Program Standards Program Standards Revision Revision

Recommendations forRecommendations for Visual Arts Visual Arts

Marcia McCaffrey, NH DOE Arts Marcia McCaffrey, NH DOE Arts Consultant &Consultant &

Committee MembersCommittee Members

Committee MembersCommittee Members

Visual Art Revision Committee 2012Visual Art Revision Committee 2012– 16 members representing elementary, 16 members representing elementary,

middle, and high school levels & higher middle, and high school levels & higher educationeducation

– 7 members from higher education 7 members from higher education including PSU, NH Institute of Art, Franklin including PSU, NH Institute of Art, Franklin PiercePierce

– Leadership from NH Art Educators Assoc.Leadership from NH Art Educators Assoc.– Regions of the state covered from Regions of the state covered from

Plymouth south and east to westPlymouth south and east to west

MeetingsMeetings

3 six hour, face-to-face meetings this 3 six hour, face-to-face meetings this summersummer

Used wiki-spaces for tracking work in-Used wiki-spaces for tracking work in-between meetings and posting between meetings and posting research studies, web links, & research studies, web links, & supporting documentssupporting documents

While members travelled over the While members travelled over the course of the summer they could keep course of the summer they could keep up with the work and make commentsup with the work and make commentshttp://nharts.wikispaces.com/home

GoalsGoals

Cleaner and ClearerCleaner and Clearer

Research-basedResearch-based

Aligned to Accreditation standardsAligned to Accreditation standards

Identifying What’s Important (really)Identifying What’s Important (really)

What’s Changed since 2001What’s Changed since 2001

•Focus on 21C skills and abilities•Technology•Ed 306 revision requiring students to meet course competencies •Accountability & more emphasis on assessment of student learning specific to content area•Inclusion and addressing special needs on a more frequent basis especially students on autism spectrum

Research-based AlignmentResearch-based Alignment

National Association for Schools of Art and National Association for Schools of Art and Design (NASAD)Design (NASAD)– Accreditation agency for undergraduate Accreditation agency for undergraduate

programs in art and design (very important)programs in art and design (very important) National Coalition for Core Arts StandardsNational Coalition for Core Arts Standards

– Re-imagining national voluntary PK-12 arts Re-imagining national voluntary PK-12 arts standardsstandards

College BoardCollege Board– International Arts Education StandardsInternational Arts Education Standards– P21 Gap Analysis P21 Gap Analysis

P21 Arts Map AnalysisP21 Arts Map Analysis

Critical Thinking and Problem SolvingCritical Thinking and Problem Solving Creativity and InnovationCreativity and Innovation CommunicationCommunication CollaborationCollaboration Initiative and self-directionInitiative and self-direction Social and cross-cultural skillsSocial and cross-cultural skills Productivity and accountabilityProductivity and accountability Flexibility and adaptabilityFlexibility and adaptability Leadership and responsibilityLeadership and responsibility

First RecommendationFirst Recommendation

Maintain the certification as K-12Maintain the certification as K-12

Decision made by considering all options Decision made by considering all options other than K-12, the consequences of other than K-12, the consequences of those options at the program, candidate, those options at the program, candidate, school, and district levelschool, and district level

Reviewing policy from other states using Reviewing policy from other states using www.aep-arts.org Policy Database Policy Database

Visual Arts AreasVisual Arts Areas

Personal artistry and art makingPersonal artistry and art making Visual literacy and presentationVisual literacy and presentation History, culture, and aesthetic History, culture, and aesthetic

contextcontext PedagogyPedagogy Curriculum and assessmentCurriculum and assessment

Cleaner & ClearerCleaner & Clearer

From: From: (d) In the area of making connections involving art:

(1) Ability to understand that creating in the arts is a life-long human endeavor and that the arts impact daily life as an expression of the human spirit;

To: To:

Cleaner & ClearerCleaner & Clearer

From: From: (c) In the area of responding to art: (1) Ability to make meaningful interpretations and

judgments about the candidate’s own artworks and the works of other artists, using a variety of aesthetic lenses;

To:To:(c) In the area of history, culture, and aesthetic

context:(4) demonstrating the ability to reflect on and assess

one’s artwork and the work of others, recognizing and considering a variety of viewpoints and using methods of art criticism;

Cleaner & ClearerCleaner & Clearer

New:New:

applying knowledge and understanding of copyright law and fair use practices to personal art making;

Depth and Breadth of Depth and Breadth of artistic knowledgeartistic knowledge

(a) In the area of personal artistry and art making: 

