Program Standards Revision Recommendations for Visual Arts Marcia McCaffrey, NH DOE Arts Consultant & Committee Members

Visual Art Revision Committee 2012 Visual Art Revision Committee 2012 –16 members representing elementary, middle, and high school levels & higher education –7 members from higher education including PSU, NH Institute of Art, Franklin Pierce –Leadership from NH Art Educators Assoc. –Regions of the state covered from Plymouth south and east to west

Meetings 3 six hour, face-to-face meetings this summer 3 six hour, face-to-face meetings this summer Used wiki-spaces for tracking work in- between meetings and posting research studies, web links, & supporting documents Used wiki-spaces for tracking work in- between meetings and posting research studies, web links, & supporting documents While members travelled over the course of the summer they could keep up with the work and make comments While members travelled over the course of the summer they could keep up with the work and make comments

Goals Cleaner and Clearer Cleaner and Clearer Research-based Research-based Aligned to Accreditation standards Aligned to Accreditation standards Identifying What’s Important (really) Identifying What’s Important (really)

What’s Changed since 2001 Focus on 21C skills and abilities Technology Ed 306 revision requiring students to meet course competencies Accountability & more emphasis on assessment of student learning specific to content area Inclusion and addressing special needs on a more frequent basis especially students on autism spectrum

Research-based Alignment National Association for Schools of Art and Design (NASAD) National Association for Schools of Art and Design (NASAD) –Accreditation agency for undergraduate programs in art and design (very important) National Coalition for Core Arts Standards National Coalition for Core Arts Standards –Re-imagining national voluntary PK-12 arts standards College Board College Board –International Arts Education Standards –P21 Gap Analysis

P21 Arts Map Analysis  Critical Thinking and Problem Solving  Creativity and Innovation  Communication Collaboration Collaboration  Initiative and self-direction  Social and cross-cultural skills  Productivity and accountability  Flexibility and adaptability Leadership and responsibility Leadership and responsibility

First Recommendation Maintain the certification as K-12 Maintain the certification as K-12 Decision made by considering all options other than K-12, the consequences of those options at the program, candidate, school, and district level Decision made by considering all options other than K-12, the consequences of those options at the program, candidate, school, and district level Reviewing policy from other states using Policy Database Reviewing policy from other states using Policy Database

Visual Arts Areas Personal artistry and art making Personal artistry and art making Visual literacy and presentation Visual literacy and presentation History, culture, and aesthetic context History, culture, and aesthetic context Pedagogy Pedagogy Curriculum and assessment Curriculum and assessment

Cleaner & Clearer From: (d) In the area of making connections involving art: (1) Ability to understand that creating in the arts is a life-long human endeavor and that the arts impact daily life as an expression of the human spirit;To:

Cleaner & Clearer From: (c) In the area of responding to art: (1) Ability to make meaningful interpretations and judgments about the candidate’s own artworks and the works of other artists, using a variety of aesthetic lenses;To: (c) In the area of history, culture, and aesthetic context: (4) demonstrating the ability to reflect on and assess one’s artwork and the work of others, recognizing and considering a variety of viewpoints and using methods of art criticism;

Cleaner & Clearer New: applying knowledge and understanding of copyright law and fair use practices to personal art making;

Depth and Breadth of artistic knowledge (a) In the area of personal artistry and art making: (1) demonstrating depth of artistic knowledge by compiling a personal portfolio of artwork that shows a synthesis of concept development, personal voice, and technical skill in at least one medium;

(2) demonstrating breadth of artistic knowledge by compiling a personal portfolio of artwork that shows development of technical skills and processes in each of the following art forms: a. two-dimensional (techniques and processes) including but not limited to 1.observational (objects, environment, and the figure) and expressive drawing, 2.painting, and 3.printmaking; b. three-dimensional (techniques and processes) including but not limited to 1. ceramics, and 2. sculpture; c. new and emerging digital/electronic technologies; d. one or more additional media including 1. fiber arts, 2. photography, 3. mixed media/materials, 4. cultural art forms, 5. jewelry, 6. installation, and 7. non-traditional materials;

Technology Found in depth of artistic knowledge as a “new and emerging digital/electronic technologies Pedagogy: (5) using current technologies and multimedia to a. research, plan and prepare instruction; b. deliver instruction; c. provide opportunities for art students to create, present and respond;

Pedagogy designing and constructing modifications to visual art tools and materials to meet unique needs of students

Curriculum and Assessment includes planning and implementation of lessons that connect thinking skills, concepts, and themes among the visual arts and other disciplines; developing and applying multiple formal and informal strategies specific to visual art

CCSS in ELA/literacy…& Math English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects The Arts fall under “technical subjects” The Arts fall under “technical subjects”

ELA page 60 Grades 6-12 only Grades 6-12 only Reading Example Reading Example Integration of Knowledge and Ideas Integration of Knowledge and Ideas –Grades 6-8: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts –Grades 11-12: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a questions or solve a problem.

Common Core Connections DRAFT - Not for distribution

College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1.Read closely to determine what the text says explicitly and to make logical inferences from it 2.Determine central ideas or themes of a text and analyze their development 3.Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text 5.Analyze the structure of texts, including how specific portions of the text relate to each other and the whole. 6.Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7.Integrate and evaluate content presented in diverse media and formats. 8.Evaluate the argument and specific claims in a text 9.Analyze how two or more texts address similar themes or topics Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. DRAFT - Not for distribution

Arts References in Common Core ELA Standards Anchor Standard category Total # of grade- level standards Total # of standards containing arts references Reading 220 (110 informational text; 110 literature) 50 Writing 1108 Speaking and Listening 6616 Language 661 DRAFT - Not for distribution

Analyzing and interpreting images: referenced in 17 standards RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear. DRAFT - Not for distribution

Finding: Eight arts links in 110 standards Example--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. ELA Writing DRAFT - Not for distribution

Arts References in Common Core Standards for Writing Eight arts links in 110 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. DRAFT - Not for distribution

If the definition of text may be expanded to include non-print texts, such as works of dance, media arts, music, theatre, or visual art works such as paintings and sculptures, then all of the standards in this category, at every grade level, have direct references to arts-based content or investigation. Arts References in Common Core Standards for Reading DRAFT - Not for distribution

College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1.Read closely to determine what the text says explicitly and to make logical inferences from it 2.Determine central ideas or themes of a text and analyze their development 3.Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text 5.Analyze the structure of texts, including how specific portions of the text relate to each other and the whole. 6.Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7.Integrate and evaluate content presented in diverse media and formats. 8.Evaluate the argument and specific claims in a text 9.Analyze how two or more texts address similar themes or topics Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. DRAFT - Not for distribution

Questions?