nc school counselors arts education webinar september 7, 2012 1:00 – 2:00 p.m

NC School Counselors

Arts Education Webinar

September 7, 20121:00 – 2:00 p.m.

Presenters

Christie Lynch EbertArts Education Consultant and NCDPI A+ Liaison

christie.lynchebert@dpi.nc.gov919-807-3856

Linda BrannanSchool Counseling Consultant

linda.brannan@dpi.nc.gov919-807-3834

TIPS

• Question box

– Participants will be muted during the webinar unless presenting

– Please use the question box

• Questions/Answers

– Questions will be used to develop an FAQ

• Follow-up

– Email/phone

– Presentation and FAQ posted on Website

NC Wikispaces

http://schoolcounseling.ncdpi. wikispaces.net

http://ances.ncdpi.wikispaces.net/

Objectives

• To provide school counselors with information regarding course coding changes, honors policy, and student placement practices for arts programs.

• To increase awareness of the role of school counselors in supporting students’ participation in arts education programs.

Arts Education Policy

GUIDING MISSION

“The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

Vision for Arts Education

In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.

Policy and Legislation

•Basic Education Program (§ 115C-81)The NC Standard Course of Study

Common Core State Standards NC Essential Standards

NC Standard Course of Study• Common Core State

Standards– English Language Arts

(and Literacy in History/Social Studies, Science, and Technical Subjects)

– Mathematics

• NC Essential Standards– Arts Education – Career and Technical Education– English Language Development*– Guidance* – Healthful Living (Health & Physical Education)

– Information and Technology*– Science– Social Studies– World Languages

NC Arts Education Essential Standards

Four Disciplines:DANCE MUSIC THEATRE

ARTS VISUAL ARTS

Creation and Performance (CP)

Musical Literacy (ML)

Communication(C) Visual Literacy (V)

Dance Movement Skills (DM)

Musical Response (MR)

Analysis (A) Contextual Relevancy (CX)

Responding (R) Contextual Relevancy (CR)

Aesthetics (AE)

Critical Response (CR)

Connecting (C) Culture (CU)

SequencingSequencing

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.

Students who take coursework at the Proficient or Advanced levels are applying their skills and understandings in increasingly sophisticated, complex, and challenging ways.

High School Options

• Electives Requirements (Future-Ready Core) – 6

• Electives requirements (NC Scholars)

• Interest or specializations

• 4-unit Concentrations

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

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

Concentration Recommendations• Cross-disciplinary focused on student

interest and post-secondary goals

– Music industry (music and business)

– Art Therapy (visual arts and allied health sciences)

• Note: Principal or designee approves concentrations

Course Coding Structure

Course Coding Highlights

– Beginning, Intermediate, Proficient, Advanced courses in each discipline

– Specialization by proficiency level in each discipline

– AP and IB retain separate designations

– GCS-L-004 – Proficient and Advanced courses in dance, music, theatre arts, and visual arts receive honors (weighted) credit (1 point)

Course Codes

How does my school system transition from the old state course codes to the new codes effective in the 2012-13 school year?

Course Codes

• The new course codes are:

– aligned directly with the NC Arts Education Essential Standards

– organized by the four proficiency levels of Beginning, Intermediate, Proficient, and Advanced

• School systems will need to crosswalk each previous course to ensure alignment with the new codes and the standards that are being used to teach each course.

Course Codes

•What about Advanced Placement (AP) and International Baccalaureate (IB) courses?

•AP and IB courses retain their designations because the standards and designation are guided by outside organizations:

– The College Board and

– The International Baccalaureate Association

Course Codes

• Can students repeat courses for credit?

• Yes, students may repeat courses for credit at any of the arts education proficiency levels. It is important for school systems to have criteria for placement of students at the appropriate level.

– (e.g., student profile, checklists, grading policies, etc.).

Course Codes

• When do students move from one proficiency level to the next?

• Use the standards as your guide. Mastery of the objectives is the criteria for advancement. Students may repeat courses for credit within a given proficiency level before moving to the next level, based on their mastery of the standards.

Proficiency Levels

• Do students need to wait until the end of the course to progress if they meet standards mid-course?

Proficiency Levels

• Teachers must differentiate the standards as appropriate to the individual student.

• If there is evidence that students have achieved all of the standards within a given proficiency level, it is up to the teacher to ensure that the student has opportunities to either extend the standards or work toward the next level of proficiency.

• Course titles and levels will only change on a student’s transcript with each new course enrollment.

Course Codes

• How do the specialized courses work?– Specialized courses may be offered at each proficiency level in

each arts education discipline.

– Specializations are aligned to the proficiency levels and take the place of courses that were not previously aligned.

– School systems may specify content in their short titles or they may pull down the course and create a new iteration, for example: “Music Specialization (Proficient): Piano” or “Theatre Arts (Advanced): Technical Theatre.”

– Multiple courses can be offered and aligned with the same state course code. There may be several specialized studies available within a given discipline and proficiency level.

Specialized Courses

Specialized Course Examples

Discipline Specializations

Examples of Previous Course Names

Dance Special Topics in Dance, Jazz, Ballet, Dance Appreciation, or other specialized studies in dance.

