addressing student needs in an era of new content standards . arts education: day 2
DESCRIPTION
NCDPI Summer Institutes 2012. Addressing Student Needs in an Era of New Content Standards . Arts Education: Day 2. Opening. View Wordle from Day 1. Housekeeping. http://ances.ncdpi.wikispaces.net/ http://ances.ncdpi.wikispaces.net/Arts+Education+Content+Sessions+2012. - PowerPoint PPT PresentationTRANSCRIPT
Addressing Student Needs in an Era of
New Content Standards
.
Arts Education: Day 2NCDPI Summer Institutes 2012
Opening• View Wordle from Day 1
Housekeeping
http://ances.ncdpi.wikispaces.net/http://ances.ncdpi.wikispaces.net/Arts+Education+Content+Sessions+2012
Future Directions in Arts Education
• State and National
–Data and Initiatives
– Implications
State of the Arts:
North Carolina
Policy and Legislation
•Basic Education Program (§ 115C-81)
The NC Standard Course of StudyCommon Core State Standards NC Essential Standards
NC Legislation1985
Basic Education Program
2008 Joint Select
Committee on Arts
Education
2009 S66 and H149
2010 S66 Arts
Education Task Force
2011-12 H758 Arts
Education Commission
2012 Legislation
S66 Comprehensive Arts Education
• Arts Education – (arts as core, academic subjects)
• Arts Integration – (arts as a catalyst for learning across the curriculum)
• Arts Exposure – (exposure to arts experiences)
Comprehensive Arts Education
Arts IntegrationArts ExposureArts Education
H758: Arts Education Commission• Duties
• 3 Meetings (February – April 2012)
• Final Report (May 1, 2012)
– 5 Findings/Recommendations
– 3 Legislative Proposals in Report
H758: Arts Education Commission1. Importance of Arts Education
2. Comprehensive Arts Education Task Force (Legislative Proposal 1)
3. Arts Education Graduation Requirement (Legislative Proposal 2)
4. Professional Development and Education in Arts Integration
5. Locally Driven Comprehensive Arts Education (Legislative Proposal 3)
NCDPI Alignment and Support: A+ Schools Program
• Data Collection and Analysis
• Monitoring and Collaboration
• Professional Development
Michelle Burrows | DirectorA+ Schools [email protected]: 919.807.6503
http://aplus-schools.ncdcr.gov/
Enrollment in Arts Education Courses, K-12
Dance 2.99%
Music 59.85%
Theatre Arts 5.44%
Visual Arts 53.66%
All Arts 122.09%
NC Statistical Profile 2009-2010 ELEMENTARY MIDDLE HIGH TOTAL
Classes Students Classes Students Classes Students Classes StudentsDANCE 808 16,622 705 14,217 1228 12442 2741 43,281
2.43% 4.33% 2.86% 2.99%
MUSIC 28,529 590,628 8,773 179,226 9,017 95,788 46,319 865,642
86.43% 54.56% 22.04% 59.85%
THEATRE ARTS 836 17,492 1,409 29,579 2,599 31,583 4,844 78,654
2.56% 9.01% 7.27% 5.44%
VISUAL ARTS 26,356 547,603 7,093 140,078 6,999 88,481 40,448 776,162
80.13% 42.65% 20.36% 53.66%
FOLK ARTS (K-12) 0 0 54 1,172 31 650 85 1,822
0.00% 0.36% 0.15% 0.13%
COMMUNITY COLLEGE ARTS
0 0 0 0 115 403 115 403
0.00% 0.00% 0.09% 0.03%
SUBTOTALS 56,529 1,172,345 18,034 364,272 19,989 229,347 94,552 1,765,964
171.55% 110.90% 52.78% 122.09%
TOTAL STUDENTS IN NC SCHOOLS
683,396 328,470 434,524 1,446,390
Licensed Arts Educators in NC
Dance Music Theatre Arts
Visual Arts
Total
171.43 2,597.67 345.66 2,101.22 5,215.98
1,434,436 Students (ADM)
Local Education Agency (LEA) Year Implemented
Burke County Schools 1990
Columbus County Schools
1992
Newton Conover Schools
2007
Pitt County Schools*
2004
Rowan-Salisbury
2004
Local Arts Education Graduation Requirements
* Pitt County has a Local School Board Policy (9.201) which calls for a comprehensive and sequential arts education, K-12, in addition to the local high school graduation requirement.
Arts Education: Dance, Music,
Theatre Arts, Visual Arts
Course Coding Updates
Highlights
– Beginning, Intermediate, Proficient, Advanced courses in each discipline
– Specialization by proficiency level in each discipline
– AP and IB retain separate designations
High School Proficiency Levels
Beginning Intermediate Proficient* Advanced*
Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts).
Standards are for students who have had a complete K-8 progression or who have achieved beginning level standards in the discipline at the high school level.
Standards are for students who have achieved intermediate level standards in the discipline at the high school level.
Standards are for students who have achieved proficient level standards in the discipline at the high school level.
