1. NCAEA Division Meetings: 2012
Understanding the Revised Bloom’s Taxonomy and the NC Visual Arts Essential Standards
NCAEA Division Meetings: 2012

2. Think about… What is the most significant Big Idea for you personally?
What is different about instruction?

3. NC Arts Education Wiki http://ances.ncdpi.wikispaces.net/
(NCAEA Sessions 2012)

4. Quick Reference Guides for the NC Standard Course of Study (K-8)
K-12 Standards
Quick Reference Guides for the
NC Standard Course of Study (K-8)

5. RBT Module NC Education Phase 1 Modules
Revised Bloom’s Taxonomy (Log In Required)

6. Bloom’s Revised Bloom’s
Create
Evaluation
Synthesis
Evaluate
Analyze
Analysis
Apply
Application
Benjamin Bloom once referred to his book (Bloom’s Taxonomy of Educational Objectives (1959)) as the “most frequently cited, least read book in American education”. Most people can recall the words; however, few have read the book, know the intent of the words or what each word means.
In revising the original taxonomy, the team noticed a few issues that needed to be corrected:
It was intended to classify verbs but written in noun form
The original Bloom’s suggested LEVELS OR PRE-REQUISITES(cumulative hierarchy) – as indicated by the pyramid.
A “cumulative hierarch” suggested that a student cannot effectively, or should not try to, address higher levels of thinking until those below them have been covered. The new taxonomy addresses thinking from a perspective of complexity that suggests that it may be necessary for students to perform more complex levels of thinking in order to accomplish less complex levels of thinking. For example, it may be necessary for students to “analyze” a passage of reading before being able to “understand” the main idea. Or, apply before understanding. On the other hand, the more we “apply” a concept or idea, the greater the “understanding” we have of the concept or idea. This is a major paradigm shift.
Comprehension
Understand
Knowledge
Remember

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

8. Arts Education Use of 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
Focuses objectives in order to accomplish specific learning outcomes, leading to proficiency
Uses RBT verbs that are consistent across disciplines and clearly measurable
Common clarifying objectives regarding history and culture by grade and proficiency level, aligned with Social Studies curriculum, for all arts disciplines
Includes assessment prototypes specifically aligned to ES and COs for each arts discipline thereby clarifying the objectives; additional guidance on assessment will be provided in instructional toolkit. Please keep in mind that the Assessment Protptypes are examples only, and are not required.

9. 1. Remember Retrieving relevant knowledge from long term memory (verbatim, unchanged by student)
Cognitive Processes:
1.1 Recognizing (identifying)
1.2 Recalling (retrieving)
Remembering is essential for meaningful learning and problem-solving.
Used in more complex tasks.
A standard can be classified as Remember when the intent of that standard is to promote retention of the presented material in much the same form as it was taught. It is more difficult for students to recall information than recognize information.
Why do we need two processes for remember?
1.1 Recognizing – Retrieving relevant knowledge from long-term memory in order to compare it with presented information. Alternative name: Identifying
Example: Typically comes out of a visual relationship. The student has learned several types of
1.2 Recalling – Retrieving relevant knowledge from long-term memory when given a prompt to do so. Alternative name: Retrieving
Example: The student who learned the English equivalent of 20 Spanish words is asked to write the corresponding English word next to each of the Spanish words presented on a list.
Remember is typically used in conjunction with Factual knowledge, which is often simply memorized. Sometimes it’s unconnected to prior knowledge and unorganized. It’s simply stored in the brain. The student may be completely unaware of where it “fits” within the larger discipline.
Jot down an Example

10. 2. Understand. Constructing meaning from instructional
2. Understand Constructing meaning from instructional messages, including oral, written, and graphic communication
Cognitive Processes:
2.1 Interpreting (clarifying, paraphrasing, representing, translating)
2.2 Exemplifying (illustrating, instantiating)
2.3 Classifying (categorizing, subsuming)
2.4 Summarizing (abstracting, generalizing)
2.5 Inferring (concluding, extrapolating, interpolating, predicting)
2.6 Comparing (contrasting, mapping, matching)
2.7 Explaining (constructing models)
Understand - Students understand when they build connections between the “new” knowledge to be gained and their prior knowledge. (Incoming knowledge is integrated with existing schemas and cognitive frameworks.)
(Remember Felicity, could you tell if she understood the symbols or if the activity prompts her to recall words as in learning to react to stimuli?)
Jot down an Example

