Common Core Essential Standards in the

ArtsModule 1

Learning Outcome - Participants will gain an understanding of the design and organization of the CCES document by:◦ Exploring an Overview of Common Core/Essential

Standards ◦ Understanding the Nomenclature / Document Design◦ Reading the Preamble/Philosophy for Arts Education

(Highlight answers to Scavenger Hunt Questions◦ Reviewing relevant resource documents◦ Creating an elevator speech that communicates the

most important concepts taught in your subject area

Module I – Introduction to Essential Standards Learning Outcomes

Standards were developed in collaboration with teachers, school administrators, and experts from across the country to provide a clear and consistent, national framework to prepare our children for college and the workforce.

http://www.corestandards.org/

Common Core

were written by NC classroom teachers, school administrators, content and curriculum experts from the Department of Public instruction, university and community college faculty, and national experts on curriculum design. These standards are specific to North Carolina and were formatted with NC teachers in mind.

Healthful Living, Science, Social Studies, Arts Education, World Languages, Information and Technology Skills, Occupational Course of Study

Essential Standards

Essential Standards Guiding Question

What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?

Image Citation 4

Essential Standards are:

• Skills, understandings and learning experiences mastered at each level to move to the next level

• “Must Have" goals of the curriculum

• Focused on higher-order knowledge and skills all students should master

• Resolution to the "inch-deep, mile-wide" concern about the current SCOS

• Assurance that every student learns essential content and skills for the 21st Century

• Essential standards are to be assessed in the classroom via formative, benchmark/interim, and summative assessments.

Essential Standards

Contain Knowledge & Skills that are:

◦ valuable beyond one test: ENDURANCE

◦ valuable in multiple disciplines: LEVERAGE

◦ necessary for success at next level: READINESS

Essential Standards Design◦ Strands◦ Standards◦ Clarifying Objectives

Understanding the Nomenclature

Comparing StrandsDANCE MUSIC THEATRE

ARTS VISUAL ARTS

Creation and Performance (CP)

Musical Literacy (ML)

Communication (C)

Visual Literacy (V)

Dance Movement Skills (DM)

Musical Response (MR)

Analysis (A) Contextual Relevancy (CX)

Responding (R) Contextual Relevancy (CR)

Aesthetics (AE) Critical Response (CR)

Connecting (C) Culture (CU)

DecodingEssential Standard Clarifying Objectives

4.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.

4.ML.1.1 Apply expressive qualities when singing or playing a varied repertoire of music representing genres and styles from diverse cultures.

4.ML.1.2 Execute the performance of vocal ostinatos, partner songs, counter-melodies, and rounds in two or more parts.

4.ML.1.3 Use voice and/or instruments to execute melodic movement through pentatonic melodies on the treble staff.

Grade Level (4)

Strand(ML = Music Literacy)

Essential Standard (1)

Clarifying Objective (3)

Musical Literacy

◦ Articulated K-12 with multiple entry points embedded

◦ Organized grade-by-grade (K-8) and by proficiency level (9-12)

◦ Student Profile

Sequencing and Progression

HS Proficiency LevelsBeginning Intermediate Proficient Advanced

Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts).

Standards are for students who have had a complete K-8 progression or who have achieved beginning level standards in the discipline at the high school level.

Standards are for students who have achieved intermediate level standards in the discipline at the high school level.

Standards are for students who have achieved proficient level standards in the discipline at the high school level.

Note: students of various proficiency levels may be served within the same class or course

Note: we will notify you if course numbers change to reflect new proficiency levels.

Reflect a sequence to include at least one advanced level

May include honors, AP, or IB courses

Should lead to a culminating project that allows students to demonstrate advanced skills (may be part of a professional portfolio)

Prepare for career pursuits or advanced study in higher education or

Arts Concentrations

Race to the Top - http://www.wcpss.net/curriculum-instruction/race-to-the-top/

NCDPI – ACRE – Accountability & Curriculum Reform Effort

http://www.ncpublicschools.org/acre/ Common Core/Essential Standards for

Arts Education http://www.ncpublicschools.org/acre/st

andards/new-standards/

Additional Resources

This concludes the PowerPoint for Module 1. Please go to the next folder to complete the

“do” section◦ Preamble/Philosophy◦ Essential Standards Elevator Speech – post to the

discussion tab.

GREAT WORK!!!

Next Steps…