College Board research for the National Coalition for Core Arts Standards (NCCAS)

College Board research for the National Coalition for Core Arts Standards (NCCAS)

RESEARCH OVERVIEW

I. International Arts Education Standards

Standards of fifteen countries/regions were analyzed:

• What are the standards and benchmarks of each country individually?

• What are the trends and commonalities among the group as a whole?

Ireland

Canada

FinlandNew Zealand

Australia

Singapore

United States

United KingdomJapan

China

Austria

Netherlands

ScotlandSweden

Venezuela

International Arts Education Standards

The 2010 draft of the standards was built around framework of:

• Generating

• Realizing

• Responding

Australia:

The 2011 final version of the standards simplified this to two components instead of three:

• Making

• Responding

International Arts Education Standards

Country Dance Music Theatre Visual Art Media Arts Other

Australia ü ü ü ü üAustria ü ü Textile and

technical design; graphics; fashion

Canada ü ü ü ü üChina ü ü “fine art” and “art”

mentioned separately

Finland ü üIreland ü ü üJapan ü ü handicrafts

Netherlands ü ü üNew Zealand ü ü ü üScotland ü ü ü ü design, craft

Singapore ü üSweden ü ü crafts

United Kingdom ü üUnited States ü ü ü üVenezuela

International Arts Education StandardsTrend or Theme # Countries Which ones

Generating 14 All except Venezuela

Expressing/Realizing 14 All except Venezuela

Responding/Appreciating 14 All except Venezuela

Social Skills 10 All except Japan, Netherlands, Singapore, Sweden, Venezuela

National Cultural Heritage/Cross-cultural knowledge

10 All except Austria, Ireland, New Zealand, Singapore, Venezuela

Cross-curricular Connections 9 Australia, Austria, Canada, China, Finland, Ireland, Sweden, U.K., U.S.

ICT/Media Arts 9 Australia, Austria, Canada, Finland, Ireland, New Zealand, Singapore, Sweden, U.S.

Visual Culture 7 Austria, Canada, Finland, New Zealand, Singapore, Sweden, U.S.

Environmental Awareness 6 Austria, Canada, China, Finland, Sweden, U.K., U.S.

Awareness of Cultural Institutions 6 Australia, Austria, Finland, Netherlands, Singapore, Sweden

Connections to Communities 6 Australia, Austria, Finland, Ireland, Netherlands, U.S.

Awareness of Prof. Opportunities 3 Australia, Ireland, U.S.

International Arts Education StandardsTrend or Theme # Countries Which ones

Generating 14 All except Venezuela

Expressing/Realizing 14 All except Venezuela

Responding/Appreciating 14 All except Venezuela

Social Skills 10 All except Japan, Netherlands, Singapore, Sweden, Venezuela

National Cultural Heritage/Cross-cultural knowledge

10 All except Austria, Ireland, New Zealand, Singapore, Venezuela

Cross-curricular Connections 9 Australia, Austria, Canada, China, Finland, Ireland, Sweden, U.K., U.S.

ICT/Media Arts 9 Australia, Austria, Canada, Finland, Ireland, New Zealand, Singapore, Sweden, U.S.

Visual Culture 7 Austria, Canada, Finland, New Zealand, Singapore, Sweden, U.S.

Environmental Awareness 6 Austria, Canada, China, Finland, Sweden, U.K., U.S.

Awareness of Cultural Institutions 6 Australia, Austria, Finland, Netherlands, Singapore, Sweden

Connections to Communities 6 Australia, Austria, Finland, Ireland, Netherlands, U.S.

Awareness of Prof. Opportunities 3 Australia, Ireland, U.S.

To what extent do the current U.S. National Standards for Arts Education align with the 21st Century Skills Map in the Arts?

II. Arts Standards and 21st Century Skills

Arts Standards and 21st Century Skills

21st Century Skills Map National Standards: Visual Art

Alignment

Skill Outcome Grade Content Standards Does it

align?

