Arts Education K-12 Standards, Benchmarks, &
Grade Level Content Expectations
Office of Education Improvement and Innovati...
Goal of the Second Look Project
 Review and revise the Michigan Standards and
Benchmarks for the Arts approved by the Sta...
Expectations provide a foundation for
curriculum and assessment development
that represents rigorous and relevant
learning...
Editors:
 Diane Grady, Elementary, Ann Arbor P.S.
 September Buys, Middle School, Greenville P.S.
 Clevell Koon, High S...
Draft Documents
State Board of
Education Review
5 - 6 months prior to
requesting approval
Web Review of Draft
30 – 90 days...
What has been the process thus far?
 1998 Arts Education Content Statements
 2004 Draft Grade Level Content Expectations...
Goal posts for this work
 Levels of revision:
 Standards: minimal to no revisions
 Benchmarks and Grade Level Content E...
Michigan Merit Curriculum
Visual, Performing, and Applied Arts Credit
Guidelines
21st
Century Skills
Alignment to National Standards
National Arts Education Standards 1994 Michigan Arts Education Standards 1998
1. Understan...
Hierarchy Coding
ART.VA.I.4.2
Content Area Art Form Standard Benchmark GLCE
The discipline of art employs the use of problem solving, invention, innovation,
design and creativity. Students learn to ...
Content Standard 2: All students will apply skills
and knowledge to create in the arts.
Art provides a critical site for s...
Content Standard 3: All students will analyze,
describe and evaluate works of art.
Learning to make critical judgments is ...
Content Standard 4: All students will understand, analyze,
and describe the arts in their historical, social, and
cultural...
Content Standard 5: All students will recognize, analyze,
and describe connections among the arts; between the
arts and ot...
Content Standard 1: All students will apply skills
and knowledge to perform in the arts
ART.VA.I.HS.1: Apply materials, te...
Content Standard 1: All students will apply skills &
knowledge to perform in the arts
6th
Grade GLCEs 7th
Grade GLCEs 8th
...
Criteria for Review
 PROGRESSION: Do knowledge
and skills build clearly and
sensibly on previous learning
and increase in...
Criteria for Review
 COHERENCE: Do the standards,
benchmarks, and GLCEs convey a
unified vision of the discipline, and
do...
Criteria for Review
RIGOR: What is the level of
intellectual demand in the
standards, benchmarks and
expectations?
 chall...
Criteria for Review
SPECIFICITY: Are the standards,
benchmarks, and GLCEs specific
enough to convey the level of
performan...
Criteria for Review
 CLARITY: Are the standards,
benchmarks and GLCEs clearly
written and presented in a
logical, easy-to...
Criteria for Review
 FOCUS: Have tough
choices been made about
what content is the most
important for students to
learn?
...
Draft Documents
State Board of
Education Review
5 - 6 months prior to
requesting approval
Web Review of Draft
30 – 90 days...
Next Steps
 Public/Web Review –November 2010
 Teams of experts review of survey results – December
2010
 Identify areas...
New National Standards for the
Arts Selected as Next Step in
National Expectations Initiative
On May 11 and 12, 2010, the ...
Contact Information
Ana Cardona, Arts Infused Education and Innovation
Consultant
Curriculum and Instruction Unit, Office ...
of 28

National arts standards 2.0 and michigan arts draft glc es 2010

Ana Cardona's presentation at the MDE~CCSS roll-out on Oct 25, 2010
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - National arts standards 2.0 and michigan arts draft glc es 2010

  • 1. Arts Education K-12 Standards, Benchmarks, & Grade Level Content Expectations Office of Education Improvement and Innovation The Second Look Project 2009 - 2010
  • 2. Goal of the Second Look Project  Review and revise the Michigan Standards and Benchmarks for the Arts approved by the State Board of Education in 1998  Develop grade level content expectations for the arts that provide a description of what 21st century students should know and be able to do in arts education to be ready for college and the workplace.
  • 3. Expectations provide a foundation for curriculum and assessment development that represents rigorous and relevant learning for ALL students in the 21st century. How will this inform teaching and learning?
