Arts EducationArts EducationEssential Essential StandardsStandards

20102010Christie Lynch Ebert, Dance and Music Education Consultant, NCDPI

Myron Carter, Theatre and Visual Arts Education Consultant, NCDPI

Fall Arts Education Coordinators’ Meeting October 23, 2010

AgendaAgenda Background & Overview of

Essential Standards (ES)

Writing Group Representation

Process

Implementation Timeline

ES Organization

Highlights:

– Dance– Music– Theatre Arts– Visual Arts

Future Directions– Instructional Toolkits– Professional Development– Other Opportunities

Additional Information

Questions

Essential Essential StandardsStandards

BackgroundBackground

ES BackgroundES BackgroundDirection from Framework For Change

• Articulation at each grade level• Infusion of 21st century skills • Reflection of rigor, relevance, and relationships

May 2008

Accountability & Curriculum Accountability & Curriculum Reform Effort (ACRE)Reform Effort (ACRE)

Essential Standards

Writing Instruction System

Accountability Redesign

Comprehensive Assessment

Essential Standards adopted by SBE (Phase I)

• English II (English 10)

• Instructional Technology

• K-12 Math

• Occupational Course of Study

• K-12 Science

Essential Standards – Phase Essential Standards – Phase IIII

K-12 Arts EducationK-12 Arts EducationDance, Music, Theatre Arts & Visual ArtsDance, Music, Theatre Arts & Visual Arts

K-12 English Language Arts

K-12 Guidance

K-12 Healthful LivingHealth & Physical Education

K-12 Second (World) Language

K-12 Social Studies

Essential Standards are…Essential Standards are…

Skills, understandings and learning experiences mastered at each grade level to move to the next level

“Must Have" goals of the curriculum

Focused on higher-order knowledge and skills all students should master

Resolution to the "inch-deep, mile-wide" concern about the current SCOS

Assurance that every student learns essential content and skills for the 21st Century

ES Guiding QuestionES Guiding Question

What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?

ES Identification ES Identification CriteriaCriteria

Knowledge & Skills . . .

valuable beyond one test: ENDURANCE

valuable in multiple disciplines: LEVERAGE

necessary for success at next level: READINESS

Essential Standards are …Essential Standards are …

Identified for each level

Focused on big ideas and cognitive processing

Assessed in the classroom via

• formative,

• benchmark/interim, and

• summative assessments

Larry Ainsworth, Center for Leadership and Learning

Essential Standards FiltersEssential Standards Filters

WRITING GROUPS:WRITING GROUPS: Arts Education Essential Arts Education Essential

StandardsStandards

ES Writing GroupsES Writing GroupsNCDPI

Arts Education Consultant

K-5 Lead 6-8 Lead 9-12 LeadK-12 Floating

Lead

K-12 Writers

ES Writing GroupsES Writing GroupsComposition: Began in Spring 2009

Zoomerang Submissions+ Professional Recommendations ------------------------------------

Representation: • 8 regions of NC• All program areas in current SCOS• Range of experiences • K-12 Educators, IHE, Administrative, Central Office,

Professional Associations, Exceptional Children, Early Childhood, CTE, Accountability, and other representatives

PROCESS:PROCESS: Arts Education Essential Arts Education Essential

StandardsStandards

ES ProcessES Process (Summer 2009 – Summer 2010)(Summer 2009 – Summer 2010)

Leads and writers met face to face and virtually by discipline

Drafts regularly reviewed by Dr. Lorin Anderson

Drafts reviewed by select reviewers and via public review2009-2010 School Year• Select Review (Fall 2010 and throughout process)• Version 1.0 Review (Winter 2010)• Version 2.0 Review (Spring 2010)

Feedback compiled, analyzed, and used to guide revisions

Ongoing alignment and filtering through standards/models, 21st century skills, ACRE criteria, and research

TIMELINE:TIMELINE: Arts Education Essential Arts Education Essential

StandardsStandards

TimelineTimelineJune 2010• Version 3.0 for State Board of Education and Public Posting

August 2010• Version 3.0 to SBE (Discussion)

September 2010• Version 3.0 to SBE (Action)

2012-13 School Year• Implementation

PHILOSOPHY:PHILOSOPHY: Arts Education Essential Arts Education Essential

StandardsStandards

Philosophy: Powerful Philosophy: Powerful ToolsTools

PhilosophyPhilosophyThe Arts are CORE:

ESEA NC BEP Balanced Curriculum

“While not all students will become professional dancers, musicians, actors, or visual artists, all students will benefit from skills and processes that are developed through the arts and that can be applied in a variety of disciplines and settings.” (Preamble, Arts Education Essential Standards, 2010).

