Transcript Why the Arts Are Essential for 21st Century Learning

Why the Arts Are Essential for
21st Century Learning
Mr. John Ceschini
Executive Director of Arts Education
Maryland Schools Alliance
The Arts in Education
Education is not the filling of
a pail but the lighting of a fire
William Butler Yeats
WHY
Teaching Through the Arts
Critical Links
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Learning in the Arts and Student Academic
and Social Development
Funded by the US Dept. of Education and National
Endowment for the Arts
Reviews 62 studies of dance, music, theatre, visual arts
and multi-arts
Studies selected by teams of researchers from Harvard
and UCLA
Most studies are experimental using both quantitative
and qualitative methods
Teaching Through the Arts
Findings
The Arts Involve and Develop Fundamental
Cognitive Capacities
• Spatial Reasoning
- Organizing and sequencing ideas, concepts and images
• Conditional Reasoning
- Developing and testing theories
• Interpretation
- Decoding multiple modes of representation
Teaching Through the Arts
Findings:
The Arts Involve and
Develop Personal and Social
Skills Behaviors
• Self Identity/Self Efficacy
– Realistically valuing oneself
• Social Tolerance
– Respecting multiple points of
view
Teaching Through the Arts
Findings:
The Arts Involve and
Develop Fundamental
Cognitive Capacities
• Imagination
– Visualizing new
possibilities for thought and
action
• Persistence
– Sustaining concentrated
attention
Teaching Through the Arts
Findings:
The Arts Involve and
Develop Personal and Social
Skills Behaviors
• Empathy Engagement in
Learning
Which Critical Thinking Skills Can be Taught
Through the Arts
Through Reading
Analyze; Assess; Associate; Categorize; Characterize; Clarify;
Classify; Compare; Connect; Contrast; Defend; Determine;
Distinguish; Elaborate; Examine; Explain; Extend; Generalize;
Identify; Infer; Interpret; Justify; Observe; Organize; Predict; Question;
Relate; Summarize; Support; Visualize
2005-2006 MSA SCORES
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KP
Comparison School
3rd
3rd
5th
5th
grade grade grade Grade
math Reading Math Reading
New “Imagination” Poll
• Nine out of ten voters say that using the
imagination is important to innovation and one’s
success in a global knowledge-based market
place
• Eighty-eight percent of voters believe that
education in and through the arts is essential to
cultivating the imagination
• Sixty-nine percent of the voters believe that US
believe that when compared to other nations, we
devote less attention to developing imagination
HOW
To ensure that the arts are
being integrated into the
curriculum using the Maryland
State Arts Outcomes
To ensure that all teachers
have training and opportunities
to implement an integrated Arts
program
To ensure a discipline-based
program in
theater..dance..visual arts
and music
Partnerships
Maryland State Arts Council
Pamela Dunn
Prince George’s Art Council
Executive Director
John F. Kennedy Center for the Performing Arts
Amy Dumas
Fine Arts Coordinator
Susan Denvir
Parent Volunteers
(with Arts contacts)
Principal
Rockledge Elementary
John L. Ceschini
Faculty
Rockledge Arts
Team Specialists
&
Other Faculty
Members
Parent Teacher Association
Board of Directors
PTA Vice President
-Programs-
KEY
PLAYERS
&
PTA Membership
John Ceschini
Principal
Has the "Big Picture"
RATS
Rockledge Arts Team Specialists
Susan Denvir, Chair & Fine Arts Coordinator
Determines Arts Plan for School Year
Integrated Curriculum
Arts in Academics
Student Performances
Academics in Art
Student Performances
Appreciation and History
Performances
Enrichment
Staff Development
Residencies
Fieldtrips
Appreciation and History Appreciation and History
Appreciation and History
Summer Programs
•Artist/Teacher Institute
•Opera Camp
•CETA Groups
Partnerships
•Kennedy Center’s
CETA groups
•Universities
•Opera Companies
In-service Programs
•Resident Artist
Workshops
•Arts Council Workshops
•Special Guest Arts
Educators
Using the Talents Within
•Teachers mentoring
teachers
•Hiring with the Arts in
Mind
•In school observation
Grants
• State Dept. of Ed.
• Moving America:
Maryland
• Arts Councils
Local Government
• Sculpture Bronzing
Partnerships
•Kennedy Center
•Washington Opera Co.
•Annapolis Opera Co.
•Universities
Harvard/Research
Towson/Dance Teacher
Catholic U/Drama Interns
Parents and Local Citizens
•Education Committee
provides funds for
instruments/art prints and
drama supplies
•Parents as fundraisers
•Share talents and resources
•Lead club programs
•Decorate local malls
•Business donations
Example of Curriculum Map January - 4th Grade
Content
Area
Key Concepts
Integration Opportunities
Math
6.4.2.3 identify and compare decimals to the hundredths using numerals,
pictures, and concrete objects.
