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Arts Education
Essential Standards
2010
Christie Lynch Ebert, Dance and Music Education Consultant, NCDPI
Myron Carter, Theatre and Visual Arts Education Consultant, NCDPI
Fall Arts Education Coordinators’ Meeting
October 23, 2010
Agenda
 Background & Overview of
Essential Standards (ES)
 Writing Group
Representation
 Process
 Implementation Timeline
 ES Organization
 Highlights:
–
–
–
–
Dance
Music
Theatre Arts
Visual Arts
 Future Directions
– Instructional Toolkits
– Professional Development
– Other Opportunities
 Additional Information
 Questions
Essential
Standards
Background
ES Background
Direction from
Framework For Change
• Articulation at each grade level
• Infusion of 21st century skills
• Reflection of rigor, relevance, and
relationships
May 2008
Accountability & Curriculum
Reform Effort (ACRE)
 Essential Standards
 Writing Instruction
System
 Accountability
Redesign
 Comprehensive
Assessment
Essential Standards
adopted by SBE (Phase I)
• English II (English 10)
• Instructional Technology
• K-12 Math
• Occupational Course of Study
• K-12 Science
Essential Standards – Phase II
K-12 Arts Education
Dance, Music, Theatre Arts & Visual Arts
K-12 English Language Arts
K-12 Guidance
K-12 Healthful Living
Health & Physical Education
K-12 Second (World) Language
K-12 Social Studies
Essential Standards are…
 Skills, understandings and learning experiences mastered
at each grade 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
ES 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?
ES Identification Criteria
Knowledge & Skills . . .
 valuable beyond one test: ENDURANCE
 valuable in multiple disciplines: LEVERAGE
 necessary for success at next level: READINESS
Essential Standards are …
 Identified for each level
 Focused on big ideas and cognitive processing
 Assessed in the classroom via
• formative,
• benchmark/interim, and
• summative assessments
Larry Ainsworth, Center for Leadership and
Learning
Essential Standards Filters
WRITING GROUPS:
Arts Education Essential
Standards
ES Writing Groups
NCDPI
Arts Education
Consultant
K-5 Lead
6-8 Lead
9-12 Lead
K-12 Writers
K-12 Floating
Lead
ES Writing Groups
Composition: Began in Spring 2009
Zoomerang Submissions
+ Professional Recommendations
-----------------------------------Representation:
•
•
•
•
8 regions of NC
All program areas in current SCOS
Range of experiences
K-12 Educators, IHE, Administrative, Central Office,
Professional Associations, Exceptional Children, Early
Childhood, CTE, Accountability, and other
representatives
PROCESS:
Arts Education Essential
Standards
ES Process
(Summer 2009 – Summer 2010)
 Leads and writers met face to face and virtually by discipline
 Drafts regularly reviewed by Dr. Lorin Anderson
 Drafts reviewed by select reviewers and via public review
2009-2010 School Year
•
•
•
Select Review (Fall 2010 and throughout process)
Version 1.0 Review (Winter 2010)
Version 2.0 Review (Spring 2010)
 Feedback compiled, analyzed, and used to guide revisions
 Ongoing alignment and filtering through standards/models, 21st
century skills, ACRE criteria, and research
TIMELINE:
Arts Education Essential
Standards
Timeline
June 2010
•
Version 3.0 for State Board of Education and Public Posting
August 2010
•
Version 3.0 to SBE (Discussion)
September 2010
•
Version 3.0 to SBE (Action)
2012-13 School Year
•
Implementation
PHILOSOPHY:
Arts Education Essential
Standards
Philosophy: Powerful Tools
Philosophy
The Arts are CORE:
 ESEA
 NC BEP
 Balanced Curriculum
“While not all students will become professional dancers, musicians, actors, or
visual artists, all students will benefit from skills and processes that are
developed through the arts and that can be applied in a variety of disciplines and
settings.” (Preamble, Arts Education Essential Standards, 2010).
Philosophy
The ARTS:
 Have intrinsic and instrumental value
 Add richness and engagement to the learning
environment
 Help students understand their own community
 Provide intellectual demands
“A comprehensive, articulated arts education program engages and helps
students develop the self-esteem, self-discipline, cooperative skills, and
self-motivation necessary for success in life.” (Preamble, Arts Education
Essential Standards, 2010).
