Theatre Arts Essential Standards 2010 - PowerPoint PPT Presentation

Loading...

PPT – Theatre Arts Essential Standards 2010 PowerPoint presentation | free to download - id: 5d2a6e-ZGM4M



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Theatre Arts Essential Standards 2010

Description:

Title: PowerPoint Presentation Author: Shauna Queen Last modified by: clynch Created Date: 8/22/2007 7:30:24 PM Document presentation format: On-screen Show – PowerPoint PPT presentation

Number of Views:309
Avg rating:3.0/5.0
Slides: 62
Provided by: Shau45
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Theatre Arts Essential Standards 2010


1
Theatre Arts Essential Standards 2010
2
Agenda
  • Background Overview of Essential Standards (ES)
  • Writing Group Representation
  • Process
  • Implementation Timeline
  • ES Organization
  • Highlights
  • Future Directions
  • Instructional Toolkits
  • Professional Development
  • Other Opportunities
  • Additional Information
  • Questions

3
Essential Standards Background
4
ES Background
Direction from Framework For Change
  • Articulation at each grade level
  • Infusion of 21st century skills
  • Reflection of rigor, relevance, and
    relationships
  • May 2008

5
Accountability Curriculum 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

6
Essential Standards Phase II
  • K-12 Arts Education
  • Dance, Music, Theatre Arts Visual Arts
  • K-12 English Language Arts
  • K-12 Guidance
  • K-12 Healthful Living
  • Health Physical Education
  • K-12 Second (World) Language
  • K-12 Social Studies

7
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

8
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?

9
ES Identification Criteria
  • Knowledge Skills . . .
  • valuable beyond one test ENDURANCE
  • valuable in multiple disciplines LEVERAGE
  • necessary for success at next level READINESS

10
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
11
(No Transcript)
12
Essential Standards Filters
13
WRITING GROUPS Arts Education Essential
Standards
14
ES Writing Groups
K-12 Writers
15
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

16
PROCESS Arts Education Essential Standards
17
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 review
  • 2009-2010 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

18
Timeline
  • June 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

19
PHILOSOPHY Arts Education Essential Standards
20
Philosophy Powerful Tools
21
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).

22
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).

23
PURPOSE Arts Education Essential Standards
24
THEATRE 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

25
INTENT Arts Education Essential Standards
26
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.

27
FEATURES Arts Education Essential Standards
28
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)

29
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.

30
ORGANIZATION Arts Education Essential Standards
31
ES Components
  • ES - Essential Standards (lt10)
  • 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

32
ES Format Arts Education
6.ML.3.1 Produce short rhythmic improvisations
using a variety of traditional and
non-traditional sound sources.
  • Example

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
33
HIGHLIGHTS Arts Education Essential Standards
34
Arts Education
  • Four separate courses of study
  • Dance
  • Music
  • Theatre Arts
  • Visual Arts
  • Aligned with National Standards
  • 21st Century Skills embedded throughout

35
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

36
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)

37
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.
38
STRANDS
39
Theatre Arts Strands
  • Communication (C)
  • Analysis (A)
  • Aesthetics (AE)
  • Culture (CU)

40
STANDARDS Alignment with Current National
Standards
41
Theatre Arts Standards
Alignment 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. Alignment 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. Scriptwriting (2) Acting (4) Directing
C2 Use performance to communicate ideas and feelings. Scriptwriting (2) Acting (4) Directing
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
42
SAMPLE ESSENTIAL STANDARDS, CLARIFYING
OBJECTIVES, AND ASSESSMENT PROTOTYPES
43
THEATRE ARTS
Strand 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.
44
ALIGNMENT 21st Century Skills Framework
45
Framework for 21st Century Skills
  • CORE SUBJECTS
  • English, Reading, or Language Arts
  • World languages
  • ARTS
  • Mathematics
  • Economics
  • Science
  • Geography
  • History
  • Government and Civics

46
Core Subjects
  • DANCE
  • 7.C.1.2 Exemplify connections between dance and
    concepts in other curricular areas.
  • MUSIC
  • A.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 ARTS
  • 2.A.1.1 Distinguish the setting, characters,
    sequence of events, main idea, problem, and
    solution for a variety of stories.
  • VISUAL ARTS
  • K.CX.2.2 Identify relationships between art and
    concepts from other disciplines, such as math,
    science, language arts, social studies, and other
    arts.

