NC Arts Education Coordinators Lisa Pearce Host Associate

NC Arts Education Coordinators Lisa Pearce, Host Associate Professor of Art, Director of Art Education Program, Meredith College

Introductions

Arts Education Coordinators NCDPI and NCDCR Update October 3, 2013 Meredith College, Raleigh

NCDPI Presenters Christie Lynch Ebert Section Chief, K-12 Programs Arts Education (Dance and Music) and NCDPI Liaison to the A+ Schools Program christie. lynchebert@dpi. nc. gov 919 -807 -3856 Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts) slater. mapp@dpi. nc. gov 919 -807 -3758 Ann Marie Gunter World Languages Consultant Ann. gunter@dpi. nc. gov 919 -807 -3865

Celebrating NC’s Accomplishments READY Animation

NC Public Schools and You

Vision for Arts Education In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future -ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21 st century education.

Comprehensive Arts Education Arts Integration Arts Exposure

State of the Arts: North Carolina

2011 -12 Enrollment in Arts Education Courses, K-12 Dance 3. 2% Music 64. 2% Theatre Arts 5. 7% Visual Arts 52. 4% All Arts 126. 4%

ELEMENTARY MIDDLE HIGH TOTAL Classes Students 825 16, 677 790 17, 340 1, 135 13, 157 2, 750 47, 174 2. 4% 5. 03% 3. 1% 3. 23% 31, 243 643, 973 8, 955 194, 239 9, 321 100, 275 49, 519 938, 487 92. 69% 56. 37% 23. 72% 64. 19% 950 19, 540 1, 388 29, 579 2, 625 34, 448 4, 963 83, 567 2. 81% 8. 58% 8. 15% 5. 72% 28, 880 599, 166 7, 108 147, 533 7, 763 95, 026 40, 448 776, 162 86. 23% 42. 82% 22. 49% 52. 4% 0 0 53 1, 227 22 505 75 1, 732 0. 00% 0. 37% 0. 12% COMMUNITY COLLEGE ARTS 0 0 113 452 0. 00% 0. 11% 0. 03% SUBTOTALS 61, 898 1, 279, 356 18, 294 389, 918 20, 979 243, 863 97, 868 1, 847, 574 184. 13% 113. 16% 57. 69% 126. 36% 694, 816 344, 569 422, 749 1, 462, 134 DANCE MUSIC THEATRE ARTS VISUAL ARTS FOLK ARTS (K-12) TOTAL STUDENTS IN NC SCHOOLS Average Daily Membership

Licensed Arts Educators in NC Dance 171. 43 Music Theatre Arts Visual Arts Total 2, 597. 67 345. 66 2, 101. 22 5, 215. 98 2012 data = apprx. 5400 licensed teachers

Pit Stop • What does Comprehensive Arts Education look like in your school system or charter school? • What components are going well? • What components could be strengthened?

NC Arts Education Wiki http: //ances. ncdpi. wikispaces. net/

NCDPI Arts Education Listserv join-artsed@lists. dpi. state. nc. us

State Updates

Educator Effectiveness More Info: Jennifer De. Neal Educator. Effectiveness@ dpi. nc. gov Visit www. ncpublicschools. org/effectiveness-model to learn more

NC Educator Evaluation System Overview of Standard 6 Teachers 1 2 3 4 5 Demonstrate Leadership Establish Environment Know Content 5 Rating Categories Facilitate Learning Reflect on Practice 6 Contribute to Academic Success 3 Rating Categories Not Demonstrated Developing Does Not Meet Expected Growth Meets Expected Growth Proficient Accomplished Distinguished Exceeds Expected Growth

Analysis of Student Work Process Overview of Standard 6 6 Contribute to Academic Success End of Grade (EOG) or End of Course (EOC) tests Career Technical Education Assessment 6 NC Final Exams 6 Grade 3 6 K-2 Literacy 6 Analysis of Student Work

Analysis of Student Work Process Overview of Standard 6 In Need of Improvement In the year 1 2 3 4 5 Establish Demonstrate Leadership Environment Know Content Facilitate Learning Reflect on Practice Standard 6 Three-year rolling average 6 2 years ago + 1 year + Current 6 year 6 ago )/ 3 Highly Effective Any rating lower than proficient Proficient or Higher on Standards 1 -5 Accomplished or Higher on Standards 1 -5 And/Or Standards 1 -5 Effective And Does Not Meet Expected Growth Meets or Exceeds Expected Growth )

Analysis of Student Work Process TA 1 In the proposed ASW process, teachers: TA 2 • Describe teaching context and choose five Objectives • Compile a Timelapse Artifact for each Objective • Complete and upload an Evidence Collection TA 3 EVIDENCE COLLECTION TA 4 • Submit the Evidence Collection for “blind” review • Receive a category rating for Standard 6 2 Work Samples TA 5 2 Work Samples

Analysis of Student Work Process Spring 2014 Pilot planned with educators from: Original Pilot Areas Advanced Placement Arts Education Healthful Living World Languages International Baccalaureate Memo Concerning Standard 6 to Superintendents from Rebecca Garland (September 17, 2013)

