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North Carolina
Arts Education
Essential StandardsChristie Lynch Ebert, Arts Education Consultant and A+ Schools Program Liaison
Brenda Wheat Whiteman, A+ Arts Education Specialist
with
Amber Bass Godfrey, Instructional Technology
DeLea Payne, Educator Recruitment and Development
Robert Sox, Educator Recruitment and Development
Introductions*
6/15/2011 • page 2
Housekeeping
•Parking Lot - Un-answered questions or issues
•Breaks
•Evaluation - will occur at the end of the session. Your
input is essential and valued!
Parking Lot
Session I Objectives
Participants will:
• understand the background, philosophy, purpose, and
organization of the NC Arts Education Essential Standards.
• recognize the commonalities and differences among the four arts
education discipline’s Essential Standards.
• understand how the new NC Arts Education Essential Standards
will support achievement for NC students.
Objective 1
Background and Overview
understand the background, philosophy, purpose, and
organization of the NC Arts Education Essential
Standards.
Background and Overview
Aligns with
“The Call for
Change”
Module
Aligns with
“Understanding
the Standards”
Module
Background
• Framework for Change
• Accountability and Curriculum Reform Effort (ACRE)
• Race to the Top (RttT)
• Career and College: Ready, Set, Go!
What are Essential Standards?
8
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
WRITING GROUPS:
Arts Education Essential
Standards
ES Writing Groups
NCDPI Arts Education
Consultant
K-5 Lead 6-8 Lead 9-12 LeadK-12 Floating
Lead
K-12 Writers
PROCESS: NC Arts Education Essential Standards
Revisions Made
Filters applied
Trends analyzed
Drafts reviewed
PHILOSOPHY and
ORGANIZATION:
NC Arts Education
Essential Standards
Aligns with
NCPTS III:
Teachers
Know the
Content They
Teach
Aligns with
“Understanding
the Standards”
Module
Aligns with
Arts Education
Preamble
Scavenger Hunt
1. Philosophy: Why is it important for students to study the arts as part of a comprehensive and balanced education?
2. Purpose: Choose one arts discipline (dance, music, theatre arts, or visual arts) and explain the purpose of that program.
3. Program Description, Standards, and Research: What do the Essential Standards communicate? How are other standards and research reflected in the NC Essential Standards?
4. Features: Explain at least one key feature of the North Carolina Arts Education Essential Standards.
5. Course of Study and Organization: What is the intent of the Essential Standards? How are the standards organized?
http://www.ncpublicschools.org/docs/acre/standards/newstandards/arts/preamble.doc
PHILOSOPHY
• Why is it important for students to study
the arts as part of a comprehensive and
balanced education?
PURPOSE
• Choose one arts discipline (dance, music,
theatre arts, or visual arts) and explain the
purpose of that program.
DANCE• Is used to communicate, comprehend, shape, and make
meaning
• Is innate; self-expression through movement is intrinsic to existence as humans and exists in all cultures and places
• Provides means for kinesthetic learning and communication
• The dance program develops creativity, problem-solving, self-discipline, and focus, and helps people connect to one another
MUSIC
• Is deeply embedded in human existence
• Is fundamental to creating and communicating meaning
• Provides a primary means for learning about ourselves and
others
• The music program develops musical literacy and relies on
processes of creating, performing, and responding to
develop understanding
THEATRE ARTS
• Is a primary way that children learn about life; social pretend play is used to make sense of the world
• Students come equipped with rudimentary skills as playwrights, actors, designers, directors, and audience members
• The theatre arts program integrates multiple aspects of the art form including script writing, acting, designing, directing, researching, comparing art forms, analyzing, critiquing, and understanding context
VISUAL ARTS
• Is innate in every society
• Provides a multi-sensory means to communicate symbols and values
• Is a multi-faceted creative process which includes the development of perceptual awareness and the ability to use materials expressively
• The visual arts program is designed to develop visual literacy by promoting fluency in various modes of visual communication
PROGRAM DESCRIPTION,
STANDARDS, AND RESEARCH
• What do the Essential Standards
communicate?
• How are other standards and research
reflected in the NC Essential Standards?
FEATURES
• Explain at least one key feature of the
North Carolina Arts Education Essential
Standards.