PURPOSE:
Arts Education Essential
Standards
DANCE
 Is used to communicate, comprehend, shape, and make
meaning
 Is innate; self-expression through movement is intrinsic to
existence as humans and exists in all cultures and places
 Provides means for kinesthetic learning and communication
 The dance program develops creativity, problem-solving, selfdiscipline, and focus, and helps people connect to one another
MUSIC
 Is deeply embedded in human existence
 Is fundamental to creating and communicating meaning
 Provides a primary means for learning about ourselves and
others
 The music program develops musical literacy and relies on
processes of creating, performing, and responding to
develop understanding
THEATRE ARTS
 Is a primary way that children learn about life; social
pretend play is used to make sense of the world
 Students come equipped with rudimentary skills as
playwrights, actors, designers, directors, and audience
members
 The theatre arts program integrates multiple aspects of the
art form including script writing, acting, designing, directing,
researching, comparing art forms, analyzing, critiquing, and
understanding context
VISUAL ARTS
 Is innate in every society
 Provides a multi-sensory means to communicate symbols
and values
 Is a multi-faceted creative process which includes the
development of perceptual awareness and the ability to use
materials expressively
 The visual arts program is designed to develop visual
literacy by promoting fluency in various modes of visual
communication
INTENT:
Arts Education Essential
Standards
INTENT: Students should
know and be able to…
 communicate at a basic level in the four arts disciplines;
 communicate proficiently in at least one art form;
 develop and present basic analyses of works of art;
 recognize and appreciate exemplary works of art;
 relate various arts concepts, skills, and processes within
and across disciplines.
FEATURES:
Arts Education Essential
Standards
FEATURES
 Communicating and developing literacy;
 Thinking creatively and critically, and
solving artistic problems;
 Understanding the arts in relation to
history, culture, heritage, ideas, and
lifelong learning;
(continued)
FEATURES
 Connecting learning within each arts
discipline and to life beyond school;
 Understanding and appreciating world
cultures and historic periods;
 Addressing 21st Century Themes and
Skills.
ORGANIZATION:
Arts Education Essential
Standards
ES Components
 [ES] - Essential Standards (<10)
 [COs] - Clarifying Objectives (approximately 2-5 per ES)
 [APs] - Assessment Prototypes (samples)
 Strands:
• Organization
• Common threads of understanding
 Learning Progression:
• K-8 Grade Levels
• HS Proficiency Levels
• Organized to embed multiple entry points
ES Format
 Grade/Proficiency Level
 Strand
 ES Number
 Clarifying Objectives
(with corresponding numbers per ES)
ES Format: Arts Education
Example:
6.ML.3.1: Produce short rhythmic
improvisations using a variety
of traditional and non-traditional
sound sources.
KEY:
6 = Grade 6
ML = STRAND (Musical Literacy)
3 = Essential Standard ML3: Create music using a variety of sound and
notational sources.
1 = Clarifying Objective number 1 aligned to ML3
HIGHLIGHTS:
Arts Education Essential
Standards
Arts Education
• Four separate courses of study:
– Dance
– Music
– Theatre Arts
– Visual Arts
• Aligned with National Standards
• 21st Century Skills embedded throughout
Arts Education
• Use of RBT verbs (one verb per objective)
• Common clarifying objectives regarding
history and culture, aligned with Social
Studies curriculum, for all arts disciplines
• Assessment: included and aligned
Arts Education
• Sequencing and Progression:
• Articulated K-12 with multiple entry points
embedded
• Organized grade-by-grade (K-8) and by
proficiency level (9-12)
• Student Profile
• Policy implications (honors)
HS Proficiency Levels
Beginning
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.
STRANDS
Dance Strands
• Creation and Performance (CP)
• Dance Movement Skills (DM)
• Responding (R)
• Connecting (C)
Music Strands
• Musical Literacy (ML)
• Musical Response (MR)
• Contextual Relevancy (CR)
Theatre Arts Strands
• Communication (C)
• Analysis (A)
• Aesthetics (AE)
• Culture (CU)
Visual Arts Strands
• Visual Literacy (V)
• Contextual Relevancy (CX)
• Critical Response (CR)
STANDARDS:
Alignment with Current
National Standards
Dance Standards
Alignment with National Standards for Dance
*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance
indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.
