Presenters
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
Sl t Mapp
Slater
M
Arts Education Consultant
(Theatre Arts and Visual Arts)
slater.mapp@dpi.nc.gov
919-807-3758
Arts and the Common Core
•
Participants will:
– Examine
E
i connections
ti
between
b t
the
th Arts
A t (Dance,
(D
M
Media
di A
Arts,
t M
Music,
i Th
Theatre
t
Arts, and Visual Arts) and the Common Core State Standards for English
Language Arts/Literacy and Mathematics
http://ances.ncdpi.wikispaces.net/
Vision for Arts Education
In today
today’s
s globally competitive world
world, innovative
thinking and creativity are essential for all
school children. High quality, standards-based
i t ti in
instruction
i the
th arts
t develops
d
l
th
these skills
kill and
d
effectively engages, retains, and prepares
future-readyy students for graduation
g
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.
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)
Comprehensive Arts Education
•Basic Education Program (§ 115C-81)
The NC Standard Course of Study
Common Core State Standards
NC Essential Standards
NC Standard Course of Study
• Common Core
State Standards
– English Language
A t (and
Arts
( d Literacy
Lit
i
in
History/Social
Studies, Science,
and Technical
Subjects)
– Mathematics
• NC Essential Standards
–
–
–
–
–
–
–
–
–
Arts Education
Career and Technical Education
E li h L
English
Language D
Development*
l
*
Guidance*
Healthful Living (Health & Physical Education)
Information and Technology*
Science
Social Studies
World Languages
Connections
Thumbs’ Up/Thumbs
Thumbs
Up/Thumbs’ Down :
A.
B.
C.
D.
All educators are expected to make connections and integrate
instruction to facilitate student learning.
The arts standards require making connections to other
disciplines.
Many disciplines outside of the arts have objectives which
connect to the arts.
Students who make connections are more likely to develop
conceptual understanding and apply their learning in different
settings.
Common Core Standards
Common Core Standards ELA
Math
Standards for Mathematical Practice
Reading
Writing
K‐12
K‐12
Speaking and
and Listening
K‐12
Language
K‐12
K‐8
9-12:
- Number and quantity
- Algebra
- Functions
- Modeling
- Geometry
- Statistics and
probability
Common Core and the Arts
• Over
Over-arching
arching connections
Creative Practices
Imagine
Investigate
Construct
Reflect
To form a To
form a
mental image of concept
To observe or study
or study through exploration or examination
To make or form by
form by combining or arranging parts or elements
To think To
think
deeply or carefully about
Common Core State
Standards for English
L
Language
Arts
A t and
d
Literacy in History/Social Studies
Studies, Science
Science,
and Technical Subjects
What is Literacy?
State Literacy
y Plan
• Literacy Strategies
in each content area
• Focus on digital
literacy
(Approved by SBE May 2012)
• CCR Anchor
Standards and
CCSS for Literacy
applications:
li ti
– each content area,
– specific grade content
requirements,
requirements
– 21st Century Skills and Themes
P21 website: http://www.p21.org/
Image Citation 11
Artistic literacy is the knowledge and
understanding required to participate
authentically in the arts.
– Fluency
y in the language(s)
g g ( ) of the arts is the ability
y to create,,
perform/produce/present, respond, and connect through
symbolic and metaphoric forms that are unique to the arts.
– It is embodied in specific
p
p
philosophical
p
foundations and lifelong
g
goals that enable an artistically literate person to transfer arts
knowledge, skills, and capacities to other subjects, settings, and
contexts. (January 2013 – National Coalition for Core Arts Standards Framework)
Philosophical
Foundations
The Arts as
Communication
Lifelong Goals
Artistically literate citizens use a variety of artistic media, symbols, and metaphors to
independently create and perform work that expresses/conveys/communicates their
own ideas,
ideas and are able to respond by analyzing and interpreting the artistic
communications of others.
The Arts as Creative Artistically literate citizens find at least one art form in which they develop sufficient
Personal Realization competence to continue active involvement in that art form as an adult.
The Arts as Culture,
History, and
Connections
Artistically literate citizens know and understand artwork from varied historical periods
and cultures, and actively seek and appreciate diverse forms and genres of artwork of
enduring quality/significance. They also understand relationships among the arts, and
cultivate habits of searching for and identifying patterns and relationships between the
arts and other knowledge.
The Arts as a Means Artistically literate citizens find joy, inspiration, peace, intellectual stimulation,
meaning, and other life-enhancing qualities through participation in all of the arts.
to Wellbeing
g
The Arts as
Community
Engagement
Artistically literate citizens seek artistic experiences and support the arts in their local
community.
