Christie Lynch Ebert, Dance and Music Education Consultant, NCDPI

Myron Carter, Theatre and Visual Arts Education Consultant, NCDPI

NC Art Education Association October 23, 2010

AgendaAgenda

ES BackgroundES BackgroundDirection from

Framework For Change

Long-Term Goal 1: Overhaul the K-12 SCOS to focus on essential standards in order to narrow and deepen the state’s curriculum

• Articulation at each grade level• Infusion of 21st century skills • Reflection of rigor, relevance, and relationships

May 2008

Accountability & Curriculum Accountability & Curriculum Reform Effort (ACRE)Reform Effort (ACRE)

ES Guiding QuestionES Guiding Question

What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?

ES Identification ES Identification CriteriaCriteria

Knowledge & Skills . . .

– valuable beyond one test: ENDURANCE

– valuable in multiple disciplines: LEVERAGE

– necessary for success at next level: READINESS

Essential Standards Essential Standards FiltersFilters

Visual Arts Writing GroupVisual Arts Writing Group

NCDPI Arts Education

Consultant

K-5 Lead 6-8 Lead 9-12 LeadK-12

Floating Lead

K-12 Writers

PROCESS:PROCESS: Arts Education Essential Arts Education Essential

StandardsStandards

TimelineTimeline

September 2010• Version 3.0 approved by SBE

2012-13 School Year• Implementation

PHILOSOPHY:PHILOSOPHY: Arts Education Essential Arts Education Essential

StandardsStandards

Philosophy: Powerful Philosophy: Powerful ToolsTools

PhilosophyPhilosophy

The Arts are CORE:

• ESEA• NC BEP• Balanced Curriculum

“While not all students will become professional dancers, musicians, actors, or visual artists, all students will benefit from skills and processes that are developed through the arts and that can be applied in a variety of disciplines and settings.” (Preamble, Arts Education Essential Standards, 2010).

PURPOSE: PURPOSE: Arts Education Essential Arts Education Essential

StandardsStandards

VISUAL ARTSVISUAL ARTS

• Are innate in every society

• Provides a multi-sensory means to communicate symbols and values

• Are a multi-faceted creative process which includes the development of perceptual awareness and the ability to use materials expressively

• The visual arts program is designed to develop visual literacy by promoting fluency in various modes of visual communication

INTENT: INTENT: Arts Education Essential Arts Education Essential

StandardsStandards

ORGANIZATION: ORGANIZATION: Arts Education Essential Arts Education Essential

StandardsStandards

ES ComponentsES Components• [ES] - Essential Standards (<10)

• [COs] - Clarifying Objectives (approximately 2-5 per ES)

• [APs] - Assessment Prototypes (samples)

• Strands:

• Organization

• Common threads of understanding

• Learning Progression:• K-8 Grade Levels• HS Proficiency Levels• Organized to embed multiple entry points

ES Format: Arts ES Format: Arts EducationEducation

HIGHLIGHTS: HIGHLIGHTS: Arts Education Essential Arts Education Essential

StandardsStandards

Arts EducationArts Education

• Four separate courses of study:– Dance– Music– Theatre Arts– Visual Arts

• Aligned with National Standards

• 21st Century Skills embedded throughout

Arts EducationArts Education

• Use of RBT verbs (one verb per objective)

• Common clarifying objectives regarding history and culture, aligned with Social Studies curriculum, for all arts disciplines

• Assessment: included and aligned

Arts EducationArts Education

• Sequencing and Progression:

– Articulated K-12 with multiple entry points embedded

– Organized grade-by-grade (K-8) and by proficiency level (9-12)

– Student Profile

HS Proficiency LevelsHS Proficiency Levels

Beginning Intermediate Proficient Advanced

Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts).

Standards are for students who have had a complete K-8 progression or who have achieved beginning level standards in the discipline at the high school level.

Standards are for students who have achieved intermediate level standards in the discipline at the high school level.

Standards are for students who have achieved proficient level standards in the discipline at the high school level.

Note: students of various proficiency levels may be served within the same class or course.

STRANDSSTRANDS

Visual Arts StrandsVisual Arts Strands

• Visual Literacy (V)

• Contextual Relevancy (CX)

• Critical Response (CR)

Visual Arts StandardsVisual Arts StandardsAlignment with National Standards*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.

NC Essential Standards (2010)

National Standards for Visual Arts Education (1994)

V1: Use the language of visual arts to communicate effectively.

