1. http://nccas.wikispaces.com/

2. More than 380 individuals applied to serve on five art discipline standards writing teams NCCAS ’ s professional organizations chose teams based on breadth of and skills in teaching, standards and curriculum writing, assessment and leadership, and practical knowledge in their area of expertise Visit http://nccas.wikispaces.com for a complete list of writers

3. The International Arts Education Standards: A Survey of Fifteen Countries and Regions Arts Education Standards and 21st Century Skills, Common Core College Learning in the Arts: A Summary and Analysis of Recommendations and Expectations for Arts Child Development and Arts Education Research Review A Review of Selected State Arts Standards A Survey of Higher Education Arts Study by Non- majors **Currently doing an alignment study with Common Core and the Arts Standards Framework. Due out in 6 weeks.

4. The Learning Curve, Reviewing College Board Research, Technology Writing Virtually, Challenges and Successes June 2012 Face To Face Meeting Using Understanding by Design to write standards

5. Enduring Understandings and Essential Questions that are both broad and discipline specific. Cornerstone Assessments that demonstrate student learning. Artistic processes (Creating, Performing/Presenting/Producing, Responding and Connecting) in the arts disciplines. Fundamental components that illustrate the non-sequential cognitive and inquiry-based actions that might occur during art making. Standards that demonstrate—discipline by discipline—student outcomes and artistic literacy gained through standards-based arts education and engagement in creative practice.

6. Artists utilize inquiry, curiosity, exploration, and experimentation to integrate ideas from various sources to create personally meaningful works of art. The manipulation of the basic arts elements and principles affect the expressive quality of artwork and its interpretation. Artists analyze, evaluate, and refine their work over time toward an ever-rising standard of excellence. Artists choose to follow or break established conventions in pursuit of expressive goals.

7. Why do people make art? Where do artists get their ideas? What kind of artist am I? In what ways do available resources, tools, and technologies affect artistic expression? How do the arts reflect, as well as shape, culture?

9. are curriculum-embedded recur over the grades establish authentic contexts assess understanding & transfer integrate 21st century skills evaluate performance with established rubrics engage students in meaningful learning provide content for a student’s portfolio -Jay McTighe and Grant Wiggins