Concurrent Work Session II Sequence Development Arts Education

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.

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

GTN Facilitators Ouida Myers Information and Technology Facilitator Nick Winstead Learning Systems/CUACs Facilitator Laurie Ray EC Facilitator Ashley Secor Learning Systems (Schoolnet) Support

Who are we?

Session Objectives By the end of this session, and in order to facilitate our work, I will be able to: – Understand my role and the expectations, including the timeline and deliverables as a GTN participant – Contact and collaborate with other colleagues in the GTN network – Understand how my content area connects with other areas in the scope of this work – Access OpenClass, Schoolnet, and the Arts Education GTN wikispace – Describe the content of my initial sequence outline – Utilize the planning documents for the Governor’s Teacher Network to develop a sequence with 2-4 units having at least 4 lesson plans per unit

Open Class *Sign in using your GTN gmail account

Open Class Click on arrow at top of page to access Arts Education Course

NC Arts Education Wiki

Check in meetings Webinars for Q and A – Periodic (between due dates) – Focus on common issues – Will be archived and posted on wiki for access 24/7

GTN PLCs Who are you? What are your initial plans? (Scope of work/Sequence Outline) How can we partner to help one another?

Reflecting Time What questions do you have at this time?

BREAK

Policy and Legislation Basic Education Program (§ 115C-81) The NC Standard Course of Study

NC Standard Course of Study (NCSCS) English Language Arts * Literacy Standards for History/Social Studies, Science, and Technical Subjects Mathematics North Carolina Essential Standards Arts Education *English Language Development *Guidance Healthful Living *Information and Technology Science Social Studies World Languages * Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

Musical Pair Share 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?

Standard How I teach this standard How this standard is reflected in student work How this standard is assessed: formative benchmark summative Differentiation Connections The Big Picture

Strands

Essential Standards Components Strands: Organization Common threads of understanding [ES] - Essential Standards (<10) [COs] - Clarifying Objectives (approximately 2-5 per ES) Learning Sequence: K-8 Grade Levels HS Proficiency Levels Organized to embed multiple entry points

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

Revised Bloom’s Taxonomy Provides the framework used for all NC Essential Standards Common language used for all Essential Standards Two-Dimensional: Cognitive Process and Knowledge Dimension Image Citation 12

HS Proficiency Levels BeginningIntermediateProficientAdvanced 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. Note: students of various proficiency levels may be served within the same class or course.

Information & Technology Essential Standards Closely aligned with 21 st century skills Digital literacy overlaps with English Language Literacy and Arts Literacy Embedded into instruction across all content areas Includes more than using tech tools Ouida Myers, Digital Teaching and Learning

IT Strands Sources of Information (SI) – Evaluate resources needed to solve a given problem. Informational Text (IN)* – Analyze appropriate strategies when reading for enjoyment and for information. Technology as a Tool (TT) – Use technology and other resources for assigned tasks. Research Process (RP) – Design project-based products that address global problems. Safety and Ethical Issues (SE) – Analyze issues and practices of responsible behavior when using resources.

UDL at a Glance Laurie Ray, Exceptional Children Division

UDL Principles Principal 1: Representation Principal 3: Engagement Principal 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.

What do gifted learners need in order to maximize their learning?

Learning Needs of Gifted: Some, Not All Complexity: Abstract-thinking, Variety of concepts, subjects and strategies Depth: Higher levels of thinking, concepts Creativity: Open-endedness, choice Acceleration: Rapid pacing, Focus on Growth Relevance: Personal interest, Real-world problems and audiences, Connections

Tools and Strategies for Challenging Gifted Learners Concept-Based Teaching Tiered Assignments Project-Based Learning Curriculum Compacting Independent Study with Rubrics Seminars Other All with appropriate challenge!

Formative Assessment happens during instruction in the classroom is ongoing—minute to minute or in short cycles is not graded or used in accountability systems is descriptive in nature Why? – To provide feedback to adjust teaching and learning to help students improve their achievement of intended instructional outcomes.

Formative Assessment – Questioning – Discussions – Learning activities – Feedback – Conferences – Interviews – Student reflections

Summative Assessment is used to measure student competence or program effectiveness is found at the classroom, district, and state levels is evaluative and used to categorize students so performance among students can be compared can be graded and used in accountability systems

Summative Assessment – Selected Response Items Multiple choice True/false Matching – Short Answer Fill in the blank 1-2 sentence responses – Extended Written Responses – Performance – Portfolios (may include a combination of any of the above)

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

GTN Template: Sequence Name & Describe: – Sequence – Each unit – Each lesson plan Estimate the time needed for each unit and lesson plan Select primary Clarifying Objectives from the NCWLES for each Essential Standard in your Strand

GTN Template: Unit Plan

GTN Template: Lesson Plan

K-8 Standards Quick Reference Guides for the NC Standard Course of Study

Exit Ticket Write any questions you still have or needs for future support on a sticky note and leave it on the chart on your way out!