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Double Standards 2017


Hello and welcome to Module 1 Double
Standards in the ArtsR4Life 2017-18 Virtual Professional Development
Series. We are excited to journey with you today as you grow professionally.
Please know that you will need to pause this video during certain places to
allow you to reflect individually or with your group. You will want to take
notes during this time as this will help you answer the evaluation questions at
the end of the module. After you complete the module and the evaluation you will then
want to copy and paste the link that is provided when you submit the evaluation
to access and print your certificate of participation. We want to thank you for
taking time to better understand the North Carolina Arts Education Essential
Standards. Enjoy. The Arts have been part of life from the very beginning and are an
inseparable part of the human journey. They have described, defined, and deepened the human experience. The arts are everywhere in our lives, adding depth and dimension to the environment that we live in and shaping
our experience daily. The arts help students perceive and think in new ways.
The arts are a powerful economic force as well, from fashion, to the creativity and
design that go into every manufactured product, to architecture, to the
performance and entertainment arts that have grown into multi-billion dollar
industries. Arts education benefits both student and society because students of
the arts disciplines gain powerful tools for understanding human experiences both
past and present; teamwork and collaboration; making decisions
creatively and solving problems, when no prescribed answers exist; adapting to and
respecting others diverse ways of thinking, working, and expressing
themselves; understanding the influence of the Arts and their power to create
and reflect cultures; analyzing nonverbal communication, and making informed
judgments about products and issues; and communicating effectively. While all
students will not 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. One example of this is the creative process for any
work of art and it’s direct correlation to the processes used for writing. The
arts have both intrinsic and instrumental value; that is they have
worth in and of themselves and can be used to achieve a multitude of purposes,
for example to communicate issues and ideas to persuade to entertain and to
beautify. Beyond those intrinsic values of studying the arts, each arts
discipline appeals to different senses and expresses itself through different
media, adding richness and engagement to the learning environment. An education in
the arts helps students learn to identify, appreciate, and participate in
the traditional art forms of their own communities. As students imagine, create,
and reflect, they are developing both the verbal and nonverbal abilities necessary
for school success. At the same time the intellectual demands of the arts help
students develop problem-solving critical and creative thinking abilities.
Numerous studies now point toward a consistent and positive correlation
between a comprehensive education in the arts and student achievement in other
subject areas and on standardized tests. A comprehensive articulated arts
education program engages and helps students develop the self-esteem, their
self discipline, cooperative skills, and self motivation necessary for success in
life. Now take the time to stop and reflect individually and as a group. Thank you.
North Carolina Arts Education Essential Standards provide a comprehensive
framework for each of the arts disciplines, dance ,music, theater arts, and
visual arts in the public schools. Dance has existed since the beginning of human
kind. Before verbal or written communication
existed humans used movement to communicate and to help them comprehend, shape, and make meaning of their world. Moving rhythmically is innate-
young children revel in their ability to move because movement as a form of
self-expression is intrinsic to our existence as human beings. Dance is a
natural vehicle that children use to help them understand themselves and the
world in which they live. Dance education help students use movement to creatively
express meaning. It provides students with a way of kinesthetically learning
and communicating. The dance program is designed to teach students fundamentals
in dance and choreography, and to help students develop creativity,
problem-solving, self-discipline, and focus. Through dance students come to
appreciate rich and diverse cultures, beliefs, and societies, Dance helps people
connect with one another, and exists in all cultures and places. Music is deeply
embedded in our existence, adding depth and dimension to our environment,
exalting the human spirit, and contributing in important ways to our
quality of life. Music is one of the fundamental ways human beings create and communicate meanings and it is one of the primary ways we learn about ourselves, others, actions, and consequences and traditions and beliefs. The music program is designed to develop musical literacy. Through music students increase their
awareness of rich and diverse cultures, beliefs, and societies of humankind. As
students examine the role of music throughout history and in different
cultures they develop respect for diversity. The processes of creating,
performing, and understanding music are the primary goals of the music program.
