Why the Arts Are Essential for 21st Century Learning

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Why the Arts Are Essential for 21st Century
Learning
Mr. John Ceschini Executive Director of Arts
Education Maryland Schools Alliance
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(No Transcript)
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The Arts in Education

• Education is not the filling of
• a pail but the lighting of a fire
• William Butler Yeats

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• WHY

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Teaching Through the Arts
Critical Links

• Learning in the Arts and Student Academic
  and Social Development
• Funded by the US Dept. of Education and National
  Endowment for the Arts
• Reviews 62 studies of dance, music, theatre,
  visual arts and multi-arts
• Studies selected by teams of researchers from
  Harvard and UCLA
• Most studies are experimental using both
  quantitative and qualitative methods

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Teaching Through the Arts
Findings

• The Arts Involve and Develop Fundamental
• Cognitive Capacities

• Spatial Reasoning
• - Organizing and sequencing ideas, concepts and
  images
• Conditional Reasoning
• - Developing and testing theories
• Interpretation
• - Decoding multiple modes of representation

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Teaching Through the Arts
Findings

• The Arts Involve and Develop Personal and Social
  Skills Behaviors
• Self Identity/Self Efficacy
• Realistically valuing oneself
• Social Tolerance
• Respecting multiple points of view

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Teaching Through the Arts
Findings

• The Arts Involve and Develop Fundamental
  Cognitive Capacities
• Imagination
• Visualizing new possibilities for thought and
  action
• Persistence
• Sustaining concentrated attention

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Teaching Through the Arts
Findings

• The Arts Involve and Develop Personal and Social
  Skills Behaviors
• Empathy Engagement in Learning

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Which Critical Thinking Skills Can be Taught

Through the Arts
Through Reading
Analyze Assess Associate Categorize
Characterize Clarify Classify Compare
Connect Contrast Defend Determine
Distinguish Elaborate Examine Explain Extend
Generalize Identify Infer Interpret
Justify Observe Organize Predict Question
Relate Summarize Support Visualize
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2005-2006 MSA SCORES
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New Imagination Poll

• Nine out of ten voters say that using the
  imagination is important to innovation and ones
  success in a global knowledge-based market place
• Eighty-eight percent of voters believe that
  education in and through the arts is essential to
  cultivating the imagination
• Sixty-nine percent of the voters believe that US
  believe that when compared to other nations, we
  devote less attention to developing imagination

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• HOW

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Program Objectives
To ensure that the arts are being integrated into
the curriculum using the Maryland State Arts
Outcomes
To ensure that all teachers have training and
opportunities to implement an integrated Arts
program
To ensure a discipline-based program in
theater..dance..visual arts and music
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Key Players
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How Are We Organized?
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Teacher Training

• In-service Programs
• Resident Artist
• Workshops
• Arts Council Workshops
• Special Guest Arts
• Educators

• Summer Programs
• Artist/Teacher Institute
• Opera Camp
• CETA Groups

Partnerships
Using the Talents Within

• Teachers mentoring
• teachers
• Hiring with the Arts in
• Mind
• In school observation

• Kennedy Centers
• CETA groups
• Universities
• Opera Companies

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Funding and Resources

• Grants
• State Dept. of Ed.
• Moving America Maryland
• Arts Councils

• Local Government
• Sculpture Bronzing

• Education Committee provides funds for
  instruments/art prints and drama supplies

Parents and Local Citizens

• Partnerships
• Kennedy Center
• Washington Opera Co.
• Annapolis Opera Co.
• Universities
• Harvard/Research
• Towson/Dance Teacher
• Catholic U/Drama Interns

