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Theatre Arts Essential Standards 2010 Agenda Background & Overview of Essential Standards (ES) Highlights Future Directions Writing Group Representation Process Implementation Timeline ES Organization – 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 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 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 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: 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 Theatre Arts Strands • Communication (C) • Analysis (A) • Aesthetics (AE) • Culture (CU) STANDARDS: Alignment with Current National Standards 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 SAMPLE ESSENTIAL STANDARDS, CLARIFYING OBJECTIVES, AND ASSESSMENT PROTOTYPES 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. 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?