Guiding Mission - NC State Board of Education The guiding mission of the North Carolina State Board...

Guiding Mission - NC State Guiding Mission - NC State Board of EducationBoard of Education

The guiding mission of the North Carolina The guiding mission of the North Carolina State Board of Education (SBE) is that State Board of Education (SBE) is that every public school student will graduate every public school student will graduate from high school, globally competitive for from high school, globally competitive for work and postsecondary education and work and postsecondary education and prepared for life in the 21prepared for life in the 21stst century. century.

Goals – NC State Board of Goals – NC State Board of EducationEducation

There are five SBE goals, and under the There are five SBE goals, and under the first goal, it states:first goal, it states:

““Every student excels in rigorous and relevant Every student excels in rigorous and relevant core curriculum that reflects what students core curriculum that reflects what students need to know and demonstrate a global 21need to know and demonstrate a global 21stst century environment, including a mastery of century environment, including a mastery of languages, an appreciation of the languages, an appreciation of the artsarts, and , and competencies in the use of technology.”competencies in the use of technology.”

REVISED FRAMEWORK FOR REVISED FRAMEWORK FOR 21ST CENTURY LEARNING21ST CENTURY LEARNING

Arts Education and Arts Education and 2121stst Century Learning Century Learning

CORE SUBJECTS:CORE SUBJECTS:

English, Reading or Language Arts; English, Reading or Language Arts; Mathematics; Mathematics; Science; Science; Foreign Languages; Foreign Languages; Civics; Civics; Government; Government; Economics; Economics; ARTSARTS; ; History; and History; and Geography (NCLB)Geography (NCLB)

21ST CENTURY THEMES

Global Awareness

Financial, Economic, Business and Entrepreneurial literacy

Civic Literacy

Health Literacy

Group Collaborative Group Collaborative ActivityActivity

Discuss a connection that could be Discuss a connection that could be made to made to one of the 21one of the 21stst century century themesthemes in the classroom (strategy, in the classroom (strategy, lesson plan, activity, project, etc.).lesson plan, activity, project, etc.).

Be prepared to share your group’s Be prepared to share your group’s connection with the whole group.connection with the whole group.

Global AwarenessUsing 21st century skills to understand and address global issues

Working collaboratively with individuals representing diverse cultures, religions and lifestyles

Understanding other nations and cultures, including the use of non-English languages

DanceDance: Around the World: Around the World

Discuss the various roles of dance in Discuss the various roles of dance in communities or cultures. communities or cultures.

Focus on one type of dance from a Non-Western Focus on one type of dance from a Non-Western culture and create an original dance with culture and create an original dance with historical and/or cultural accuracy. historical and/or cultural accuracy.

Resource: Folkmoot Festival in western North Resource: Folkmoot Festival in western North

Carolina.Carolina. <<http://http://www.folkmootusa.orgwww.folkmootusa.org//>>

Other Global Other Global ConnectionsConnections

Origins of World Musical Instruments Origins of World Musical Instruments Firsts in ArtFirsts in Art Shadow Box Puppet TheatreShadow Box Puppet Theatre Artist Trading Cards (ATC’s)Artist Trading Cards (ATC’s) Networking with Others Networking with Others (all arts)

Financial, Economic, Business and

Entrepreneurial Literacy Knowing how to make

appropriate personal economic choices

Understanding the role of the economy in society

Using entrepreneurial skills to enhance workplace productivity and career options

Visual ArtsVisual Arts: The Business of Art: The Business of Art

Students assume the role of a professional artist.Students assume the role of a professional artist.

Create a spreadsheet to:Create a spreadsheet to:• list all of the materialslist all of the materials to produce ten works of art; to produce ten works of art; • estimate the estimate the cost of materialscost of materials including tax, s/h, etc.; including tax, s/h, etc.;• estimate the amount of estimate the amount of timetime involved;involved;• estimate the value ofestimate the value of labor labor; and; and• determine the determine the retail priceretail price of each piece. of each piece.

