Common Core Connections
with
Core Arts Standards
Most content developed by:
Scott C. Shuler, Ph.D.
Connecticut Department of Education
Scott.Shuler@ct.gov
• American Alliance for
Theatre and Education
• Arts Education
Partnership
• The College Board
• Educational Theatre
Association
• National Association for
Music Education
• National Art Education
Association
• National Dance Education
Organization
• State Education Agency
Directors of Arts Education
• Young Audiences
See NCCAS.wikispaces.com for regular updates on Core Arts Standards development
Next generation National Core Arts
Standards will include:
1.
2.
3.
4.
5.
Philosophical Foundations
Lifelong Goals (= vision of Arts Literacy)
Enduring Understandings (and EQs)
Artistic Processes
Model Cornerstone Assessments
– with Student Work
Also to be identified: Connections (web-based)
– Common Core (ELA, Math)
– 21st Century Skills/College & Career Ready
– Cross-Arts Connections
Philosophical
Foundations
Lifelong Goals (Defining Artistic Literacy)
Communication
Artistically literate citizens use a variety of artistic media, symbols, and metaphors to
independently create and perform work that communicates their own ideas, and are
able to respond by analyzing and interpreting the artistic communications of others.
Creative
Personal
Realization
Artistically literate citizens find at least one art form in which they develop sufficient
competence to continue active involvement in that art form as an adult.
Culture, History,
and Other
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.
Wellbeing
Artistically literate citizens find joy, inspiration, peace, intellectual stimulation,
meaning, and other life-enhancing qualities through participation in all of the arts.
Community
Engagement
Artistically literate citizens seek artistic experience and support the arts in their local,
state, national, and global communities.
Artistic Processes
• Creating
• Performing/Presenting/Producing
• Responding
• Connecting (dance, theatre, media arts)
Connections are Two-Ended
There is no such thing as doing the nuts and
bolts of reading in Kindergarten through 5th
grade without coherently developing
knowledge in science, and history, and the arts.
Period.
– David Coleman, co-leader of the development of
Common Core Standards for English/Language Arts
and new President of the College Board
Richest Areas of Overlap: Arts, Humanities, and Social Sciences
Creating
new art
The Arts
Responding
to Art
Humanities
Arts History
History
Aesthetics
Philosophy
Arts Criticism
Language
Performing
Existing Art
Social/Cultural
Religion
Context
Cultural
Anthropology
Arts Therapy
Geography
Sociology
Psychology
Anthropology
Therapy
Economics
© 1995 Scott C. Shuler
Civics/ Government
Social
Sciences
Common Core Connections:
Research Overview
Two types of alignment:
•Explicit Arts references in Common
Core standards
•Parallels in broad goals and thinking
skills (CCSS ≈ new Arts Standards)
Arts References in Common Core
Standards for Reading
• If definition of text includes nonprint texts (dance, media arts, music,
or theatre works)…
• …then all reading standards
refer to arts-based content or
investigation.
Reading a work of drama:
• RL.5.3: Compare and contrast two or more characters, settings or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact.)
Using songs in instruction:
• RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated
lines) supply rhythm and meaning in a story, poem, or song.
Comparing the same work in different media:
• RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to
or viewing an audio, video, or live version of the text, including contrasting what they “see”
and “hear” when reading the text to what they perceive when they listen or watch.
Analyzing and interpreting images:
• RI.K.7: With prompting and support, describe the relationship between illustrations and the
text in which they appear.
Multimedia references:
• RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium’s portrayal of the subject.
Arts References in Common Core
Standards for Writing
• Eight arts links in 100 standards
• Visual art/drawing links found in the standards for the lower
grades
• W.K.2: Use a combination of drawing, writing, and dictating to
compose informative/explanatory texts in which they name
what they are writing about and supply some information
about the topic.
• Media Arts/multimedia links:
• W.8.2.a: Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader
categories; include formatting, graphics (e.g., charts, tables)
and multimedia when useful to aiding comprehension.
Arts References in Common Core Standards for
Speaking and Listening
• 16 arts links in 60 standards
• Most references are related to standard #5:
Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations
Standard 5: Make strategic use of digital media and digital displays of
data to express information and enhance understanding of
presentations
•
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide
additional detail.
•
SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays
to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings
•
SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
•
SL.8.5: Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
•
SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
Arts References in
Common Core Standards for Language
•The language standards contain one
direct arts reference in standard L.5.3:
Compare and contrast the varieties of English
(e.g., dialects, registers) used in stories,
dramas, or poems
Part II: Comparison to
National Core Arts Standards Framework
Philosophical
Foundations
Lifelong Goals (Defining Artistic Literacy)
Communication
Artistically literate citizens use a variety of artistic media, symbols, and metaphors to
independently create and perform work that communicates their own ideas, and are
able to respond by analyzing and interpreting the artistic communications of others.
Creative
Personal
Realization
Artistically literate citizens find at least one art form in which they develop sufficient
competence to continue active involvement in that art form as an adult.
Culture, History,
and Other
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.
Wellbeing
Artistically literate citizens find joy, inspiration, peace, intellectual stimulation,
meaning, and other life-enhancing qualities through participation in all of the arts.