47
GLOBAL AWARENESS
  • DANCE
  • 2.C.1.1 Exemplify dance representing the
    heritage, customs, and traditions of various
    cultures.
  • MUSIC
  • B.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 ARTS
  • 7.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 ARTS
  • 3.CX.1.4 Compare purposes of art in different
    cultures, time periods, and societies.

48
Financial, Economic, Business Entrepreneurial
Literacy
  • DANCE
  • 8.C.1.4 Explain the implications of career
    pathways and economic considerations when
    selecting careers in dance.
  • MUSIC
  • P.CR.1.3 Explain how advances in music
    technology influence traditional music careers
    and produce new opportunities.
  • THEATRE ARTS
  • 3.CU.1.2 Explain how theatre, film, and
    television impact our society.
  • VISUAL ARTS
  • 7.CX.2.1 Analyze careers in art and a variety of
    other careers in terms of the art skills needed
    to be successful.

49
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.

50
Health Literacy
  • DANCE
  • 7.C.1.3 Explain how to promote health, physical
    safety, and reduced risk of injury through dance.
  • MUSIC
  • P.CR.1.4 Explain the causes of potential health
    and wellness issues for musicians.
  • THEATRE ARTS
  • I.C.1.1 Use non-verbal expression to illustrate
    how human motivations are prompted by physical
    and emotional needs.
  • VISUAL ARTS
  • B.V.3.1 Understand the appropriate and safe use
    of tools, media, and equipment.

51
Environmental Literacy
  • DANCE
  • A.CP.1.5 Create dance for performance based on
    ideas, experiences, feelings, concepts, images,
    or narratives that have personal meaning or
    social significance.
  • MUSIC
  • 2.CR.1.2 Understand the relationships between
    music and concepts from other areas.
  • THEATRE ARTS
  • 8.C.1.3 Create original works that communicate
    ideas and feelings.
  • VISUAL ARTS
  • I.V.3.2 Select media appropriate for
    communicating content.

52
Learning and Innovation Skills
  • Creativity and Innovation
  • Critical Thinking and Problem Solving
  • Communication and Collaboration

53
Learning and Innovation Skills
  • DANCE
  • 4.CP.1.4 Understand how different strategies for
    problem solving in dance generate different
    outcomes.
  • MUSIC
  • A.ML.3.2 Create original music using imagination
    and technical skill in applying the principles of
    composition.
  • THEATRE ARTS
  • 5.C.1.3 Construct original scripts using
    dialogue that communicates ideas and feelings.
  • VISUAL ARTS
  • 7.CX.2.3 Implement collaborative planning and
    art skills to solve problems.

54
Information, Media, and Technology Skills
  • DANCE
  • A.C.1.3 Use a variety of resources to facilitate
    dance research.
  • MUSIC
  • 8.CR.1.3 Understand laws regarding the proper
    access, use, and protection of music.
  • THEATRE ARTS
  • A.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 ARTS
  • A.CX.2.4 Analyze the influence of digital media
    and technology on creating art.

55
Life and Career Skills
  • Flexibility and Adaptability
  • Initiative and Self-Direction
  • Social and Cross-Cultural Skills
  • Productivity and Accountability
  • Leadership and Responsibility

56
Life and Career Skills
  • DANCE
  • A.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.
  • MUSIC
  • P.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 ARTS
  • 6.CU.2.2 Understand the roles of actors and
    directors in creating performances.
  • VISUAL ARTS
  • 8.CX.2.1 Compare personal interests and
    abilities to those needed to succeed in a variety
    of art careers.

57
FUTURE DIRECTIONS Arts Education Essential
Standards
58
Future Directions
  • Instructional Toolkits
  • Development
  • Use
  • Professional Development
  • To introduce standards
  • To provide support
  • Implementation 2012-2013

59
Additional Information
  • ACRE Website (to access the standards and for
    additional information including updated
    timelines) http//www.ncpublicschools.org/acre/s
    tandards/phase2
  • Arts Education Website
  • http//arts.ncwiseowl.org
  • Arts Education Listserv
  • http//arts.ncwiseowl.org/ gt Resources gt NCDPI
    Arts Education Listserv Updates

60
Contact Information
NC Department of Public Instruction Division of
K-12 Curriculum and Instruction K-12 Programs
Section Helga Fasciano, Section Chief
  • Christie Lynch Ebert
  • Arts Education Consultant
  • Dance and Music
  • clynch_at_dpi.state.nc.us
  • Ph 919-807-3856
  • Myron Carter
  • Arts Education Consultant
  • Theatre and Visual Arts
  • mcarter_at_dpi.state.nc.us
  • Ph 919-807-3758

61
Questions?
About PowerShow.com