Guiding Mission - NC State
Board of Education
The guiding mission of the North Carolina
State Board of Education (SBE) is that
every public school student will graduate
from high school, globally competitive for
work and postsecondary education and
prepared for life in the 21st century.
Goals – NC State Board of
Education
There are five SBE goals, and under the
first goal, it states:
 “Every
student excels in rigorous and relevant
core curriculum that reflects what students
need to know and demonstrate a global 21st
century environment, including a mastery of
languages, an appreciation of the arts, and
competencies in the use of technology.”
REVISED FRAMEWORK FOR
21ST CENTURY LEARNING
Arts Education and
21st Century Learning
CORE SUBJECTS:










English, Reading or Language Arts;
Mathematics;
Science;
Foreign Languages;
Civics;
Government;
Economics;
ARTS;
History; and
Geography (NCLB)
21ST CENTURY THEMES
 Global Awareness
 Financial, Economic, Business and
Entrepreneurial literacy
 Civic Literacy
 Health Literacy
Group Collaborative Activity


Discuss a connection that could be
made to one of the 21st century
themes in the classroom (strategy,
lesson plan, activity, project, etc.).
Be prepared to share your group’s
connection with the whole group.
Global Awareness
Using 21st century skills to
understand and address
global issues
Working collaboratively with
individuals representing
diverse cultures, religions
and lifestyles
Understanding other
nations and cultures,
including the use of nonEnglish languages
Dance: Around the World

Discuss the various roles of dance in
communities or cultures.

Focus on one type of dance from a Non-Western
culture and create an original dance with
historical and/or cultural accuracy.

Resource: Folkmoot Festival in western North
Carolina.

<http://www.folkmootusa.org/>
Other Global Connections
Origins of World Musical Instruments
 Firsts in Art
 Shadow Box Puppet Theatre
 Artist Trading Cards (ATC’s)
 Networking with Others (all arts)

Financial, Economic,
Business and
Entrepreneurial Literacy

Knowing how to make
appropriate personal
economic choices

Understanding the role of
the economy in society

Using entrepreneurial
skills to enhance
workplace productivity
and career options
Visual Arts: The Business of Art

Students assume the role of a professional artist.

Create a spreadsheet to:
• list all of the materials to produce ten works of art;
• estimate the cost of materials including tax, s/h, etc.;
• estimate the amount of time involved;
• estimate the value of labor; and
• determine the retail price of each piece.

Explain that other factors affect the price of artwork as well
(e.g., current trends, craftsmanship, supply and demand
for artwork, the economy, etc.).
Artwork Cost Analysis
QTY
MATERIALS
COST
EACH
# of
USES
TOTAL
TIME
COST
(HOURS)
1.09
10
5X7
plaque
1.09
1
1
pk
Sandpaper
2.29
12
.19
1
acrylic
spray
1.27
10
.13
1
pk
hanger
1.89
6
.32
fuel
1.35
10
.14
6.54
10
TOT
1.87 1.5
RATE
TOTAL
LABOR
$8/hr
$12.00
TAX
.90
RETAIL
PRICE
EACH
$14.77
Other Connections to Financial,
Economic, Business and
Entrepreneurial Literacy

Job Opportunities in the Occupational
Outlook Handbook (all arts)

Budget Worksheets
(dance, music, theatre arts)
Civic Literacy

Participating effectively in
civic life by staying informed
and understanding
governmental processes

Exercising the rights and
obligations of citizenship at
local, state, national and
global levels

Understanding the local and
global implications of civic
decisions
Visual Arts: Raising Your
Voice for Change

Discuss “understanding the local and global implications of civic
decisions,” and ask:
•
•
•
•
How have artists used their art for political reasons?
How are people’s lives influenced by artist’s decisions?
How do those decisions affect the community, state, and nation?
How can people affect the administration of local government through art?

Research a specific community, state, or federal law they wish to
change.

Create an artwork with the theme of “Raising Your Voice for
Change.”

Write. Include a paper (writing literacy) stating the law and an essay
supporting your decision.
Other Connections to
Civic Literacy

Policies and Laws
Cabaret laws (dance)
 Copyright laws (all arts)


Scenes that Make People Want to Do
Something (theatre arts)
Health Literacy

Obtaining, interpreting and
understanding basic health
information and services

Understanding preventive physical
and mental health measures

Using available information to
make appropriate health-related
decisions

Establishing and monitoring
personal and family health goals

Understanding national and
international public health and
safety issues
Music: The Vocal Mechanism

Display a chart of the vocal
mechanism. Have students
identify the parts of the vocal
mechanism and how to use the
diaphragm correctly.

