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EdTA Conference 2013
The 2014 National Core Arts Standards
Dr. Mary Schuttler, NCCAS theatre team co-chair
head of theatre education University of Northern Colorado
James Palmarini, director of educational policy Educational Theatre Association
Lynn Tuttle, director of arts education Arizona Department of Education
Leslie Van Leishout, NCCAS theatre writing team theatre education coordinator
Southern Illinois University, Edwardsville
Cory Wilkerson, project manager NCCAS technology manager
EdTA Conference 2013
The 2014 National Core Arts Standards
Public review of the draft high school standards begins September 30 and ends on October 21
To find out how to participate and to view all public documents
related to the arts standards go to http://nccas.wikispacespace.com
EdTA Conference 2013
NCCAS Leadership Organizations American Alliance for Theatre and Education
Americans for the ArtsThe College Board
Educational Theatre AssociationNational Art Education Association
National Association for Music EducationNational Coalition for Core Arts Standards Media Arts
CommitteeNational Dance Education Organization
State Education Agency Directors of Arts EducationYoung Audiences
Before we go any fartherwould you like to…
PLAY
THE STANDARDS FACT
ORFICTION
GAME!!!!
Ask some questions?
Philosophical Foundations, life-long learning goals, Enduring Understandings/Essential Questions, and Anchor/Performance Standards, all of which are intended to guide the curriculum development and instructional practices that leads to arts literacy for all students.
The standards emphasize…
The standards are grade-by-grade Prek-8 and include three levels in high school:
ProficientAccomplishedAdvanced
ProficientA level of achievement attainable by most students who complete a high-school level course in the arts (or equivalent) beyond the foundation of quality PreK-8 instruction.
AccomplishedA level of achievement attainable by most students who complete a rigorous sequence of high-school level courses (or equivalent) beyond the Proficient level.
AdvancedA level and scope of achievement that significantly exceeds the Accomplished Level. Achievement at this level is indisputably rigorous and substantially expands students’ knowledge, skills, and understandings beyond the expectations articulated for Accomplished achievement.
Timeline
December 2011NCCAS establishes discipline writing teams
June 2012Face to face writing team meetings
January 2013Conceptual Framework for Standards released publicly; Face to face writing team meetings
March 2013 8th grade standards reviewed by 492 invited reviewers in 50 states
August 2013Writing teams meet face to face to review public feedback and continue standards development.Artistic Advisors give feedback on the standards
September 2013
High school draft standards review by invited reviewers
October 2013 Beta testing of web-based set of standards
January 2014Public review of PreK-12 standards, including draft model cornerstone assessments
February 2014 Editorial work to finalize standards
March 2014NCCAS participating organizations accept standardsPlanned release of national core arts standards on the web
1. Preliminary Friends & Family Reviewof the draft 8th grade standards was completed in April.
Almost 500 respondents, consisting of groups selected by the NCCAS leadership organizations, as well as state teams of educators, teaching artists, and community arts providers reviewed the work created by discipline writing teams in dance, media arts, music, theatre, and visual arts.
The Review Process Explained
II. Open Public ReviewThe public was invited to review the draft PreK – 8 standards in July. More than 250 Theatre Education professionals completed the review and contributed comprehensive feedback.
III. Public Review of Draft High School Standards
III.Final Public ReviewLast chance for public input on PreK-12 standards, including Model Cornerstone Assessments, beginning in January, 2014.
The Conceptual Frameworkis a narrative document outlining the grounding philosophy, primary goals, dynamic processes, structures, and outcomes that shape student learning and achievement in dance, media arts, music, theatre, and visual arts, as articulated in the 2014 National Core Arts Standards.
http://nccas.wikispaces.com/Conceptual+Framework
Artistic Literacyis the knowledge and understanding required to participate authentically in the arts. Fluency in the language(s) of the artists’ the ability to create, perform/produce/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts.
Research1. International Arts Education Standards: A Survey of the Arts Education Standards and Practices of Fifteen Countries and Regions2. Arts Education Standards and 21st Century Skills3. College Learning in the Arts 4. Review of Selected State Arts Standards 5. Child Development and Arts Education: A review of Current Research and Best Practices6. Review of Connections between the Common Core State Standards and the Core Arts Standards
Artistic Processes are the cognitive and physical actions by which arts learning and making are realized.• Creating• Performing• Responding• Connecting
Process Componentsare the subsets of actions that support and illuminate each artistic process relative to the arts, as expressed by individual arts disciplines.
Components for theatreCreating: ENVISION/CONCEPUALIZE, DEVELOPPerforming: REHEARSE, SHARE/PRESENTRespond: REFLECT/INTERPRET, CRITIQUEConnecting: INTERRELATE, EMPATHIZE
Anchor Standardsare overarching PreK - 12 statements expressing the process components as expected outcomes; they identify Grade 12 expectations for learning.
