1. New York State Learning Standards for the ARTS
New York State Learning Standards are a living set of expectations designed to meet the ever-changing needs of our students to ensure their success in postsecondary education and in the workplace.

2. American Alliance for Theatre and Education (AATE)
Arts Education Partnership (AEP)
The College Board
Educational Theatre Association (EdTA)
National Association for Music Education (NAfME)
National Art Education Association (NAEA)
National Dance Education Organization (NDEO)
State Education Agency Directors of Arts Education (SEADAE)
Young Audiences (YA)
Americans for the Arts
The state arts standards have been revised using the National Core Arts Standards as a major resource.
The National Coalition for Core Arts Standards (NCCAS) is a partnership of organizations and states that lead the revision of the 1994 National Standards for Arts Education in order to help guide curriculum designers, teacher training programs, and federal and state policy makers in arts education. Since 2012, NYS teachers have participated in reviews of the draft National Arts Standard (PK-8, HS, and final PK-12), the NCAS in relation to the NYS Learning Standards for the Arts, and the draft NYS arts standards. The feedback was used in each revision to bring you these revised arts standards.

3. Standards versus Curriculum
Standards are expectations. Curriculum is the program created by local school districts to learn and teach why.
Standards are statements. Curriculum includes many resources: activities, lessons, units, assessments, and textbooks.
Standards define what is to be learned by the end of a school year. Curriculum is the detailed plan for day to day teaching.
In education terms, decisions about standards are made at the state level, defining for teachers, school leaders and parents what students are expected to know by the end of the year. Curriculum decisions, including which materials and programs to use, are made by local districts. Instructional decisions regarding student progress throughout the year are made in the classroom.

4. Most significant changes
Addition of Media Arts
Common Artistic Processes
11 Anchor Standards
Grade level bands for sequential instruction
Discipline specific Enduring Understandings
Discipline specific Essential Questions
Artistic Literacy
Traditional and Contemporary Approaches
Responding
Connecting

5. NYS Standards then and now
The new arts standards were designed to help arts educators provide the high-quality curriculum, instruction, and assessment that students need to succeed in today’s schools and tomorrow’s careers. Let’s take a look at what has changed and what remains.

6. Grade levels

7. NYSED Arts STANDARDS Dance, Music, Theater, Visual Arts and Media Arts
Adopted by NYS Board of Regents September 2017
Dance, Music, Theater, Visual Arts and Media Arts
Shared Artistic Process:
Creating
Performing
Responding
Connecting
For rationale and research on Media Arts addition see Media Arts position paper at
The new standards (both NY & national) incorporate Media Arts in all of the art forms.
Media Arts is included as a fifth art discipline with a separate set of performance standards.
For information on the rationale and research behind this decision, see Media Arts position paper and FAQ’s available on the National Arts Standards website

8. Foundations of Artistic Literacy
The knowledge and understanding required to participate authentically in the arts.
Fluency in the language(s) of the arts is the ability to create, perform/produce/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts.
It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts.
The philosophical foundations and lifelong gals establish a definition of artistic literacy that clarifies how students can be involved in the arts beyond the high school level, and how that arts involvement contributes to college, career, and lifelong learning.
While individuals can learn about dance, media, music, theatre, and visual arts through reading print texts, artistic literacy requires that they engage in artistic creation processes directly through the use of materials (such as charcoal or paint or clay, musical instruments or score…) and in specific spaces (concert halls, stages, dance rehearsal spaces, arts studios and computer labs).

9. Artistically literate students:
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, intellectual stimulation, and meaning when they participate in the arts.
Seek artistic experiences and support in the arts in their communities.
The philosophical foundations and lifelong goals establish the basis for the new standards and illuminate artistic literacy by expressing the overarching common values and expectations for learning in arts education across the five arts disciplines.
This foundational work is what we value in arts education and the NCAS Framework applies to NYS standards as well. See the Conceptual Framework on National Arts Standards for more information.
The artistically literate student is truly evident and detailed in anchor standards 7-11.

10. Organization of standards through artistic processes
Creating
Presenting
Performing
Producing
Responding
Connecting
The new Arts Standards are based around 4 non-linear, recursive artistic processes: Creating, Performing/Producing/Presenting, Responding, and Connecting. These processes are common to all arts disciplines.
As these processes are non-linear and interconnected, access can be at any point and does not need to commence with Creating. The emphasis can vary from lesson to lesson and between disciplines. Each of the arts disciplines incorporates these processes in some manner. Connecting remains the big container.

