NCDPI Update NC Dance Alliance October 20, 2012 Greensboro, Raleigh, NC

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.

Introductions: What is your role?

NC Arts Education Wiki

NCDPI Arts Education Listserv

Purpose To provide information on policy and legislation impacting arts education To provide information and resources on the NC Arts Dance Essential Standards

Setting the Stage

Arts Education Policy Thumbs’ Up/Thumbs’ Down : A.The State Board of Education has a policy requiring a Standard Course of Study in the Arts. B.The first goal of the State Board of Education includes the arts. C.Students must complete one unit of credit in arts education to graduate from NC schools. D.The arts are core, academic subject areas.

GUIDING MISSION “The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

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

NC Legislation 1985 Basic Education Program 2008 Joint Select Committee on Arts Education 2009 S66 and H S66 Arts Education Task Force H758 Arts Education Commission 2012 Legislation

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

H758: Arts Education CommissionArts Education Commission Duties 3 Meetings (February – April 2012) Final Report (May 1, 2012) –5 Findings/Recommendations –3 Legislative Proposals in Report

H758: Arts Education CommissionArts Education Commission 1.Importance of Arts Education 2.Comprehensive Arts Education Task Force (Legislative Proposal 1) 3.Arts Education Graduation Requirement (Legislative Proposal 2) 4.Professional Development and Education in Arts Integration 5.Locally Driven Comprehensive Arts Education (Legislative Proposal 3)

S724: An Act to Implement Various Education Reforms Requires that pre- service elementary teachers and lateral entry teachers are prepared to “integrate arts education across the curriculum”. Outgrowth of H758 Arts Education Commission Wide-scale education legislation Signed into law June 26, 2012

S724: An Act to Implement Various Education Reforms Supported by: –Existing Teacher Ed Requirements (Policy) –NC Teacher Evaluation –Previous Legislation –National Reports NC Legislation and Policy and the Preparation of Elementary Teachers to Integrate the Arts

NCDPI Collaboration and Support for A+ Christie Lynch Ebert Arts Education Consultant and NCDPI A+ Liaison Brenda Wheat Whiteman A+ Arts Education Specialist

Michelle Burrows | Director A+ Schools Program tel:

Standards Overview

Standards Thumbs’ Up/Thumbs’ Down: A.All of the new standards must be implemented no later than Fall B.All of the new standards were built around the Revised Bloom’s Taxonomy and filtered through the P21 Framework. C.The term North Carolina Standard Course of Study refers to both the Common Core State Standards and the North Carolina Essential Standards. D.Adoption of the Common Core State Standards is a requirement for states wishing to receive federal grant money from Race to the Top.

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

Essential Standards 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?

Essential Standards Filters

Revised Bloom’s Taxonomy The Knowledge Dimension The Cognitive Process Dimension 1 Remember 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create 1 Factual Knowledge 2 Conceptual Knowledge 3 Procedural Knowledge X 4 Metacognitive

Partnership for 21 st Century Skills /

Life and Career SkillsLearning & Innovation Skills Information, Media, and Technology Skills Flexibility & AdaptabilityCreativity & InnovationInformation Literacy Initiative & Self-Direction Critical Thinking & Problem Solving Media Literacy Social & Cross-Cultural Skills Communication & Collaboration ICT Literacy Productivity & Accountability Leadership & Responsibility Core Subjects & 21 st Century Themes Core Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics 21 st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy

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

PROCESS: NC Arts Education Essential Standards Revisions Made Filters applied Trends analyzed Drafts reviewed

COMPONENTS: NC Arts Education Essential Standards Strands (3-4) –[ES] - Essential Standards (5-6) [COs] - Clarifying Objectives (2-5 per ES) Learning Sequence: K-8 Grade Levels HS Proficiency Levels Organized to embed multiple entry points

Intent of the Essential Standards Communicate at a basic level in each of the four arts disciplines Communicate proficiently in at least one art form

Organizational Strands DANCEMUSICTHEATRE ARTS VISUAL ARTS Creation and Performance (CP) Musical Literacy (ML) Communication(C)Visual Literacy (V) Dance Movement Skills (DM) Musical Response (MR) Analysis (A)Contextual Relevancy (CX) Responding (R)Contextual Relevancy (CR) Aesthetics (AE) Critical Response (CR) Connecting (C)Culture (CU)