Enduring Understandingsand Essential Questions focus on what are often called “big ideas.”
Examples of Enduring Understandings (EUs)
RespondingTheatre artists reflect about their work and the work of others.
PerformingTheatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
Essential Questions (EQs)encourage a pedagogy of inquiry.
ExamplesEQ for Responding: How are the theatre artist’s processes and the audience’s perspectives impacted by reflection and analysis?
EQ for Performing: What happens when theatre artists and audiences share a creative experience?
Performance Standardsare based on process components and are the grade-by-grade articulation of student achievement in the arts.
Example One of a High School Performance Standard
Process: CreateComponent: Develop/Proficient Employ vocal and movement techniques to convey specific dramatic intention.
Example Two of a Performance Standard
Process: PerformComponent: Rehearse/Accomplished
Prepare and refine a drama- or theatre-based work using existing styles or genres.
Example three of a Performance Standard
Process: RespondComponent: Critique/Advanced
Research and synthesize cultural and historical information to support artistic choices.
Example four of a Performance Standard
Process: ConnectComponent: Empathize/Proficient
Employ drama processes and theatre experiences to demonstrate how compassion for the feelings and emotions of others occurs.
Model Cornerstone Tasks are provided within the standards to illustrate the types of learning experiences and modes of assessment that can be used to demonstrate achievement of the standards.They will be field tested and include:
• assessment tools• differentiated learning strategies • benchmarked student work
The 2014 National Core Arts Standards will be web-based
National Core Arts Standards
A Conceptual Framework for Arts Learning
ARTISTIC LITERACY
Philosophical Foundations --------------- Life Long Goals
Discipline __ Dance __ Media Arts __ Music __ Theatre __ Visual Arts
Process__ Creating__ Performing Presenting Producing__ Responding__ Connecting __ All
Grade __ grade band __ grade level
Framework Matrix
DANCEMEDIA ARTS MUSIC THEATR
E
VISUAL ARTS
Choose a filter :
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National Core Arts Standards
A Conceptual Framework for Arts Learning
ARTISTIC LITERACY
Philosophical Foundations --------------- Life Long Goals
Discipline __ Dance __ Media Arts __ Music __ Theatre __ Visual Arts
Process__ Creating__ Performing Presenting Producing__ Responding__ Connecting __ All
Grade __ grade band __ grade level
Framework Matrix
DANCEMEDIA ARTS MUSIC THEATR
E
VISUAL ARTS
Choose a filter :
My toolbox
+
National Core Arts Standards
A Conceptual Framework for Arts Learning
ARTISTIC LITERACY
Philosophical Foundations --------------- Life Long Goals
Framework MatrixDANCE
MEDIA ARTS MUSIC THEATR
E
VISUAL ARTS
ANCHOR STANDARDS (choose on any standard(s) to drill down) Create__ Imagine and explore through play, drama processes and theatre experiences to discover diverse creative ideas. __ Experiment through play, drama processes and theatre experiences individually and collaboratively to develop, revise and refine new work and ideas. Perform__ Communicate realized artistic ideas through play, drama processes, theatre experiences and/or formal presentations.Respond__ Interpret and articulate feelings and perspectives on play, drama processes and theatre experiences in one’s own work and the work of others using criteria such as aesthetics, preferences, beliefs and contexts. Connect__ Communicate an awareness of relationships between play, drama processes and theatre experiences and the world to make meaning and deepen understanding of cultural, global or historical contexts.__ Communicate an awareness of the feelings/emotions of self in relationship to others discovered through play, drama processes and theatre experiences to demonstrate an understanding of the human experience.
AnchorStandardsWith EU’s & EQ’s
You may also like: Grade Band Grade by Grade
Cornerstones
+
National Core Arts Standards
A Conceptual Framework for Arts Learning
ARTISTIC LITERACY
Philosophical Foundations --------------- Life Long Goals
Framework MatrixDANCE
MEDIA ARTS MUSIC THEATR
E
VISUAL ARTS
ANCHOR STANDARD (K-12)PerformCommunicate realized artistic ideas through play, drama processes, theatre experiences and/or formal presentations.Enduring Understanding (K-12)Theatre artists share stories about the human experience.Essential Question (K-12)How does what I share affect me and others?
AnchorStandardsWith EU’s & EQ’s
You may also like: Illustrative Examples Student work Cornerstones
Choose a filter: Grade Band: __ Pre K- 2 __ 3-5 __ 6-8 __ HS __ All
+
National Core Arts Standards
A Conceptual Framework for Arts Learning
ARTISTIC LITERACY
Philosophical Foundations --------------- Life Long Goals
Framework MatrixDANCE
MEDIA ARTS MUSIC THEATR
E
VISUAL ARTSANCHOR STANDARD (K-12)
PerformCommunicate realized artistic ideas through play, drama processes, theatre experiences and/or formal presentations.Enduring Understanding (K-12)Theatre artists share stories about the human experience.Essential Question (K-12)How does what I share affect me and others?