Explain that other factors affect the price of artwork as well Explain that other factors affect the price of artwork as well (e.g., (e.g., current trendscurrent trends, , craftsmanshipcraftsmanship, , supply and demandsupply and demand for artwork, for artwork, the economythe economy, etc.)., etc.).

Artwork Cost AnalysisArtwork Cost Analysis

QTYQTY MATERIALSMATERIALSCOSTCOST

EACHEACH# of# of

USESUSES

TOTALTOTAL

COSTCOSTTIMETIME

(HOURS)(HOURS)

RATERATE TOTALTOTAL

LABORLABORTAXTAX RETAILRETAIL

PRICEPRICE

EACHEACH

10 5 X 7plaque

1.09 1 1.09

1 pk

Sandpaper 2.29 12 .19

1 acrylicspray

1.27 10 .13

1 pk

hanger 1.89 6 .32

fuel 1.35 10 .14

TOTTOT6.54 10 1.87 1.5 $8/hr $12.00 .90 $14.77

Other Connections to Other Connections to Financial, Economic, Business Financial, Economic, Business and Entrepreneurial Literacyand Entrepreneurial Literacy

Job Opportunities in the Job Opportunities in the Occupational Occupational Outlook HandbookOutlook Handbook (all arts)(all arts)

Budget Worksheets Budget Worksheets

(dance, music, theatre arts)(dance, music, theatre arts)

Civic Literacy Participating effectively in

civic life by staying informed and understanding governmental processes

Exercising the rights and obligations of citizenship at local, state, national and global levels

Understanding the local and global implications of civic decisions

Visual ArtsVisual Arts: Raising Your : Raising Your Voice for ChangeVoice for Change

Discuss Discuss “understanding the local and global implications of civic “understanding the local and global implications of civic decisions,” and ask:decisions,” and ask:

• How have artists used their art for political reasons?How have artists used their art for political reasons?• How are people’s lives influenced by artist’s decisions? How are people’s lives influenced by artist’s decisions? • How do those decisions affect the community, state, and nation? How do those decisions affect the community, state, and nation? • How can people affect the administration of local government through art?How can people affect the administration of local government through art?

Research Research aa specific community, state, or federal law they wish to specific community, state, or federal law they wish to change.change.

Create Create an artwork with the theme of “Raising Your Voice for an artwork with the theme of “Raising Your Voice for Change.” Change.”

Write.Write. Include a paper (writing literacy) stating the law and an essay Include a paper (writing literacy) stating the law and an essay supporting your decision.supporting your decision.

Other Connections to Other Connections to Civic LiteracyCivic Literacy

Policies and Laws Policies and Laws Cabaret laws (dance) Copyright laws (all arts)

Scenes that Make People Want to Do Something (theatre arts)

Health Literacy Obtaining, interpreting and

understanding basic health information and services

Understanding preventive physical and mental health measures

Using available information to make appropriate health-related decisions

Establishing and monitoring personal and family health goals

Understanding national and international public health and safety issues

MusicMusic:: The Vocal MechanismThe Vocal Mechanism

Display a chart of the vocal Display a chart of the vocal mechanism. Have students mechanism. Have students identify the parts of the vocal identify the parts of the vocal mechanism and how to use the mechanism and how to use the diaphragm correctly. diaphragm correctly.

Warm-ups are important in Warm-ups are important in helping to build the muscles of helping to build the muscles of the diaphragm. Advise students the diaphragm. Advise students about how to do different warm-about how to do different warm-ups ups without strainingwithout straining their their voices or pulling muscles.voices or pulling muscles.

Other Connections to Other Connections to Health Literacy Health Literacy

Study kinesiology, addressing specific muscle Study kinesiology, addressing specific muscle groups most affected groups most affected (dance)(dance)

MSDS, ACMI seal, and other hazards in the classroom (visual arts)

Physical/Vocal warm-ups (dance, theatre arts)

LEARNING AND INNOVATION SKILLS

Creativity and Innovation Skills

Critical Thinking and Problem Solving Skills

Communication and Collaboration Skills


Discuss a connection that could be Discuss a connection that could be made to made to learning and innovation learning and innovation skillsskills in the classroom (strategy, in the classroom (strategy, lesson plan, activity, project, etc.).lesson plan, activity, project, etc.).


