Hughes & BluesArts SHIFT to the Core

SHIFT Symposium June 2013Stacy Young, Arts Education Resource

TeacherHumboldt County Office of Education

COMMON CORE STATE STANDARDS ARE BUILT

ON THE FOUR C’S OF 21ST CENTURY SKILLS.

http://www.p21.org/

http://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf

Information Processing• Increasing in rigor

Cognitive R

amp

PerformanceTask

• Essay, story, script• Display, models, design

• Oral presentation • Scoring Rubric

Cognitive Demand

Design Elements

Item C

Item B

Item A

Stimulus•Text

•Graphs •Photos, media

•Artistic Presentation•Etc.

Low

Mid

High

Smarter Balanced Performance Task Specifications

* The arts are Performance-based assessment

*The arts are content* “There is no such thing as doing the

nuts and bolts of reading in Kindergarten through 5th grade without coherently developing

knowledge in science, and history, and the arts…it is the deep foundation in rich knowledge and vocabulary depth

that allows you to access more complex text.”

* David Coleman, Common Core State Standards Author, President of the College

Board

* The Arts are now required to teach Literacy in grades 6-12.

What is Poetry?http://todaysmeet.com/

Hughesandblues

Langston HughesWalter Dean Myers

Poets

April Rain Song by Langston Hughes

Let the rain kiss youLet the rain beat upon your head with silver

liquid dropsLet the rain sing you a lullaby

The rain makes still pools on the sidewalkThe rain makes running pools in the gutter

The rain plays a little sleep song on our roof at night

And I love the rain.

I, too, sing America by Langston Hughes

I, too, sing America. I am the darker brother.

They send me to eat in the kitchen When company comes,

But I laugh, And eat well,

And grow strong. Tomorrow, I'll be at the table

When company comes. Nobody'll dare Say to me,

"Eat in the kitchen,“ Then.

Besides, They'll see how beautiful I am

And be ashamed— I, too, am America

http://artsedge.kennedy-center.org/multimedia/series/auhttp://artsedge.kennedy-center.org/multimedia/series/audiostories/blues-journey.aspxdiostories/blues-journey.aspx

The Blues

If you don’t have an iPad for class use, you could use a virtual piano that records music with mouse clicks: http://www.pianoworld.com/fun/javapiano/javapiano.htm

PBS Art’s Edge

*PERFORMANCE TASK

*COLLABORATE WITH YOUR GROUP TO SELECT ONE OR TWO PHRASES THAT COMMUNICATE A THEME GENERATED FROM THE POEM (TEXT) YOU JUST READ. USE THE PHRASES TO THINK CRITICALLY ABOUT YOUR WORK AND CREATE A BLUES SONG.

*Common Core State Standards For ELA/literacy

*Which Reading and Writing Anchor Standards were evident in this lesson?

Common Core Content Standards ELA/Literacy5.RL.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. 6.RL.1.: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6.RI.2.: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 5.RI.10.: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. 5.RI.8.: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 6.RL.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 8.RL.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. 5.W.9.b.: Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). 6.RI.7.: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 6.RI.3.: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 

California Content Standards Visual and Performing Arts4.2.: Explain how various aesthetic qualities convey images, feeling, or emotion. 1.1.: Read, write, and perform augmented and diminished intervals, minor chords, and harmonic minor progressions. 2.6.: Improvise melodic and rhythmic embellishments and variations in major keys. 4.1.: Use detailed criteria for evaluating the quality and effectiveness of musical performances and compositions and apply the criteria to personal listening and performing. 1.2.: Read, write, and perform major and minor scales. 1.4.: Analyze the use of music elements in aural examples from various genres and cultures. 4.3.: Identify aesthetic qualities in a specific musical work. 1.3.: Read, write, and perform rhythmic notation, including quarter-note triplets and tied syncopation. 2.7.: Improvise short melodies to be performed with and without accompaniment. 

*Reflection*“The arts have a central and essential role in achieving the finest aspects of the common core.”

*Knowledge

*Observation

*Evidence and Choices

(David Coleman, blog.artusa.org/2012/09/17)

Resources:Robert Bullwinkel, Region 7 VAPA Lead e: bbullwinkel@fcoe.orgFresno County Office of Educationwww.rubistar4teachers.org - rubricshttp://qrcode.kaywa.com/ - qr creatorwww.artsedge.kennedy-center.org – free arts integrated lessonswww.pbs.org/theblues/classroom/lessons.html www.elearning.humboldt.k12.ca.us – professional developmentApps: blueswriter, Qrafter, www.todaysmeet.com HERC catalog & staff