An Introduction to the National Arts Standards and the Vision for the New NJ Student Learning Standards
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1 An Introduction to the National Arts Standards and the Vision for the New NJ Student Learning Standards FEA Conference Center December 6, 2018 Deborah Cella: Lead Teacher, Fine and Performing Arts, Glen Rock High School Ellen Hargrove: Visual Art Teacher, Haddon Township Schools; Past President Art Educators of New Jersey Jeffrey Santoro: Fine and Performing Arts Supervisor, West-Windsor Plainsboro; President New Jersey Music Educators Association Kerri Sullivan: Director of Arts Integration, Appel Farm Arts & Music Center
2 Guiding Questions Why study the arts? What is it about the arts that makes the experience valuable to students, to education, to a community, to a nation? What arts learnings do we want students to take with them through their life?
3 Envisioning the Standards
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5 What s Different and What s Alike? A New Jersey Hybrid Model NCAS Driven by Four Artistic Processes (Creating, Performing, Responding, Connecting) Common Anchor Standards Across Five Arts Disciplines K-12 Grade Specific Delineation of Levels of Proficiency via Performance Standards Instructional Resources (e.g., Model Cornerstone Assessments) Media Arts as an Independent Art Form Organized under the umbrella of big ideas, supported by Essential Questions & Enduring Understandings NJSLS No Changes made to the Artistic Processes Modest modification of Anchor Standards Grade bands rather than grade level standards Refinement of NCAS language No MCAs (Defer to NCAS) Inclusion of NCAS Media Arts Standards which could be taught through a variety of lenses (e.g., dance, music, theatre, visual art or CTE), from an aesthetic foundation regardless of licensure Some modification of EUs & EQs
6 If All Goes as Planned... The 2019 NJSLS will be VERY similar to the 2014 National Core Arts Standards (NCAS) So...let s talk about the National Core Arts Standards...
7 National Core Arts Standards: Anchors to Learning
8 NCCAS Leadership Organizations The following 10 national organizations spent 3 years designing & writing new national voluntary arts standards: American Alliance for Theatre and Education Americans for the Arts The College Board Educational Theatre Association National Art Education Association National Association for Music Education National Dance Education Organization NCCAS Media Arts Committee State Education Agency Directors of Arts Education Young Audiences Arts for Learning
9 Supported by Research The College Board provided essential research before and during the standards revision process. Findings from the research influenced the approach to writing the new standards. The International Standards for Arts Education report shows that the 2014 national arts standards follow an international trend of organizing standards around artistic processes. Similarly, the artistic process model serves as the assessment framework for the National Assessment in Education Progress (NAEP) in dance, music, theatre, and visual arts.
10 NCAS...what s different? National Standards are a Conceptual Framework...these new, voluntary National Core Arts Standards are framed by a definition of artistic literacy that includes philosophical foundations and lifelong goals, artistic processes and creative practices, anchor and performance standards that students should attain, and model cornerstone assessments by which they can be measured...artistic literacy is the knowledge and understanding required to participate authentically in the arts
11 Common Common Discipline Specific
12 Artistic Process Creating Performing/Presenting/Producing Responding Connecting*
13 Defining the Artistic Processes Creating is specifically about conceiving and developing works of arts. In other words, the making of the art as director, choreographer, designer, producer, conductor, composer, painter. Performing/Presenting/Producing is about the realizing, sharing or presenting the art or the doing of the art as the actor, dancer, curator, musician, technician.
14 Defining the Artistic Processes Responding is a reflection on an external set of information. It is generally focused through comparison and critical analysis. Connecting is an internal process mechanism that synthesize various bodies of knowledge for use in developing multiple entry points for personal expression.
15 Defining the Artistic Processes Connecting is relating artistic ideas and work with personal meaning and external context. It is generally considered a distinct process among most art forms, although music views this process as embedded within the other processes. It is significantly beyond Arts Integration or defining other subject matter through arts understandings.
16 Anchor Standards 11 Big ideas that are common to ALL arts areas Each includes Enduring Understandings and Essential Questions These are GREAT for understanding the standard Sample EU: Creativity and innovating thinking are essential life skills that can be developed Sample EQ: What conditions, attitudes and behaviors support creativity and innovative thinking?
17 11 Common Anchor Standards Anchor Standards found in Creating 1. Generate and conceptualize artistic ideas and work. 2. Organize and develop artistic ideas and work. 3. Refine and complete artistic work.
18 11 Common Anchor Standards Anchor Standards found in Performing/Presenting/Producing 4. Select, analyze and interpret artistic work for presentation. 5. Develop and refine artistic techniques and work for presentation. 6 Convey meaning through the presentation of artistic work.
19 11 Common Anchor Standards Anchor Standards found in Responding 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work.
20 11 Common Anchor Standards Anchor Standards found in Connecting 10. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. 11. Synthesize and relate knowledge and personal experience to make art.
21 The Anchor Standards Tell the Story... What does it mean to study the arts? What does it mean to be artistically literate?
