an introduction to the national arts standards and the...
TRANSCRIPT
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An Introduction to the National Arts Standards and theVision for the New NJ Student Learning Standards
FEA Conference CenterDecember 6, 2018
Deborah Cella: Lead Teacher, Fine and Performing Arts, Glen Rock High School
Ellen Hargrove: Visual Art Teacher, Haddon Township Schools; Past President Art Educators of New Jersey
Jeffrey Santoro: Fine and Performing Arts Supervisor, West-Windsor Plainsboro; President New Jersey Music Educators Association
Kerri Sullivan: Director of Arts Integration, Appel Farm Arts & Music Center
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Guiding Questions
Why study the arts? What is it about the arts that makes the experience valuable to students, to education, to a community, to a nation?
What “arts learnings” do we want students to take with them through their life?
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Envisioning the Standards
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What’s Different and What’s Alike?A New Jersey Hybrid Model
NCAS
● Driven by Four Artistic Processes (Creating, Performing, Responding, Connecting)
● Common Anchor Standards Across Five Arts Disciplines
● K-12 Grade Specific Delineation of Levels of Proficiency via Performance Standards
● Instructional Resources (e.g., Model Cornerstone Assessments)
● Media Arts as an Independent Art Form● Organized under the umbrella of big ideas,
supported by Essential Questions & Enduring Understandings
NJSLS
● No Changes made to the Artistic Processes● Modest modification of Anchor Standards ● Grade bands rather than grade level standards● Refinement of NCAS language● No MCAs (Defer to NCAS)● Inclusion of NCAS Media Arts Standards…which
could be taught through a variety of lenses (e.g., dance, music, theatre, visual art or CTE), from an aesthetic foundation – regardless of licensure
● Some modification of EUs & EQs
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If All Goes as Planned...
The 2019 NJSLS will be VERY similar to the 2014 National Core Arts Standards (NCAS)
So...let’s talk about the National Core Arts Standards...
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National Core Arts Standards:Anchors to Learning
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NCCAS Leadership Organizations
The following 10 national organizations spent 3 years designing & writing new national voluntary arts
standards: American Alliance for Theatre and EducationAmericans for the ArtsThe College BoardEducational Theatre AssociationNational Art Education AssociationNational Association for Music EducationNational Dance Education OrganizationNCCAS Media Arts CommitteeState Education Agency Directors of Arts Education Young Audiences Arts for Learning
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Supported by Research
The College Board provided essential research before and during the standards revision process. Findings from the research influenced the approach to writing the new standards. The International Standards for Arts Education report shows that the 2014 national arts standards follow an international trend of organizing standards around artistic processes. Similarly, the artistic process model serves as the assessment framework for the National Assessment in Education Progress (NAEP) in dance, music, theatre, and visual arts.
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NCAS...what’s different?
National Standards are a Conceptual Framework
“...these new, voluntary National Core Arts Standards are framed by a definition of artistic literacy thatincludes philosophical foundations and lifelong goals, artistic processes and creativepractices, anchor and performance standards that students should attain, and modelcornerstone assessments by which they can be measured”
“...artistic literacy is the knowledge and understanding required to participate authentically in the arts”
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Common DisciplineSpecificCommon
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Artistic Process
● Creating● Performing/Presenting/Producing● Responding● Connecting*
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Defining the Artistic Processes
Creating is specifically about conceiving and developing works of arts. In other words, the “making” of the art – as director, choreographer, designer, producer, conductor, composer, painter.
Performing/Presenting/Producing is about the realizing, sharing or presenting the art or the “doing” of the art – as the actor, dancer, curator, musician, technician.
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Defining the Artistic Processes
Responding is a reflection on an external set of information. It is generally focused through comparison and critical analysis.
Connecting is an internal process mechanism that synthesize various bodies of knowledge for use in developing multiple entry points for personal expression.
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Defining the Artistic Processes
Connecting is relating artistic ideas and work with personal meaning and external context.