11. Art Standards at a glance
Artistic Process
Shared by all disciplines
Anchor Standards Shared by all disciplines
Performance Indicators Discipline Specific
Cr Creating
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work.
All Disciplines
Pre-K- 8th Grade
* Grade by Grade Pr
Performing (Dance, Music, Theater)
Presenting (Visual Arts)
Producing (Media Arts)
4. Select, analyze and interpret artistic work for presentation.
Develop and refine artistic techniques and work for
presentation.
6. Convey meaning through the presentation of artistic work.
High School
* HSI –Proficient
* HSII – Accomplished
* HSIII – Advanced
Music Only – Additional Strands
Re Responding
7. Perceive and analyze artistic work.
8. Interpret meaning in artistic work.
9. Apply criteria to evaluate artistic work.
Harmonizing Instruments, Traditional and Emerging Ensembles
* Novice – 5
* Intermediate - 8
Cn Connecting
Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.
11. Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.
Composition & Theory, Technology
These processes are articulated in eleven Anchor Standards that are also common across art forms.
Anchor Standards are overarching standards statements of what students should know and do in all of the arts as a result of their PreK-12 education. Let’s look at each process and its NYS anchor standards.

12. Cr CREATING CONCEIVING AND DEVELOPING NEW ARTISTIC IDEAS AND WORK.
Anchor Standard 1. Generate and conceptualize artistic ideas and work.
Anchor Standard 2. Organize and develop artistic ideas and work.
Anchor Standard 3. Refine and complete artistic work.
The 11 Anchor Standards are not necessarily sequential. They are numbered merely for coding purposes.
We have 3 anchor standards in Creating…
Audrey Parrish Art Museum

13. Pr PERFORMING PRESENTING PRODUCING
PERFORMING (dance, music, theater): Realizing artistic ideas and work through interpretation and presentation.
PRESENTING (visual arts): Interpreting and sharing artistic work.
PRODUCING (media arts): Realizing and presenting artistic ideas and work.
For the second Artistic Process, Dance, Music and Theatre are using Performing.
Visual Arts is using Presenting
And Media Arts is using Producing

14. Pr PERFORMING PRESENTING PRODUCING
Anchor Standard 4. Select, analyze, and interpret artistic work for presentation.
Anchor Standard 5. Develop and refine artistic techniques and work for presentation.
Anchor Standard 6. Convey meaning through the presentation of artistic work.
Pr PERFORMING PRESENTING PRODUCING
The 3 Anchor Standards in P/P/P

15. Re RESPONDING
UNDERSTANDING AND EVALUATING HOW THE ARTS CONVERY MEANING
Anchor Standard 7. Perceive and analyze artistic work.
Anchor Standard 8. Interpret meaning in artistic work.
Anchor Standard 9. Apply criteria to evaluate artistic work.
3 anchor standards in Responding that focus on understanding and evaluating art and meaning

16. Cn CONNECTING
RELATING ARTISTIC IDEAS AND WORK WITH PERSONAL MEANING AND EXTERNAL CONTEXT
Anchor Standard 10. Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.
Anchor Standard 11. Investigate ways that artistic work is influenced by societal, cultural, and historical context and in turn how artistic ideas shape cultures past, present and future.
And 2 in Connecting – connect arts to history, community, and the world outside of school
Fearless Girl, Photo Image K. Corcoran, 2017

17. Art Standards at a glance
Artistic Process
Shared by all disciplines
Anchor Standards Shared by all disciplines
Performance Indicators Discipline Specific
Cr Creating
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work.
All Disciplines
Pre-K- 8th Grade
* Grade by Grade Pr
Performing (Dance, Music, Theater)
Presenting (Visual Arts)
Producing (Media Arts)
4. Select, analyze and interpret artistic work for presentation.
Develop and refine artistic techniques and work for
presentation.
6. Convey meaning through the presentation of artistic work.
High School
* HSI –Proficient
* HSII – Accomplished
* HSIII – Advanced
Music Only – Additional Strands
Re Responding
7. Perceive and analyze artistic work.
8. Interpret meaning in artistic work.
9. Apply criteria to evaluate artistic work.
Harmonizing Instruments, Traditional and Emerging Ensembles
* Novice – 5
* Intermediate - 8
Cn Connecting
Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.
11. Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.
Composition & Theory, Technology
To summarize, the 11 anchor standards are organized by four artistic processes common to all art disciplines.
The Arts Standards include two levels of standards: Anchor Standards and Performance Standards, which NYS calls Performance Indicators. Anchor Standards are overarching standards statements of what students should know and do in all of the arts as a result of their PreK-12 education. A performance indicator is a statement of what students should know and be able to do in a particular artistic discipline by the end of a specific grade or level.
The performance indicators translate the anchor standards into specific, measurable learning goals.
The standards are supported by a variety of discipline-based instructional resources, described later in this presentation.

