Welcome
to the Arts Education RESA!
• Go ahead, jump online and visit the NCDPI Arts
Education wikispace – your one-stop shop for Arts
Education:
• http://ances.ncdpi.wikispaces.net
– Network: colwifi13
– Username: FEBRUARY17
– Password: schoolrocks
North Carolina Live
Special Edition:
Comprehensive Arts Education
Presenters
Christie Lynch Ebert
Section Chief, K-12 Program Areas
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 Consultant
(Theatre Arts and Visual Arts)
slater.mapp@dpi.nc.gov
919-807-3758
Opening Monologue and
Introductions
Talk Show Decorum
Take care of your needs
Appreciation for one another
Exchange ideas freely
Influence what we can
Opportunity to reflect
Unite in purpose
Objectives
– Recognize the role of the arts in student success
– Recognize the components and implementation of
Comprehensive Arts Education in schools, school
systems, and communities
– Understand policy and legislative updates
impacting arts education programs in NC Schools
– Collaborate with IHE partners around arts
integration models and practices, roles, and
infrastructures
NC Arts Education Wiki and
Sign-in
http://ances.ncdpi.wikispaces.net/RESA
+2014
The Arts and Student Success
• Think – pair – share
– How do the arts
prepare students for
success in school,
work, and life?
(Note: we will continue this conversation with our IHE partners later today)
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.
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
Brainstorming and
Gallery Walk
• What does Comprehensive Arts Education
look like in your
– school,
– school system, or
– community?
Arts Education
• Analysis of Student Work
• PowerSchool/Homebase
– Standards-based grading
– 2013-14 and 2014-15 course
code updates
• National Standards (National
Coalition for Core Arts
Standards
February 17, 2014
Overview of the ASW Process
Teacher verifies schedule and
chooses objectives for each
course
Teacher
Uploads
Evidenc
Teacher
e
collects TAs
Collectio
of student
n to
work
Online
Platform
Reviewers
rate
Evidence
Collections
Teacher receives
category rating for
Standard 6
ASW 2014 Pilot Participants
Over 1100 NC Educators Representing
Regions
8
Advanced Placement
Arts Education
Healthful Living
International Baccalaureate
Content Areas
Occupational Preparation
7th Grade Social Studies
World History
World Languages
ASW Wikispace
• Pilot Training Modules
• Important Forms
• Frequently Asked Questions
Visit the Wiki here:
http://ncasw.ncdpi.wikispaces.net/
ASW Contact Information
If you have questions about the ASW Process,
please contact
Jennifer DeNeal, RttT Project Coordinator for
Educator Effectiveness at
EducatorEffectiveness@dpi.nc.gov
Pilot Training Modules
Important Forms
Course Code Updates
• 2013-14 Course Codes have been aligned
with PowerSchool
• Standards-based grading practices are
being explored/implemented by LEAs
• 2014-15 Course Codes will differentiate
each grade level (K-8); HS courses remain
the same
National Standards
•National Coalition for Core Arts Standards (NCCAS) Wiki:
https://nccas.wikispaces.com/Home
National Standards
Visual
Arts
Theatre
Arts
Media
Arts
Dance
Music
NCCAS
• The final public review of the National Core
Arts Standards drafts is Feb. 14-28, 2014
– NC Focus Group Webinar: 2/27/14 (3:30-4:30pm)
• Full release in June 2014
Arts Integration
• Fitting it the Pieces Together
• 115-C-296
• Activity
LUNCH
North Carolina Live
Special Edition:
Comprehensive Arts Education
(Afternoon Session with IHEs)
Objectives
– Recognize the components and implementation of
Comprehensive Arts Education in schools, school
systems, and communities
– Understand policy and legislative updates
impacting arts education programs in NC Schools
– Collaborate with IHE partners around arts
integration models and practices, roles, and
infrastructures
Facilitators (Hosts)
Rachel A. McBroom, Ph.D.
Christie Lynch Ebert
NC Dept. of Public Instruction
Director, Educator Preparation
rachel.mcbroom@dpi.nc.gov
919-817-8848
NC Dept. of Public Instruction
Section Chief, K-12 Programs and
NCDPI Liaison to the A+ Schools Program
christie.lynchebert@dpi.nc.gov
919-807-3856
Christy Chenausky
Appalachian State University
Director of Arts Education and Outreach
chenauskyc@appstate.edu
828-262-6084 (Ext. 109)
Banu Valladares
NC Arts Council
Arts in Education Director
banu.valladares@ncdcr.gov
919-807-6502
Slater Mapp
NC Dept. of Public Instruction
Arts Education Consultant
slater.mapp@dpi.nc.gov
919-807-3758
NC Arts Education Wiki and
Sign-in
http://ances.ncdpi.wikispaces.net/RESA
+2014
Context for Arts Integration
• Top 10 List: Benefits of an Arts Education
(School, Work, and Life)
Setting the
Stage
Policy and Legislation
•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
Arts (and Literacy in
History/Social
Studies, Science,
and Technical
Subjects)
• NC Essential Standards
– Arts Education
– Career and Technical Education
– English Language Development*
– Guidance*
– Healthful Living (Health & Physical Education)
– Information and Technology*
– Mathematics
– Science
– Social Studies
– World Languages
S66 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.
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
G.S. 115C-296: Arts Integration
• Requires that preservice elementary
teachers are
prepared to “integrate
the arts across the
curriculum”.
