NCDPI Update

NC Art Education Association

November 3, 2012Asheville, NC

Welcome, Slater!

Slater MappArts Education Consultant

(Theatre Arts and Visual Arts)slater.mapp@dpi.nc.gov

919-807-3758

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.

NC Arts Education Wiki

http://ances.ncdpi.wikispaces.net/

http://ances.ncdpi.wikispaces.net/Curriculum+Workshops+2012-13

NCDPI Arts Education Listserv

join-artsed@lists.dpi.state.nc.us

Purpose

• To provide information on policy and legislation impacting arts education

• To provide information and resources to the NCAEA on the Visual Arts NC Essential Standards

Setting the Stage

Arts Education Policy

Thumbs’ Up/Thumbs’ Down :

A. The State Board of Education has a policy requiring a Standard Course of Study in the Arts.

B. The first goal of the State Board of Education includes the arts.

C. Students must complete one unit of credit in arts education to graduate from NC schools.

D. The arts are core, academic subject areas.

GUIDING MISSION

“The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

Policy and Legislation

•Basic Education Program (§ 115C-81)

The NC Standard Course of Study

Common Core State Standards NC Essential Standards

NC Legislation

S66 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)

Comprehensive Arts Education

H758: Arts Education Commission

• Duties

• 3 Meetings (February – April 2012)

• Final Report (May 1, 2012)

– 5 Findings/Recommendations

– 3 Legislative Proposals in Report

H758: Arts Education Commission

1. Importance of Arts Education

2. Comprehensive Arts Education Task Force (Legislative Proposal 1)

3. Arts Education Graduation Requirement (Legislative Proposal 2)

4. Professional Development and Education in Arts Integration

5. Locally Driven Comprehensive Arts Education (Legislative Proposal 3)

S724: An Act to Implement Various Education Reforms

• Requires that pre-service elementary teachers and lateral entry teachers are prepared to “integrate arts education across the curriculum”.

• Outgrowth of H758 Arts Education Commission

• Wide-scale education legislation

• Signed into law June 26, 2012

S724: An Act to Implement Various Education Reforms

• Supported by:

– Existing Teacher Ed Requirements (Policy)

– NC Teacher Evaluation (Policy)

– Previous Legislation

– National Reports

NC Legislation and Policy and the Preparation of Elementary Teachers to Integrate the Arts

Michelle Burrows | DirectorA+ Schools Programmichelle.burrows@ncdcr.govtel: 919.807.6503

http://aplus-schools.ncdcr.gov/

Standards Overview

Standards

Thumbs’ Up/Thumbs’ Down:

A. All of the new standards must be implemented no later than Fall 2012.

B. All of the new standards were built around the Revised Bloom’s Taxonomy and filtered through the P21 Framework.

C. The term North Carolina Standard Course of Study refers to both the Common Core State Standards and the North Carolina Essential Standards.

NC Standard Course of Study

• 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

Essential Standards 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

Intent of the Essential StandardsIntent of the Essential Standards

• Communicate at a basic level in each of the four arts disciplines

• Communicate proficiently in at least one art form

COMPONENTS:NC Visual Arts Essential Standards

• Strands (3)

– [ES] - Essential Standards (6)

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

• Learning Sequence:

• K-8 Grade Levels

• HS Proficiency Levels

• Organized to embed multiple entry points

Organizational StrandsDANCE 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)

Crosswalks

What is new/different?– Overview and Organization

– Comparison with previous state standards

– Alignment with current National Standards

– 21st Century Skills

– Revised Bloom’s Taxonomy

– History & Culture

– High School Sequencing

K-8 Common Clarifying Objectives: History & Culture

K 1 2 Use the arts to illustrate how people express themselves differently.

 Recognize how the arts are used in customs and traditions of various cultures. 

 Exemplify (dances, music, theatrical works, visual arts works) representing the heritage, customs, and traditions of various cultures. 

3 4 5 Exemplify how the arts are used by various groups for artistic expression within the local community.

 Understand how the arts have affected, and are reflected in, the culture, traditions, and history of North Carolina. 

 Understand how the arts have affected, and are reflected in, the culture, traditions, and history of the United States.       

6 7 8 Understand the arts in relationship to the geography, history, and culture of world civilizations and societies from the beginning of human society to the emergence of the First Global Age (1450). 

 Understand the arts in relationship to the geography, history, and culture of modern societies from the emergence of the First Global Age (1450) to the present.

 Understand the role of the arts in North Carolina and the United States in relation to history and geography.  

