21st Century Skills and the Arts

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Revised Framework For 21st Century Learning
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ACTIVITY

• How do the arts teach the 21st century themes and
  skills?
• Be prepared to SHARE!

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Core Subjects

• English, Reading or Language Arts
• Mathematics
• Science
• Foreign Languages
• Civics
• Government
• Economics
• ARTS
• History and
• Geography (NCLB)

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21st CENTURY THEMES

• Global Awareness
• Financial, Economic, Business and Entrepreneurial
  literacy
• Civic Literacy
• Health Literacy

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Global Awareness Writing Theatre Arts

• Identify some of the characters and ideas from
  the commedia dellarte, and write an essay that
  compares it to a similar style of theatre from
  another century (for example, Molieres comedies,
  slapstick comedy of the early 1900s, etc.).

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Global Awareness Writing Visual Arts

• Students identify and discuss certain firsts in
  art
• Research the contributions of an artist from
  another country and write a paper about the
  artist. Two examples are listed here
• Graciela Rodo-Boulanger of Bolivia
• Lim Kok Boon of Indonesia

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Financial, Economic, Business and Entrepreneurial
Literacy Math Music

• Share the budget with the students. It will
  address
• Knowing how to make appropriate personal
  economic choices.

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Sample Budget
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Civic Literacy Social Studies Music

• The learner will explore examples of and
  opportunities for active citizenship, past and
  present, at the local and state levels. Grade 8
  SCS
• Research songs from the past that were composed
  for the sake of political protest. Discuss their
  meanings and their purposes. Some examples are
• Blowin in the Wind by Bob Dylan
• War by Edwin Starr
• Where Have All the Flowers Gone? by Pete Seeger
• Compose a song of your own that tackles one of
  todays issues using appropriate notation, time
  signature, and expressive devices.

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Health Literacy Physical Education Science
Dance

• The learner will conduct investigations, use
  models, simulations, and appropriate technologies
  and information systems to build an understanding
  of the complementary nature of the human body
  system. Grade 7 SCS
• Conduct a mini-unit on kinesiology, addressing
  specific muscle groups affected most by dance,
  including specific treatments for sore muscles.
• Students should know who to contact in case of
  emergencies such as broken or fractured bones,
  dizziness, etc.
• Make sure to provide a diagram of the
  musculoskeletal system and have students identify
  muscles and tendons affected by specific dance
  movements.
• http//www.geocities.com/vienna/strasse/5503/danc
  etips.html (Dance Tips).

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Learning and Innovation Skills

• Creativity and Innovation Skills
• Critical Thinking and Problem Solving Skills
• Communication and Collaboration Skills

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Creativity/Innovation Skills Writing Dance

• Give students a list of creative choices
  connected to new ideas that evolved as a result
  of necessity (e.g., creating the first
  automobile). Students then establish a structure
  of creative inventiveness.
• Create dance movements that communicate their
  processes.
• Write an essay that explains the steps in their
  creative approach.
• Revise and perform their dances. As an
  extension, relate how the steps they took are
  similar to the ways inventors/discoverers/
• technicians approach creative solutions (or
  should approach creative solutions) to their
  problems.

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Critical Thinking/Problem Solving Science
Math Visual Arts

• Fibonacci numbers are used in art, architecture,
  and music. They also appear in nature
  everywhere.

http//fy.chalmers.se/kuzmin/HOBBY/TABLE/STORY/Im
age31.gif
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Critical Thinking/Problem Solving Science
Math Theatre Arts

• Stage lighting students must understand
  electricity. They must also know mathematical
  formulas
• The pie formula P IE or W VA (watts
  equals volts time amps)
• Many other arrangements are also suitable for
  solving specific problems. For example
• P I/E I2R E2/R
• R E/I E2/P P/I2
• 
  

www.charles.kaiser.name/lighting2.htm
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Communication/Collaboration Writing Visual
Arts

• Distribute drawing paper and assign a theme.
• Each student draws for one minute then passes
  his/her paper to the next person. The next
  student adds his/her own ideas to the picture.
  This continues around the room until the paper
  ends up with the student who started the drawing.
  
• As a follow-up, students use narrative writing to
  describe how they felt throughout the process,
  including their feelings about how their pictures
  evolved and whether or not the originator was
  satisfied with the end product.

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Communication/Collaboration Skills
Writing/Speaking Music

• Record the group singing or playing a piece of
  music.
• In small, collaborative groups, evaluate the
  quality and effectiveness of the performance
  using specific criteria and offer constructive
  suggestions for improvement.
• Explain in writing how each individual's part
  contributes to the overall sound quality of the
  group. Examine how the director communicates to
  the ensemble in order to facilitate the
  collaborative performance of the piece (tempo,
  dynamics, blend, balance, etc).