It is generally considered a distinct process among most art forms, although music views this process as embedded within the other processes.
It is significantly beyond Arts Integration or defining other subject matter through arts understandings.
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Anchor Standards
● 11 “Big ideas” that are common to ALL arts areas● Each includes Enduring Understandings and Essential Questions
○ These are GREAT for understanding the standard
● Sample EU: Creativity and innovating thinking are essential life skills that can be developed
● Sample EQ: What conditions, attitudes and behaviors support creativity and innovative thinking?
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11 Common Anchor Standards
Anchor Standards found in Creating
1. Generate and conceptualize artistic ideas and work.2. Organize and develop artistic ideas and work.3. Refine and complete artistic work.
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11 Common Anchor Standards
Anchor Standards found in Performing/Presenting/Producing
4. Select, analyze and interpret artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6 Convey meaning through the presentation of artistic work.
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11 Common Anchor Standards
Anchor Standards found in Responding
7. Perceive and analyze artistic work.
8. Interpret intent and meaning in artistic work.
9. Apply criteria to evaluate artistic work.
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11 Common Anchor Standards
Anchor Standards found in Connecting
10.Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
11. Synthesize and relate knowledge and personal experience to make art.
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The Anchor Standards Tell the Story...
What does it mean to study the arts?
What does it mean to be “artistically literate”?
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Artistic Process Component(music)
Creating Performing RespondingImagine Select Select
Plan and Make Analyze AnalyzeInterpret Interpret
Evaluate and Refine
Rehearse Evaluate and Refine Evaluate
Present PresentConnecting
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Artistic Process Component (Art)
Creating Presenting Responding ConnectingInvestigate, Plan,
Make Select Perceive Synthesize
Investigate Analyze Analyze RelateReflect, Refine,
Continue Share Interpret
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Artistic Process Component (Theatre)
Creating Performing Responding ConnectingEnvision/Conceptualize Select Reflect Empathize
Develop Prepare Interpret InterrelateRehearse Share, Present Evaluate
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Artistic Process Component (Media Arts)
Creating Producing Responding ConnectingConceive Integrate Perceive SynthesizeDevelop Practice Interpret Relate
Construct Present Evaluate
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Performance Standards
Varies by discipline
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Common DisciplineSpecificCommon
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NCAS Standards
Music 5 Strands of Standards
Dance
PK-8 Grade Level Standards, 3 HS Levels*Theatre
Visual Arts
Media Arts
*Vision for new NJSLS is to have Grade Bands: PK, 2, 5, 8, 3 HS Levels
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NCAS Standards for Music
Music (general) PK-8 Grade Level Standards
Ensembles 5 Levels
Harmonizing Instruments 5 Levels
Composition & Theory 3 HS Levels
Technology 3 HS Levels
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Music (General)
Structured like other arts areas:
● PK-8 Grade-Level Standards● NJSLS will have only grade PK, 2, 5, 8
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Ensembles & Harmonizing Inst. Strands
Novice ~ 5th Grade
Intermediate ~ 8th Grade
Proficient ~ 1 Year of HS Study
Accomplished ~ 4 Years of HS Study
Advanced ~ Beyond 4 Years of HS Study
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Novice Intermediate Proficient Accomplished AdvancedLow (with assistance) High (independently)
Low (with assistance) High (independently)
Low (with assistance) High (independently)
Low (with assistance) High (independently)
Low (with assistance) High (independently)
Suggested guidelines (1-2 years of instruction)
Suggested guidelines (2-4 years of instruction)
Suggested guidelines (4-6 years of instruction)
Suggested guidelines (6-7 years of instruction)
Suggested guidelines (7+ years of instruction)
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Theory/Composition & Technology Strands
Proficient ~ 1 Year of HS Study
Accomplished ~ 4 Years of HS Study
Advanced ~ Beyond 4 Years of HS Study
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NCAS vs. NJSLS
● Grade Levels vs. Grade Bands
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Practical Implications of Standards Implementation
At your tables…
What are the practical implication of implementing new standards in New Jersey?