  • 4. Editors:  Diane Grady, Elementary, Ann Arbor P.S.  September Buys, Middle School, Greenville P.S.  Clevell Koon, High School, Plymouth P.S. Content Statement Author:  Linda Tyson, Oakland University Writers:  Rena Busuttil, Kendall College of Art  Sherrie Davis, Wyoming High School  Linda Dzurka, Eberwhite Elementary  Laura Grant, West Bloomfield High School  Jennifer Hurrle, Newaygo Middle School  Gail Krug, Grand Haven High School  Katherine Krupa, Oxbow Community Schools  Nancy Lausch, College for Creative Studies  Susan Loughrin, Ottawa ISD  Nancy Massoll, Huron High School  Julie Stocker, Oakwood Middle School  Cindy Todd, Kendall College of Art Second Look Work Group June 22, 23, & 24, 2009 in the Visual Arts
  • 5. Draft Documents State Board of Education Review 5 - 6 months prior to requesting approval Web Review of Draft 30 – 90 days to review, process comments Draft Documents National Review Edited Draft to Achieve or other Final Documents Dissemination 3 Regional 10 Localized Curriculum Protocol Flowchart Draft Documents Work Group Edit draft based on National Review Draft Documents MDE Internal Review Group MDE Management, PR Draft Documents Small Review Group MDE & representative practitioners Document Development Work Group of Scholars Chair and 5 – 8 appointed members OSI Convened Draft Documents Work Group Reconvened Edit based on Reviews Final Documents Superintendent Final Documents State Board Approval Legislative Review MDE MDE MAEA Informal Review
  • 6. What has been the process thus far?  1998 Arts Education Content Statements  2004 Draft Grade Level Content Expectations  Review and revision of both documents at the grade-span level Draft GLCE for review  Alignment of K-12 to 21st century skills  Alignment of 9-12 to Michigan Merit Curriculum Credit Guidelines  Editing and formatting of documents for review
  • 7. Goal posts for this work  Levels of revision:  Standards: minimal to no revisions  Benchmarks and Grade Level Content Expectatons (GLCEs): revisions possible  K-12 vertical alignment  9-12 benchmark alignment to the Michigan Merit Curriculum Visual, Performing and Applied Credit Guidelines  K-12 alignment to 21st century skills
  • 8. Michigan Merit Curriculum Visual, Performing, and Applied Arts Credit Guidelines
  • 9. 21st Century Skills
  • 10. Alignment to National Standards National Arts Education Standards 1994 Michigan Arts Education Standards 1998 1. Understanding and applying media, techniques, and processes. 1. All Students will apply skills and knowledge to perform in the arts.2. Using knowledge of structures and functions. 3. Choosing and evaluating a range of subject matter, symbols, and ideas. 2. All students will apply skills and knowledge to create in the arts. 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others. 3. All students will analyze, describe, and evaluate works of art. 4. Understanding the visual arts in relation to history and cultures. 4. All students will understand, analyze, and describe the arts in their historical, social, and cultural contexts. 6. Make connections between visual arts and other disciplines. 5. All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
  • 11. Hierarchy Coding ART.VA.I.4.2 Content Area Art Form Standard Benchmark GLCE
  • 12. The discipline of art employs the use of problem solving, invention, innovation, design and creativity. Students learn to think in ways that are unique, original, introspective, evaluative, analytical, and creative while making connections to and between a variety of concepts. Students represent their learning by organizing, designing and applying a wide range of cognitive dispositions into solutions to visual problems. Students are rewarded with a visual representation of their thinking created through the synthesis of multiple processes. Content Standard 1: All students will apply skills and knowledge to perform in the arts.
  • 13. Content Standard 2: All students will apply skills and knowledge to create in the arts. Art provides a critical site for students to problem solve; finding new solutions for visual problems through analysis and application of their knowledge and skills. Art is a transformative process where idea becomes creation. Importantly, the arts develop essential workplace qualities of teamwork, collaboration, flexibility, appreciation and respect for others’ ideas and personal expressions.
  • 14. Content Standard 3: All students will analyze, describe and evaluate works of art. Learning to make critical judgments is a fundamental life skill that students learn through an experience in the arts. Art challenges the viewer and consumer to make critical connections with their environment and visual culture everyday. Through the art process, students learn to hone their observation skills, analyze situations, make informed decisions while synthesizing their ideas into creative solutions. These are skills our students need to be global citizens in the 21st century.
  • 15. Content Standard 4: All students will understand, analyze, and describe the arts in their historical, social, and cultural contexts. Art is our visual record of history and the expression of culture and creativity for all humankind. When students engage in the processes of understanding, analysis and describing of the arts within their own and other cultures, they understand the importance of the arts in shaping societies, cultures, and civilizations. Students learn appreciation for difference and tolerance for other points of view and through the study of the artifacts and images from other time periods and cultures. Art is a universal language that unites people worldwide.
  • 16. Content Standard 5: All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life. Thinking deeply, creatively and critically enables students to connect their knowledge to their local and worldwide communities and daily activities. Art is the thread that ties together all the subjects making connections between arts disciplines and other content areas. The arts disciplines share a common language and celebrate expression, individuality, creation and reflection. Art makes us collaborators as we share our visual stories and imagery in a variety of communities both actual and digital.
