arts organization training

The Arts Go HARD CORE

Tuesday, March 5, 2013

Presented by Dr. Lisa Gonzales

Outcomes• Review the "current state of arts education" in

Santa Clara County• Gain an understanding of the new standards

for instruction• Learn valuable information on how to interact,

access and work with schools and districts with a panel of school leaders

Common Core Standards 1012

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State of the Arts – Feb 2013

• Annual survey – 87% response rate

• Those that did not respond: Gilroy, Morgan Hill, Mountain View/Los Altos UHSD, San Jose

• 96% of district did NOT reduce programs for the 2012/13 school year

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Overall Data

• 65% include the arts in their mission, vision, goals

• 73% of teachers have access to professional development (PD)

• Areas of PD: 68% arts integration, 68% music, 63% visual, 37% theatre, 26% dance, 21% graphic arts

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Staffing

• Only 8% of districts (2) have full-time arts coordinators

• 15% have a part-time person (5)

• The other 77% do not have a staff member assigned to the arts

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Funding

• 81% use General Funds (categorical, block grants, Title I federal funds)

• 46% have PTA/parent support

• 35% use their district/ foundation funds

• 23% have a bond/parcel• 19% with private grants• 8% tap into gov’t grants

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Supplements to Programs• 83% with assemblies• 71% offer extra curricular

programs• 67% have field trips• 25% have artists in

residence• 75% use cultural/

community organizations

(write ins – art shows, art docents, art fairs)

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Additional Training Needs

• Digital technology and the arts

• Learning objectives in the arts

• Arts integration• The arts and Common

Core• Arts generalist training

(secondary)

What I already know about the Common Core State Standards.

What I would like to learn about the Common Core State Standards.

What I learned today about the Common Core State Standards.

Common Core State Standards

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http://youtu.be/5s0rRk9sER0

The Common Core Standards (CCS or CCSS as we use it in Santa Clara County) were developed by the Council of Chief State School Officers and the National Governor’s Association Center for Best Practices, and were formally released on June 2, 2010.

States that have adopted the Common Core State Standards

The focus of the CCSS is to ensure students are: • Meeting college & work expectations• Prepared to succeed in a global economy & society• Provided with rigorous content and applications of higher knowledge through higher order thinking skills

What are the benefits of the CCSS?

• Internationally benchmarked• Student expectations are clear to parents, teachers,

and the general public• Allows for collaboration with other states on best

practices, instructional materials, and professional development

• Reduces costs to the state

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• Provide an integrated model of literacy• Focus on text complexity• Address reading & writing across the curriculum• Emphasize analysis of informational text• Focus on writing arguments and drawing evidence from

sources• Emphasize participating in collaborative conversation• Integrate media sources across standards

Areas of Emphasis

Reading Standards for Informational Text 1

K With prompting and support, ask and answer questions about key

details in a text.

1 Ask and answer questions about key details in a text.

2 Ask and answer such questions as who, what, where, when, why, and

how to demonstrate understanding of key details in a text. 3 Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.

4 Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text.

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Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

9-10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

11-12

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

What’s the Shift?

Balance Literacy &

Informational Text

Build Knowledge in

the Other Disciplines

Increase Text Complexity

Focus on Analysis & Evidence

Expand Vocabulary

21st Century Skills

The 3 Big Buckets

Opinion(K-5) Argument(6-12)

Informative/Explanatory

Narrative

Arts References in Common Core Standards for Reading

• If definition of text includes non-print texts (dance, media arts, music, or theatre works)…

• …then all reading standards refer to arts-based content or investigation.

Reading a work of drama: • RL.5.3: Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific

details in the text (e.g., how characters interact.)

Using songs in instruction:

• RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Comparing the same work in different media: • RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,

video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Analyzing and interpreting images: • RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they

appear.

Multimedia references:• RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s

portrayal of the subject.

Arts References in Common Core

Standards for Writing

• Eight arts links in 100 standards

• Visual art/drawing links found in the standards for the lower grades

• 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.

• Media Arts/multimedia links:

• W.8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.

Arts References in Common Core Standards for Speaking and Listening

• 16 arts links in 60 standards• Most references are related to standard #5:

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations

Standard 5: Make strategic use of digital media and digital displays of data to express information and enhance understanding of presentations

• SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.

• SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings

• SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

• SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

• SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Arts References in Common Core Standards for Language

• The language standards contain one direct arts reference in standard L.5.3:

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems

• Follow rules for collegial discussions (1.a)• Pose and respond to specific questions with

elaboration and detail (1.b)• Review key ideas expressed (1.c)• Interpret information presented in diverse media &

formats and explain how it contributes to a topic, text or issue under study (2)

CCSS Implications for VAPA?

• 6th-12th grade writing has three main focus areas – argument, explanatory, narrative

• Infuse the arts with discussion – standards in each grade level (come to discussions prepared)

• Have students elaborate on the remarks of others (listening/speaking)

• Use of domain-specific words and phrases

CCSS Implications for VAPA?

DESIGN

CONNECT

SYNTHESIZE

APPLY CONCEPTS

CRITIQUE

ANALYZE

CREATE

PROVE

ARRANGE

REPEAT

RECALL

RECITE

CALCULATE

DEFINEIDENTITY LIST

LABEL

ILLUSTRATE

MEASURE

REPORT

QUOTE

MATCH

STATE

TELL

WHO, WHAT, WHEN, WHERE, WHY

MEMORIZE

TABULATE

RECOGNIZE

NAME

USE INFER

CATEGORIZE

COLLECT AND DISPLAY

IDENTIFY PATTERNS

GRAPH ORGANIZE

CLASSIFY CONSTUCT

SEPARATE MODIFY

CAUSE/EFFECT PREDICT

ESTIMATE

COMPARE

RELATE

INTERPRET

DISTINGUISH

USE CONTEXT CUES

MAKE OBSERVATIONS

SUMMARIZE

SHOW

REVISE

APPRISE

CRITIQUE

FORMULATE

HYPOTHESIZE

CITE EVIDENCE

DRAW CONCLUSIONS

EXPLAIN PHENOMENA IN TERMS OF CONCEPTS

USE CONCEPTS TO SOLVE NON-ROUTINE PROBLEMS

DIFFERENTIATE

INVESTIGATE

COMPARE

DEVELOP A LOGICAL ARGUMENT

ASSESS

CONSTRUCT

How the Arts Have

Meaning in Common Core

LEVEL ONE(Recall)

LEVEL TWO(Skill/

Concept)

LEVEL FOUR

(ExtendedThinking)

LEVEL THREEStrategic Thinking

DESCRIBEEXPLAIN

INTERPRET

•