1. Standards 101 for Teaching Artists Christie Lynch Ebert Division of K-12 Curriculum and Instruction

2. Introductions

3. NC Arts Education Wiki http://ances.ncdpi.wikispaces.net/

4. 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.

5. Policy and Legislation

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

7. 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.”

8. Partnership for 21 st Century Skills http://www.p21.org /

9. Life and Career SkillsLearning & Innovation Skills Information, Media, and Technology Skills Flexibility & AdaptabilityCreativity & InnovationInformation Literacy Initiative & Self-Direction Critical Thinking & Problem Solving Media Literacy Social & Cross-Cultural Skills Communication & Collaboration ICT Literacy Productivity & Accountability Leadership & Responsibility Core Subjects & 21 st Century Themes Core Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics 21 st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy

10. NC Legislation 1985 Basic Education ProgramBasic 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

11. 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)

12. Comprehensive Arts Education

13. 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.

14. 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)

15. S724: An Act to Improve Public Education requires that pre- service elementary teachers and lateral entry teachers are prepared to “integrate arts education across the curriculum”. Wide-scale education legislation signed into law by the Governor on June 26, 2012

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

17. 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 ARTS 26,356547,6037,093140,0786,99988,48140,448776,162 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% SUBTOTALS56,5291,172,34518,034364,27219,989229,347 94,5521,765,964 171.55% 110.90% 52.78% 122.09% TOTAL STUDENTS IN NC SCHOOLS 683,396 328,470 434,524 1,446,390

18. 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)

19. NC Standard Course of Study

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 Framework for 21 st Century Skills. C.The term North Carolina Standard Course of Study refers to both the Common Core State Standards and the North Carolina Essential Standards. D.Adoption of the Common Core State Standards is a requirement for states wishing to receive federal grant money from Race to the Top.

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

22. 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.

23. 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

24. CCSS and NCES Similarities –Fewer, clearer, higher –Alignment with other standards, research, 21 st century skills –Focused on improving student achievement (student outcomes) Differences –Format –Taxonomies RBT (NCES) Other (CCSS) –Specific to NC (NCES) –Optional adoption from national movement (CCSS)

25. 1.What are the “big ideas” for the content area that you are examining? Standards Exploration

26. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

27. 1.Building knowledge through content- rich nonfiction and informational text 2.Reading, writing, and speaking grounded in evidence from text 3.Regular practice with complex text and its shared vocabulary ELA/Literacy: 3 shifts

28. Shared Expectation “The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.....” From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, pg. 4

29. English Language Arts Strands Reading Literature Reading Informational Text* Reading Foundational Skills Writing* Speaking & Listening Language

30. Common Core State Standards for Literacy (Grades 6-12) Reading (CCR Anchor Standards) 10 Reading Standards for Literacy in History/Social Studies 6-89-1011-12 10 Reading Standards for Literacy in Science and Technical Subjects 6-89-1011-12 Writing (CCR Anchor Standards) 10 Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-89-1011-12

31. Definition of Technical Subjects “A course devoted to a practical study, such as engineering, technology, design, business, or other work-force-related subject; a technical aspect of a wider field of study, such as art or music." From Appendix A of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, (pg. 43)

32. CCSS Integrated Model “Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document.” Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4

33. Communication Dance Music Theatre Arts Visual Arts Media Arts

34. Research and Media Skills Students need the ability to: gather, comprehend, evaluate, synthesize, and report on information and ideas conduct original research in order to answer questions or solve problems analyze and create print and non- print texts in media forms old and new “The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4)

35. Common Core State Standards for Mathematics

36. 1.Focus: Focus strongly where the standards focus. 2.Coherence: Think across grades, and link to major topics 3.Rigor: In the major work of the grade, require fluency, deep understanding, and application with equal intensity Mathematics: 3 shifts

37. How to Read the Grade Level Standards Standards define what students should understand and be able to do. Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.

38. Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction, measurement using whole number quantities 3–5 Multiplication and division of whole numbers and fractions 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra Priorities in Mathematics

39. Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically.

40. Standards for Mathematical Practice 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

41. North Carolina Arts Education Essential Standards

42. Sequencing

43. 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)

44. 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.

45. 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.

