Transcript The Uncommon Core - Arts Schools Network

THE UNCOMMON
CORE
Academy for the Performing Arts,
Huntington Beach, CA
A BRIEF HISTORY
Early 1800’s: Arts education took a formal place in
American schools
1964: The Elementary and Secondary Education Act
(ESEA) was designed to address problems of educational
equity, especially for high-poverty students
1994: Passage of the Goals 2000: Educate America Act
and the release of the first National Standards for Arts
Education
2001: No Child Left Behind Act
2005: Standards for Learning and Teaching Dance in the
Arts
2012: Common Core State Standards (CCSSS) for English
Language Arts and Math
2013: National Core Art Standards built around evidence
THE GAP
ARTS AS A CORE SUBJECT
As students study and create in the arts, they use
the potential of the human mind to its full and
unique capacity. The visual and performing arts
are a vital part of a well-rounded education for all
students.
“To compete in the global marketplace, I need
employees who are well-rounded and have the
skill sets that they have learned from the arts.”
Ric Gallaher, Senior Engineer, Boeing
NATIONAL CORE ARTS STANDARDS
The new National Core Arts Standards (Sept 30,
2013) are built around evidence—not just
evidence of student learning, but also researchbased discoveries that helped guide writers and
reviewers in determining best practice methods
for the presentation of standards as well as
content.
The new standards matrix integrates the process,
skills and knowledge, sample assessments and
criteria into a single organized structure that
span preK-12 and aligned with lifelong goals.
NATIONAL CORE ARTS
STANDARDS MATRIX
MOST VISUAL AND PERFORMING ARTS
STANDARDS ARE CONTENT BASED
Example: California State Standards
1.0 Artistic Perception—processing, analyzing and
responding
2.0 Creative Expression-creating, performing and
participating
3.0 Historical and Cultural Context—
understanding contributions
4.0 Aesthetic Valuing—responding, analyzing and
making judgments
5.0 Connections, Relationships,
Applications—connecting and applying what is
learned to other art forms and subject areas
COMMON CORE STATE STANDARDS AND VISUAL
AND PERFORMING ARTS STANDARDS
• State/National Standards are still in place
• In the Common Core, the Arts are considered a
“Technical” Subject
• Common Core Standards in the Technical Subjects
is an “overlay” onto the Visual Performing Arts
Standards that informs instruction
• Arts teachers should be teaching art through
Common Core, not the Common Core through the
arts
• If state standards are the “What” then CCSS are the
“How”
COMMON CORE STATE STANDARDS
PRESENT OPPORTUNITIES
• Utilize the arts to teach the literacy skills
outlined by the new standards. This should be
done in addition to, not instead of,
teaching
the arts for their own sake
• Under Common Core, text is not just words
• Definition of “Text”
1. Works of art can be read
2. Text can be visual art, musical notes
and choreography
3. In the arts, we will instruct for visual
literacy and musical literacy, etc.
•
READING THEATRE
By nature of its proximity to English Language
Arts, Theatre may make the easiest transition.
Reading works of drama is the most common arts
reference in the CCSS, garnering mention at all
grade levels in over 25 standards total.
In addition, an entire production can be viewed
as a text. Students may analyze concept,
performance, design, tone, and other elements in
order to discern meaning.
READING ART
“In an age when literacy dominates public
discourse on education, we must begin to think
more broadly about what students read. Sure--the new Common Core State Standards support
the “reading” and scrutiny of other forms of highquality text. Works of art can, indeed should, be
“read” in a very similar way to a poem by
Shakespeare or a speech by Winston Churchill.”
Lynne Munson
READING DANCE
Dance is often used to tell a story or convey a
message. Like a story or a book, each dance has a
beginning, middle and an end. Dance is made up
of “movement materials” connected into
“phrases” and put together into a complete
dance.
READING MUSIC
Music can annotate notes for define markings,
highlighted articulations and dynamics, musical
mood, melody and imagery. It may also use verse
for vocabulary, content, description, questions,
meaning and opinion.
READING STANDARD 1
LITERACY IN TECHNICAL SUBJECTS
GRADES 7-8: Cite textual evidence to support
analysis of technical texts.
GRADES 9-10: Cite textual evidence to support
analysis of technical texts, attending to the
precise details of explanations or descriptions.
GRADES 11-12: Cite textual evidence to support
analysis of technical texts, attending to the
precise details of explanations or descriptions the
author makes and to any gaps or inconsistencies
in the account.
BREAKOUT GROUPS:
 DANCE & VISUAL ART
 THEATRE
 MUSIC & MUSICAL THEATRE
“There are 2 ways of being CREATIVE. One can sing and
dance. Or one can CREATE AN ENVIRONMENT in which
singers and dancers flourish.” Warren Bennes
PROFESSIONAL LEARNING MODULES
LEGISLATION
Develop a curriculum, instruction, and assessment
system to implement the common core state
standards (CCSS) that intentionally does the
following:
Focuses on integrating 21st century skills, including
critical thinking, problem solving,
communication, collaboration, creativity and
innovation, as a competency-based approach to
learning in all core academic content areas, including
English language arts, mathematics, history-social
science, science, health education, the arts and world
languages.
THANK YOU FOR JOINING US!
Huntington Beach Academy for the Performing Arts
www.hbapa.org
Diane Makas, Artistic Director: [email protected]
Tim Nelson, Musical Theatre Chair: [email protected]
Andrea Taylor, Dance Chair: [email protected]
Alexis Karol, Bolsa Grande H.S. Theatre Dept.: [email protected]