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National Core Arts Standards Website
http://www.nationalartsstandards.org/
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Curriculum Mapping
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Curriculum Mapthe road to success
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What is a Curriculum Map?A Curriculum Map is a tool designed to help teachers identify their goals in the classroom, determine how student success will be measured, and ultimately
plan teaching strategies and activities on the basis of these points.
Like using a real map, you know your final destination before planning your route to get there. This backtracking, in the context of a Curriculum Map, is
known as “Backward Design.”
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Stages of Backward Design
Identify desired results
Determine acceptable evidence
Plan learning experiences and
instruction
Ask: “What should students know,
understand, or be able to do?”
Ask: “How will we know if students have achieved the desired results and met the
content standards?”
Ask: “What will need to be taught and coached, and
how should it best be taught, in light of
performance goals?”
Stage 1 Stage 2 Stage 3
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The Importance of Backward DesignKnow your destination. Plan your route.
Stage 1: Identify Desired Results(The Why)
Stage 2: Determine Acceptable Evidence/Assessments
(The How)
Stage 3: Plan Learning Experiences and Instruction/Content
(The What)
● Big Idea
● Transfer Goal
● Enduring Understandings
● Essential Questions
● Learning Objectives/Goals
● Content Standards
● Attendance
● Observations
● Verbal/Written Responses
● Transfer Knowledge
● Units
● Lessons
● Activities
● Transitions● Artifacts/Work Samples
● Tests/Quizzes/Surveys
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Big IdeaThe ancient ritual of painted mural
making celebrates community both in its subject matter and in the creative
process.
This is the core concept of your curriculum, and should
encompass the overall intent of your work.
What is a Big Idea?
Example:
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The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
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Transfer Goal
The overarching skill or understanding your students will
walk away with.
The students will understand how art is not only a form of expression but also
communication. They will explore the use of the elements of art (shape, color, texture, etc.)
to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of
the artist(s) in the community.
What is a Transfer Goal? Example:
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The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.
The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
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Enduring Understandings
Art is a human instinct and an ancient ritual that has been performed by many cultures all over the world.
Enduring Understandings are statements summarizing important ideas and core
processes that are central to a discipline and have lasting value beyond the classroom. They synthesize what students should understand -- not just know or do -- as a result of studying a
particular content area.
What are Enduring Understandings? Example:
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Art is a human instinct and an
ancient ritual that has been performed by many cultures all
over the world.
The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.
The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
![Page 54: An Introduction to the National Arts Standards and the ...njpsa.org/documents/pdf/2018-12-06StandardsPresentation.pdf · 06/12/2018 · NCCAS Media Arts Committee State Education](https://reader036.vdocuments.us/reader036/viewer/2022063023/5ff156a692988053f0407728/html5/thumbnails/54.jpg)
Essential Questions
How can the elements of art (shape, color, texture, etc.) be used to express
an idea?
Essential Questions are bigger picture questions that do not have an objective answer. Instead, their purpose is to promote critical and creative thinking among students.
What are Essential Questions?
Example:
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How can the elements of art (shape, color,
texture, etc.) be used to express
an idea?
Art is a human instinct and an
ancient ritual that has been performed by many cultures all
over the world.
The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.
The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
![Page 56: An Introduction to the National Arts Standards and the ...njpsa.org/documents/pdf/2018-12-06StandardsPresentation.pdf · 06/12/2018 · NCCAS Media Arts Committee State Education](https://reader036.vdocuments.us/reader036/viewer/2022063023/5ff156a692988053f0407728/html5/thumbnails/56.jpg)
Learning Objectives
Students will be able to use simple taping and painting techniques to
achieve various effects.
Learning Objectives are specific, measurable outcomes that students are expected to achieve by the end
of the unit of study.
What are Learning Objectives? Example:
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Students will be able to use
simple taping and painting techniques to
achieve various effects.
How can the elements of art (shape, color,
texture, etc.) be used to express
an idea?
