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Why the Arts Are Essential for 21st Century Learning
Mr. John Ceschini Executive Director of Arts Education
Maryland Schools Alliance
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The Arts in Education
Education is not the filling of
a pail but the lighting of a fire
William Butler Yeats
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WHY
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Teaching Through the Arts
Learning in the Arts and Student Academic and Social Development
• Funded by the US Dept. of Education and National Endowment for the Arts
• Reviews 62 studies of dance, music, theatre, visual arts and multi-arts
• Studies selected by teams of researchers from Harvard and UCLA
• Most studies are experimental using both quantitative and qualitative methods
Critical Links
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Teaching Through the Arts
The Arts Involve and Develop Fundamental Cognitive Capacities
Findings
• Spatial Reasoning- Organizing and sequencing ideas, concepts and images
• Conditional Reasoning- Developing and testing theories
• Interpretation- Decoding multiple modes of representation
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Teaching Through the Arts
The Arts Involve and Develop Personal and Social
Skills Behaviors
• Self Identity/Self Efficacy– Realistically valuing oneself
• Social Tolerance– Respecting multiple points of
view
Findings:
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Teaching Through the Arts
The Arts Involve and Develop Fundamental Cognitive Capacities
• Imagination– Visualizing new
possibilities for thought and action
• Persistence– Sustaining concentrated
attention
Findings:
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Teaching Through the Arts
The Arts Involve and Develop Personal and Social
Skills Behaviors
• Empathy Engagement in Learning
Findings:
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Which Critical Thinking Skills Can be Taught
Through the Arts Through Reading
Analyze; Assess; Associate; Categorize; Characterize; Clarify; Classify; Compare; Connect; Contrast; Defend; Determine;
Distinguish; Elaborate; Examine; Explain; Extend; Generalize; Identify; Infer; Interpret; Justify; Observe; Organize; Predict; Question;
Relate; Summarize; Support; Visualize
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2005-2006 MSA SCORES
78808284868890929496
3rdgrademath
3rdgrade
Reading
5thgradeMath
5thGrade
Reading
KP
Comparison School
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New “Imagination” Poll
• Nine out of ten voters say that using the imagination is important to innovation and one’s success in a global knowledge-based market place
• Eighty-eight percent of voters believe that education in and through the arts is essential to cultivating the imagination
• Sixty-nine percent of the voters believe that US believe that when compared to other nations, we devote less attention to developing imagination
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HOW
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To ensure that the arts arebeing integrated into the
curriculum using the Maryland State Arts Outcomes
To ensure that all teachers have training and opportunities to implement an integrated Arts
program
To ensure a discipline-based program in
theater..dance..visual arts and music
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Principal Rockledge Elementary
J ohn L. Ceschini
Rockledge Arts
Team Specialists &
Other Faculty Members
Faculty
Partnerships Maryland State Arts Council
Pamela Dunn Prince George’s Art Council
Executive Director J ohn F. Kennedy Center for the Performing Arts
Amy Dumas
Fine Arts Coordinator Susan Denvir
PTA Vice President -Programs-
Parent Volunteers (with Arts contacts)
Parent Teacher Association Board of Directors
&
PTA Membership
KEY PLAYERS
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S tu d en t P erfo rm an ces
A rts in A cad em ics
S tu d en t P erfo rm an ces A p p rec ia tion an d H is to ry
A cad em ics in A rt
In teg ra ted C u rricu lu m
A p p rec ia tion an d H is to ry
P erfo rm an ces
A p p rec ia tion an d H is to ry
R es id en c ies
A p p rec ia tion an d H is to ry
F ie ld trip s
E n rich m en t S ta ff D eve lop m en t
R A TSR ock led g e A rts Team S p ec ia lis ts
S u san D en vir, C h a ir & F in e A rts C oord in a to rD eterm in es A rts P lan fo r S ch oo l Y ear
Joh n C esch in iP rin c ip a l
H as th e "B ig P ic tu re"
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Summer Programs• Artist/Teacher Institute• Opera Camp• CETA Groups
In-service Programs• Resident Artist Workshops• Arts Council Workshops• Special Guest Arts Educators
Partnerships
• Kennedy Center’s CETA groups• Universities• Opera Companies
Using the Talents Within
• Teachers mentoringteachers• Hiring with the Arts in Mind• In school observation
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Local Government• Sculpture Bronzing
Grants• State Dept. of Ed. • Moving America:
Maryland• Arts Councils
Parents and Local Citizens
• Parents as fundraisers• Share talents and resources• Lead club programs• Decorate local malls• Business donations
• Education Committee provides funds for instruments/art prints and drama supplies
Partnerships• Kennedy Center• Washington Opera Co.• Annapolis Opera Co.• UniversitiesHarvard/ResearchTowson/Dance TeacherCatholic U/Drama Interns
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Example of Curriculum Map January - 4th Grade
Content Area
Key Concepts Integration Opportunities
Math 6.4.2.3 identify and compare decimals to the hundredths using numerals, pictures, and concrete objects.6.4.5.6 use models and pictures to relate, add, and subtract decimals (tenths and hundredths), explaining the processes and recording results.
