CORE ARTS STANDARDS

1. CORE ARTS STANDARDS The Newark Public Schools - Arts Office

2. THE WHAT • For the past few years, a group of national leaders has been updating and revising the visual and performing arts standards from 1994.

3. WHAT ELSE WAS HAPPENING IN 1994?

4. THE WHO • These include: • American Alliance for Theatre and Education, Americans for the Arts, The College Board, Educational Theatre Association, National Art Education Association, National Association for Music Education, National Dance Education Organization, State Education Agency Directors of Arts Education, NCCAS Media Arts Committee, Young Audiences, Kennedy Center and Lincoln Center • And the State of New Jersey is in the midst of making recommendations for revision of the 2009 Core Content Standards in the Visual and Performing Arts.

5. Where were you IN 2009?

6. NEW NATIONAL ARTS STANDARDS WEBSITE* *Interactive and customizable • Clickable • Searchable • User-friendly • Your own workspace • Create a personalized view • Showcase evidence of your student’s work • Benchmark Assessments

7. NEW NATIONAL ARTS STANDARDS WEBSITE* *Who looked, who cared, who participated, who knew? • 5,955 teachers • All 50 states including New Jersey (and DC and Guam) • 285,947 website hits

8. WHAT WILL THE NEW STANDARDS LOOK LIKE? Theatre Dance Media Arts Music Visual Arts

9. ARTISTIC PROCESSES FOR ALL ART FORMS Performing Presenting Producing Creating Responding Connecting

10. Why are there 3 P’s? Dance, Music, Theatre Performing Presenting Producing Visual Arts Media Arts

11. HOW IS CREATING DIFFERENT THAN THE 3 P’S? Creating is specifically about conceiving and developing works of arts. In other words, the “making” of the art – as director, choreographer, designer, producer, conductor, composer, curator. Performing/Presenting/Producing is about the realizing, sharing or presenting the art or the “doing” of the art – as the actor, dancer, painter, musician, technician

12. HOW IS CONNECTING defined? Connecting is relating artistic ideas and work with personal meaning and external context. It is generally considered a distinct process among most art forms, although music and visual arts consider it imbedded within the other processes. It is significantly beyond Arts Integration or defining other subject matter through arts understandings.

13. RESPONDING VS. CONNECTING = DIFFERENCE? Responding is a reflection on an external set of information. It is generally focused through comparison and critical analysis. Connecting is an internal process mechanism that synthesize various bodies of knowledge for use in developing multiple entry points for personal expression.

14. CONCEPTUAL FRAMEWORK: A MATRIX • Artistic Processes Same across all art forms • Overarching Anchor Standards Same across all art forms • Grade-level Performance Standards Organized by art form • Enduring Understandings • Essential Questions Particular to each art form • Process Components • Model Cornerstone Assessments Samples at grade level spans • Resources Individualized by art form including: • Key Traits • Illustrative examples • Glossary

15. Pre-K through high school K-8 and HS Performance Standards K – 8: Grade by grade performance standards High School: Proficient Level Accomplished Level Advanced Level

16. CREATING: Early comparisons across art forms

17. 3P’s: Early comparisons across art forms

18. Responding: Early comparisons across art forms

19. Connecting: Early comparisons across art forms

20. TOO MUCH INFORMATION? Just wait.

21. Two more ways to organize NEW OVER-ARCHING STRUCTURES • Artistic Processes Definitions • Over-arching Anchor Standards

22. CREATING • Conceiving and developing new artistic ideas and work.

23. 3 P’s • Performing: Realizing artistic ideas and work through interpretation and presentation. • Presenting: Interpreting and sharing artistic work. • Producing: Realizing and presenting artistic ideas and work.

24. responding • Understanding and evaluating how the arts convey meaning.

25. connecting • Relating artistic ideas and work with personal meaning and external context.