11. 3. Apply Carry out or use a procedure in a given situation
Cognitive processes:
3.1 Executing (carrying out) – using a procedure on familiar tasks (exercises); has a fixed sequence of steps
3.2 Implementing – using a procedure on unfamiliar tasks (problems); student has to select technique or method & often change sequence (e.g., a flowchart)
Apply is a verb that exemplifies the flexible nature of RBT. As stated earlier, cognitive psychologist say that sometimes it is necessary to “apply” before understanding. Often we think we understand an idea, until we attempt to apply that idea to a given situation. On the other hand, the more we apply, the greater the understanding of the concept. Again, this is a paradigm shift for RBT, the verbs are seen as “tools” in a toolbok for students to use as the situation dictates. I like to refer to this as taking “ownership” of that knowledge. This is the true nature of a 21st Century critical thinking classroom.
Let’s watch an application of math.
Jot down an Example

12. 4. Analyze. Break material into its constituent parts and
4. Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall purpose.
Cognitive processes:
4.1 Differentiating [e.g. the relevant from the irrelevant parts.]
4.2 Organizing [The ways that elements fit or function within the overall structures.]
4.3 Attributing [the underlying purpose or perspective – reading between the lines.]
Analyze deals with “parts” and “wholes.”
4.1 Differentiating – distinguishing the parts of a whole structure in terms of their relevance or importance; determining how parts fit into the overall structure or whole.
Alternate terms: discriminating, selecting, distinguishing, and focusing.
Example: Select the main steps in a written description of how something works.
4.2 Organizing – identifying the elements of a communication or situation and recognizing how they fit together into a coherent structure. Students build systematic and coherent connections among pieces of presented information.
Alternative terms: structuring, integrating, finding coherence, outlining, and parsing.
Example: Students write an outline that shows which facts in a passage on American history support and which facts do not support the conclusion that the American Civil War was caused by differences in the rural and urban composition of the North and South.
4.3 Attributing – occurs when a student is able to ascertain the point of view, biases, values, or intention underlying communications. In contrast to Interpreting, in which the student seeks to Understand the meaning of presented material, Attributing involves an extension beyond basic understanding to infer the intention or point of view underlying the presented material.
Alternate term - deconstructing
Example: In reading a passage on the battle of Atlanta in the American Civil War, students must determine whether the author takes the perspective of the North or the South.
Page
Jot down an Example

13. 5. Evaluate Make judgments based on criteria and standards.
Cognitive processes:
5.1 Checking [testing for internal consistencies or fallacies in an operation or product – check as you go along]
5.2 Critiquing [judging a product or operation based on externally imposed criteria and standards.]
Evaluation is based on the use of standards of performance with clearly defined criteria. For example: Is this process sufficiently effective? Is this product of sufficient quality?
Criteria: quality, effectiveness, efficiency, and consistency. Generally determined by the student or by others.
Standards: For use with the criteria---may be either quantitative or qualitative .
5.1 Checking - involves testing for internal inconsistencies or fallacies in an operation or a product.
Alternative terms: testing, detecting, monitoring, and coordinating
Example: Does data support or disconfirm a hypothesis?
5.2 Critiquing – involves judging a product or operation based on externally imposed criteria and standards. Critiquing is often compared to summative evaluation
Alternative term: Judging
Example: Judge the merits of a particular solution to the problem of acid rain in terms of its likely effectiveness and its associated costs.
Jot down an Example

14. 6. Create. Put elements together to form a coherent or
6. Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure
Cognitive processes:
6.1 Generating (Hypothesizing) – meeting
certain criteria
6.2 Planning (Designing) – devising a solution
6.3 Producing (Constructing) – constructing an original product based on 6.1 and 6.2
Create involves students making a new product by mentally reorganizing some elements or parts into a pattern or structure not clearly present before. Students create by producing their own synthesis of information or materials to form a new whole, as in writing [not writing that represents the remembering of ideas or the interpretation of materials], painting, sculpting, building, etc. When creating, students synthesize material into a whole (i.e., the construct of an original product) and employ multiple types of knowledge.
The Create cognitive category is broken into three phases:
6.1 Generating – student attempts to understand the task and generate possible solutions (divergent thinking) that meet certain criteria.
Alternative term: hypothesizing
Example: Students are asked to write as many hypotheses as they can to explain strawberries growing to extraordinary size. The teacher should establish clearly defined criteria for judging the quality of the responses and give them to the students.
6.2 Planning – involves devising a solution method that meets a problem’s criteria. Planning stops short of carrying out the steps to create the actual solution for a given problem. When planning the student may establish sub-goals, or break a task into subtasks to be performed when solving the problem.
Alternative term: Designing
Example: Prior to writing a research paper on the causes of the American Revolution, submit an outline of the paper, including the steps they intend to follow to conduct the research.
6.3 Producing – involves carrying out a plan for solving a given problem that meets certain specifications.
Alternative term: Constructing
Example: Design sets for plays. A corresponding assessment task for this objective asks students to design the set for a student production of Driving Miss Daisy. The specifications are used as the criteria for evaluating student performance relative to the objective.
Jot down an Example

15. The Knowledge Dimension Factual knowledge Conceptual knowledge
Procedural knowledge
Metacognitive knowledge
To design a classification system appropriate for all subject matters (and grade levels), CONTENT had to be replaced with KNOWLEDGE.
Thus, four types of knowledge were identified.

