Transcript Document

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?