Common Core Aligned Instruction in Music and Art Presented By: Laurie Gregory

Objectives Develop a deeper understanding of the philosophy behind the Common Core Standards and how to align instruction in art and music. Explore ways we can develop questions that encourage higher level thinking with our students.

Guiding Principles for the Arts This document was written by the authors of the Common Core standards. It explains how to implement the philosophy behind the Common Core in music and art. Count off – Let’s each take one section to read carefully. Be prepared to share a summary of your section with the whole group.

Section 1 Students need to be able to closely observe, re- examine, and attend to details in a work of art. This is a slow, gradual process. Learners must tolerate initial confusion and persevere. Works selected should sustain high quality conversation and engagement. Works selected will also serve as models for students’ own work.

Section 2 Students should examine multiple renditions of the same work. They should examine the source and what different artists chose to include, emphasize, or leave out. They should also make comparisons across mediums. By analyzing the choices artists make, students become more thoughtful about their own choices.

Section 3 Students gain a deeper understanding of a work of art by studying the context in which it was developed. Students should consider not only the techniques that artists use, but how and why they use them in specific works. Students should carefully observe the work itself to understand it deeply before making outside connections. Students should look for evidence in a work to support their inferences about the artist’s influences, purpose, etc.

Section 4 Teachers should take their students beyond the classroom walls to explore the arts: Museums Galleries Websites

Section 5 Curriculum should be developmentally appropriate and increasingly demanding as students move through the grade levels. Students should cultivate a core set of skills that build over time. As students advance, they will: Notice more specific details in a work of art Make non-trivial inferences Be able to cite more evidence to support their ideas Apply skills and become a more accomplished imitator

Section 6 Students should explore alternatives and the impact of their artistic choices. They should also examine an artist’s sketches or drafts to see how works transform. Students should learn about how artists change and develop throughout their careers. They should gain practice for careers in the arts by working with a diverse team to address creative solutions.

Section 7 This type of in-depth study of art will promote lifelong engagement in the arts. It will also help students to be higher-level thinkers in other areas. Students should be able to discuss what is beautiful, distinctive, and valuable. They should pay attention to what is memorable, what is remarkable, and what is at stake.

Close Analysis Close Reading Preview the text. Annotate and mark up the margins as you read. Outline, summarize, and analyze. Look for repetitions and patterns. Make inferences supported with evidence. Contextualize. Compare and contrast. Close Observation of Art & Music Observe the work of art. Take note of your observations, questions, etc. Describe the techniques and analyze the artist’s choices. Make inferences supported with evidence. Contextualize. Compare and Contrast.

Move from Close to Broad Analysis in a Text Words and Phrases Sentences Passages Full Text Student Understanding

Move from Close to Broad Analysis in a Work of Art or Music Content/Details Artist’s Techniques Purpose of Artist’s Choices Overall Meaning Student Understanding

TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Modeling Guided Instruction Collaborative Work Independent Work “I do it.” “We do it.” “You do it together.” “You do it alone.” THE GRADUAL RELEASE OF RESPONSIBILITY FRAMEWORK

What questions do we ask our students? What effect might our questions have on student thinking?

©Center for Cognitive Coaching 2009 Three Story Intellect

Example Work of Art

Example Questions 1 st Story: As you think about Van Gogh’s “Starry Night”, describe some initial observations. 2 nd Story: As you continue to observe “Starry Night,” discuss some of the objects that Van Gogh chose to emphasize in his painting. Explain your reasons for thinking that he intended to emphasize them. 3 rd Story: As you consider Van Gogh’s subject matter and technique in “Starry Night,” what can you infer about the message he was trying to convey? Give evidence to support your answer.

Example Work of Instrumental Music The Star Spangled Banner (as performed by Jimi Hendrix)

Example Work of Vocal and Instrumental Music The Star Spangled Banner (sung by Whitney Houston)

Compare and Contrast: A Higher Level Thinking Skill Teach students to compare and contrast two versions of the same work after they analyze each one in depth Venn Diagrams and other graphic organizers can be helpful Remember: the more subtle the differences, the higher level of thinking that is required!

Venn Diagram (2 Items) Item 1Item 2 Both

Venn Diagram (3 Items)

Comparing and Contrasting Paintings The Last Supper Lincoln's Assassination

Create a Task Create a lesson plan to teach students how to closely observe and analyze a piece of art or music. Follow the guidelines for analysis. Try to use a mix of 1 st, 2 nd, and 3 rd story questions. If you can, ask students to compare and contrast two or more versions of the same work.