NC Essential Standards (2010)
National Dance Association (1994)
National Dance Education Organization
(2005)
CP1: Use choreographic principles, structures,
and processes to create dances that
communicate ideas, experiences, feelings, and
images.
(2) Understanding choreographic principles,
processes, and structures
(3) Understanding dance as a way to create
and communicate meaning
(2) Creating: Express ideas, experiences, feelings
and images in original and artistic dance
(4) Interconnecting
CP2: Understand how to use performance
values (kinesthetic awareness, concentration,
focus and etiquette) to enhance dance
performance.
(1) Performing: Execute original
or existing artistic dance
movement or works of art using
elements and skills of dance
(4) Interconnecting
DM1: Understand how to use movement skills
in dance.
(6) Making connections
between dance and
healthful living
(1) Identifying and
demonstrating movement
elements and skills in
performing dance
R1: Use a variety of thinking skills to analyze
and evaluate dance.
(4) Applying and demonstrating critical and
creative thinking skills in dance
(3) Responding: Demonstrate critical and analytic
thinking skills in the artistic response to dance.
(4) Interconnecting
C1: Understand cultural, historical, and
interdisciplinary connections with dance.
(3) Understanding dance as a way to create
and communicate meaning
(5) Demonstrating and understanding dance
in various cultures and historical periods
(6) Making connections between dance and
healthful living
(7) Making connections between dance and
other disciplines
(4) Interconnecting: Relate and transfer ideas,
meanings, and experiences from other disciplines
and areas of knowledge to dance and movement
experiences.
Music Standards
Alignment with National Standards
*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and
performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.
NC Essential Standards (2010)
National Standards for Music Education (1994)
ML1: Apply the elements of music and musical techniques
in order to sing and play music with accuracy and
expression.
(1)
ML2: Interpret the sound and symbol systems of music.
(5) Reading and notating music
ML3: Create music using a variety of sound and notational
sources.
(1)
(2)
(2)
Singing, alone and with others, a varied repertoire of
music
Performing on instruments, alone and with others, a
varied repertoire of music
Improvising melodies, variations, and
accompaniments
Composing and arranging music within specified
guidelines
MR1: Understand the interacting elements to respond to
music and music performances.
(1)
(7)
Listening to, analyzing, and describing music
Evaluating music and music performances
CR1: Understand global, interdisciplinary, and 21st century
connections with music.
(8) Understanding relationships between music, the other
arts, and disciplines outside the arts
(9) Understanding music in relation to history and culture
Theatre Arts Standards
Alignment with National Standards
*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance
indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.
NC Essential Standards (2010)
National Standards for Theatre Education (1994)
C1: Use movement, voice, and writing to communicate ideas
and feelings.
(1) Scriptwriting
(2) Acting
(4) Directing
C2: Use performance to communicate ideas and feelings.
A1: Analyze literary texts and performances.
(7) Analyzing
AE1: Understand how to design technical theatre
components such as costumes, sets, props, makeup, lighting,
and sound.
(3) Designing
CU1: Analyze theatre in terms of the social, historical, and
cultural contexts in which it was created.
(5) Researching
(8) Understanding context
CU2: Understand the traditions, roles, and unique
conventions of theatre as an art form.
(6) Comparing, connecting, and integrating art forms
Visual Arts Standards
Alignment with National Standards
*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and
performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.
NC Essential Standards
(2010)
National Standards for Visual Arts Education
(1994)
V1: Use the language of visual arts to communicate
effectively.
(1) Understanding and applying media, techniques, and
processes
(2) Using knowledge of structures and functions
(3) Choosing and evaluating a range of subject matter,
symbols, and ideas
V2: Apply creative and critical thinking skills to artistic
expression.
V3: Create art using a variety of tools, media, and
processes safely and appropriately.
CX1: Understand the global, historical, societal, and cultural
contexts of the visual arts.
