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RESA 2013Literacy in the Arts
Welcome!
• Please get online and visit:
• http://ances.ncdpi.wikispaces.net
Check out the NCDPI Arts Education wikispace – your one-stop shop for Arts Education!
Presenters
Christie Lynch EbertArts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools [email protected]
Slater MappArts Education Consultant (Theatre Arts and Visual Arts)[email protected]
Introductions
Can We Agree?
Take care of your needs
Appreciation for one another
Exchange ideas freely
Influence what we can
Opportunity to reflect
Unite in purpose
Objectives
• What does it mean to be Artistically Literate?
• How do we capture evidence of Proficiency in the Arts?
NC Arts Education Wiki and Sign-in
http://ances.ncdpi.wikispaces.net/
Self-Assessment
Policy and Legislation
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.
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
Policy and Legislation
•Basic Education Program (§ 115C-81)The NC Standard Course of Study
Common Core State Standards NC 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
S724: An Act to Implement Various Education Initiatives
• requires that pre-service elementary teachers and lateral entry teachers are prepared to “integrate arts education across the curriculum”.
• Wide-scale education legislation
• signed into law by the Governor on June 26, 2012
Educator Effectiveness in the Arts
North Carolina Teacher Effectiveness Standard VI
What will it look like?•Growth•Student Work•Teacher Portfolio•Pilot
Why this model?
State Literacy Plan Priority Action Steps (Approved by SBE May 2012)
• Literacy Strategies in each content area
• Focus on digital literacy
• Understanding of CCR Anchor Standards and CCSS for Literacy applications for all PreK-12 teachers: – for each content area,– for specific grade
content requirements,– in relation to 21st
Century Skills and Themes
What is Literacy?
What is Literacy?
• “The condition or quality of being literate; especially the ability to read and write.”
(New Heritage Dictionary)
• “The quality or state of being literate.”(Merriam-Webster)
• “The ability to communicate in real-world situations, which involves the abilities of individuals to read, write, speak, listen, view, and think.”
(Cooper, 1997)
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What is Literacy?
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21st Century Literacies
21st Century Literacy “Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imaginations so they can create the world of the future.” (IRA: Adolescent Literacy: A Position Statement)
P21 Framework for 21st Century Skills
P21 website: http://www.p21.org/
Image Citation 11
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
Artistic Literacy
• What is artistic literacy?
Literacy in the Essential StandardsDANCE 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)
Musical Literacy Strand“Musical Literacy incorporates all aspects of music that lead to development of literacy, that is, the ability to read, write, interpret, create, and perform music.”
Musical literacy includes the ability to:•sing and play instruments•read and notate music, and•improvise, compose, and arrange music.
(NCAEES, 2010)
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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.
– 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.
(NCAEES, 2010)
Arts Literacy in NC
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Artistic literacy is the knowledge and understanding required to participate authentically in the arts.
–Fluency in the language(s) of the arts is the ability to create, perform/produce/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts.
–It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts. (January 2013 – National Coalition for Core Arts Standards Framework)
(January 2013 – National Coalition for Core Arts Standards Framework)
Common Core State Standards for English
Language Arts and Literacy in History/Social
Studies, Science, and Technical Subjects
Connections
Thumbs’ Up/Thumbs’ Down :
A. All educators are expected to make connections and integrate instruction to facilitate student learning.
B. The arts standards require making connections to other disciplines.
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.
Shared Expectation
“The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. . . . .”
From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, pg. 4
CCSS Standards Supplement Content Standards
• The intent of the standards is to supplement, not replace discipline-specific standards. (CCSS Introduction, Page 3)
English Language Arts Strands• Reading Literature
• Reading Informational Text*
• Reading Foundational Skills
• Writing*
• Speaking & Listening
• Language
Common Core State Standards for Literacy (Grades 6-12)
Definition of Technical Subjects
• “A course devoted to a practical study, such as engineering, technology, design, business, or other work-force-related subject; a technical aspect of a wider field of study, such as art or music."
