An Introduction to the National Arts Standards and the...

An Introduction to the National Arts Standards and theVision for the New NJ Student Learning Standards

FEA Conference CenterDecember 6, 2018

Deborah Cella: Lead Teacher, Fine and Performing Arts, Glen Rock High School

Ellen Hargrove: Visual Art Teacher, Haddon Township Schools; Past President Art Educators of New Jersey

Jeffrey Santoro: Fine and Performing Arts Supervisor, West-Windsor Plainsboro; President New Jersey Music Educators Association

Kerri Sullivan: Director of Arts Integration, Appel Farm Arts & Music Center

Guiding Questions

Why study the arts? What is it about the arts that makes the experience valuable to students, to education, to a community, to a nation?

What “arts learnings” do we want students to take with them through their life?

Envisioning the Standards

What’s Different and What’s Alike?A New Jersey Hybrid Model

NCAS

● Driven by Four Artistic Processes (Creating, Performing, Responding, Connecting)

● Common Anchor Standards Across Five Arts Disciplines

● K-12 Grade Specific Delineation of Levels of Proficiency via Performance Standards

● Instructional Resources (e.g., Model Cornerstone Assessments)

● Media Arts as an Independent Art Form● Organized under the umbrella of big ideas,

supported by Essential Questions & Enduring Understandings

NJSLS

● No Changes made to the Artistic Processes● Modest modification of Anchor Standards ● Grade bands rather than grade level standards● Refinement of NCAS language● No MCAs (Defer to NCAS)● Inclusion of NCAS Media Arts Standards…which

could be taught through a variety of lenses (e.g., dance, music, theatre, visual art or CTE), from an aesthetic foundation – regardless of licensure

● Some modification of EUs & EQs

If All Goes as Planned...

The 2019 NJSLS will be VERY similar to the 2014 National Core Arts Standards (NCAS)

So...let’s talk about the National Core Arts Standards...

National Core Arts Standards:Anchors to Learning

NCCAS Leadership Organizations

The following 10 national organizations spent 3 years designing & writing new national voluntary arts

standards: American Alliance for Theatre and EducationAmericans for the ArtsThe College BoardEducational Theatre AssociationNational Art Education AssociationNational Association for Music EducationNational Dance Education OrganizationNCCAS Media Arts CommitteeState Education Agency Directors of Arts Education Young Audiences Arts for Learning

Supported by Research

The College Board provided essential research before and during the standards revision process. Findings from the research influenced the approach to writing the new standards. The International Standards for Arts Education report shows that the 2014 national arts standards follow an international trend of organizing standards around artistic processes. Similarly, the artistic process model serves as the assessment framework for the National Assessment in Education Progress (NAEP) in dance, music, theatre, and visual arts.

NCAS...what’s different?

National Standards are a Conceptual Framework

“...these new, voluntary National Core Arts Standards are framed by a definition of artistic literacy thatincludes philosophical foundations and lifelong goals, artistic processes and creativepractices, anchor and performance standards that students should attain, and modelcornerstone assessments by which they can be measured”

“...artistic literacy is the knowledge and understanding required to participate authentically in the arts”

Common DisciplineSpecificCommon

Artistic Process

● Creating● Performing/Presenting/Producing● Responding● Connecting*

Defining the Artistic Processes

Creating is specifically about conceiving and developing works of arts. In other words, the “making” of the art – as director, choreographer, designer, producer, conductor, composer, painter.

Performing/Presenting/Producing is about the realizing, sharing or presenting the art or the “doing” of the art – as the actor, dancer, curator, musician, technician.


Responding is a reflection on an external set of information. It is generally focused through comparison and critical analysis.

Connecting is an internal process mechanism that synthesize various bodies of knowledge for use in developing multiple entry points for personal expression.


Connecting is relating artistic ideas and work with personal meaning and external context.

It is generally considered a distinct process among most art forms, although music views this process as embedded within the other processes.

It is significantly beyond Arts Integration or defining other subject matter through arts understandings.

Anchor Standards

● 11 “Big ideas” that are common to ALL arts areas● Each includes Enduring Understandings and Essential Questions

○ These are GREAT for understanding the standard

● Sample EU: Creativity and innovating thinking are essential life skills that can be developed

● Sample EQ: What conditions, attitudes and behaviors support creativity and innovative thinking?

11 Common Anchor Standards

Anchor Standards found in Creating

1. Generate and conceptualize artistic ideas and work.2. Organize and develop artistic ideas and work.3. Refine and complete artistic work.


Anchor Standards found in Performing/Presenting/Producing

4. Select, analyze and interpret artistic work for presentation.

5. Develop and refine artistic techniques and work for presentation.

6 Convey meaning through the presentation of artistic work.


Anchor Standards found in Responding

7. Perceive and analyze artistic work.

8. Interpret intent and meaning in artistic work.

9. Apply criteria to evaluate artistic work.


Anchor Standards found in Connecting

10.Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

11. Synthesize and relate knowledge and personal experience to make art.

The Anchor Standards Tell the Story...