26. Model cornerstone assessments Dance, media arts, music, theatre, visual arts

28. Model cornerstone assessments… • …are curriculum imbedded • …recur over the grades, becoming increasingly sophisticated over time • …establish authentic contexts for performance • …integrate 21st century skills with subject area content • …evaluate performance with established rubrics • …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

29. Grade band cornerstone assessments • Currently, model cornerstone assessments are being developed at: • Grade: 2 • Grade: 5 • Grade: 8 • Grade: HS (Proficient, Accomplished, Advanced) • These are only samples and should be used illustratively to develop customized versions, break-down into smaller components, or expand into other grade levels.

30. Cornerstone assessments examples • Science: • A company claims their paper towels are 40% more absorbent than competitors. Evaluate the claim. Develop a plan for conducting the investigation. Results should be conclusive enough to stand up under critical scrutiny by other researchers. • Science: • How much does it cost to take a shower? Identify variables. Develop a plan of inquiry. Conclusion should permit water authority investigators to make recommendations. • Social Studies: • You have an idea to improve your school. Describe and develop a plan to convince others. Define your audience. Defend hypothesis. Prepare document (letter, email or presentation) to support your idea.

31. I have…. • some questions….

33. How…. • …will the standards be user-friendly?

34. Will… • …I have to change my curriculum and instructional practice to meet the new standards?

35. How… • …will these standards help me assess student learning, progress and growth?

36. When… • …can I expect my state and district to adopt these or other new standards?

37. How… • …will the new standards help me advocate for arts education and more arts programming in schools?

38. HOW WILL OUR WORK AHEAD BE ORGANIZED?

39. HOW WILL OUR WORK AHEAD BE ORGANIZED? • Review new national and state arts standards and determine how Newark Public Schools would like to utilize that information.

40. HOW WILL OUR WORK AHEAD BE ORGANIZED? • Review new national and state arts standards and determine how Newark Public Schools would like to utilize that information. • Organize an ALT (Arts Leadership Team) to formally recommend any changes.

41. HOW WILL OUR WORK AHEAD BE ORGANIZED? • Review new national and state arts standards and determine how Newark Public Schools would like to utilize that information. • Organize an ALT (Arts Leadership Team) to formally recommend any changes. • Begin the process for developing an Arts Instructional Guide for elementary classroom teachers and arts teachers, and secondary arts teachers for both instructional strategies and revised coursework expectations.

42. HOW WILL OUR WORK AHEAD BE ORGANIZED? • Review new national and state arts standards and determine how Newark Public Schools would like to utilize that information. • Organize an ALT (Arts Leadership Team) to formally recommend any changes. • Begin the process for developing an Arts Instructional Guide for elementary classroom teachers and arts teachers, and secondary arts teachers for both instructional strategies and revised coursework expectations. • Examine Model Cornerstone Assessments in the Arts both locally, state-wide and nationally to assist in establishing thresholds and rubrics for evaluating student art work in dance, media arts, music, theatre and visual arts.

43. HOW WILL OUR WORK AHEAD BE ORGANIZED? • Review new national and state arts standards and determine how Newark Public Schools would like to utilize that information. • Organize an ALT (Arts Leadership Team) to formally recommend any changes. • Begin the process for developing an Arts Instructional Guide for elementary classroom teachers and arts teachers, and secondary arts teachers for both instructional strategies and revised coursework expectations. • Examine Model Cornerstone Assessments in the Arts both locally, state-wide and nationally to assist in establishing thresholds and rubrics for evaluating student art work in dance, media arts, music, theatre and visual arts. • Create rich examples of benchmarked student work samples at all grade levels.

44. HOW WILL OUR WORK AHEAD BE ORGANIZED? • Review new national and state arts standards and determine how Newark Public Schools would like to utilize that information. • Organize an ALT (Arts Leadership Team) to formally recommend any changes. • Begin the process for developing an Arts Instructional Guide for elementary classroom teachers and arts teachers, and secondary arts teachers for both instructional strategies and revised coursework expectations. • Examine Model Cornerstone Assessments in the Arts both locally, state-wide and nationally to assist in establishing thresholds and rubrics for evaluating student art work in dance, media arts, music, theatre and visual arts. • Create rich examples of benchmarked student work samples at all grade levels. • Establish articulated arts partnership program details to meet student needs.

45. All good work is messy!