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

17. Revised Bloom’s Taxonomy
The Knowledge Dimension:
Revised Bloom’s Taxonomy
1. Factual Knowledge -
The basic elements students must know to be acquainted with a discipline or solve problems in the discipline.
Knowledge of terminology
Knowledge of specific details and elements
Example: Technical Vocabulary, music symbols
Example: Major natural resources, reliable sources of information.
This information is on your handout titled “The Knowledge Dimension: Revised Bloom’s Taxonomy.” Each type of knowledge is defined with sub-types and examples.
Jot down an Example

18. The Knowledge Dimension: Revised Bloom’s Taxonomy
2. Conceptual Knowledge – The interrelationships among the basic elements within a larger structure that enable them to function together.
Knowledge of classifications and categories
Knowledge of principles and generalizations
Knowledge of theories, models, and structures
Example: Periods of geological time, forms of business ownership
Example: Pythagorean theorem, law of supply and demand
Example: Theory of evolution, structure of Congress
Jot down an Example

19. The Knowledge Dimension: Revised Bloom’s Taxonomy
3. Procedural Knowledge – How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
Knowledge of subject-specific skills and algorithms
Knowledge of subject-specific techniques and methods
Knowledge of criteria for determining when to use appropriate procedures
Example: Skills used in painting with water colors, whole number division algorithm
Example: Interviewing techniques, scientific method
Example: Criteria used to determine when to apply a procedure involving Newton’s second law, criteria to judge the feasibility of using a particular method to estimate business costs
Jot down an Example

20. The Knowledge Dimension: Revised Bloom’s Taxonomy
4. Metacognitive - Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition.
Strategic knowledge
Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
Self-knowledge
Example: Knowledge of outlining as a means of capturing the structure of a unit of subject matter in a text book, knowledge of the use of heuristics
Example: Knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks
Example: Knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one’s own knowledge level
Jot down an Example

21. Practice Look at the standards for your grade or proficiency level
Circle the cognitive process
Underline the information for knowledge type and identify which knowledge type it is.
Identify themes in art Factual…or is it Conceptual?
Use the RBT chart to graph the cognitive process and knowledge dimension of the objectives

22. Sequencing
More than ever before, the North Carolina Arts Education Essential Standards provide a clearly articulated sequence of instruction grade-by-grade, in grades K-8, and by proficiency level (beginning, intermediate, proficient, and advanced) in grades This concept is elaborated on in the online learning module, “Understanding the Standards.”

23. Sequencing
Why is it important to understand the sequence of learning across the K-12 continuum?
Points might include:
-So that teachers/students/parents know what comes before and after in the continuum
-So that teachers can differentiate instruction for students who have gaps in the continuum
-So that students know what they have learned and what is coming ahead
-So that students can set goals to progress with their learning
-To understand the “big picture” of what students should know and be able to do
-Other (share ideas among the group)

24. Unpacking the Standards
Visit the ACRE website: to access the unpacking tools for each arts education discipline. (Walk participants through this process).
The “unpacking” of the standards done in these documents is an effort to answer a simple question “What does this standard mean that a student must know and be able to do?” and to ensure the description is helpful, specific, and comprehensive for educators.
Unpacking the Standards

25. Visual Literacy
Essential Standard
Kindergarten
1st Grade
2nd Grade
V.1: Use the language of visual arts to communicate effectively.
K.V.1.1: Identify various art materials and tools.
K.V.1.2: Create original art that expresses ideas about oneself.
K.V.1.3: Recognize various symbols and themes in daily life.
K.V.1.4: Understand characteristics of the Elements of Art, including lines, shapes, colors, and texture.
K.V.1.5: Recognize characteristics of the Principles of Design, including repetition and contrast.
1.V.1.1: Identify tools, media and processes.
1.V.1.2: Create original art that expresses ideas, themes, and events.
1.V.1.3: Recognize that symbols, subjects, or themes are used in the works of others to communicate.
1.V.1.4: Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, and space.
1.V.1.5: Understand characteristics of the Principles of Design, including repetition, emphasis, contrast, and balance.
2.V.1.1: Use appropriate art vocabulary when discussing media, processes, or images in art.
2.V.1.2: Create original art that expresses ideas about people, neighborhoods, or communities.
2.V.1.3: Understand the “story” in works of art.
2.V.1.4: Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, space, and value.
2.V.1.5: Understand characteristics of the Principles of Design, including repetition, movement, emphasis, contrast, balance, and proportion.