Decoding Essential Standard Clarifying Objectives 4.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. 4.ML.1.1 Apply expressive qualities when singing or playing a varied repertoire of music representing genres and styles from diverse cultures. 4.ML.1.2 Execute the performance of vocal ostinatos, partner songs, counter- melodies, and rounds in two or more parts. 4.ML.1.3 Use voice and/or instruments to execute melodic movement through pentatonic melodies on the treble staff. Grade Level (4) Strand (ML = Music Literacy) Essential Standard (1) Clarifying Objective (3) Musical Literacy

Crosswalks What is new/different? –Overview and Organization –Comparison with previous state standards –Alignment with current National Standards –21 st Century Skills –Revised Bloom’s Taxonomy –History & Culture –High School Sequencing

K-8 Common Clarifying Objectives: History & Culture K12 Use the arts to illustrate how people express themselves differently. Recognize how the arts are used in customs and traditions of various cultures. Exemplify (dances, music, theatrical works, visual arts works) representing the heritage, customs, and traditions of various cultures. 345 Exemplify how the arts are used by various groups for artistic expression within the local community. Understand how the arts have affected, and are reflected in, the culture, traditions, and history of North Carolina. Understand how the arts have affected, and are reflected in, the culture, traditions, and history of the United States. 678 Understand the arts in relationship to the geography, history, and culture of world civilizations and societies from the beginning of human society to the emergence of the First Global Age (1450). Understand the arts in relationship to the geography, history, and culture of modern societies from the emergence of the First Global Age (1450) to the present. Understand the role of the arts in North Carolina and the United States in relation to history and geography.

High School Common Clarifying Objectives: History & Culture BeginningIntermediateProficientAdvanced Use the arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. Use the arts to explore concepts of civics and economics, such as systems, functions, structures, democracy, economies, and interdependence. Understand the role of the arts in United States history as a means of interpreting past eras within an historical context. Interpret the arts from personal, cultural, and historical contexts.

Unpacking Tools Provides deeper understanding and description of the standards –Comparison of strands, essential standards, and clarifying objectives by grade span –Narrative examples of classroom implementation for each standard

Unpacking Tools Image Citation 18

Unpacking Tools

SI Arts+Education+Content+Sessions Arts+Education+Content+Sessions+2012

Summer Institute 3 July 12-13, 2012 West Stokes High School Stokes County Summer Institute 5 July 19-20, 2012 JH Rose High School Pitt County Summer Institute 1 June 21-22, 2012 Enka High School Buncombe County Summer Institute 6 July 24-25, 2012 SanLee Middle School Lee County Summer Institute 4 July 17-18, 2012 Croatan High School Carteret County Summer Institute 2 July 10-11, 2012 Maiden High School Catawba County Schools

4 Questions of a PLC (DuFour) What do we want students to learn? (SI 2011) How will we know if they have learned it? (SI 2012 – Data Literacy) How will we respond when they don’t learn it? (SI 2012 – Connecting to Serve All Students) How will we respond when they already know it? (SI 2012 – Connecting to Serve All Students)

The Big Picture Standard

Focus Questions 1.How does arts education prepare students to be future ready? 2.How do the arts connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to arts education?

Teacher Evaluation Process 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.” (Section J)

Connections Thumbs’ Up/Thumbs’ Down : A.Each arts education discipline has a strand related to making connections with other areas. B.All educators are expected to make connections and integrate instruction to facilitate student learning. C.Many disciplines outside of the arts have objectives which connect to the arts. D.Students who make connections are more likely to develop conceptual understanding and apply their learning in different settings.

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)

Connections 1.How does the graphic represent the idea of making connections between learning in all areas of a Balanced Curriculum? 2.How can educators work together to help students see and make connections across the curriculum?