Creativity and Innovation Skills

Demonstrating originality Demonstrating originality and inventiveness in work and inventiveness in work

Developing, implementing Developing, implementing and communicating new and communicating new ideas to others ideas to others

Being open and responsive Being open and responsive to new and diverse to new and diverse perspectives perspectives

Acting on creative ideas to Acting on creative ideas to make a tangible and useful make a tangible and useful contribution to the domain in contribution to the domain in which the innovation occurs which the innovation occurs

DanceDance:: Creative ProcessesCreative Processes

Give students a list of creative choices connected to new Give students a list of creative choices connected to new ideas that evolved as a result of necessity, for example, ideas that evolved as a result of necessity, for example, “creating the first automobile.” Students then establish a “creating the first automobile.” Students then establish a structure of creative inventiveness.structure of creative inventiveness.

CreateCreate dance movements that communicate their ideas.dance movements that communicate their ideas.

WriteWrite a journal entry that explains the steps in their creative a journal entry that explains the steps in their creative approach.approach.

Revise and performRevise and perform their dances. As an extension, relate their dances. As an extension, relate how the steps they took are similar to the ways how the steps they took are similar to the ways inventors/discoverers/technicians approach creative inventors/discoverers/technicians approach creative solutions (or should approach creative solutions) to their solutions (or should approach creative solutions) to their problems.problems.

Other Connections to Other Connections to Creativity and InnovationCreativity and Innovation

Improvising and Composing (music)

“Dilemma” Improvs (theatre arts)

Create imaginary creatures (e.g., spoon dog) or Metamorphosis (e.g., cat face) (visual arts)

Critical Thinking and Problem Solving Skills

Exercising sound reasoning in understanding

Making complex choices and decisions

Understanding the interconnections among systems

Questioning to clarify various points of view and lead to better solutions

Framing, analyzing and synthesizing information in order to solve problems and answer questions

Theatre ArtsTheatre Arts: Know Your : Know Your FormulasFormulas

Stage lighting students must Stage lighting students must know:know:

The “pie” formula (the The “pie” formula (the relationships of potential, current relationships of potential, current flow, and rate of doing work).flow, and rate of doing work).

P = IE or W = VA (watts P = IE or W = VA (watts equals volts time amps)equals volts time amps)

Many other arrangements are also Many other arrangements are also suitable for solving specific suitable for solving specific problems. For example:problems. For example:

P = I/E = IP = I/E = I22R = ER = E22/R/R R = E/I = ER = E/I = E22/P = P/I/P = P/I22

www.charles.kaiser.name/lighting2.htm

Other Connections to Critical Other Connections to Critical Thinking & Problem SolvingThinking & Problem Solving

Have students describe, interpret, evaluate, and compare various dance works using a rubric. (dance)

Have students create their own compositions and determine how to combine rhythm and note durations within a given time signature. (music)

Have students create a city full of action and exhilaration using coolcool colors. (visual arts)

Critical Thinking/Problem Critical Thinking/Problem Solving Connections Solving Connections (continued)(continued)

Fibonacci Numbers and the Golden Ratio (all arts)

When composing music, students will have to understand the musical scales including sharps and flats, frequency, etc. (music)

Linear Perspective Linear Perspective (theatre arts and visual arts)(theatre arts and visual arts)

Fractals--complex, detailed geometric patterns (visual arts)

Communication and Collaboration Skills

Articulating thoughts and ideas clearly and effectively

Demonstrating ability to work effectively with diverse teams

Exercising flexibility and willingness to accomplish a common goal

Assuming shared responsibility for collaborative work

MusicMusic:: Collaborative CritiqueCollaborative Critique

Record the group singing or playing a piece of Record the group singing or playing a piece of music.music.

In small, collaborative groups, evaluate the In small, collaborative groups, evaluate the quality and effectiveness of the performance quality and effectiveness of the performance using specific criteria and offer constructive using specific criteria and offer constructive suggestions for improvement.suggestions for improvement.

