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Leading and Learning in the Leading and Learning in the Arts Arts

Presented by The Presented by The York Region Arts York Region Arts

TeamTeam

Cathy StanleyCathy Stanley, , Dance/DramaDance/DramaKevin MerkleyKevin Merkley, Music, MusicWendy JanesWendy Janes, Visual Arts, Visual ArtsMary LawlisMary Lawlis, , Administrator Student Administrator Student Success, The ArtsSuccess, The Arts

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Academic GoalsAcademic Goals

Build understanding around Build understanding around big ideasbig ideas in Arts in Arts EducationEducation

Engage in dialogue around Engage in dialogue around key changeskey changes in the in the revised curriculum;revised curriculum;

Explore the Explore the Creative and Critical Analysis Creative and Critical Analysis ProcessesProcesses

Participate in Participate in practical break-out sessionspractical break-out sessions in the in the ArtsArts

Explore how the Arts can support the delivery of Explore how the Arts can support the delivery of assessment- based differentiated instructionassessment- based differentiated instruction

receive receive resourcesresources to support implementation at the to support implementation at the school and classroomschool and classroom level. level.

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Social GoalsSocial Goals

Recognize and acknowledge personal Recognize and acknowledge personal qualities:qualities:

strengths/ interests in arts education strengths/ interests in arts education leadership competencies and how they leadership competencies and how they

can support school community learningcan support school community learningWork collaboratively togetherWork collaboratively together to contribute to our own and others’ to contribute to our own and others’

learning (today and tomorrow in our learning (today and tomorrow in our school community)school community)

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Four “Essential” Questions Four “Essential” Questions

What are the key changes to the Arts What are the key changes to the Arts curriculum?curriculum?

How can the Arts support differentiated How can the Arts support differentiated learning opportunities across the learning opportunities across the curriculum?curriculum?

What role do I play in supporting the What role do I play in supporting the implementation of the Revised Arts implementation of the Revised Arts Curriculum , Grades 1-8 in my school?Curriculum , Grades 1-8 in my school?

What key information/ resources do I need What key information/ resources do I need to know ?to know ?

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Beliefs that Ground our Beliefs that Ground our WorkWork

Each student can achieve high standards Each student can achieve high standards given sufficient time and support.given sufficient time and support.

Each teacher can teach to high standards Each teacher can teach to high standards given the right conditions and assistance.given the right conditions and assistance.

High expectations and early intervention High expectations and early intervention are essential. (for students and teachers)are essential. (for students and teachers)

Teachers need to be able to articulate what Teachers need to be able to articulate what they do and why they teach the way they they do and why they teach the way they do (be theory-and evidence-based rather do (be theory-and evidence-based rather than trade-based).than trade-based).

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Knowing and Meeting the Knowing and Meeting the Needs of our LearnersNeeds of our Learners

Delivering Delivering assessment-based assessment-based instructioninstruction that is that is differentiateddifferentiated to to intentionally support the intentionally support the strengths,strengths, needs and interestsneeds and interests of each student of each student to improve student achievement and to improve student achievement and success in all subjects and programssuccess in all subjects and programs

YRDSB Plan for Continuous ImprovementYRDSB Plan for Continuous Improvement

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YRDSB Policy #301.0 Arts YRDSB Policy #301.0 Arts EducationEducation

““The York Region District School Board The York Region District School Board is committed to equity and excellence is committed to equity and excellence in arts education for all students.” in arts education for all students.”

““Every member of the learning Every member of the learning community shall be provided with community shall be provided with opportunities for on-going growth as opportunities for on-going growth as educators in and through the arts.” educators in and through the arts.”

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Excellence in arts education Excellence in arts education is achieved when…is achieved when…

i.i. the the arts and literacyarts and literacy are taught in a are taught in a seamlessseamless manner; manner;

ii.ii. student engagement and a sense of student engagement and a sense of belongingbelonging are demonstrated; are demonstrated;

iii.iii. students gain a better students gain a better understanding understanding of themselves and others;of themselves and others;

iv.iv. students students experience successexperience success, develop , develop confidence and a commitment to lifelong confidence and a commitment to lifelong learning; and learning; and

v.v. the the creative and critical thinking creative and critical thinking processesprocesses of the arts are used to learn of the arts are used to learn in other content areas.in other content areas.