(1) demonstrating depth of artistic knowledge by compiling a personal portfolio of artwork that shows a synthesis of concept development, personal voice, and technical skill in at least one medium;

(2) demonstrating breadth of artistic knowledge by compiling a personal portfolio of artwork that shows development of technical skills and processes in each of the following art forms:a. two-dimensional (techniques and processes) including but not limited to 1. observational (objects, environment, and the figure) and

expressive drawing, 2. painting, and 3. printmaking;

b. three-dimensional (techniques and processes) including but not limited to 1. ceramics, and 2. sculpture;

c. new and emerging digital/electronic technologies;d. one or more additional media including 1. fiber arts, 2. photography, 3. mixed media/materials, 4. cultural art forms, 5. jewelry, 6. installation, and 7. non-traditional materials;

TechnologyTechnology

Found in depth of artistic knowledge as a “new Found in depth of artistic knowledge as a “new and emerging digital/electronic technologiesand emerging digital/electronic technologies

Pedagogy:Pedagogy:

(5) using current technologies and multimedia (5) using current technologies and multimedia to to

a. research, plan and prepare instruction; a. research, plan and prepare instruction;

b. deliver instruction;b. deliver instruction;

c. provide opportunities for art students to create, c. provide opportunities for art students to create, present and respond;present and respond;

PedagogyPedagogy

designing and constructing modifications to visual art tools and materials to meet unique needs of students

Curriculum and AssessmentCurriculum and Assessment

includes planning and implementation of lessons that connect thinking skills, concepts, and themes among the visual arts and other disciplines;

developing and applying multiple formal and informal strategies specific to visual art

CCSS in ELA/literacy…& CCSS in ELA/literacy…& MathMath

English Language Arts & Literacy in English Language Arts & Literacy in History/Social Studies, Science, and History/Social Studies, Science, and Technical SubjectsTechnical Subjects

The Arts fall under “technical The Arts fall under “technical subjects”subjects”

ELA page 60ELA page 60

Grades 6-12 onlyGrades 6-12 only Reading ExampleReading Example Integration of Knowledge and IdeasIntegration of Knowledge and Ideas

– Grades 6-8: Integrate visual information (e.g., in Grades 6-8: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) charts, graphs, photographs, videos, or maps) with other information in print and digital textswith other information in print and digital texts

– Grades 11-12: Integrate and evaluate multiple Grades 11-12: Integrate and evaluate multiple sources of information presented in diverse sources of information presented in diverse formats and media (e.g., visually, formats and media (e.g., visually, quantitatively, as well as in words) in order to quantitatively, as well as in words) in order to address a questions or solve a problem.address a questions or solve a problem.

Common Core ConnectionsCommon Core Connections

DRAFT - Not for distributionDRAFT - Not for distribution

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it

2. Determine central ideas or themes of a text and analyze their development

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text

5.Analyze the structure of texts, including how specific portions of the text relate to each other and the whole.

6.Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats.

8. Evaluate the argument and specific claims in a text

9. Analyze how two or more texts address similar themes or topics

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Arts References in Common Core ELA Standards

Anchor Standard category

Total # of grade-level standards

Total # of standards

containing arts references

Reading220

(110 informational text; 110 literature)

50

Writing 110 8

Speaking and Listening 66 16

Language 66 1

DRAFT - Not for distributionDRAFT - Not for distribution

Analyzing and interpreting images: referenced in 17 standards

RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear.

DRAFT - Not for distributionDRAFT - Not for distribution

Finding: Eight arts links in 110 standards

Example--Visual art/drawing links found in the standards for the lower grades

W.K.2: Use a combination of drawing, writing, and dictating to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

ELA Writing

DRAFT - Not for distributionDRAFT - Not for distribution

Arts References in Common Core

Standards for Writing

• Eight arts links in 110 standards

• Visual art/drawing links found in the standards for the lower grades

W.K.2: Use a combination of drawing, writing, and dictating to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

• Media Arts/multimedia links:

W.8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension. DRAFT - Not for distributionDRAFT - Not for distribution

If the definition of text may be expanded to include non-print texts, such as works of dance, media arts, music, theatre, or visual art works such as paintings and sculptures, then all of the standards in this category, at every grade level, have direct references to arts-based content or investigation.

Arts References in Common Core Standards for Reading

DRAFT - Not for distributionDRAFT - Not for distribution

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it

2. Determine central ideas or themes of a text and analyze their development

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text

5.Analyze the structure of texts, including how specific portions of the text relate to each other and the whole.

6.Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats.

8. Evaluate the argument and specific claims in a text

9. Analyze how two or more texts address similar themes or topics

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Questions?Questions?