National Core Arts Standards What do YOU need to know? Johanna J. Siebert, Ph.D. Music Education Solutions December 18, 2015
Essential Questions What ARE the National Core Arts Standards and How DO they align with and stretch current instructional goals and practices? • How are these standards different? • What IS artistic literacy? • What does this mean for New York State?
It started here…. Why now? In partnership with the College Board
Artistic Literacy Philosophical Foundations and Lifelong Goals The Arts as Communication The Arts as Creative Personal Realization The Arts as Culture, History, and Connectors Arts as Means to Wellbeing The Arts as Community Engagement
Who wrote these standards? Teams of Arts Educators Rigorous application process, required Extensive, multi-level teaching experience Curriculum writing expertise Arts leadership experience Current Practitioners 3 national review periods with over 1,000,000 individual comments !
1994/1996 S TANDARDS 2014 NCAS S TANDARDS Understanding / Independence Focus Skills and Knowledge Musical Literacy Art – 6 Content Standards 3 Artistic Processes Music - 9 Content Standards Organization Process Components Music National Standards Comparison: 1994 vs. 2014 NYS – 4 Content Standards Enduring Understandings and Essential Questions Achievement Standards Performance Standards Outcomes 25 – 34 per level 13 – 19 per level Elementary/Middle Kindergarten – Grade 8 Prekindergarten – Grade 8 Span Levels Two (Grade 4 and Grade 8) Ten (Grade-by-Grade PK-8) High School “One Size Fits All” Scope Multiple Levels Novice, Intermediate, Proficient, Music - Five Accomplished, Advanced Levels Two Proficient, accomplished, Arts - Three Advanced Connections Art – Standard #6 Music - Standard #8 11 Common Anchors, Connecting Process Music to Other Arts NYS - Content #4 Art – Standard #4 Music to Other Areas Music - Content Standard #9 Embedded within 3 Processes, and Connecting Process NYS – Standards #3 and #4 Model Cornerstone Assessments Assessment Tools Separate Publications Benchmark Student Work
Framework for the Standards
Different Looks Visual Arts incorporates 4 Artistic Processes Creating Presenting Responding Connecting 11 Anchor Standards Before/Then look
Organizing Format for Music Standards
What’s in a Standard?
Coding System for the Standards Example: MU:Re7.2.2a MU=Music Re=Responding Process 7=Common Anchor Standard for all the art forms 2=Process Component for Music 2=grade 2 a=first standard in the process component
The KEY is artistic literacy Literacy is the development of a continuum of skills, knowledge, and attitudes that prepare all of our learners for life in a changing world community. It begins with the fundamental acquisition of skills in reading, writing, listening, speaking, viewing, representing, responding, and mathematics. It becomes the ability to understand, think, apply, and communicate effectively in all subject and program areas in a variety of ways and for a variety of purposes . Source: Realization: The Change Imperative for Deepening District-Wide Reform. Michael Fullan and Lyn Sharratt, 2009, Corwin Press.
Literacy Ideals Integration of Artistic Processes Creating Performing Responding Addition of Connecting “Process” We communicate with others through the Arts Presence of Arts literacy standards join others’ literacy goals
De-mystify the Product!
Leading the Way with Additional Supports
National Organizations NAfME – National Association for Music Education www.nafme.org/standards Multiple resources available to all music educators NAEA – National Art Education Association https://naeaapp.com/ Multiple resources available to members of the NAEA
What’s our entry point? What does this mean for --- … NYS state? … your district? … practitioners?
The Arts are “technical subjects” we are accountable for teaching to College and Career Readiness in the CCLS College and Career Readiness Standards (CCR) • Reading • Writing • Listening and Speaking Artistic LITERACY Processes (CPR) align with these Creating Performing/Presenting/Producing Responding = Alignment with District Work
A REVISION of NYS Learning Standards for the Arts Winter/Spring 2016 NYS Strategic Plan for the Arts Survey administered, reviewed NYSED develops criteria for selection of standards writers Revision of Strategic Plan by the NYS Arts Coalition representatives Call for nominations of standards writers from NYS arts, Standards Writing Teams Selected Present updated Statewide Strategic Plan for the Arts for adoption by Board of Regents Draft discipline-specific plan for updating the K-12 NYS Learning Standards for the Arts
DRAFT Timeline cont. Summer 2016 Discipline specific Standards Writing Teams revise NYS Learning Standards for the Arts Fall 2016 Post and survey Arts stakeholders on DRAFT Revised Standards Winter 2017 Finalize revised arts standards Develop articulated P-12 guidance to support curriculum development, assessment development and implementation Identify/develop/implement a needs assessment to determine the focus of future professional development
Multiple entry points Which way to begin?
Rehearse, Evaluate, Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Enduring Understanding: To express their Essential Question: How do musicians improve the musical ideas, musicians analyze, evaluate, quality of their performance? and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. MU:Pr5.3.E.IIIa Develop, apply, and refine appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music.
#2. The process approach Creating Creating in Visual Art
Anchor Standards 1. Generate and conceptualize artistic ideas and works. 2. Organize and develop artistic ideas and works. 3. Refine and complete artistic ideas and works. Kindergarten Unit – “Magic Carpet”
Magic Carpet
#3. The Gap Analysis Approach COMPARE state/local standards to national • Process ideal • Student-led • Understanding vs Knowledge • Multiple strands IDENTIFY • Gaps • Alignment PLAN • Greatest need for addressing gaps
MCAs Include… Assessments for each anchor standard/component in a complete artistic process “tried and true” rubrics and other assessments used by practitioners Self and peer assessments for students to complete Strong relation between skills/processes assessed and qualities of “highly effective” teaching
A Look at MCAs . . . .
Current Pilot of MCAs In wide-variety of schools across the country • Identify usefulness, authenticity, & validity • Confirm consistency of scoring student achievement • Provide illustrative examples to guide arts teachers as • the new standards are implemented. Ultimately – Come to a deeper understanding of how learning in the arts (skills, processes, and knowledge) can be measured and documented.
Questions? JohannaS@SolutionsMusicGroup.com JohannaJSiebert@gmail.com
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