46. NC Essential Standards for Career and Technical Education

47. Career and Technical Education 16 Career Clusters 79 Related Pathways 8 Program Areas School-based, Work-based, or Community-based learning

48. Career Clusters Agricultural Business, Finance, and Information Technology Career Development Family and Consumer Science Health Science Marketing and Entrepreneurship Technology Engineering and Design Trade and Industrial

49. NC Essential Standards for English Language Development

50. English Language Development Proficiency-based Standards used for English Language Learners WIDA –World-Class Instructional Design and Assessment Academic Language in all subject areas Speaking and Writing Rubrics

51. NC Essential Standards for Guidance

52. Guidance Strands: –Socio-emotional –Cognitive –Career Proficiency-based –Readiness/ Exploratory/ Discovery –Early Emergent/ Emergent –Progressing –Early Independent –Independent

53. NC Essential Standards for Healthful Living

54. Healthful Living Health Education –Mental and Emotional Health –Personal and Consumer Health –Interpersonal Communication and Relationships –Nutrition and Physical Activity –Alcohol, Tobacco, and Drugs

55. Healthful Living Physical Education –Motor Skill Development –Movement Concepts –Health-Related Fitness –Personal/Social Responsibility

56. NC Essential Standards for Information and Technology

57. Information & Technology Essential Standards Closely aligned with 21 st century skills Digital literacy overlaps with English Language Literacy and Arts Literacy Embedded into instruction across all content areas Includes more than using tech tools

58. IT Strands Sources of Information (SI) –Evaluate resources needed to solve a given problem. Informational Text (IN)* –Analyze appropriate strategies when reading for enjoyment and for information. Technology as a Tool (TT) –Use technology and other resources for assigned tasks. Research Process (RP) –Design project-based products that address global problems. Safety and Ethical Issues (SE) –Analyze issues and practices of responsible behavior when using resources.

59. NC Essential Standards for Science

60. Science Core Concepts from: –Physical Science –Earth Science –Life Science Integration of: –Science Content –Scientific Inquiry –Experimentation –Technological Design

61. NC Essential Standards for Social Studies

62. Social Studies Purpose to develop young people who are knowledgeable, critical, and capable of making informed decisions about the world and their place in it. to prepare young people to participate actively and responsibly in a culturally diverse, democratic, and increasingly interdependent world.

63. Social Studies Draws on disciplines such as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences.

64. Social Studies Strands History Geography and Environmental Literacy Economics and Financial Literacy Civics and Government Culture

65. NC Essential Standards for World Languages

66. World Languages Proficiency-based Program Models –Various models 4 Standards: –Interpersonal communication –Interpretive communication: Listening and Reading –Presentational Communication: Speaking and Writing –Culture Strands: –Connections to Language and Literacy –Connections to Other Disciplines –Communities

67. Why teach the Whole Child? Teaching the whole child provides students with the knowledge, skills, and abilities to transfer and connect ideas and concepts across disciplines. These students will be successful as measured by standardized tests and other indicators of student success (i.e. preparedness for work and life).

68. Resources and Tips

69. Resources http://ncdpi.wikispaces.net –(All Content Areas) http://ances.ncdpi.wikispaces.net.standards +101+for+teaching+artistshttp://ances.ncdpi.wikispaces.net.standards +101+for+teaching+artists –Interactive Agenda and Resources for this Session

70. TIPS for Teaching Artists: Do: Make meaningful connections with the standards Promote in-depth learning Use high-quality and authentic examples Collaborate with regular education classroom teachers and arts educators Model Comprehensive Arts Education

71. Addressing the whole child prepares future- ready students who are competitive for work and post- secondary education and prepared for life in the 21st century.

72. Walk About Reflection Validation of something you are already doing Something new to you A specific action you will take based on something you learned today

73. Evaluation and Future Directions What worked well Suggestions for improvement

74. NCDPI Arts Education Christie Lynch Ebert Arts Education Consultant (Dance and Music) and Liaison to the A+ Schools Program christie.lynchebert@dpi.nc.gov 919-807-3856 Vacant Arts Education Consultant (Theatre Arts and Visual Arts) Brenda Wheat Whiteman A+ Arts Education Specialist brenda.whiteman@dpi.nc.gov 919-807-3820 NC Department of Public Instruction - Division of K-12 Curriculum and Instruction K-12 Programs Section Helga Fasciano, Section Chief

75. “The digital tools used during the course of this training 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 training.”