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Art K-12 [Presenters put your name here]

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That was then…

That was then…

That was then…

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That was then...

That was then...

That was then...

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That was then…

Turn to a partner and share a few memories you have of that year.

– Where were you in 1997 and what subjects were you teaching? If you were not teaching, what were you doing at that time?

– What might be some differences between classrooms back in 1997 and classrooms today?

– How would you describe any changes in student learning needs between then and now?

– What are your predictions for how classrooms will look and function 10 years from now?

History of the TEKS

• 74th Legislature charged SBOE with clarifying essential knowledge and skills in 1995

• Fine Arts TEKS originally written in 1997

• Center for Educator Development in Fine Arts (CEDFA) established in 1998 to aid with implementation

Prepare for Change

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…This is now

Update of the TEKS

• Fine Arts TEKS review committees formed May 2012

• TEKS Revisions first read & public comment January 2013

• SBOE Approval of Revised Fine Arts TEKS on April 19, 2013

Foundation of the New Fine Arts TEKS

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What does it look like? Bloom’s Taxonomy

• Using to create something new

• Decide if the use of color is successful

• Distinguish the effects of the colors

• Use to make art

• The primary colors can…

• The 3 primary colors

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Apply

Analyze

Evaluate

Create

Remember

Understand

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

A New Taxonomy for 21st Century Skills

Creativity is a Highly Valued Skill

“Creativity is the #1 leadership competency for the future.”

—IBM 2010 Global CEO Survey

1,500 leaders in 60 countries say…

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21st Century Skills Learning & Innovation • Creativity & Innovation • Critical Thinking & Problem Solving • Communication & Collaboration

Information, Media, and Technology Skills • Information Literacy • Media Literacy • Information, Communication & Technology Literacy

Life & Career Skills • Flexibility & Adaptability • Initiative & Self-Direction • School & Cross-Cultural Skills • Productivity & Accountability • Leadership & Responsibility

Reflection

During the past school year, when have you observed students developing these kinds of skills?

In what sorts of activities were they engaged?

Take a few minutes to make note of recent experience you’ve had.

Evolution of the Fine Arts TEKS

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Eyewitness Report

• TEKS Committee Formation

• Writing Sessions

• Revision and Approval Process

May 10-12, 2012

• Committee first met

• Level I TEKS were written

• Horizontal planning, decided on strand names, introduction to the Fine Arts TEKS

• Discussed innovative courses

June 25 – 28, 2012

• Finalized proposed Art TEKS K-12, including vertical alignment

• Added courses under general requirements with separate PEIMS numbers, including innovative courses.

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July 19, 2012 SBOE Meeting

• Board heard from a number of speakers including expert committee members

• Board members appeared to be knowledgeable about the TEKs and were interested in why changes were being made

July – September 2012

• All drafts of Fine Arts TEKS were posted for informal feedback.

September 20 – 22, 2012

• Reviewed expert and public feedback

• Committee made adjustments based on feedback

• TEKS K-12 posted for viewing on Texas Education Agency website

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April 2013

• A vote on final adoption of the proposed revisions scheduled for April 2013.

• On April 1, final approval was made.

• K-12 Art TEKS will be implemented in the

2015 – 2016 school year.

Where to find new Fine Arts TEKS

Adopted New 19 TAC Chapter 117, Texas Essential Knowledge and Skills for Fine Arts,

http://ritter.tea.state.tx.us/rules/tac/chapter117/index.html

• Subchapter D, Elementary, • Subchapter E, Middle School, and • Subchapter F, High School

Art TEKS §117 Introduction

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§117 (b) Introduction

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas.

§117 (b) Introduction (cont’d.)

These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving.

§117 (b) Introduction (cont’d.)

The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life.

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§117 (b) Introduction (cont’d.)

Students develop aesthetic and cultural awareness through exploration, leading to creative expression.

§117 (b) Introduction (cont’d.)

Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

Art TEKS §117 Introduction (2) Four basic strands

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Comparison of Current and New Strands - Art

Current strands: New strands (2015):

Perception

Creative expression/ performance

Historical and cultural heritage

Response/ evaluation

Foundations: Observation and Perception

Creative Expression

Historical and Cultural Relevance

Critical Evaluation and Response

Knowledge and Skills

Foundations: Observation and Perception — Art

(c) Knowledge and Skills

(1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork.

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Creative Expression - Art

(c) Knowledge and Skills

(2) Creative expression. The student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.

Historical and Cultural Relevance — Art

(c) Knowledge and Skills

(3) Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.

Critical Evaluation and Response—Art

(c) Knowledge and Skills

(4) Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations.

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TEKS Organization - Courses

1997 Fine Arts TEKS

Elementary

• K-5 – Art, Music, Theatre

Middle School

• 6-8 – Art, Music, Theatre

2015 Fine Arts TEKS

Elementary

• K-5 – Art, Music, Theatre

Middle School

• Art, Middle School 1, 2, & 3

• Dance, Middle School 1, 2 & 3

• Music, Middle School 1, 2, & 3

• Theatre, Middle School 1, 2, & 3

New Courses at the Secondary Level — Art

Middle School 1: Art, Middle School 1 Middle School 2: Art, Middle School 2 Middle School 3: Art, Middle School 3

HS Level 1: Art I, Art Appreciation, Art & Media Communications I HS Level 2: Art II, Drawing I, Painting I, Printmaking I, Fibers I, Ceramics I, Sculpture I, Jewelry I, Photography I, Design I, Digital Art & Media I, Art and Media Communications II

HS Level 3: Art III, Drawing II, Painting II, Printmaking II, Fibers II, Ceramics II, Sculpture II, Jewelry II, Photography II, Design II, Digital Art and Media II, the College Board Advanced Placement (AP) Drawing Portfolio, AP Two-Dimensional Design Portfolio, AP Three-Dimensional Design Portfolio, AP History of Art, International Baccalaureate (IB) Visual Arts I Standard Level (SL), IB Visual Arts I Higher Level (HL)

HS Level 4: Art IV, Drawing III, Painting III, Printmaking III, Fibers III, Ceramics III, Sculpture III, Jewelry III, Photography III, Design III, Digital Art and Media III, the College Board Advanced Placement (AP) Drawing Portfolio, AP Two-Dimensional Design Portfolio, AP Three-Dimensional Design Portfolio, AP History of Art, International Baccalaureate (IB) Visual Arts II Standard Level (SL), IB Visual Arts II Higher Level (HL)

TEKS at Work

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a

Activity: Product Redesign

1. Use the creative problem solving process with divergent and convergent thinking.

2. Experience the 7E model of lesson design.

Creative Problem Solving

7E Lesson Framework

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Activity: Product Redesign

You’re going to create a new retail experience—a unique sandwich shop.

You’ll create a • name, • logo, • business concept, • unique selling proposition, and • product line.

Elicit

• Think of your experience in a sandwich shop. What are the things you notice?

• Describe the atmosphere.

• What makes you go there instead of elsewhere?

Engage

Create a new concept for a sandwich shop that has these brand attributes:

• Green, sustainable, and high tech

• Friendly and modern

• Represents the local community

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• Use the word on the index card to push your ideas further through word associations, mind maps, and lists.

• Sketch a logo for your sandwich shop on the scratch paper provided. Include sandwich shop name and one visual image.

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• Work with your group to create a concept for a sandwich shop that meets all the criteria.

Explore

Meet with another group.

First group explains their idea.

Second group listens for:

• the concept,

• the criteria,

• the unique selling proposition.

Discuss and switch roles

Explain

• Go back to your original groups and create a poster incorporating any ideas you may have gained in the Explain phase.

• Posters include:

– Name

– Logo

– Features

– Product/Menu

Elaborate

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• As a group, self-evaluate.

• Consider other groups’ products.

Evaluate

• Imagine that you want to teach a course that incorporates activities like this in the fall. What are some of the kinds of thinking and strategies you used during the activity that you might use to promote the course to your students?

