A Review of Recentlyrevised State Standards
for Arts Education
Presenters
•
Nancy Rubino, Senior Director, Office of
Academic Initiatives, The College Board
•
Amy Charleroy, Associate Director, Arts at the
Core, Office of Academic Initiatives, The College
Board
Structure of Report
Part I: General Arts Education Standards
Part II: Review of Media Arts Standards
State Standards in Arts Education
Part I: General Arts Education Standards
Goals of Research:
Goals:
• Identify themes/trends in frameworks and
overall structure of standards
• Identify themes/trends in guiding
philosophies or goals addressed in the
revision of the standards
State Standards in Arts Education
Research Process:
•
Phase I: Review and summarize standards documents
•
Phase II: Follow-up interviews with state arts education
representatives
State Standards in Arts Education
States/districts reviewed:
•
Colorado
•
Florida
•
Michigan
•
New Jersey
•
New York City
•
North Carolina
•
Tennessee
•
Washington
State Standards in Arts Education
Key findings: Structure of Standards
State Standards in Arts Education
Key findings: Structure of Standards
Standards/Strands/Big Ideas:
Broad goal statements OR broad categories
that more specific standards will fit within
Grade Level (or grade band)
expectations:
Age- and grade-appropriate recommendations for
what students should know, understand, and be able
to at different stages
Evidence Outcomes/
Performance Indicators:
How you will know when the grade level
expectations have been met.
State Standards in Arts Education
Key findings: Structure of Standards
Standards/Strands/Big Ideas:
Broad goal statements OR broad categories
that more specific standards will fit within
Grade Level (or grade band)
expectations:
Age- and grade-appropriate recommendations for
what students should know, understand, and be able
to at different stages
Evidence Outcomes/
Performance Indicators:
How you will know when the grade level
expectations have been met.
State Standards in Arts Education
Key findings: Structure of Standards
Florida: Big Ideas
1. Critical Thinking and Reflection
2. Techniques and Processes
3. Organizational Structure
4. Historical and Global Connections
5. Innovation, Technology, and the Future
State Standards in Arts Education
Key findings: Structure of Standards
Colorado: Standards
Dance
Music
1. Movement,
1. Expression of
Technique, and
Music
Performance
2. Creation of
2. Create,
Music
Compose, and 3. Theory of
Choreograph
Music
3. Historical and
Cultural
Context
4. Reflect,
Connect, and
Respond
4. Aesthetic
Valuation of
Music
Theatre
1. Create
2. Perform
3. Critically
Respond
Visual Art
1. Observe and
Learn to
Comprehend
2. Envision and
Critique to
Reflect
3. Invent and
Discover to
Create
4. Relate and
Connect to
Transfer
State
Colorado
(Standards)
Dance
Music
Theatre
State Standards in Arts Education
1.
Movement, Technique, and
Performance
2.
Create, Compose, and
Choreograph
3.
Historical and Cultural
Context
1.
Expression of
Music
2.
Creation of
Music
2.
Perform
3.
Theory of Music
3.
4.
Aesthetic
Valuation of
Music
Critically
Respond
Key findings: Structure of1. Standards
Create
4.
Reflect, Connect, and
Respond
Tennessee
1.
Elements and Skills
1.
Singing
1.
Script Writing
(Standards)
2.
Choreography
2.
Playing Instruments
2.
Character Acting
3.
Creativity and
Communication
3.
Improvising
3.
Scene Design
4.
Composing
4.
Directing
4.
Criticism
5.
5.
Research
5.
Cultural/Historical
Reading and
Notating
6.
6.
Health
Theatrical
presentation
7.
Interdisciplinary
Connections
7.
Scene
Comprehension
8.
Context
6.
7.
Evaluating
8.
Interdisciplinary
Connections
9.
Washington
1.
2.
3.
4.
Listening and
Analyzing
Visual Art
1.
Observe and Learn
to Comprehend
2.
