Welcome to the Arts Education RESA! Go ahead, jump online and visit the NCDPI Arts Education wikispace – your one-stop shop for Arts Education: –Network: colwifi13 –Username: FEBRUARY17 –Password: schoolrocks

North Carolina Live Special Edition: Comprehensive Arts Education

Presenters Christie Lynch Ebert Section Chief, K-12 Program Areas Arts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Program Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts)

Opening Monologue and Introductions

Talk Show Decorum Take care of your needs Appreciation for one another Exchange ideas freely Influence what we can Opportunity to reflect Unite in purpose

Objectives –Recognize the role of the arts in student success –Recognize the components and implementation of Comprehensive Arts Education in schools, school systems, and communities –Understand policy and legislative updates impacting arts education programs in NC Schools –Collaborate with IHE partners around arts integration models and practices, roles, and infrastructures

NC Arts Education Wiki and Sign-in

The Arts and Student Success Think – pair – share –How do the arts prepare students for success in school, work, and life? (Note: we will continue this conversation with our IHE partners later today)

Vision for Arts Education In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.

Comprehensive Arts Education Arts Education –(arts as core, academic subjects) Arts Integration –(arts as a catalyst for learning across the curriculum) Arts Exposure –(exposure to arts experiences)

Comprehensive Arts Education

Brainstorming and Gallery Walk What does Comprehensive Arts Education look like in your –school, –school system, or –community?

Arts Education Analysis of Student Work PowerSchool/Homebase –Standards-based grading – and course code updates National Standards (National Coalition for Core Arts Standards

North Carolina Teacher Effectiveness Standard VI What will it look like? Growth Student Work Teacher Portfolio Pilot Why this model?

Analysis of Student Work (ASW) The ASW process will be the way that the measurement of student growth will be linked to teacher effectiveness for Standard 6 of the NC Educator Evaluation System (NCEES) beginning with the school year.NC Educator Evaluation System Questions about the proposed ASW process can be directed to Educator Effectiveness by sending an to

Course Code Updates Course Codes have been aligned with PowerSchool Standards-based grading practices are being explored/implemented by LEAs Course Codes will differentiate each grade level (K-8); HS courses remain the same

National Standards National Coalition for Core Arts Standards (NCCAS) Wiki:

National Standards Media Arts Dance Music Theatre Arts Visual Arts

NCCAS The final public review of the National Core Arts Standards drafts is Feb , 2014 –NC Focus Group Webinar: 2/27/14 (3:30-4:30pm) Full release in June 2014

Arts Integration Fitting it the Pieces Together 115-C-296 Activity

LUNCH

North Carolina Live Special Edition: Comprehensive Arts Education (Afternoon Session with IHEs)

Objectives –Recognize the components and implementation of Comprehensive Arts Education in schools, school systems, and communities –Understand policy and legislative updates impacting arts education programs in NC Schools –Collaborate with IHE partners around arts integration models and practices, roles, and infrastructures

Facilitators (Hosts) Rachel A. McBroom, Ph.D. NC Dept. of Public Instruction Director, Educator Preparation Christy Chenausky Appalachian State University Director of Arts Education and Outreach (Ext. 109) Banu Valladares NC Arts Council Arts in Education Director Christie Lynch Ebert NC Dept. of Public Instruction Section Chief, K-12 Programs and NCDPI Liaison to the A+ Schools Program Slater Mapp NC Dept. of Public Instruction Arts Education Consultant

NC Arts Education Wiki and Sign-in

Context for Arts Integration Top 10 List: Benefits of an Arts Education (School, Work, and Life)

Setting the Stage

Policy and Legislation Basic Education Program (§ 115C-81) The NC Standard Course of Study Common Core State StandardsNC Essential Standards

NC Standard Course of Study Common Core State Standards –English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) –Mathematics NC Essential Standards –Arts Education –Career and Technical Education –English Language Development* –Guidance* –Healthful Living (Health & Physical Education) –Information and Technology* –Science –Social Studies –World Languages

S66 Vision for Arts Education In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.