What does it mean to study the arts?

What does it mean to be “artistically literate”?

Artistic Process Component(music)

Creating Performing RespondingImagine Select Select

Plan and Make Analyze AnalyzeInterpret Interpret

Evaluate and Refine

Rehearse Evaluate and Refine Evaluate

Present PresentConnecting

Artistic Process Component (Art)

Creating Presenting Responding ConnectingInvestigate, Plan,

Make Select Perceive Synthesize

Investigate Analyze Analyze RelateReflect, Refine,

Continue Share Interpret

Artistic Process Component (Theatre)

Creating Performing Responding ConnectingEnvision/Conceptualize Select Reflect Empathize

Develop Prepare Interpret InterrelateRehearse Share, Present Evaluate

Artistic Process Component (Media Arts)

Creating Producing Responding ConnectingConceive Integrate Perceive SynthesizeDevelop Practice Interpret Relate

Construct Present Evaluate

Performance Standards

Varies by discipline

Common DisciplineSpecificCommon

NCAS Standards

Music 5 Strands of Standards

Dance

PK-8 Grade Level Standards, 3 HS Levels*Theatre

Visual Arts

Media Arts

*Vision for new NJSLS is to have Grade Bands: PK, 2, 5, 8, 3 HS Levels

NCAS Standards for Music

Music (general) PK-8 Grade Level Standards

Ensembles 5 Levels

Harmonizing Instruments 5 Levels

Composition & Theory 3 HS Levels

Technology 3 HS Levels

Music (General)

Structured like other arts areas:

● PK-8 Grade-Level Standards● NJSLS will have only grade PK, 2, 5, 8

Ensembles & Harmonizing Inst. Strands

Novice ~ 5th Grade

Intermediate ~ 8th Grade

Proficient ~ 1 Year of HS Study

Accomplished ~ 4 Years of HS Study

Advanced ~ Beyond 4 Years of HS Study

Novice Intermediate Proficient Accomplished AdvancedLow (with assistance) High (independently)

Low (with assistance) High (independently)




Suggested guidelines (1-2 years of instruction)




Suggested guidelines (7+ years of instruction)

Theory/Composition & Technology Strands

Proficient ~ 1 Year of HS Study

Accomplished ~ 4 Years of HS Study

Advanced ~ Beyond 4 Years of HS Study

NCAS vs. NJSLS

● Grade Levels vs. Grade Bands

Practical Implications of Standards Implementation

At your tables…

What are the practical implication of implementing new standards in New Jersey?

National Core Arts Standards Website

http://www.nationalartsstandards.org/

http://www.nationalartsstandards.org/

Curriculum Mapping

Curriculum Mapthe road to success

What is a Curriculum Map?A Curriculum Map is a tool designed to help teachers identify their goals in the classroom, determine how student success will be measured, and ultimately

plan teaching strategies and activities on the basis of these points.

Like using a real map, you know your final destination before planning your route to get there. This backtracking, in the context of a Curriculum Map, is

known as “Backward Design.”

Stages of Backward Design

Identify desired results

Determine acceptable evidence

Plan learning experiences and

instruction

Ask: “What should students know,

understand, or be able to do?”

Ask: “How will we know if students have achieved the desired results and met the

content standards?”

Ask: “What will need to be taught and coached, and

how should it best be taught, in light of

performance goals?”

Stage 1 Stage 2 Stage 3

The Importance of Backward DesignKnow your destination. Plan your route.

Stage 1: Identify Desired Results(The Why)

Stage 2: Determine Acceptable Evidence/Assessments

(The How)

Stage 3: Plan Learning Experiences and Instruction/Content

(The What)

● Big Idea

● Transfer Goal

● Enduring Understandings

● Essential Questions

● Learning Objectives/Goals

● Content Standards

● Attendance

● Observations

● Verbal/Written Responses

● Transfer Knowledge

● Units

● Lessons

● Activities

● Transitions● Artifacts/Work Samples

● Tests/Quizzes/Surveys

Big IdeaThe ancient ritual of painted mural

making celebrates community both in its subject matter and in the creative

process.

This is the core concept of your curriculum, and should

encompass the overall intent of your work.

What is a Big Idea?

Example:

The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.

Transfer Goal

The overarching skill or understanding your students will

walk away with.

The students will understand how art is not only a form of expression but also

communication. They will explore the use of the elements of art (shape, color, texture, etc.)

to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of

the artist(s) in the community.

What is a Transfer Goal? Example:

The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.


Enduring Understandings

Art is a human instinct and an ancient ritual that has been performed by many cultures all over the world.

Enduring Understandings are statements summarizing important ideas and core

processes that are central to a discipline and have lasting value beyond the classroom. They synthesize what students should understand -- not just know or do -- as a result of studying a

particular content area.

What are Enduring Understandings? Example:

Art is a human instinct and an

ancient ritual that has been performed by many cultures all

over the world.



