National Coalition for Core Arts Standards

1. National Coalition for Core Arts Standards Live Stream Presentation January 18, 2013 The College Board New York, New York http://nccas.wikispaces.com

2. Welcome Marcia McCaffrey & Pam Paulson National Coalition for Core Arts Standards Leadership team & Members of the State education agency directors of arts education (SEADAE)

3. National Core Arts Standards: A Conceptual Framework for Arts Learning • Available at http://nccas.wikispaces.com. • Includes the full narrative document, accompanying press release, and links to the standards matrix as well as supplemental support documents. • This narrative document outlines the grounding philosophy, primary goals, dynamic processes, structures, and outcomes that shape student learning and achievement in dance, media arts, music, theatre, and visual arts, as articulated in the 2013 National Core Arts Standards.

4. Table of Contents • Foreword: Understanding and Using Core Arts Standards • Section I: The 2013 National Core Arts Standards • The National Core Arts Standards Matrix • Philosophical foundations and lifelong goals • Artistic process by each arts discipline • Enduring understandings and essential questions • Model cornerstone assessments

5. Table of Contents • Section II: Establishing Principles and Informing the Work • Foundations for Artistic Literacy • Arts Success and Achievement through Creative Practices • Section III: Research-based Discoveries • Section IV: Concluding Thoughts: Re-imagined Core Arts Standards for America’s Schools

7. HighlightsPhilosophical Foundations and Lifelong Goals • The Arts as Communication • The Arts as Creative Personal Realization • The Arts as Culture, History, and Connectors • Arts as Means to Wellbeing • The Arts as Community Engagement

8. HighlightsArtistic process by each arts discipline • Influenced by: • 1997 National Assessment of Educational Progress • Trends from state standards that have recently been revised • Trends from international standards---14 countries used similar conceptual construct • Enduring understandings and essential questions are based on Artistic Processes • Artistic Processes by Arts Discipline

9. HighlightsModel Cornerstone Assessments (grades 2, 5, 8) • They: • • are curriculum embedded (as opposed to externally imposed); • • recur over the grades, becoming increasingly sophisticated over time; • • establish authentic contexts for performance; • • assess understanding and transfer via genuine performance; • • integrate 21st century skills (e.g., critical thinking, technology use, teamwork) with subject area content; • • evaluate performance with established rubrics; • • engage students in meaningful learning while encouraging the best teaching; • • provide content for a student’s portfolio (so that they graduate with a resume of demonstrated accomplishments rather than simply a transcript of courses taken).

10. HighlightsCreative Practices • The role of creative practices: • The fundamental creative practices of imagination, investigation, construction, and reflection, equally prominent in science and mathematics learning, are the cognitive processes by which students not only learn in the individual discipline but transfer their knowledge, skill, and habits to other contexts and settings. • In the National Core Arts Standards, the creative practices are a springboard and bridge for the application of the artistic processes across all five arts disciplines and disciplines outside the arts.

11. To Be Developed • High School section of the Standards Matrix—We anticipate this will be • Based on courses or groups of courses rather than strictly sequential learning opportunities as the PK-8 section of the framework • Yet maintain the option for sequential course selection and advanced levels • Indicate achievement levels in some way • Web-based set of standards—Building our website • Allow users to customize search options according to own needs without losing critical relational elements • Provide tools for teachers • Demonstrate benchmarked student work

12. A Review of Connections between the Common Core Standards and the National Core Arts Standards’ Conceptual Framework for Arts Learning Nancy Rubino Senior Director Office of Academic Initiatives The College Board NCCAS January 2013

13. Common Core Connections:Research Overview

14. Standards for Mathematical Practice 9-12: - Number and quantity - Algebra - Functions - Modeling - Geometry - Statistics and probability

17. 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.

18. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations

19. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems

21. Part II: Comparison to The National Core Arts Standards Conceptual Framework

22. Framework elements used in Phase II:

23. Framework elements used in Phase II: Creative Practices

24. Common Core materials used in Phase II:

25. Alignment between Common Core introductory materials and Arts Standards Framework

26. Connections between Common Core Standards and Philosophical Foundations / Lifelong Goals

27. Connections between Common Core Standards and Creative Practices

28. Framework Connections with Standards for Mathematical Practice • Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of their problem, transform algebraic expressions or the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize or solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

29. Framework Connections with Standards for Mathematical Practice

30. Framework Connections with Standards for Mathematical Practice

31. Framework Connections with Standards for Mathematical Practice

32. Framework Connections with Standards for Mathematical Practice

34. http://nccas.wikispaces.com

35. Report from the chairs • Scott Shuler • Music Writing Co-Chair with Richard Wells • Dain Olsen • Media Arts Writing Chair • Dennis Inhulsen • Visual Arts Writing Chair • Rachel Evans • Theatre Writing Chair • Rima Faber • Dance Writing Chair

36. Review Process • Lynn Tuttle • National Coalition for Core Arts Standards • Leadership Team

37. Project Timeline