S66 Comprehensive Arts Education Arts Education –(arts as core, academic subjects) Arts Integration –(arts as a catalyst for learning across the curriculum) Arts Exposure –(exposure to arts experiences)

Comprehensive Arts Education

G.S. 115C-296: Arts Integration Requires that pre- service elementary teachers are prepared to “integrate the arts across the curriculum”. Outgrowth of H758 Arts Education Commission Wide-scale education legislation –S724 (June 2012) –H23 (March 2013) –S168 (July 2013)

115C-296 Public School Law Supported by: –Existing Teacher Ed Requirements (Policy) –NC Teacher Evaluation (Policy) –Previous Legislation –National Reports

Existing Policy

State Board Policy TCP-B-002 Standard 6 of the Teacher Specialty Standards (2009), requires that elementary grades teacher candidates are “knowledgeable in and are able to design and implement learning tasks that demonstrate: 1)a general knowledge of the fundamentals of music, dance, theatre, and/or visual arts; and 2)the ability to create interdisciplinary lessons/units that integrate the content areas with the arts to enhance classroom instruction and student learning.”

State Board Policy TCP-B-002 Standard 5 of the Birth-Kindergarten specialty standard (2009): B-K teacher candidates “create and adapt environments and intentionally plan and implement an integrated curriculum that facilitates every child’s construction of knowledge and provides a strong foundation for lifelong learning.” In the Emergent Creative Arts, B-K teacher candidates must: 1.facilitate children’s creative expression through dance/creative movement, drama, music, and visual arts; 2.use the arts to represent ideas;

State Board Policy TCP-B-002 (continued) In the Emergent Creative Arts, B-K teacher candidates must: 3.help children learn about and appreciate a variety of art forms and artists; 4.integrate the arts to support learning in all content areas (including cultural diversity); and 5.apply creativity to problem solving, risk-taking, and critical thinking.

Teacher Evaluation Process (2009) Teachers recognize the interconnectedness of content areas/disciplines Standard III, Element C “Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and content learning for students.” Standard III, Element C “Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and content learning for students.”

NC Pre-service Arts Integration Initiative

NC PAII - Goals Support the preparation of pre-service educators to deliver a balanced education. Identify models and practices to prepare pre-service educators to integrate the arts. Foster collaborations to create access to a comprehensive arts education in our state.

Committee Diverse, state-level Representation from: – IHEs (Education and Arts Education) –Arts Educators –Administrators (principal, superintendent) –Community Partners

Committee’s Work Review reported data from IHEs on how they currently prepare educators to integrate the arts. Identify trends and gaps in that reporting. Find ways to dig deeper into researching what IHEs are doing and how well it works. Identify models and/or practices that help move forward this statewide conversation.

Committee Members Jennifer Buelin-Biesecker NC State University Teaching Assistant Professor, STEM (919) Rick Cary Mars Hill College Professor of Art; Chair, Fine Arts (828) Donna Dragon UNC Charlotte Assistant Professor of Dance (704) Liz Grimes-Droessler Wake County Public Schools Senior Administrator for Arts Education (919) Dr. Anthony Jackson Nash-Rocky Mount Public School Superintendent (252)

Committee Members Frances Page Meredith College Professor of Music; Dept Head, Communication and Performing Arts (919) Brenda Reese Freedom Trail Elementary School (A+) Principal (828) Courtney Reilly UNC Wilmington Assistant Director of Cultural Arts (910) Melinda Waegerle, MA UNC Greensboro Assistant Professor, Dance, A+ Fellow (336)

Current Practices

IHE Reporting ( ) Varies 1-4 hour course, depending on IHE Basic introduction to arts disciplines Includes some training in planning cross-curricular lessons that integrate the arts Integrated Arts, Arts in the Elementary Classroom, Arts and the Young Child, Survey of Arts Focused on one particular art form (e.g. integrating music in the elementary classroom) Often limited to only one or two disciplines Sometimes mixed with arts and elementary ed. majors May be stand alone or combined with integrated arts course Arts Methods Courses Usually literacy within a particular art form (art, music) Sometimes mixed with arts and general ed. students Taught through the arts discipline Literacy and the Arts

IHE Reporting ( ) Language Arts Methods course that includes /embeds the arts Taught by LA instructor Language Arts and Creative Expression Some IHEs require a 1-hour lab in “the arts” May be stand alone, or combined with other requirements, such as language arts and creative expression course Labs or Practicum May require students to take one or more courses in a specific arts discipline (as a stand alone, or in addition to integrated arts coursework) Most do not include methods or pedagogy for integrating arts into teaching practice Arts-Specific Coursework

Planning IHE Planning Template –IHE members discuss practices within their institutions and use planning template to set the course for needs assessment and future directions –Arts Education Leaders work with IHE members to discuss current and possible practices, resources, etc. for current and potential models

Arts Education for All Students

Coffee Talk How do these roles work together to benefit students? What does this model look like in your setting?

Arts Affirmation

Evaluation and Future Directions What worked well Suggestions for improvement

RESA Evaluation

“The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”