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Leading and Learning in the Arts

Leading and Learning in the Arts. Presented by The York Region Arts Team Cathy Stanley , Dance/Drama Kevin Merkley , Music Wendy Janes , Visual Arts Mary Lawlis , Administrator Student Success, The Arts. Academic Goals. Build understanding around big ideas in Arts Education

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Leading and Learning in the Arts

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  1. Leading and Learning in the Arts Presented by The York Region Arts Team Cathy Stanley, Dance/Drama Kevin Merkley, Music Wendy Janes, Visual Arts Mary Lawlis, Administrator Student Success, The Arts

  2. Academic Goals • Build understanding around big ideas in Arts Education • Engage in dialogue around key changes in the revised curriculum; • Explore the Creative and Critical Analysis Processes • Participate in practical break-out sessions in the Arts • Explore how the Arts can support the delivery of assessment- based differentiated instruction • receive resources to support implementation at the school and classroom level.

  3. Social Goals Recognize and acknowledge personal qualities: • strengths/ interests in arts education • leadership competencies and how they can support school community learning Work collaboratively together • to contribute to our own and others’ learning (today and tomorrow in our school community)

  4. Four “Essential” Questions • What are the key changes to the Arts curriculum? • How can the Arts support differentiated learning opportunities across the curriculum? • What role do I play in supporting the implementation of the Revised Arts Curriculum , Grades 1-8 in my school? • What key information/ resources do I need to know ?

  5. Beliefs that Ground our Work • Each student can achieve high standards given sufficient time and support. • Each teacher can teach to high standards given the right conditions and assistance. • High expectations and early intervention are essential. (for students and teachers) • Teachers need to be able to articulate what they do and why they teach the way they do (be theory-and evidence-based rather than trade-based).

  6. Knowing and Meeting the Needs of our Learners Delivering assessment-based instruction that is differentiatedto intentionally support the strengths,needs and interests of each student to improve student achievement and success in all subjects and programsYRDSB Plan for Continuous Improvement

  7. YRDSB Policy #301.0 Arts Education • “The York Region District School Board is committed to equity and excellence in arts education for all students.” • “Every member of the learning community shall be provided with opportunities for on-going growth as educators in and through the arts.”

  8. Excellence in arts education is achieved when… • the arts and literacy are taught in a seamless manner; • student engagement and a sense of belonging are demonstrated; • students gain a better understanding of themselves and others; • students experience success, develop confidence and a commitment to lifelong learning; and • the creative and critical thinking processes of the arts are used to learn in other content areas.

  9. Creating Positive Climates for Learning through the Arts The arts and physical education… teach students much more than disciplinary content. They teach lessons that enable students to look at their world with a more complex lens by building critical thinking skills… and they engage students in learning how to play well together, to be team players, to be responsible, and to take risks. Merryl Goldberg, 2008

  10. Focus of 2009 revision • Develop Creativity • Communication • Understanding Culture • Making Connections

  11. Key Changes

  12. Number of Specific of Expectations

  13. Revised Arts Key Changes • Reorganized by grade • Alphabetical (Dance, Drama, Music, Visual Arts) • Dance and Drama are separate strands! • Fundamental Concepts at the beginning of each grade • Expectations are numbered • Dance A (e.g. A1.1) • Drama B (e.g. B1.1) • Music C (e.g. C1.1) • Visual Arts D (e.g. D1.1)

  14. Revised Arts Key Changes • 3 overall expectations • 5 specific expectations • Renaming the subheadings • Creating and Performing • Reflecting, Responding, Analyzing • Exploring Forms and Cultural Context • Divisional overviews (P/J/I) • Creative & Critical Analysis Processes defined • Expanded Glossary • Appendix (Scope and Sequence)

  15. Overall Expectations Building Blocks Evidence “Look-fors” Specific Expectation Specific Expectation Specific Expectation Specific Expectation Specific Expectation Specific Expectation Specific Expectation 16

  16. Elements

  17. Chapter 1 - Introduction • “The Arts provide a natural vehicle through which students can explore and express themselves through which they can discover and interpret the world around them (P1)” *NEW* • Principals are included in the Roles and Responsibilities in Arts Education

  18. Role of the principal…. “To support student learning, principals ensure that the Ontario curriculum is being properly implemented in all classrooms through the use of a variety of instructional approaches, and that appropriate time, facilities, and resources are made available for teachers to allow all students to participate in all four strands of the Arts program.” (p. 9)

  19. Excerpts on Creativity… • A creative setting… is one in which students are not afraid to suggest alternative ideas and take risks. • Students may need to vary the order of the creative cycle. For example, students may benefit from exploring and experimenting before planning/focusing.

  20. More on Creativity… • Research clearly shows that the exploration and experimentation phase is a very critical phase in the creative process….students need numerous opportunities to explore and manipulate the elements of each art form. • Creativity does not occur in a vacuum. Art making is a process requiring both creativity and skill.

  21. Chapter 4 – The Different Lens for Program Planning...in the Arts • Instructional Approaches (p. 38-42) • Planning Student Programs • Cross-Curricular and Integrated Learning • Planning for Special Education Needs • Planning for ELL students • Environment • Antidiscrimination Education Literacy, Numeracy, and Inquiry • Critical Thinking and Critical Literacy • Multiple Literacies • School Libraries • Information and Communications Technology • Guidance • Heath and Safety

  22. Glossary

  23. Introduction of Elements Charts

  24. YRDSB Learning Opportunities • Revised Arts “roll out” for every school by CEC • Monthly ArtSpark! network meetings • BWW • Arts Portal • Sharepoint • Power of Literacy Through The Arts- January 27th • YRDSB Arts Consultant Team support!

  25. Provincial Resources • ARTSECO Professional Learning Module (PLM) • OMEA’s Think Literacy Music 1-6 • CODE’s Arts At The Heart • OMEA’s Creative Process Poster • Subject Association Lessons/Course Profiles • 60 Arts webcasts • EDU funding for professional learning • CODE/OMEA/OSEA conferences fall 2010

  26. How to access the document online? Go to www.edu.gov.on.ca • Teachers • Curriculum • Elementary Curriculum • By Subject • The Arts

  27. The York Region Arts Team Cathy Stanley Curriculum Consultant Dance and Drama Kevin Merkley Curriculum Consultant, Music Wendy Janes, Curriculum Consultant, Visual Arts Mary Lawlis, Curriculum Administrator, Student Success, The Arts

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