Ms. Cory Wilkerson National Coalition for Core Arts Standards State Education Agency Directors of Arts

Marcia McCaffrey NH Department of Education National Coalition for Core Arts Standards Co-author

How do the core arts standards components create a framework for learning with and through the arts?

Raise your hand if you are...  A pre-primary educator  A primary educator  A preparatory educator  Art, music theatre or dance educator  Department chair  Administrator  Higher education

have visited the national arts standards website and have already started using the arts standards.

are somewhat familiar with the new arts standards but haven’t really used them yet.

know very little about the new standards and are here to see what they are all about.

dance media arts music theatre visual arts A process that guides educators in providing a unified quality arts education for students in Pre-K through high school.

Ten national organizations spent 3 years designing and writing new national voluntary standards for the arts.

Copyright © 2014 SEADAE for NCCAS NCCAS Leadership Organizations  American Alliance for Theatre and Education  Americans for the Arts  The College Board  Educational Theatre Association  National Art Education Association  National Association for Music Education  National Dance Education Organization  NCCAS Media Arts Committee  State Education Agency Directors of Arts Education  Young Audiences Arts for Learning Partner Organizations: Kennedy Center Lincoln Center

Why study the arts? What “arts learnings” do we want students to take with them through their lives? Photo Credit: Education in the UAE and the American Curriculum united-arab-emirates-issue /

Why study the arts? What is it about arts learning that we want students to take with them throughout their lives? Common Core National Core Arts Standards

Artist: Darth Furby

Artistic Literacy = Philosophical Foundations + Life Long Goals

 Use a variety of artistic media, symbols, and metaphors to communicate their own ideas and to respond to the artistic communications of others.  Develop creative personal realization in at least one art form in which they continue active involvement as an adult.  Cultivate culture, history, and other connections through diverse forms and genres of artwork.  Find joy, inspiration, peace, intellectual stimulation, and meaning when they participate in the arts.  Seek artistic experiences and support the arts in their communities.

 International Arts Education Standards: A Survey of the Arts Education Standards and Practices of Fifteen Countries and Regions  Arts Education Standards and 21st Century Skills  College Learning in the Arts  A Review of Selected State Arts Standards  Child Development and Arts Education: A review of Current Research and Best Practices  A Review of Connections between the Common Core State Standards and the Core Arts Standards sources

 Collaboration  Communication  Critical thinking  Creativity and Problem Solving

 Collaboration is the process where two or more people or groups work together to realize common goals

 In studying the arts, students develop a vast repertoire of skills in intrapersonal and interpersonal processing, listening, observing, speaking, questioning, analyzing, and evaluating meaning.

 Creativity is the capability or act of conceiving something original/unusual. Innovation is the implementation of something new. Invention is the creation of something that has never been made before and is recognized as the product of some unique insight.

 Critical thinking is the essential, intellectually disciplined process of actively and skillfully conceptualizing, analyzing, synthesizing, and evaluating information

 How closely do the philosophical foundations and lifelong goals of the National Core Arts Standards compare to your own philosophy about teaching and learning in the arts?

Artistic Processes

s are the way the brain and body make art and define the link between art making and the learner

 Creating is specifically about conceiving and developing works of arts. In other words, the “making” of the art – as director, choreographer, designer, producer, conductor, composer, painter.  Performing/Presenting/Producing is about the realizing, sharing or presenting the art or the “doing” of the art – as the actor, dancer, curator, musician, technician.

 Connecting is relating artistic ideas and work with personal meaning and external context.  It is significantly beyond arts integration or defining other subject matter through arts understandings.  It is an internal process mechanism that synthesize various bodies of knowledge for use in developing multiple entry points for personal expression.  Responding is a reflection on an external set of information.  It is generally focused through comparison and critical analysis; critique.

Artistic Processes Anchor Standards Shared among the 5 arts disciplines Overarching-big buckets Shared among the 5 arts disciplines Deconstruct the artistic processes

Artistic Processes Anchor Standards Performance Standards Shared among the 5 arts disciplines Overarching-big buckets 4 Shared among the 5 arts disciplines Begin to breakdown the artistic processes 11 Unique to each of the 5 arts disciplines Incremental, observable, measurable Lots of the “standards”

Why study the arts? What is it about arts learning that we want students to take with them throughout their lives? Common Core National Core Arts Standards

4 Artistic Processes Discipline- based instructional resources EU’s & EQ’s Model Cornerstone Assessments Process Components Discipline Specific Performanc e Standards 11 Core Arts Anchor Standards

Copyright © 2014 SEADAE for NCCAS

Standards Enduring Under- standings Essential Questions Process Components Model Cornerstone Assessments The body of work provides multiple discipline-specific entry points or ways of accessing content that are “packed in” around the standards. Think of these as instructional resources, as ways to connect what you do with the standards.

Why study the arts? What is it about arts learning that we want students to take with them throughout their lives? Common Core National Core Arts Standards

Putting it all together in a scope and sequence by discipline Glossary terms in red

Process component (Dance, Media Arts, Music, Theatre) OR Enduring Understanding (Visual Arts) Pr:Performing/Presenting/Producing Re: Responding Cn: Connecting

 Artistic Processes as transfer goals  Anchor Standards as connecting points  Discipline specific standards as sequential learning targets  EU’s, EQ’s and Cornerstone Assessments as inquiry based learning tools

Why study the arts? What is it about arts learning that we want students to take with them throughout their lives? Common Core National Core Arts Standards

6 –Point Perspective Artist: Charles Gunn

 Wednesday, October 21 st – 5:00 PM Dubai Time  Standards, Assessment and Understanding by Design – Exploring the Model Cornerstone Assessments with Lynn Tuttle, National Coalition for Core Arts Standards Model Cornerstone Assessment Committee Chair and Dr. F. Robert Sabol, Purdue University, Past President, National Art Education Association

 National Core Arts Standards website:   In-process working space for National Coalition for Core Arts Standards:   National Art Education Association standards link:   National Association for Music Education standards link:   Educational Theatre Association link:   National Dance Education Organization link:  =  Media Arts Education-sponsored by SEADAE and NCCAS: 