18. 3 proficiency levels at the high school
HS Proficient
VA:Cr1.1.HSI
HS Accomplished
VA:Cr1.1.HSII
HS Advanced
VA:Cr1.1.HSIII
a. Use multiple approaches to begin creative endeavors.
a. Formulate individually or collaboratively, new creative problems, based on student’s existing artwork.
a. Visualize and hypothesize to generate ideas and plans for creating art and design that can affect social change.
The new Standards provide learning progressions from PK-12 At-a-Glance versions of each discipline are available on the arts page at NYSED.gov. The Standards at a Glance view provides the full scope and sequence of the standards by arts discipline. Bolded words are in the Glossary.
The high school area of the standards is broken into 3 levels of standards building on the PreK-8 standards in that discipline, and increasing in complexity.
The first level is Proficient, and reflects what can be expected of a student with a course of study beyond the PreK-8 grade standards.
The second level is Accomplished, and reflects multiple years or courses of study beyond the PreK-8 grade standards, leading to a student’s ability to work in the arts with minimal assistance.
The final level of standard in high school is Advanced. This reflects a high level of independence and facility. Through this level, this set of standards will specifically create standards that define a level of proficiency characteristic of honors or college level work – useful to help administrators and the community support the granting of honors credit and GPA weight to students who achieve these standards. We have two College Board research studies on which this work was based. See national arts standards website for those reports.

19. Descriptors for high school performance standards levels
Proficient
Accomplished
Advanced
Students at the Proficient level have developed the foundational technical and expressive skills and understandings in an art form necessary to solve assigned problems or prepare repertoire for presentation; make appropriate choices with some support; and may be prepared for active engagement in their community. They understand the art form of personal realization and well being, and make connections between the art form, history, culture, and other learning.
Students at the Accomplished level are – with minimal assistance – able to identify or solve arts problems based on their interests or for a particular purpose; conduct research to inform artistic decisions; and create and refine arts products, performances, or presentations that demonstrate technical proficiency, personal communication, and expression. They use the art form for personal realization and wellbeing, and have the necessary skills for and interest in participation in arts activity beyond the school environment.
Students at the Advanced level independently identify challenging arts problems based on their interests or for specific purposes, and bring creativity and insight to finding artistic solutions. They are facile in using at least on art form as an effective avenue for personal communication, demonstrating a higher level of technical and expressive proficiency characteristic of honors or college level work. They exploit their personal strengths and apply strategies to overcome personal challenges as arts learners. They are capable of taking a leadership role in arts activity within and beyond the school environment.
Here are the descriptors for the three High School Proficiency Levels.
Proficient = the graduation requirement level (one foundation level course.)
Accomplished = an addition couple of advanced electives.
Advanced = the five unit sequence level (Regents diploma with advanced designation in the arts.)

20. NYS Arts standards coding system
VA:Cr1.2.6a
Artistic Process “Creating”
Grade Level "6"
Discipline “Visual Arts”
Performance Indicator “a”
The standards coding system is shorthand to help you keep track of where you are. Let’s look at each component. Each discipline is assigned an alphabetic abbreviation using uppercase letters. Each artistic process is assigned an alphabetic abbreviation using an upper and lower case letter. Each anchor standard is assigned a number 1-11.
Anchor Standard “1”
Enduring Understanding “2”

21. Each discipline is assigned an alphabetic abbreviation using uppercase letters: DA=Dance MU=Music TH=Theatre VA=Visual Arts MA=Media Arts
VA:Cr1.2.6a
Artistic Process “Creating”
Grade Level "6"
Discipline “Visual Arts”
Performance Indicator “a”
Each discipline is assigned an alphabetic abbreviation using uppercase letters.
Anchor Standard “1”
Enduring Understanding “2”

22. Each artistic process is assigned an alphabetic abbreviation using an upper and lower case letter: Cr Creating * Pr Performing/Presenting/Producing * Re Responding * Cn Connecting
VA:Cr1.2.6a
Artistic Process “Creating”
Grade Level "6"
Discipline “Visual Arts”
Performance Indicator “a”
Each artistic process is assigned an alphabetic abbreviation using an upper and lower case letter.
Anchor Standard “1”
Enduring Understanding “2”

23. The Anchor Standards (AS) are the same across all arts disciplines
The Anchor Standards (AS) are the same across all arts disciplines. However, each arts discipline’s standards have discipline-specific interpretations of the AS, called Enduring Understandings (EU). Eus guide the content of the Performance Indicators (PI). Some Anchor Standards in some of the arts disciplines have more than one EU.
VA:Cr1.2.6a
Artistic Process “Creating”
Grade Level "6"
Discipline “Visual Arts”
Performance Indicator “a”
Each anchor standard is assigned a number 1-11.
Anchor Standard “1”
Enduring Understanding “2”

