Working with Performing and Visual

Arts Power Standards 7-12

District-Wide Curriculum Articulation

October 23, 2009

Agenda Welcome Goals for the Day

Common Power Standards Common Assessments

Honoring the Past Overview of Our Work - Micheal Thompson Video “New” Arts Standards Structure Stretch Break Power Standard Criteria Selecting Power Standards for Writing Assessments Unwrapping a Standard Activity Lunch 11:30 - 12:30 on your own Break-Out Sessions Large Group Review and Closing Next Meeting Dates

Fall ‘10 ParticipantsCalvin Plocher, Music, Vocal/InstrumentalZane Shaefer, Music, Arts ConsultantRobin Lorenzen, Music, VocalSydney Willcox, Visual ArtJan Spencer de Gutiérrez, Arts Supervisor Byron Richard, Education Research Coordinator, PerpichJeremy Holine, Visual/Media, PerpichAshley Cannady, Gifted ServicesEdye Skibbe, Gifted ServicesStephanie Schroeder, Visual ArtKathy Grundi, Visual Art, Arts Consultant

Honoring the Past2006 Standard Alignment with

CoursesStandard: Analysis and Interpretation

Benchmark BeginningCeramics

AdvancedCeramics

BeginningJewelry

Advanced

Jewelry

Beginning

Sculpture

The student will understand and apply artistic process to analyze, interpret, and evaluate art works in at least one of the three arts areas required to be offered by a school from the following: dance, media arts, music, theater, and visual arts.

1. Students will understand how a synthesis of the following components of visual arts is used to define a work in visual art:

a. elements, including color, line, shape, form, texture, and space; b. principles, such as repetition, contrast, or balance; c. vocabulary; d. styles, such as abstract or impressionist; e. structures, such as two dimensional or three dimensional; f. technical skills, such as selecting and using tools and techniques of the medium;

Important to Know

√Essential Important to

Know

√Essential Important

to Know

2. Students will understand the similarities and differences among the structures and styles within visual arts,

Important to Know

√Essential Important to

Know

√Essential Important

to Know

KEY√ Indicates ESSENTIAL (i.e. This absolutely has to be included in this course.)

Indicates IMPORTANT TO KNOW* Indicates REINFORCED (i.e. This course goes into broader depth with a benchmark already covered by another course.)--- Indicates NOT ADDRESSED

P402411 - Band, Beginning Syllabus

Grade Level: 9-12 High School

Subject Area: Music

Course Number: P402411

Course Title: Band, Beginning

Course Length: full year

Prerequisite: Interest in playing in the school band

Course Description:

This band develops inexperienced new band members’ skills so they can join the school band. Beginning instrumental technique, marching skills, and group rehearsal etiquette will be included. Students will consult with the director to select an instrument to play. A limited number of school instruments are available for loan with parental permission and required responsibility. (Students with previous band experience should register for Intermediate Band.)

Honoring the Past2007-2009 Arts Course Syllabi / Lessons

http://curriculum2.spps.org/

Honoring the Past

2006 Standard Alignment with Courses

2007-2009 Arts Course Syllabi / Lessons http://curriculum2.spps.org/

2008-2010 Perpich Center for Arts Education

Curriculum and Assessment Mapping Project http://www.thecenter.spps.org/Curriculum_Maps.html

Honoring the PastSaint Paul Public Schools Curriculum Map Visual Arts Scope and Sequence: American Indian Art, 9-12

Time in Weeks Brief Description of Content Standard Benchmarks

The student will:

Assessment Activities Evaluation Criteria

1st Quarter

2 or 3 Days Focus on:

What is American Indian Art? – Computer research assignment – develop a sketch – pre-assessment of skills and concepts of American Indian Art (1or 2 days)

2nd Unit – (2.5 to 3 weeks)

Focus on:

Drawing assignment of 7 teachings – Specific to Ojibwe – Google 7 teachings – Lakota Language Consortium – another resource

Introduce story of virtue/cultural meaning (build personal knowledge of virtues – starting at elementary) and then introduce drawing approaches.

Build correspondences between story and animal attributes

Vocabulary:

(Include Ojibwe language where appropriate)

Benchmarks

Foundations

1:1 Elements: texture, value, line, shape, color, space

1:2 Principles: proportion, contrast, emphasis/unity, pattern, rhythm, movement

Present/Perform

1:1 Mount and present to classroom audience

Learning Goal:

Assessment Activity:

Choose 5 of 7 teachings and do a realistic drawing – realistic drawing of representative animal

Five Drawings

Graphite pencil 5X5 drawing of -- Eagle

Bear – cubist color pencil style – cultural attributes and visual arts

Oil pastels in woodland style of Buffalo

Marker drawings shapes, lines and patterns of Turtle

Curriculum Conference WelcomeMicheal Thompson,Director of Secondary Curriculum

Micheal’s MessagesAugust - Selecting Power Standards

Working with Leadership and Learning Center Teaching for understanding and rigor

Provide many and varied experiences for uses of student knowledge and skills Reduce number of standards/benchmarks Determine Power Standards (complete by Nov. 24, 2009) Focus assessments on those benchmarks Move from learning for retention of knowledge toward teaching for giving students strategic

capacity with knowledge and skills Data shows necessary to FOCUS - do less to achieve more

September - Unwrapping the Power StandardsNovember - Engaging Classroom Assessments Seminars November 10 &

11, 30 arts participants maximum

Micheal’s Messages Continued…

November 13, 2009 Secondary District-Wide Content Area Curriculum Conference 2

Spring 2010 - End-of-Course Assessment Development and Field Testing

Second Semester - Field test common district assessments

January - LLC, Balanced Math Program process

April and May - LLC, Non-Fiction Writing Across the Curriculum

2010-2011 - Continue Non-Fiction Writing and use data in Professional Learning Communities and Department Groups

Authentic PLC engagement using these strategies

The New Arts Standards Structure

Strands Sub-strands Standards Benchmarks

Facts and Questions

Why Power Standards?What happens with the rest of

the standards/benchmarks?What does this word mean?How many Power Standards

should each content area have?

Power Standards Selection Criteria:

What Do Students Need to be Successful in these Three Key Areas?

School (Readiness)

Life High-Stakes (Endurance) Tests

(Leverage)

Unwrapping a Standard Demonstration

Determine Standard

Type in benchmark XX

circle the verbs

underline the nouns

How will lunch energize us?

Our Next Steps

Identify one key power standard that you want to work with

Unwrap your standardDetermine Essential ? / Big PictureBrainstorm what assessment or

evaluation tools you can use to assess this benchmark/standard. Is it common?

Formative Assessment

Formative AssessmentMid point assessment

Summative End of course assessment

Breakout Rooms

1303 Music 1302

1101 Visual 1108 breakout 1109 media 1105 Theatre

Closing

Fill out the + Plus / Delta workshop SURVEY What did you notice in your small groups? Share outURLs for LLC informationSign up for Nov. 10 & 11 Engaging

Assessment Seminar by highlighting your name on sign in sheet when you sign out

LLC and District Resources

The Center for Professional Development http://www.thecenter.spps.org/home.html

District Leadership and Learning Center Information http://thecenter.spps.org/llc

Arts Leadership and Learning Center Information http://www.thecenter.spps.org/

Leadership_and_Learning_Center_LLC_Information.html

District Curriculum http://curriculum2.spps.org/

Arts Curriculum Maps (under construction) http://www.thecenter.spps.org/Curriculum_Maps.html

LLC and District Resources

Next meeting dates 11/10 & 11/11 and 11/13

Your CommentsPlease complete one + Plus Delta

teacher survey