South Central Regional Presentation

February 15, 2013

Joyce Huser, presenter

Kansas State Department of Education

The Arts and the Common Core State Standards

Why Common Core?

What is required through Common Core?

Who is responsible?

What do students need to know from the arts to be successful.

What is already in place?

How does it align to Common Core requirements?

Let’s start with a look at the present.

46 states have adopted the new standards in English Language Arts (ELA) and Mathematics.

Common Core State Standards: the facts

The Common Core State Standards are designed to prepare students for readiness and success in college and career.

One stimulus for this movement is that long-term trends in reading have been stagnant for the past 40 years (NAEP 2008 Trends in Academic Progress pg. 3).

This creates challenges and opportunities for both practicing teachers and prospective teachers.

We are all responsible….Elementary and Secondary educators. Higher education also has a significant role by preparing teachers who are ready to deliver the standards and assure that their students succeed.

Who is Responsible?

To address challenges and opportunities, College Board conducted an examination of the overlaps between Common Core State Standards and arts-based instruction. ( Banks, Charleroy, Lynch, Paulson 11-30-12)

The research was carried out in two phases:

Phase I - First, they identified direct references

to arts-based study that are already present in the Common Core State Standards, with a focus on ELA.

Phase II - Then they searched for connections between the goals and creative practices of arts education and the language employed in the Common Core State Standards, including mathematics.

Here is what they found.

ELA Design

The ELA Standards are divided into four strands.

Sub-categories apply across all grade levels.

Phase I:

CB highlights where the arts are and are not present in the Common Core State Standards.

Identifies patterns and trends in these connections.

eg. which types of arts learning appear to be most heavily emphasized

and which arts disciplines and process are emphasized at particular grade levels.

Reading a work of drama: most common

typical example is standard RL.5.3: students compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

220 grade-level CCSS for Readingincluding both reading literature

and informational texts.A total of 50 of these contain at least one direct reference to arts-based learning.

Analyzing and interpreting images and illustrations: 17 reading standards include having students consider relationships between the illustrations and the text of a story.

illustrators’ roles in telling stories, and using information from both images and the words in

a text.

Comparing the same work in different media: 12 standards recommend comparing the same or similar works in different media.

Example: comparing and contrasting a written story or drama with its performance-based counterpart. Standard RI.7.7 students compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

Using songs: one direct reference to using songs in reading instruction featured in the second grade standards.

Definition: to include non-print textIf accepted, then all the standards in

this category, at every grade level, have direct references to arts-based content or investigation.

Fact: Textevery standard contains references

to text

Several states from around the country are taking this approach.

Eg. North Carolina, the Department of Public Instruction has provided training for regular educators, arts educators, administrators, and higher education faculty using the interpretation of art as text.

Gene Mittler’s Critical Analysis Approach to Analyzing Art

DescriptionIdentifying when, where, by whom the work was done.Identifying symbols, objects, subject matter.

AnalysisIdentifying the elements of art used in the work.Identifying how the elements are organized through the principles of

design.

InterpretationDetermining the message communicated or purpose of the work based

on the aspects described and the elements/principles analyzed.

JudgmentDetermining the effectiveness of the work regarding the artists intent related to their artistic choices.

https://d3373c9sxdao7y.cloudfront.net/content/product/large/Yard_Salepomegranate_2224_30888117_2.jpg

Using Mattie Lou O’Kelley’s “Yard Sale”

“What details in this painting tell you this is a yard sale?” “Describe how the artist uses pattern in the painting.”“What little stories are happening within the bigger story?”“What evidence in the painting shows that this is a rural setting?,”

Standards for Writing110 grade-level standards for writing, eight contain arts references, most involve visual arts and media arts. Links to visual arts (primarily drawing) were found mostly in lower grades.

eg. W.K.2: Use a combination of drawing, writing, and dictating to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.Advanced grades = fewer visual arts references in writing, more multimedia references;

Reading references greater = focus analysis of and response to works of art.

Writing standards endorse the creation of new works as a tool for communication.

Phase 2:

Alignment between Common Core andPhilosophical Foundations, Lifelong Goals, Creative Practices associated with Arts Learning

More complex and richer alignment

Philosophical Foundations Lifelong Goals

The Arts as Communication Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that expresses/conveys/communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others.

The Arts as Creative Personal Realization Artistically literate citizens find at least one art form in which they develop sufficient competence to continue active involvement in that art form as an adult.

The Arts as Culture, History, and Connectors Artistically literate citizens know and understand artworks from varied historical periods and cultures, and actively seek and appreciate diverse forms and genres of artworks of enduring quality/significance. They also understand relationships among the arts, and cultivate habits of searching for and identifying patterns and relationships between the arts and other knowledge.

The Arts as a Means to Wellbeing Artistically literate citizens find joy, inspiration, peace, intellectual stimulation, meaning, and other life-enhancing qualities through participation in all of the arts.

The Arts as Community Engagement Artistically literate citizens seek artistic experiences and support the arts in their local community.

Connections:Philosophical Foundation and Lifelong Goal #1: The Arts as Communication strongly connects to almost every segment of the CCSS.

Communication has natural connections to the acts of reading, writing, speaking and listening.

Standards for Mathematical Practice as well. To a much lesser extent, connections also exist between the standards and Lifelong Goal #3: The Arts as Culture, History, and Connectors.

Remaining three Philosophical Foundations and Lifelong Goals have only minor connections.

The second collection: Four Creative Practices

Imagine: To form a mental image of concept

Investigate: To observe or study through exploration or examination

Construct: To make or form by combining or arranging parts or elements

Reflect: To think deeply or carefully about

(NCCAS) STOP

Exceptionally high level of alignment between the CCSS and the four Creative Practices.

8th Grade EXAMPLE:

Student work in small groups to select an existing graphic novel and create alternative endings to the story using animation or text-to-movie software that

Incorporates different points of view

Identify the incremental steps involved in depicting action, changes, cause and effect, or transformation to reach the new endings.

work in small groups

Collaboration (SL)

create alternative endings

Presentation of Knowledge and Ideas (SL)

Key Ideas and Details (L,I)

depicting action, changes, cause and effect, or transformation

A graphic novel is a narrative work in which the story is conveyed to the reader using sequential art in either an experimental design or in a traditional comics format.

Alignment of Common Core Standards with Visual Arts

Integrated example

Student identifies a treasured family object.

Student gathers facts about why this object is treasured by their family. (interviews, research primary/secondary sources)

Student writes a script that tells about someone who used or created this treasured object.

Student selects a character in the story to role play in a first-person performance.

Script guides is telling about treasure through their performance. • Script must be written and performed in first-person narrative.

• The purpose of the script and role play is to share the associated character’s story, including their relationship to the object revealing the discoveries made by the student.

04/19/2023

                                               

    

The Migration of the Negro, by Jacob Lawrence, 1940-41. Casein tempera on hardboard, 12 x 18 in. (30.5 x 45.7 cm).

The standards are critical to College and Career Readiness (CCR);

They convey a shared expectation for literacy, K-12 (Introduction, Page 4);

There are three major shifts for literacy:Building knowledge through content-rich non-fiction and

informational text

Reading, writing, and speaking grounded in evidence from text

Regular practice with complex text and its shared vocabulary

Key Ideas for Connecting the Arts with the Common Core