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BLADEN C
OUNTY A
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PR
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SS
I ON
AL D
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EL O
PM
EN
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Friday, March 30, 2012
North Carolina Essential Standards
HOUSEKEEPING
•Parking Lot •Breaks•Evaluation
Parking Lot?
NC ARTS EDUCATION WIKI
http://ances.ncdpi.wikispaces.net/
http://ncpublicschools.org/
ACRE WEBSITE
http://ncpublicschools.org/
BEEN THERE.
DONE THAT!
WHAT’S NEXT?
WHAT’S NEXT? CHALK TALK WALK
Silence!
Add to the chalk talk as you please.
Connect to other’s ideas.
REVIEW FROM PREVIOUS TRAINING
Common Core State Standards
English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects)
Mathematics
NC Essential Standards Arts Education Career and Technical Education English Language Development* Guidance* Healthful Living (Health & Physical Education) Information and Technology* Science Social Studies World Languages
NC STANDARD COURSE OF STUDY
COMPONENTS:NC ARTS EDUCATION ESSENTIAL STANDARDS
Strands (3-4) [ES] - Essential Standards (5-6)
[COs] - Clarifying Objectives (2-5 per ES)
Learning Sequence: K-8 Grade Levels HS Proficiency Levels Organized to embed multiple entry points
ORGANIZATIONAL STRANDS
DANCE MUSIC THEATRE ARTS
VISUAL ARTS
Creation and Performance (CP)
Musical Literacy (ML)
Communication(C)
Visual Literacy (V)
Dance Movement Skills (DM)
Musical Response (MR)
Analysis (A) Contextual Relevancy (CX)
Responding (R) Contextual Relevancy (CR)
Aesthetics (AE)
Critical Response (CR)
Connecting (C) Culture (CU)
DECODING
Essential 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
W H A T I S N E W / D I F F E R E N T ?
Overview and Organization
Comparison with previous state standards
Alignment with current National Standards
21st Century Skills (pp. 7-9)
Revised Bloom’s Taxonomy
History & Culture
High School Sequencing
UNPACKING TOOLS
Provides deeper understanding and description of the standards
Comparison of strands, essential standards, and clarifying objectives by grade span
Narrative examples of classroom implementation for each standard
UNPACKING TOOLS
Image Citation 18
UNPACKING TOOLS
PARTNERSHIP FOR 21ST CENTURY SKILLS
Crosswalks, Pages 7-9P21 website: http://www.p21.org/
Life and Career Skills Learning & Innovation Skills Information, Media, and Technology Skills
Flexibility & Adaptability Creativity & Innovation Information Literacy
Initiative & Self-Direction Critical Thinking & Problem Solving
Media Literacy
Social & Cross-Cultural Skills Communication & Collaboration
ICT Literacy
Productivity & Accountability
Leadership & Responsibility
Core Subjects & 21st Century Themes
Core Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics
21st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy
ARTS ENERGIZER *
1. Anal
yze
each
scu
lptu
re fo
r the
elem
ents
of a
rt.
2. Des
crib
e th
e 21
st Cen
tury
Ski
lls y
ou
used th
roughou
t this
act
ivity
.
TRANSFER
How can you use this concept
- reinforcing 21st skills through the arts -
in another activity within this discipline, within another arts
discipline, or within another grade level?
GETTING THE BIG PICTURE
Standard
How I teach this
standard
How this standard is reflected in
student work
How this standard is assessed:
formativebenchmarksummative
Differentiation
Connections
Standard
How I teach this standard
How this standard is reflected in
student work
How this standard is assessed:
formativebenchmarksummative
Differentiation
Connections
DANCE STANDARD
1.C.1.1 Recognize how dance is used in customs and traditions of various cultures.
CONNECTING STRAND (K-2)
C.1 requires students to understand cultural, historical, and interdisciplinary connections with dance. At the early elementary level, students should be able to use dance to illustrate how people express themselves differently. Students exemplify dance representing the heritage, customs, and traditions of various cultures. For example, students may discuss the location, climate, culture, and dancing styles of various countries and participate in teacher-led explorations of cultural and traditional dances from various regions.
From the K-2 Dance Unpacking – pg. 32
DISSECTING THE STANDARDS
1.CP.1.1 Create dance movement using elements of movement (body, time, space, energy).
1.CP.1.2 Compare spontaneous movement (improvisation) and planned movement (choreography).
1.CP.1.3 Construct dance phrases which illustrate beginning, middle, and
ending.
1.CP.1.4 Create movement that expresses words, ideas, experiences, and feelings.
CREATION & PERFORMANCE
1.CP.2.1 Use body and voice control in personal and general space.
1.CP.2.2 Exemplify concentration during dance explorations.
1.CP.2.3 Understand how teacher feedback can be used to improve dance.