(4) Understanding the visual arts in relation to history and
cultures
CX2: Understand the interdisciplinary connections and life
applications of the visual arts.
(6) Making connections between visual arts and other
disciplines
CR1: Use critical analysis to generate responses to a
variety of prompts.
(5) Reflecting upon and assessing the characteristics and
merits of their work and the work of others
SAMPLE
ESSENTIAL STANDARDS,
CLARIFYING OBJECTIVES,
AND ASSESSMENT PROTOTYPES
DANCE
Strand: Responding
Strand: Connecting
Strand: Creation and Performance
Essential Standard R1: Use a variety
of thinking skills to analyze and
evaluate dance.
Essential Standard C1: Understand
cultural, historical, and
interdisciplinary connections
with dance.
Essential Standard CP1: Use
choreographic principles,
structures, and processes to
create dances that
communicate ideas,
experiences, feelings, and
images.
5th Grade Dance
7th Grade Dance
Proficient High School Dance
5.R.1.1: Analyze the relationship between
elements when observing dance.
7.C.1.2: Exemplify connections between
dance and concepts in other curricular
areas.
P.CP.1.1: Create dances using selected
dance elements, choreographic
principles, structures, processes, and
production elements to fulfill
choreographic intent and meet
aesthetic criteria.
AP: After creating and performing dance
sequences in groups, students reflect
within their groups on their
performance by responding to teacher
provided prompts that analyze the
relationship between dance elements
such as “How did your group’s use of
time affect the use of space in your
dance phrase?” or “How did your
group’s use of energy affect your
movement selection?”
AP: (Science): Students study how the
function of bones and/or muscles of the
human body relate to dance. Create a
dance sequence that focuses on specific
bones and/ or muscles.
AP: Students experiment with the concepts
of shape, space, time, and energy
using contact improvisation to create
new movement designs, spatial
configuration, dynamics, and
rhythms. Explore sharing weight,
partnering, “playing” with weight, and
discovering unpredictable outcomes.
Use this exploration as source
material to guide the creation of a
dance.
Evaluate student’s ability to analyze
the relationships among the dance
elements.
Evaluate students’ ability to identify
the functions of bones/ muscles and
demonstrate that knowledge through
movement choices in their created
dance sequences.
Evaluate the degree to which the
students meet the identified criteria in
the creation of their dances.
MUSIC
Strand: Musical Literacy
Strand: Musical Literacy
Strand: Musical Response
Essential Standard ML1: Apply the
elements of music and musical
techniques in order to sing and play
music with accuracy and
expression.
Essential Standard ML3: Create
music using a variety of sound and
notational sources.
Essential Standard MR1: Understand
the interacting elements to respond
to music and music performances.
2nd Grade Music
6th Grade Music
Advanced High School Music
2.ML.1.1: Apply problem solving
strategies to improve musical technique
when singing and playing instruments.
6.ML.3.1: Produce short rhythmic
improvisations using a variety of traditional
and non-traditional sound sources.
A.MR.1.1: Execute the gestures of the
conductor, including meter, tempo,
dynamics, entrances, cut-offs, and
phrasing, to elicit expressive singing or
playing.
AP: Students select methods for solving
musical problems (e.g., improving posture
to produce a more well-supported vocal
sound; holding mallets correctly when
playing barred instruments or wood blocks;
patting a drum lightly or with more force to
change the dynamic level, etc.).
AP: Using a variety of rhythm patterns and
non-traditional sounds (e.g., body
percussion, stand taps, instrument knocks),
students improvise an 8-measure phrase.
AP: In peer conducting sessions or by
watching a video of a rehearsal or
performance, students evaluate their peers
to determine effectiveness of conducting
cues and gestures.
Evaluate by asking students to use peer
assessment and assist one another with
making adjustments to technique.
Evaluate students’ successful creation and
performance of the phrase.
Evaluate students’ successful use of
conducting gestures to elicit corresponding
responses from their peers.
THEATRE ARTS
Strand: Communication
Strand: Analysis
Strand: Aesthetics
Essential Standard C1: Use
movement, voice, and writing to
communicate ideas and feelings.
Essential Standard A1: Analyze
literary texts and performances.
