International Standards for Arts Education

1. International Standards for Arts Education

2. Research Questions

3. Methodology Standards of fifteen countries/regions were analyzed: Scotland Australia Ireland Sweden Austria Japan United Kingdom Canada United States Netherlands China Venezuela Finland Singapore New Zealand • Researchers summarized each region’s standards individually, and created short summaries • Then they examined these standards or frameworks in comparison to one another to identify overall themes and trends across regions

4. Format of Report

5. International Arts Standards: Primary Goals Three primary goals were addressed in the standards of all regions covered in the research: • Generating • Realizing • Responding * Specific terminology for these goals varied by region.

6. International Arts Standards: Connections

7. International Arts Standards: Trends

8. International Arts Standards: Trends

9. Recently-Revised State Standards for Arts Education andMedia Arts Standards

10. State Standards in Arts Education • Colorado • Florida • Michigan • New Jersey • New York City • North Carolina • Tennessee • Washington States/districts Research Goals • Identify themes/trends in frameworks and overall structure of standards • Identify themes/trends in guiding philosophies or goals addressed in the revision of the standards

11. State Standards in Arts EducationKey Findings: Pedagogical themes or trends

12. State Standards in Arts EducationKey Findings: Pedagogical themes or trends

13. State Standards in Arts EducationKey Findings: Pedagogical themes or trends References to NAEP Framework: Example: New Jersey standards

14. Media Arts Standards Review of media arts standards in the United States: • LAUSD • Minnesota • New York City (the Moving Image category of the NYC Blueprint for the Arts) • South Carolina Goals: • Identify similarities and differences in definitions of media arts, and approaches to instruction

15. Media Arts Standards

16. Media Arts Standards

17. Media Arts Standards

18. Arts Education Standards and 21st Century Skills

19. Arts Standards and 21st Century Skills

20. Arts Standards and 21st Century Skills Research question: To what extent do the current U.S. National Standards for Arts Education align with the 21st Century Skills Map in the Arts? Structure of report: • Full analysis of each standard at each grade level as it compares with each 21st Century Skills • Executive summary highlighting overall findings • Summary charts for each discipline

21. Arts Standards and 21st Century Skills

22. Arts Standards and 21st Century Skills

23. Arts Standards and 21st Century Skills

24. Arts Standards and 21st Century Skills

25. Arts Standards and 21st Century Skills: Key Findings

26. Arts Standards and 21st Century Skills: Key Findings The P21 skills with the highest instances of alignment with the standards were Critical Thinking and Problem Solving, Communication, and Creativity.

27. Arts Standards and 21st Century Skills: Key Findings The P21 skills with the highest instances of alignment with the standards were Critical Thinking and Problem Solving, Communication, and Creativity. The P21 skills that were least aligned with the standards were Collaboration, Information, Communication, & Technology Literacy, and Productivity and Accountability.

28. Arts Standards and 21st Century Skills: Recommendations for NCCAS Consider areas of overlap between P21 skills:

29. Arts Standards and 21st Century Skills: Recommendations for NCCAS Consider skills related to work habits/work ethic: • Productivity and Accountability • Leadership and Responsibility • Initiative and Self-direction The current standards cover what is to be learned and, often, how it is to be learned, but don’t often reference the qualities and characteristics students should exhibit while getting there.

30. Child Development Research

31. Child Development Research Research Question: • What are recommended best practices in arts education that acknowledge students’ cognitive, social, and emotional needs and abilities at different stages? Structure of report • A series of literature reviews, divided by discipline and grade band • Executive summary notes cross-disciplinary threads of research and recommendations

32. Recommendations: Early Childhood

33. Recommendations: Elementary

34. Recommendations: Middle School

35. Recommendations: High School and College

36. Child Development Research At every grade level and in every discipline, the research emphasizes the role of the arts in helping students to: • Make sense of their world • Make connections between disparate ideas • Make connections between self and others The recommended best practices at every level, for every discipline recommended the need for balance between structure and open-ended exploration in arts instruction.

37. Find College Board/NCCAS Research Online National Coalition for Core Arts Standards http://nccas.wikispaces.com The College Board: Arts at the Core http://advocacy.collegeboard.org/preparation-access/arts-core Nancy Rubino, Senior Director, Academic Initiatives, The College Board nrubino@collegeboard.org Amy Charleroy, Associate Director, Academic Initiatives, The College Board acharleroy@collegeboard.org