High School SequencingIf the student has had a complete K-8 progression or has achieved beginning level standards in dance, music, theatre arts, or visual arts
If the student has no or limited K-8 progression in the arts discipline (dance, music, theatre arts, or visual arts)
Beginning (Entering) (Introductory)
Introductory/Beginning Coursework in Dance, Music, Theatre Arts, or Visual Arts
Intermediate Intermediate
Arts Electives in an Arts Discipline
Proficient
Proficient
Honors Courses
AP Courses
IB Courses
Advanced Advanced
High School Options
• Electives Requirements (Future-Ready Core) – 6
• Electives requirements (NC Scholars)
• Interest or specializations
• 4-unit Concentrations
Concentration Recommendations• Sequence of courses in an arts discipline with at
least one advanced course (beyond intermediate level)
• Culminating project or capstone experience to demonstrate advanced skills– producing a student-written play
– choreographing a dance for a public performance
– publishing and conducting a student-written musical composition
– producing a student exhibition of original art
Proficiency: Arts Education
What does it mean to be proficient?
“well advanced in an art, occupation, or branch of knowledge” http://www.merriam-webster.com/dictionary/proficient
– proficient, adept, skilled, skillful, expert mean having great knowledge and experience in a trade or profession
Proficiency
• implies a thorough competence derived from training and practice
• implies knowledge as well as technical skill
Suggested Student Profile• Upon entry to high school level study, it is
suggested that each student be assessed via a student profile
• This profile should be maintained throughout the high school career, so that each student has a history of his/her education, academic performance, and experiences in the arts.
Suggested Student Profile
• The profile documents: – arts education and student academic
performance in any of the four arts education disciplines at the K-8 levels,
– arts studies that the student has completed outside of the school (private lessons, internships, studio classes, etc.).
Student Placement
• Those students who have had limited or NO instruction in the arts discipline prior to the high school level will enter at a beginning level of study in any high school coursework.
• Students may participate in a variety of electives from beginning through advanced levels in each of the arts disciplines.
Student Placement Practices• student profile
• checklists and rubrics
• pre-requisites
• other criteria
Student Placement Resources• Arts Education Wiki
• Other School Systems
• LinguaFolio (ArtsFolio)
• Future support:– Webinars, proficiency team 2012-13 SY
– Formative and Summative Assessment Examples/Prototypes
State of the Arts:
National
National ReportsThe Arts and Achievement
in At-risk Youth: Findings From Four
Longitudinal Studies
(March 2012 – National Endowment for the Arts)
At-risk teenagers or young adults with a history of intensive arts experiences show achievement levels closer to, and in some cases exceeding, the levels shown by the general population studied.
National ReportsArts Education in Public
Elementary and Secondary Schools:
1999-2000 and 2009-2010
(April 2012 – US Department of Education, National Center for Education Statistics)
Contains Key Indicators for Arts Education in 2009-10 and comparisons with 1999-2000, where applicable.
US Instruction Available in Elementary Arts Education
Year Dance Music Theatre Arts Visual Arts
1999-2000
20% 94% 20% 87%
2009-2010
3% 94% 4% 83%
US Instruction Available in Secondary Arts EducationYear Dance Music Theatre Arts Visual Arts
1999-2000
14% 90% 48% 93%
2009-2010
12% 91% 45% 89%
Available now: Crosswalks Unpacking the Standards I Can Statements by Content Area
In development: Graphic Organizers (available February 20, 2012) Assessments
Formative: NC FALCON, ArtsFolio/Student Profile Assessment Examples Measures of Student Learning
Learning Progressions/Learning Maps Terminologies Other Tools
http://www.artsedsearch.org
National Standards
• National Standards (1994)
• National effort underway for re-conceptualization of the standards
National Standards
National Standards
Media Arts
Dance
Music
Theatre Arts
Visual Arts
National Standards
• National Coalition for Core Arts Standards (NCCAS) Wiki:
https://nccas.wikispaces.com/Home
Teacher Evaluation Process
“Teachers advocate for schools and students.”
Standard I, Element DTeachers advocate for positive
change in policies and practices affecting student learning.
http://ances.ncdpi.wikispaces.net/Agenda+-+Day+2 (Section G)
1. How does this content area prepare students to be future ready?
2. How does this area connect to other content areas?
3. What are the implications for meeting the needs of all learners as related to this content area?
Table Talk: Facilitated Team Time
Building Local Capacity
• Go to your regional section of the wiki
• Upload at least one resource to share
Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.
I used to think…but now I know...
• Is a self-assessment and reflection exercise that helps students recognize whether and how their thinking has changed at the end of a sequence of instruction.
Walk About Reflection
One Word
• How do you feel about standards implementation
right now?
Evaluation and Future Directions
Whatworked well
Suggestions for
improvement
NCDPI Arts EducationChristie Lynch Ebert
Arts Education Consultant (Dance and Music) and Liaison to the A+ Schools Program
Brenda Wheat WhitemanA+ Arts Education Specialist
VacantArts Education Consultant
(Theatre Arts and Visual Arts)
NC Department of Public Instruction - Division of K-12 Curriculum and InstructionK-12 Programs Section
Helga Fasciano, Section Chief