PhilosophyPhilosophyThe ARTS:

Have intrinsic and instrumental value Add richness and engagement to the learning

environment Help students understand their own community Provide intellectual demands

“A comprehensive, articulated arts education program engages and helps students develop the self-esteem, self-discipline, cooperative skills, and self-motivation necessary for success in life.” (Preamble, Arts Education Essential Standards, 2010).

PURPOSE:PURPOSE: Arts Education Essential Arts Education Essential

StandardsStandards

DANCEDANCE

Is used to communicate, comprehend, shape, and make meaning

Is innate; self-expression through movement is intrinsic to existence as humans and exists in all cultures and places

Provides means for kinesthetic learning and communication

The dance program develops creativity, problem-solving, self-discipline, and focus, and helps people connect to one another

MUSICMUSIC

Is deeply embedded in human existence

Is fundamental to creating and communicating meaning

Provides a primary means for learning about ourselves and others

The music program develops musical literacy and relies on processes of creating, performing, and responding to develop understanding

THEATRE ARTSTHEATRE ARTS

Is a primary way that children learn about life; social pretend play is used to make sense of the world

Students come equipped with rudimentary skills as playwrights, actors, designers, directors, and audience members

The theatre arts program integrates multiple aspects of the art form including script writing, acting, designing, directing, researching, comparing art forms, analyzing, critiquing, and understanding context

VISUALVISUAL ARTSARTS

Is innate in every society

Provides a multi-sensory means to communicate symbols and values

Is a multi-faceted creative process which includes the development of perceptual awareness and the ability to use materials expressively

The visual arts program is designed to develop visual literacy by promoting fluency in various modes of visual communication

INTENT: INTENT: Arts Education Essential Arts Education Essential

StandardsStandards

INTENT: Students should INTENT: Students should know and be able to…know and be able to…

communicate at a basic level in the four arts disciplines;

communicate proficiently in at least one art form;

develop and present basic analyses of works of art;

recognize and appreciate exemplary works of art;

relate various arts concepts, skills, and processes within and across disciplines.

FEATURES: FEATURES: Arts Education Essential Arts Education Essential

StandardsStandards

FEATURESFEATURES Communicating and developing literacy;

Thinking creatively and critically, and solving artistic problems;

Understanding the arts in relation to history, culture, heritage, ideas, and lifelong learning;

(continued)

FEATURESFEATURES Connecting learning within each arts

discipline and to life beyond school;

Understanding and appreciating world cultures and historic periods;

Addressing 21st Century Themes and Skills.

ORGANIZATION:ORGANIZATION: Arts Education Essential Arts Education Essential

StandardsStandards

ES ComponentsES Components [ES] - Essential Standards (<10)

[COs] - Clarifying Objectives (approximately 2-5 per ES)

[APs] - Assessment Prototypes (samples)

Strands:

• Organization

• Common threads of understanding

Learning Progression:• K-8 Grade Levels• HS Proficiency Levels• Organized to embed multiple entry points

ES FormatES Format Grade/Proficiency Level

Strand

ES Number

Clarifying Objectives(with corresponding numbers per ES)

ES Format: Arts EducationES Format: Arts Education

Example: 6.ML.3.1: Produce short rhythmic improvisations using a variety

of traditional and non-traditional sound sources.

KEY:

6 = Grade 6

ML = STRAND (Musical Literacy)

3 = Essential Standard ML3: Create music using a variety of sound and notational sources.

1 = Clarifying Objective number 1 aligned to ML3

HIGHLIGHTS: HIGHLIGHTS: Arts Education Essential Arts Education Essential

StandardsStandards

Arts EducationArts Education• Four separate courses of study:

– Dance– Music– Theatre Arts– Visual Arts

• Aligned with National Standards

• 21st Century Skills embedded throughout

Arts EducationArts Education• Use of RBT verbs (one verb per objective)

• Common clarifying objectives regarding history and culture, aligned with Social Studies curriculum, for all arts disciplines

• Assessment: included and aligned

Arts EducationArts Education• Sequencing and Progression:

• Articulated K-12 with multiple entry points embedded

• Organized grade-by-grade (K-8) and by proficiency level (9-12)

• Student Profile

• Policy implications (honors)

HS Proficiency LevelsHS Proficiency LevelsBeginning Intermediate Proficient Advanced

Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts).

