A Review of Recently-revised State Standards for Arts Education

Presenters

• Nancy Rubino, Senior Director, Office of Academic Initiatives, The College Board

• Amy Charleroy, Associate Director, Arts at the Core, Office of Academic Initiatives, The College Board

Structure of Report

Part I: General Arts Education Standards

Part II: Review of Media Arts Standards

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

State Standards in Arts Education

Goals of Research:

Part I: General Arts Education Standards

• Phase I: Review and summarize standards documents

• Phase II: Follow-up interviews with state arts education representatives


Research Process:

• Colorado

• Florida

• Michigan

• New Jersey

• New York City

• North Carolina

• Tennessee

• Washington


States/districts reviewed:


Key findings: Structure of Standards

Key findings: Structure of StandardsState Standards in Arts Education

Standards/Strands/Big Ideas: Broad goal statements OR broad categories that more specific standards will fit within

Grade Level (or grade band) expectations: Age- and grade-appropriate recommendations for what students should know, understand, and be able to at different stages

Evidence Outcomes/ Performance Indicators: How you will know when the grade level expectations have been met.


Florida: Big Ideas1. Critical Thinking and Reflection

2. Techniques and Processes

3. Organizational Structure

4. Historical and Global Connections

5. Innovation, Technology, and the Future


Colorado: StandardsDance Music Theatre Visual Art

1. Movement, Technique, and Performance

2. Create, Compose, and Choreograph

3. Historical and Cultural Context

4. Reflect, Connect, and Respond

1. Expression of Music

2. Creation of Music

3. Theory of Music

4. Aesthetic Valuation of Music

1. Create2. Perform3. Critically

Respond

1. Observe and Learn to Comprehend

2. Envision and Critique to Reflect

3. Invent and Discover to Create

4. Relate and Connect to Transfer


State Dance Music Theatre Visual Art

Colorado (Standards)

1. Movement, Technique, and Performance

2. Create, Compose, and Choreograph

3. Historical and Cultural Context

4. Reflect, Connect, and Respond

1. Expression of Music

2. Creation of Music

3. Theory of Music4. Aesthetic

Valuation of Music

1. Create2. Perform3. Critically

Respond

1. Observe and Learn to Comprehend

2. Envision and Critique to Reflect

3. Invent and Discover to Create

4. Relate and Connect to Transfer

Tennessee(Standards)

1. Elements and Skills2. Choreography3. Creativity and

Communication4. Criticism5. Cultural/Historical6. Health7. Interdisciplinary

Connections

1. Singing2. Playing Instruments3. Improvising4. Composing5. Reading and

Notating6. Listening and

Analyzing7. Evaluating8. Interdisciplinary

Connections9. Historical and

Cultural Connections

1. Script Writing2. Character Acting3. Scene Design4. Directing5. Research6. Theatrical

presentation7. Scene

Comprehension8. Context

1. Media, Techniques, and Processes

2. Structures and Functions

3. Evaluation4. Historical and

Cultural Relationships

5. Reflecting and Assessing

6. Interdisciplinary Connections

Washington 1. The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts. 2. The student uses the artistic process of creating, performing/presenting, and responding to demonstrate

thinking skills in dance, music, theatre, and visual arts. 3. The student communicates through the arts (dance, music, theatre, and visual arts). 4. The student makes connections within and across the arts (dance, music, theatre, and visual arts) to

other disciplines, life, cultures, and work.


Michigan Merit Curriculum Benchmarks: Dance

Category: PerformStandard 1: Apply skills and knowledge to perform in the arts

Kindergarten Explore basic locomotor movements; e.g., walk, run, gallop, slide, and jump moving in a straight pathway.

Grade 1 Explore basic locomotor movements moving in a straight line; e.g., walk, run, gallop, slide, jump, step hop, skip.

Grade 2Demonstrate the following skills: run, hop (one foot to the same foot), skip, leap (one foot to the other), jump (from two feet to one or two feet), and gallop in place and in straight, curved, and zigzag pathways.

Grade 3 Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight and curved lines.

Grade 4 Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight and curved lines to varied tempos.

High School standards • High school standards were most often addressed as a

single grade band, while earlier levels are dealt with grade-by-grade.

• In several states, high school standards are addressed in multiple tracks or pathways • Colorado: Fundamental Pathway and Extended Pathway

• North Carolina: Beginning, Intermediate, and Advanced



NORTH CAROLINA GRADE 8 ESSENTIAL STANDARDS: MUSIC STRAND: MUSICAL LITERACY

Essential Standard Clarifying Objectives

Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression

8.ML.1.1: Use characteristic tone and consistent pitch when performing music alone and collaboratively, in small and large ensembles, using a variety of music.

8.ML.1.2: Integrate the fundamental techniques (such as posture, playing position, breath control, fingerings, and bow/stick control) necessary to sing and/or play an instrument.

8.ML.1.3: Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing and/or playing a varied repertoire of music with technical accuracy.


Key findings: Sources of influence in the standards revision process

21st Century Skills

State Standards in Arts EducationKey Findings: Pedagogical themes or trends

Michigan Standards: Grades 9-12, Music

Standard 1: PERFORM: Apply skills and knowledge to perform in the arts

Benchmark P21 links

Sing and play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with a moderate level of difficulty, including some selections performed from memory.