Use Mondrian’s paintings to reinforce concepts in common, decimal and percent fractions.
Writing 3.4.7.1. Write to persuade an intended audience with acomposition that: establishes a clear position in support of a proposition or proposal, supports the position with organized and relevant evidence includes an ending that sums up the goals with reasons.
Students will research an artist of choice and paint in the style of the artist.
Science 2.4.3 identify the physical properties of minerals (e.g., color, hardness, luster, and streak).1.4.11 classify objects, materials, concepts, and actions based on similarities and differences.
Students will make sculptures using rocks and minerals and write a descriptive paragraph using art and science vocabulary.
Social Studies
describe the relationship between physical characteristics of a place and the location of human activities. (MLO 3.3)•identify and locate physical and human characteristics of places and explain how those characteristics have affected people living there. (MLO 3.2)
Students will research Native American art forms and use the information to help them make their own original artistic creation.
Art 1.1.4.b. Represent relationships among observed people, animals, and objects, in a composition by selecting and using the elements of art to achieve specific effects. 1.3.4.b. Select and use elements of art and principles of design including pattern, contrast, repetition, balance, rhythm/movement, emphasis, variety, harmony/unity, and proportion to give personal meaning to a visual composition. II.1.4.b. Describe the process used to select ideas, images, and forms to express meaning in visual compositions. Students will create a personal Native American symbol to represent the specific tribe and its culture that they have studied. Students will create totem pole designs.
Social Studies: Native Americans
Music .2.4.c Practice proper playing technique for instruments from diverse cultures. I.2.4.d Perform accurately rhythmic and melodic ostinatos while other students sing or play contrasting partsI.3.4.c Perform games and traditional dances from a variety of world cultures.
Perform Native American flute melody with rhythmic ostinato on drums and shakers along with stick game ( all in a meter of 3)
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THE NEED
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The Partnership for 21st Century Skills
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What is the “Partnership”
A unique public –private organization of leaders
and educators in business and education that has come together to help
schools fully address the educational needs of the
21st century
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Some Participating Organizations
• AOL,INC• National Education Association• Microsoft Corporation• Apple Computer• The U.S. Department of Education• Cisco Systems• Crayola• American Library Association• Many Education and Business Partners
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State Initiatives
• Arizona• Iowa• Kansas• Maine• Massachusetts
• New Jersey• North Carolina• South Dakota• West Virginia• Wisconsin
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Framework for20th Century Learning
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Starting Point for Change
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Learning and Thinking Skills
• Critical Thinking and Problem Solving Skills
• Communication Skills• Creativity and Innovation Skills• Collaboration Skills• Information and Media Literacy Skills• Contextual Learning Skills
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21st Century Content
• Global Awareness
• Financial, Economic, Business and Entrepreneurial Literacy
• Civic Literacy
• Health and Wellness Awareness
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Information and Technology Literacy
• Support 21st century Teaching and Learning
• Meet State/National Educational Technology Standards
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Life Skills• Leadership• Ethics• Accountability• Adaptability• Personal Productivity• Personal
Responsibility• Self Direction• Social Responsibility
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21st Century Assessment
• Authentic 21st Century Assessment to Support the Essential Foundation of a 21st Century Education
• Effective, Sustainable and Affordable and must Use Modern Technologies to Increase Timeliness and Efficiency
• Multiple Balanced Means of Assessment• High Quality Standardized Testing along with
Effective Classroom Assessments and Performance-Based Portfolio Assessments.
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Today’s Children are Different
• They Think, Access, Absorb, Interpret, Process and Use Information.
• They View, Interact and Communicate with the Modern World.
• Children Expect to Have Instantaneous Access to Information, Goals and Services.
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Framework for 21st Century Learning
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The Arts in Education Crisis
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Equity
All students deserve equal access to the arts.
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Risk Taking
The Arts Encourage Risk Taking
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STEM+STEAM=TEAMS
The arts encourage collaboration
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Student Achievement
Arts Boost Student Achievement in all Content Areas
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Students Learn in Different Ways
The arts provide powerful interventions for all types of learners
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Teaching Through the Arts• “There are painters who transform the sun to a
yellow spot, but there are others who with the help of their art and their intelligence, transform a yellow spot into the sun.” Picasso
• “If art is to nourish the roots of our culture, society must set the artist free to follow his vision wherever it takes him." John Kennedy
• “I hear, I know. I see, I remember. I do, I understand." Confucius
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AEMS Alliance-Arts Education in Maryland Schools Alliance
Website:www.aems-edu.org
2