Essential Standard AE1: Understand
how to design technical theatre
components, such as costumes,
sets, props, makeup, lighting, and
sound.
3rd Grade Theatre Arts
6th Grade Theatre Arts
Intermediate High School Theatre Arts
3.C.1.3: Understand how to transform
stories into written dialogue.
6.A.1.2: Analyze informal or formal
theatre productions in terms of the
emotions or thoughts they evoke,
characters, settings, and events.
I.AE.1.2: Use the major technical
elements, such as sound, lights, set, and
costumes, for formal or informal
audiences.
AP: Students choose an existing story or
other work of literature and write dialogue
for the characters.
AP: After viewing a formal or informal
theatre production, students discuss how
the performance made them feel and why
as conveyed through the characters,
settings, and events.
AP: Students operate lights, sound, or
crew for a performance.
Evaluate students’ transformation of the
story into written dialogue.
Evaluate students’ ability to verbally
analyze the relationships of their emotions
or thoughts to the characters, settings, and
events of the production.
Evaluate students’ ability to execute the
major technical element(s) in the
performance.
VISUAL ARTS
Strand: Contextual Relevancy
Strand: Critical Response
Strand: Visual Literacy
Essential Standard CX1: Understand
the global, historical, societal, and
cultural contexts of the visual arts.
Essential Standard CR1: Use critical
analysis to generate responses to a
variety of prompts.
Essential Standard V1: Use the
language of visual arts to communicate
effectively.
2nd Grade Visual Arts
6th Grade Visual Arts
Advanced High School Visual Arts
2.CX.1.1: Exemplify visual arts
representing the heritage, customs, and
traditions of various cultures.
6.CR.1.2: Use formative, self-evaluation
strategies and results to improve the
quality of art.
A.V.1.4 Analyze the compositional
components of art.
AP: Students look at examples of
weaving traditions from various cultures
such as Native American, African, and
Nordic, and create art illustrating
techniques used by some of these cultures.
AP: Students self-evaluate throughout the
artistic process and make alterations and
adjustments to a work of art, explaining
their choices.
AP: Deconstruct compositions to
determine the relationships of the
Elements of Art and Principles of design
to each other and to the entire
composition.
Evaluate students’ success at exemplifying
art techniques used by various cultures’ by
implementing variations of these
techniques in their own art.
Evaluate students’ successful explanation
of their revisions to their art based on their
self-evaluations.
Evaluate students’ successful
deconstruction of art works in order to
explain the relationship of the elements
and principles verbally or in writing.
ALIGNMENT:
21st Century Skills
Framework
st
21
Framework for
Century Skills
CORE SUBJECTS
• English, Reading, or Language Arts
• World languages
• ARTS
• Mathematics
• Economics
• Science
• Geography
• History
• Government and Civics
Core Subjects
DANCE
7.C.1.2: Exemplify connections between dance and concepts in other curricular
areas.
MUSIC
A.CR.1.5: Compare the use of characteristic elements, artistic processes, and
organizational principles among the arts in different historical periods and
different cultures.
THEATRE ARTS
2.A.1.1: Distinguish the setting, characters, sequence of events, main idea,
problem, and solution for a variety of stories.
VISUAL ARTS
K.CX.2.2: Identify relationships between art and concepts from other disciplines,
such as math, science, language arts, social studies, and other arts.
GLOBAL AWARENESS
DANCE
2.C.1.1: Exemplify dance representing the heritage, customs, and traditions of
various cultures.
MUSIC
B.CR.1.1: Use music to explore concepts in world history and relate them to
significant events, ideas, and movements from a global context.
THEATRE ARTS
7.CU.1.1: Understand theatre arts in relationship to the geography, history, and
culture of modern societies from the emergence of the First Global Age
(1450) to the present.
VISUAL ARTS
3.CX.1.4: Compare purposes of art in different cultures, time periods, and
societies.
Financial, Economic, Business &
Entrepreneurial Literacy
DANCE
8.C.1.4: Explain the implications of career pathways and economic considerations
when selecting careers in dance.
MUSIC
P.CR.1.3: Explain how advances in music technology influence traditional music
careers and produce new opportunities.
THEATRE ARTS
3.CU.1.2: Explain how theatre, film, and television impact our society.