Standards are for students who have had a complete K-8 progression or who have achieved beginning level standards in the discipline at the high school level.

Standards are for students who have achieved intermediate level standards in the discipline at the high school level.

Standards are for students who have achieved proficient level standards in the discipline at the high school level.

Note: students of various proficiency levels may be served within the same class or course.

STRANDSSTRANDS

Dance StrandsDance Strands• Creation and Performance (CP)

• Dance Movement Skills (DM)

• Responding (R)

• Connecting (C)

Music StrandsMusic Strands• Musical Literacy (ML)

• Musical Response (MR)

• Contextual Relevancy (CR)

Theatre Arts Theatre Arts StrandsStrands

• Communication (C)

• Analysis (A)

• Aesthetics (AE)

• Culture (CU)

Visual Arts StrandsVisual Arts Strands

• Visual Literacy (V)

• Contextual Relevancy (CX)

• Critical Response (CR)

STANDARDS: STANDARDS: Alignment with Current Alignment with Current

National StandardsNational Standards

Dance StandardsDance StandardsAlignment with National Standards for Dance*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.

NC Essential Standards (2010) National Dance Association (1994) National Dance Education Organization (2005)

CP1: Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. 

(2) Understanding choreographic principles, processes, and structures(3) Understanding dance as a way to create and communicate meaning

(2) Creating: Express ideas, experiences, feelings and images in original and artistic dance (4) Interconnecting

CP2: Understand how to use performance values (kinesthetic awareness, concentration, focus and etiquette) to enhance dance performance.

(6) Making connections between dance and healthful living(1) Identifying and demonstrating movement elements and skills in performing dance

(1) Performing: Execute original or existing artistic dance movement or works of art using elements and skills of dance (4) Interconnecting

DM1: Understand how to use movement skills in dance.

R1: Use a variety of thinking skills to analyze and evaluate dance.

(4) Applying and demonstrating critical and creative thinking skills in dance

(3) Responding: Demonstrate critical and analytic thinking skills in the artistic response to dance. (4) Interconnecting

C1: Understand cultural, historical, and interdisciplinary connections with dance.

(3) Understanding dance as a way to create and communicate meaning(5) Demonstrating and understanding dance in various cultures and historical periods(6) Making connections between dance and healthful living(7) Making connections between dance and other disciplines

(4) Interconnecting: Relate and transfer ideas, meanings, and experiences from other disciplines and areas of knowledge to dance and movement experiences.

Music StandardsMusic StandardsAlignment with National Standards*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and

performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.

NC Essential Standards (2010) National Standards for Music Education (1994)

ML1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.

(1) Singing, alone and with others, a varied repertoire of music

(2) Performing on instruments, alone and with others, a varied repertoire of music

ML2: Interpret the sound and symbol systems of music. (5) Reading and notating music

ML3: Create music using a variety of sound and notational sources.

(1) Improvising melodies, variations, and accompaniments

(2) Composing and arranging music within specified guidelines

MR1: Understand the interacting elements to respond to music and music performances.

(1) Listening to, analyzing, and describing music(7) Evaluating music and music performances

CR1: Understand global, interdisciplinary, and 21st century connections with music.

(8) Understanding relationships between music, the other arts, and disciplines outside the arts

(9) Understanding music in relation to history and culture

Theatre Arts StandardsTheatre Arts StandardsAlignment with National Standards*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.

NC Essential Standards (2010) National Standards for Theatre Education (1994)

C1: Use movement, voice, and writing to communicate ideas and feelings.

(1) Scriptwriting (2) Acting (4) Directing

C2: Use performance to communicate ideas and feelings.

A1: Analyze literary texts and performances. (7) Analyzing

AE1: Understand how to design technical theatre components such as costumes, sets, props, makeup, lighting, and sound.

(3) Designing

CU1: Analyze theatre in terms of the social, historical, and cultural contexts in which it was created.

(5) Researching (8) Understanding context

CU2: Understand the traditions, roles, and unique conventions of theatre as an art form.