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Creating Positive Climates Creating Positive Climates for Learning for Learning through the through the ArtsArts

The arts and physical education… teach The arts and physical education… teach students much more than disciplinary content. students much more than disciplinary content. They teach lessons that enable students to look They teach lessons that enable students to look at their world with a more complex lens by at their world with a more complex lens by building critical thinking skills… and they building critical thinking skills… and they engage students in learning how to play well engage students in learning how to play well together, to be team players, to be responsible, together, to be team players, to be responsible, and to take risks. and to take risks.

Merryl Goldberg, 2008Merryl Goldberg, 2008

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Focus of 2009 revisionFocus of 2009 revision Develop Develop CreativityCreativity

CommunicationCommunication

Understanding Understanding CultureCulture

Making Making ConnectionsConnections

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Key ChangesKey Changes

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Number of Specific of Number of Specific of ExpectationsExpectations

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Revised Arts Key ChangesRevised Arts Key Changes

Reorganized by gradeReorganized by grade Alphabetical (Dance, Drama, Music, Visual Alphabetical (Dance, Drama, Music, Visual

Arts)Arts) Dance and Drama are separate strands!Dance and Drama are separate strands! Fundamental Concepts at the beginning of Fundamental Concepts at the beginning of

each gradeeach grade Expectations are numberedExpectations are numbered

Dance A (e.g. A1.1)Dance A (e.g. A1.1) Drama B (e.g. B1.1)Drama B (e.g. B1.1) Music C (e.g. C1.1)Music C (e.g. C1.1) Visual Arts D (e.g. D1.1)Visual Arts D (e.g. D1.1)

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Revised Arts Key ChangesRevised Arts Key Changes• 3 overall expectations 3 overall expectations • 5 specific expectations 5 specific expectations • Renaming the subheadings Renaming the subheadings

Creating and Performing Creating and Performing Reflecting, Responding, AnalyzingReflecting, Responding, Analyzing Exploring Forms and Cultural Context Exploring Forms and Cultural Context

• Divisional overviews (P/J/I)Divisional overviews (P/J/I)• Creative & Critical Analysis Processes Creative & Critical Analysis Processes

defineddefined• Expanded GlossaryExpanded Glossary• Appendix (Scope and Sequence)Appendix (Scope and Sequence)

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161616

Overall Expectations

Building Blocks Evidence “Look-fors”

SpecificExpectation

SpecificExpectation

SpecificExpectation

SpecificExpectation

SpecificExpectation

SpecificExpectation

SpecificExpectation

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ElementsElementsDanceDance

BodyBodySpaceSpaceTimeTimeEnergyEnergyRelationshipsRelationships

DramaDramaRole/CharacterRole/CharacterRelationshipRelationshipTime and PlaceTime and PlaceTensionTensionFocusFocus

MusicMusicDurationDurationPitchPitchDynamics and other Dynamics and other expressive controlsexpressive controlsTimbreTimbreTexture/HarmonyTexture/Harmony FormForm

Visual Arts – Elements of Visual Arts – Elements of DesignDesignLineLineShape and formShape and formSpaceSpaceColourColourTextureTextureValueValue

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Chapter 1 - IntroductionChapter 1 - Introduction

““The Arts provide a natural vehicle The Arts provide a natural vehicle through which students can explore through which students can explore and express themselves through and express themselves through which they can discover and interpret which they can discover and interpret the world around them (P1)”the world around them (P1)”

*NEW**NEW* Principals are included in the Roles Principals are included in the Roles

and Responsibilities in Arts Educationand Responsibilities in Arts Education

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Role of the principal….Role of the principal…. “ “To support student learning, To support student learning,

principals ensure that the Ontario principals ensure that the Ontario curriculum is being properly curriculum is being properly implemented in all classrooms implemented in all classrooms through the use of a through the use of a variety of variety of instructional approachesinstructional approaches, and , and that that appropriate time, facilities, appropriate time, facilities, and resourcesand resources are made available are made available for teachers to allow all students to for teachers to allow all students to participate in participate in all four strandsall four strands of of the Arts program.” (p. 9)the Arts program.” (p. 9)

2020

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Excerpts on Creativity…Excerpts on Creativity… A creative setting… is one in A creative setting… is one in

which students are not afraid to which students are not afraid to suggest alternative ideas and take suggest alternative ideas and take risks.risks.