22 Artistic Process Component (music) Creating Performing Responding Imagine Select Select Plan and Make Analyze Analyze Interpret Interpret Evaluate and Refine Rehearse Evaluate and Refine Evaluate Present Present Connecting
23 Artistic Process Component (Art) Creating Presenting Responding Connecting Investigate, Plan, Make Select Perceive Synthesize Investigate Analyze Analyze Relate Reflect, Refine, Continue Share Interpret
24 Artistic Process Component (Theatre) Creating Performing Responding Connecting Envision/Conceptualize Select Reflect Empathize Develop Prepare Interpret Interrelate Rehearse Share, Present Evaluate
25 Artistic Process Component (Media Arts) Creating Producing Responding Connecting Conceive Integrate Perceive Synthesize Develop Practice Interpret Relate Construct Present Evaluate
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27 Performance Standards Varies by discipline
28 Common Common Discipline Specific
29 NCAS Standards Music 5 Strands of Standards Dance Theatre PK-8 Grade Level Standards, 3 HS Levels* Visual Arts Media Arts *Vision for new NJSLS is to have Grade Bands: PK, 2, 5, 8, 3 HS Levels
30 NCAS Standards for Music Music (general) PK-8 Grade Level Standards Ensembles 5 Levels Harmonizing Instruments 5 Levels Composition & Theory 3 HS Levels Technology 3 HS Levels
31 Music (General) Structured like other arts areas: PK-8 Grade-Level Standards NJSLS will have only grade PK, 2, 5, 8
32 Ensembles & Harmonizing Inst. Strands Novice ~ 5th Grade Intermediate ~ 8th Grade Proficient ~ 1 Year of HS Study Accomplished ~ 4 Years of HS Study Advanced ~ Beyond 4 Years of HS Study
33 Novice Low (with assistance) High (independently) Suggested guidelines (1-2 years of instruction) Intermediate Low (with assistance) High (independently) Suggested guidelines (2-4 years of instruction) Proficient Low (with assistance) High (independently) Suggested guidelines (4-6 years of instruction) Accomplished Low (with assistance) High (independently) Suggested guidelines (6-7 years of instruction) Advanced Low (with assistance) High (independently) Suggested guidelines (7+ years of instruction)
34 Theory/Composition & Technology Strands Proficient ~ 1 Year of HS Study Accomplished ~ 4 Years of HS Study Advanced ~ Beyond 4 Years of HS Study
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36 NCAS vs. NJSLS Grade Levels vs. Grade Bands
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38 Practical Implications of Standards Implementation At your tables What are the practical implication of implementing new standards in New Jersey?
39 National Core Arts Standards Website
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43 Curriculum Mapping
44 Curriculum Map the road to success
45 What is a Curriculum Map? A Curriculum Map is a tool designed to help teachers identify their goals in the classroom, determine how student success will be measured, and ultimately plan teaching strategies and activities on the basis of these points. Like using a real map, you know your final destination before planning your route to get there. This backtracking, in the context of a Curriculum Map, is known as Backward Design.
46 Stage 1 Stages of Backward Design Stage 2 Stage 3 Identify desired results Determine acceptable evidence Plan learning experiences and instruction Ask: What should students know, understand, or be able to do? Ask: How will we know if students have achieved the desired results and met the content standards? Ask: What will need to be taught and coached, and how should it best be taught, in light of performance goals?
47 The Importance of Backward Design Know your destination. Plan your route. Stage 1: Identify Desired Results (The Why) Big Idea Transfer Goal Enduring Understandings Stage 2: Determine Acceptable Stage 3: Plan Learning Experiences Evidence/Assessments and Instruction/Content (The How) (The What) Essential Questions Attendance Observations Units Verbal/Written Responses Lessons Transfer Knowledge Activities Learning Objectives/Goals Artifacts/Work Samples Tests/Quizzes/Surveys Content Standards Transitions
48 What is a Big Idea? Big Idea This is the core concept of your curriculum, and should encompass the overall intent of your work. Example: The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
49 The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
50 Transfer Goal What is a Transfer Goal? The overarching skill or understanding your students will walk away with. Example: The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.
51 The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process. The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.
52 Enduring Understandings What are Enduring Understandings? Enduring Understandings are statements summarizing important ideas and core processes that are central to a discipline and have lasting value beyond the classroom. They synthesize what students should understand -not just know or do -- as a result of studying a particular content area. Example: Art is a human instinct and an ancient ritual that has been performed by many cultures all over the world.
53 The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process. The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community. Art is a human instinct and an ancient ritual that has been performed by many cultures all over the world.
54 Essential Questions What are Essential Questions? Essential Questions are bigger picture questions that do not have an objective answer. Instead, their purpose is to promote critical and creative thinking among students. Example: How can the elements of art (shape, color, texture, etc.) be used to express an idea?
55 The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process. The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community. Art is a human instinct and an ancient ritual that has been performed by many cultures all over the world. How can the elements of art (shape, color, texture, etc.) be used to express an idea?
56 Learning Objectives What are Learning Objectives? Learning Objectives are specific, measurable outcomes that students are expected to achieve by the end of the unit of study. Example: Students will be able to use simple taping and painting techniques to achieve various effects.