Art is a human instinct and an
ancient ritual that has been performed by many cultures all
over the world.
The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.
The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
![Page 58: An Introduction to the National Arts Standards and the ...njpsa.org/documents/pdf/2018-12-06StandardsPresentation.pdf · 06/12/2018 · NCCAS Media Arts Committee State Education](https://reader036.vdocuments.us/reader036/viewer/2022063023/5ff156a692988053f0407728/html5/thumbnails/58.jpg)
Learning Goals
Learning Goals focus on the adaptable social-emotional, critical thinking and
creativity the students gain.
What are Learning Goals? Example:
Students will be able to collaborate on the design of a
mural and develop their problem solving strategies in its
implementation.
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Students will be able to use
simple taping and painting techniques to
achieve various effects.
How can the elements of art (shape, color,
texture, etc.) be used to express
an idea?
Art is a human instinct and an
ancient ritual that has been performed by many cultures all
over the world.
The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.
The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
Students will be able to
collaborate on the design of a
mural and develop their
problem solving strategies in its
implementation.
![Page 60: An Introduction to the National Arts Standards and the ...njpsa.org/documents/pdf/2018-12-06StandardsPresentation.pdf · 06/12/2018 · NCCAS Media Arts Committee State Education](https://reader036.vdocuments.us/reader036/viewer/2022063023/5ff156a692988053f0407728/html5/thumbnails/60.jpg)
Assessments
● Student Workbooks ● Journals
● Verbal Responses● Surveys
● Work Samples● Observations
● Transfer Knowledge
Assessments are a way of determining the success of your
content and pedagogy. These should be as specific as possible and focus
mostly on concrete samples and information.
What are Assessments? Example:
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Types of Assessments
● Designed to establish student understanding of a standard and/or learning goal
● Fixed
● Administered at the beginning and interim points
Benchmark SummativeFormative● Designed to monitor student
learning and provide continuous feedback with the goal of improving student learning
● Adaptive
● Quickly administered, narrow focus on lesson, no (low) stakes
● Designed to evaluate student learning at the end of an instructional unit by comparing it to a benchmark
● Fixed
● Comprehensive, in-depth, and high stakes
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● Student Workbooks
● Journals● Verbal
Responses● Surveys
● Work Samples● Observations● Transfer
Knowledge
Students will be able to use
simple taping and painting techniques to
achieve various effects.
How can the elements of art (shape, color,
texture, etc.) be used to express
an idea?
Art is a human instinct and an
ancient ritual that has been performed by many cultures all
over the world.
The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.
The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
Students will be able to
collaborate on the design of a
mural and develop their
problem solving strategies in its
implementation.
![Page 63: An Introduction to the National Arts Standards and the ...njpsa.org/documents/pdf/2018-12-06StandardsPresentation.pdf · 06/12/2018 · NCCAS Media Arts Committee State Education](https://reader036.vdocuments.us/reader036/viewer/2022063023/5ff156a692988053f0407728/html5/thumbnails/63.jpg)
Standards
1.3.12.D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse
two- and three-dimensional artworks, and emulate those styles by creating
an original body of work.
Standards are a level of attainment, an idea or thing used as a measure,
norm, or model.
What are Standards? Example:
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1.3.12.D.5 Identify the styles and artistic
processes used in the creation of culturally
and historically diverse two- and
three-dimensional artworks, and emulate those styles by creating
an original body of work.
Students will be able to use
simple taping and painting techniques to
achieve various effects.
How can the elements of art (shape, color,
texture, etc.) be used to express
an idea?
Art is a human instinct and an
ancient ritual that has been performed by many cultures all
over the world.
The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.
The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
● Student Workbooks
● Journals● Verbal
Responses● Surveys
● Work Samples● Observations● Transfer
Knowledge
Students will be able to
collaborate on the design of a
mural and develop their
problem solving strategies in its
implementation.