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Information, Media, and Technology Skills

• Information Literacy
• Media Literacy
• ICT (Information, Communications, and Technology)
  Literacy

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Information Literacy Writing Dance

• Assign historical dance figures for students to
  research, such as Pierre Rameau, Carlo Blasis,
  Jerome Robbins, Agnes DeMille, Alvin Ailey, Twyla
  Tharp, Mikhail Baryshnikov, and Martha Graham.
  Supply students with specific questions to help
  them determine the credibility of their
  resources. Two sample questions might be
• How recently was the article about your topic
  published?
• Does it cover the topic in enough depth?
• Students need to evaluate their sources
  carefully, and select only the sources that are
  reliable, accurate, and authoritative based on
  specific criteria.

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Media Literacy Reading Music

• Lead a discussion about how different media
  portrays popular music (e.g., feature news
  stories on broadcast news, editorials, newspaper
  articles, etc.). Get a variety of perspectives.
  Ask leading questions such as
• How does the writer view particular artists whose
  albums and singles have reached the top 40 in the
  charts?
• Does the feature or article seem to be biased
  towards specific types of popular music?
• How do you think the feature or article will
  affect the publics view of the music?

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ICT Literacy Writing Arts

• Discuss the role of publicist (for a dramatic
  production, dance recital, choral recital, art
  exhibition, etc.).
• Have students act as publicists to compose a
  publicity package using various applications on
  the computer. The student will become familiar
  with
• creating and transferring files
• transferring digital images to email attachments
• inserting hyperlinks

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Life and Career Skills

• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility

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Flexibility and Adaptability Writing Visual
Arts

• During the course, a student will work with many
  different art materials, and each material will
  have its own characteristics. The student will
  constantly have to adapt the way s/he works with
  each medium. Provide instruction to ensure that
  each student becomes familiar with each mediums
  characteristics and correct application.
• Select two media and have students compare the
  two media. Write about the consistency, texture,
  pliability, ease of use, etc. of each medium.
  Describe the advantages and disadvantages of each
  medium.

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Initiative and Self-Direction Writing Music

• Help all students, K-12, understand that learning
  extends beyond the classroom and that there are
  many benefits and opportunities for involvement
  in music such as
• Careers professional musician, composer,
  teacher, producer, publisher, music therapist,
  music industry careers, etc.
• Benefits health and mental fitness, social
  music, self-expression, therapy
• Other appreciation of music listening to
  music physical, social, emotional, intellectual
  and aesthetic influence of music as it addresses
  various learning styles and intelligences
• Have students select a category and do a research
  report.

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Social and Cross-Cultural Skills Science
Theatre Arts

• Discuss the scientific principles of color theory
  as they pertain to stage lighting. Have students
  divide into small groups.
• Each group is to select a concept of stage
  lighting theory and prepare models, computer
  simulations, or other means of presentation, to
  test hypotheses relating to the concept.
  Examples may include
• Gels (color filters) can dramatically transform
  colors onstage.
• Principles of reflection, refraction, and
  absorption create varying effects onstage.

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Productivity and Accountability Music

• Have students listen to a recording of themselves
  singing or playing composed or original works of
  music (or, use a recording of a piece of music).
• Collaboratively develop criteria for evaluating
  the quality and effectiveness of the performance
  or composition. This may be done by developing a
  rubric as a class. This rubric may then be used
  by students to apply the jointly developed
  criteria in their own personal listening and
  performing of music.

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Leadership and Responsibility Language Arts
Theatre Arts

• The role of the narrator is powerful.
• Leadership
• Responsibility
• Every student should have the opportunity to
  develop the skills to become narrators before the
  end of the class.

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21st Century Support Systems

• Standards
• Assessment (Formative and Summative)
• Professional Development
• Curriculum and Instruction
• Learning Environments

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Making Authentic Connections

• Incorporates each content area in a meaningful
  context (as appropriate and maintaining the
  integrity of each discipline)
• Contains measurable student outcome(s)

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What do math and the arts have in common?
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COMPETENCY GOAL 2 The learner will understand
and use perimeter and area.

• Perimeter Dance
• Using forward, back, and lateral Latin dance
  steps, students will create "Perimeter" dances in
  which they dance in a square or rectangle and
  calculate the perimeter and area of their dances.
  As an extension, students will analyze the
  relationship of perimeter and area, creating
  multiple dances with the same area.

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Math in Your Feet

• Dance is considered creative. Math is considered
  to be mostly problem solving. Both rely on
  creativity to solve problems.
• Dance patterns can be charted (choreography).
  Dance steps include many variables and patterns.
  Shapes and geometric concepts can be and are
  often used in choreography.
• Math in Your Feet is a program that teaches
  math using dance.

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Music and Sound Waves

• When composing music, students will have to
  understand the musical scales including sharps
  and flats, frequency, etc. For example
• A-440 (hertz) is the A above middle C.
• Frequencies between half tones is
  1.0594630943593...
• To calculate the frequency of A, multiply 440
  hertz by 1.059. The answer will be 466.16376...
• If this is repeated 12 times, it will place you
  at an octave higher, which would be 880 hertz.
  Doubling the frequency creates a note an octave
  higher. Dividing the frequency in half creates a
  note an octave lower.
• The movement from one note to another is a
  constant 1.059463 therefore, students are able
  to calculate the number of vibrations per second
  between two random notes.