Envision and
Critique to Reflect
3.
Invent and Discover
to Create
4.
Relate and Connect
to Transfer
1.
Media, Techniques,
and Processes
2.
Structures and
Functions
3.
Evaluation
4.
Historical and
Cultural
Relationships
5.
Reflecting and
Assessing
6.
Interdisciplinary
Connections
Historical and
Cultural Connections
The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts.
The student uses the artistic process of creating, performing/presenting, and responding to demonstrate
thinking skills in dance, music, theatre, and visual arts.
The student communicates through the arts (dance, music, theatre, and visual arts).
The student makes connections within and across the arts (dance, music, theatre, and visual arts) to
other disciplines, life, cultures, and work.
State Standards in Arts Education
Key findings: Structure of Standards
Standards/Strands/Big Ideas:
Broad goal statements OR broad categories
that more specific standards will fit within
Grade Level (or grade band)
expectations:
Age- and grade-appropriate recommendations for
what students should know, understand, and be able
to at different stages
Evidence Outcomes/
Performance Indicators:
How you will know when the grade level
expectations have been met.
State Standards in Arts Education
Key findings: Structure of Standards
Michigan Merit Curriculum Benchmarks: Dance
Category: Perform
Standard 1: Apply skills and knowledge to perform in the arts
Kindergarten
Explore basic locomotor movements; e.g., walk, run, gallop, slide, and jump
moving in a straight pathway.
Grade 1
Explore basic locomotor movements moving in a straight line; e.g., walk,
run, gallop, slide, jump, step hop, skip.
Grade 2
Demonstrate the following skills: run, hop (one foot to the same foot), skip,
leap (one foot to the other), jump (from two feet to one or two feet), and
gallop in place and in straight, curved, and zigzag pathways.
Grade 3
Demonstrate basic locomotor skills through moving forward, backward, and
sideways in both straight and curved lines.
Grade 4
Demonstrate basic locomotor skills through moving forward, backward, and
sideways in both straight and curved lines to varied tempos.
State Standards in Arts Education
Key findings: Structure of Standards
High School standards
•
High school standards were most often addressed as a
single grade band, while earlier levels are dealt with
grade-by-grade.
•
In several states, high school standards are addressed in
multiple tracks or pathways
•
Colorado: Fundamental Pathway and Extended Pathway
•
North Carolina: Beginning, Intermediate, and Advanced
State Standards in Arts Education
Key findings: Structure of Standards
Standards/Strands/Big Ideas:
Broad goal statements OR broad categories
that more specific standards will fit within
Grade Level (or grade band)
expectations:
Age- and grade-appropriate recommendations for
what students should know, understand, and be able
to at different stages
Evidence Outcomes/
Performance Indicators:
How you will know when the grade level
expectations have been met.
State Standards in Arts Education
Key findings: Structure of Standards
NORTH CAROLINA GRADE 8 ESSENTIAL STANDARDS: MUSIC
STRAND: MUSICAL LITERACY
Essential Standard
Clarifying Objectives
8.ML.1.1: Use characteristic tone and
consistent pitch when performing music alone
and collaboratively, in small and large
ensembles, using a variety of music.
8.ML.1.2: Integrate the fundamental techniques
(such as posture, playing position, breath
Apply the elements of music and musical
control, fingerings, and bow/stick control)
techniques in order to sing and play music with
necessary to sing and/or play an instrument.
accuracy and expression
8.ML.1.3: Interpret expressive elements,
including dynamics, timbre, blending, accents,
attacks, releases, phrasing, and interpretation,
while singing and/or playing a varied repertoire
of music with technical accuracy.