![Page 65: An Introduction to the National Arts Standards and the ...njpsa.org/documents/pdf/2018-12-06StandardsPresentation.pdf · 06/12/2018 · NCCAS Media Arts Committee State Education](https://reader036.vdocuments.us/reader036/viewer/2022063023/5ff156a692988053f0407728/html5/thumbnails/65.jpg)
Content
Prepare the wall and area. Transfer the design from a small digital mock up to the wall using a grid technique.
Content refers to the content of the lessons themselves, breaking down
the big idea into smaller scale projects, interactions, and activities
the students will participate in.
What is Content?
Example:
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art, cave painting, mural, line, shape, form, value, texture, space, color, emotion, grid, primer, saturation, size, horizontal, vertical, diagonal, s curve, paint, roller, angled brush, flat brush, round brush, highlight, shadow
● Prepare the wall and area. Transfer the design from a small digital mock up to the wall using a grid technique.
●
1.3.12.D.5 Identify the styles and artistic
processes used in the creation of culturally
and historically diverse two- and
three-dimensional artworks, and emulate those styles by creating
an original body of work.
Students will be able to use
simple taping and painting techniques to
achieve various effects.
How can the elements of art (shape, color,
texture, etc.) be used to express
an idea?
Art is a human instinct and an
ancient ritual that has been performed by many cultures all
over the world.
The students will understand how art is not only a form of expression but also communication. They will explore the use of the elements of art (shape, color, texture, etc.) to communicate an idea while learning specific painting and mural making techniques as well as the importance of public art and the role of the artist(s) in the community.
The ancient ritual of painted mural making celebrates community both in its subject matter and in the creative process.
● Student Workbooks
● Journals● Verbal
Responses● Surveys
● Work Samples● Observations● Transfer
Knowledge
Students will be able to
collaborate on the design of a
mural and develop their
problem solving strategies in its
implementation.
![Page 67: An Introduction to the National Arts Standards and the ...njpsa.org/documents/pdf/2018-12-06StandardsPresentation.pdf · 06/12/2018 · NCCAS Media Arts Committee State Education](https://reader036.vdocuments.us/reader036/viewer/2022063023/5ff156a692988053f0407728/html5/thumbnails/67.jpg)
Sources: americatlas.com, ascd.org, clipartix.com, clipartkid.com, clipartpanda.com, mycutegraphics.com, worldartsme.com
For more info, visit the Association for Supervision and Curriculum Design at
ascd.org!
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Lesson Planning & Unpacking the Standards
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Understanding the Standards
Process:
● Unpack● Performance Tasks● I-Can Statements● Lesson Planning
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Unpacking the Standards
● Break the standard down into smaller parts● Easier to understand● A bit tedious…
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Performance Tasks
● Take your unpacked standards● Create performance tasks● Start with what you already do!
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Visual Art
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I Can Statements
● Take your unpacked standards and performance tasks, add I can statements
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How to use Standards
In order of least effective to most effective!
● Ignore them● Write your whole plan, choose every standard you possibly can● Use the standards as a starting point for creating a lesson, or several
lessons
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Objective Writing Example
Standard Lesson Objective
Grade 5 Ensemble Music Performing Standard
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.
Students will be able to demonstrate rhythmic precision and dynamic contrast in Rhythm Dances
Grade 2 Music Creating Standard
Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple)
Students will be able to generate short pentatonic melodic patterns in 4/4 time.
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Lesson Plan Review
To start understanding new standards:
1. Choose an already-created lesson plan2. Decide which Artistic Process(es) the plan objectives would fall into3. Use Essential Questions and Enduring Understandings to narrow it down4. Find a National Standard that applies
Then answer these questions:
1. Does looking at this plan through the lens of the National Standards change how you think about it?
2. How might you change or tweak the lesson objective?
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Lesson Plan Challenge
Think about how this lesson may, or may not have, been different had you started with the standard when planning.
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Additional Resources
● Model Cornerstone Assessments (MCA)● Examples of Student Work● Your organization’s website
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Closing Q&A