6.4.5.6 use models and pictures to relate, add, and subtract decimals (tenths
and hundredths), explaining the processes and recording results.
Use Mondrian’s paintings to reinforce
concepts in common, decimal and percent
fractions.
Writing
3.4.7.1. Write to persuade an intended audience with a
composition that:
establishes a clear position in support of a proposition or
proposal,
supports the position with organized and relevant evidence
includes an ending that sums up the goals with reasons.
Students will research an artist of choice and
paint in the style of the artist.
Science
2.4.3 identify the physical properties of minerals (e.g., color, hardness, luster,
and streak).
1.4.11 classify objects, materials, concepts, and actions based on similarities
and differences.
Students will make sculptures using rocks and
minerals and write a descriptive paragraph
using art and science vocabulary.
Social
Studies
describe the relationship between physical characteristics of a place and the
location of human activities. (MLO 3.3)
•identify and locate physical and human characteristics of places and explain
how those characteristics have affected people living there. (MLO 3.2)
Students will research Native American art
forms and use the information to help them
make their own original artistic creation.
Art
1.1.4.b. Represent relationships among observed people, animals, and objects, in a
composition by selecting and using the elements of art to achieve specific effects.
1.3.4.b. Select and use elements of art and principles of design including pattern,
contrast, repetition, balance, rhythm/movement, emphasis, variety, harmony/unity, and
proportion to give personal meaning to a visual composition. II.1.4.b. Describe the
process used to select ideas, images, and forms to express meaning in visual
compositions. Students will create a personal Native American symbol to represent the
specific tribe and its culture that they have studied. Students will create totem pole
designs.
Social Studies: Native Americans
Music
.2.4.c Practice proper playing technique for instruments from diverse cultures.
I.2.4.d Perform accurately rhythmic and melodic ostinatos while other students
sing or play contrasting parts
I.3.4.c Perform games and traditional dances from a variety of world cultures.
Perform Native American flute melody with
rhythmic ostinato on drums and shakers along
with stick game ( all in a meter of 3)
THE NEED
The Partnership for
st
21 Century Skills
What is the “Partnership”
A unique public –private
organization of leaders
and educators in
business and education
that has come together to
help schools fully address
the educational needs of
the 21st century
Some Participating Organizations
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AOL,INC
National Education Association
Microsoft Corporation
Apple Computer
The U.S. Department of Education
Cisco Systems
Crayola
American Library Association
Many Education and Business Partners
State Initiatives
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Arizona
Iowa
Kansas
Maine
Massachusetts
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New Jersey
North Carolina
South Dakota
West Virginia
Wisconsin
Framework for
20th Century Learning
Starting Point for Change
Learning and Thinking Skills
• Critical Thinking and Problem Solving
Skills
• Communication Skills
• Creativity and Innovation Skills
• Collaboration Skills
• Information and Media Literacy Skills
• Contextual Learning Skills
21st Century Content
• Global Awareness
• Financial, Economic,
Business and
Entrepreneurial Literacy
• Civic Literacy
• Health and Wellness
Awareness
Information and Technology Literacy
• Support 21st century
Teaching and
Learning
• Meet State/National
Educational
Technology Standards
Life Skills
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Leadership
Ethics
Accountability
Adaptability
Personal Productivity
Personal
Responsibility
• Self Direction
• Social Responsibility
21st Century Assessment
• Authentic 21st Century Assessment to Support
the Essential Foundation of a 21st Century
Education
• Effective, Sustainable and Affordable and must
Use Modern Technologies to Increase
Timeliness and Efficiency
• Multiple Balanced Means of Assessment
• High Quality Standardized Testing along with
Effective Classroom Assessments and
Performance-Based Portfolio Assessments.
Today’s Children are Different
• They Think, Access, Absorb, Interpret,
Process and Use Information.
• They View, Interact and Communicate with
the Modern World.
• Children Expect to Have Instantaneous
Access to Information, Goals and
Services.
Framework for
st
21 Century Learning
The Arts in Education Crisis
Equity
All students deserve equal access to the arts.
Risk Taking
The Arts Encourage Risk Taking
STEM+STEAM=TEAMS
The arts encourage collaboration
Student Achievement
Arts Boost Student Achievement in all
Content Areas
Students Learn in Different Ways
The arts provide powerful interventions for
all types of learners
Teaching Through the Arts
• “There are painters who transform the sun to a
yellow spot, but there are others who with the
help of their art and their intelligence, transform
a yellow spot into the sun.” Picasso
• “If art is to nourish the roots of our culture,
society must set the artist free to follow his
vision wherever it takes him." John Kennedy
• “I hear, I know. I see, I remember. I do, I
understand."
Confucius
AEMS Alliance-Arts Education in
Maryland Schools Alliance
[email protected]
Website:www.aems-edu.org
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