High School Common Clarifying Objectives: History & Culture

Beginning Intermediate Proficient Advanced

 Use the arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. 

 Use the arts to explore concepts of civics and economics, such as systems, functions, structures, democracy, economies, and interdependence.  

 Understand the role of the arts in United States history as a means of interpreting past eras within an historical context.

 Interpret the arts from personal, cultural, and historical contexts.

Unpacking Tools

Image Citation 18

Unpacking ToolsK – 2nd Grade Unpacking Visual Literacy (What does this mean a child will know and be able to do?) 

Visual Literacy Strand 

Visual literacy relates to the language of art, how it is organized, and how it is used to communicate as a language of its own. Visual literacy relates to all aspects of becoming “art literate,” including an understanding of how the Elements of Art and Principles of Design are used for personal expression and communication through art. Visual literacy also encompasses the application of critical and creative thinking skills to artistic expression and solving artistic problems, as well as using a variety of tools, media, and processes safely and appropriately while creating art.  

Essential Standards 

There are three Essential Standards (V.1), (V.2), and (V.3) in the Visual Literacy Strand for Visual Arts: 

•V.1: The first Essential Standard requires students to understand the language of art. Young children are developing fine motor skills and are learning to manipulate various art materials and tools. Since it will be the first time that some children will be correctly using many of the materials and tools, they will need to be given specific instruction. Students will begin to recognize how symbols, subjects, themes, and other commonalities among different pieces of art are used to communicate. As they create art, students recognize the Elements of Art in their own work, such as shape, color, line, and texture, and work towards explaining why they made certain decisions about their work. Their choices of subject matter reflect their own lives, and they realize that art can tell a story.  

•V.2: The second Essential Standard requires students to use creative and critical thinking skills. Students are often given the same art assignment which may have specific guidelines, but which is open-ended in terms of artistic choices. They learn that there are multiple solutions and are challenged to reach original solutions by drawing upon their senses and their environment. Rather than copying images or symbols, students come up with their own ideas and use their imaginations for subject matter. For example, students may be asked to draw a barnyard with animals. One student may choose chickens, pigs, and goats, while another student chooses cows, geese, and chickens. Even when they choose the same animal, such as chickens, the chickens will not look alike. Students will recognize these differences and understand the concept of multiple solutions to artistic problems. 

•V.3: The third Essential Standard requires students to use a variety of tools, media, and processes (e.g. drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, and ceramics) safely and appropriately when creating art. Students will use art materials safely and take care of tools and materials, such as putting lids back on paints, washing brushes correctly, and closing lids on markers. They will learn which media to use for art projects, the processes for using the media, and how to manipulate the media. For example, they will understand concepts such as the additive process in sculpture or ceramics, using a running stitch, and folding and curling paper for three-dimensional effects. Students will understand that the subject of a work of art is not limited to one medium, and they may experiment with Styrofoam, texture rubbings, weaving, painting and found objects. 

SI 2012http://ances.ncdpi.wikispaces.net/Arts+Education+Content+Sessions+2012

Summer Institute 3July 12-13, 2012

West Stokes High SchoolStokes County

Summer Institute 5July 19-20, 2012

JH Rose High SchoolPitt County

Summer Institute 1June 21-22, 2012

Enka High SchoolBuncombe County

Summer Institute 6July 24-25, 2012

SanLee Middle SchoolLee County

Summer Institute 4July 17-18, 2012

Croatan High SchoolCarteret County

Summer Institute 2July 10-11, 2012

Maiden High SchoolCatawba County Schools

4 Questions of a PLC (DuFour)

• What do we want students to learn? (SI 2011)

• How will we know if they have learned it?(SI 2012 – Data Literacy)

• How will we respond when they don’t learn it? (SI 2012 – Connecting to Serve All Students)

• How will we respond when they already know it?(SI 2012 – Connecting to Serve All Students)

The Big Picture

StandardStandard

Focus Questions

1. How does arts education prepare students to be future ready?

2. How do the arts connect to other content areas?

3. What are the implications for meeting the needs of all learners as related to arts education?

Teacher Evaluation Process

Teachers recognize the interconnectedness of content areas/disciplines

http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section J)

ConnectionsThumbs’ Up/Thumbs’ Down :

A. Each arts education discipline has a strand related to making connections with other areas.

B. All educators are expected to make connections and integrate instruction to facilitate student learning.

C. Many disciplines outside of the arts have objectives which connect to the arts.

D. Students who make connections are more likely to develop conceptual understanding and apply their learning in different settings.

