MusicEssential Standards

2010Christie Lynch Ebert,

Arts Education Consultant, NCDPI

Janae Copeland Dan Johnson Tom MoncriefMark Propst

Essential Standards Writing Team Leads

NC Music Educators Association In-Service ConferenceNovember 8 and 9, 2010

Agenda

• Background & Overview of Essential Standards (ES)

• Writing Group Representation

• Process

• Implementation Timeline

• ES Organization

• Highlights

• Future Directions

• Additional Information

• Questions

Background and Overview

ES BackgroundDirection from

Framework For Change

Long-Term Goal 1: Overhaul the K-12 SCOS to focus on essential standards in order to narrow and deepen the state’s curriculum

• Articulation at each grade level• Infusion of 21st century skills • Reflection of rigor, relevance, and relationships

May 2008

Accountability & Curriculum Reform Effort (ACRE)

• Essential Standards: – K-12 Arts EducationK-12 Arts Education

Dance, Music, Theatre Arts & Visual ArtsDance, Music, Theatre Arts & Visual Arts

• Writing Instruction System

• Accountability Redesign

• Comprehensive Assessment

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

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?

ES Identification Criteria

Knowledge & Skills . . .

– valuable beyond one test: ENDURANCE

– valuable in multiple disciplines: LEVERAGE

– necessary for success at next level: READINESS

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

Essential Standards Filters

ES Criteria

21st Century

Skills

Research

Int’l,

National

&

State

Standards

WRITING GROUP: Music Education

Essential Standards

ES Writing Group

NCDPI Arts Education

Consultant

K-5 Lead 6-8 Lead 9-12 Lead K-12 Floating Lead

K-12 Writers

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

PROCESS: Arts Education Essential

Standards

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 review2009-2010 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

TIMELINE: Arts Education Essential

Standards

Timeline

August 2010• Version 3.0 to SBE (Discussion)

September 2010• Version 3.0 to SBE (Approval)

2012-13 School Year• Implementation

PHILOSOPHY: Arts Education Essential

Standards

Philosophy: Powerful Tools

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).

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).

PURPOSE: Arts Education Essential

Standards

MUSIC• Is deeply embedded in human existence

• Is fundamental to creating and communicating meaning

• Provides a primary means for learning about ourselves and others

• The music program develops musical literacy and relies on processes of creating, performing, and responding to develop understanding

INTENT: Arts Education Essential

Standards

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.

FEATURES: Arts Education Essential

Standards

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)

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.

ORGANIZATION: Arts Education Essential

Standards

ES Components• [ES] - Essential Standards (<10)

• [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

ES Format: Arts Education

Example: 6.ML.3.1: Produce short rhythmic improvisations using a variety

of traditional and non-traditional sound sources.

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

HIGHLIGHTS: Arts Education Essential

Standards

Arts Education

• Four separate courses of study:– Dance– Music– Theatre Arts– Visual Arts

• Aligned with National Standards

• 21st Century Skills embedded throughout

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

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)

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.

STRANDS

Music Strands

• Musical Literacy (ML)

• Musical Response (MR)

• Contextual Relevancy (CR)

STANDARDS: Alignment with Current

National Standards

Music StandardsAlignment 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 Music Education (1994)

ML1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.

(1) Singing, alone and with others, a varied repertoire of music

(2) Performing on instruments, alone and with others, a varied repertoire of music

ML2: Interpret the sound and symbol systems of music. (5) Reading and notating music

ML3: Create music using a variety of sound and notational sources.

(1) Improvising melodies, variations, and accompaniments

(2) Composing and arranging music within specified guidelines

MR1: Understand the interacting elements to respond to music and music performances.

(1) Listening to, analyzing, and describing music(7) Evaluating music and music performances

CR1: Understand global, interdisciplinary, and 21st century connections with music.

(8) Understanding relationships between music, the other arts, and disciplines outside the arts

(9) Understanding music in relation to history and culture

SAMPLE ESSENTIAL STANDARDS, CLARIFYING OBJECTIVES,

AND ASSESSMENT PROTOTYPES

MUSICStrand: Musical Literacy

Essential Standard ML1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.

Strand: Musical Literacy

Essential Standard ML3: Create music using a variety of sound and notational sources.

Strand: Musical Response

Essential Standard MR1: Understand the interacting elements to respond to music and music performances.

2nd Grade Music 6th Grade Music Advanced High School Music

2.ML.1.1: Apply problem solving strategies to improve musical technique when singing and playing instruments.

6.ML.3.1: Produce short rhythmic improvisations using a variety of traditional and non-traditional sound sources.

A.MR.1.1: Execute the gestures of the conductor, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, to elicit expressive singing or playing.

AP: Students select methods for solving musical problems (e.g., improving posture to produce a more well-supported vocal sound; holding mallets correctly when playing barred instruments or wood blocks; patting a drum lightly or with more force to change the dynamic level, etc.).

