Presenters

2. Presenters Christie Lynch Ebert Arts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Program christie.lynchebert@dpi.nc.gov 919-807-3856 Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts) slater.mapp@dpi.nc.gov 919-807-3758

3. Arts and the Common Core • Participants will: • Examine connections between the Arts (Dance, Media Arts, Music, Theatre Arts, and Visual Arts) and the Common Core State Standards for English Language Arts/Literacy and Mathematics

4. http://ances.ncdpi.wikispaces.net/

5. In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education. Vision for Arts Education

6. • Arts Education (arts as core, academic subjects) Arts Integration (arts as a catalyst for learning across the curriculum) Arts Exposure (exposure to arts experiences) S66 Comprehensive Arts Education

7. Comprehensive Arts Education

8. Basic Education Program (§ 115C-81) The NC Standard Course of Study Common Core State Standards NC Essential Standards

9. NC Standard Course of Study • Common Core State Standards • English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) • Mathematics • NC Essential Standards • Arts Education • Career and Technical Education • English Language Development* • Guidance* • Healthful Living (Health & Physical Education) • Information and Technology* • Science • Social Studies • World Languages

10. Connections Thumbs’ Up/Thumbs’ Down : • All educators are expected to make connections and integrate instruction to facilitate student learning. • The arts standards require making connections to other disciplines. • Many disciplines outside of the arts have objectives which connect to the arts. • Students who make connections are more likely to develop conceptual understanding and apply their learning in different settings.

11. Standards for Mathematical Practice 9-12: - Number and quantity - Algebra - Functions - Modeling - Geometry - Statistics and probability

12. Common Core and the Arts • Over-arching connections

13. Creative Practices

14. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

15. What is Literacy?

16. State Literacy Plan (Approved by SBE May 2012) • Literacy Strategies in each content area • Focus on digital literacy • CCR Anchor Standards and CCSS for Literacy applications: • each content area, • specific grade content requirements, • 21st Century Skills and Themes

17. P21 website: http://www.p21.org/

18. Artistic literacy is the knowledge and understanding required to participate authentically in the arts. • Fluency in the language(s) of the arts is the ability to create, perform/produce/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. • It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts. (January 2013 – National Coalition for Core Arts Standards Framework)

19. (January 2013 – National Coalition for Core Arts Standards Framework)

20. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Watch this video clip of David Coleman, one of the CCSS authors, speaking passionately about the arts

21. Shared Expectation “The Standardsinsist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. . . . .” From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, pg. 4

22. CCSS Standards Supplement Content Standards • The intent of the standards is to supplement, not replacediscipline-specific standards. (CCSS Introduction, Page 3)

23. English Language Arts Strands • Reading Literature • Reading Informational Text* • Reading Foundational Skills • Writing* • Speaking & Listening • Language

24. Common Core State Standards for Literacy (Grades 6-12)

25. Definition of Technical Subjects • “A course devoted to a practical study, such as engineering, technology, design, business, or other work-force-related subject; a technical aspect of a wider field of study, such as art or music." From Appendix A of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, (pg. 43)

26. CCSS Integrated Model “Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document.” Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4

27. Communication

28. Arts Literacy and the CCSS • Each arts education discipline teaches processes that directly transfer to students’ abilities to read, write, and comprehend various media: • texts, • pictures, • scripts, • poems, • music, • non-verbal communication, and • other forms of communication. (NCDPI, 2011)

29. Research and Media Skills Students need the ability to: • gather, comprehend, evaluate, synthesize, and report on information and ideas • conduct original research in order to answer questions or solve problems • analyze and create print and non- print texts in media forms old and new “The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4)

30. ELA/Literacy: 3 shifts • Building knowledge through content-rich nonfictionand informational text • Reading, writing, and speaking grounded in evidence from text • Regular practice with complex text and its shared vocabulary

31. Shift 1: • Building knowledge through content-rich nonfictionand informational text Examples: • Music literature, plays, manuscripts, historical documents, etc. • Research/literature about composers, playwrights, artists, dancers • Procedural/technical texts (how to play the guitar, stage maps, labanotation, graphs, charts, sketches, etc.)

32. Shift 2: • Reading, writing, and speaking grounded in evidence from text Examples: • Analyzing and interpreting (through reading, writing, speaking and/or the art medium): art works, dance, music (heard or viewed), theatre (seen or read) • Research/literature about dancers, choreographers, composers, musicians, playwrights, actors, artists

33. “Forward” by Jacob Lawrence

34. Questions • What is going on in this picture? What do you see that makes you say that? What more can we find? • What do you see? What does it mean? How do you know? • What do you see? What does this work of art make you wonder? Pose follow up questions that help students think more deeply about their wonder statements. • For example, Why does that particular question intrigue you? or What information can you find in the work of art to help you answer that question? Where else could we find answers to that question?

35. Shift 3 • Regular practice with complex text and its shared vocabulary Examples: • Use of Tier II and III Vocabulary • Opportunities to re-examine the same work of art (dance, music, theatre) • Opportunities to examine multiple interpretations of the same piece

36. Common Core State Standards for Mathematics

37. Mathematics: 3 shifts • Focus: Focus strongly where the standards focus. • Coherence: Think across grades, and linkto major topics • Rigor: In the major work of the grade, require fluency, deep understanding, and application with equal intensity

38. How to Read the Grade Level Standards • Standards define what students should understand and be able to do. • Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. • Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.

39. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4.Model with mathematics.

40. Standards for Mathematical Practice 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

41. Activity • With a partner or small group, look at the standards for mathematical practices and discuss ways that the arts may align with these practices.

42. Resources • Arts and the Common Core on the NCDPI Arts Education Wikispace • The Arts and the Common Core: A Review of Connections between the Common Core State Standards and the Core Arts Standards Conceptual Framework(The College Board, New York, NY: December 2012)

43. Walk About Reflections

44. Evaluation What worked well Suggestions for improvement

45. Presenters Christie Lynch Ebert Arts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Program christie.lynchebert@dpi.nc.gov 919-807-3856 Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts) slater.mapp@dpi.nc.gov 919-807-3758

46. “The digital tools used during the course of this training have been helpful to some educators across the state.  However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”