21st Century Skills, Common Core and the Arts: Connections

SEADAE PresentationJanuary 17th, 2012

Joyce Huser, presenter

Common Core

Fine Arts Standards

21st Century Art Skills Map

Workforce ReadyIntegration

Educating for the 21st Century

As you may know, many states are partners in the Partnership for 21st Century Skills, a national organization that advocates for 21st century readiness for every student.

Arizona

Illinois

Iowa

Kansas

Kentucky

Louisiana

Maine

Massachusetts

Nevada

New Jersey

North Carolina

Ohio

South Dakota

South Carolina

West Virginia

Wisconsin

Partner for 21st Century Skills

Educating for the 21st Century

In defining 21st Century Skills, many definitions have at their core the ability to “analyze and evaluate information, create new ideas and new knowledge from the information.” In short, the skills are not new, but they take on a new urgency in the 21st century. Daniel Willingham

These 21st Century skills require deep understanding of subject matter.

Gaining a deep understanding is, not surprisingly, hard.

Shallow understanding requires knowing some facts. Deep understanding requires knowing the facts AND knowing how they fit together, seeing the whole.

“When we teach to the test, data transfer is happening. Data from teacher into the database of the child. An operating system is also needed. The critical part of the computer is the processor. This is what has to be developed.” Artists imagine what has not been imagined before. Mike Huckabee

An Example:

21st Century Skills

Communication Collaboration Critical Thinking and Problem Solving Creativity Innovation Information Literacy Media Literacy Technology Literacy Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Core Subjects with skills maps:

• English, Reading or Language Arts • World Languages • Fine Arts • Mathematics • Science • Geography • Social Studies

INNOVATIONDeveloping, implementing, and communicating new

ideas to others

Acting on creative ideas to make a tangible and

useful contribution to the domain in which

innovation occurs

8th Grade EXAMPLE: Students work in small groups to select an existing graphic novel and create alternative endings to the story using animation or text-to-movie software that

Incorporates different points of view

and identifies the incremental steps involved in depicting action, changes, cause and effect, or transformation to reach the new endings.

work in small groups

Collaboration (SL)

create alternative endings

Presentation of Knowledge and Ideas (SL)

Key Ideas and Details (L,I)

depicting action, changes, cause and effect, or transformation

A graphic novel is a narrative work in which the story is conveyed to the reader using sequential art in either an experimental design or in a traditional comics format.

National Standards for the Visual Arts

Standard 1: Understanding and Applying Media, Techniques, and Processes

Standard 2: Using Knowledge of Structures and Functions

 

Standard 3: Choosing and Evaluating a range of Subject Matter, Symbols, and Ideas

 

Standard 4: Understanding the Visual Arts in Relation to History and Cultures

 

Standard 5: Reflecting Upon and Assessing the Characteristics and Merits of their work and the work of others

 

Standard 6: Making Connections Between Visual Arts and Other Disciplines

Media LiteracyUnderstanding how media messages are constructed, for what

purposes and using which tools, characteristics, and conventions

Examining how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors

Possessing a fundamental understanding of the

ethical/legal issues surrounding the access and use of information

8th Grade EXAMPLE: Students review a variety of political or commercial video messages to consider how particular types of music are used to elicit or

manipulate emotional response. They are then presented with a new silent video clip, collaborate to identify alternative meanings,

and work together to select one that they underscore by creating a soundtrack that reinforces that meaning.

Comprehension (SL)

Key Ideas and Details (L,I)

consider how particular types of music are used

identify alternative meanings

creating a soundtrack that reinforces that meaning

Text Purpose – expository (W)

Alignment of Common Core Standards and Arts Skills Map with Music

work together

Collaboration (SL)

Articulating thoughts and ideas clearly and

effectively through speaking and writing

EXAMPLE: Students research existing site-based choreography

to analyze the impact a location makes on the choreographic

composition and the messages communicated

from both the specific site and movement governed by that site.

Students then create their own piece of choreography based on another specific site that communicates a clear message or point of view about the specific site or environment. The dance is recorded and posted on appropriate websites for public view and comment.

Communication

Research to Build and Present Knowledge (W)

Key Ideas and Details (L,I)

research existing site-based choreography

analyze the impact and message

Alignment of Common Core Standards and Arts Skills Map with Dance

create their own piece of choreography based on another specific site

Integration of Knowledge and Ideas (LI)

Adapting to varied roles and responsibilities

Working effectively in a climate of ambiguity

EXAMPLE: Students work together to perform improvisational theatre sketches (scenes),

taking suggestions from audience members.

Collectively, they maintain an imaginary world while making credible choices in the moment in reaction to circumstances as they arise.

Each student reflects on his or her spontaneous choices in the improv through a written reflection of the scene or translation into another medium (e.g., dance, musical performance, or work of visual art).

Flexibility and Adaptability

Collaboration (SL)

Key Ideas and Details (L,I)

work together

making credible choices in the moment in reaction to circumstances

Alignment of Common Core Standards and Arts Skills Map with Theatre

written reflection of the scene

Text Types and Purpose (W)

taking suggestions from audience members

Integration of Knowledge and Ideas (L,I)

High Demand: 2008-2018

(Increase of 13.5% or 75,000 plus job openings)

High Wage

(Over $13.75/hr) 

High Skill

(Beyond High School)

  

21st Century Skills  

 Graphic Design Graphic Design Graphic Design Communication; Media

Literacy; Technology Literacy; Critical Thinking; (Complex) Problem Solving; Information Literacy; Creativity;

Art, Drama, Music Teacher, Postsecondary

Art, Drama, Music Teacher, Postsecondary

Art, Drama, Music Teacher, Postsecondary

Communication; Media Literacy; Critical Thinking; Creativity; Problem Solving;

  Commercial, Industrial Designers

Commercial, Industrial Designers

Technology Literacy; Critical Thinking; Problem Solving;

  Art Directors Art Directors Technology Literacy; Communication; Problem Solving; Critical Thinking;

Set and Exhibit Designers Set and Exhibit Designers Set and Exhibit Designers Communication, Critical Thinking; Creativity

  Fine Artists Fine Artists Critical Thinking; Problem Solving; Creativity; Communication;

  Craft Artists   Problem Solving; Critical Thinking; Creativity;