CREATION & PERFORMANCE
1.DM.1.1 Identify body parts, their range of motion, and use of body center.
1.DM.1.2 Execute a variety of body shapes.
1.DM.1.3 Contrast basic locomotor and non-locomotor (axial) movements.
1.DM.1.4 Understand use of beat, meter, and duration in dance movement.
1.DM.1.5 Illustrate directions, levels, and pathways in general space.
29
DANCE MOVEMENT SKILLS
1.R.1.1 Explain movement skills and elements observed in dances performed by peers.
1.R.1.2 Understand how responses to dance can be used to represent feelings and opinions.
1.C.1.1 Recognize how dance is used in customs and traditions of various cultures.
1.C.1.2 Understand connections between dance and concepts in other curricular areas.
RESPONDING & CONNECTING
CONNECTIONS
CONNECTIONS1. How does the
graphic represent the idea of making connections between learning in the arts classroom and learning in other areas?
2. How can arts educators work with other educators to help students see and make connections across the curriculum?
HISTO
RY AND C
ULTURE
DANCE
MUSIC
THEATRE ARTS
VISUAL
ARTS
SOCIAL STUDIES CONNECTIONS
D A N C E
1.C.1.1 Recognize how dance is used in customs and traditions of various cultures.
21st Century ThemeGlobal Awareness
S O C I A L S T U D I E S
1.H.1.2 Explain the importance of
folklore and celebrations and their impact on local communities.
1.C.1.1 Compare the languages, traditions, and holidays of various cultures.
ARTS IN CUSTOMS & TRADITIONSTest your knowledge!
Brainstorm all of the cultural connections you believe you already know. Write each response on a sticky note.
How might this information be incorporated into the general education/ social studies classroom?
CONNECTIONS
What can you do to help arts educators work with other educators to help students see and make connections across the curriculum?
TRANSFER
How can you use this concept - making connections between
the arts, history, and culture -in another activity within this discipline, within another arts discipline, or within another
grade level?
COMMON CORE S
TATE
STANDARDS
FOR E
NGLISH L
ANGUAGE ART
S &
LITERACY
IN H
ISTO
RY/
SOCIAL S
TUDIE
S, SCIE
NCE, AND
TECHNIC
AL SUBJE
CTS
DANCE
MUSIC
THEATRE ARTS
VISUAL
ARTS
SHARED EXPECTATION
“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. . . . . teachers in other areas must have a role in this development as well.”
From the Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects, pg. 4
COMMON CORE STATE STANDARDS
Expectations for Arts TeachersK-5 Embedded6-12 Social Studies/History, Science, and Technical Subjects
Definition of Technical Subjects
Intent of the Common Core
ENGLISH LANGUAGE ARTS STRANDS
Reading Literature
Reading Informational Text*
Reading Foundational Skills
Writing*
Speaking & Listening
Language
ARTS ENERGIZER*
Image Citation 21
LISTEN TO THE RAIN
Describe how the changes in dynamics represent a rain storm.
Which specific word choices make you believe the text should be read at a particular:
dynamic level? tempo?
DYNAMICS
Italian Term Symbol Meaning
Pianissimo pp Very soft
Piano P Soft
Mezzo piano mp Medium Soft
Mezzo forte mf Medium Loud
Forte f Loud
Fortissimo ff Very Loud
Crescendo < Getting Louder
Decrescendo > Getting Softer
TEMPO
Italian Term Meaning
Grave Slow and solemn
Adagio Slow and stately
Andante Walking Pace
Moderato Moderately
Allegro Fast, quickly, and bright
Presto Very fast
Accelerando Speeding up
Ritardando Slowing down
TIMBRE
Body percussion & environmental sounds Clap, snap, pat, stamp, scratch, etc. Whistle, hum, sing, etc. Keys, water bottles, plastic bags, etc.
Extension: Use un-pitched percussion instruments– Drums (hand drums, congo, bongo, etc.)– Metals (Triangles, wind chimes, etc.)– Woods (Wood blocks, rhythm sticks, claves, etc.)– Shakers & Scrapers (Tambourines, maracas, etc.)
TEXTURE
LISTEN TO THE RAIN
Listen to the rain,
the whisper of the rain,
The slow soft sprinkle,
the drip-drop tinkle
The first wet whisper of the rain
LISTEN TO THE RAIN
Listen to the rain, the singing of the rain,
The tiptoe pitter-patter, The splish and splash and splatter,
The steady soundthe singing of the rain.
LISTEN TO THE RAIN
Listen to the rain,
the roaring pouring rain,
The hurly-burly, topsy-turvy
lashing gnashing teeth of rain,
The lightning-flashing, thunder-crashing
sounding pounding roaring rain,
LISTEN TO THE RAINLeaving all outdoors a muddle,
a mishy mushy muddy puddle.