While performance is an important aspect of the music study it does not
substitute for students development of creative processes and a broader
integrated experiences and understandings.Through creating students
are able to be imaginative, think critically, and approach tasks in new or
different ways. Theatre Arts! Theater the imagined and enacted world
of human beings is one of the primary ways children at an early age learn
about life – about actions and consequences, about customs and beliefs,
about others and themselves. They learn through their social pretend play and
from viewing other’s interactions in life on television or in movies and
through other media children use pretend play as a means of making sense of the
world. They create situations to play and assume roles; they interact with peers
and arrange environments to bring their stories to life; and they direct and
respond to one another’s dramas. Children arrive at school with rudimentary skills
as playwrights, actors, designers, directors, and audience members; theatre
arts education continues to build on this foundation. The theater arts program
integrates several aspects of the art form; script writing, acting, designing,
directing, researching, comparing art forms, analyzing, critiquing, and
understanding context. Visual Arts. From the beginning of time, the compulsion to
create a visual vocabulary has been as Nate in every society as the desire to
acquire a system of spoken symbols. Visual art from past civilizations is
frequently one of the few remaining clues with the power to illuminate which
values were held most dear. Today, every aspect of our designed environment will
serve to explain who we are to those of the future.The pattern of human growth
in society is to develop a multi-sensory means of communicating symbols and
values. A child discovers objects, those objects take on meaning, and this meaning
is denoted and communicated to the various means of expression available to
that child. The visual arts program is designed to develop visual literacy by
promoting fluency in the various modes of visual communication. Students learn
the visual arts by using a wide range of subject matter, media, and means to
express their ideas, emotions, and knowledge. They evaluate the merits of
their efforts in this assessment forms the basis for further growth that
extends to all disciplines in school in to life. Visual arts education is a multi-faceted creative process which includes the
development of perceptual awareness and the ability to use materials
expressively. Through participation in visual arts, students have the
opportunity to recognize and celebrate the creativity and diversity inherent in
all of us. The essential standards communicate what students should know
and be able to do as a result of instruction at each grade level K
through 8 or proficiency level: beginning, intermediate, proficient, and advanced.
Because of the broad base of knowledge and skills involved in creating,
performing responding to, adn understanding the arts, experiences and
learning must occur in a sequential manner. Now it’s time to reflect
individually or as a group. The arts education essential standards feature
the following: communicating and developing literacy within each arts
discipline; thinking creatively and critically and solving artistic problems;
understanding the arts in in relation to history culture heritage ideas and
lifelong learning; connecting learning within each arts discipline with other
arts disciplines outside of the arts the real world 21st century themes and
skills into life beyond school whether that be further education pursuit of an
entrance interest or a career; understanding and appreciating world
cultures in historic periods for the first time the arts education essential
standards have common clarifying objectives at all levels which has been
closely aligned with history and culture components of the social studies
essential standards the purpose of this structure is to provide common learning
and understanding within and across the arts and social studies through a
child’s education; addressing 21st century themes and skills via the
essential standards clarifying objectives and/or assessment prototypes.
21st century skills! Specifically the following twenty first century skills are taught as an inherent part of each of the arts
education disciplines: thinking and working creatively creating elaborating
on refining and evaluating original ideas implementing originality and
innovativeness and demonstrating openness and responsiveness to new and
diverse perspectives; implementing innovations and acting on creative ideas;
reasoning making judgments and decisions and solving problems in both
conventional and innovative ways; communicating in a variety of forms and
contexts and for a range of purposes; collaborating effectively respectively
and flexibly with diverse teams to accomplish a goal assuming shared
responsibility and valuing contributions of each team member; accessing evaluating using and managing information from a variety of sources with an understanding
of ethical and legal issues; understanding media messages influences
creation interpretations and purposes; applying technology tools effectively to
research organize evaluate access manage integrate evaluate create and
communicate information; applying life and career skills including flexibility
and adaptability initiative and self-direction social and cross-cultural
skills productivity and accountability and leadership and responsibility. Now
let’s stop and take a second to reflect individually or within your group. Course
of Study! The intent of the arts education essential standards is that a
comprehensive understanding of one or more of the arts be accomplished by each
student throughout the K-12 program. Students at the high school level will
have the option of studying an individual arts discipline as an area of
interest, or specializing and/or completing a concentration in studies to
prepare them for future education and/or a career in the arts. Students should
know and be able to do the following by the time they completed secondary school:
-communicative at a basic level in the four arts disciplines: dance, music,
arts, and visual arts. This includes knowledge and skills in the use of the
basic vocabularies, materials, tools, techniques, and intellectual methods of
each arts discipline; -communicate proficiently in at least one art form,
including the ability to define and solve artistic problems with insight,
reason, and technical proficiency; -develop and present basic analyses of works of
art from structural, historical, and cultural perspectives. This includes the
ability to understand and evaluate work in the various arts disciplines;
-recognize and appreciate exemplary works of art from a variety of cultures and
historical periods, and have a basic understanding of historical development
in the arts disciplines, across the arts as a whole, and within cultures; and
-relate various arts concepts, skills, and processes within and across disciplines,
which includes understanding the arts in relation to other subject areas and
making connections in a variety of settings in and outside of school.