Warm-ups are important in
helping to build the muscles of
the diaphragm. Advise students
about how to do different warmups without straining their
voices or pulling muscles.
Other Connections to
Health Literacy

Study kinesiology, addressing specific muscle
groups most affected (dance)

MSDS, ACMI seal, and other hazards in the
classroom (visual arts)

Physical/Vocal warm-ups (dance, theatre arts)
LEARNING AND
INNOVATION SKILLS
 Creativity and Innovation Skills
 Critical Thinking and Problem Solving
Skills
 Communication and Collaboration Skills
Group Collaborative Activity


Discuss a connection that could be
made to learning and innovation
skills in the classroom (strategy,
lesson plan, activity, project, etc.).
Be prepared to share your group’s
connection with the whole group.
Creativity and Innovation
Skills

Demonstrating originality
and inventiveness in work

Developing, implementing
and communicating new
ideas to others

Being open and responsive
to new and diverse
perspectives

Acting on creative ideas to
make a tangible and useful
contribution to the domain
in which the innovation
occurs
Dance: Creative Processes

Give students a list of creative choices connected to new
ideas that evolved as a result of necessity, for example,
“creating the first automobile.” Students then establish a
structure of creative inventiveness.

Create dance movements that communicate their ideas.

Write a journal entry that explains the steps in their
creative approach.

Revise and perform their dances. As an extension,
relate how the steps they took are similar to the ways
inventors/discoverers/technicians approach creative
solutions (or should approach creative solutions) to their
problems.
Other Connections to
Creativity and Innovation

Improvising and Composing (music)

“Dilemma” Improvs (theatre arts)

Create imaginary creatures (e.g., spoon
dog) or Metamorphosis (e.g., cat face)
(visual arts)
Critical Thinking and
Problem Solving Skills

Exercising sound reasoning in
understanding

Making complex choices and
decisions

Understanding the
interconnections among systems

Questioning to clarify various
points of view and lead to better
solutions

Framing, analyzing and
synthesizing information in order
to solve problems and answer
questions
Theatre Arts: Know Your
Formulas
Stage lighting students must
know:

The “pie” formula (the
relationships of potential, current
flow, and rate of doing work).

P = IE or W = VA (watts
equals volts time amps)

Many other arrangements are also
suitable for solving specific
problems. For example:


P = I/E = I2R = E2/R
R = E/I = E2/P = P/I2
www.charles.kaiser.name/lighting2.htm
Other Connections to Critical
Thinking & Problem Solving

Have students describe, interpret, evaluate, and
compare various dance works using a rubric. (dance)

Have students create their own compositions and
determine how to combine rhythm and note durations
within a given time signature. (music)

Have students create a city full of action and exhilaration
using cool colors. (visual arts)
Critical Thinking/Problem
Solving Connections (continued)

Fibonacci Numbers and the Golden Ratio (all arts)

When composing music, students will have to
understand the musical scales including sharps and
flats, frequency, etc. (music)

Linear Perspective (theatre arts and visual arts)

Fractals--complex, detailed geometric patterns (visual
arts)
Communication and
Collaboration Skills

Articulating thoughts and
ideas clearly and
effectively

Demonstrating ability to
work effectively with
diverse teams

Exercising flexibility and
willingness to accomplish a
common goal

Assuming shared
responsibility for
collaborative work
Music: Collaborative Critique

Record the group singing or playing a piece of
music.

In small, collaborative groups, evaluate the
quality and effectiveness of the performance
using specific criteria and offer constructive
suggestions for improvement.


