North Carolina Arts Education Essential Standards

1. North Carolina Arts Education Essential Standards JSHS Presenter and Jones Co Fine Arts RttT Representative Deborah Lightfield Christie Lynch Ebert, Arts Education Consultant and A+ Schools Program Liaison Brenda Wheat Whiteman, A+ Arts Education Specialist Amber Bass Godfrey, Instructional Technology Robert Sox, Educator Recruitment and Development

2. Today’s Agenda: Introductions Professional Development Overview Look at Notebook Contents Objectives Stated Overview of State, District and School level development processes Begin Comparing and contrasting the current North Carolina Standard Course of Study to the new NC Common Essential Standards using the Unpacking and Crosswalk documents

3. Professional Development

4. As North Carolina transitions to the implementation of the NC Common Essential Standards , ongoing monthly professional development is necessary for all educators. Professional Development will be; High-quality, Job-embedded, Research-driven, Data-informed and, Aligned to the RttT initiatives

5. The Call for ChangeDocument found in your notebook will give more information as well as visiting the following websites: Website references Http://ances.ncdpi.wikispaces.net/ http://www.jcssrttt.wikispaces.com (Jones Co Wiki link) http://arts.ncwiseowl.org (updated with information on an ongoing basis. NC Arts Education Coordinators, resources, etc)

6. Notebook contents; The Call for Change document North Carolina Essential Standards for Arts Education with links for Standards; Instructional Tool Kit; and Connections for our AIG, EC, ESL students Resources for Arts Education Structure of Knowledge Graph Revised Bloom’s Taxonomy Framework & Table Instructional Support Tools for your area of the Arts (Unpacking for K-12) Art Education Essential Standards Crosswalk Documents for your area of the Arts K-12 North Carolina Essential Standards for the grade level of the area of the Arts which you teach

7. Session I Objectives Participants will: • understand the background, philosophy, purpose, and organization of the NC Arts Education Essential Standards. • recognize the commonalities and differences among the four arts education discipline’s Essential Standards. • understand how the new NC Arts Education Essential Standards will support achievement for NC students.

8. Overview of State, District and School level development processes

9. Fine Arts Essential Standards • Common Core State Standards for Fine Arts • Crosswalk Documents • Unpacking Documents • Learning Progressions • Academic Vocabularies • Graphic Organizers State Level Work Standards Student Achievement • Unpacking • Yearly Curriculum Option(s) • Curriculum Units • District Calendars • Grade Level Terminologies • USH1 • Etc. District Level Work • The District Level and School Level work may overlap. • This will depend on the organizational structure of the district and available resources. Please Note: • Teacher Units • Lesson Plans • Rubrics • Activities • Teacher/classroom Materials/Resources School Level Work 7/13/2011 • page 2 A Process For Developing Local Curricula

10. Objective 1Background and Overview understand the background, philosophy, purpose, and organization of the NC Arts Education Essential Standards.

11. Background and Overview Aligns with “The Call for Change” Module Aligns with “Understanding the Standards” Module

12. The Call for Change Framework for Change Accountability and Curriculum Reform Effort (ACRE) Race to the Top (RttT) Career and College: Ready, Set, Go!

13. What are Essential Standards?

14. Essential Standards Guiding Question What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?

15. Essential Standards Filters

16. ES Writing Groups K-12Writers

17. PROCESS: NC Arts Education Essential Standards

18. PHILOSOPHY and ORGANIZATION: NC Arts Education Essential Standards Aligns with NCPTS III: Teachers Know the Content They Teach Aligns with Arts Education Preamble Aligns with “Understanding the Standards” Module

19. 5 Minute Break !!

20. Scavenger Hunt • Philosophy: Why is it important for students to study the arts as part of a comprehensive and balanced education? • Purpose: Choose one arts discipline (dance, music, theatre arts, or visual arts) and explain the purpose of that program. • Program Description, Standards, and Research: What do the Essential Standards communicate? How are other standards and research reflected in the NC Essential Standards? • Features: Explain at least one key feature of the North Carolina Arts Education Essential Standards. • Course of Study and Organization: What is the intent of the Essential Standards? How are the standards organized? Preamble may be found at: http://www.ncpublicschools.org/acre/standards/new-standards/#arts

21. 1. PHILOSOPHY • Why is it important for students to study the arts as part of a comprehensive and balanced education?

