Music Essential Standards 2010 Christie Lynch Ebert, Arts Education Consultant, NCDPI Janae Copeland Dan Johnson Tom Moncrief Mark Propst Essential Standards Writing Team Leads NC Music Educators Association In-Service Conference November 8 and 9, 2010

Agenda Background & Overview of Essential Standards (ES) Writing Group Representation Process Implementation Timeline ES Organization Highlights Future Directions Additional Information Questions

Background and Overview

ES Background Direction from Framework For Change Framework For Change Long-Term Goal 1: Overhaul the K-12 SCOS to focus on essential standards in order to narrow and deepen the state’s curriculum Articulation at each grade level Infusion of 21st century skills Reflection of rigor, relevance, and relationships May 2008

Accountability & Curriculum Reform Effort (ACRE) Essential Standards: –K-12 Arts Education Dance, Music, Theatre Arts & Visual Arts Writing Instruction System Accountability Redesign Comprehensive Assessment

Essential Standards are… Skills, understandings and learning experiences mastered at each grade level to move to the next level “Must Have" goals of the curriculum Focused on higher-order knowledge and skills all students should master Resolution to the "inch-deep, mile-wide" concern about the current SCOS Assurance that every student learns essential content and skills for the 21st Century

ES Guiding Question What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?

ES Identification Criteria Knowledge & Skills... –valuable beyond one test: ENDURANCE –valuable in multiple disciplines: LEVERAGE –necessary for success at next level: READINESS

Essential Standards are … Identified for each level Focused on big ideas and cognitive processing Assessed in the classroom via formative, benchmark/interim, and summative assessments Larry Ainsworth, Center for Leadership and Learning

Essential Standards Filters ES Criteria 21 st Century Skills Research Int’l, National & State Standards

WRITING GROUP: Music Education Essential Standards

ES Writing Group NCDPI Arts Education Consultant K-5 Lead6-8 Lead9-12 Lead K-12 Floating Lead K-12 Writers

ES Writing Groups Composition: Began in Spring 2009 Zoomerang Submissions + Professional Recommendations Representation: 8 regions of NC All program areas in current SCOS Range of experiences K-12 Educators, IHE, Administrative, Central Office, Professional Associations, Exceptional Children, Early Childhood, CTE, Accountability, and other representatives

PROCESS: Arts Education Essential Standards

ES Process (Summer 2009 – Summer 2010) Leads and writers met face to face and virtually by discipline Drafts regularly reviewed by Dr. Lorin Anderson Drafts reviewed by select reviewers and via public review School Year –Select Review (Fall 2010 and throughout process) –Version 1.0 Review (Winter 2010) –Version 2.0 Review (Spring 2010) Feedback compiled, analyzed, and used to guide revisions Ongoing alignment and filtering through standards/models, 21 st century skills, ACRE criteria, and research

TIMELINE: Arts Education Essential Standards

Timeline August 2010 Version 3.0 to SBE (Discussion) September 2010 Version 3.0 to SBE (Approval) School Year Implementation

PHILOSOPHY: Arts Education Essential Standards

Philosophy: Powerful Tools

Philosophy The Arts are CORE: ESEA NC BEP Balanced Curriculum “While not all students will become professional dancers, musicians, actors, or visual artists, all students will benefit from skills and processes that are developed through the arts and that can be applied in a variety of disciplines and settings.” (Preamble, Arts Education Essential Standards, 2010).

Philosophy The ARTS: Have intrinsic and instrumental value Add richness and engagement to the learning environment Help students understand their own community Provide intellectual demands “A comprehensive, articulated arts education program engages and helps students develop the self-esteem, self-discipline, cooperative skills, and self-motivation necessary for success in life.” (Preamble, Arts Education Essential Standards, 2010).

PURPOSE: Arts Education Essential Standards

MUSIC Is deeply embedded in human existence Is fundamental to creating and communicating meaning Provides a primary means for learning about ourselves and others The music program develops musical literacy and relies on processes of creating, performing, and responding to develop understanding

INTENT: Arts Education Essential Standards

INTENT: Students should know and be able to… communicate at a basic level in the four arts disciplines; communicate proficiently in at least one art form; develop and present basic analyses of works of art; recognize and appreciate exemplary works of art; relate various arts concepts, skills, and processes within and across disciplines.

