Common Core Connections with Core Arts Standards Scott C. Shuler, Ph.D. Connecticut Department of Education Most content developed by:

American Alliance for Theatre and Education Arts Education Partnership The College Board Educational Theatre Association National Association for Music Education National Art Education Association National Dance Education Organization State Education Agency Directors of Arts Education Young Audiences See NCCAS.wikispaces.com for regular updates on Core Arts Standards development

Next generation National Core Arts Standards will include: 1.Philosophical Foundations 2.Lifelong Goals (= vision of Arts Literacy) 3.Enduring Understandings (and EQs) 4.Artistic Processes 5.Model Cornerstone Assessments – with Student Work Also to be identified: Connections (web-based) – Common Core (ELA, Math) – 21 st Century Skills/College & Career Ready – Cross-Arts Connections

Philosophical Foundations Lifelong Goals (Defining Artistic Literacy) Communication Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others. Creative Personal Realization Artistically literate citizens find at least one art form in which they develop sufficient competence to continue active involvement in that art form as an adult. Culture, History, and Other Connections Artistically literate citizens know and understand artwork from varied historical periods and cultures, and actively seek and appreciate diverse forms and genres of artwork of enduring quality/significance. They also understand relationships among the arts, and cultivate habits of searching for and identifying patterns and relationships between the arts and other knowledge. Wellbeing Artistically literate citizens find joy, inspiration, peace, intellectual stimulation, meaning, and other life-enhancing qualities through participation in all of the arts. Community Engagement Artistically literate citizens seek artistic experience and support the arts in their local, state, national, and global communities.

Artistic Processes Creating Performing/Presenting/Producing Responding Connecting (dance, theatre, media arts)

There is no such thing as doing the nuts and bolts of reading in Kindergarten through 5th grade without coherently developing knowledge in science, and history, and the arts. Period. – David Coleman, co-leader of the development of Common Core Standards for English/Language Arts and new President of the College Board Connections are Two-Ended

HumanitiesThe Arts Social Sciences Creating new art Performing Existing Art Responding to Art Arts History Aesthetics Arts Criticism History Philosophy Language Religion Social/Cultural Context Cultural Anthropology Sociology Anthropology Civics/ Government Economics Arts Therapy Psychology Therapy Geography Richest Areas of Overlap: Arts, Humanities, and Social Sciences © 1995 Scott C. Shuler

Two types of alignment: Explicit Arts references in Common Core standards Parallels in broad goals and thinking skills (CCSS ≈ new Arts Standards) Common Core Connections: Research Overview

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 : 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

Part II: Comparison to National Core Arts Standards Framework

Philosophical Foundations Lifelong Goals (Defining Artistic Literacy) Communication Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others. Creative Personal Realization Artistically literate citizens find at least one art form in which they develop sufficient competence to continue active involvement in that art form as an adult. Culture, History, and Other Connections Artistically literate citizens know and understand artwork from varied historical periods and cultures, and actively seek and appreciate diverse forms and genres of artwork of enduring quality/significance. They also understand relationships among the arts, and cultivate habits of searching for and identifying patterns and relationships between the arts and other knowledge. Wellbeing Artistically literate citizens find joy, inspiration, peace, intellectual stimulation, meaning, and other life-enhancing qualities through participation in all of the arts. Community Engagement Artistically literate citizens seek artistic experience and support the arts in their local, state, national, and global communities.

Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that expresses/conveys/communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others. Framework Connections with the standards for READING All Anchor Standards for Reading connected to Lifelong Goal #1 : The creative practices of investigation and reflection were included in every standard as well.

Part of our role is to model and require students to use Tier 2 and Tier 3 vocabulary in literacy- based tasks. Our Role re: Vocabulary Special thanks to Brian Frazier Stratford (CT) Public Schools

These are words that most students will use regularly. Examples: Car, money, home, school, teacher Tier 1 Vocabulary Special thanks to Brian Frazier Stratford (CT) Public Schools

These are words that are a little bit more colorful and occur less frequently. Examples: Phenomenal, saunter, sultry, bizarre, bazaar, descendant Tier 2Vocabulary Special thanks to Brian Frazier Stratford (CT) Public Schools

The Star Spangled Banner Oh, say can you see by the dawn's early light What so proudly we hailed at the twilight's last gleaming? Whose broad stripes and bright stars thru the perilous fight, O'er the ramparts we watched were so gallantly streaming? And the rocket's red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave O'er the land of the free and the home of the brave?

Determining the literal meaning of words or phrases, either by the context of the sentence or by researching the definition. Decoding Complex Text Close Reading The careful, sustained reading and interpretation of a passage of text Special thanks to Brian Frazier Stratford (CT) Public Schools

 Questions that refer directly to the text.  Not just literal questions.  Responses should be written.  The student must cite specific evidence directly from the text. Text-Dependent Questions Special thanks to Brian Frazier Stratford (CT) Public Schools

Academic or Content-Specific Vocabulary Examples? Kinesthetic Timbre Improvisation Intaglio Tier 3 Vocabulary Special thanks to Brian Frazier Stratford (CT) Public Schools

Creative Practices Imagination Investigation Construction Reflection

Framework Connections with Standards for Mathematical Practice Standard 1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of their problem, transform algebraic expressions or the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize or solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Standard 1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of their problem, transform algebraic expressions or the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize or solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Framework Connections with Standards for Mathematical Practice

EARLY DRAFT Learning Strand Components Enduring Understandings Essential Questions Integrating: Synthesize Knowledge and Experience Media arts creates personal meaning necessary for internalizing knowledge and experience. How does media arts create personal meaning so that what is studied will be internalized and learned? KnowledgeSkillsVocabulary Reflect periodically on one’s personal learning and accumulation of expertise through the production of media art works. Model Cornerstone Assessment Media Arts / K: Connect See K-12 Media Arts Matrix KEYWORDS/TAGS Media Arts Kindergarten ATTACHMENTS/ RESOURCES Lesson plan Assessment rubric CONNECTIONS 21 st C Skills Common Core See NCCAS.wikispaces.com for regular updates on Core Arts Standards development NCCAS extends thanks to Young Audiences for its support of our web-based work (Very Drafty) How NCCAS Web Site MAY Present Connections