(1) Understanding and applying media, techniques, and processes

(2) Using knowledge of structures and functions(3) Choosing and evaluating a range of subject matter,

symbols, and ideasV2: Apply creative and critical thinking skills to artistic expression.

V3: Create art using a variety of tools, media, and processes safely and appropriately.

CX1: Understand the global, historical, societal, and cultural contexts of the visual arts.

(4) Understanding the visual arts in relation to history and cultures

CX2: Understand the interdisciplinary connections and life applications of the visual arts.

(6) Making connections between visual arts and other disciplines

CR1: Use critical analysis to generate responses to a variety of prompts.

(5) Reflecting upon and assessing the characteristics and merits of their work and the work of others

VISUAL ARTSVISUAL ARTSStrand: Contextual Relevancy

Essential Standard CX1: Understand the global, historical, societal, and cultural contexts of the visual arts.

Strand: Critical Response

Essential Standard CR1: Use critical analysis to generate responses to a variety of prompts.

Strand: Visual Literacy

Essential Standard V1: Use the language of visual arts to communicate effectively.

2nd Grade Visual Arts 6th Grade Visual Arts Advanced High School Visual Arts

2.CX.1.1: Exemplify visual arts representing the heritage, customs, and traditions of various cultures.

6.CR.1.2: Use formative, self-evaluation strategies and results to improve the quality of art.

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

AP: Students look at examples of weaving traditions from various cultures such as Native American, African, and Nordic, and create art illustrating techniques used by some of these cultures.

Evaluate students’ success at exemplifying art techniques used by various cultures’ by implementing variations of these techniques in their own art.

AP: Students self-evaluate throughout the artistic process and make alterations and adjustments to a work of art, explaining their choices.

Evaluate students’ successful explanation of their revisions to their art based on their self-evaluations.

AP: Deconstruct compositions to determine the relationships of the Elements of Art and Principles of design to each other and to the entire composition.

Evaluate students’ successful deconstruction of art works in order to explain the relationship of the elements and principles verbally or in writing.

Framework for 21Framework for 21stst Century SkillsCentury Skills

CORE SUBJECTS

• English, Reading, or Language Arts• World languages

• ARTSARTS• Mathematics• Economics

• Science• Geography

• History• Government and Civics

K.CX.2.2: Identify relationships between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts.

Core SubjectsCore Subjects

GLOBAL GLOBAL AWARENESSAWARENESS

3.CX.1.4: Compare purposes of art in different cultures, time periods, and societies.

Financial, Economic, Financial, Economic, Business & Business &

Entrepreneurial LiteracyEntrepreneurial Literacy

7.CX.2.1: Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.

Civic LiteracyCivic Literacy

DANCE, MUSIC, THEATRE ARTS, and VISUAL ARTS:

Use (dance, music, theatre arts, or visual arts) to explore concepts of civics and economics (such as systems, functions, structures, democracy, economies, and interdependence).

*Common Clarifying Objective in all four arts education disciplines.

Health LiteracyHealth Literacy

B.V.3.1 Understand the appropriate and safe use of tools, media, and equipment.

I.V.3.2: Select media appropriate for communicating content.

EnvironmentalEnvironmentalLiteracyLiteracy

Learning and Learning and Innovation SkillsInnovation Skills

7.CX.2.3: Implement collaborative planning and art skills to solve problems.

Information, Media, Information, Media, and Technology and Technology

SkillsSkills

A.CX.2.4: Analyze the influence of digital media and technology on creating art.

Life andLife andCareer SkillsCareer Skills

8.CX.2.1: Compare personal interests and abilities to those needed to succeed in a variety of art careers.

Future Directions:Future Directions: Essential Essential Standards StandardsInstructional Toolkits

Development Use

Professional Development To introduce standards To provide support

Implementation: 2012-2013

Additional InformationAdditional Information• ACRE Website (to access the standards and for additional

information including updated timelines): http://www.ncpublicschools.org/acre/standards/phase2

• Arts Education Website:http://arts.ncwiseowl.org

• Arts Education Listserv:http://arts.ncwiseowl.org/ > Resources > NCDPI Arts Education

Listserv Updates

Contact Information

Christie Lynch EbertArts Education Consultant

Dance and Music

clynch@dpi.state.nc.us

Ph: 919-807-3856

Myron CarterArts Education Consultant

Theatre and Visual Arts

mcarter@dpi.state.nc.us

Ph: 919-807-3758

NC Department of Public InstructionDivision of K-12 Curriculum and Instruction

K-12 Programs SectionHelga Fasciano, Section Chief