Community
Engagement
Artistically literate citizens seek artistic experience and support the arts in their local,
state, national, and global communities.
Framework Connections with the standards for
READING
• All Anchor Standards for Reading connected to Lifelong Goal #1:
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,
and are able to respond by analyzing and
interpreting the artistic communications of others.
• The creative practices of investigation and reflection
were included in every standard as well.
Our Role re: Vocabulary
Part of our role is to model and require students
to use Tier 2 and Tier 3 vocabulary in literacybased tasks.
Special thanks to Brian Frazier
Stratford (CT) Public Schools
Tier 1 Vocabulary
These are words that most students will use regularly.
Examples:
Car, money, home, school, teacher
Special thanks to Brian Frazier
Stratford (CT) Public Schools
Tier 2 Vocabulary
These are words that are a little bit more colorful and
occur less frequently.
Examples:
Phenomenal, saunter, sultry,
bizarre, bazaar, descendant
Special thanks to Brian Frazier
Stratford (CT) Public Schools
The Star Spangled Banner
Oh, say can you see by the dawn's early light
What so proudly we hailed at the twilight's last gleaming?
Whose broad stripes and bright stars thru the perilous fight,
O'er the ramparts we watched were so gallantly streaming?
And the rocket's red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
Oh, say does that star-spangled banner yet wave
O'er the land of the free and the home of the brave?
Decoding Complex Text
Determining the literal meaning of words or
phrases, either by the context of the sentence or
by researching the definition.
Close Reading
The careful, sustained reading and
interpretation of a passage of text
Special thanks to Brian Frazier
Stratford (CT) Public Schools
Text-Dependent Questions
 Questions that refer directly to the text.
 Not just literal questions.
 Responses should be written.
 The student must cite specific evidence
directly from the text.
Special thanks to Brian Frazier
Stratford (CT) Public Schools
Tier 3 Vocabulary
Academic or Content-Specific Vocabulary
Examples?
• Kinesthetic
• Timbre
• Improvisation
• Intaglio
Special thanks to Brian Frazier
Stratford (CT) Public Schools
Creative Practices
• Imagination
• Investigation
• Construction
• Reflection
Framework Connections with
Standards for Mathematical Practice
Standard 1: Make sense of problems and persevere in solving them.
• Mathematically proficient students start by explaining to themselves the meaning of
a problem and looking for entry points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form and meaning of the
solution and plan a solution pathway rather than simply jumping into a solution
attempt. They consider analogous problems, and try special cases and simpler forms of
the original problem in order to gain insight into its solution. They monitor and
evaluate their progress and change course if necessary. Older students might,
depending on the context of their problem, transform algebraic expressions or the
viewing window on their graphing calculator to get the information they need.
Mathematically proficient students can explain correspondences between equations,
verbal descriptions, tables, and graphs or draw diagrams of important features and
relationships, graph data, and search for regularity or trends. Younger students might
rely on using concrete objects or pictures to help conceptualize or solve a problem.
Mathematically proficient students check their answers to problems using a different
method, and they continually ask themselves, “Does this make sense?” They can
understand the approaches of others to solving complex problems and identify
correspondences between different approaches.
Framework Connections with
Standards for Mathematical Practice
Standard 1: Make sense of problems and persevere in solving them.
• Mathematically proficient students start by explaining to themselves the meaning
of a problem and looking for entry points to its solution. They analyze givens,
constraints, relationships, and goals. They make conjectures about the form and
meaning of the solution and plan a solution pathway rather than simply jumping
into a solution attempt. They consider analogous problems, and try special cases
and simpler forms of the original problem in order to gain insight into its solution.
They monitor and evaluate their progress and change course if necessary. Older
students might, depending on the context of their problem, transform algebraic
expressions or the viewing window on their graphing calculator to get the
information they need. Mathematically proficient students can explain
correspondences between equations, verbal descriptions, tables, and graphs or
draw diagrams of important features and relationships, graph data, and search for
regularity or trends. Younger students might rely on using concrete objects or
pictures to help conceptualize or solve a problem. Mathematically proficient
students check their answers to problems using a different method, and they
continually ask themselves, “Does this make sense?” They can understand the
approaches of others to solving complex problems and identify correspondences
between different approaches.
See NCCAS.wikispaces.com for regular updates on Core Arts Standards development
(Very Drafty) How NCCAS Web Site MAY Present Connections
Media Arts/ K: Connect
See K-12 Media Arts Matrix
Learning
Strand
Components
Integrating:
Synthesize
Knowledge and
Experience
Knowledge
Enduring
Understandings
Essential Questions
Media arts creates personal
meaning necessary for
internalizing knowledge and
experience.
How does media arts
create personal meaning so
that what is studied will be
internalized and learned?
Skills
Vocabulary
Reflect periodically on one’s
personal learning and
accumulation of expertise
through the production of
media art works.
KEYWORDS/TAGS
Media Arts
Kindergarten
ATTACHMENTS/
RESOURCES
Lesson plan
Assessment rubric
CONNECTIONS
21st C Skills
Common Core
Model Cornerstone Assessment
NCCAS extends thanks to Young Audiences for its support of our web-based work