From Appendix A of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, (pg. 43)
CCSS Integrated Model
“Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document.”
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4
Communication
Arts Literacy and the CCSS
• Each arts education discipline teaches processes that directly transfer to students’ abilities to read, write, and comprehend various media:
– texts,
– pictures,
– scripts,
– poems,
– music,
– non-verbal communication, and
– other forms of communication.
(NCDPI, 2011)
Research and Media Skills
Students need the ability to:• gather, comprehend, evaluate,
synthesize, and report on information and ideas
• conduct original research in order to answer questions or solve problems
• analyze and create print and non- print texts in media forms old and new
“The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4)
1. Building knowledge through content-rich nonfiction and informational text
2. Reading, writing, and speaking grounded in evidence from text
3. Regular practice with complex text and its shared vocabulary
ELA/Literacy: 3 shifts
Shift 1:
• Building knowledge through content-rich nonfiction and informational text
Examples: • Music literature, plays, manuscripts, historical documents, etc.
• Research/literature about composers, playwrights, artists, dancers
• Procedural/technical texts (how to play the guitar, stage maps, labanotation, graphs, charts, sketches, etc.)
Shift 2:
• Reading, writing, and speaking grounded in evidence from text
Examples: • Analyzing and interpreting (through reading, writing, speaking and/or the art
medium): art works, dance, music (heard or viewed), theatre (seen or read)
• Research/literature about dancers, choreographers, composers, musicians, playwrights, actors, artists
“Forward” by Jacob Lawrence
Questions
• What is going on in this picture?
• What do you see that makes you say that?
• What more can we find?
• What do you see? What does it mean? How do you know?
Questions (continued)
• What do you see?
• What does this work of art make you wonder?
• Pose follow up questions that help students think more deeply about their wonder statements. For example, Why does that particular question intrigue you? or What information can you find in the work of art to help you answer that question? Where else could we find answers to that question?
Shift 3
• Regular practice with complex text and its shared vocabulary
Examples: • Use of Tier II and III Vocabulary
• Opportunities to re-examine the same work of art (dance, music, theatre)
• Opportunities to examine multiple interpretations of the same piece
Literacy Carousel
Presentations:
• Pink Horse
• Golden Chariot
• Long-Necked Giraffe
• Lucky Rabbit
• Magical Unicorn
• Cat with Fish
• Tugboat
Arts and the Common Core: Classroom Examples
• Consider uploading examples to help other arts educators in North Carolina to understand how they can teach arts education standards and align with the Common Core.
Resources
How do we capture evidence of
Proficiency in the Arts?
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
Formative Assessment
• happens during instruction in the classroom
• is ongoing—minute to minute or in short cycles
• is not graded or used in accountability systems
• is descriptive in nature
• Why?
– To provide feedback to adjust teaching and learning to help students improve their achievement of intended instructional outcomes.
Formative Assessment– Questioning
– Discussions
– Learning activities
– Feedback
– Conferences
– Interviews
– Student reflections
What does assessment look like in your
classroom?
What does it mean to be both Proficient
and Artistically Literate?
Proficient
“well advanced in an art, occupation, or branch of knowledge” http://www.merriam-webster.com/dictionary/proficient
– proficient, adept, skilled, skillful, expert 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
Student Placement Resources
• Arts Education Wiki
• Other School Systems
• LinguaFolio (ArtsFolio)
• Ongoing:
– Webinars, proficiency team 2012-13 SY
– Formative and Summative Assessment Examples
Reflection
• How would you begin providing evidence of student growth?
• What do you already do as an arts teacher that could provide a beginning point for evidence collection?
• How would you know that growth had occurred?
Evidence of Student Growth: Classroom Examples
• Consider uploading examples to help other arts educators in North Carolina to understand how they can capture evidence or student learning and growth in the arts.
Self-Assessment
Walk About
Evaluation and Future Directions
Whatworked well
Suggestions for
improvement
“The digital tools used during the course of this training 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 training.”
