1. NCDPI Update NC Art Education Association November 3, 2012 Asheville, NC

2. Welcome, Slater! Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts) slater.mapp@dpi.nc.gov 919-807-3758

3. 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.

4. NC Arts Education Wiki http://ances.ncdpi.wikispaces.net/ http://ances.ncdpi.wikispaces.net/Curriculum+Workshops+2012-13

5. NCDPI Arts Education Listserv join-artsed@lists.dpi.state.nc.us

6. Purpose To provide information on policy and legislation impacting arts education To provide information and resources to the NCAEA on the Visual Arts NC Essential Standards

7. Setting the Stage

8. Arts Education Policy Thumbs’ Up/Thumbs’ Down : A.The State Board of Education has a policy requiring a Standard Course of Study in the Arts. B.The first goal of the State Board of Education includes the arts. C.Students must complete one unit of credit in arts education to graduate from NC schools. D.The arts are core, academic subject areas.

9. GUIDING MISSION “The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

10. Policy and Legislation Basic Education Program (§ 115C-81) The NC Standard Course of Study Common Core State StandardsNC Essential Standards

11. NC Legislation 1985 Basic Education Program 2008 Joint Select Committee on Arts Education 2009 S66 and H149 2010 S66 Arts Education Task Force 2011-12 H758 Arts Education Commission 2012 Legislation

12. S66 Comprehensive Arts Education Arts Education –(arts as core, academic subjects) Arts Integration –(arts as a catalyst for learning across the curriculum) Arts Exposure –(exposure to arts experiences)

13. Comprehensive Arts Education

14. H758: Arts Education CommissionArts Education Commission Duties 3 Meetings (February – April 2012) Final Report (May 1, 2012) –5 Findings/Recommendations –3 Legislative Proposals in Report

15. H758: Arts Education CommissionArts Education Commission 1.Importance of Arts Education 2.Comprehensive Arts Education Task Force (Legislative Proposal 1) 3.Arts Education Graduation Requirement (Legislative Proposal 2) 4.Professional Development and Education in Arts Integration 5.Locally Driven Comprehensive Arts Education (Legislative Proposal 3)

16. S724: An Act to Implement Various Education Reforms Requires that pre- service elementary teachers and lateral entry teachers are prepared to “integrate arts education across the curriculum”. Outgrowth of H758 Arts Education Commission Wide-scale education legislation Signed into law June 26, 2012

17. S724: An Act to Implement Various Education Reforms Supported by: –Existing Teacher Ed Requirements (Policy) –NC Teacher Evaluation (Policy) –Previous Legislation –National Reports NC Legislation and Policy and the Preparation of Elementary Teachers to Integrate the Arts

18. Michelle Burrows | Director A+ Schools Program michelle.burrows@ncdcr.gov tel: 919.807.6503 http://aplus-schools.ncdcr.gov/

19. Standards Overview

20. Standards Thumbs’ Up/Thumbs’ Down: A.All of the new standards must be implemented no later than Fall 2012. B.All of the new standards were built around the Revised Bloom’s Taxonomy and filtered through the P21 Framework. C.The term North Carolina Standard Course of Study refers to both the Common Core State Standards and the North Carolina Essential Standards.

21. NC Standard Course of Study Common Core State Standards –English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) –Mathematics NC Essential Standards –Arts Education –Career and Technical Education –English Language Development* –Guidance* –Healthful Living (Health & Physical Education) –Information and Technology* –Science –Social Studies –World Languages

22. Essential Standards Guiding Question What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?

23. Essential Standards Filters

24. Intent of the Essential Standards Communicate at a basic level in each of the four arts disciplines Communicate proficiently in at least one art form

25. COMPONENTS: NC Visual Arts Essential Standards Strands (3) –[ES] - Essential Standards (6) [COs] - Clarifying Objectives (2-5 per ES) Learning Sequence: K-8 Grade Levels HS Proficiency Levels Organized to embed multiple entry points

26. Organizational Strands DANCEMUSICTHEATRE ARTS VISUAL ARTS Creation and Performance (CP) Musical Literacy (ML) Communication(C)Visual Literacy (V) Dance Movement Skills (DM) Musical Response (MR) Analysis (A)Contextual Relevancy (CX) Responding (R)Contextual Relevancy (CR) Aesthetics (AE) Critical Response (CR) Connecting (C)Culture (CU)

27. Crosswalks What is new/different? –Overview and Organization –Comparison with previous state standards –Alignment with current National Standards –21 st Century Skills –Revised Bloom’s Taxonomy –History & Culture –High School Sequencing