AnchorStandardsWith EU’s & EQ’s
You may also like: Grade by Grade Illustrative Examples Student work
Cornerstones
Pre K-2Participate in role through dramatic play and process drama, and share individually and collaboratively.
Pre K-2 BenchmarkModel Cornerstone Assessment
+
Discipline ----- Process ------ Anchor ---- EU/ EQ …..Grade ---- Performance Stands--- Cornerstones
National Core Arts Standards
A Conceptual Framework for Arts Learning
Framework Matrix
DANCE
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ARTISTIC LITERACY
Philosophical Foundations --------------- Life Long Goals
Discipline ----- Process ------ Anchor ---- EU/ EQ …..Grade ---- Performance Stands--- Cornerstones
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MUSIC THEATRE
National Core Arts Standards
A Conceptual Framework for Arts Learning
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Please choose a proficiency level standard__ Proficient __ Accomplished__ Advanced__ All
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ARTISTIC LITERACY
Philosophical Foundations --------------- Life Long Goals
Discipline ----- Process ------ Anchor ---- EU/ EQ …..Grade ---- HS ------
High School
Performance Standards …… Proficiency Level ………Cornerstones
Creating K-12 Anchor: Imagine, research and explore through drama processes and theatre experiences to discover diverse creative ideas. EU: Theatre artists rely on intuition, curiosity and critical inquiry.EQ: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?
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National Core Arts Standards
A Conceptual Framework for Arts Learning
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ARTISTIC LITERACY
Philosophical Foundations --------------- Life Long Goals
Discipline ----- Process ------ Anchor ---- EU/ EQ …..Grade ---- HS ------ Coursework -------Performance Standards ….. Key Traits……Cornerstones
Proficient Performance Standards:1- alfjaljfasd lajs fdsfauo o afs asof joaisuopaj po fapadsfadsf2- aljfajsfasfal afa fawfafiou oi oiafu oiau fouafiaofuoiau foiu oiuoiadfs oiasfdoiadsf3 – faljlasf lasdflak fafadsjoi iop oi oau su asof ouofadsdf
Accomplished Performance Standards:1- alfjaljfasd lajs fdsfauo o afs asof joaisuopaj po fapadsfadsf2- aljfajsfasfal afa fawfafiou oi oiafu oiau fouafiaofuoiau foiu oiuoiadfs oiasfdoiadsf3 – faljlasf lasdflak fafadsjoi iop oi oau su asof ouofadsdf
Advanced Performance Standards:1- alfjaljfasd lajs fdsfauo o afs asof joaisuopaj po fapadsfadsf2- aljfajsfasfal afa fawfafiou oi oiafu oiau fouafiaofuoiau foiu oiuoiadfs oiasfdoiadsf3 – faljlasf lasdflak fafadsjoi iop oi oau su asof ouofadsdf
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Revise and refine dance works based on: a) an analysis of personal/cultural bias, values or expectations, and personal definition of excellence; b) set structural, aesthetic and artistic critera, and c) multiple sources of feedback including peer, teacher and self-reflection.
Creating K-12 Anchor: Imagine, research and explore through drama processes and theatre experiences to discover diverse creative ideas. EU: Theatre artists rely on intuition, curiosity and critical inquiry.EQ: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?
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ANCHOR STANDARDS (choose on any standard(s) to drill down) Create__ Imagine and explore through play, drama processes and theatre experiences to discover diverse creative ideas. __ Experiment through play, drama processes and theatre experiences individually and collaboratively to develop, revise and refine new work and ideas. Perform__ Communicate realized artistic ideas through play, drama processes, theatre experiences and/or formal presentations.Respond__ Interpret and articulate feelings and perspectives on play, drama processes and theatre experiences in one’s own work and the work of others using criteria such as aesthetics, preferences, beliefs and contexts. Connect__ Communicate an awareness of relationships between play, drama processes and theatre experiences and the world to make meaning and deepen understanding of cultural, global or historical contexts.__ Communicate an awareness of the feelings/emotions of self in relationship to others discovered through play, drama processes and theatre experiences to demonstrate an understanding of the human experience.
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WORKING ON YOUR REQUESTWhen the performance standards appear, click and drag the colored blocks onto the blank chart below to build a clickable picture of your learning goals.
Theatre
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Creating Learning Goals View
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Create Respond Connect
Pe
rform
an
ce
Sta
nd
ard
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