24. Each grade level is indicated by a letter, number, or HS+Roman numeral PK=Pre-Kindergarten K=Kindergarten 1,2,3,4,5,6,7,8 for grades 1-8 HSI for HS Proficient HSII for HS Accomplished HSIII for HS Advanced
VA:Cr1.2.6a
Artistic Process “Creating”
Grade Level "6"
Discipline “Visual Arts”
Performance Indicator “a”
Anchor Standard “1”
Enduring Understanding “2”
Each Performance Indicator (PI) is assigned a lower case letter (even when there is only one). The first performance indicator is “a”, the next “b”, and so on.
For special Music Strands (only) there is another set of codes, indicated with an upper case letter does not apply to General Music, Pk-8
H=Harmonizing Instruments
E= Traditional and Emerging Ensembles
C= Composition and Theory
T=Technology
For special Music Strands (only) there is another set of codes, indicated with an upper case letter (does not apply to General Music, PK-8
H= Harmonizing Instruments
E= Traditional and Emerging Ensembles
C= Composition and Theory
T= Technology

25. VA:Cr1.2.6a
Artistic Process “Creating”
Grade Level "6"
Discipline “Visual Arts”
Performance Indicator “a”
Anchor Standard “1”
Enduring Understanding “2”
Ordering
1. First position indicates the discipline. It is always followed by a colon (:).
2. Second position (following colon) indicates Artistic Process.
3. Third position indicates the Anchor Standard number and Enduring Understanding number, which are separated by a “.”
4. Fourth position indicates the Grade Level
5 Fifth position indicates the Performance Indicator
Ordering:
FIRST position indicates discipline. It is always followed by a colon ( : )
SECOND position (following the colon) indicates Artistic Process.
THIRD position indicates the Anchor Standard number and Enduring Understanding number, which are separated by a “.”
FOURTH position indicates the Grade Level
FIFTH position indicates the Performance Indicator

26. Let’s apply this to an At-A-Glance view
Let’s apply this to an At-A-Glance view. If you take a look at your handouts you see the artistic processes, anchor standards, process components, Enduring Understandings, and Essential Questions for each discipline within the arts.

27. NYSED RESOURCES Conceptual Framework
Enduring Understandings & Essential Questions
Discipline-specific Glossaries
Inclusion Strategies
Implementation Guide
A variety of supporting resources, such as the Conceptual Framework, Enduring Understandings, Essential Questions, discipline specific glossaries, inclusion strategies and an Implementation Guide to support administrators, parents, teachers and guidance counselors are available to help unpack the standards. These can be found at NYSED site and National arts Standards site.

28. Enduring understandings & essential questions
Big Idea
Essential Questions
Enduring Understanding
Enduring Understandings and Essential Questions have been embedded into the standards as a support resource. Many of you will be familiar with EUs and EQs as ways to map out and organize curriculum. For those of you who aren’t, the intent is to help keep instruction and learning focused on the big ideas of arts learning.
Enduring Understandings complement the lifelong goals for our student’s arts learners, and the Essential Questions are those prompts we ask our students to wrestle with when experiencing and making art.
Enduring Understandings and Essential Questions are written across grade-levels, and are to be adapted by the instructor to their specific grade-level. It is advisable to view standards at lower and higher grade levels in order to view a progression of proficiency.

29. timeline September 2017 – Board of Regents adopted new arts standards
School Year transition year. Educators to receive professional development and practice with new standards. Professional Development 6 hours – through BOCES and teacher centers. Professional organization representatives have been trained to provide PD.
School Year – full implementation
During this transition year BOCES and teacher centers will offer training on the new standards. Districts should allow for Professional Development and common planning time to ensure that curriculum aligns with the new standards.

30. Arts in education and exploratory enrichment
Authentic learning experiences
Develops 21st century learning skills
Educates the “whole-child”
Promotes:
Critical Thinking
Collaboration
Communication
Creativity
Arts integration as defined by the John F. Kennedy Center for the Performing Arts center is "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets evolving objectives.”

31. SEPTEMBER NOVEMBER OCTOBER MARCH
OCTOBER
September: National Suicide Prevention
National Hispanic Heritage
Arts in Ed week
October: National Bullying Prevention
Arts and Humanities
November: NYS History
February: Black History
Teen Dating Violence Awareness
March: Women’s History
Youth Art Month
Music Inspires
April: Poetry
May: Asian/Pacific American Heritage
Haitian Heritage
Jewish American Heritage
June: LGBT Pride
MARCH

32. Cultural Partners Art Museums Performing Arts Centers
Broadway Theaters
Arts Councils
History Museums
Children’s Museums
Tours
Farms
Health & Wellness
Motivational Speakers
Many other possibilities…