Listen to the quietude,the silence and the solitude of after-rain,
The dripping, dripping, dropping,the slowly, slowly stopping
The fresh – wet- silent – after-time- of-rain.
3RD GRADE CONNECTIONSMUSIC
3.ML.1.1Apply elemental changes, including changes to dynamics, tempo, timbre, or texture, when singing or playing music.
3.ML.3.2Create soundscapes using a variety of sound sources.
3.CR.1.2Understand the relationships between music and concepts from other areas.
R E A D I N G L I T E R AT U R E
Key Ideas and Details1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Reading & Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
ARGUMENTATIVE WRITING
What feedback can you provide to actors to help them improve their performance? Watch a scene from a play (live or recorded) and identify areas for improvement for the actors in regards to theme, characters, conflict, and the interrelationships of these components. Write a response to the actors that discusses strengths and areas for improvement for their performance and evaluates the quality of the performance, including possible solutions to the areas you identified for improvement. Be sure to support your position with evidence from the performance of the play.
From the 6th Grade Theatre Arts Online Writing Instruction
6TH GRADE CONNECTIONS
Theatre Arts
6.A.1.1Analyze plays in terms of theme, characters, conflict, and their interrelationships.
Writing for Technical Subjects
1. Write arguments focused on discipline-specific content.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
INFORMATIVE/EXPLANATORY WRITING
What is the importance of the director in relation to producing theatre? Write an essay that describes the role of the director and addresses how the director informs the production of a play. Be sure to use accurate theatre vocabulary and address how the director’s role is important to a successful production.
From the 6th Grade Theatre Arts Online Writing Instruction
6TH GRADE CONNECTIONS
T H E AT R E A RT S
6.CU.2.2Understand the roles of actors and directors in creating performances.
W R I T I N G F O R T E C H N I C A L S U B J E C T S
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
TRANSFER
How can you use this concept
- making connections between the arts, reading, and writing -
in another activity within this discipline, within another arts
discipline, or within another grade level?
INFO
RMATIO
N AND
TECHNOLO
GY
DANCE
MUSIC
THEATRE ARTS
VISUAL
ARTS
INFORMATION AND TECHNOLOGY
Embedded into instruction across all content areas rather than taught in isolation
Closely aligned with the 21st century skills
Includes more than using tech tools
IT STRANDS
Sources of Information (SI) Evaluate resources needed to solve a given problem.
Informational Text (IN)* Analyze appropriate strategies when reading for enjoyment and
for information.
Technology as a Tool (TT) Use technology and other resources for assigned tasks.
Research Process (RP) Design project-based products that address global problems.
Safety and Ethical Issues (SE) Analyze issues and practices of responsible behavior when using
resources.
CHRIS JORDAN – CANS SEURAT (2007)
Depicts 106,000 aluminum cans, the number used in the US every thirty seconds.
www.chrisjordan.com
HIGH SCHOOL CONNECTIONS
VISUAL ARTS
I.CX.1.4Explain the influence of contextual knowledge on aesthetic responses to art.
I.CX.2.4Analyze how digital design affects communication in art.
21st Century ThemeEnvironmental Literacy
INFORMATION TECHNOLOGYHS.SI.1.2
Evaluate resources for point of view, bias, values, or intent of information.
MIXED P
ROFICIE
NCY
DANCE
MUSIC
THEATRE
ARTS
VISUAL
ARTS
MIXED PROFICIENCY CONNECTIONS
B E G I N N I N G
B.CX.1.1Use visual arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context.
P R O F I C I E N T
P.CX.1.1Understand the role of visual arts in United States history as a means of interpreting past eras within an historical context.
IntermediateI.CX.1.1
Use visual arts to explore concepts of civics and economics, such as systems, functions, structures, democracy, economies, and interdependence.
PARALLEL TIMELINES
World History
George Seurat, pointillism (1884)
Civics & Economics
Increased production and consumption, including mass produced art
Awareness of environmental responsibility
United States History
Chris Jordan, Cans Seurat (2007), Caps Seraut (2011)
1800 1900 2000
TRANSFER
How can you use this concept
- making connections between the arts, information and technology,
and mixed proficiency levels -
in another activity within this discipline, within another arts discipline, or within
another grade level?
PROJECTS, UNITS, & PERFORMANCES
TRANSFER
What are some of the known projects, units, performances, interdisciplinary units, etc. that you anticipate incorporating into the academic year?
Arts Activities - What kinds of activities could you use to reinforce the NC Arts Education Essential Standards throughout a unit of study?
Connections - What kinds of connections to other disciplines might you reinforce? (History/Culture, Reading, Writing, Information and Technology, 21st Century Skills, Other Disciplines)
PROJECT-BASED LEARNING (PBL)
Students will engage in a project where they will advocate for music education to their local school board by showcasing it as crucial to the curriculum in all disciplines.
