly with the interests of the larger interests of the larger community in mind community in mind

Theatre ArtsTheatre Arts:: The NarratorThe Narrator In creative dramatics, the role of the narrator is In creative dramatics, the role of the narrator is

powerful. powerful.

Select a familiar story for one student to narrate Select a familiar story for one student to narrate as the other students perform it according to the as the other students perform it according to the narration. narration.

Other narration/leadership opportunities include:Other narration/leadership opportunities include: Dubbing (See Spolin’s Dubbing (See Spolin’s Improvisation for the TheatreImprovisation for the Theatre)) Leader of “Story, Story, Die”Leader of “Story, Story, Die” Student director Student director

Collaborative ActivityCollaborative Activity

Analyze alignment of Unit Plan with Analyze alignment of Unit Plan with 2121stst Century skills Century skills

Be prepared to share your group’s Be prepared to share your group’s connection with the whole groupconnection with the whole group

BREAKBREAK

2121stst Century Century AssessmentAssessment

in in Arts EducationArts Education

Alternative Assessments

Here are just a few examples of assessments Here are just a few examples of assessments that are not just “pencil and paper” tests and that are not just “pencil and paper” tests and quizzes:quizzes:

Reflections in a journal (drawings, charts, narratives, Reflections in a journal (drawings, charts, narratives, etc.)etc.)

Projects (performance or visual)Projects (performance or visual)

Physical skills tests (music technique, figure drawing, Physical skills tests (music technique, figure drawing, acting, stagecraft, etc.)acting, stagecraft, etc.)

Exhibit (similar to a science fair exhibit)Exhibit (similar to a science fair exhibit)

RubricsRubrics

Rubrics are one Rubrics are one

tool that lend tool that lend

themselves well themselves well

to assessment of to assessment of

student’s skills. student’s skills.

Alternatives to “Pen and Alternatives to “Pen and Pencil” Tests (and Pencil” Tests (and

examples of assessment examples of assessment rubrics)rubrics)

Refer to the handouts with this title.Refer to the handouts with this title.

Although each rubric was made Although each rubric was made specifically for one discipline, you specifically for one discipline, you can adapt them to suit your needs.can adapt them to suit your needs.

Collaborative RubricsCollaborative Rubrics

Using everything that you have Using everything that you have planned so far, work in small groups planned so far, work in small groups with others in your grade span and/or with others in your grade span and/or discipline.discipline.

Create a 21Create a 21stst century rubric that would century rubric that would align with one of your outcomes for align with one of your outcomes for learning.learning.

Contact InformationContact Information

Myron CarterMyron Carter

Theatre Arts & Visual Arts Education ConsultantTheatre Arts & Visual Arts Education Consultant


919-807-3758919-807-3758

Christie Lynch EbertChristie Lynch Ebert

Dance & Music Education ConsultantDance & Music Education Consultant


919-807-3856919-807-3856

unwrapping the standards with myron carter, ncdpi arts education consultant

Documents

visual arts grade

arts education discipline

comprehensive arts education

visual arts hsexample

introductioneach arts

grade spans

grade levelwritten

grade level9