Analysis of Student Work Process Proposed ASW Timeline Fall 2013 Spring 2014 ASW Process Refinement Official Pilot Launch Application Window Content-Specific Training Online Platform Development Reviewer Training Initial Pilot Training Evaluation Window Pilot Wrap-up ASW Process Year 1 Implementation: 2014 -2015

Recent Developments • September 17, 2013 Memo to Superintendents • October SBE Meeting • 21 st Century Professionals Information Item – TCP-3 Analysis of Student Work Process – TCP-3 -006 – larger pilot for Spring 2014 to include original areas + AP/IB • Visit: ncpublicschools. org and click on “State Board of Education”

Resources • Pilot Application – expected October 2013 (Teacher and Reviewer roles) • Updated materials from SI 2013 • Time. Lapse Artifact Activity • Stay tuned to the listserv for updates as the process evolves

Questions Jennifer De. Neal Race to the Top Project Coordinator for Educator Effectiveness North Carolina Department of Public Instruction Have a question about educator effectiveness? Email educatoreffectiveness@dpi. nc. gov

Pit Stop • Will teachers participate in the pilot for Standard 6 in your District or charter school? • How is Home. Base working in your district or charter school? • What questions do you have?

RESAS and Summer Institutes 2013

North Carolina Summer Institutes Learning Path Summer Institutes 2011 Summer Institutes 2012 Summer Institutes WHAT HOW Focus: Internalizing a new SCOS Focus: Planning how instruction needs to change Essential Standards 2013 IMPROVING PRACTICE Focus: Reflecting, adjusting and improving after year one of implementation

Focus: Artistic Literacy and Proficiency in the Arts

What is Literacy?

21 st Century Literacy “Adolescents entering the adult world in the 21 st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imaginations so they can create the world of the future. ” (IRA: Adolescent Literacy: A Position Statement)

P 21 Framework for 21 st Century Skills P 21 website: http: //www. p 21. org/ Image Citation 11

Artistic Literacy • What is artistic literacy?

Artistic literacy is the knowledge and understanding required to participate authentically in the arts. – Fluency in the language(s) of the arts is the ability to create, perform/produce/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. – It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts. (January 2013 – National Coalition for Core Arts Standards Framework)

Literacy in the Essential Standards DANCE MUSIC Creation and Performance (CP) Musical Literacy (ML) Communication(C) Visual Literacy (V) Dance Movement Skills (DM) Musical Response (MR) Contextual Relevancy (CX) Responding (R) Contextual Relevancy Aesthetics (CR) (AE) Connecting (C) THEATRE ARTS Analysis (A) Culture (CU) VISUAL ARTS Critical Response (CR)

Artistically Literate Citizens Communication Creative Personal Realization Culture, History, and Connections Means to Well Being Community Engagement (January 2013 – National Coalition for Core Arts Standards Framework)

Proficiency: Arts Education

Sequencing

High School 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.

High School Sequencing

Limited or No Experience in the Arts Limited or No Experience If the student has no or limited K-8 progression in the arts discipline (dance, music, theatre arts, or visual arts) A S S E S S M E N T Beginning Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts).

Complete K-8 Progression If the student has had a complete K -8 progression or has achieved beginning level standards in dance, music, theatre arts, or visual arts A S S E S S M E N T Intermediate 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.

High School Options • Electives Requirements • Interest or specializations (Future-Ready Core) – 6 • Electives requirements (NC Scholars) • 4 -unit Concentrations

Pit Stop • What practices are currently being used to assess proficiency and place students appropriately in your district or charter school? • How could these practices be improved?

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

Shared Expectation “The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. . . ” From the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, pg. 4

CCSS Standards Supplement Content Standards • The intent of the standards is to supplement, not replace disciplinespecific standards. (CCSS Introduction, Page 3)

Definition of Technical Subjects • “A course devoted to a practical study, such as engineering, technology, design, business, or other work-force-related subject; a technical aspect of a wider field of study, such as art or music. " From Appendix A of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, (pg. 43)

CCSS Integrated Model “Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. ” Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4

Research and Media Skills Students need the ability to: • gather, comprehend, evaluate, synthesize, and report on information and ideas • conduct original research in order to answer questions or solve problems • analyze and create print and non- print texts in media forms old and new “The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. ” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4)

ELA/Literacy: 3 shifts 1. Building knowledge through contentrich nonfiction and informational text 2. Reading, writing, and speaking grounded in evidence from text 3. Regular practice with complex text and its shared vocabulary

ART IS TEXT!!!!

Imagine Investigate Construct Reflect To form a mental image of concept To observe or study through exploration or examination To make or form by combining or arranging parts or elements To think deeply or carefully about

Summary: CCSS and the Arts • Shared responsibility • Art is text • CCSS supplement, but Resources: do not replace discipline – Coleman article and blog standards – College Board Research • Creative practices referenced throughout the CCSS for ELA and Math – – Online Learning Module Wiki RESA 2013 Other Resources

Pit Stop • What are the implications for Artistic Literacy, Proficiency, and alignment practices with the CCSS with Arts Education in your district or charter school?

