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Arts Updates 2012

Arts Updates 2012. Kentucky Art Education Association October 19, 2012 Richmond, Ky. Greetings. Today’s Goals. Standards update Program Reviews Arts Integration. Standards updates. American Alliance for Theatre and Education Arts Education Partnership The College Board

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Arts Updates 2012

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  1. Arts Updates 2012 Kentucky Art Education AssociationOctober 19, 2012 Richmond, Ky.

  2. Greetings

  3. Today’s Goals • Standards update • Program Reviews • Arts Integration

  4. Standards updates

  5. American Alliance for Theatre and Education Arts Education Partnership The College Board Educational Theatre Association National Association for Music Education National Art Education Association National Dance Education Organization State Education Agency Directors of Arts Education

  6. The teams leading the way More than 380 individuals applied to serve on five art discipline standards writing teams NCCAS’s professional organizations chose teams based on breadth of and skills in teaching, standards and curriculum writing, assessment and leadership, and practical knowledge in their area of expertise Visit http://nccas.wikispaces.com for a complete list of writers

  7. The College Board’s research The International Arts Education Standards: A Survey of Fifteen Countries and Regions Arts Education Standards and 21st Century Skills, Common Core College Learning in the Arts: A Summary and Analysis of Recommendations and Expectations for Arts Child Development and Arts Education Research Review A Review of Selected State Arts Standards A Survey of Higher Education Arts Study by Non-majors Currently doing an alignment study with Common Core and the Arts Standards Framework.

  8. Enduring Understandings & Essential Questions that are both broad and discipline specific. Cornerstone Assessments that demonstrate student learning. Artistic processes (Creating, Performing / Presenting / Producing, Responding & Connecting) in the arts disciplines. Process Components that illustrate the non-sequential cognitive and inquiry-based actions that might occur during art making. Standardsthat demonstrate—discipline by discipline—student outcomes and artistic literacy gained through standards-based arts education and engagement in creative practice. A non-hierarchical framework

  9. Artists utilize inquiry, curiosity, exploration, and experimentation to integrate ideas from various sources to create personally meaningful works of art. The manipulation of the basic arts elements and principles affect the expressive qualities of artworks and their interpretations. Artists analyze, evaluate, and refine their work over time toward an ever-rising standard of excellence. Artists choose to follow or break established conventions in pursuit of expressive goals. Enduring Understandings (Generic)

  10. Why do people make art? Where do artists get their ideas? What kind of artist am I? In what ways do available resources, tools, and technologies affect artistic expression? How do the arts reflect, as well as shape, culture? Essential Questions (Generic)

  11. What are Cornerstone Assessments?

  12. are curriculum-embedded recur over the grades establish authentic contexts assess understanding & transfer integrate 21st century skills evaluate performance with established rubrics engage students in meaningful learning provide content for a student’s portfolio -Jay McTighe and Grant Wiggins Effective cornerstone tasks

  13. Program reviews

  14. Plans for support • Guidelines for Program Review Evidence • Annotated examples of evidence • Future web-based professional learning

  15. rotation • Allows schools to focus an in-depth review on a minimum of one program area • Plan for improvement, include in CSIP • All program areas will receive an in-depth review on a three- to four- year cycle • Continue program improvement identified by previous year’s data • All reviews submitted annually in ASSIST

  16. SAMPLE

  17. All program reviews must be entered into ASSIST for 2012-13 • Data entered into the 2011-12 diagnostic will not carry over • Arts and Humanities, Practical Living/Career Studies and Writing for school accountability • K-3 for the field test

  18. In-depth process • “… a systematic method of analyzing components of an instructional program …” (KRS 158.6453) • On-going, year-round, reflective. • Suggested minimum of three formative reviews per school year

  19. Beginning of the school year: • Current level • Identify program strengths and areas of improvement • Develop initial improvement plans • Ensures programs are prepared for quality implementation • Determine where school-wide integration skills are needed

  20. Mid-year: • Engages stakeholders in formative reflection about their programs based on evidence identified to date • Ensures programs are being implemented as planned • Affirms program needs are being addressed • Informs the decision to continue or adjust

  21. Year end: • Determines the level of school-wide natural integration across content, program areas • Provides annual check up for each program • Allows reflection on impact of program improvement decisions and implementation of earlier strategies • Informs decisions for the next school year

  22. Evidence • Natural result of teaching and learning • Student product • Students have met standards and objectives • Occurs on an ongoing basis • Supports the stated rationale • Could a reasonable outside person look at a school’s evidence and reach the same conclusion about a program rating as the school team did?

  23. How are we going to integrate the arts?

  24. The Kennedy Center’s Definition of Arts Integration

  25. Three Variations Arts Enhanced Curriculum Arts as Curriculum Arts Integrated Curriculum

  26. “The Arts move learning from the third person to the first person.” Gene Wilhoit, Executive Director, Council of Chief State School Officers

  27. What does the data tell us? Fault Lines in Our Democracy: Civic Knowledge, Voting Behavior, and Civic Engagement in the United States Educational Testing Service, Richard J. Cooley

  28. The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies National Endowment for the Arts study, James S. Catterall

  29. Program review contacts • Arts & HumanitiesRobert Duncan (robert.duncan@education.ky.gov) • PL/CS • PE & HealthJamie Sparks (jamie.sparks@education.ky.gov) Todd Davis (todd.davis@education.ky.gov)Stephanie Bunge (stephanie.bunge@education.ky.gov) • CareersLeslie Slaughter (leslie.slaughter@education.ky.gov) Matt Chaliff (matt.chaliff@education.ky.gov) • WritingJackie Rogers (jackie.rogers@education.ky.gov) • K-3Rebecca Atkins-Stumbo (rebecca.atkins-stumbo@education.ky.gov) • World LanguageJacque Van Houten (jacque.vanhouten@education.ky.gov) • AccountabilityRae McEntyre (rae.mcentyre@education.ky.gov)

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