28. K-8 Common Clarifying Objectives: History & Culture K12 Use the arts to illustrate how people express themselves differently. Recognize how the arts are used in customs and traditions of various cultures. Exemplify (dances, music, theatrical works, visual arts works) representing the heritage, customs, and traditions of various cultures. 345 Exemplify how the arts are used by various groups for artistic expression within the local community. Understand how the arts have affected, and are reflected in, the culture, traditions, and history of North Carolina. Understand how the arts have affected, and are reflected in, the culture, traditions, and history of the United States. 678 Understand the arts in relationship to the geography, history, and culture of world civilizations and societies from the beginning of human society to the emergence of the First Global Age (1450). Understand the arts in relationship to the geography, history, and culture of modern societies from the emergence of the First Global Age (1450) to the present. Understand the role of the arts in North Carolina and the United States in relation to history and geography.

29. High School Common Clarifying Objectives: History & Culture BeginningIntermediateProficientAdvanced Use the arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. Use the arts to explore concepts of civics and economics, such as systems, functions, structures, democracy, economies, and interdependence. Understand the role of the arts in United States history as a means of interpreting past eras within an historical context. Interpret the arts from personal, cultural, and historical contexts.

30. Unpacking Tools Image Citation 18 Visual Literacy Essential Standard Kindergarten 1 st Grade 2 nd 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.

31. Unpacking Tools K – 2 nd Grade Unpacking Visual Literacy (What does this mean a child will know and be able to do?) Visual Literacy Strand Visual literacy relates to the language of art, how it is organized, and how it is used to communicate as a language of its own. Visual literacy relates to all aspects of becoming “art literate,” including an understanding of how the Elements of Art and Principles of Design are used for personal expression and communication through art. Visual literacy also encompasses the application of critical and creative thinking skills to artistic expression and solving artistic problems, as well as using a variety of tools, media, and processes safely and appropriately while creating art. Essential Standards There are three Essential Standards (V.1), (V.2), and (V.3) in the Visual Literacy Strand for Visual Arts: V.1: The first Essential Standard requires students to understand the language of art. Young children are developing fine motor skills and are learning to manipulate various art materials and tools. Since it will be the first time that some children will be correctly using many of the materials and tools, they will need to be given specific instruction. Students will begin to recognize how symbols, subjects, themes, and other commonalities among different pieces of art are used to communicate. As they create art, students recognize the Elements of Art in their own work, such as shape, color, line, and texture, and work towards explaining why they made certain decisions about their work. Their choices of subject matter reflect their own lives, and they realize that art can tell a story. V.2: The second Essential Standard requires students to use creative and critical thinking skills. Students are often given the same art assignment which may have specific guidelines, but which is open-ended in terms of artistic choices. They learn that there are multiple solutions and are challenged to reach original solutions by drawing upon their senses and their environment. Rather than copying images or symbols, students come up with their own ideas and use their imaginations for subject matter. For example, students may be asked to draw a barnyard with animals. One student may choose chickens, pigs, and goats, while another student chooses cows, geese, and chickens. Even when they choose the same animal, such as chickens, the chickens will not look alike. Students will recognize these differences and understand the concept of multiple solutions to artistic problems. V.3: The third Essential Standard requires students to use a variety of tools, media, and processes (e.g. drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, and ceramics) safely and appropriately when creating art. Students will use art materials safely and take care of tools and materials, such as putting lids back on paints, washing brushes correctly, and closing lids on markers. They will learn which media to use for art projects, the processes for using the media, and how to manipulate the media. For example, they will understand concepts such as the additive process in sculpture or ceramics, using a running stitch, and folding and curling paper for three-dimensional effects. Students will understand that the subject of a work of art is not limited to one medium, and they may experiment with Styrofoam, texture rubbings, weaving, painting and found objects.

32. SI 2012 http://ances.ncdpi.wikispaces.net/ Arts+Education+Content+Sessions+2012 http://ances.ncdpi.wikispaces.net/ Arts+Education+Content+Sessions+2012

33. Summer Institute 3 July 12-13, 2012 West Stokes High School Stokes County Summer Institute 5 July 19-20, 2012 JH Rose High School Pitt County Summer Institute 1 June 21-22, 2012 Enka High School Buncombe County Summer Institute 6 July 24-25, 2012 SanLee Middle School Lee County Summer Institute 4 July 17-18, 2012 Croatan High School Carteret County Summer Institute 2 July 10-11, 2012 Maiden High School Catawba County Schools

34. 4 Questions of a PLC (DuFour) What do we want students to learn? (SI 2011) How will we know if they have learned it? (SI 2012 – Data Literacy) How will we respond when they don’t learn it? (SI 2012 – Connecting to Serve All Students) How will we respond when they already know it? (SI 2012 – Connecting to Serve All Students)