(6) Comparing, connecting, and integrating art forms

Visual Arts StandardsVisual Arts StandardsAlignment with National Standards*Note: This chart illustrates the primary alignments with the national content standards; additional alignments with content standards and performance indicators occur across the Essential Standards, Clarifying Objectives, and Assessment Prototypes.

NC Essential Standards (2010)

National Standards for Visual Arts Education (1994)

V1: Use the language of visual arts to communicate effectively.

(1) Understanding and applying media, techniques, and processes

(2) Using knowledge of structures and functions(3) Choosing and evaluating a range of subject matter,

symbols, and ideasV2: Apply creative and critical thinking skills to artistic expression.

V3: Create art using a variety of tools, media, and processes safely and appropriately.

CX1: Understand the global, historical, societal, and cultural contexts of the visual arts.

(4) Understanding the visual arts in relation to history and cultures

CX2: Understand the interdisciplinary connections and life applications of the visual arts.

(6) Making connections between visual arts and other disciplines

CR1: Use critical analysis to generate responses to a variety of prompts.

(5) Reflecting upon and assessing the characteristics and merits of their work and the work of others

SAMPLE SAMPLE ESSENTIAL STANDARDS, ESSENTIAL STANDARDS, CLARIFYING OBJECTIVES, CLARIFYING OBJECTIVES,

AND ASSESSMENT PROTOTYPESAND ASSESSMENT PROTOTYPES

DANCEDANCEStrand: Responding

Essential Standard R1: Use a variety of thinking skills to analyze and evaluate dance.

Strand: Connecting

Essential Standard C1: Understand cultural, historical, and interdisciplinary connections with dance.

Strand: Creation and Performance

Essential Standard CP1: Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. 

5th Grade Dance 7th Grade Dance Proficient High School Dance

5.R.1.1: Analyze the relationship between elements when observing dance.

7.C.1.2: Exemplify connections between dance and concepts in other curricular areas.

P.CP.1.1: Create dances using selected dance elements, choreographic principles, structures, processes, and production elements to fulfill choreographic intent and meet aesthetic criteria.

AP: After creating and performing dance sequences in groups, students reflect within their groups on their performance by responding to teacher provided prompts that analyze the relationship between dance elements such as “How did your group’s use of time affect the use of space in your dance phrase?” or “How did your group’s use of energy affect your movement selection?”

Evaluate student’s ability to analyze the relationships among the dance elements.

AP: (Science): Students study how the function of bones and/or muscles of the human body relate to dance. Create a dance sequence that focuses on specific bones and/ or muscles.

Evaluate students’ ability to identify the functions of bones/ muscles and demonstrate that knowledge through movement choices in their created dance sequences.

AP: Students experiment with the concepts of shape, space, time, and energy using contact improvisation to create new movement designs, spatial configuration, dynamics, and rhythms. Explore sharing weight, partnering, “playing” with weight, and discovering unpredictable outcomes. Use this exploration as source material to guide the creation of a dance.

Evaluate the degree to which the students meet the identified criteria in the creation of their dances.

MUSICMUSICStrand: Musical Literacy

Essential Standard ML1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.

Strand: Musical Literacy

Essential Standard ML3: Create music using a variety of sound and notational sources.

Strand: Musical Response

Essential Standard MR1: Understand the interacting elements to respond to music and music performances.

2nd Grade Music 6th Grade Music Advanced High School Music

2.ML.1.1: Apply problem solving strategies to improve musical technique when singing and playing instruments.

6.ML.3.1: Produce short rhythmic improvisations using a variety of traditional and non-traditional sound sources.

A.MR.1.1: Execute the gestures of the conductor, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, to elicit expressive singing or playing.

AP: Students select methods for solving musical problems (e.g., improving posture to produce a more well-supported vocal sound; holding mallets correctly when playing barred instruments or wood blocks; patting a drum lightly or with more force to change the dynamic level, etc.).

Evaluate by asking students to use peer assessment and assist one another with making adjustments to technique.

AP: Using a variety of rhythm patterns and non-traditional sounds (e.g., body percussion, stand taps, instrument knocks), students improvise an 8-measure phrase.

Evaluate students’ successful creation and performance of the phrase.

AP: In peer conducting sessions or by watching a video of a rehearsal or performance, students evaluate their peers to determine effectiveness of conducting cues and gestures.

Evaluate students’ successful use of conducting gestures to elicit corresponding responses from their peers.