Explain how each individual's part contributes to the overall Explain how each individual's part contributes to the overall sound quality of the group. sound quality of the group.

Examine how the director communicates to the ensemble in Examine how the director communicates to the ensemble in order to facilitate the collaborative performance of the piece order to facilitate the collaborative performance of the piece (tempo, dynamics, blend, balance, etc). (tempo, dynamics, blend, balance, etc).

Other Connections to Other Connections to Communication and Communication and

Collaboration Collaboration

Amoeba Dance: Students improvise dance movements to music merging into pairs, then triads, quads, etc., until whole group is dancing as one. (dance)

The Collaborative Effect of Play Production (theatre arts)

Collaborative Drawings (visual arts)

INFORMATION, MEDIA, AND TECHNOLOGY SKILLS Information Literacy

Media Literacy

ICT (Information, Communications, and Technology) Literacy


Discuss a connection that could be Discuss a connection that could be made to made to information, media and information, media and technology skillstechnology skills in the classroom in the classroom (strategy, lesson plan, activity, (strategy, lesson plan, activity, project, etc.).project, etc.).


Information Literacy Accessing information

efficiently and effectively, evaluating information critically and competently and using information accurately and creatively

Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Theatre ArtsTheatre Arts:: LicensingLicensing

Obtain the guidelines about licensing fees from Obtain the guidelines about licensing fees from various play publishers and discuss the rights various play publishers and discuss the rights and restrictions regarding the use of plays. Also and restrictions regarding the use of plays. Also discuss the penalties for not abiding by the discuss the penalties for not abiding by the copyright laws.copyright laws.

When students get copies of plays for When students get copies of plays for production, have them read the production production, have them read the production notice page, which describes the requirements notice page, which describes the requirements for producing that particular play.for producing that particular play.

Other Connections to Other Connections to Information Literacy Information Literacy

Indigenous Dance in the movies (dance)

Research the effects of music in on the human mind—psychological and neurological effects, physical effects, music therapy, etc. (music)

Have students select a work of art, and research the artist’s style, purpose, and technique in creating the work. (visual arts)

Media Literacy Understanding how media

messages are constructed, for what purposes and using which tools, characteristics and conventions.

Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors.

Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

DanceDance: Media Influence: Media Influence Lead a discussion about how different media Lead a discussion about how different media

portrays dance (e.g., “Dancing with the Stars,” portrays dance (e.g., “Dancing with the Stars,” “So You Think You Can Dance,” etc.). Ask leading “So You Think You Can Dance,” etc.). Ask leading questions such as questions such as

How would you evaluate the dances portrayed in the How would you evaluate the dances portrayed in the show?show?

How do the hosts react to the dances?How do the hosts react to the dances? What do writers in print media have to say about these What do writers in print media have to say about these

dance shows?dance shows? How would you categorize each type of dancing?How would you categorize each type of dancing? How does (a particular show) influence people’s ideas How does (a particular show) influence people’s ideas

about dance?about dance?

Other Connections to Other Connections to Media Literacy Media Literacy

Lead a discussion about how different media portrays popular music. (music)

Each group, acting as a news crew, presents an Each group, acting as a news crew, presents an imaginary incident with a pre-selected slant. imaginary incident with a pre-selected slant.

(theatre arts)(theatre arts)

After reading an art show review from a metropolitan After reading an art show review from a metropolitan newspaper, identify the writer’s perspective. newspaper, identify the writer’s perspective. (visual arts)(visual arts)

ICT (Information, Communications, and Technology) Literacy

Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy

Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

MusicMusic:: Editing SoftwareEditing Software DiscussDiscuss the role of technology in music.the role of technology in music.

DemonstrateDemonstrate and have students explore and have students explore music and sound editing software.music and sound editing software.

CreateCreate original compositions, original compositions, arrangements and orchestrations.arrangements and orchestrations.

DiscussDiscuss how editing software such as this how editing software such as this is becoming a part of music instruction is becoming a part of music instruction and production.and production.

The Department of Public Instruction does not endorse any The Department of Public Instruction does not endorse any vendor, product, or service.vendor, product, or service.