State Standards in Arts Education
Key findings: Sources of influence in the
standards revision process
State Standards in Arts Education
Key Findings: Pedagogical themes or trends
21st Century Skills
State Standards in Arts Education
Key Findings: Pedagogical themes or trends
Michigan Standards: Grades 9-12, Music
Standard 1: PERFORM: Apply skills and
knowledge to perform in the arts
Benchmark
P21 links
Sing and play with expression and
technical accuracy a large and varied
repertoire of vocal and instrumental
literature with a moderate level of
difficulty, including some selections
performed from memory.
I.3, I.4, I.5, I.6,
II.1, II.7, III.3,
III.4, III.10
Sing written music in four parts, with
and without accompaniment
I.3, I.4, I.5, II.1,
III.4, III.6
Perform an appropriate part in large
and small ensembles, demonstrating
well-developed ensemble skills
I.4, II.5, III.3
Perform music using instruments
(traditional and non-traditional) and
electronic media
I.1, I.2, II.2, II.3,
II.5, III.2
State Standards in Arts Education
Key Findings: Pedagogical themes or trends
Revised Bloom’s Taxonomy
State Standards in Arts Education
Key Findings: Pedagogical themes or trends
References to NAEP Framework
Example: New Jersey standards
Standard
NAEP Alignment
Standard 1: The Creative Process
All students will demonstrate an understanding of the elements and
principles that govern the creation of works of art in dance, music,
theatre, and visual art
Creating
Standard 2: History of the Arts and Culture
All students will understand the role, development, and influence of the
arts throughout history and across cultures
Creating
Standard 3: Performing
All students will synthesize skills, media, methods, and technologies that
are appropriate to creating, performing, and/or presenting works of art in
dance, music, theatre, and visual art
Performing
Standard 4: Aesthetic Responses and Critique Methodologies
All students will demonstrate and apply an understanding of arts
philosophies, judgment, and analysis to works of art in dance, music,
theatre and visual art
Responding
State Standards in Arts Education
Key Findings: Pedagogical themes or trends
Washington
•
The NAEP language of
creating, performing, and
responding connects the
skills and concepts
associated with all
disciplines.
State Standards in Arts Education
Key Findings: Pedagogical themes or trends
Understanding by Design influence
Example: Florida
Big Ideas
Enduring Understandings
Enduring Understanding 1: Cognition and reflection are required to
appreciate, interpret, and create with artistic intent
Critical Thinking
and Reflection
Enduring Understanding 2: Assessing our own and others’ artistic work,
using critical thinking, problem solving, and decision making skills, is central
to artistic growth
Enduring Understanding 3: The process of critiquing works of art lead to
development of critical thinking skills transferable to other contexts
Skills,
Techniques, and
Processes
Enduring Understanding 1: The arts are inherently experiential and actively
engage learners in the processes of creating, interpreting, and responding to
art.
Enduring Understanding 2: Development of skills, techniques, and
processes in the arts strengthens our ability to remember, focus on, process,
and sequence information.
Enduring Understanding 3: Through purposeful practice, artists learn to
manage, master, and refine simple, then complex, skills and techniques
State Standards in Arts Education
Key Findings: Pedagogical themes or trends
Understanding by Design influence
Example: Colorado
State Standards in Arts Education
Key Findings: Pedagogical themes or trends
Influenced the
language and
ideas of the
standards
Directly influenced
the structure of
the standards
P21
NAEP
Bloom’s
UbD
Part II: Media Arts Standards
Review of media arts standards in the United States:
•
LAUSD
•
Minnesota
•
New York City (the Moving Image category of the NYC Blueprint for
the Arts)
•
South Carolina
Goals:
•
Identify similarities and differences in definitions of media arts,
and approaches to instruction
Media Arts Standards
State/District
Media addressed
LAUSD
Digital imaging, cinema, animation, interactive web and
game design, virtual 2D and 3D design, and digital sound
production.
