A+ Principals & Coordinators Retreat October 6, 2011 Cary Arts Center Christie Lynch Ebert Arts...
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Transcript of A+ Principals & Coordinators Retreat October 6, 2011 Cary Arts Center Christie Lynch Ebert Arts...
A+ Principals & Coordinators Retreat
October 6, 2011Cary Arts Center
Christie Lynch Ebert Arts Education Consultant and A+ Liaison, NCDPI
Brenda Wheat Whiteman A+ Arts Education Specialist, NCDPI
NCDPI/NCDCR Collaboration:
A+ Schools Program
NCDPI A+ ContactsChristie Lynch EbertArts Education Consultant and A+ Liaison
Brenda Wheat WhitemanA+ Arts Education Specialist
Work collaboratively between NCDPI and NC Department of Cultural Resources to support the A+ Schools Program of the NC Arts Council
S66: Comprehensive Arts Education Components
• Arts Education – (arts as core, academic subjects)
• Arts Integration – (arts as a catalyst for learning across the
curriculum)
• Arts Exposure – (exposure to arts experiences)
http://arts.ncwiseowl.org/
A+ as a Model for Comprehensive Arts Education
North Carolina's A+ Schools Program is a nationally recognized, research-based, whole-school reform model that successfully utilizes arts education (instruction in all four arts disciplines) and arts integration to teach a balanced curriculum.
S66 Report to the NC General Assembly
State Agency Collaboration• NC Department of Cultural Resources
– State Secretary of Cultural Resources, Linda Carlisle– A+ Schools program is housed in the North Carolina Arts
Council
• North Carolina Department of Public Instruction– State Superintendent June Atkinson – North Carolina Public Schools partner for A+– Support for the A+ Schools Program is provided through Arts
Education within the K-12 Curriculum and Instruction Division
• Arts Education• Arts Integration
Collaboration• A+ Team Meetings and Webinars• Networking and Outreach• Research/Grant Collaborations• Collaboration with NCDPI initiatives to
inform A+ work
Data Collection• School Profiles• Demographic Information• AYP and ABC Data• Title I and other relevant information• A+ Surveys & Self-Assessments• Comprehensive Arts Education Plan
Professional Development• NCDPI Representation
– A+ Summer Institutes– A+ Site Visits
• A+ Professional Development – Fellows Retreats & Webinars– Principals & Coordinators Retreats &
Webinars– Other opportunities
Standards
NC Standard Course of StudyCommon Core State
Standards (CCSS)• English Language Arts• Mathematics
North Carolina Essential Standards (NCES)• Arts Education • English Language Development*• Guidance (September 2011)• Healthful Living (Health and
Physical Education)• Information and Technology*• Science• Social Studies• World Languages
CCSS and NCESSimilarities• Fewer, clearer, higher• Alignment with other
standards, research, 21st century skills
• Focused on improving student achievement (student outcomes)
Differences• Format• Taxonomies
– RBT (NCES)– Other (CCSS)
• Specific to NC (NCES)• Optional adoption from
national movement (CCSS)
Instructional ToolsAvailable Summer 2011: Crosswalks Unpacking the Standards
In development:
Graphic Organizers Formative Assessment Strategies
ArtsFolio/Student Profile Learning Progressions/Learning Maps Terminologies Future Tools
CCSS/NCES Resources• Summer 2011 NCDPI Institute Materials
– Facilitator’s Guide• http://
www.ncpublicschools.org/docs/acre/resources/facilitator-guide.pdf
– Content Sessions• http://www.ncpublicschools.org/acre/profdev/institute/
– Wiki sites• All areas: http://www.ncdpi.wikispaces.net/
• Arts Education: http://ances.ncdpi.wikispaces.net/
CCSS and NCES Resources
• Online learning modules– http://center.ncsu.edu/nc
– The Call for Change*– Understanding the Standards*– Developing Local Curricula– Revised Bloom’s Taxonomy– NC FALCON*– NC Professional Teaching Standards and Teacher
Evaluation System*
Arts EducationEssential Standards
2010
ES Writing Groups
NCDPI Arts Education
Consultant
K-5 Lead 6-8 Lead 9-12 Lead K-12 Floating Lead
K-12 Writers
ES 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?