Legislative Updates

G. S. 115 C-296: Arts Integration • Requires that preservice elementary teachers are prepared to “integrate the arts across the curriculum”. • Outgrowth of H 758 Arts Education Commission • Wide-scale education legislation – S 724 (June 2012) – H 23 (March 2013) – S 168 (July 2013)

NC Pre-service Arts Integration Initiative

NC Pre-Service Arts Integration Initiative Goals: • Support the preparation of pre-service educators to deliver a balanced education. • Identify models and practices to prepare pre -service educators to integrate the arts. • Foster collaborations to create access to a comprehensive arts education in our state. (Collaboration with NCDPI, NCAC, and ASU)

Committee • Diverse, state-level • Representation from: – IHEs (Education and Arts Education) – Arts Educators – Administrators (principal, superintendent) – Community Partners

Committee Goals • Review reported data from IHEs on how they currently prepare educators to integrate the arts. • Identify models and/or practices that help move forward this statewide conversation.

Timeline • Summer 2013: – IHE Institutes: introduce work and gather feedback for committee. • Fall 2013: – Committee reviews data and highlights best practices/models. • Fall RESAs 2013: – introduce work and gather feedback for committee. • Spring RESAs 2014: – Share findings and continue discussion/models via statewide network. .

Facilitators Rachel A. Mc. Broom, Ph. D. Christie Lynch Ebert NC Dept. of Public Instruction Director, Educator Preparation rachel. mcbroom@dpi. nc. gov 919 -817 -8848 NC Dept. of Public Instruction Section Chief, K-12 Programs and NCDPI Liaison to the A+ Schools Program christie. lynchebert@dpi. nc. gov 919 -807 -3856 Christy Chenausky Appalachian State University Director of Arts Education and Outreach chenauskyc@appstate. edu 828 -262 -6084 (Ext. 109) Banu Valladares NC Arts Council Arts in Education Director banu. valladares@ncdcr. gov 919 -807 -6502 Slater Mapp NC Dept. of Public Instruction Arts Education Consultant slater. mapp@dpi. nc. gov 919 -807 -3758

H 127: Credit for HS Graduation • requires that students complete one credit in arts education for graduation – Beginning 2016 – SBE to establish Criteria and report funding requirements • Passed House – referred to Senate rules – Must pass Senate and be signed by Governor to become law

National Updates

National Standards • National Coalition for Core Arts Standards (NCCAS) Wiki: https: //nccas. wikispaces. com/Home • September 30: draft review (HS standards)

National Standards Visual Arts Theatre Arts Media Arts Dance Music

What are Media Arts? • Moving Image – Cinema/Video/Animation – narrative, non-narrative, environmental, experimental • Imaging Design – digital process-based imagery, code enhanced (e. g. the image has code embedded in it for interactive and adaptive purposes) • Sound Design – digital process-based aural synthesis and engineering • Interactive Design – web, game, sensory-tech, creative code • Multimedia and Intermedia – additive and hybridizing mixtures • Virtual Design – 3 D, 4 D, 5 D (spatial, animated, non-linear, interactive) environments, structures and experiences The Inclusion of Media Arts in Next Generation Arts Standards

Pit Stop • What is one take away you have from this information? • What questions do you still have?

Professional Development and Resources

Race to the Top Quarterly Webinars Wednesdays, 3: 30 - 4: 30 p. m. • September 25 th • December 11 th • March 12 th • May 14 th

RESA Training (Spring 2014) • Region 1, April 16 th • Region 5, February 17 th • Region 2, March 19 th • Region 6, February 13 th • Region 3, February 20 th • Region 7, April 9 th • Region 4, February 19 th • Region 8, April 10 th

Arts. Ed. Search • the nation’s first online research and policy clearinghouse focused entirely on student and educator outcomes associated with arts learning in and out of school.

Preparing Students for the Next America: The Benefits of an Arts Education

Title I and the Arts • Under ESEA, States and LEAs have flexibility to support the arts using Title I funds • May be used for: – Consulting and contracting – Arts Materials – Professional Development

K-8 Standards Quick Reference Guides for the NC Standard Course of Study

NCDPI Arts Education Christie Lynch Ebert Section Chief, K-12 Program Areas Arts Education (Dance and Music) and NCDPI Liaison to the A+ Schools Program christie. lynchebert@dpi. nc. gov 919 -807 -3856 Slater Mapp Arts Education Consultant (Theatre Arts and Visual Arts) slater. mapp@dpi. nc. gov 919 -807 -3758 Brenda Wheat Whiteman A+ Arts Education Specialist brenda. whiteman@dpi. nc. gov 919 -807 -3820

“The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training. ”

Michelle Burrows | Director A+ Schools Program michelle. burrows@ncdcr. gov tel: 919. 807. 6503

DCR: NCAC Arts in Education (AIE) UPDATE www. ncarts. org

Other Updates • NCDCR Agencies • Professional Associations • Others