• Now come up with a plan to “sell” this course to the students in your school.

Extend

Art Strands

• Foundations: observation and perception

• Creative expression

• Historical and cultural relevance

• Critical evaluation and response

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Vertical Alignment with the New Fine Arts TEKS

“The most important thing is to never stop questioning.” – Albert Einstein

“They always say time changes things, but you actually have to change them yourself.” – Andy Warhol

“All great changes are preceded by chaos. ”

– Deepak Chopra

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Vertical Alignment

Foundations: observation and perception (1)

Primary (K-2)

Intermediate (3-5)

Middle School (6-8)

High School (9-12)

(A) identify similarities, differences, and variations among subjects in the environment using the senses; (from Art, Grade 1)

(A) explore ideas from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;

(from Art, Grade 3)

(A) identify and illustrate concepts from direct observation, original sources, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;

(Art Middle School, 1)

(A) consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;

(HS Art, Level I)

Vertical Alignment continued

Creative Expression (2)

Primary (K-2)

Intermediate (3-5)

Middle School (6-8)

High School (9-12)

(A) invent images that combine a variety of lines, shapes, colors, textures, and forms; (from Art, Grade 1)

(A) integrate ideas drawn from life experiences to create original works of art; (from Art, Grade 3)

(A) Create original artworks based on direct observations, original sources, personal experiences, and the community; (Art Middle School, 1)

(E) collaborate to create original works of art; (HS Art, Level I)

Vertical Alignment continued

Critical evaluation and response (4)

Primary (K-2)

Intermediate (3-5)

Middle School (6-8)

High School (9-12)

(A) explain ideas about personal artworks; (from Art, Grade 1)

(A) evaluate the elements of art, principles of design, or expressive qualities in artworks of self, peers, and historical and contemporary artists; (from Art, Grade 3)

(A) create written or oral responses to artwork using appropriate art vocabulary; (Art, Middle School, 1)

(A) interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites; (HS Art, Level I)

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Let’s Adapt!

• Think about how the sandwich shop activity could be adapted and used at various grade levels.

• Consider the following: – What concepts/steps would remain?

– What concepts/steps would you modify?

– How would the overall activity look different at your selected grade level?

– How are you building the skills students will need at the next grade level?

Activity: Vertical Alignment

Training Wrap Up

Steps to Website Login

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Complete Training Survey

1. Take survey at http://TOTsurveyFATEKS.questionpro.com

2. Sign up to get materials after presentation

ART AND MEDIA COMMUNICATIONS PROFESSIONAL DEVELOPMENT

The University of Texas at Austin (UT-Austin) College of Fine Arts in partnership with the Texas Cultural Trust and the Center for Educator Development in Fine Arts (CEDFA) will provide an in-depth professional development session for the Art and Media Communications course that will be held on the UT-Austin campus on Saturday, June 14, 2014, 9:00 a.m. – 5:00 p.m. The session will serve as a Post-Summit session following the Texas Fine Arts Summit XV, hosted by CEDFA, at the Airport Hilton Hotel in Austin, Texas, Thursday-Friday, June 12-13, 2013. Participants in the UT-Austin Art and Media Communications professional development session will receive state Continuing Profes sional Education credit. If interested in attending this professional development session on Saturday, June 14 on the UT-Austin campus, it will be necessary to complete and submit the application provided and mail to the address below postmarked no later than Thursday, October 31:

Thomas H. Waggoner

Program Director of Fine Arts Education College of Fine Arts – Office of the Dean

The University of Texas at Austin 1 University Station D1400

Austin, TX 78712

The professional development session will be held in a UT-Austin campus computer laboratory, so enrollment will be l imited to a maximum of twenty participants. If accepted as a participant, a $65.00 registration fee will be required for the professional development session, which will include continental breakfast, lunch, and parking.

Digital literacy is the future of communication and commerce and creates learning experiences that develop students' capacities for critical thinking, creativity, imagination, and innovation.

Save the Date! — CEDFA 2014