Students may need to vary the Students may need to vary the order of the creative cycle. For order of the creative cycle. For example, students may benefit example, students may benefit from exploring and experimenting from exploring and experimenting before planning/focusing.before planning/focusing.

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More on Creativity…More on Creativity… Research clearly shows that the Research clearly shows that the

exploration and experimentation phase exploration and experimentation phase is a very critical phase in the creative is a very critical phase in the creative process….students need numerous process….students need numerous opportunities to explore and opportunities to explore and manipulate the elements of each art manipulate the elements of each art form. form.

Creativity does not occur in a vacuum. Creativity does not occur in a vacuum. Art making is a process requiring both Art making is a process requiring both creativity and skill.creativity and skill.

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Chapter 4 – The Different Chapter 4 – The Different Lens for Program Lens for Program

Planning...in the ArtsPlanning...in the Arts Instructional Approaches (p. 38-42)Instructional Approaches (p. 38-42) Planning Student ProgramsPlanning Student Programs Cross-Curricular and Integrated LearningCross-Curricular and Integrated Learning Planning for Special Education NeedsPlanning for Special Education Needs Planning for ELL studentsPlanning for ELL students Environment Environment Antidiscrimination Education Literacy, Numeracy, and Antidiscrimination Education Literacy, Numeracy, and

InquiryInquiry Critical Thinking and Critical LiteracyCritical Thinking and Critical Literacy Multiple LiteraciesMultiple Literacies School LibrariesSchool Libraries Information and Communications TechnologyInformation and Communications Technology GuidanceGuidance Heath and SafetyHeath and Safety

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GlossaryGlossary

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Introduction of Elements Introduction of Elements ChartsCharts

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YRDSB Learning YRDSB Learning OpportunitiesOpportunities

Revised Arts “roll out” for every school by CEC Revised Arts “roll out” for every school by CEC Monthly Monthly ArtSpark! ArtSpark! network meetings network meetings BWWBWW

Arts PortalArts Portal SharepointSharepoint

Power of Literacy Through The Arts- January 27thPower of Literacy Through The Arts- January 27th YRDSB Arts Consultant Team support!YRDSB Arts Consultant Team support!

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Provincial ResourcesProvincial Resources ARTSECO Professional Learning Module ARTSECO Professional Learning Module

(PLM)(PLM) OMEA’s Think Literacy Music 1-6OMEA’s Think Literacy Music 1-6 CODE’s Arts At The HeartCODE’s Arts At The Heart OMEA’s Creative Process PosterOMEA’s Creative Process Poster Subject Association Lessons/Course Subject Association Lessons/Course

ProfilesProfiles 60 Arts webcasts60 Arts webcasts EDU funding for professional learningEDU funding for professional learning CODE/OMEA/OSEA conferences fall 2010CODE/OMEA/OSEA conferences fall 2010

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How to access the How to access the document online? document online?

Go to Go to www.edu.gov.on.ca TeachersTeachers CurriculumCurriculum Elementary CurriculumElementary Curriculum By SubjectBy Subject The ArtsThe Arts

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The York Region Arts TeamThe York Region Arts Team

Cathy Stanley Curriculum ConsultantCathy Stanley Curriculum Consultant Dance and Drama Dance and Drama

Kevin Merkley Curriculum Consultant, Music Kevin Merkley Curriculum Consultant, Music

Wendy Janes, Curriculum Consultant, Visual Wendy Janes, Curriculum Consultant, Visual Arts Arts

Mary Lawlis, Curriculum Administrator, Mary Lawlis, Curriculum Administrator, Student Success, The Arts Student Success, The Arts