FEATURES: Arts Education Essential Standards

FEATURES Communicating and developing literacy; Thinking creatively and critically, and solving artistic problems; Understanding the arts in relation to history, culture, heritage, ideas, and lifelong learning; (continued)

FEATURES Connecting learning within each arts discipline and to life beyond school; Understanding and appreciating world cultures and historic periods; Addressing 21st Century Themes and Skills.

ORGANIZATION: Arts Education Essential Standards

ES Components [ES] - Essential Standards (<10) [COs] - Clarifying Objectives (approximately 2-5 per ES) [APs] - Assessment Prototypes (samples) Strands: Organization Common threads of understanding Learning Progression: K-8 Grade Levels HS Proficiency Levels Organized to embed multiple entry points

ES Format: Arts Education Example: 6.ML.3.1: Produce short rhythmic improvisations using a variety of traditional and non-traditional sound sources. KEY: 6 = Grade 6 ML = STRAND (Musical Literacy) 3 = Essential Standard ML3: Create music using a variety of sound and notational sources. 1 = Clarifying Objective number 1 aligned to ML3

HIGHLIGHTS: Arts Education Essential Standards

Arts Education Four separate courses of study: –Dance –Music –Theatre Arts –Visual Arts Aligned with National Standards 21 st Century Skills embedded throughout

Arts Education Use of RBT verbs (one verb per objective) Common clarifying objectives regarding history and culture, aligned with Social Studies curriculum, for all arts disciplines Assessment: included and aligned

Arts Education Sequencing and Progression: –Articulated K-12 with multiple entry points embedded –Organized grade-by-grade (K-8) and by proficiency level (9-12) –Student Profile –Policy implications (honors)

HS Proficiency Levels BeginningIntermediateProficientAdvanced 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. Note: students of various proficiency levels may be served within the same class or course.

STRANDS

Music Strands Musical Literacy (ML) Musical Response (MR) Contextual Relevancy (CR)

STANDARDS: Alignment with Current National Standards

Music Standards Alignment with National Standards *Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes. NC Essential Standards (2010)National Standards for Music Education (1994) ML1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. (1)Singing, alone and with others, a varied repertoire of music (2)Performing on instruments, alone and with others, a varied repertoire of music ML2: Interpret the sound and symbol systems of music.(5) Reading and notating music ML3: Create music using a variety of sound and notational sources. (1)Improvising melodies, variations, and accompaniments (2)Composing and arranging music within specified guidelines MR1: Understand the interacting elements to respond to music and music performances. (1)Listening to, analyzing, and describing music (7) Evaluating music and music performances CR1: Understand global, interdisciplinary, and 21st century connections with music. (8) Understanding relationships between music, the other arts, and disciplines outside the arts (9) Understanding music in relation to history and culture

SAMPLE ESSENTIAL STANDARDS, CLARIFYING OBJECTIVES, AND ASSESSMENT PROTOTYPES

MUSIC Strand: Musical Literacy Essential Standard ML1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Strand: Musical Literacy Essential Standard ML3: Create music using a variety of sound and notational sources. Strand: Musical Response Essential Standard MR1: Understand the interacting elements to respond to music and music performances. 2 nd Grade Music6 th Grade MusicAdvanced High School Music 2.ML.1.1: Apply problem solving strategies to improve musical technique when singing and playing instruments. 6.ML.3.1: Produce short rhythmic improvisations using a variety of traditional and non-traditional sound sources. A.MR.1.1: Execute the gestures of the conductor, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, to elicit expressive singing or playing. AP: Students select methods for solving musical problems (e.g., improving posture to produce a more well-supported vocal sound; holding mallets correctly when playing barred instruments or wood blocks; patting a drum lightly or with more force to change the dynamic level, etc.). Evaluate by asking students to use peer assessment and assist one another with making adjustments to technique. AP: Using a variety of rhythm patterns and non-traditional sounds (e.g., body percussion, stand taps, instrument knocks), students improvise an 8-measure phrase. Evaluate students ’ successful creation and performance of the phrase. AP: In peer conducting sessions or by watching a video of a rehearsal or performance, students evaluate their peers to determine effectiveness of conducting cues and gestures. Evaluate students ’ successful use of conducting gestures to elicit corresponding responses from their peers.

