WelcomeArts Educators

Career Exploration Questions

• What is your passion?

• What would you pay to do?

• How would you fill your days if

you were a millionaire?

• Answer: Be an Arts Educator!

Recognition• Longevity in Arts Education

20+ years 10>19 years 1-9 years

• National Board Certification• Advanced Degree (Masters,

Doctorate)

• Teacher of the Year Recognition

• Professional Organization• Practicing Artist• Staff Development

Coordinators

Teacher Evaluation Instrument

• Std. I - Demonstrate leadership

• Std. II - Establish a respectful

environment

• Std. III - Know the content they

teach

• Std. IV - Facilitate learning for

students

• Std. V - Reflect on their practice

Effective Teachers

• can move• have fewer lectures -

more hands-on activities

• play problem-solving games related to the topic

• can sometimes collaborate in groups & work alone

• experience the real-world

• learn in a pleasant environment (with the arts around them)

• Keep the curriculum engaging

• Teach children how to take risks

• Maintain high expectations - not because of results but because of integrity

Students say they learn best when they:

If every teacher were an elective teacher he/she would:

Characteristics of anEffective Arts Teacher

• Know/Think• Vision• Say• Strengths• Feel• Actions• Weaknesses

Reflection

Staffing Challenges

• Fewer months of employment (MOEs)

• Limited facilities• Limited materials

• Accountability for student performance on standardized tests

Examples of Success

• Arts teacher webpages / technology

• Participation on Leadership teams• Being seen as a team player• Principals can attest to the

academic support you are providing in Literacy & 21st century skills

How the Arts Fit…

• Evaluation Instrument• 21st century skills• Literacy in the Arts• Grading Practices (Work

Habits)• Differentiation• Benchmarks & Student

Achievement Data

Where we want to be…

Ensure Comprehensive - High Quality - Consistent Arts programming is available to all students across the district

Increase Arts elective participation at the Secondary level to 50% or >

Where we want to be…

The public will: Understand the viability of arts careers Acknowledge the benefit of the arts in

eliminating the achievement gap and enhancing achievement for all

Increase support for the arts as evidenced by facilities, attendance, teaching positions, collaborative community projects

High Quality, Consistent, Assessable Arts Education Across the School

SystemVision:

• Arts students will graduate on

time, college and career ready.

While discovering their passion,

they will achieve excellence

through rigorous study of deeply

aligned arts curriculum.

WCPSS Arts Education

• Professional Learning Teams• Content Specific Staff

Development• Online support• benchmarks• CMAPP - based on Essential

Standards

The Arts Curriculum is based on:

• Creating – express ideas and feelings through improvisation and composition

• Performing – demonstrate and communicate their learning/artistic skill

• Responding – engage in higher order/critical thinking skills to analyze, interpret, evaluate

• Understanding/Connecting– synthesize knowledge of the arts within a variety of contexts – history, culture, other content areas, and the world around them.

• So - what do the Arts do for students??

Elevator Speech

• Creating – express ideas and feelings through improvisation and composition

• Performing – demonstrate and communicate their learning/artistic skill

• Responding – engage in higher order/critical thinking skills to analyze, interpret, evaluate

• Understanding/Connecting– synthesize knowledge of the arts within a variety of contexts – history, culture, other content areas, and the world around them.

Make it Simple & RealANDMemorable!

Teacher Evaluation Instrument

• Std. I - Demonstrate leadership

• Std. II - Establish a respectful

environment

• Std. III - Know the content they teach

• Std. IV - Facilitate learning for students

• Std. V - Reflect on their practice

Music Literacy

• Steady Beat Exercise– What grade level– What was done before this grade

so they are successful– Where does it go from here

Elements of Dance: K-2

Combine Elements in Dance Phrases

Explore/Improvise with Elements

Recognize/Use Elements

Elements of Dance: 3-5

Organize Phrases into Simple Dance Sequences

Show Beginning, Middle, End

Vary Elements

Elements of Dance

Choreograph Simple Dances

Communicate Intent

Vary Elements

Fulfill Aesthetic Criteria

Use Variety of Approaches

Elements of Dance: 9-12

Choreograph Dances for Performance of Personal and Social Significance

Communicate Meaning and Choreographic Intent

Incorporate Aesthetic Criteria & Perspective

Use Production Elements, Principles, Structures, Processes; Variety of Forms

Use Selected Dance Elements

New Essential StandardsStrands

Dance

Creation / Performance

Music

Literacy

Theatre Arts

Communication

Visual

Literacy

Movement Skills

Analysis

Responding Musical Response

Aesthetics Critical Response

Connecting Contextual Relevancy

Culture Contextual Relevancy

Unpacking Essential Standards

Gather with your content colleagues

Review the Essential Standards between Grades 5 &6

Identify challenges, concerns, priorities

Reflection

The Arts prepare students for success in

the 21st centuryThe workforce says they need employees with the following abilities and experiences:•Collaborative groups

– Band, Dance, Theatre, Choral Ensembles

– Visual Art Murals•Willingness to take a risk – students create work and submit it for public critique

– Playwriting– Music composition– Choreography– Visual Design

Workforce says they need employees with the following

skills:• Creative Problem Solving (through improvisation

students find a variety of solutions for different situations and analyze them for efficacy

• Interpersonal skills – students in the arts learn to respect and celebrate diversity of thought, background, skill – because of their opportunities to collaborate and present – they learn how to work comfortably with a wide variety of people

• Ability to relay compelling/persuasive arguments

• Presentation skills - performing and communicating their work develops:

• Stage presence, diction and projection, confidence, clear - compelling explanations

Teacher Evaluation Instrument

• Std. I - Demonstrate leadership

• Std. II - Establish a respectful

environment

• Std. III - Know the content they teach

• Std. IV - Facilitate learning for students

• Std. V - Reflect on their practice

Benchmarks in the Arts: By the completion of their secondary

education, students should be able to:

A. Communicate at a basic level in dance, music, theatre, and visual arts)

B. Communicate proficiently in at least one art form

C. Analyze & Evaluate work in various disciplines

D. Recognize & appreciate exemplary works of art

E. Make connections across disciplines

Compare/contrast these two works of art Criticize the artists’ choices

Create an artistic response in your own art form

Pablo Picasso - Cubism

Fernand Leger - Cubism

Revised Bloom’s Taxonomy

High Quality, Consistent, Assessable Arts Education Across the School

SystemVision:

• Arts students will graduate on

time, college and career ready.

While discovering their passion,

they will achieve excellence

through rigorous study of deeply

aligned arts curriculum.

Professional Development

• Content Specific

• Online - Wiki

• Hybrid

Trudy Elliott

Logistics

Remember:

Effective Arts Stickman

Arts Vision - Elevator Speech

Unpack the new essential standards

Sign up on Eschools

Complete Personnel Data Link

Ramp instruction up Revised Bloom’s Taxonomy

Guest Artists

Alec Kelsey

Jim Dadosky

Terrence Johnson

Combs ElHolly Ridge

MidMiddle Crk H

ECU

Wilburn ElDurant Rd

MidSoutheast

Raleigh Magnet

ECU

Creech Rd ElCarnage Mid

Enloe HUNC-G

Parting WordsRemember - we teach - not for the praise, but for the difference we make in people's lives - not for the places we take them, but the skills we give them to navigate their next journey.