57 The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process. The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community. Art is a human instinct and an ancient ritual that has been performed by many cultures all over the world. How can the elements of art (shape, color, texture, etc.) be used to express an idea? Students will be able to use simple taping and painting techniques to achieve various effects.
58 Learning Goals What are Learning Goals? Learning Goals focus on the adaptable social-emotional, critical thinking and creativity the students gain. Example: Students will be able to collaborate on the design of a mural and develop their problem solving strategies in its implementation.
59 The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process. The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community. Art is a human instinct and an ancient ritual that has been performed by many cultures all over the world. How can the elements of art (shape, color, texture, etc.) be used to express an idea? Students will be able to use simple taping and painting techniques to achieve various effects. Students will be able to collaborate on the design of a mural and develop their problem solving strategies in its implementation.
60 Assessments What are Assessments? Assessments are a way of determining the success of your content and pedagogy. These should be as specific as possible and focus mostly on concrete samples and information. Example: Student Workbooks Journals Verbal Responses Surveys Work Samples Observations Transfer Knowledge
61 Types of Assessments Benchmark Designed to establish student understanding of a standard and/or learning goal Fixed Administered at the beginning and interim points Formative Summative Designed to monitor student learning and provide continuous feedback with the goal of improving student learning Designed to evaluate student learning at the end of an instructional unit by comparing it to a benchmark Adaptive Fixed Quickly administered, narrow focus on lesson, no (low) stakes Comprehensive, in-depth, and high stakes
62 The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process. The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community. Art is a human instinct and an ancient ritual that has been performed by many cultures all over the world. How can the elements of art (shape, color, texture, etc.) be used to express an idea? Students will be able to use simple taping and painting techniques to achieve various effects. Students will be able to collaborate on the design of a mural and develop their problem solving strategies in its implementation. Student Workbooks Journals Verbal Responses Surveys Work Samples Observations Transfer Knowledge
63 Standards What are Standards? Standards are a level of attainment, an idea or thing used as a measure, norm, or model. Example: D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work.
64 The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process. The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community. Art is a human instinct and an ancient ritual that has been performed by many cultures all over the world. How can the elements of art (shape, color, texture, etc.) be used to express an idea? Students will be able to use simple taping and painting techniques to achieve various effects. Students will be able to collaborate on the design of a mural and develop their problem solving strategies in its implementation. Student Workbooks Journals Verbal Responses Surveys Work Samples Observations Transfer Knowledge D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work.
65 Content What is Content? Content refers to the content of the lessons themselves, breaking down the big idea into smaller scale projects, interactions, and activities the students will participate in. Example: Prepare the wall and area. Transfer the design from a small digital mock up to the wall using a grid technique.
66 The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process. The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community. Art is a human instinct and an ancient ritual that has been performed by many cultures all over the world. How can the elements of art (shape, color, texture, etc.) be used to express an idea? Students will be able to use simple taping and painting techniques to achieve various effects. Students will be able to collaborate on the design of a mural and develop their problem solving strategies in its implementation. Student Workbooks Journals Verbal Responses Surveys Work Samples Observations Transfer Knowledge D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work. Prepare the wall and area. Transfer the design from a small digital mock up to the wall using a grid technique. art, cave painting, mural, line, shape, form, value, texture, space, color, emotion, grid, primer, saturation, size, horizontal, vertical, diagonal, s curve, paint, roller, angled brush, flat brush, round brush, highlight, shadow
67 For more info, visit the Association for Supervision and Curriculum Design at ascd.org! Sources: americatlas.com, ascd.org, clipartix.com, clipartkid.com, clipartpanda.com, mycutegraphics.com, worldartsme.com
68 Lesson Planning & Unpacking the Standards
69 Understanding the Standards Process: Unpack Performance Tasks I-Can Statements Lesson Planning
70 Unpacking the Standards Break the standard down into smaller parts Easier to understand A bit tedious
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74 Performance Tasks Take your unpacked standards Create performance tasks Start with what you already do!
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77 Visual Art
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79 I Can Statements Take your unpacked standards and performance tasks, add I can statements
80 How to use Standards In order of least effective to most effective! Ignore them Write your whole plan, choose every standard you possibly can Use the standards as a starting point for creating a lesson, or several lessons
81 Objective Writing Example Standard Lesson Objective Grade 5 Ensemble Music Performing Standard Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music. Students will be able to demonstrate rhythmic precision and dynamic contrast in Rhythm Dances Grade 2 Music Creating Standard Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple) Students will be able to generate short pentatonic melodic patterns in 4/4 time.
82 Lesson Plan Review To start understanding new standards: Choose an already-created lesson plan Decide which Artistic Process(es) the plan objectives would fall into Use Essential Questions and Enduring Understandings to narrow it down Find a National Standard that applies Then answer these questions: Does looking at this plan through the lens of the National Standards change how you think about it? How might you change or tweak the lesson objective?
83 Lesson Plan Challenge Think about how this lesson may, or may not have, been different had you started with the standard when planning.
84 Additional Resources Model Cornerstone Assessments (MCA) Examples of Student Work Your organization s website
85 Closing Q&A
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