Explain how each individual's part contributes to the overall
sound quality of the group.
Examine how the director communicates to the ensemble in
order to facilitate the collaborative performance of the piece
(tempo, dynamics, blend, balance, etc).
Other Connections to
Communication and
Collaboration

Amoeba Dance: Students improvise dance movements
to music merging into pairs, then triads, quads, etc., until
whole group is dancing as one. (dance)

The Collaborative Effect of Play Production (theatre arts)

Collaborative Drawings (visual arts)
INFORMATION, MEDIA,
AND TECHNOLOGY
SKILLS
 Information Literacy
 Media Literacy
 ICT (Information, Communications, and
Technology) Literacy
Group Collaborative Activity


Discuss a connection that could be
made to information, media and
technology skills in the classroom
(strategy, lesson plan, activity,
project, etc.).
Be prepared to share your group’s
connection with the whole group.
Information Literacy

Accessing information
efficiently and effectively,
evaluating information
critically and competently
and using information
accurately and creatively

Possessing a
fundamental
understanding of the
ethical/legal issues
surrounding the access
and use of information
Theatre Arts: Licensing

Obtain the guidelines about licensing fees from
various play publishers and discuss the rights
and restrictions regarding the use of plays. Also
discuss the penalties for not abiding by the
copyright laws.

When students get copies of plays for
production, have them read the production
notice page, which describes the requirements
for producing that particular play.
Other Connections to
Information Literacy

Indigenous Dance in the movies (dance)

Research the effects of music in on the human mind—
psychological and neurological effects, physical effects,
music therapy, etc. (music)

Have students select a work of art, and research the
artist’s style, purpose, and technique in creating the
work. (visual arts)
Media Literacy

Understanding how media
messages are constructed, for
what purposes and using which
tools, characteristics and
conventions.

Examining how individuals
interpret messages differently,
how values and points of view
are included or excluded and
how media can influence beliefs
and behaviors.

Possessing a fundamental
understanding of the
ethical/legal issues surrounding
the access and use of
information
Dance: Media Influence

Lead a discussion about how different media
portrays dance (e.g., “Dancing with the Stars,”
“So You Think You Can Dance,” etc.). Ask leading
questions such as





How would you evaluate the dances portrayed in the
show?
How do the hosts react to the dances?
What do writers in print media have to say about these
dance shows?
How would you categorize each type of dancing?
How does (a particular show) influence people’s ideas
about dance?
Other Connections to
Media Literacy

Lead a discussion about how different media portrays
popular music. (music)

Each group, acting as a news crew, presents an
imaginary incident with a pre-selected slant.
(theatre arts)

After reading an art show review from a metropolitan
newspaper, identify the writer’s perspective. (visual arts)
ICT (Information, Communications,
and Technology) Literacy

Using digital technology,
communication tools and/or
networks appropriately to
access, manage, integrate,
evaluate, and create
information in order to
function in a knowledge
economy

Using technology as a tool to
research, organize, evaluate
and communicate
information, and the
possession of a fundamental
understanding of the
ethical/legal issues
surrounding the access and
use of information
Music: Editing Software

Discuss the role of technology in music.

Demonstrate and have students explore
music and sound editing software.

Create original compositions,
arrangements and orchestrations.

Discuss how editing software such as this
is becoming a part of music instruction
and production.
The Department of Public Instruction does not endorse any
vendor, product, or service.
Other Connections to
ICT Literacy

Have students experiment with choreography software—
poseable dance figures and mixing, matching, and
blending sequences. (dance)

Compose a publicity package using various applications
on the computer—files, email attachments, hyperlinks,
etc. (theatre arts)

Computer Art—drawing applications, scanners, digital
cameras, etc. (visual arts)
LIFE AND CAREER
SKILLS
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
Group Collaborative Activity


Discuss a connection that could be
made to life and career skills in
the classroom (strategy, lesson plan,
activity, project, etc.).
Be prepared to share your group’s
connection with the whole group.
Flexibility and
Adaptability

Adapting to varied
roles and
responsibilities

Working effectively in
a climate of ambiguity
and changing
priorities
Theatre Arts: Space Walk

Improvisation is an important part of theatre
education because it sparks creativity and
requires one to be flexible and adaptable—key
skills in the 21st century.

