Session I: Introduction to the New Fine Arts TEKS Troy Herbort and Roxanne Schroeder-Arce.

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Presentation transcript:

Session I: Introduction to the New Fine Arts TEKS Troy Herbort and Roxanne Schroeder-Arce

"It is the supreme art of the teacher to awaken joy in creative expression and knowledge." -Albert Einstein

Activity: Pair - share Imagine an Ideal Learning Experience for Students Find a person near you who you do not know. Introduce yourself, your district or area, and what you teach (or the work you do). Share with your partner what you hope to gain from the Summit. Discuss your ideas for the characteristics that make up an ideal learning experience.

Summit Overview Session I: Introduction to the New Fine Arts TEKS Session II: The Evolution of the Strands Session III: Lesson Transformation Session IV: Vertical Alignment with the New Fine Arts TEKS

Session I Objectives In Session I we will share the  Background and rationale for revising the Fine Arts TEKS  Process used by TEA for writing, revising and approving the new TEKS  Ways in which shifts in student needs will inform implementation of the new TEKS

History of the TEKS 74 th Legislature charged SBOE with clarifying essential knowledge and skills in 1995 Fine Arts TEKS originally written in 1997 CEDFA established in 1998 to aid with implementation Fine Arts TEKS review committees formed May 2012 TEKS Revisions first read & public comment January 2013 SBOE Approval of Revised Fine Arts TEKS on April 19, 2013

Eyewitness Report TEKS Committee Formation Writing Sessions Revision and Approval Process

That was then…this is now Turn to your partner and share a few memories you have of that year. – Where were you in 1997 and what subjects were you teaching? If you were not teaching, what were you doing at that time? – What might be some differences between classrooms back in 1997 and classrooms today? – How would you describe any changes in student learning needs between then and now? – What are your predictions for how classrooms will look and function 10 years from now?

ApplyAnalyzeEvaluateCreateRememberUnderstand Evaluation Synthesis Analysis Application Comprehension Knowledge A New Taxonomy for 21 st Century Skills

Creativity is a Highly Valued Skill “Creativity is the #1 leadership competency for the future.” —IBM 2010 Global CEO Survey 1,500 leaders in 60 countries say…

Activity: Analyze 21 st Century Skills Learning & Innovation Creativity & Innovation Critical Thinking & Problem Solving Communication & Collaboration

Activity: Analyze 21 st Century Skills Information, Media, and Technology Skills Information Literacy Media Literacy Information, Communication & Technology Literacy

Activity: Analyze 21 st Century Skills Life & Career Skills Flexibility & Adaptability Initiative & Self-Direction School & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility

§117 (b) Introduction (1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas.

§117 (b) Introduction (cont’d.) These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving.

§117 (b) Introduction (cont’d.) The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life.

§117 (b) Introduction (cont’d.) Students develop aesthetic and cultural awareness through exploration, leading to creative expression.

§117 (b) Introduction (cont’d.) Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

Discipline-specific Introduction (b)(2) Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem-solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world.

Reflection During the past school year, when have you observed students developing these kinds of skills? In what sorts of activities were they engaged? Take a few minutes to make note of a recent experience you’ve had.

TEKS Organization - Courses 1997 Fine Arts TEKS Elementary K-5 – Art, Music, Theatre Middle School 6-8 – Art, Music, Theatre 2013 Fine Arts TEKS Elementary K-5 – Art, Music, Theatre Middle School Art, Middle School 1, 2, & 3 Dance, Middle School 1, 2 & 3 Music, Middle School 1, 2, & 3 Theatre, Middle School 1, 2, & 3

TEKS Organization - Courses (cont’d.) 1997 Fine Arts TEKS High School Art – Level I, II, III, IV Dance – Level I, II, III, IV Music – Level I, II, III, IV Theatre – Level I, II, III, IV 2013 Fine Arts TEKS High School Art – Level I, II, III, IV Dance – Level I, II, III, IV Music – Level I, II, III, IV Music Studies Theatre – Level I, II, III, IV Musical Theatre – Level I, II, III, IV Technical Theatre – Level I, II, III, IV

New Courses at the Secondary Level (Musical Theatre-already mentioned) (Technical Theatre- already mentioned) Theatre and Media Communications