Communication Dance Music Theatre Arts Visual Arts Media Arts

CCSS Integrated Model “Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document.” Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4

Meeting the Needs of All Learners Focus Question 3: What are the implications for meeting the needs of all learners as related to arts education? AIGELLUDLTIPS Data Literacy

Focus: Types of Data, Formative and Summative Assessment, Team Initiated Problem Solving

Assessments in Summary Formative –Promotes student learning –Occurs during instruction –Not graded –Process –Descriptive feedback –Continuous Summative –Helps determine how much learning has taken place –Occurs at the end of an instructional unit –Graded –Product –Evaluative feedback –Periodic

Assessment in Arts Education NCDPI Resources Formative Assessment Assessment Examples Measures of Student Learning Local Resources and Initiatives

Formative Assessment NC FALCON –Modules –General Examples –Arts Examples

Assessment Examples Provide examples Not used for statewide tests or accountability Review (through August 31, 2012) –<1500 Surveys –Written feedback –Revisions made based on feedback

Assessment Examples Aligned with RBT Item Formats –SR: Selected Response –BCR: Brief Constructed Response –ER: Extended Response –PT: Performance Task

Measures of Student Learning Arts: More local control and less state direction –No MSL’s this school year –Guidance from the state

Educator Effectiveness Where can I find out more information about educator effectiveness? Please visit the new educator effectiveness website at: For responses to your questions, please

Meeting the Needs of All Learners Focus on UDL, implications for English Language Learners, AIG and the Arts

UDL at a Glance

Universal Design for Learning (UDL) (UDL) is: A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.

UDL Principles Principle 1: Representation Principle 3: Engagement Principle 2: Action and Expression

Recognition Networks The "what" of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Strategic Networks The "how" of learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. Affective Networks The "why" of learning How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

With UDL more students are: Engaged Learning Achieving Motivated

Serving Gifted Children through the Arts Studies have shown that the arts can significantly advance gifted students' academic and creative abilities and cognitive functioning (e.g., Hetland, 2000; Seeley, 1994; Walders, 2002; and Willet, 1992) This is a strong rationale for making the arts an essential feature of gifted education. DANCEMUSIC THEATR E ARTS VISUAL ARTS

Proficiency: Arts Education

Sequencing

High School Options Electives Requirements (Future-Ready Core) – 6 Electives requirements (NC Scholars) Interest or specializations 4-unit Concentrations

Highlights –Beginning, Intermediate, Proficient, Advanced courses in each discipline –Specialization by proficiency level in each discipline –AP and IB retain separate designations

High School Proficiency Levels BeginningIntermediateProficient*Advanced* 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.

Student Placement Those students who have had limited or NO instruction in the arts discipline prior to the high school level will enter at a beginning level of study in any high school coursework. Students may participate in a variety of electives from beginning through advanced levels in each of the arts disciplines.

High School Sequencing

Concentration Recommendations Sequence of courses in an arts discipline with at least one advanced course (beyond intermediate level) Culminating project or capstone experience to demonstrate advanced skills –producing a student-written play –choreographing a dance for a public performance –publishing and conducting a student-written musical composition –producing a student exhibition of original art

Concentration Recommendations Cross-disciplinary focused on student interest and post-secondary goals –Music industry (music and business) –Art Therapy (visual arts and allied health sciences) Note: Principal or designee approves concentrations

What does it mean to be proficient? “well advanced in an art, occupation, or branch of knowledge” –proficient, adept, skilled, skillful, expert mean having great knowledge and experience in a trade or professionproficientadeptskilledskillfulexpert

Proficiency implies a thorough competence derived from training and practice implies knowledge as well as technical skill

Suggested Student Profile Upon entry to high school level study, it is suggested that each student be assessed via a student profile This profile should be maintained throughout the high school career, so that each student has a history of his/her education, academic performance, and experiences in the arts.

Suggested Student Profile The profile documents: –arts education and student academic performance in any of the four arts education disciplines at the K-8 levels, –arts studies that the student has completed outside of the school (private lessons, internships, studio classes, etc.).

Student Placement Practices student profile –previous and continuing arts education (in and out of school experiences) checklists (standards-based) pre-requisites –(completion/mastery of previous level standards) other criteria –(auditions, products, portfolio, etc.)

