Common Core Connections with
Core Arts Standards Most content developed by:
Scott C. Shuler, Ph.D. Connecticut Department of Education
[email protected]
• American Alliance for Theatre and Education • Arts Education Partnership • The College Board • Educational Theatre Association • National Association for Music Education
• National Art Education Association • National Dance Education Organization • State Education Agency Directors of Arts Education • Young Audiences
See NCCAS.wikispaces.com for regular updates on Core Arts Standards development
Next generation National Core Arts Standards will include: 1. 2. 3. 4. 5.
Philosophical Foundations Lifelong Goals (= vision of Arts Literacy) Enduring Understandings (and EQs) Artistic Processes Model Cornerstone Assessments – with Student Work
Also to be identified: Connections (web-based) – Common Core (ELA, Math) – 21st Century Skills/College & Career Ready – Cross-Arts Connections
Philosophical Foundations
Lifelong Goals (Defining Artistic Literacy)
Communication
Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others.
Creative Personal Realization
Artistically literate citizens find at least one art form in which they develop sufficient competence to continue active involvement in that art form as an adult.
Culture, History, and Other Connections
Artistically literate citizens know and understand artwork from varied historical periods and cultures, and actively seek and appreciate diverse forms and genres of artwork of enduring quality/significance. They also understand relationships among the arts, and cultivate habits of searching for and identifying patterns and relationships between the arts and other knowledge.
Wellbeing
Artistically literate citizens find joy, inspiration, peace, intellectual stimulation, meaning, and other life-enhancing qualities through participation in all of the arts.
Community Engagement
Artistically literate citizens seek artistic experience and support the arts in their local, state, national, and global communities.
Artistic Processes • Creating • Performing/Presenting/Producing • Responding • Connecting (dance, theatre, media arts)
Connections are Two-Ended
There is no such thing as doing the nuts and bolts of reading in Kindergarten through 5th grade without coherently developing knowledge in science, and history, and the arts. Period. – David Coleman, co-leader of the development of Common Core Standards for English/Language Arts and new President of the College Board
Richest Areas of Overlap: Arts, Humanities, and Social Sciences Creating new art
The Arts
Responding to Art
Humanities
Arts History
History
Aesthetics
Philosophy
Arts Criticism
Language
Performing Existing Art
Social/Cultural Religion Context Cultural Anthropology Arts Therapy Geography
Sociology Psychology Anthropology Therapy Economics © 1995 Scott C. Shuler
Civics/ Government
Social Sciences
Common Core Connections: Research Overview
Two types of alignment: •Explicit Arts references in Common Core standards •Parallels in broad goals and thinking skills (CCSS ≈ new Arts Standards)
Arts References in Common Core
Standards for Reading
• If definition of text includes nonprint texts (dance, media arts, music, or theatre works)…
• …then all reading standards refer to arts-based content or investigation.
Reading a work of drama: • RL.5.3: Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text (e.g., how characters interact.)
Using songs in instruction: • RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Comparing the same work in different media: • RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
Analyzing and interpreting images: • RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear.
Multimedia references: • RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.
Arts References in Common Core Standards for Writing • Eight arts links in 100 standards • Visual art/drawing links found in the standards for the lower grades
• W.K.2: Use a combination of drawing, writing, and dictating to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. • Media Arts/multimedia links: • W.8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.
Arts References in Common Core Standards for Speaking and Listening • 16 arts links in 60 standards
• Most references are related to standard #5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
Standard 5: Make strategic use of digital media and digital displays of data to express information and enhance understanding of presentations •
SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.
•
SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings
•
SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
•
SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
•
SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Arts References in Common Core Standards for Language
•The language standards contain one direct arts reference in standard L.5.3: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems
Part II: Comparison to National Core Arts Standards Framework
Philosophical Foundations
Lifelong Goals (Defining Artistic Literacy)
Communication
Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others.
Creative Personal Realization
Artistically literate citizens find at least one art form in which they develop sufficient competence to continue active involvement in that art form as an adult.
Culture, History, and Other Connections
Artistically literate citizens know and understand artwork from varied historical periods and cultures, and actively seek and appreciate diverse forms and genres of artwork of enduring quality/significance. They also understand relationships among the arts, and cultivate habits of searching for and identifying patterns and relationships between the arts and other knowledge.
Wellbeing
Artistically literate citizens find joy, inspiration, peace, intellectual stimulation, meaning, and other life-enhancing qualities through participation in all of the arts.
Community Engagement
Artistically literate citizens seek artistic experience and support the arts in their local, state, national, and global communities.
Framework Connections with the standards for READING • All Anchor Standards for Reading connected to Lifelong Goal #1: Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that expresses/conveys/communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others. • The creative practices of investigation and reflection were included in every standard as well.
Our Role re: Vocabulary Part of our role is to model and require students to use Tier 2 and Tier 3 vocabulary in literacybased tasks.
Special thanks to Brian Frazier Stratford (CT) Public Schools
Tier 1 Vocabulary These are words that most students will use regularly. Examples: Car, money, home, school, teacher
Special thanks to Brian Frazier Stratford (CT) Public Schools
Tier 2 Vocabulary These are words that are a little bit more colorful and occur less frequently. Examples: Phenomenal, saunter, sultry, bizarre, bazaar, descendant
Special thanks to Brian Frazier Stratford (CT) Public Schools
The Star Spangled Banner Oh, say can you see by the dawn's early light What so proudly we hailed at the twilight's last gleaming?
Whose broad stripes and bright stars thru the perilous fight, O'er the ramparts we watched were so gallantly streaming? And the rocket's red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave
O'er the land of the free and the home of the brave?
Decoding Complex Text Determining the literal meaning of words or phrases, either by the context of the sentence or by researching the definition.
Close Reading The careful, sustained reading and interpretation of a passage of text Special thanks to Brian Frazier Stratford (CT) Public Schools
Text-Dependent Questions Questions that refer directly to the text. Not just literal questions. Responses should be written. The student must cite specific evidence directly from the text. Special thanks to Brian Frazier Stratford (CT) Public Schools
Tier 3 Vocabulary Academic or Content-Specific Vocabulary Examples? • Kinesthetic • Timbre • Improvisation • Intaglio
Special thanks to Brian Frazier Stratford (CT) Public Schools
Creative Practices • Imagination
• Investigation • Construction • Reflection
Framework Connections with Standards for Mathematical Practice Standard 1: Make sense of problems and persevere in solving them. • Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of their problem, transform algebraic expressions or the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize or solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Framework Connections with Standards for Mathematical Practice Standard 1: Make sense of problems and persevere in solving them. • Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of their problem, transform algebraic expressions or the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize or solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
See NCCAS.wikispaces.com for regular updates on Core Arts Standards development
(Very Drafty) How NCCAS Web Site MAY Present Connections
Media Arts/ K: Connect See K-12 Media Arts Matrix Learning Strand Components Integrating: Synthesize Knowledge and Experience
Knowledge
Enduring Understandings
Essential Questions
Media arts creates personal meaning necessary for internalizing knowledge and experience.
How does media arts create personal meaning so that what is studied will be internalized and learned?
Skills
Vocabulary
Reflect periodically on one’s personal learning and accumulation of expertise through the production of media art works.
KEYWORDS/TAGS Media Arts Kindergarten ATTACHMENTS/ RESOURCES Lesson plan Assessment rubric CONNECTIONS 21st C Skills Common Core
Model Cornerstone Assessment NCCAS extends thanks to Young Audiences for its support of our web-based work