Essential Questions

How can the elements of art (shape, color, texture, etc.) be used to express

an idea?

Essential Questions are bigger picture questions that do not have an objective answer. Instead, their purpose is to promote critical and creative thinking among students.

What are Essential Questions?

Example:

How can the elements of art (shape, color,

texture, etc.) be used to express

an idea?



over the world.



Learning Objectives

Students will be able to use simple taping and painting techniques to

achieve various effects.

Learning Objectives are specific, measurable outcomes that students are expected to achieve by the end

of the unit of study.

What are Learning Objectives? Example:

Students will be able to use

simple taping and painting techniques to




an idea?



over the world.



Learning Goals

Learning Goals focus on the adaptable social-emotional, critical thinking and

creativity the students gain.

What are Learning Goals? Example:

Students will be able to collaborate on the design of a

mural and develop their problem solving strategies in its

implementation.






an idea?



over the world.



Students will be able to

collaborate on the design of a

mural and develop their

problem solving strategies in its

implementation.

Assessments

● Student Workbooks ● Journals

● Verbal Responses● Surveys

● Work Samples● Observations

● Transfer Knowledge

Assessments are a way of determining the success of your

content and pedagogy. These should be as specific as possible and focus

mostly on concrete samples and information.

What are Assessments? Example:

Types of Assessments

● Designed to establish student understanding of a standard and/or learning goal

● Fixed

● Administered at the beginning and interim points

Benchmark SummativeFormative● Designed to monitor student

learning and provide continuous feedback with the goal of improving student learning

● Adaptive

● Quickly administered, narrow focus on lesson, no (low) stakes

● Designed to evaluate student learning at the end of an instructional unit by comparing it to a benchmark

● Fixed

● Comprehensive, in-depth, and high stakes

● Student Workbooks

● Journals● Verbal

Responses● Surveys

● Work Samples● Observations● Transfer

Knowledge






an idea?



over the world.







implementation.

Standards

1.3.12.D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse

two- and three-dimensional artworks, and emulate those styles by creating

an original body of work.

Standards are a level of attainment, an idea or thing used as a measure,

norm, or model.

What are Standards? Example:

1.3.12.D.5 Identify the styles and artistic

processes used in the creation of culturally

and historically diverse two- and

three-dimensional artworks, and emulate those styles by creating







an idea?



over the world.







Knowledge





implementation.

Content

Prepare the wall and area. Transfer the design from a small digital mock up to the wall using a grid technique.

Content refers to the content of the lessons themselves, breaking down

the big idea into smaller scale projects, interactions, and activities

the students will participate in.

What is Content?

Example:

art, cave painting, mural, line, shape, form, value, texture, space, color, emotion, grid, primer, saturation, size, horizontal, vertical, diagonal, s curve, paint, roller, angled brush, flat brush, round brush, highlight, shadow

● Prepare the wall and area. Transfer the design from a small digital mock up to the wall using a grid technique.

●

1.3.12.D.5 Identify the styles and artistic

processes used in the creation of culturally

and historically diverse two- and

three-dimensional artworks, and emulate those styles by creating







an idea?



over the world.







Knowledge





implementation.

Sources: americatlas.com, ascd.org, clipartix.com, clipartkid.com, clipartpanda.com, mycutegraphics.com, worldartsme.com

For more info, visit the Association for Supervision and Curriculum Design at

ascd.org!

Lesson Planning & Unpacking the Standards

Understanding the Standards

Process:

● Unpack● Performance Tasks● I-Can Statements● Lesson Planning

Unpacking the Standards

● Break the standard down into smaller parts● Easier to understand● A bit tedious…

Performance Tasks

● Take your unpacked standards● Create performance tasks● Start with what you already do!

Visual Art

I Can Statements

● Take your unpacked standards and performance tasks, add I can statements

How to use Standards

In order of least effective to most effective!

● Ignore them● Write your whole plan, choose every standard you possibly can● Use the standards as a starting point for creating a lesson, or several

lessons

Objective Writing Example

Standard Lesson Objective

Grade 5 Ensemble Music Performing Standard

Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.

Students will be able to demonstrate rhythmic precision and dynamic contrast in Rhythm Dances

Grade 2 Music Creating Standard

Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple)

Students will be able to generate short pentatonic melodic patterns in 4/4 time.

Lesson Plan Review

To start understanding new standards:

1. Choose an already-created lesson plan2. Decide which Artistic Process(es) the plan objectives would fall into3. Use Essential Questions and Enduring Understandings to narrow it down4. Find a National Standard that applies

Then answer these questions:

1. Does looking at this plan through the lens of the National Standards change how you think about it?

2. How might you change or tweak the lesson objective?

Lesson Plan Challenge

Think about how this lesson may, or may not have, been different had you started with the standard when planning.

Additional Resources

● Model Cornerstone Assessments (MCA)● Examples of Student Work● Your organization’s website

Closing Q&A

An Introduction to the National Arts Standards and the...

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