• Parents as fundraisers
• Share talents and resources

• Lead club programs
• Decorate local malls
• Business donations

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Example of Curriculum Map January - 4th Grade
Content Area Key Concepts Integration Opportunities
Math 6.4.2.3 identify and compare decimals to the hundredths using numerals, pictures, and concrete objects. 6.4.5.6 use models and pictures to relate, add, and subtract decimals (tenths and hundredths), explaining the processes and recording results. Use Mondrians paintings to reinforce concepts in common, decimal and percent fractions.
Writing 3.4.7.1. Write to persuade an intended audience with a composition that ??establishes a clear position in support of a proposition or proposal, ??supports the position with organized and relevant evidence ??includes an ending that sums up the goals with reasons. Students will research an artist of choice and paint in the style of the artist.
Science 2.4.3 identify the physical properties of minerals (e.g., color, hardness, luster, and streak). 1.4.11 classify objects, materials, concepts, and actions based on similarities and differences. Students will make sculptures using rocks and minerals and write a descriptive paragraph using art and science vocabulary.
Social Studies describe the relationship between physical characteristics of a place and the location of human activities. (MLO 3.3) identify and locate physical and human characteristics of places and explain how those characteristics have affected people living there. (MLO 3.2) Students will research Native American art forms and use the information to help them make their own original artistic creation.
Art 1.1.4.b. Represent relationships among observed people, animals, and objects, in a composition by selecting and using the elements of art to achieve specific effects. 1.3.4.b. Select and use elements of art and principles of design including pattern, contrast, repetition, balance, rhythm/movement, emphasis, variety, harmony/unity, and proportion to give personal meaning to a visual composition. II.1.4.b. Describe the process used to select ideas, images, and forms to express meaning in visual compositions. Students will create a personal Native American symbol to represent the specific tribe and its culture that they have studied. Students will create totem pole designs. Social Studies Native Americans
Music .2.4.c Practice proper playing technique for instruments from diverse cultures. I.2.4.d Perform accurately rhythmic and melodic ostinatos while other students sing or play contrasting parts I.3.4.c Perform games and traditional dances from a variety of world cultures. Perform Native American flute melody with rhythmic ostinato on drums and shakers along with stick game ( all in a meter of 3)
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THE NEED
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The Partnership for 21st Century Skills
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What is the Partnership

• A unique public private organization of leaders
  and educators in business and education that has
  come together to help schools fully address the
  educational needs of the 21st century

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Some Participating Organizations

• AOL,INC
• National Education Association
• Microsoft Corporation
• Apple Computer
• The U.S. Department of Education
• Cisco Systems
• Crayola
• American Library Association
• Many Education and Business Partners

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State Initiatives

• Arizona
• Iowa
• Kansas
• Maine
• Massachusetts

• New Jersey
• North Carolina
• South Dakota
• West Virginia
• Wisconsin

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Framework for 20th Century Learning
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Starting Point for Change
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Learning and Thinking Skills

• Critical Thinking and Problem Solving Skills
• Communication Skills
• Creativity and Innovation Skills
• Collaboration Skills
• Information and Media Literacy Skills
• Contextual Learning Skills

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21st Century Content

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

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Information and Technology Literacy

• Support 21st century Teaching and Learning
• Meet State/National Educational Technology
  Standards

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Life Skills

• Leadership
• Ethics
• Accountability
• Adaptability
• Personal Productivity
• Personal Responsibility
• Self Direction
• Social Responsibility

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21st Century Assessment

• Authentic 21st Century Assessment to Support the
  Essential Foundation of a 21st Century Education
• Effective, Sustainable and Affordable and must
  Use Modern Technologies to Increase Timeliness
  and Efficiency
• Multiple Balanced Means of Assessment
• High Quality Standardized Testing along with
  Effective Classroom Assessments and
  Performance-Based Portfolio Assessments.

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Todays Children are Different

• They Think, Access, Absorb, Interpret, Process
  and Use Information.
• They View, Interact and Communicate with the
  Modern World.
• Children Expect to Have Instantaneous Access to
  Information, Goals and Services.

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(No Transcript)
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Framework for 21st Century Learning
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The Arts in Education Crisis
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Equity

• All students deserve equal access to the arts.

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Risk Taking

• The Arts Encourage Risk Taking

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STEMSTEAMTEAMS

• The arts encourage collaboration

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Student Achievement

• Arts Boost Student Achievement in all Content
  Areas

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Students Learn in Different Ways

• The arts provide powerful interventions for all
  types of learners

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Teaching Through the Arts

• There are painters who transform the sun to a
  yellow spot, but there are others who with the
  help of their art and their intelligence,
  transform a yellow spot into the sun. Picasso
• If art is to nourish the roots of our culture,
  society must set the artist free to follow his
  vision wherever it takes him."  John Kennedy
• I hear, I know. I see, I remember. I do, I
  understand."  Confucius

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AEMS Alliance-Arts Education in Maryland Schools
Alliance

• jceschini_at_aems-edu.org
• Websitewww.aems-edu.org
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