ALIGNMENT: 21 st Century Skills Framework

Framework for 21 st Century Skills CORE SUBJECTS English, Reading, or Language Arts World languages ARTS Mathematics Economics Science Geography History Government and Civics

DANCE 7.C.1.2: Exemplify connections between dance and concepts in other curricular areas. MUSIC A.CR.1.5: Compare the use of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures. THEATRE ARTS 2.A.1.1: Distinguish the setting, characters, sequence of events, main idea, problem, and solution for a variety of stories. VISUAL ARTS K.CX.2.2: Identify relationships between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts. Core Subjects

GLOBAL AWARENESS DANCE 2.C.1.1: Exemplify dance representing the heritage, customs, and traditions of various cultures. MUSIC B.CR.1.1: Use music to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. THEATRE ARTS 7.CU.1.1: Understand theatre arts in relationship to the geography, history, and culture of modern societies from the emergence of the First Global Age (1450) to the present. VISUAL ARTS 3.CX.1.4: Compare purposes of art in different cultures, time periods, and societies.

Financial, Economic, Business & Entrepreneurial Literacy DANCE 8.C.1.4: Explain the implications of career pathways and economic considerations when selecting careers in dance. MUSIC P.CR.1.3: Explain how advances in music technology influence traditional music careers and produce new opportunities. THEATRE ARTS 3.CU.1.2: Explain how theatre, film, and television impact our society. VISUAL ARTS 7.CX.2.1: Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.

Civic Literacy DANCE, MUSIC, THEATRE ARTS, and VISUAL ARTS: Use (dance, music, theatre arts, or visual arts) to explore concepts of civics and economics (such as systems, functions, structures, democracy, economies, and interdependence). *Common Clarifying Objective in all four arts education disciplines.

Health Literacy DANCE 7.C.1.3: Explain how to promote health, physical safety, and reduced risk of injury through dance. MUSIC P.CR.1.4: Explain the causes of potential health and wellness issues for musicians. THEATRE ARTS I.C.1.1: Use non-verbal expression to illustrate how human motivations are prompted by physical and emotional needs. VISUAL ARTS B.V.3.1 Understand the appropriate and safe use of tools, media, and equipment.

Environmental Literacy DANCE A.CP.1.5: Create dance for performance based on ideas, experiences, feelings, concepts, images, or narratives that have personal meaning or social significance. MUSIC 2.CR.1.2: Understand the relationships between music and concepts from other areas. THEATRE ARTS 8.C.1.3: Create original works that communicate ideas and feelings. VISUAL ARTS I.V.3.2: Select media appropriate for communicating content.

Learning and Innovation Skills –Creativity and Innovation –Critical Thinking and Problem Solving –Communication and Collaboration

Learning and Innovation Skills DANCE 4.CP.1.4: Understand how different strategies for problem solving in dance generate different outcomes. MUSIC A.ML.3.2: Create original music using imagination and technical skill in applying the principles of composition. THEATRE ARTS 5.C.1.3: Construct original scripts using dialogue that communicates ideas and feelings. VISUAL ARTS 7.CX.2.3: Implement collaborative planning and art skills to solve problems.

Information, Media, and Technology Skills DANCE A.C.1.3: Use a variety of resources to facilitate dance research. MUSIC 8.CR.1.3: Understand laws regarding the proper access, use, and protection of music. THEATRE ARTS A.AE.1.2: Use the knowledge and skills associated with technical roles, such as lighting operator, prop master, or stage manager, in an appropriate and effective manner. VISUAL ARTS A.CX.2.4: Analyze the influence of digital media and technology on creating art.

Life and Career Skills –Flexibility and Adaptability –Initiative and Self-Direction –Social and Cross-Cultural Skills –Productivity and Accountability –Leadership and Responsibility

Life and Career Skills DANCE A.C.1.5: Identify skills and qualities leading to success in the dance field and in life such as responsibility, adaptability, organization, communication, project management and time management. MUSIC P.CR.1.5: Compare the roles of creators, performers, and others involved in the production and presentation of the various arts, in order to make informed decisions regarding participation and involvement in the arts. THEATRE ARTS 6.CU.2.2: Understand the roles of actors and directors in creating performances. VISUAL ARTS 8.CX.2.1: Compare personal interests and abilities to those needed to succeed in a variety of art careers.

FUTURE DIRECTIONS: Arts Education Essential Standards

Future Directions Instructional Toolkits  Development  Use Professional Development  To introduce standards  To provide support Implementation:

Additional Information ACRE Website (to access the standards and for additional information including updated timelines): Arts Education Website: Arts Education Listserv: > Resources > NCDPI Arts Education Listserv Updates

Contact Information Christie Lynch Ebert Arts Education Consultant Ph: NC Department of Public Instruction Division of K-12 Curriculum and Instruction K-12 Programs Section

Questions?