Essential Standards Filters
RBT 21st c Framework Research Standards ES Criteria
PROCESS: NC Arts Education Essential Standards
Revisions Made
Filters applied
Trends analyzed
Drafts reviewed
DecodingEssential Standard Clarifying Objectives
4.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.
4.ML.1.1 Apply expressive qualities when singing or playing a varied repertoire of music representing genres and styles from diverse cultures.
4.ML.1.2 Execute the performance of vocal ostinatos, partner songs, counter-melodies, and rounds in two or more parts.
4.ML.1.3 Use voice and/or instruments to execute melodic movement through pentatonic melodies on the treble staff.
Grade Level (4)
Strand(ML = Music Literacy)
Essential Standard (1)
Clarifying Objective (3)
Musical Literacy
Crosswalks
Image Citation 17
Dance Music
Theatre Arts
Visual Arts
Crosswalks
Partnership for 21st Century Skills (P21)
Crosswalks, Pages 7-9P21 website: http://www.p21.org/
Image Citation 11
21st Century Skills Framework (P21)
• Crosswalks – Pages 7-9
• Think/Pair/Share:– Look at the P21connections in the Crosswalks– What other connections can you think of with Arts
Education and 21st century themes and skills?
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
Image Citation 12
1 Remember
2 Understand
3 Apply
4 Analyze
5Evaluate
6 Create
AFactual
Knowledge
B ConceptualKnowledge
CProceduralKnowledge
DMetacognitive
Knowledge
Cognitive Process DomainK
now
ledg
e D
imen
sion
See RBT Verbs on pg. 10 of the Crosswalks
History and Culture
• Crosswalks, Page 13
• Think/Pair/Share:– Discuss the Common
Clarifying Objectives. – What will these look
like in your discipline?
Image Citation 13, 14, 15
Unpacking the Standards
Dance Music
Theatre Arts
Visual Arts
Image Citation 17
Unpacking the Standards
Organization of Unpacking Tools
Image Citation 18
Organization of Unpacking Tools
Image Citation 19
Unpacking ActivityPick one strand to explore for your discipline
(dance, music, theatre arts, visual arts)
– What information did you learn about the strand and the unpacked standards, K-12?
– How does this tool help to provide specific clarification of the standards?
Intent of the Essential Standards
• Communicate at a basic level in each of the four arts disciplines
• Communicate proficiently in at least one art form
Sequencing Discussion• Why is it important to understand the
sequence of learning across the K-12 continuum?
Image Citation 22
Creation and Performance
CP.1 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images.
Elements of Dance
Energy
Time
Space
Body
Elements of Dance: K-2
Combine Elements in Dance Phrases
Explore/Improvise with Elements
Recognize/Use Elements
Elements of Dance: 3-5
Organize Phrases into Simple Dance Sequences
Show Beginning, Middle, End
Vary Elements
Elements of Dance: 6-8
Choreograph Simple Dances
Communicate Intent
Vary Elements
Fulfill Aesthetic Criteria
Use Variety of Approaches
Elements of Dance: 9-12
Choreograph Dances for Performance of Personal and Social Significance
Communicate Meaning and Choreographic Intent
Incorporate Aesthetic Criteria & Perspective
Use Production Elements, Principles, Structures, Processes; Variety of Forms
Use Selected Dance Elements
Sequencing Activity K-2
Recognize/use elements
Explore/improvise with elements
Combine elements in dance phrases
3-5
Vary elements
Show Beginning, middle, end
Organize phrases into simple dance sequences
6-8
Use Variety of Approaches
Fulfill Aesthetic Criteria
Vary Elements
Communicate Intent
Choreograph Simple Dances
High School
Use selected Dance Elements
Use Production Elements; Principles, Structures,
Processes; Variety of Forms
Incorporate Aesthetic Criteria and Perspective
Communicate meaning and choreographic intent
Choreograph Dances for Performance of Personal and Social Significance
Sequencing Activity
K-2 3-5 6-8 High School
DANCE
MUSIC
THEATRE
ARTS
VISUAL
ARTS
Contact InformationChristie Lynch EbertArts Education Consultant and A+ [email protected]
Brenda Wheat WhitemanA+ Arts Education [email protected]