22. 2. PURPOSE • Choose one arts discipline (dance, music, theatre arts, or visual arts) and explain the purpose of that program.

23. 2. MUSIC • Is deeply embedded in human existence • Is fundamental to creating and communicating meaning • Provides a primary means for learning about ourselves and others • The music program develops musical literacy and relies on processes of creating, performing, and responding to develop understanding

24. 2. VISUAL ARTS • Is innate in every society • Provides a multi-sensory means to communicate symbols and values • Is a multi-faceted creative process which includes the development of perceptual awareness and the ability to use materials expressively • The visual arts program is designed to develop visual literacy by promoting fluency in various modes of visual communication

25. 3. PROGRAM DESCRIPTION, STANDARDS & RESEARCH • What do the Essential Standards communicate? • How are other standards and research reflected in the NC Essential Standards?

26. 4. FEATURES • Explain at least one key feature of the North Carolina Arts Education Essential Standards.

27. 5. Course of Study and Organization • What is the intent of the Essential Standards? How are the standards organized?

28. Objectives 2 & 3Commonalities & Differences What are the commonalities and differences among the four arts education disciplines (dance, music, theatre arts, and visual arts) in the Essential Standards? How do the new NC Arts Education Essential Standards support achievement for NC students?

29. Crosswalks Aligns with “Crosswalks” Instructional Tools Aligns with Framework For 21st Century Skills Aligns with “Understanding the Standards” Module

30. The Crosswalk Documents compare the current Standard Course of Study to the newly adopted standards. This document is not intended to answer all questions about the nuance of the new standards versus the old but instead to help schools and teachers get a head start on internalizing and planning to teach the new standards. The Unpacking Documents demonstrate at a granular level the knowledge and skills students are expected to master at a particular grade.

31. 7/13/2011 • page 14 • Intended Use of Crosswalks • To identify gaps in content (where something new may exist) • To identify existing resources that can be repurposed • To identify professional development needs based on new content areas

32. Comparing Strands

33. Essential Standards Components • Strands: • Organization • Common threads of understanding • [ES] - Essential Standards (<10) • [COs] - Clarifying Objectives (approximately 2-5 per ES) • [APs] - Assessment Prototypes (samples) • Learning Sequence: • K-8 Grade Levels • HS Proficiency Levels • Organized to embed multiple entry points

34. Decoding Grade Level (4) Strand (ML = Music Literacy) Essential Standard (1) Clarifying Objective (3)

35. Music Crosswalks

36. National Standards • Crosswalks – Page 6 • (reference pages 4,5) • Think/Pair/Share: • How are the national standards addressed? • What is different from the current SCS?

37. Partnership for 21st Century Skills (P21) Crosswalks, Pages 7-9 P21 website: http://www.p21.org/

38. 21st Century Skills Framework (P21) • Crosswalks – Pages 7-9 • Think/Pair/Share: • Look at the P21connections in the Crosswalks • What other connections can you think of with Arts Education and 21st century themes and skills?

39. Resources Arts Skills Map Arts Education and 21st Century Skills in North Carolina

40. Revised Bloom’s Taxonomy Image Citation 12 Provides the framework used for all NC Essential Standards Common language used for all Essential Standards Two-Dimensional: Cognitive Process and Knowledge Dimension

41. History and Culture • Crosswalks, Page 13 • Think/Pair/Share: • Discuss the Common Clarifying Objectives. • What will these look like in your discipline?

42. Sequencing and Progression • Articulated K-12 with multiple entry points embedded • Organized grade-by-grade (K-8) and by proficiency level (9-12) • Student Profile

43. HS Proficiency Levels Note: students of various proficiency levels may be served within the same class or course.

44. Discussion • How will the organization of the standards support the development of proficiency in each of the arts education disciplines? • What are the implications for implementation of the standards in the classroom?

45. Fine Arts Middle and High School Look over Previous 2006 and New 2010 Essential Standards http://www.ncpublicschools.org/acre/standards/support-tools/(Unpacking Standards and Crosswalk) Use worksheet to compare and contrast Previous and New Essential Standards • Added Items • Integrated Items • Increased Focus Items • Deleted Items 7/13/2011 • page 4 5

46. Fine Arts Middle and High School • Added Items • Integrated Items • Increased Focus Items • Deleted Items • Added Items • Integrated Items • Increased Focus Items • Deleted Items Previous (2006)Essential Standards New (2010) Essential Standards