I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4, III.10

Sing written music in four parts, with and without accompaniment

I.3, I.4, I.5, II.1, III.4, III.6

Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills

I.4, II.5, III.3

Perform music using instruments (traditional and non-traditional) and electronic media

I.1, I.2, II.2, II.3, II.5, III.2


Revised Bloom’s Taxonomy


References to NAEP FrameworkExample: New Jersey standards

Standard NAEP Alignment

Standard 1: The Creative ProcessAll students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art

Creating

Standard 2: History of the Arts and CultureAll students will understand the role, development, and influence of the arts throughout history and across cultures

Creating

Standard 3: PerformingAll students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art

Performing

Standard 4: Aesthetic Responses and Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre and visual art

Responding


Washington• The NAEP language of

creating, performing, and responding connects the skills and concepts associated with all disciplines.


Understanding by Design influenceExample: Florida


Big Ideas Enduring Understandings

Critical Thinking and Reflection

Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent

Enduring Understanding 2: Assessing our own and others’ artistic work, using critical thinking, problem solving, and decision making skills, is central to artistic growth

Enduring Understanding 3: The process of critiquing works of art lead to development of critical thinking skills transferable to other contexts

Skills, Techniques, and Processes

Enduring Understanding 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Enduring Understanding 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Enduring Understanding 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques

Understanding by Design influenceExample: Colorado



Influenced the language and ideas of the standards

P21

Bloom’s

Directly influenced the

structure of the standards

NAEP

UbD

Part II: 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

Media Arts Standards

State/District Media addressed

LAUSDDigital imaging, cinema, animation, interactive web and game design, virtual 2D and 3D design, and digital sound production.

Minnesota Photography, film or video, audio, computer or digital arts, and interactive media

New York City Film, television, animation

South Carolina Animation, film studies, graphic design, sound design and recording, digital photography


LAUSD(strands)

Minnesota(standards)

New York City(strands)

South Carolina(standards)

Artistic Perception

Artistic Foundations

Making Moving Images Creating media artwork

Creative Expression Literacy Understanding

artistic design:

Historical and Cultural Context Making Connections Media literacy

Aesthetic ValuingArtistic Process: Create or Make

Community and Cultural Resources Making connections:

Connections, Relationships, Applications

Artistic Process: Perform or Present

Careers and lifelong learning: History and cultures:

Artistic Process: Respond or Critique Using technology

responsibly:


Primary Intermediate Middle High School• Developing basic

technical skills to develop and present media art works.

• Drawing from their imaginations, experiences, or the exploration of ideas and feelings

• Learning how to generate, capture, manipulate, produce, and present information

• Working collaboratively

• Working collaboratively

• Focusing on the ability to create as well as find meaning in and understand the impact of media arts

• Building an understanding of the personal, cultural, and historical contexts of media

• Focusing on the use of original imagery and sound in new combinations and multiple formats

• Developing an understanding of media art, beyond mass media imagery, and use tools of production for their own personal expression

• Expanding technical base of knowledge

• Focusing on the development of skills and abilities for extended interaction with various genres of the media arts

• Particular emphasis on using one or more genres to demonstrate creativity, problem solving, and collaboration skills in complex works.

• Students expertise and expression should be developed through more in-depth review, interpretation, and evaluation of their work and the work of others.

Example: Minnesota


Resource Documents:

• Every set of media arts standards surveyed had accompanying resource documents for educators, from general suggestions for implementation to highly specific lesson plans and units of study.


• Media literacy as a component of media arts, the way that responding to works of visual or performing arts are elements of the standards in dance, music, theatre, and visual art

Themes and trends in the standards

South Carolina Standards: Media LiteracyThe student will access, analyze, interpret, and create media textsDemonstrate the ways in which a variety of media texts address their intended purpose and audience .

Create messages using media texts.

Demonstrate comprehension of the effectiveness of the presentation and treatment ideas in media texts.

Identify the codes and conventions used in media texts and explain the ways in which they help to create meaning.

Evaluate the creative techniques used in a variety of media texts (for example, television, film, radio, internet).

Analyze the manner in which the language, tone, and point of view in media texts work to influence the meaning and interpretation of messages.

Describe the characteristics of particular media art forms and explain ways that they convey meaning and influence their audience.


The Role of Technology:

• Specific technology types very rarely mentioned (just as specific musical instruments or art media wouldn’t be recommended in the other standards

• Limiting the references to specific types of technology also allows the standards to evolve as technology does

Themes and trends in the standards

Interdisciplinary Learning

• The concept of working across disciplines is especially strongly embedded in the media arts standards, perhaps out of the realization that stand-alone media arts classes may not be possible in every region.


Discussion:• Were there any examples today that particularly interested you?

• In addition to the reference documents mentioned (the P21 skills, Understanding by Design framework, Bloom’s Taxonomy, NAEP framework) are there any other resources that you think should be central to the standards redesign process?

Find College Board/NCCAS research online

The College Board: Arts at the Corehttp://advocacy.collegeboard.org/preparation-access/arts-core.

National Coalition for Core Arts Standards

http://nccas.wikispaces.com http://nccas.wikispaces.com.

Nancy Rubino, Senior Director, Office of Academic [email protected]

Amy Charleroy, Associate Director, Office of Academic Initiatives, [email protected]

http://nccas.wikispaces.com/

A Review of Recently-revised State Standards for Arts Education

Documents

Transcript of A Review of Recently-revised State Standards for Arts Education