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Composition and Time Signatures

• Students will create original compositions
  within specific guidelines and perform their
  compositions for the class. Compositions will be
  notated using traditional methods.
• http//64.78.42.182/sweethaven/Arts/MusicTheory/l
  essonmain.asp?lesNum3modNum2
  ?

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Set Design for the Stage

• 
  
  
• Students lay out a grid for the perspective
  sketch using precise measurements.
• Students determine scale for models of the set
  and have to measure precisely.

• www.oxfordreference.com/pages/samplep-17

www.oxfordreference.com/pages/samplep-17
http//www.stuorg.iastate.edu/ethosmagazine/april0
7/images/set04sm.jpg
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Linear Perspective

• Linear perspective combines geometry and art.
• Linear perspective is used in theatre arts and in
  visual arts.
• 
  

http//rourkevisualart.com/wordpress/wp-content/up
loads/2007/03/linear_perspective.jpg
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Fractals

• A fractal is generally a rough or fragmented
  geometric shape that can be split into parts.

http//math.rice.edu/lanius/frac/
http//www.ccs.neu.edu/home/fell/COM1201/PROGRAMS/
RecursiveFractals1.gif
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Human Proportions

• The distance from the top of the head to the chin
  is about 1/7 of his total height (from head to
  toe).
• The width of the shoulders is ¼ the height of a
  person.
• The length from top to bottom of the buttocks is
  1 head.
• The length of the foot is equal to the length of
  the forearm.
• The distance from the hip to the toes is 4 heads.
  

http//www.animatedbuzz.com/tutorials/images/propo
rtion04.jpg
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Facial Proportions

• The eyes are halfway between the top of the head
  and the chin.
• The bottom of the nose is halfway between the
  eyes and the chin.
• The mouth is 1/3 to ½ way between the nose and
  the chin.
• The corners of the mouth line up with the centers
  of the eyes.
• The top of the ears line up above the eyes, on
  the eyebrows.
• The bottom of the ears line up with the bottom of
  the nose.
• The top center of the teeth and the eyes form a
  triangle.
• The distance from one side of the head to the
  other side is equal to 5 eyes.

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Try it Yourself!

• You do not have to be an artist to draw a
  portrait proportionally correct.
• You can draw a face using basic elements of math.

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STEP 1

• Drawing LIGHTLY, draw an oval.
• If you want to really live life on the edge, draw
  an egg shape with the larger part at the top.
• (You can also draw an egg shape mathematically.)

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STEP 2

• Draw a vertical line splitting the oval in half.
• Draw a horizontal line splitting the oval into
  upper and lower halves.

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STEP 3

• Draw another horizontal line ¼ of the way from
  the top.
• Draw a third horizontal line ¼ of the way from
  the bottom.

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STEP 4

• Draw the final horizontal line 1/3 of the way
  from the last horizontal line to the bottom of
  the oval.
• Draw 2 vertical lines ½ way between the center
  line and the outer edges of the oval.

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• SO FAR

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STEP 5 EYES

• Draw the eyebrows on the center horizontal line
  (centered above the blue lines).
• Draw the upper eyelid just below the eyebrows.
• Draw the pupils on the blue lines.

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STEP 6 NOSE AND MOUTH

• Draw the tip of the nose and the nostrils on the
  line that is ¼ from the bottom.
• Draw the upper lip on the line 1/3 of the way
  from the tip of the nose to the chin.

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STEP 7 EARS

• Start the ears at the eyebrow line (½ way between
  the top of the head and the chin).
• End the ear at the nose line (¾ of the way down
  from the top of the oval).
• NOTE The shape is almost like half of a
  valentine.

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STEP 8 HAIR

• The hairline begins ¼ of the way down from the
  top.
• and you can add other details to make the
  person unique (wrinkles, freckles, etc.)

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Another Way

• There are other ways to draw the face
  mathematically as well by drawing two circlesone
  for the head and one for the jaw. HOWEVER, the
  proportions remain the same.

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Any Questions?
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ARTS EDUCATION AND 21ST CENTURY SKILLS IN NORTH
CAROLINA

• This document examines how the Arts Education
  Standard Course of Study aligns with and teaches
  21st century themes and skills and much more.
• To order, please call [phone] or visit
  Publication Sales on the Web at
  http//www.ncpublicschools.org/publications/.
• IS173, 2009, 12
• View the online version (free) at
  http//www.ncpublicschools.org/curriculum/artsed/r
  esources/

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Arts Education Resources at the Department of
Public Instruction

• Myron Carter, Theatre Arts Visual Arts
  Education Consultant
• mcarter_at_dpi.state.nc.us
• 919-807-3758
• Christie Lynch Ebert, Dance Music Education
  Consultant
• clynch_at_dpi.state.nc.us
• 919-807-3856