Music Music Theory, Music Appreciation, Electronic Music, Piano, Guitar, Handbells, Jazz Ensemble, Music History/Appreciation, and other specialized studies in music.

Theatre Arts Technical Theatre, Acting, Directing, Play Production, and other specialized studies in Theatre Arts.

Visual Arts Fine Crafts, Ceramics, Photography, Film Production, Electronic Art, Art History, and other specialized studies in Visual Arts.

Specialized Course Codes

Discipline Specializations

State Course Codes

Dance 5125 Dance Specialization (Beginning) 5126 Dance Specialization (Intermediate) 5127 Dance Specialization (Proficient) 5128 Dance Specialization (Advanced)

Music 5216 Music Specialization (Beginning) 5217 Music Specialization (Intermediate) 5218 Music Specialization (Proficient) 5219 Music Specialization (Advanced)

Theatre Arts 5361 Theatre Arts Specialization (Beginning) 5362 Theatre Arts Specialization (Intermediate) 5363 Theatre Arts Specialization (Proficient) 5364 Theatre Arts Specialization (Advanced)

Visual Arts 5461 Visual Arts Specialization (Beginning) 5462 Visual Arts Specialization (Intermediate) 5463 Visual Arts Specialization (Proficient) 5464 Visual Arts Specialization (Advanced)

Proficiency Levels

• Will the state provide placement exams or other tools for appropriate placement of students to determine whether they should use beginning or progress immediately to intermediate standards at the high school level?

Proficiency Levels

• Currently, there are no state placement tools.

– The standards require that any student who has not received a complete K-8 education or who has not met beginning level standards should begin coursework at the beginning level.

– Intermediate standards are for those students who have received a complete K-8 education or who can provide evidence of having met beginning level standards.

– A student profile/portfolio could be used to document evidence of student learning prior to and throughout high school.

Honors Policy

Honors Policy

• Can students receive weighted (honors) credit for courses in arts education?

• Yes, students in NC have been able to receive weighted credit for courses in arts education since 1994.

Honors Policy

• What is the purpose of honors courses?

• The purpose of honors courses in arts education is to provide the opportunity for advanced work and to promote rigorous academic study and practical application of knowledge and skills.

• These courses are designed for students who have demonstrated an advanced level of achievement in a given arts discipline.

Honors Policy

• What is the current honors policy for arts education courses in NC?

• State Board of Education Policy GCS-L-004 (revisions approved in March 2012), states under Item 3 of the policy that arts education courses will receive weighted (honors) credit of one point at the proficient and advanced levels:

– “Arts education courses meeting the standards for proficient and advanced dance, music, theatre arts, and visual arts (1 point).”

• This revision aligns the policy with the new NC Arts Education Essential Standards (2010) and NC Course Coding Structure.

Honors Policy

• Students are not restricted by policy to only one honors credit at each level.

• Because the proficient and advanced standards are inherently advanced and students must achieve proficiency (mastery) of the objectives, it is possible for students to take multiple courses for honors credit at the proficient and/or advanced levels. 

• It is important for school systems to have in place criteria for placement of students at the appropriate level (e.g., student profile, checklists, pre-requisites and other criteria). 

Honors Policy

• Are we allowed to offer the proficient level courses as either standard or honors?

Honors Policy

• Because the proficient and advanced levels are written at the highest achievement levels and require inherently advanced coursework, they are only available for weighted (honors) credit.

Honors Courses

• What course codes should we be using for honors courses in the arts?

• Course numbers will be any courses that are coded as proficient and advanced within each arts discipline

Honors Courses

State Course Code Course Title*

5117 Dance (Proficient)

5118 Dance (Advanced)

5127 Dance Specialization (Proficient)

5128 Dance Specialization (Advanced)

5232 Vocal Music (Proficient)

5233 Vocal Music (Advanced)

5242 Orchestra (Proficient)

5243 Orchestra (Advanced)

5257 Band (Proficient)

5258 Band (Advanced)

5218 Music Specialization (Proficient)

5219 Music Specialization (Advanced)

5317 Theatre Arts (Proficient)

5318 Theatre Arts (Advanced)

5363 Theatre Arts Specialization (Proficient)

5364 Theatre Arts Specialization (Advanced)

5417 Visual Arts (Proficient)

5418 Visual Arts (Advanced)

5463 Visual Arts Specialization (Proficient)

5464 Visual Arts Specialization (Advanced)

Resources and Tips

TIPS

• Work with Arts Education Coordinators, Central Office Staff, NC WISE Staff, and Arts Education Teachers to develop and implement local policies and practices

• Share resources across school systems to see examples of how others are implementing the new standards

NC Wikispaces

http://schoolcounseling.ncdpi. wikispaces.net

http://ances.ncdpi.wikispaces.net/

NCDPI ContactsChristie Lynch Ebert

Arts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Program

christie.lynchebert@dpi.nc.gov919-807-3856

VacantArts Education Consultant

(Theatre Arts and Visual Arts)

Linda BrannanSchool Counseling Consultant

linda.brannan@dpi.nc.gov919-807-3430

NC Department of Public Instruction Division of K-12 Curriculum and Instruction

“The digital tools used during the course of this training have been helpful to some educators across the state.  However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”