Connections

CCSS and the Arts

• Shared responsibility

• CCSS supplement, but do not replace discipline standards

• Art is text

Resources:

– Coleman article and blog

– College Board Research

– AEP Book

– Other Resources

Meeting the Needs of All Learners

Focus Question 3: What are the implications for meeting the needs of all learners as related to arts education?

Assessment

Focus: Types of Data, Formative and Summative Assessment, Team Initiated Problem Solving

Assessments in Summary

Formative– Promotes student learning

– Occurs during instruction

– Not graded

– Process

– Descriptive feedback

– Continuous

Summative– Helps determine how much

learning has taken place

– Occurs at the end of an instructional unit

– Graded

– Product

– Evaluative feedback

– Periodic

Assessment in Arts Education

• Formative Assessment Examples

– NC FALCON

• Assessment Examples

– Arts Education Wiki (Instructional Tools)

• Measures of Student Learning

– in development

• Local Resources and Initiatives

– Arts Education Wiki (Building Local Capacity)

Educator Effectiveness

• No MSL’s this 2012-13 school year

• Where can I find out more information about educator effectiveness?

• Please visit the new educator effectiveness website at: http://www.ncpublicschools.org/educatoreffectiveness

• For responses to your questions, please email: educatoreffectiveness@dpi.nc.gov

Proficiency: Arts Education

What does it mean to be proficient?

“well advanced in an art, occupation, or branch of knowledge” http://www.merriam-webster.com/dictionary/proficient

– proficient, adept, skilled, skillful, expert mean having great knowledge and experience in a trade or profession

Proficiency

• implies a thorough competence derived from training and practice

• implies knowledge as well as technical skill

SequencingSequencing

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.

Student Placement

• Those students who have had limited or NO instruction in the arts discipline prior to the high school level will enter at a beginning level of study in any high school coursework.

• Students may participate in a variety of electives from beginning through advanced levels in each of the arts disciplines.

High School Options

• Electives Requirements (Future-Ready Core) – 6

• Electives requirements (NC Scholars)

• Interest or specializations

• 4-unit Concentrations

High School SequencingIf 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

Suggested Student Profile

• Upon entry to high school level study, it is suggested that each student be assessed via a student profile

• This profile should be maintained throughout the high school career, so that each student has a history of his/her education, academic performance, and experiences in the arts.

Suggested Student Profile

• The profile documents:

– arts education and student academic performance in any of the four arts education disciplines at the K-8 levels,

– arts studies that the student has completed outside of the school (private lessons, internships, studio classes, etc.).

Student Placement Practices• student profile

– previous and continuing arts education (in and out of school experiences)

• checklists (standards-based)

• pre-requisites

– (completion/mastery of previous level standards)

• other criteria

– (auditions, products, portfolio, etc.)

Arts Education Think Tank

• Statewide representation

• First meeting on 9/27/2012

• Examining proficiency and collecting and documenting evidence of student proficiency in arts education

State of the Arts:

North Carolina

Good News! NC Graduation Rate

Enrollment in Arts Education Courses, K-12

Dance 2.99%

Music 59.85%

Theatre Arts 5.44%

Visual Arts 53.66%

All Arts 122.09%

NC Statistical Profile 2009-2010

ELEMENTARY MIDDLE HIGH TOTAL

Classes Students Classes Students Classes Students Classes StudentsDANCE 808 16,622 705 14,217 1228 12442 2741 43,281

  2.43%   4.33%   2.86%   2.99%

MUSIC 28,529 590,628 8,773 179,226 9,017 95,788 46,319 865,642

  86.43%   54.56%   22.04%   59.85%

THEATRE ARTS 836 17,492 1,409 29,579 2,599 31,583 4,844 78,654

  2.56%   9.01%   7.27%   5.44%

VISUAL ARTS 26,356 547,603 7,093 140,078 6,999 88,481 40,448 776,162  80.13%   42.65%   20.36%   53.66%

FOLK ARTS (K-12) 0 0 54 1,172 31 650 85 1,822

  0.00%   0.36%   0.15%   0.13%

COMMUNITY COLLEGE ARTS

0 0 0 0 115 403 115 403

0.00% 0.00% 0.09%   0.03%

SUBTOTALS  56,529 1,172,345 18,034 364,272 19,989 229,347 94,552 1,765,964

  171.55%   110.90%   52.78%   122.09%

TOTAL STUDENTS IN NC SCHOOLS

  683,396 328,470 434,524 1,446,390

Licensed Arts Educators in NC

Dance Music Theatre Arts

Visual Arts

Total

171.43 2,597.67 345.66 2,101.22 5,215.98

1,434,436 Students (ADM)

Local Education Agency (LEA) Year Implemented

Burke County Schools 1990

Columbus County Schools 

1992

Newton Conover Schools 

2007

Pitt County Schools* 

2004

Rowan-Salisbury

2004

Local Arts Education Graduation Requirements

* Pitt County has a Local School Board Policy (9.201) which calls for a comprehensive and sequential arts

education, K-12, in addition to the local high school graduation requirement.