26. Visual Literacy
Essential Standard
3rd Grade
4th Grade
5th Grade
V.1: Use the language of visual arts to communicate effectively.
3.V.1.1: Use art vocabulary, including specific artistic terms.
3.V.1.2: Understand that artists use their art to express personal ideas.
3.V.1.3: Identify themes from masters’ works.
3.V.1.4: Understand characteristics of the Elements of Art, including lines, shapes, colors, textures, form, space, and value.
3.V.1.5: Understand characteristics of the Principles of Design, including repetition, movement, emphasis, contrast, balance, proportion, harmony, and unity.
4.V.1.1: Use appropriate art vocabulary to compare artists’ styles.
4.V.1.2: Apply personal choices while creating art.
4.V.1.3: Infer meaning from art.
4.V.1.4: Understand how the Elements of Art are used to develop a composition.
4.V.1.5: Understand how the Principles of Design work in relation to each other.
5.V.1.1: Use appropriate art vocabulary to describe art movements.
5.V.1.2: Create art that reflects personal voice and choice.
5.V.1.3: Classify works of art in terms of whether they are realistic, abstract, or non-objective.
5.V.1.4: Understand the relationship between the Elements of Art and the Principles of Design.
5.V.1.5: Apply the Principles of Design in creating compositions.

27. Visual Literacy
Essential Standard
6th Grade
7th Grade
8th Grade
V.1: Use the language of visual arts to communicate effectively.
6.V.1.1: Use appropriate vocabulary to describe art, including Elements of Art, Principles of Design, types of media, various processes, and style.
6.V.1.2: Understand how the Elements of Art can aid in the planning and creation of personal art.
6.V.1.3: Identify artists’ styles.
6.V.1.4: Recognize how artists use the Elements of Art and Principles of Design in creating art.
7.V.1.1: Use art vocabulary to analyze art.
7.V.1.2: Understand how the Principles of Design aid in the planning and creating of personal art.
7.V.1.3: Identify themes in art.
7.V.1.4: Understand the relationship between the Elements of Art and the Principles of Design.
8.V.1.1: Use art vocabulary to evaluate art.
8.V.1.2: Apply the Elements of Art and Principles of Design in the planning and creation of personal art.
8.V.1.3: Identify how the Elements of Art and Principles of Design differentiate movements, contemporary styles, and themes in art.
8.V.1.4: Analyze the relationship between the Elements of Art and the Principles of Design in art.

28. Visual Literacy
Essential Standard
Beginning
Intermediate
Proficient
Advanced
V.1: Use the language of visual arts to communicate effectively.
B.V.1.1: Use art vocabulary when discussing art and artistic styles.
B.V.1.2: Apply the Elements of Art and Principles of Design to create art.
B.V.1.3: Classify art according to specified styles.
B.V.1.4: Recognize how Elements of Art and Principles of Design are used in art.
I.V.1.1: Use art vocabulary to critique art.
I.V.1.2: Understand how design influences artistic expression.
I.V.1.3: Understand the use of global themes, symbols, and subject matter in art.
I.V.1.4: Analyze images through the process of deconstruction (the components of the image and its meaning).
P.V.1.1: Use art vocabulary to analyze compositions.
P.V.1.2: Understand the relationship between personal expression and design.
P.V.1.3: Recognize contemporary styles, themes, and genres in art.
P.V.1.4: Evaluate the use of the Elements of Art and Principles of Design in art.
A.V.1.1: Use art vocabulary to explain compositional choices.
A.V.1.2: Create art based on personal expression and applied design.
A.V.1.3: Create art that responds to contemporary themes in art.
A.V.1.4: Analyze the compositional components of art.

29. Presenters Cheryl Maney Slater Mapp Christie Lynch Ebert
Dance and Visual Arts Specialist
Charlotte-Mecklenburg Schools
Slater Mapp
Arts Education Consultant
(Theatre Arts and Visual Arts)
Christie Lynch Ebert
Arts Education Consultant (Dance and Music)
and NCDPI Liaison to the A+ Schools Program