(January 2013 – National Coalition for Core Arts Standards Framework)
Common Core State Standards for English
Language Arts and Literacy in History/Social
Studies, Science, and Technical Subjects
Watch this video clip
of David Coleman,
one of the CCSS
authors, speaking
passionately about
the arts
Shared Expectation
“The
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
CCSS Standards Supplement
pp
Content Standards
• The intent of the standards is to
supplement not replace discipline
supplement,
disciplinespecific standards. (CCSS Introduction, Page 3)
English
g
Language
g g Arts Strands
•
•
•
•
•
•
Reading Literature
Reading Informational Text*
Reading Foundational Skills
Writing*
Speaking & Listening
Language
Common Core State Standards for Literacy (Grades 6-12)
Writing
(CCR Anchor
Standards)
Reading
(CCR Anchor Standards)
10 Reading Standards
for Literacy in
History/Social Studies
10 Reading Standards
for Literacy in Science
and Technical Subjects
68
6-8
68
6-8
9 10
9-10
11 12
11-12
9 10
9-10
11 12
11-12
10 Writing Standards for
Literacy in History/Social
Studies, Science, and
T h i lS
Technical
Subjects
bj t
68
6-8
9 10
9-10
11 12
11-12
Definition of
Technical Subjects
• “A course devoted to a practical study, such as
engineering, technology, design, business, or other
work-force-related
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)
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.
document ”
Common Core State Standards for English Language Arts & Literacy in History/Social
Studies Science and Technical Subjects
Studies,
Subjects, Introduction
Introduction, pg
pg. 4
Communication
Theatre Arts
Music
Visual Arts
Media Arts
Dance
Communication
Arts Literacy and the CCSS
•
Each arts education discipline teaches processes that directly
transfer to students’ abilities to read, write, and comprehend
various media:
– texts,
– pictures,
– scripts,
p ,
– poems,
– music,
– non-verbal
non verbal communication
communication, and
– other forms of communication. (NCDPI, 2011)
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)
ELA/Literacy: 3 shifts
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
Shift 1:
• Building knowledge through contentrich nonfiction and informational text
Examples:
•
•
•
Music literature, plays, manuscripts, historical documents, etc.
Research/literature about composers, playwrights, artists, dancers
Procedural/technical texts (how to play the guitar, stage maps,
labanotation, graphs, charts, sketches, etc.)
Shift 2:
• Reading, writing, and speaking
grounded in evidence from text
Examples:
•
•
Analyzing and interpreting (through reading, writing, speaking and/or
the art medium): art works, dance, music (heard or viewed), theatre
(seen or read)
Research/literature about dancers, choreographers, composers,
musicians, playwrights, actors, artists
“Forward”
by Jacob Lawrence
Questions
•
What is going on in this picture? What do you see that makes
you say that? What more can we find?
•
What do you see? What does it mean? How do you know?
•
What do you see? What does this work of art make you
wonder? Pose follow up questions that help students think more
deeply about their wonder statements.
– For example, Why does that particular question intrigue you? or What
information can you find in the work of art to help you answer that question?
Where else could we find answers to that question?
Shift 3
• Regular practice with complex text and
its shared vocabulary
Examples:
•
•
•
Use of Tier II and III Vocabulary
Opportunities to re-examine the same work of art (dance, music,
theatre)
h
)
Opportunities to examine multiple interpretations of the same piece
Common Core State
Standards for
Mathematics
Mathematics: 3 shifts
1. Focus: Focus strongly where the standards
focus.
2. Coherence: Think across grades, and link to
major
j topics
p
3. Rigor: In the major work of the grade, require
fluency deep understanding
fluency,
understanding, and
application with equal intensity
How to Read the
Grade Level Standards
•
•
•
Standards define what students should understand and be able to do.
Clusters summarize groups of related standards
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.
Priorities in Mathematics
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
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving
1.
them.
2 R
2.
Reason abstractly
b
l and
d quantitatively.
i i l
3. Construct viable arguments and critique the
reasoning of others.
4 Model with
4.
ith mathematics.
mathematics
Standards for Mathematical Practice
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
8
reasoning.
Activity
• With a partner or small group, look at
the standards for mathematical
practices and discuss ways that the arts
may align with these practices.
Resources
• Arts and the Common Core on the NCDPI
Arts Education Wikispace
• The Arts and the Common Core: A Review of
Connections between the Common Core
State Standards and the Core Arts Standards
Conceptual Framework
(The College Board, New York, NY: December 2012)
• Walk About
Reflections
Evaluation
What
worked well
Suggestions
for improvement
Presenters
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
Ed cation Cons
Consultant
ltant
(Theatre Arts and Visual Arts)
slater.mapp@dpi.nc.gov
919-807-3758
“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
environment, NCDPI does not
represent nor endorse that these tools are the
exclusive digital tools for the purposes outlined
during the training.”