State of the Arts:

National

National Reports

Arts Education in Public Elementary and

Secondary Schools: 1999-2000 and 2009-2010

(April 2012 – US Department of Education, National Center for Education Statistics)

Contains Key Indicators for Arts Education in 2009-10 and comparisons with 1999-2000, where applicable.

US Instruction Available in Elementary Arts Education

Year Dance Music Theatre Arts Visual Arts

1999-2000 

20% 94% 20% 87%

2009-2010

3% 94% 4% 83%

US Instruction Available in Secondary Arts EducationYear Dance Music Theatre Arts Visual Arts

1999-2000 

14% 90% 48% 93%

2009-2010

12% 91% 45% 89%

National Standards

•National Coalition for Core Arts Standards (NCCAS) Wiki: https://

nccas.wikispaces.com/Home

National Standards

What is Media Arts?

• Moving Image – Cinema/Video/Animation – narrative, non-narrative, environmental, experimental

• Imaging Design – digital process-based imagery, code enhanced (e.g. the image has code embedded in it for interactive and adaptive purposes)

• Sound Design – digital process-based aural synthesis and engineering

• Interactive Design – web, game, sensory-tech, creative code

• Multimedia and Intermedia – additive and hybridizing mixtures

• Virtual Design – 3D, 4D, 5D (spatial, animated, non-linear, interactive) environments, structures and experiences

The Inclusion of Media Arts in Next Generation Arts Standards

National Reports

The Arts and Achievement in At-risk Youth:

Findings From Four Longitudinal Studies

(March 2012 – National Endowment for the Arts)

At-risk teenagers or young adults with a history of intensive arts experiences show achievement levels closer to, and in some cases exceeding, the levels shown by the general population studied.

Available now: Crosswalks Unpacking the Standards I Can Statements by Content Area

In development: Graphic Organizers (available February 20, 2012) Assessments

Formative: NC FALCON, ArtsFolio/Student Profile Assessment Examples Measures of Student Learning

Learning Progressions/Learning Maps Terminologies Other Tools

http://www.artsedsearch.org

Professional Development

Arts Education Essential Standards

PD Plan 2012-13

• Quarterly webinars

– 3:30 – 4:30 p.m. + 15 minutes for questions

• Arts Education Coordinators Meetings

•September 5•December 5•February 6•May 1

•September 5•December 5•February 6•May 1

Raleigh:September 28, 2012

Onslow County:April 29, 2012

Raleigh:September 28, 2012

Onslow County:April 29, 2012

• IHE training

– Meredith College, Raleigh, October 12, 2012

– UNC-Wilmington, December 17, 2012

– Gardner Webb University’s Charlotte Campus January 9, 2013

• Arts Education Professional Associations

– Dance

– Music

– Theatre Arts

– Visual Arts

Arts Education Essential Standards

PD Plan 2012-13

• Blended PD

– Online Learning Modules (NC Education)

– http://center.ncsu.edu/nc

• RESA Training

– February and March 2013

– 8 Regional Trainings

• Summer Institutes 2013

– Regional training for local leaders for standards implementation

Arts Education Essential Standards

PD Plan 2012-13

Resources

Resources

• http://ncdpi.wikispaces.net

– All Content Areas

• http://ances.ncdpi.wikispaces.net

– Arts Education

K-8 Standards

Quick Reference Guides for the NC Standard

Course of Study

NCDPI Arts EducationChristie Lynch EbertArts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Programchristie.lynchebert@dpi.nc.gov919-807-3856

Slater MappArts Education Consultant (Theatre Arts and Visual Arts)slater.mapp@dpi.nc.gov919-807-3758

Brenda Wheat WhitemanA+ Arts Education Specialistbrenda.whiteman@dpi.nc.gov919-807-3820

“The digital tools used during the course of the NCDPI trainings have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the NCDPI trainings.”

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