Evaluate by asking students to use peer assessment and assist one another with making adjustments to technique.

AP: Using a variety of rhythm patterns and non-traditional sounds (e.g., body percussion, stand taps, instrument knocks), students improvise an 8-measure phrase.

Evaluate students’ successful creation and performance of the phrase.

AP: In peer conducting sessions or by watching a video of a rehearsal or performance, students evaluate their peers to determine effectiveness of conducting cues and gestures.

Evaluate students’ successful use of conducting gestures to elicit corresponding responses from their peers.

ALIGNMENT: 21st Century Skills

Framework

Framework for 21st Century Skills

CORE SUBJECTS

• English, Reading, or Language Arts• World languages

• ARTS• Mathematics• Economics

• Science• Geography

• History• Government and Civics

DANCE 7.C.1.2: Exemplify connections between dance and concepts in other curricular

areas.

MUSICA.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 ARTS2.A.1.1: Distinguish the setting, characters, sequence of events, main idea,

problem, and solution for a variety of stories.

VISUAL ARTSK.CX.2.2: Identify relationships between art and concepts from other disciplines,

such as math, science, language arts, social studies, and other arts.

Core Subjects

GLOBAL AWARENESS

DANCE2.C.1.1: Exemplify dance representing the heritage, customs, and traditions of

various cultures.

MUSICB.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 ARTS7.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 ARTS3.CX.1.4: Compare purposes of art in different cultures, time periods, and

societies.

Financial, Economic, Business & Entrepreneurial Literacy

DANCE8.C.1.4: Explain the implications of career pathways and economic considerations

when selecting careers in dance.

MUSICP.CR.1.3: Explain how advances in music technology influence traditional music

careers and produce new opportunities.

THEATRE ARTS3.CU.1.2: Explain how theatre, film, and television impact our society.

VISUAL ARTS7.CX.2.1: Analyze careers in art and a variety of other careers in terms of the art

skills needed to be successful.

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.

Health Literacy

DANCE7.C.1.3: Explain how to promote health, physical safety, and reduced risk of injury

through dance.

MUSICP.CR.1.4: Explain the causes of potential health and wellness issues for

musicians.

THEATRE ARTSI.C.1.1: Use non-verbal expression to illustrate how human motivations are

prompted by physical and emotional needs.

VISUAL ARTSB.V.3.1 Understand the appropriate and safe use of tools, media, and equipment.

Environmental Literacy

DANCEA.CP.1.5: Create dance for performance based on ideas, experiences, feelings,

concepts, images, or narratives that have personal meaning or social significance.

MUSIC2.CR.1.2: Understand the relationships between music and concepts from other

areas.

THEATRE ARTS8.C.1.3: Create original works that communicate ideas and feelings.

VISUAL ARTSI.V.3.2: Select media appropriate for communicating content.

Learning and Innovation Skills

– Creativity and Innovation

– Critical Thinking and Problem Solving

– Communication and Collaboration

Learning and Innovation Skills

DANCE4.CP.1.4: Understand how different strategies for problem solving in dance

generate different outcomes.

MUSICA.ML.3.2: Create original music using imagination and technical skill in applying

the principles of composition.

THEATRE ARTS5.C.1.3: Construct original scripts using dialogue that communicates ideas and

feelings.

VISUAL ARTS7.CX.2.3: Implement collaborative planning and art skills to solve problems.

Information, Media, and Technology Skills

DANCEA.C.1.3: Use a variety of resources to facilitate dance research.

MUSIC8.CR.1.3: Understand laws regarding the proper access, use, and protection of

music.

THEATRE ARTSA.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 ARTSA.CX.2.4: Analyze the influence of digital media and technology on creating art.

Life and Career Skills

– Flexibility and Adaptability

– Initiative and Self-Direction

– Social and Cross-Cultural Skills

– Productivity and Accountability

– Leadership and Responsibility

Life and Career Skills

DANCEA.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.

MUSICP.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 ARTS6.CU.2.2: Understand the roles of actors and directors in creating performances.

VISUAL ARTS8.CX.2.1: Compare personal interests and abilities to those needed to succeed in

a variety of art careers.

FUTURE DIRECTIONS: Arts Education Essential

Standards

Future Directions

Instructional ToolkitsDevelopmentUse

Professional Development To introduce standards To provide support

Implementation: 2012-2013

Additional Information

• ACRE Website (to access the standards and for additional

information including updated timelines): http://www.ncpublicschools.org/acre/standards/phase2

• Arts Education Website:http://arts.ncwiseowl.org

• Arts Education Listserv:http://arts.ncwiseowl.org/ > Resources > NCDPI Arts Education

Listserv Updates

Contact Information

Christie Lynch EbertArts Education Consultant

clynch@dpi.state.nc.us

Ph: 919-807-3856

NC Department of Public InstructionDivision of K-12 Curriculum and Instruction

K-12 Programs Section

Questions?Questions?