DANCEEssential Standards

2010Christie Lynch Ebert

Arts Education Consultant, NCDPI

Sherri Newhouse, Sian Panter, Lydia Stewart, Sue Stinson Essential Standards Leads

NCAAHPERD/DANCE November 11, 2010

Agenda

• Background & Overview of Essential Standards (ES)

• Writing Group Representation

• Process

• Implementation Timeline

• ES Organization

• Highlights

• Future Directions

• Additional Information

• Questions

Background and Overview

ES BackgroundDirection from

Framework For Change

Long-Term Goal 1: Overhaul the K-12 SCOS to focus on essential standards in order to narrow and deepen the state’s curriculum

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

May 2008

Accountability & Curriculum Reform Effort (ACRE)

• Essential Standards: – K-12 Arts EducationK-12 Arts Education

Dance, Music, Theatre Arts & Visual ArtsDance, Music, Theatre Arts & Visual Arts

• Writing Instruction System

• Accountability Redesign

• Comprehensive Assessment

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 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 Criteria

Knowledge & Skills . . .

– valuable beyond one test: ENDURANCE

– valuable in multiple disciplines: LEVERAGE

– necessary for success at next level: READINESS

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 Filters

ES Criteria

21st Century

Skills

Research

Int’l,

National

&

State

Standards

WRITING GROUPS: Arts Education Essential

Standards

ES Writing Groups

NCDPI Arts Education

Consultant

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

K-12 Writers

ES Writing Groups

Composition: 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: Arts Education Essential

Standards

ES Process (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: Arts Education Essential

Standards

Timeline

August 2010• Version 3.0 to SBE (Discussion)

September 2010• Version 3.0 to SBE (Approval)

2012-13 School Year• Implementation

PHILOSOPHY: Arts Education Essential

Standards

Philosophy: Powerful Tools

Philosophy

The 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).

Philosophy

The 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: Arts Education Essential

Standards

DANCE• 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

INTENT: Arts Education Essential

Standards

INTENT: Students should 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: Arts Education Essential

Standards

FEATURES

• 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)

FEATURES

• 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: Arts Education Essential

Standards

ES 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 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: Arts Education Essential

Standards

Arts Education

• Four separate courses of study:– Dance– Music– Theatre Arts– Visual Arts

• Aligned with National Standards

• 21st Century Skills embedded throughout

Arts 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 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 Levels

Beginning 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.

STRANDS

Dance Strands

• Creation and Performance (CP)

• Dance Movement Skills (DM)

• Responding (R)

• Connecting (C)

STANDARDS: Alignment with Current

National Standards

Dance 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.

SAMPLE ESSENTIAL STANDARDS, CLARIFYING OBJECTIVES,

AND ASSESSMENT PROTOTYPES

DANCEStrand: 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.

ALIGNMENT: 21st Century Skills

Framework

Framework for 21st Century Skills

CORE SUBJECTS

• English, Reading, or Language Arts• World languages

• ARTS• 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 Subjects

GLOBAL 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 & Entrepreneurial 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 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 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 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 Innovation Skills

– Creativity and Innovation

– Critical Thinking and Problem Solving

– Communication and Collaboration

Learning and Innovation 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 Technology 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 Skills

– Flexibility and Adaptability

– Initiative and Self-Direction

– Social and Cross-Cultural Skills

– Productivity and Accountability

– Leadership and Responsibility

Life 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: Arts Education Essential

Standards

Future Directions

Instructional ToolkitsDevelopmentUse

Professional Development To introduce standards To provide support

Implementation: 2012-2013

Additional 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?