35. The Big Picture Standard

36. Focus Questions 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?

37. Teacher Evaluation Process Teachers recognize the interconnectedness of content areas/disciplines Standard III, Element C “Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and content learning for students.” Standard III, Element C “Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and content learning for students.” http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section J)

38. Connections Thumbs’ Up/Thumbs’ Down : A.Each arts education discipline has a strand related to making connections with other areas. B.All educators are expected to make connections and integrate instruction to facilitate student learning. C.Many disciplines outside of the arts have objectives which connect to the arts. D.Students who make connections are more likely to develop conceptual understanding and apply their learning in different settings.

39. Connections

40. CCSS and the Arts Shared responsibility CCSS supplement, but do not replace discipline standards Art is text Resources: –Coleman article and blog –College Board Research –AEP Book –Other Resources

41. Meeting the Needs of All Learners Focus Question 3: What are the implications for meeting the needs of all learners as related to arts education? AIGELLUDLTIPS Data Literacy

42. Assessment Focus: Types of Data, Formative and Summative Assessment, Team Initiated Problem Solving

44. 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

45. Assessment in Arts Education Formative Assessment Examples –NC FALCON Assessment Examples –Arts Education Wiki (Instructional Tools) Measures of Student Learning –in development Local Resources and Initiatives –Arts Education Wiki (Building Local Capacity)

46. Educator Effectiveness No MSL’s this 2012-13 school year Where can I find out more information about educator effectiveness? Please visit the new educator effectiveness website at: http://www.ncpublicschools.org/educatoreffectiveness http://www.ncpublicschools.org/educatoreffectiveness For responses to your questions, please email: educatoreffectiveness@dpi.nc.gov educatoreffectiveness@dpi.nc.gov

47. Proficiency: Arts Education

48. What does it mean to be proficient? “well advanced in an art, occupation, or branch of knowledge” http://www.merriam-webster.com/dictionary/proficient –proficient, adept, skilled, skillful, expert mean having great knowledge and experience in a trade or professionproficientadeptskilledskillfulexpert

49. Proficiency implies a thorough competence derived from training and practice implies knowledge as well as technical skill

50. Sequencing

51. High School Proficiency Levels BeginningIntermediateProficient*Advanced* 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.

52. Student Placement Those students who have had limited or NO instruction in the arts discipline prior to the high school level will enter at a beginning level of study in any high school coursework. Students may participate in a variety of electives from beginning through advanced levels in each of the arts disciplines.

53. High School Options Electives Requirements (Future-Ready Core) – 6 Electives requirements (NC Scholars) Interest or specializations 4-unit Concentrations

54. High School Sequencing

55. Suggested Student Profile Upon entry to high school level study, it is suggested that each student be assessed via a student profile This profile should be maintained throughout the high school career, so that each student has a history of his/her education, academic performance, and experiences in the arts.

56. Suggested Student Profile The profile documents: –arts education and student academic performance in any of the four arts education disciplines at the K-8 levels, –arts studies that the student has completed outside of the school (private lessons, internships, studio classes, etc.).

57. Student Placement Practices student profile –previous and continuing arts education (in and out of school experiences) checklists (standards-based) pre-requisites –(completion/mastery of previous level standards) other criteria –(auditions, products, portfolio, etc.)

58. Arts Education Think Tank Statewide representation First meeting on 9/27/2012 Examining proficiency and collecting and documenting evidence of student proficiency in arts education

59. State of the Arts: North Carolina

60. Good News! NC Graduation Rate

61. Enrollment in Arts Education Courses, K-12 Dance2.99% Music59.85% Theatre Arts5.44% Visual Arts53.66% All Arts122.09%

62. NC Statistical Profile 2009-2010 ELEMENTARYMIDDLEHIGHTOTAL ClassesStudentsClassesStudentsClassesStudentsClassesStudents DANCE 80816,62270514,217122812442274143,281 2.43% 4.33% 2.86% 2.99% MUSIC 28,529590,6288,773179,2269,01795,78846,319865,642 86.43% 54.56% 22.04% 59.85% THEATRE ARTS 83617,4921,40929,5792,59931,5834,84478,654 2.56% 9.01% 7.27% 5.44% VISUAL ARTS26,356547,6037,093140,0786,99988,48140,448776,162 80.13% 42.65% 20.36% 53.66% FOLK ARTS (K-12) 00541,17231650851,822 0.00% 0.36% 0.15% 0.13% COMMUNITY COLLEGE ARTS 0000115403115403 0.00% 0.09% 0.03% SUBTOTALS 56,5291,172,34518,034364,27219,989229,34794,5521,765,964 171.55% 110.90% 52.78% 122.09% TOTAL STUDENTS IN NC SCHOOLS 683,396 328,470 434,524 1,446,390

