1. Looking at Art

2. Provide a general overview of the Common Core Standards, as they relate to the work that we do.
Practice building question sequences that encourage critical thinking and collaboration.
Come away with a basic understanding of the ideas outlined in the standards, and how we can support student learning.
Common Core Anchor Standards
Artful Discussions Question Bank
Artful Thinking
Think, Puzzle, Explore
Connect, Extend, Challenge

3. What do you think you know?
What questions or puzzles
do you still have?
What does this topic make you
want to explore?

4. What do you think you know?
“I know that every teacher winces and grimaces when it is mentioned.
I think that it involves more thinking and questioning than the standards before.
I believe the objective of the instructor is to help students develop analytical and reasoning skills to solve problems instead of memorizing facts or relying on formulas.
I think docents are supposed to compliment the school history/social science curriculum by encouraging critical thinking when touring. Requires open-ended questions and making/building connections. ”

5. What questions or puzzles
do you still have?
“Are there Common Core standards for the arts specifically?
How is it different from the past? 
Is there a comprehensive list of the standards that is written in plain speech rather than in education-speak and buzzwords?
I want to have an outline of the basic Common Core standards for every grade level to the sixth grade. Broad outlines would be good. Then I'd like to understand how we can apply those. Can we even do that and would that be possible in a two hour Colloquium?? ”

6. What does this topic make you
want to explore?
“I don't really want to explore it, but I am receptive to suggestions on how to integrate any new techniques into touring.
How to cover some grade level common core competencies in my tours if possible.
Basic goals and illustrative techniques.
I want to know if knowing CC Standards and how to apply them to our touring practice will make our tours more valuable to the schools and their students. Will the schools increase their use of the Crocker Art Museum because we are using and applying CC Standards to our tours? Does this add to our value for the schools or really make no difference and how do we evaluate the process? ”

7. Content Standards
Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.
(CA Dept. of Ed)

8. Content Standards
Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.
(CA Dept. of Ed)
English-Language Arts
Mathematics
History-Social Science
Science
Physical Education
Visual and Performing Arts (Dance, Music, Theatre, Visual Arts)
English Language Development
World Language
Career Technical Education
Health Education
School Library

9. English-Language Arts
Common Core Standards
Common Core Standards - National (actually…42 states)
English-Language Arts
Mathematics
History-Social Science
Science
Physical Education
Visual and Performing Arts
English Language Development
World Language
Career Technical Education
Health Education
School Library

10. What’s the Big Idea?!?!

11. Big Ideas Consistency across the nation (well…42 states)
Great deal of discretion left to teachers – providing signposts but not actual curriculum
Collaboration and critical thinking among peers
Teaching literacy across subjects
Two types of text: literature and informational

12. As Docents and Museum Educators…
Why do we care…
…and what can we do?
We do have data

13. Why do we care and what can we do?
Some schools need to cite evidence for coming
When asked why they booked a tour, teachers responded:
68% wanted their tour to align with the state standards
86% thought it would be fun
99% wanted their students to learn something
95% wanted a cultural experience
Keeping you updated on current trends in education – speak the language of the classroom
It can be easy because you’re probably already doing it
Making your work intentional
We do have data

14. Speaking and Listening
English-Language Arts
Teaching literacy across subjects
Reading
Writing
Speaking and Listening
Language
ELA is broken into four strands

15. English-Language Arts
Teaching literacy across subjects
What is text?
the original words of a piece of writing or a speech
the printed score of a musical composition
a source of information
Visual, Non-Print Text: sculpture, paintings, photographs, posters, art reproductions, cartoons, films/videos, stage productions

16. English-Language Arts
Teaching literacy across subjects
Literature vs. Informational Texts
Students in K-5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
Literature
Informational Text
Stories
Dramas
Poetry
Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth
Includes staged dialogue and brief familiar scenes
Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

17. Looking at Art

18. Looking at Art

19. Speaking and Listening
English-Language Arts
Teaching literacy across subjects
Reading
Writing
Speaking and Listening
Language
K-5 Anchor Standards – general literacy expectations
broken down into grade-specific standards
We’re about to get technical – 6 dense slides
If you would like to read all 89 pages, go online

20. English-Language Arts
Reading
Writing
Speaking and Listening
Language
K-5 Anchor Standards
Key Ideas and Details
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
What do you see? What do you see that makes you say that?

21. English-Language Arts
Reading
Writing
Speaking and Listening
Language
K-5 Anchor Standards
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
Elements of Art
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole
Principals of Design
6. Assess how point of view or purpose shapes the content and style of a text.
Background information on artist, time period, historical or cultural connections

22. English-Language Arts
Reading
Writing
Speaking and Listening
Language
K-5 Anchor Standards
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words.
Pairing visual image (artwork) with auditory information (docent)
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take
Compare and contrast

23. Speaking and Listening
English-Language Arts
Reading
Writing
Speaking and Listening
Language
K-5 Anchor Standards
Comprehension and Collaboration
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively
Ask open-ended questions. Who can summarize what John just said? Does anyone have a different opinion? What do you see that makes you say that?
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally
Pairing visual image (artwork) with auditory information (docent) and critically thinking about and responding to what their peers are saying
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric
Speaker: docent, student, or artist

24. Speaking and Listening
English-Language Arts
Reading
Writing
Speaking and Listening
Language
K-5 Anchor Standards
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to the task, purpose and audience
Ask clarifying questions, ask students to refer back to the text to cite evidence for their opinion
“I think they are mad at each other because her back is to him and his arms are crossed.”

25. English-Language Arts
Reading
Writing
Speaking and Listening
Language
K-5 Anchor Standards
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
Model proper language
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level
Use subject-specific, academic language (use art words)– docent, chaperone, portrait, landscape, composition, palette. Define words explicitly and through your use of them. “What colors do you see?...This painting has a cool palette because the artist used lots of white, blue and gray.”

26. We have a tool…
Artful Discussions

27. Artful Discussion Reading, Speaking and Listening in the Arts
Question Bank designed to help Educators and Docents plan an
Artful Discussion to support student engagement
and deepen learning while looking at a work of art

28. Let’s Explore the Tool Introduction to Flipbook
Artful Discussion Planner
Planner Example
Description
Analysis
Interpretation
Judgement
Elements and Principals
Discussion Moves

29. Looking at Art

30. Group Work In small groups of your choosing, choose an artwork
As a group, identify your objective and audience (age/grade)
Work through the question bank
Description
Analysis
Interpretation
Judgement
Identifying 2-3 questions at each stage that fit your objective
Considering the answers you may receive, choose a discussion move that you would try out, with the goal of encouraging students to refer back to the text and work collaboratively

31. CA Dept of Ed – State Standards
Resources
Common Core
CA Dept of Ed – State Standards
Artful Thinking
pzartfulthinking.org

32. Looking at Art