THEATRE ARTSTHEATRE ARTSStrand: Communication

Essential Standard C1: Use movement, voice, and writing to communicate ideas and feelings.

Strand: Analysis

Essential Standard A1: Analyze literary texts and performances.

Strand: Aesthetics

Essential Standard AE1: Understand how to design technical theatre components, such as costumes, sets, props, makeup, lighting, and sound.

3rd Grade Theatre Arts 6th Grade Theatre Arts Intermediate High School Theatre Arts

3.C.1.3: Understand how to transform stories into written dialogue.

6.A.1.2: Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events.

I.AE.1.2: Use the major technical elements, such as sound, lights, set, and costumes, for formal or informal audiences.

AP: Students choose an existing story or other work of literature and write dialogue for the characters.

Evaluate students’ transformation of the story into written dialogue.

AP: After viewing a formal or informal theatre production, students discuss how the performance made them feel and why as conveyed through the characters, settings, and events.

Evaluate students’ ability to verbally analyze the relationships of their emotions or thoughts to the characters, settings, and events of the production.

AP: Students operate lights, sound, or crew for a performance.

Evaluate students’ ability to execute the major technical element(s) in the performance.

VISUAL ARTSVISUAL ARTSStrand: Contextual Relevancy

Essential Standard CX1: Understand the global, historical, societal, and cultural contexts of the visual arts.

Strand: Critical Response

Essential Standard CR1: Use critical analysis to generate responses to a variety of prompts.

Strand: Visual Literacy

Essential Standard V1: Use the language of visual arts to communicate effectively.

2nd Grade Visual Arts 6th Grade Visual Arts Advanced High School Visual Arts

2.CX.1.1: Exemplify visual arts representing the heritage, customs, and traditions of various cultures.

6.CR.1.2: Use formative, self-evaluation strategies and results to improve the quality of art.

A.V.1.4 Analyze the compositional components of art.

AP: Students look at examples of weaving traditions from various cultures such as Native American, African, and Nordic, and create art illustrating techniques used by some of these cultures.

Evaluate students’ success at exemplifying art techniques used by various cultures’ by implementing variations of these techniques in their own art.

AP: Students self-evaluate throughout the artistic process and make alterations and adjustments to a work of art, explaining their choices.

Evaluate students’ successful explanation of their revisions to their art based on their self-evaluations.

AP: Deconstruct compositions to determine the relationships of the Elements of Art and Principles of design to each other and to the entire composition.

Evaluate students’ successful deconstruction of art works in order to explain the relationship of the elements and principles verbally or in writing.

ALIGNMENT: ALIGNMENT: 2121stst Century Skills Century Skills

FrameworkFramework

Framework for 21Framework for 21stst Century SkillsCentury Skills

CORE SUBJECTS

• English, Reading, or Language Arts• World languages

• ARTSARTS• Mathematics• Economics

• Science• Geography

• History• Government and Civics

DANCE 7.C.1.2: Exemplify connections between dance and concepts in other curricular

areas.

MUSICA.CR.1.5: Compare the use of characteristic elements, artistic processes, and

organizational principles among the arts in different historical periods and different cultures.

THEATRE ARTS2.A.1.1: Distinguish the setting, characters, sequence of events, main idea,

problem, and solution for a variety of stories.

VISUAL ARTSK.CX.2.2: Identify relationships between art and concepts from other disciplines,

such as math, science, language arts, social studies, and other arts.

Core SubjectsCore Subjects

GLOBAL AWARENESSGLOBAL AWARENESS

DANCE2.C.1.1: Exemplify dance representing the heritage, customs, and traditions of

various cultures.

MUSICB.CR.1.1: Use music to explore concepts in world history and relate them to

significant events, ideas, and movements from a global context.

THEATRE ARTS7.CU.1.1: Understand theatre arts in relationship to the geography, history, and

culture of modern societies from the emergence of the First Global Age (1450) to the present.

VISUAL ARTS3.CX.1.4: Compare purposes of art in different cultures, time periods, and

societies.

Financial, Economic, Business & Financial, Economic, Business & Entrepreneurial LiteracyEntrepreneurial Literacy

DANCE8.C.1.4: Explain the implications of career pathways and economic considerations

when selecting careers in dance.

MUSICP.CR.1.3: Explain how advances in music technology influence traditional music

careers and produce new opportunities.

THEATRE ARTS3.CU.1.2: Explain how theatre, film, and television impact our society.