63. Licensed Arts Educators in NC DanceMusicTheatre Arts Visual Arts Total 171.43 2,597.67 345.66 2,101.22 5,215.98 1,434,436 Students (ADM)

64. Local Education Agency (LEA)Year Implemented Burke County Schools 1990 Columbus County Schools 1992 Newton Conover Schools 2007 Pitt County Schools* 2004 Rowan-Salisbury 2004 Local Arts Education Graduation Requirements * Pitt County has a Local School Board Policy (9.201) which calls for a comprehensive and sequential arts education, K-12, in addition to the local high school graduation requirement.

65. State of the Arts: National

66. National Reports Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-2010 (April 2012 – US Department of Education, National Center for Education Statistics) Contains Key Indicators for Arts Education in 2009-10 and comparisons with 1999-2000, where applicable.

67. US Instruction Available in Elementary Arts Education YearDanceMusicTheatre ArtsVisual Arts 1999- 2000 20%94%20%87% 2009- 2010 3%94%4%83%

68. US Instruction Available in Secondary Arts Education YearDanceMusicTheatre ArtsVisual Arts 1999- 2000 14%90%48%93% 2009- 2010 12%91%45%89%

69. National Standards National Coalition for Core Arts Standards (NCCAS) Wiki: https://nccas.wikispaces.com/Home https://nccas.wikispaces.com/Home

70. National Standards Media Arts Dance Music Theatre Arts Visual Arts

71. What is Media Arts? Moving Image – Cinema/Video/Animation – narrative, non-narrative, environmental, experimental Imaging Design – digital process-based imagery, code enhanced (e.g. the image has code embedded in it for interactive and adaptive purposes) Sound Design – digital process-based aural synthesis and engineering Interactive Design – web, game, sensory-tech, creative code Multimedia and Intermedia – additive and hybridizing mixtures Virtual Design – 3D, 4D, 5D (spatial, animated, non-linear, interactive) environments, structures and experiences The Inclusion of Media Arts in Next Generation Arts Standards

72. National Reports The Arts and Achievement in At-risk Youth: Findings From Four Longitudinal Studies (March 2012 – National Endowment for the Arts) At-risk teenagers or young adults with a history of intensive arts experiences show achievement levels closer to, and in some cases exceeding, the levels shown by the general population studied.

73. Available now:  Crosswalks  Unpacking the Standards  I Can Statements by Content Area In development:  Graphic Organizers (available February 20, 2012)  Assessments  Formative: NC FALCON, ArtsFolio/Student Profile  Assessment Examples  Measures of Student Learning  Learning Progressions/Learning Maps  Terminologies  Other Tools http://www.artsedsearch.org

74. Professional Development

75. Arts Education Essential Standards PD Plan 2012-13 Quarterly webinars –3:30 – 4:30 p.m. + 15 minutes for questions Arts Education Coordinators Meetings September 5 December 5 February 6 May 1 September 5 December 5 February 6 May 1 Raleigh: September 28, 2012 Onslow County: April 29, 2012 Raleigh: September 28, 2012 Onslow County: April 29, 2012

76. IHE training –Meredith College, Raleigh, October 12, 2012 –UNC-Wilmington, December 17, 2012 –Gardner Webb University’s Charlotte Campus January 9, 2013 Arts Education Professional Associations –Dance –Music –Theatre Arts –Visual Arts Arts Education Essential Standards PD Plan 2012-13

77. Blended PD –Online Learning Modules (NC Education) –http://center.ncsu.edu/nchttp://center.ncsu.edu/nc RESA Training –February and March 2013 –8 Regional Trainings Summer Institutes 2013 –Regional training for local leaders for standards implementation Arts Education Essential Standards PD Plan 2012-13

78. Resources

79. http://ncdpi.wikispaces.net –All Content Areas http://ances.ncdpi.wikispaces.net –Arts Education

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

81. NCDPI Arts Education Christie Lynch Ebert Arts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Program christie.lynchebert@dpi.nc.gov 919-807-3856 Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts) slater.mapp@dpi.nc.gov 919-807-3758 Brenda Wheat Whiteman A+ Arts Education Specialist brenda.whiteman@dpi.nc.gov 919-807-3820

82. “The digital tools used during the course of the NCDPI trainings have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the NCDPI trainings.” Technology Disclaimer