Other Connections to ICT Literacy

Have students experiment with choreography software—Have students experiment with choreography software—pposeable dance figures and mixing, matching, and blending sequences. (dance)

Compose a publicity package using various applications Compose a publicity package using various applications on the computer—files, email attachments, hyperlinks, on the computer—files, email attachments, hyperlinks, etc. etc. (theatre arts)(theatre arts)

Computer Art—drawing applications, scanners, digital cameras, etc. (visual arts)

LIFE AND CAREER SKILLS Flexibility and Adaptability

Initiative and Self-Direction

Social and Cross-Cultural Skills

Productivity and Accountability

Leadership and Responsibility


Discuss a connection that could be Discuss a connection that could be made to made to life and career skillslife and career skills in in the classroom (strategy, lesson plan, the classroom (strategy, lesson plan, activity, project, etc.).activity, project, etc.).


Flexibility and Adaptability

Adapting to varied roles and responsibilities

Working effectively in a climate of ambiguity and changing priorities

Theatre ArtsTheatre Arts: Space Walk: Space Walk

Improvisation is an important part of theatre education because it sparks creativity and requires one to be flexible and adaptable—key skills in the 21st century.

Sample Improv Activity—”Space Walk” Have students walk about the space as you side-coach. Have students walk about the space as you side-coach.

Randomly call out changes in character, attitude, or Randomly call out changes in character, attitude, or situation. Students must change on cue.situation. Students must change on cue.

Other Connections to Other Connections to Flexibility and AdaptabilityFlexibility and Adaptability

Allow students to experiment with changing roles during Allow students to experiment with changing roles during improvisation adapting to each other’s movements. improvisation adapting to each other’s movements. (dance)(dance)

Students in music adapt by studying, singing and/or Students in music adapt by studying, singing and/or playing a variety of music representing diverse genres, playing a variety of music representing diverse genres, styles, and cultures. styles, and cultures. (music)(music)

Discuss and write about each medium’s characteristics Discuss and write about each medium’s characteristics and correct application. and correct application. (visual arts)(visual arts)

Initiative and Self-Direction

Monitoring one’s own understanding and learning needs

Going beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertse

Demonstrating initiative to advance skill levels towards a professional level

Defining, prioritizing and completing

tasks without direct oversight

Utilizing time efficiently and managing workload

Demonstrating commitment to learning as a lifelong process

DanceDance:: Benefits and Benefits and OpportunitiesOpportunities

Help all students understand the many benefits Help all students understand the many benefits and opportunities for involvement in dance such and opportunities for involvement in dance such as:as: Careers: professional dancer, choreographer, teacher, producerCareers: professional dancer, choreographer, teacher, producer Benefits: health and physical fitness, social dance, self-expression, therapyBenefits: health and physical fitness, social dance, self-expression, therapy Other: appreciation of dance; viewing dance; physical, social, emotional, Other: appreciation of dance; viewing dance; physical, social, emotional,

intellectual and aesthetic influence of dance as it addresses various learning intellectual and aesthetic influence of dance as it addresses various learning styles and intelligencesstyles and intelligences

Have students reflect about how dance gives Have students reflect about how dance gives them a sense of direction. Think about them a sense of direction. Think about questions such as:questions such as: Why is it important to prioritize and complete tasks?Why is it important to prioritize and complete tasks? Why is it important to go beyond the basic mastery of skills?Why is it important to go beyond the basic mastery of skills?

Other Connections to Other Connections to Initiative and Self-DirectionInitiative and Self-Direction

Benefits and Opportunities—careers, benefits, etc. (all arts)

Self-Assess/Self-Analyze (all arts)

Social and Cross-Cultural Skills

Working appropriately and productively with others

Leveraging the collective intelligence of groups when appropriate

Bridging cultural differences and using differing perspectives to increase innovation and the quality of work

Visual ArtsVisual Arts: The : The Collaborative ArtworkCollaborative Artwork

DiscussDiscuss the collaborative work of Andy Warhol and Jean-the collaborative work of Andy Warhol and Jean-Michel Basquiat and how each artist’s unique styles contribute Michel Basquiat and how each artist’s unique styles contribute to a unified idea.to a unified idea.