Comments

Critical Thinking and Problem Solving

• Exercising sound reasoning in understanding

• Making complex choices and decisions

• Understanding the interconnections among systems

• Identifying and asking significant questions that clarify various points of view and lead to better solutions

• Framing, analyzing, and synthesizing information in order to solve problems and answer questions.

K-4 Content Standard #1:

Understanding and applying media, techniques, and processes

Yes The National Standards for this grade level indicate that students are to:

• Describe how different materials, techniques, and processes cause different responses

• Use different media, techniques, and processes to communicate ideas, experiences, and stories

• Use art materials and tools in a safe and responsible manner

These goals relate to the P21 outcomes of making complex choices and decisions, understanding the interconnections among systems, and framing, analyzing and synthesizing information in order to solve problems and answer questions.

21st Century Skills


Communication

Collaboration

Creativity

Innovation

Information Literacy

Media Literacy

Information, Communication, & Technology Literacy

Flexibility and Adaptability

Initiative and Self-direction

Social and Cross-cultural Skills

Productivity and Accountability

Leadership and Responsibility

Arts Standards and 21st Century Skills:Key Findings

The P21 skills with the highest instances of alignment with the standards were Critical Thinking and Problem Solving, Communication, and Creativity.

21st Century Skills


Communication

Collaboration

Creativity

Innovation

Information Literacy

Media Literacy

Information, Communication, & Technology Literacy

Flexibility and Adaptability

Initiative and Self-direction

Social and Cross-cultural Skills

Productivity and Accountability

Leadership and Responsibility

Arts Standards and 21st Century Skills:Key Findings

The P21 skills that were least aligned with the standards were Collaboration, Information, Communication, & Technology Literacy, and Productivity and Accountability.

The P21 skills with the highest instances of alignment with the standards were Critical Thinking and Problem Solving, Communication, and Creativity.

Consider areas of overlap between P21 skills:

Arts Standards and 21st Century Skills: Recommendations for NCCAS

• Creativity

• Innovation

• Media Literacy

• Information, Communication, and Technology Literacy

• Information Literacy

Consider skills related to work habits/work ethic:

• Productivity and Accountability

• Leadership and Responsibility

• Initiative and Self-direction

The current standards cover what is to be learned and, often, how it is to be learned, but don’t often reference the qualities and characteristics students should exhibit while getting there.


Consider the role of technology-oriented skills in the revised standards:

• Information, Communication, and Technology literacy

• Media Literacy

• Information Literacy


III. College-level Standards in the Arts

Phase I of the research involves the following components:

Goal: To understand current standards and expectations for college-level instruction in the arts affecting students who are arts majors as well as non-majors.

College-level Standards in the Arts: Phase I Findings: Accreditation Standards

Review of accreditation standardsAccreditation Standards

Performance/Production/Studio •Progressively building skill in at least one area•Area of concentration within the discipline•Familiarity with elements, principles, and discipline-specific techniques•Performance, exhibition, critique

History and theory •Basic knowledge of history and repertoires•Skills of analysis and evaluation•Ability to place work in historical, cultural, and stylistic contexts

Teaching Included in dance standards only

Technology •Working knowledge of technology related to area of specialization

Synthesis Students should be able to work independently, drawing on their knowledge of performance, technique, analysis, and history

Results •Professional, entry-level competence •Ability to form and defend value judgments

Recommendations •Understanding of the nature of professional work in the field•Exploring areas of individual interest•Business or entrepreneurial skills

College-level Standards in the Arts: Phase I Findings: AP course goals and structure

AP Studio Art

Course Goals Portfolio Structure•Investigation of formal and conceptual issues

•Informed and critical decision making

•Development of technical skills

•Students as independent thinkers

•Quality

•Concentration

•Breadth

College-level Standards in the Arts: Phase I Findings: Textbook Analysis

Most textbooks for each arts discipline fit into one of four categories:

College-level Standards in the Arts: Phase I Findings: Textbook Analysis

OVERALL F INDINGS:

• More resources in the history category than for any other

• Fewest textbooks in categories related to artistic production

• With the exception of music theory, studies of history and practice in the arts appear to be dealt with entirely separately.