Sample Improv Activity—”Space Walk”
Have students walk about the space as you side-coach.
Randomly call out changes in character, attitude, or
situation. Students must change on cue.
Other Connections to
Flexibility and Adaptability

Allow students to experiment with changing roles during
improvisation adapting to each other’s movements.
(dance)

Students in music adapt by studying, singing and/or
playing a variety of music representing diverse genres,
styles, and cultures. (music)

Discuss and write about each medium’s characteristics
and correct application. (visual arts)
Initiative and Self-Direction

Monitoring one’s own understanding
and learning needs

Going beyond basic mastery of skills
and/or curriculum to explore and
expand one’s own learning and
opportunities to gain expertse

Demonstrating initiative to advance
skill levels towards a professional level

Defining, prioritizing and completing
tasks without direct oversight

Utilizing time efficiently and managing
workload

Demonstrating commitment to learning
as a lifelong process
Dance: Benefits and
Opportunities

Help all students understand the many benefits
and opportunities for involvement in dance such
as:




Careers: professional dancer, choreographer, teacher, producer
Benefits: health and physical fitness, social dance, self-expression, therapy
Other: appreciation of dance; viewing dance; physical, social, emotional,
intellectual and aesthetic influence of dance as it addresses various learning
styles and intelligences
Have students reflect about how dance gives
them a sense of direction. Think about
questions such as:


Why is it important to prioritize and complete tasks?
Why is it important to go beyond the basic mastery of skills?
Other Connections to
Initiative and Self-Direction

Benefits and Opportunities—careers,
benefits, etc. (all arts)

Self-Assess/Self-Analyze (all arts)
Social and Cross-Cultural
Skills

Working appropriately
and productively with
others

Leveraging the collective
intelligence of groups
when appropriate

Bridging cultural
differences and using
differing perspectives to
increase innovation and
the quality of work
Visual Arts: The
Collaborative Artwork

Discuss the collaborative work of Andy Warhol and Jean-

Create.
Michel Basquiat and how each artist’s unique styles contribute
to a unified idea.
•
Divide students into small diverse groups in which each
student has a different style. They will work together to
develop an idea for an artwork that incorporates common
imagery to visually narrate a theme or statement (heritage,
family, fame, work, etc.).
•
Create a unified composition of appropriated images from
people in their group.
http://www.artjunction.org/links_projects.php
Other Connections to Social
Cross-Cultural Skills

Diverse groups will choreograph their own dances.
(dance)

Have students use voices or instruments to create
musical questions and answers. (music)

Assign short group improvisations in which their activities
require that each member must work together. (theatre)
Productivity and
Accountability

Setting and meeting high
standards and goals for
delivering quality work on
time

Demonstrating diligence
and a positive work ethic
(e.g., being punctual and
reliable)
Music: Quality Control

Have students listen to a recording of themselves
singing or playing composed or original works of music
(or, use a recording of a piece of music). Collaboratively
develop criteria for evaluating the quality and
effectiveness of the performance or composition (such
as a rubric).

Having the opportunity to listen to the quality of their
work and evaluate its effectiveness will develop students’
abilities to be more conscientious performers.

The ability to monitor for effectiveness, self-evaluate,
and self-correct are skills that may be applied in a variety
of situations and careers.
Other Connections to
Productivity and Accountability

Video Portfolios (dance, music, theatre arts)

Digital Portfolios (visual arts)

Design Portfolios (theatre arts)

Journals (all arts)

Establish a calendar of deadlines—learning lines and
cues, creating designs, etc. (theatre arts)
Leadership and
Responsibility

Using interpersonal and
problem-solving skills

Leveraging strengths of
others to accomplish a
common goal

Demonstrating integrity
and ethical behavior

Acting responsibly with the
interests of the larger
community in mind
Theatre Arts: The Narrator



In creative dramatics, the role of the narrator is
powerful.
Select a familiar story for one student to narrate
as the other students perform it according to the
narration.
Other narration/leadership opportunities include:



Dubbing (See Spolin’s Improvisation for the Theatre)
Leader of “Story, Story, Die”
Student director
Other Leadership and
Responsibility Connections

Students must employ critical and creative thinking to
explore movement possibilities within a given structure
or problem and determine the best course of action
(dance)

Leadership Opportunities—sectionals, conduct the whole
choir, band, orchestra, or ensemble in the classroom
and/or in performances. In the elementary classroom,
the music teacher may assign roles such as materials
manager, sound technician. (music)

Students collaborate to create a mural under student
leadership. (visual arts)
Arts Education
st
and 21
Century Skills
in North
Carolina
Questions?
Contact Information

Myron Carter
Theatre Arts & Visual Arts Education Consultant
mcarter@dpi.state.nc.us
919-807-3758

Christie Lynch Ebert
Dance & Music Education Consultant
clynch@dpi.state.nc.us
919-807-3856