Create.Create. • Divide students into small Divide students into small diversediverse groups in which groups in which each each

student has a different stylestudent has a different style. They will work together to . They will work together to develop an idea for an artwork that incorporates common develop an idea for an artwork that incorporates common imagery to visually narrate a theme or statement (heritage, imagery to visually narrate a theme or statement (heritage, family, fame, work, etc.). family, fame, work, etc.).

• Create a unified composition of appropriated images from Create a unified composition of appropriated images from people in their group. people in their group.

http://www.artjunction.org/links_projects.phphttp://www.artjunction.org/links_projects.php

Other Connections to Social Other Connections to Social Cross-Cultural SkillsCross-Cultural Skills

Diverse groups will choreograph their own dances. (dance)

Have students use voices or instruments to create Have students use voices or instruments to create musical questions and answers. musical questions and answers. (music)(music)

Assign short group improvisations in which their activities Assign short group improvisations in which their activities require that each member must work together. require that each member must work together. (theatre)(theatre)

Productivity and Accountability

Setting and meeting high standards and goals for delivering quality work on time

Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)

MusicMusic: Quality Control: Quality Control

Have students listen to a recording of themselves Have students listen to a recording of themselves singing or playing composed or original works of music singing or playing composed or original works of music (or, use a recording of a piece of music). Collaboratively (or, use a recording of a piece of music). Collaboratively develop criteria for evaluating the quality and develop criteria for evaluating the quality and effectiveness of the performance or composition (such effectiveness of the performance or composition (such as a rubric). as a rubric).

Having the opportunity to listen to the quality of their Having the opportunity to listen to the quality of their work and evaluate its effectiveness will develop students’ work and evaluate its effectiveness will develop students’ abilities to be more conscientious performers. abilities to be more conscientious performers.

The ability to monitor for effectiveness, self-evaluate, The ability to monitor for effectiveness, self-evaluate, and self-correct are skills that may be applied in a variety and self-correct are skills that may be applied in a variety of situations and careers.of situations and careers.

Other Connections to Other Connections to Productivity and Productivity and AccountabilityAccountability

Video Portfolios (dance, music, theatre arts)

Digital Portfolios (visual arts)

Design Portfolios (theatre arts)

Journals (all arts)

Establish a calendar of deadlines—learning lines and cues, creating designs, etc. (theatre arts)

Leadership and Responsibility

Using interpersonal and problem-solving skills

Leveraging strengths of others to accomplish a common goal

Demonstrating integrity and ethical behavior

Acting responsibly with the interests of the larger community in mind

Theatre ArtsTheatre Arts:: The NarratorThe Narrator

In creative dramatics, the role of the narrator is powerful.

Select a familiar story for one student to narrate as the other students perform it according to the narration.

Other narration/leadership opportunities include: Dubbing (See Spolin’s Improvisation for the Theatre) Leader of “Story, Story, Die” Student director

Other Leadership and Responsibility Connections

Students must employ critical and creative thinking to explore movement possibilities within a given structure or problem and determine the best course of action (dance)

Leadership Opportunities—sectionals, conduct the whole choir, band, orchestra, or ensemble in the classroom and/or in performances. In the elementary classroom, the music teacher may assign roles such as materials manager, sound technician. (music)

Students collaborate to create a mural under student leadership. (visual arts)

Arts Education Arts Education and 21and 21stst

Century Skills Century Skills in North in North CarolinaCarolina

Questions?

Contact InformationContact Information

Myron CarterMyron Carter

Theatre Arts & Visual Arts Education ConsultantTheatre Arts & Visual Arts Education Consultant

[email protected]@dpi.state.nc.us

919-807-3758919-807-3758

Christie Lynch EbertChristie Lynch Ebert

Dance & Music Education ConsultantDance & Music Education Consultant

[email protected]@dpi.state.nc.us

919-807-3856919-807-3856

Guiding Mission - NC State Board of Education The guiding mission of the North Carolina State Board...

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