Tuesday, August 30, 2011 NAfME Headquarters

1806 Robert Fulton Drive, Reston, VA 20191

Welcome

Despite an earthquake, a hurricane, an evacuation of NYC, and record rainfall…here we are. We are incredibly grateful.

Thank you for joining us!

Thank you NAfME for hosting today’s meeting.

Power of group process and collaboration

Transparent process

Real-time virtual participation

Recorded for archival and retrieval purposes

Purpose and Process

Facilitators: Marcia McCaffrey & Lynn Tuttle SEADAE Project Manager: Cory Wilkerson NCCAS Members Task Force Participants (in the room) Virtual Participants

Note: The morning portion of this meeting and the afternoon sharing sessions will be live streamed via the internet and recorded for archival purposes. Internet participants will be able to provide feedback to the group.

Introductions

Contribute ideas for the conceptual framework for new national arts standards.

Today’s objective:

Conceptual: a process of thinking and organizing ideas

Framework: a structure that serves to hold parts together

Conceptual Framework: represents the organized ideas which give structure to learning and define the overarching concepts that help teachers instruct and students learn.

What is a conceptual framework?

Brief historical review of the project Highlight new research findings Define what we mean by a conceptual

framework Review current educational context Lunch Brainstorm ideas (2x’s) Share our ideas Consider our results

Getting There

College Board research (*overview handout)

*SEADAE survey results (Lynn)

Forming NCCAS (2/11): Work horse & decision-making body

Governance Communication Development Research

Work Update since May, 2010 9:30-9:50

September 15, 2011 Hiring of Project Director

October 31-November 2, 2011

Phoenix, Arizona meeting with SEADAE and NCCAS

November, 2011 NCCAS issues guiding principles

December, 2011 NCCAS discipline writing teams established

January 2012-June, 2012

Project Director manages the writing and revision of standards draft;Initiate writing process with first of three face-to-face meetings with standards writing teams (January, 2012)

July, 2012 Release and dissemination of draft version of revised standards document for gathering public comment

September-November, 2012

NCCAS review and response to revised arts standards public comment; Revisions made to standards by writing teams and led by Project DirectorFinal face-to-face meeting with standards writing teams.

December, 2012 Release of revised arts standards

Timeline

Presentation: Nancy Rubino

◦International Arts Education Standards

◦ Press Release handout

The College Board

Conceptual: a process of thinking and organizing ideas

Framework: a structure that serves to hold parts together

Conceptual Framework: represents the (organized) ideas which will give structure to learning and define the overarching concepts to help teachers instruct and students learn.

What is a conceptual framework?

NAEP create, perform, respond

Australia generating, realizing, responding

21C communication, critical thinking, creativity, collaboration

Examples of Conceptual Frameworks

Four “standards” (or conceptual framework)

Observe and Learn to Comprehend

Envision and Critique to Reflect

Invent and Discover to Create

Relate and Connect to Transfer

Colorado (2010) State Arts Standards

What are the advantages and disadvantages to creating a conceptual framework for the arts standards?1. Think—record your thoughts on sticky

notes (one thought per sticky note).2. Pair up with a neighbor and share your

thoughts.3. When prompted, attach your notes to the

appropriately titled chart to share with others.

Think/Pair/Share

Break

10:50-11:00

Consensus Details for Next Generation Standards Agreed upon by NCCAS at prior meetings

Read—Explain—what is the relationship between this document and a conceptual frameworkRespond—

What we have so far…

Getting Your ThoughtsUs

e yo

ur in

dex

card

to a

nswer

the

ques

tions

One

side

of th

e card

resp

ond t

o “Wha

t I lik

e

so fa

r abo

ut the

cons

ensu

s deta

ils”

Th

e othe

r side

of th

e card

resp

ond t

o “I s

till

have

ques

tions

abou

t…”

Deb HansenDelaware Dept. of EducationSEADAE President

A model used by many schools and districts for curriculum design

Understanding By Design

Examples of student work in the arts

Arts in Action

All ideas are valued Create a safe place where people can take

risks with their ideas Listen Critique by asking for clarification

Help me understand why… Tell me more about your idea

Open your mind Tap your creative, collaborative nature Trust the process

Afternoon Work Groups

Thank you NAfME for providing our meeting space, meals, supplies and tech support.

Lunch

Mind-mapping

Fish Diagram

Sticky Notes

Custom design

Small Group Processes

Build models in small groups, teams present challenges and success, group reconfigures for second round, discussion ensues, the large group builds new hybridized model or indicates which model(s) is best suited for NCCAS’ consideration for a conceptual framework.

Big Idea

12:30-1:30 First grouping

1:30-2:00 Highlighting challenges and success

2:00-2:10 (Break)

2:10-2:45 Second grouping (note that the time is limited)

2:45-3:45 Sharing out to large group

Afternoon Schedule

3:45-4:30

Moving the work ahead

THANK YOU

We’re Almost Done