Organization! Each grade level and high school proficiency level includes
Essential Standards and Clarifying Objectives which are organized by
Strands. These components are specific and vary for each of the arts
discipline. Content and skills that are not limited to particular materials or
methodology, but that can be delivered through multiple approaches and
materials, are described to the Essential Standards and Clarifying Objectives for
each area. Specific support materials, tools for implementation, and other
information will be provided through the Essential Standards Instructional
Toolkit and professional development. Now let’s stop and take a second to reflect
individually or within your group. Each discipline as a set of strands which
provide common threads of understanding that cut across all grade levels. In
dance the four strands are creation and performance, dance movement skills,
responding, and connecting. In music the three strands are musical
literacy, musical response, and contextual relevancy. In theater arts the four
strands are communication, analysis, aesthetics, and culture. In visual arts
the three strands are visual literacy, contextual relevancy, and critical
response. For all disciplines, the strands are broken down into essential standards.
Essential standards identify what students need to understand and be able
to do to ensure their success in the future, whether it be in the next class,
post-secondary, or the world of work. There are no more than ten essential
standards for any discipline. The essential standards are broken down
further into clarifying objectives. There are at least two clarifying objectives per
essential standard, and no more than five, This example is from the approved
essential standards for music. The table illustrates the format for decoding the
essential standards. Note that the standards are organized
under a large heading, musical literacy. Musical literacy is the strand for this
particular essential standard. The number four lets the viewer know that you are
viewing a grade four standard. The “ML” indicates the strand which is music
literacy. The one indicates that the viewer is looking at the first essential
standard under musical literacy, which reads, “Applying the elements of music and
musical techniques in order to sing and play music with accuracy and expression.”
The three indicates that this is the third clarifying objective within the
standard which reads, “Use voice and/or instruments to execute melodic movement
through pentatonic melodies on the rebel staff.” The North Carolina Arts
Education Essential Standards provide a clearly articulated sequence of
instruction grade by grade in grades K through eight, and by proficiency level
beginning, intermediate, proficient, and advanced in grades nine through twelve.
Because of the broad base of knowledge and skills involved in creating,
performing, responding to, and understanding the arts. experiences and
learning must occur in a sequential manner. Standards and Courses at
the high School Level! Beginning is for students without K through eight
experiences or with limited K through eight experiences. Intermediate is for
those students who have received a K through eight progression or who have
achieved beginning level standards. Proficient follows Intermediate and
Advanced follows Proficient. Proficient and Advanced courses are honors level
courses. Students may pursue coursework from Beginning through Advanced levels
of learning in multiple courses within each arts education discipline.
Specialized courses like technical theatre or ceramics do not have a
separate set of standards. The North Carolina Arts Education Essential
Standards are written broadly so that they can be used for any course. In the
next activity and reflection period identify one strand in an arts
discipline by referring to the North Carolina Essential Standards. Then select
an essential standard. Then focus on one clarifying objective. Conclude the
activity by addressing the following question, “What is one way you could
incorporate this clarifying objective into your lesson planning or
professional practice?” Now stop and complete the reflection activity by
yourself or in your personal learning team. The link on the screen directs you
to the North Carolina Arts Education Standards. When thinking about
implementing the essential standards at the classroom level, planning for
instruction should include; number one- how the standard is taught, number two-
how the standard is reflected in the student work, number three- how the
standard is assessed, number four – how the standard connects to other areas
of the curriculum to 21st century themes and skills etc and last number five -how
the standard may be differentiated for special populations such as AI GTL and
EC and/or multiple entry points. As you participate in this series we want to
ensure that you have opportunities to share your learning with others who are
taking the professional development, as well as those in our state or in other
places who may enjoy hearing about your experiences. Make sure to tag us on
Facebook and Twitter and use the hashtag hashtag cartsid17. For further
resources on this professional development series use the link provided
on your screen. Thank you for participating in the ArtsR4Life
2017-2018 Virtual Professional Development Series Module, “Double
Standards.” This series is created in partnership between the North Carolina
Department of Public Instruction A Plus Schools of North Carolina, and the North
Carolina Arts Council. Please help spread the word and tell your friends that the
ArtsR4Life 2017-2018 virtual professional development series is
geared towards teachers, administrators, teaching artists, or anyone who wants to
better understand the arts education essential standards, arts integration
strategies, or how to effectively work with teaching artists in schools to
support student understanding. There are up to ten contact hours
available for CEU credit with prior approval from the LEA or Charter.
Participants will receive certificates for one hour of participation for each
episode by completing an evaluation which includes answering reflective
questions from the episode. To take the evaluation now please follow the link on
your screen. Remember after you complete the module and evaluation you will copy
and paste link that is provided when you submit your evaluation to access and
print your certificate of participation. This concludes the module double
standards

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