Minnesota
Photography, film or video, audio, computer or digital arts,
and interactive media
New York City
Film, television, animation
South Carolina
Animation, film studies, graphic design, sound design and
recording, digital photography
Media Arts Standards
LAUSD
(strands)
Minnesota
(standards)
Artistic
Perception
New York City
(strands)
South Carolina
(standards)
Making Moving Images
Creating media
artwork
Creative
Expression
Literacy
Understanding
artistic design:
Historical and
Cultural Context
Making Connections
Media literacy
Community and
Cultural Resources
Making connections:
Careers and lifelong
learning:
History and cultures:
Artistic Foundations
Aesthetic Valuing
Connections,
Relationships,
Applications
Artistic Process:
Create or Make
Artistic Process:
Perform or Present
Artistic Process:
Respond or Critique
Using technology
responsibly:
Media Arts Standards
Example: Minnesota
Primary
•
•
•
•
Developing basic
technical skills to
develop and present
media art works.
Drawing from their
imaginations,
experiences, or the
exploration of ideas
and feelings
Learning how to
generate, capture,
manipulate,
produce, and
present information
Working
collaboratively
Intermediate
•
Working
collaboratively
•
Focusing on the
ability to create as
well as find meaning
in and understand
the impact of media
arts
•
Building an
understanding of the
personal, cultural,
and historical
contexts of media
Middle
High School
•
Focusing on the use of
original imagery and
sound in new
combinations and
multiple formats
•
Focusing on the
development of skills and
abilities for extended
interaction with various
genres of the media arts
•
Developing an
understanding of
media art, beyond
mass media imagery,
and use tools of
production for their own
personal expression
•
Particular emphasis on
using one or more genres
to demonstrate
creativity, problem
solving, and
collaboration skills in
complex works.
•
Expanding technical
base of knowledge
•
Students expertise and
expression should be
developed through more
in-depth review,
interpretation, and
evaluation of their work
and the work of others.
Media Arts Standards
Resource Documents:
•
Every set of media arts standards surveyed had
accompanying resource documents for educators, from
general suggestions for implementation to highly
specific lesson plans and units of study.
Media Arts Standards
Themes and trends in the standards
•
Media literacy as a component of media arts, the way that
responding to works of visual or performing arts are elements of
the standards in dance, music, theatre, and visual art
South Carolina Standards: Media Literacy
The student will access, analyze, interpret, and create media texts
Demonstrate the ways in which a variety of media texts address their intended purpose and
audience .
Create messages using media texts.
Demonstrate comprehension of the effectiveness of the presentation and treatment ideas in media
texts.
Identify the codes and conventions used in media texts and explain the ways in which they help to
create meaning.
Evaluate the creative techniques used in a variety of media texts (for example, television, film,
radio, internet).
Analyze the manner in which the language, tone, and point of view in media texts work to influence
the meaning and interpretation of messages.
Describe the characteristics of particular media art forms and explain ways that they convey
meaning and influence their audience.
Media Arts Standards
Themes and trends in the standards
The Role of Technology:
•
Specific technology types very rarely mentioned (just as specific
musical instruments or art media wouldn’t be recommended in the
other standards
•
Limiting the references to specific types of technology also allows
the standards to evolve as technology does
Interdisciplinary Learning
•
The concept of working across disciplines is especially strongly
embedded in the media arts standards, perhaps out of the
realization that stand-alone media arts classes may not be possible
in every region.
Media Arts Standards
Discussion:
•
Were there any examples today that particularly interested you?
•
In addition to the reference documents mentioned (the P21 skills,
Understanding by Design framework, Bloom’s Taxonomy, NAEP
framework) are there any other resources that you think should be
central to the standards redesign process?
Find College Board/NCCAS research online
The College Board: Arts at the Core
http://advocacy.collegeboard.org/preparation-access/arts-core.
National Coalition for Core Arts Standards
http://nccas.wikispaces.com
http://nccas.wikispaces.com.
Nancy Rubino, Senior Director, Office of Academic Initiatives
nrubino@collegeboard.org
Amy Charleroy, Associate Director, Office of Academic Initiatives,
acharleroy@collegeboard.org