Course of Study and
Organization
• What is the intent of the Essential
Standards? How are the standards
organized?
BREAK
Arts Energizer*
6/15/2011 • page 26
Objective 2 & 3
Commonalities & Differences
What are the commonalities and differences among the four arts education disciplines (dance, music, theatre
arts, and visual arts) in the Essential Standards?
How do the new NC Arts Education Essential Standards support achievement for NC students?
Crosswalks
Aligns with
“Understanding
the Standards”
Module
Aligns with
“Crosswalks”
Instructional
Tools
Aligns with
Framework
For 21st Century
Skills
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)
Matching Standards & Strands
6/15/2011 • page 30
DANCE
MUSIC
THEATRE ARTS
VISUAL ARTS
ES Components
• Strands:
• Organization
• Common threads of understanding
• [ES] - Essential Standards (<10)
• [COs] - Clarifying Objectives (approximately 2-5 per ES)
• [APs] - Assessment Prototypes (samples)
• Learning Sequence:• K-8 Grade Levels
• HS Proficiency Levels
• Organized to embed multiple entry points
Decoding the
Essential Standards
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
Music CrosswalksAlignment with National Standards*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and
performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.
NC Essential Standards (2010) National Standards for Music Education (1994)
ML1: Apply the elements of music and musical techniques
in order to sing and play music with accuracy and
expression.
(1) Singing, alone and with others, a varied repertoire of
music
(2) Performing on instruments, alone and with others, a
varied repertoire of music
ML2: Interpret the sound and symbol systems of music. (5) Reading and notating music
ML3: Create music using a variety of sound and notational
sources.
(1) Improvising melodies, variations, and
accompaniments
(2) Composing and arranging music within specified
guidelines
MR1: Understand the interacting elements to respond to
music and music performances.
(1) Listening to, analyzing, and describing music
(7) Evaluating music and music performances
CR1: Understand global, interdisciplinary, and 21st century
connections with music.
(8) Understanding relationships between music, the other
arts, and disciplines outside the arts
(9) Understanding music in relation to history and culture
National Standards
• Crosswalks – Page 6
– (reference pages 4,5)
• Think/Pair/Share:
– How are the national standards addressed?
– What is different from the current SCS?
6/15/2011 • page 34
21st Century Skills Framework (P21)
Crosswalks, Pages 7-9
6/15/2011 • page 35
P21 website: http://www.p21.org/
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
History and Culture
• Crosswalks, Page 13
• Think/Pair/Share:
– Discuss the Common
Clarifying Objectives.
– What will these look
like in your discipline?
Sequencing and Progression
– Articulated K-12 with multiple entry points
embedded
– Organized grade-by-grade (K-8) and by
proficiency level (9-12)
– Student Profile
HS 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.
Note: students of various proficiency levels may be served within the same class or course.
Discussion
• How will the organization of the standards
support the development of proficiency in
each of the arts education disciplines?
• What are the implications for
implementation of the standards in the
classroom?
40
Commonalities and Differences
Dance
Music
Theatre
Arts
Visual Arts
6/15/2011 • page 41
Future Directions and Support
• Arts Education Wikihttp://ncartseducation.wikispaces.com/Instructional+Toolkit
• Instructional Tools
• Arts Education Coordinator PLC
• Parking Lot
6/15/2011 • page 42
Additional Information
• ACRE Website (to access the standards and instructional
toolkits): http://www.ncpublicschools.org/acre/standards/phase2
• Arts Education Website:http://arts.ncwiseowl.org
• Arts Education Listserv:http://arts.ncwiseowl.org/ > Resources > NCDPI Arts Education
Listserv Updates
Session I Objectives
Participants will:
• understand the background, philosophy, purpose, and
organization of the NC Arts Education Essential Standards.
• recognize the commonalities and differences among the four arts
education discipline’s Essential Standards.
• understand how the new NC Arts Education Essential Standards
will support achievement for NC students.
Evaluation
45
What
worked wellSuggestions
for improvement
Contact Information
Christie Lynch Ebert
Ph: 919-807-3856
Brenda Wheat Whiteman
Ph: 919-807-3820
NC Department of Public Instruction
Division of K-12 Curriculum and Instruction
K-12 Programs Section
Helga Fasciano, Section Chief