Arts Education Think Tank Statewide representation First meeting on 9/27/2012 Examining proficiency and collecting and documenting evidence of student proficiency in arts education

State of the Arts: North Carolina

Good News! NC Graduation Rate

Enrollment in Arts Education Courses, K-12 Dance2.99% Music59.85% Theatre Arts5.44% Visual Arts53.66% All Arts122.09%

NC Statistical Profile ELEMENTARYMIDDLEHIGHTOTAL ClassesStudentsClassesStudentsClassesStudentsClassesStudents DANCE 80816, , , % 4.33% 2.86% 2.99% MUSIC 28,529590,6288,773179,2269,01795,78846,319865, % 54.56% 22.04% 59.85% THEATRE ARTS 83617,4921,40929,5792,59931,5834,84478, % 9.01% 7.27% 5.44% VISUAL ARTS 26,356547,6037,093140,0786,99988,48140,448776, % 42.65% 20.36% 53.66% FOLK ARTS (K-12) 00541, , % 0.36% 0.15% 0.13% COMMUNITY COLLEGE ARTS % 0.09% 0.03% SUBTOTALS56,5291,172,34518,034364,27219,989229,347 94,5521,765, % % 52.78% % TOTAL STUDENTS IN NC SCHOOLS 683, , ,524 1,446,390

Licensed Arts Educators in NC DanceMusicTheatre Arts Visual Arts Total , , , ,434,436 Students (ADM)

Local Education Agency (LEA) Year Implemented Burke County Schools 1990 Columbus County Schools 1992 Newton Conover Schools 2007 Pitt County Schools* 2004 Rowan-Salisbury 2004 Local Arts Education Graduation Requirements * Pitt County has a Local School Board Policy (9.201) which calls for a comprehensive and sequential arts education, K-12, in addition to the local high school graduation requirement.

State of the Arts: National

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

National Standards Evidence of Learning (by art form) Enduring Understandings Essential Questions Learning Standards Model Cornerstone Assessments ) Creating, Performing/Sharing, Responding, Connecting/Connections Components within each process Enduring UnderstandingsEssential Questions Overarching Framework Philosophical FoundationsLifelong Goals

National Standards Media Arts Dance Music Theatre Arts Visual Arts

National Reports The Arts and Achievement in At-risk Youth: Findings From Four Longitudinal Studies (March 2012 – National Endowment for the Arts) At-risk teenagers or young adults with a history of intensive arts experiences show achievement levels closer to, and in some cases exceeding, the levels shown by the general population studied.

National Reports Arts Education in Public Elementary and Secondary Schools: and (April 2012 – US Department of Education, National Center for Education Statistics) Contains Key Indicators for Arts Education in and comparisons with , where applicable.

US Instruction Available in Elementary Arts Education Year Dance Music Theatre Arts Visual Arts %94%20%87% %94%4%83%

US Instruction Available in Secondary Arts Education Year Dance Music Theatre Arts Visual Arts %90%48%93% %91%45%89%

Available now:  Crosswalks  Unpacking the Standards  I Can Statements by Content Area In development:  Graphic Organizers (available February 20, 2012)  Assessments  Formative: NC FALCON, ArtsFolio/Student Profile  Assessment Examples  Measures of Student Learning  Learning Progressions/Learning Maps  Terminologies  Other Tools

Professional Development

Arts Education Essential Standards PD Plan Quarterly webinars –3:30 – 4:30 p.m minutes for questions Arts Education Coordinators Meetings September 5 December 5 February 6 May 1 September 5 December 5 February 6 May 1 Raleigh: September 28, 2012 Onslow County: April 29, 2012 Raleigh: September 28, 2012 Onslow County: April 29, 2012

IHE training –Meredith College, Raleigh, October 12, 2012 –UNC-Wilmington, December 17, 2012 –Gardner Webb University’s Charlotte Campus January 9, 2013 Arts Education Professional Associations –Dance –Music –Theatre Arts –Visual Arts Arts Education Essential Standards PD Plan

Blended PD –Online Learning Modules (NC Education) – RESA Training –February and March 2013 –8 Regional Trainings Summer Institutes 2013 –Regional training for local leaders for standards implementation Arts Education Essential Standards PD Plan

Resources

–All Content Areas –Arts Education

Connections DANCEMUSIC THEAT RE ARTS VISUAL ARTS Quick Reference Guides for the NC Standard Course of Study

Why teach the Whole Child? Teaching the whole child provides students with the knowledge, skills, and abilities to transfer and connect ideas and concepts across disciplines. These students will be successful as measured by standardized tests and other indicators of student success (i.e. preparedness for work and life).

NCDPI Arts Education Christie Lynch Ebert Arts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Program Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts) Brenda Wheat Whiteman A+ Arts Education Specialist

One Word How do you feel about what you learned today?

Evaluation and Future Directions What worked well Suggestions for improvement

“The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.” Technology Disclaimer