VISUAL ARTS
7.CX.2.1: Analyze careers in art and a variety of other careers in terms of the art
skills needed to be successful.
Civic Literacy
DANCE, MUSIC,
THEATRE ARTS, and VISUAL ARTS:
Use (dance, music, theatre arts, or visual arts) to explore concepts of
civics and economics (such as systems, functions, structures,
democracy, economies, and interdependence).
*Common Clarifying Objective in all four arts education disciplines.
Health Literacy
DANCE
7.C.1.3: Explain how to promote health, physical safety, and reduced risk of injury
through dance.
MUSIC
P.CR.1.4: Explain the causes of potential health and wellness issues for
musicians.
THEATRE ARTS
I.C.1.1: Use non-verbal expression to illustrate how human motivations are
prompted by physical and emotional needs.
VISUAL ARTS
B.V.3.1 Understand the appropriate and safe use of tools, media, and equipment.
Environmental Literacy
DANCE
A.CP.1.5: Create dance for performance based on ideas, experiences, feelings,
concepts, images, or narratives that have personal meaning or social
significance.
MUSIC
2.CR.1.2: Understand the relationships between music and concepts from other
areas.
THEATRE ARTS
8.C.1.3: Create original works that communicate ideas and feelings.
VISUAL ARTS
I.V.3.2: Select media appropriate for communicating content.
Learning and
Innovation Skills
– Creativity and Innovation
– Critical Thinking and Problem Solving
– Communication and Collaboration
Learning and
Innovation Skills
DANCE
4.CP.1.4: Understand how different strategies for problem solving in dance
generate different outcomes.
MUSIC
A.ML.3.2: Create original music using imagination and technical skill in applying
the principles of composition.
THEATRE ARTS
5.C.1.3: Construct original scripts using dialogue that communicates ideas and
feelings.
VISUAL ARTS
7.CX.2.3: Implement collaborative planning and art skills to solve problems.
Information, Media, and
Technology Skills
DANCE
A.C.1.3: Use a variety of resources to facilitate dance research.
MUSIC
8.CR.1.3: Understand laws regarding the proper access, use, and protection of
music.
THEATRE ARTS
A.AE.1.2: Use the knowledge and skills associated with technical roles, such as
lighting operator, prop master, or stage manager, in an appropriate and
effective manner.
VISUAL ARTS
A.CX.2.4: Analyze the influence of digital media and technology on creating art.
Life and Career Skills
– Flexibility and Adaptability
– Initiative and Self-Direction
– Social and Cross-Cultural Skills
– Productivity and Accountability
– Leadership and Responsibility
Life and Career Skills
DANCE
A.C.1.5: Identify skills and qualities leading to success in the dance field and in
life such as responsibility, adaptability, organization, communication, project
management and time management.
MUSIC
P.CR.1.5: Compare the roles of creators, performers, and others involved in the
production and presentation of the various arts, in order to make informed
decisions regarding participation and involvement in the arts.
THEATRE ARTS
6.CU.2.2: Understand the roles of actors and directors in creating performances.
VISUAL ARTS
8.CX.2.1: Compare personal interests and abilities to those needed to succeed in
a variety of art careers.
FUTURE DIRECTIONS:
Arts Education Essential
Standards
Future Directions
Instructional Toolkits
 Development
 Use
Professional Development
 To introduce standards
 To provide support
Implementation: 2012-2013
Additional Information
•
ACRE Website
(to access the standards and for additional
information including updated timelines):
http://www.ncpublicschools.org/acre/standards/phase2
•
Arts Education Website:
http://arts.ncwiseowl.org
•
Arts Education Listserv:
http://arts.ncwiseowl.org/ > Resources > NCDPI Arts Education
Listserv Updates
Contact Information
NC Department of Public Instruction
Division of K-12 Curriculum and Instruction
K-12 Programs Section
Helga Fasciano, Section Chief
Christie Lynch Ebert
Myron Carter
Arts Education Consultant
Dance and Music
[email protected]
Ph: 919-807-3856
Arts Education Consultant
Theatre and Visual Arts
[email protected]
Ph: 919-807-3758
Questions?