Example:
Standard
How I teach this
standard
How this standard is reflected in
student work
How this standard is assessed:
formativebenchmarksummative
Differentiation
Connections
UPDATES AND FUTURE DIRECTIONS
NATIONAL STANDARDS
National Standards completed in 1994
National effort underway for re-conceptualization of the standards
NCCAS has approved the draft of the overarching framework
NATIONAL STANDARDS
Framework: honors discreet discipline-specific needs, but also provides strength in binding the arts disciplines together
3 Sections: philosophical foundations and lifelong goals, processes, and evidence of learning
NCCAS leadership passed a unanimous motion that SEADAE would be the trust for the copyright of the national standards
Transparent process
NATIONAL STANDARDS
More information:
State Education Agency Directors of Arts Education (SEADAE): http://www.seadae.org/
National Coalition for Core Arts Standards (NCCAS) Wiki: https://nccas.wikispaces.com/Home
LEGISLATION
H758: Arts Education Commission
http://www.ncga.state.nc.us/Sessions/2011/Bills/House/HTML/H758v4.html
H758 ARTS EDUCATION COMMISSION
Joint Presentation to the Commission
February 10, 2012
Charge: (Page 1)
Specifically considering policies to implement arts education in the public schools as defined in the existing Basic Education Program under G.S. 115C-81;
Considering a high school graduation requirement in the arts
Further considering development of the A+ Schools Program.
S66 Task Force added: Arts Integration Arts Exposure
S66: CHARGE
S66: VISION FOR ARTS EDUCATION
In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.
(Page 17)
S66: DEFINITION OF A COMPREHENSIVE ARTS EDUCATION Arts Education (arts as core, academic subjects)
Arts Integration (arts as a catalyst for learning across the curriculum)
Arts Exposure (exposure to arts experiences)
(Pages 17-18)
S66: RECOMMENDATIONS
Basic Education Program High School Graduation Requirement
A+ Schools Program Arts Integration Arts Exposure
NCDPI ALIGNMENT AND SUPPORT: A+ SCHOOLS PROGRAM
Data Collection and Analysis
Monitoring and Collaboration
Assessment and Professional Development
Michelle Burrows | DirectorA+ Schools [email protected]: 919.807.6503
http://aplus-schools.ncdcr.gov/
COURSE CODING UPDATE
Highlights:
Beginning, Intermediate, Proficient, Advanced courses in each discipline
Specialization by proficiency level in each discipline
AP and IB retain separate designations
HIGH SCHOOL SEQUENCING
If the student has had a complete K-8 progression or has achieved beginning level standards in dance, music, theatre arts, or visual arts
If the student has no or limited K-8 progression in the arts discipline (dance, music, theatre arts, or visual arts)
Beginning (Entering) (Introductory)
Introductory/Beginning Coursework in Dance, Music, Theatre Arts, or Visual Arts
Intermediate Intermediate
Arts Electives in an Arts Discipline
Proficient
Proficient
Honors Courses
AP Courses
IB Courses
Advanced Advanced
HIGH SCHOOL 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.
Students who take coursework at the Proficient or Advanced levels are applying their skills and understandings in increasingly sophisticated, complex, and challenging ways.
CCSS/NCES RESOURCES
Wiki sites All areas: http://www.ncdpi.wikispaces.net/ Arts Education: http://ances.ncdpi.wikispaces.net/
Online learning modules http://center.ncsu.edu/nc
REFERENCE GUIDES (K-8)
Reference Guides for Integrating Curriculum
include the Common Core State Standards and North Carolina Essential Standards for all subject areas organized by grade level.
ARTS EDUCATION GRAPHIC ORGANIZERS
Purpose - to assist students with:
understanding and organizing concepts
recording and documenting understandings
ARTS EDUCATION GRAPHIC ORGANIZERS
Can be used:
as a springboard to assist students with their understanding of the North Carolina Arts Education Essential Standards
in Arts Education and General Education Classrooms in Multiple Grades and Disciplines to address a Comprehensive Arts Education (arts
education, arts integration, arts exposure)
READYREADY is the new identity brand for
1. North Carolina’s new Standard Course of Study (NC Essential Standards and Common Core State Standards)
2. The new accountability model
3. The technology and professional development support being developed and provided to local educators
GRANT OPPORTUNITY
Grant Name: Arts Grants
Funded by: Target
Description: Target offers grants to schools and nonprofits that bring arts and cultural experiences directly to K-12 students. These programs must have a curriculum component.
Program Areas: Arts
Recipients: Public School, Private School, Other
Proposal Deadline: 4/30/12
Average Amount: $2,000.00
Website: http://sites.target.com/site/en/company/page.jsp?contentId=WCMP04-031819/
CLOSING
Focus:ConnectionsHistory and CultureInformation and TechnologyCommon Core State Standards for Literacy
21st Century Skills
EVALUATION
Whatworked well Suggestions
for improvement