• Outgrowth of H758 Arts
Education Commission
• Wide-scale education
legislation
– S724 (June 2012)
– H23 (March 2013)
– S168 (July 2013)
115C-296 Public School Law
• Supported by:
– Existing Teacher Ed Requirements (Policy)
– NC Teacher Evaluation (Policy)
– Previous Legislation
– National Reports
Existing Policy
State Board Policy TCP-B-002
Standard 6 of the Teacher Specialty Standards (2009),
requires that elementary grades teacher candidates are “knowledgeable in and
are able to design and implement learning tasks that demonstrate:
1)a general knowledge of the fundamentals of music,
dance, theatre, and/or visual arts; and
2)the ability to create interdisciplinary lessons/units that
integrate the content areas with the arts to enhance
classroom instruction and student learning.”
State Board Policy TCP-B-002
Standard 5 of the Birth-Kindergarten specialty standard (2009):
•B-K teacher candidates “create and adapt environments and intentionally plan
and implement an integrated curriculum that facilitates every child’s
construction of knowledge and provides a strong foundation for lifelong learning.”
•In the Emergent Creative Arts, B-K teacher candidates
must:
1. facilitate children’s creative expression through
dance/creative movement, drama, music, and
visual arts;
2. use the arts to represent ideas;
State Board Policy TCP-B-002
•
(continued) In the Emergent Creative Arts, B-K teacher candidates must:
3. help children learn about and appreciate a variety of
art forms and artists;
4. integrate the arts to support learning in all content
areas (including cultural diversity); and
5. apply creativity to problem solving, risk-taking, and
critical thinking.
Teacher Evaluation Process
(2009)
Teachers recognize the
interconnectedness of
content areas/disciplines
Standard III, Element C
“Teachers understand how the
content they teach relates to
other disciplines in order to
deepen understanding and
content learning for students.”
NC Pre-service
Arts Integration
Initiative
NC PAII - Goals
• Support the preparation of pre-service
educators to deliver a balanced education.
• Identify models and practices to prepare
pre-service educators to integrate the arts.
• Foster collaborations to create access to a
comprehensive arts education in our state.
Committee
• Diverse, state-level
• Representation from:
– IHEs (Education and Arts Education)
– Arts Educators
– Administrators (principal, superintendent)
– Community Partners
Committee’s Work
• Review reported data from IHEs on how
they currently prepare educators to integrate
the arts. Identify trends and gaps in that
reporting. Find ways to dig deeper into
researching what IHEs are doing and how
well it works.
• Identify models and/or practices that help
move forward this statewide conversation.
Committee Members
Jennifer Buelin-Biesecker
Liz Grimes-Droessler
NC State University
Teaching Assistant Professor, STEM
jkbuelin@ncsu.edu
(919) 515-1741
Wake County Public Schools
Senior Administrator for Arts Education
egrimes-droessler@wcpss.net
(919) 431-7654
Rick Cary
Dr. Anthony Jackson
Mars Hill College
Professor of Art; Chair, Fine Arts
RCary@mhu.edu
(828) 689-1396
Nash-Rocky Mount Public School
Superintendent
adjackson@nrms.k12.nc.us
(252) 462-2511
Donna Dragon
UNC Charlotte
Assistant Professor of Dance
ddragon@uncc.edu
(704) 687-0832
Committee Members
Frances Page
Courtney Reilly
Meredith College
Professor of Music; Dept Head,
Communication and Performing Arts
UNC Wilmington
Assistant Director of Cultural Arts
reillyce@uncw.edu
(910) 962.2082
pagef@meredith.edu
(919) 760-8575
Melinda Waegerle, MA
Brenda Reese
Freedom Trail Elementary School (A+)
Principal
brendacreese@averyschools.net
(828) 733-4744
UNC Greensboro
Assistant Professor, Dance, A+ Fellow
mhwaeger@uncg.edu
(336) 334-5570
Current
Practices
IHE Reporting (2009-2013)
Integrated Arts, Arts in the
Elementary Classroom,
Arts and the Young Child,
Survey of Arts
• Varies 1-4 hour course, depending on IHE
• Basic introduction to arts disciplines
• Includes some training in planning cross-curricular lessons that
integrate the arts
Arts Methods Courses
• Focused on one particular art form (e.g. integrating music in the
elementary classroom)
• Often limited to only one or two disciplines
• Sometimes mixed with arts and elementary ed. majors
• May be stand alone or combined with integrated arts course
Literacy and the Arts
• Usually literacy within a particular art form (art, music)
• Sometimes mixed with arts and general ed. students
• Taught through the arts discipline
IHE Reporting (2009-2013)
Language Arts and
Creative Expression
Labs or Practicum
Arts-Specific
Coursework
• Language Arts Methods course that includes /embeds the arts
• Taught by LA instructor
• Some IHEs require a 1-hour lab in “the arts”
• May be stand alone, or combined with other requirements, such
as language arts and creative expression course
• May require students to take one or more courses in a specific
arts discipline (as a stand alone, or in addition to integrated arts
coursework)
• Most do not include methods or pedagogy for integrating arts into
teaching practice
Planning
• IHE Planning Template
– IHE members discuss practices within their
institutions and use planning template to set the
course for needs assessment and future
directions
– Arts Education Leaders work with IHE members
to discuss current and possible practices,
resources, etc. for current and potential models
Arts Education for All Students
Coffee Talk
• How do these roles
work together to benefit
students?
• What does this model
look like in your setting?
Arts Affirmation
Evaluation and
Future Directions
What
worked well
Suggestions
for
improvement
RESA Evaluation
http://go.ncsu.edu/ncdpi-resa_survey
“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.”