  • 17. Content Standard 1: All students will apply skills and knowledge to perform in the arts ART.VA.I.HS.1: Apply materials, techniques, media technology, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks. Apply acquired knowledge and skills to the creative problem solving process (VPAA: C.1, C.3, P.1 / 21st Century Skills: I.4, II.2) High School Standard and Benchmark
  • 18. Content Standard 1: All students will apply skills & knowledge to perform in the arts 6th Grade GLCEs 7th Grade GLCEs 8th Grade GLCEs ART.VA.I.MS.1: Select materials, techniques, media technology and processes to achieve desired effects. Understand the varying qualities of materials, techniques, media technology and processes. (21st Century Skills: II.1, II.2, II.3) ART.VA.I.6.1 ART.VA.I.7.1 ART.VA.I.8.1 Understand the varying qualities of materials, techniques, media technology and processes at a developing level. Understand the varying qualities of materials, techniques, media technology and processes at an emerging level. Apply understanding of the varying qualities of materials, techniques, media technology and processes to the selection of appropriate tools and media to design and solve creative problems and achieve desired artistic effects. K-8 Standards, Benchmarks, & GLCE
  • 19. Criteria for Review  PROGRESSION: Do knowledge and skills build clearly and sensibly on previous learning and increase in intellectual demand from year to year?  move from simple to complex, from concrete to abstract  prevent needless repetition from grade to grade (K-12 Example)
  • 20. Criteria for Review  COHERENCE: Do the standards, benchmarks, and GLCEs convey a unified vision of the discipline, and do they establish connections among the major areas of study?  reflect a coherent structure of the discipline and/or reveal significant relationships among the strands and how the study of one complements the study of another.  Can we “back-map” from the high school standards and benchmarks to a progression of standards, benchmarks, and GLCEs that middle and elementary school students would need to reach in order to be “on track” for college and work. (K-12 Example)
  • 21. Criteria for Review RIGOR: What is the level of intellectual demand in the standards, benchmarks and expectations?  challenging enough to equip students to succeed at the next grade level  essential core content of a discipline; its key concepts and how they relate to each other (High School Example)
  • 22. Criteria for Review SPECIFICITY: Are the standards, benchmarks, and GLCEs specific enough to convey the level of performance expected of students?  enough detail to help teachers design their courses  address the given teachers’ time for instruction (Middle School Example)
  • 23. Criteria for Review  CLARITY: Are the standards, benchmarks and GLCEs clearly written and presented in a logical, easy-to use format?  jargon-free prose  widely understood and accepted by teachers, parents, school boards and others who have a stake in the quality of schooling including university faculties that will prepare teachers to convey the standards and later receive those teachers’ students (Elementary Example)
  • 24. Criteria for Review  FOCUS: Have tough choices been made about what content is the most important for students to learn?  priorities of facts, concepts and skills that should be emphasized at each grade level (Elementary example)
  • 25. Draft Documents State Board of Education Review 5 - 6 months prior to requesting approval Web Review of Draft 30 – 90 days to review, process comments Draft Documents National Review Edited Draft to Achieve or other Final Documents Dissemination 3 Regional 10 Localized Curriculum Protocol Flowchart Draft Documents Work Group Edit draft based on National Review Draft Documents MDE Internal Review Group MDE Management, PR Draft Documents Small Review Group MDE & representative practitioners Document Development Work Group of Scholars Chair and 5 – 8 appointed members OSI Convened Draft Documents Work Group Reconvened Edit based on Reviews Final Documents Superintendent Final Documents State Board Approval Legislative Review MDE MDE MAEA Informal Review
  • 26. Next Steps  Public/Web Review –November 2010  Teams of experts review of survey results – December 2010  Identify areas of consensus and need  Resolve areas of need  Present to State Board of Education – January 2011  Provide input to development of National Standards 2.0 – on-going
  • 27. New National Standards for the Arts Selected as Next Step in National Expectations Initiative On May 11 and 12, 2010, the State Education Agency Directors of Arts Education (SEADAE) convened an Arts Education Task Force of its content, community, and cultural partners in Washington, D.C., hosted by the Council of Chief State School Officers. The purpose of this convening was to reach consensus on the next leverage point in the initiative titled National Expectations for Learning in Arts Education, formally adopted by the SEADAE membership at its October 2009 meeting in Cambridge. SEADAE facilitated consensus among a gathering of national partners regarding a re-conceptualization of National Standards for the Arts, endorsed and supported by MENC , NAEA , EDTA and NDEO . This project is supported in part by an award from the National Endowment for the Arts
  • 28. Contact Information Ana Cardona, Arts Infused Education and Innovation Consultant Curriculum and Instruction Unit, Office of Education Improvement and Innovation Cardonaa@michigan.gov Abbie Groff, Interim Supervisor of Curriculum and Literacy HilgendorfA@michigan.gov Connie McCall, Secretary, Arts Education/Social Studies/ELA Curriculum and Instruction Unit, Office of Education Improvement and Innovation McCallc@michigan.gov