College-level Standards in the Arts

Research currently in progress

Review of recently revised state arts education standards

• Part I: Review and summarize standards documents

• Part II: Follow-up interviews with state arts education representatives

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

• Colorado

• Florida

• Michigan

• New Jersey

• New York City

• North Carolina

• Tennessee

• Washington


States/districts reviewed:

Key findings: Structure of StandardsState Standards in Arts Education

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


21st Century Skills

State Standards in Arts EducationKey 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


Revised Bloom’s Taxonomy


References to NAEP FrameworkExample: New Jersey standards

StandardNAEP 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


Washington• The NAEP language of

creating, performing, and responding connects the skills and concepts associated with all disciplines.


Understanding by Design influenceExample: Florida


Big Ideas Enduring Understandings

Critical Thinking and Reflection

Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent

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 EducationSynthesis of Key Findings

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


State/District 5th Arts Discipline

Media addressed

LAUSD Media ArtsDigital imaging, cinema, animation, interactive web and game design, virtual 2D and 3D design, and digital sound production.

Minnesota Media Arts Photography, film or video, audio, computer or digital arts, and interactive media

New York City Moving Image Film, television, animation

South Carolina Media Arts Animation, film studies, graphic design, sound design and recording, digital photography


Primary Intermediate Middle High School• 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

• 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

• Focusing on the use of original imagery and sound in new combinations and multiple formats

• Developing an understanding of media art, beyond mass media imagery, and use tools of production for their own personal expression

• Expanding technical base of knowledge

• Focusing on the development of skills and abilities for extended interaction with various genres of the media arts

• Particular emphasis on using one or more genres to demonstrate creativity, problem solving, and collaboration skills in complex works.

• Students expertise and expression should be developed through more in-depth review, interpretation, and evaluation of their work and the work of others.

Example: Minnesota


From conversations with writers of Media Arts standards:

What are best practices in arts education as they relate to the social, emotional, and cognitive development of children from the pre-K to college levels?

Child Development and Arts Education

Discipline-specific literature reviews divided by age/grade bands, addressing:

Child Development and Arts Education

• Developmental characteristics of students at this age

• Students’ abilities and interests in this particular discipline at this age

• Hallmarks of best practices in arts instruction for learners of this age

Sample Recommendations: Dance

Early Childhood (PreK-2)

Elementary (3-5) Middle (6-8) High School (9-12)

Classes should include high energy movements, as well as repetitive movement phrases and patterns that include stillness.

Encourage expression of feelings in movement explorations including imagery, stories, sounds, words, and games that build articulation and confidence by making connections with peers

Introduce and repeat basic dance skills including gross and fine motor skills

Deepen movement awareness through explorations that include diagonals, curves and twists, moving into asymmetry.

Students of this age should be able to execute isolated as well as coordinated dance movements, maintaining alignment and balance

Teach through repetitions to increase strength and coordination

Facilitate kinesthetic explorations that require improvisation of movement phases

Importance of creating a supporting, challenging, yet non-judgmental environment

Introduce, practice, and master basic techniques in ballet, modern, jazz, etc.

Challenge students to create their own dances with peers

Address more lengthy and complex movement phrases that include rhythmic and muscular understanding.

Include time for composition and choreography to incorporate social and emotional challenges.

Dance projects that support social and emotional development include opportunities to initiate, plan, and produce independently, but in coordination with others.

Using critical analysis and comparison, students are able to articulate their impressions and critiques of dances they observe as active, informed audiences.

Students at this level are able to understand the linkages between dance and other disciplines, literacy, other cultures, and its performance and social aspects.

Find College Board/NCCAS research online

The College Board: Arts at the Corehttp://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

[email protected]

Amy Charleroy, Associate Director, Office of Academic Initiatives, [email protected]

http://nccas.wikispaces.com/

Documents

College Board research for the National Coalition for Core Arts Standards (NCCAS)