Common Core and the ArtsConnections, Collaborations and Myths

Don’t Panic!

Why Common Core?• College and Career Ready• More competitive…• …and federal incentives…

What are the Common Core State Standards?• English Language Arts and Literacy Standards• Math standards

What are not the Common Core State Standards?• All other content area standards• Science – Next Generation Science Standards coming March 31• Social Studies – state level• National Core Arts Standards coming in 2014• World Languages• Health and Nutrition• Physical Education

What’s the same in the Common Core?

• Content standards• Arranged by content (strand) and grade level (articulation)

What’s different in the Common Core?

• Articulation begins from College downwards• Not built by educators but by experts• Emphasis on American competitiveness

ELA Instructional Shifts and the Arts

ELA Instructional Shifts Artistic Connection

Demands 50% Informational Text Use Informational Texts in the Arts

Deep Reading of Text What are texts? If all human made content then all artistic products are text

Value Domain Language Rich content language

Speaking and Listening Dramatic Arts

Emphasize Academic Language Embody academic language in artistic process

Math Instructional Shifts and the Arts

Math Instructional Shifts Arts Connections

Automaticity Emphasis on practice/technique

Think Mathematically …which is very similar to creative practice

Standards for Mathematical Practice

• 1 Make sense of problems and persevere in solving them.• 2 Reason abstractly and quantitatively.• 3 Construct viable arguments and critique the reasoning of

others.• 4 Model with mathematics.• 5 Use appropriate tools strategically.• 6 Attend to precision.• 7 Look for and make use of structure.• 8 Look for and express regularity in repeated reasoning

Standard 1: Make sense of problems and persevere in solving them. • Mathematically proficient students start by explaining to themselves the meaning

of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of their problem, transform algebraic expressions or the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize or solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Framework Connections with Standards for Mathematical Practice

College and Career Readiness• Differing definitions• Some example Wordles• Common Core English Language Arts Introduction• Common Core Mathematical Practices• Partnership for 21st Century Skills

Common Core ELA Intro

Common Core Mathematical Practices

Partnership for 21st Century Skills

Real World Example• Daniel Day Lewis as Lincoln

Common Core ELA Intro

Common Core ELA Intro

Common Core Mathematical Practices

Common Core Mathematical Practices

Partnership for 21st Century Skills

Partnership for 21st Century Skills

Additional Resources• College Board Reporthttp://nccas.wikispaces.com/Common+Core+Alignment • Arts Education Collaborativehttp://artsedcollaborative.org/files/file/Arts%20Ed%20Brief%20issue%201_final_interactive.pdf

• Arts Education Partnershiphttp://www.aep-arts.org/2012/01/home-grid-2/

• Americans for the Arts’ Bloghttp://blog.artsusa.org/tag/september-2012-blog-salon/

• Lynn Tuttle - Lynn.Tuttle@azed.gov