VISUAL ARTS7.CX.2.1: Analyze careers in art and a variety of other careers in terms of the art

skills needed to be successful.

Civic LiteracyCivic Literacy

DANCE, MUSIC, THEATRE ARTS, and VISUAL ARTS:

Use (dance, music, theatre arts, or visual arts) to explore concepts of civics and economics (such as systems, functions, structures, democracy, economies, and interdependence).

*Common Clarifying Objective in all four arts education disciplines.

Health LiteracyHealth Literacy

DANCE7.C.1.3: Explain how to promote health, physical safety, and reduced risk of injury

through dance.

MUSICP.CR.1.4: Explain the causes of potential health and wellness issues for

musicians.

THEATRE ARTSI.C.1.1: Use non-verbal expression to illustrate how human motivations are

prompted by physical and emotional needs.

VISUAL ARTSB.V.3.1 Understand the appropriate and safe use of tools, media, and equipment.

Environmental LiteracyEnvironmental Literacy

DANCEA.CP.1.5: Create dance for performance based on ideas, experiences, feelings,

concepts, images, or narratives that have personal meaning or social significance.

MUSIC2.CR.1.2: Understand the relationships between music and concepts from other

areas.

THEATRE ARTS8.C.1.3: Create original works that communicate ideas and feelings.

VISUAL ARTSI.V.3.2: Select media appropriate for communicating content.

Learning and Learning and Innovation SkillsInnovation Skills

– Creativity and Innovation

– Critical Thinking and Problem Solving

– Communication and Collaboration

Learning and Learning and Innovation SkillsInnovation Skills

DANCE4.CP.1.4: Understand how different strategies for problem solving in dance

generate different outcomes.

MUSICA.ML.3.2: Create original music using imagination and technical skill in applying

the principles of composition.

THEATRE ARTS5.C.1.3: Construct original scripts using dialogue that communicates ideas and

feelings.

VISUAL ARTS7.CX.2.3: Implement collaborative planning and art skills to solve problems.

Information, Media, and Information, Media, and Technology SkillsTechnology Skills

DANCEA.C.1.3: Use a variety of resources to facilitate dance research.

MUSIC8.CR.1.3: Understand laws regarding the proper access, use, and protection of

music.

THEATRE ARTSA.AE.1.2: Use the knowledge and skills associated with technical roles, such as

lighting operator, prop master, or stage manager, in an appropriate and effective manner.

VISUAL ARTSA.CX.2.4: Analyze the influence of digital media and technology on creating art.

Life and Career SkillsLife and Career Skills

– Flexibility and Adaptability

– Initiative and Self-Direction

– Social and Cross-Cultural Skills

– Productivity and Accountability

– Leadership and Responsibility

Life and Career SkillsLife and Career Skills

DANCEA.C.1.5: Identify skills and qualities leading to success in the dance field and in

life such as responsibility, adaptability, organization, communication, project management and time management.

MUSICP.CR.1.5: Compare the roles of creators, performers, and others involved in the

production and presentation of the various arts, in order to make informed decisions regarding participation and involvement in the arts.

THEATRE ARTS6.CU.2.2: Understand the roles of actors and directors in creating performances.

VISUAL ARTS8.CX.2.1: Compare personal interests and abilities to those needed to succeed in

a variety of art careers.

FUTURE DIRECTIONS:FUTURE DIRECTIONS: Arts Education Essential Arts Education Essential

StandardsStandards

Future DirectionsFuture Directions

Instructional ToolkitsDevelopmentUse

Professional Development To introduce standards To provide support

Implementation: 2012-2013

Additional InformationAdditional Information

• ACRE Website (to access the standards and for additional

information including updated timelines): http://www.ncpublicschools.org/acre/standards/phase2

• Arts Education Website:http://arts.ncwiseowl.org

• Arts Education Listserv:http://arts.ncwiseowl.org/ > Resources > NCDPI Arts Education

Listserv Updates

Contact Information

Christie Lynch EbertArts Education Consultant

Dance and Music

clynch@dpi.state.nc.us

Ph: 919-807-3856

Myron CarterArts Education Consultant

Theatre and Visual Arts

mcarter@dpi.state.nc.us

Ph: 919-807-3758

NC Department of Public InstructionDivision of K-12 Curriculum and Instruction

K-12 Programs SectionHelga Fasciano, Section Chief

Questions?Questions?