Why the Arts Are Essential for 21st Century Learning

Teaching Through the ArtsLearning in the Arts and Student Academic and Social DevelopmentFunded by the US Dept. of Education and National Endowment for the ArtsReviews 62 studies of dance, music, theatre, visual arts and multi-artsStudies selected by teams of researchers from Harvard and UCLAMost studies are experimental using both quantitative and qualitative methodsCritical Links

The Arts in EducationEducation is not the filling of a pail but the lighting of a fire

William Butler Yeats

Teaching Through the ArtsThe Arts Involve and Develop Fundamental Cognitive Capacities

FindingsSpatial Reasoning- Organizing and sequencing ideas, concepts and images

Conditional Reasoning- Developing and testing theories

Interpretation- Decoding multiple modes of representation

Teaching Through the ArtsThe Arts Involve and Develop Personal and Social Skills Behaviors

Self Identity/Self EfficacyRealistically valuing oneself

Social ToleranceRespecting multiple points of view

Findings:

Teaching Through the ArtsThe Arts Involve and Develop Fundamental Cognitive Capacities

ImaginationVisualizing new possibilities for thought and action

PersistenceSustaining concentrated attention

Findings:

Teaching Through the ArtsThe Arts Involve and Develop Personal and Social Skills Behaviors

Empathy Engagement in LearningFindings:

Which Critical Thinking Skills Can be TaughtThrough the ArtsThrough ReadingAnalyze; Assess; Associate; Categorize; Characterize; Clarify; Classify; Compare; Connect; Contrast; Defend; Determine; Distinguish; Elaborate; Examine; Explain; Extend; Generalize; Identify; Infer; Interpret; Justify; Observe; Organize; Predict; Question; Relate; Summarize; Support; Visualize

2005-2006 MSA SCORES

New Imagination PollNine out of ten voters say that using the imagination is important to innovation and ones success in a global knowledge-based market placeEighty-eight percent of voters believe that education in and through the arts is essential to cultivating the imaginationSixty-nine percent of the voters believe that US believe that when compared to other nations, we devote less attention to developing imagination

HOW

Program ObjectivesTo ensure that the arts arebeing integrated into thecurriculum using the Maryland State Arts OutcomesTo ensure that all teachers have training and opportunities to implement an integrated Arts program

To ensure a discipline-based program in theater..dance..visual arts and music

Key PlayersHow Are We Organized?

Summer ProgramsArtist/Teacher InstituteOpera CampCETA GroupsIn-service ProgramsResident Artist WorkshopsArts Council WorkshopsSpecial Guest Arts EducatorsPartnershipsKennedy Centers CETA groupsUniversitiesOpera Companies

Using the Talents WithinTeachers mentoringteachersHiring with the Arts in MindIn school observation

Teacher TrainingLocal GovernmentSculpture Bronzing GrantsState Dept. of Ed. Moving America: MarylandArts Councils

Parents and Local Citizens

Parents as fundraisersShare talents and resourcesLead club programsDecorate local mallsBusiness donations

Education Committee provides funds for instruments/art prints and drama suppliesFunding and ResourcesPartnershipsKennedy CenterWashington Opera Co.Annapolis Opera Co.UniversitiesHarvard/ResearchTowson/Dance TeacherCatholic U/Drama InternsExample of Curriculum Map January - 4th GradeContent AreaKey ConceptsIntegration OpportunitiesMath6.4.2.3 identify and compare decimals to the hundredths using numerals, pictures, and concrete objects.6.4.5.6 use models and pictures to relate, add, and subtract decimals (tenths and hundredths), explaining the processes and recording results. Use Mondrians paintings to reinforce concepts in common, decimal and percent fractions. Writing3.4.7.1. Write to persuade an intended audience with acomposition that: establishes a clear position in support of a proposition or proposal, supports the position with organized and relevant evidence includes an ending that sums up the goals with reasons. Students will research an artist of choice and paint in the style of the artist. Science2.4.3 identify the physical properties of minerals (e.g., color, hardness, luster, and streak).1.4.11 classify objects, materials, concepts, and actions based on similarities and differences. Students will make sculptures using rocks and minerals and write a descriptive paragraph using art and science vocabulary. Social Studiesdescribe the relationship between physical characteristics of a place and the location of human activities. (MLO 3.3)identify and locate physical and human characteristics of places and explain how those characteristics have affected people living there. (MLO 3.2) Students will research Native American art forms and use the information to help them make their own original artistic creation. Art1.1.4.b. Represent relationships among observed people, animals, and objects, in a composition by selecting and using the elements of art to achieve specific effects. 1.3.4.b. Select and use elements of art and principles of design including pattern, contrast, repetition, balance, rhythm/movement, emphasis, variety, harmony/unity, and proportion to give personal meaning to a visual composition. II.1.4.b. Describe the process used to select ideas, images, and forms to express meaning in visual compositions. Students will create a personal Native American symbol to represent the specific tribe and its culture that they have studied. Students will create totem pole designs. Social Studies: Native Americans Music.2.4.c Practice proper playing technique for instruments from diverse cultures. I.2.4.d Perform accurately rhythmic and melodic ostinatos while other students sing or play contrasting partsI.3.4.c Perform games and traditional dances from a variety of world cultures. Perform Native American flute melody with rhythmic ostinato on drums and shakers along with stick game ( all in a meter of 3) THE NEED

20Introduce video as produced by the 21st Century Partnership. West Virginia was the second state to join the partnership and is the most active state currently involved in the partnership.Point out that Dr. Paine and West Virginia teacher, Bridget Call, are featured in this national video production.The next slide is a movie. One click will play, one click to pause. The movie must be paused in order to go to the next slide by using the PAGE DOWN key. The Partnership for 21st Century Skills

21Introduce video as produced by the 21st Century Partnership. West Virginia was the second state to join the partnership and is the most active state currently involved in the partnership.Point out that Dr. Paine and West Virginia teacher, Bridget Call, are featured in this national video production.The next slide is a movie. One click will play, one click to pause. The movie must be paused in order to go to the next slide by using the PAGE DOWN key. What is the PartnershipA unique public private organization of leaders and educators in business and education that has come together to help schools fully address the educational needs of the 21st century

Some Participating OrganizationsAOL,INCNational Education AssociationMicrosoft CorporationApple ComputerThe U.S. Department of EducationCisco SystemsCrayolaAmerican Library AssociationMany Education and Business Partners

State InitiativesArizonaIowaKansasMaineMassachusettsNew JerseyNorth CarolinaSouth DakotaWest VirginiaWisconsin

Framework for20th Century Learning

Starting Point for Change

26Core SubjectsThe No Child Left Behind Act of 2001, which reauthorizes the Elementary and Secondary Education Act of 1965, identifies the core subjects as English, reading or language arts; mathematics; science; foreign languages; civics; government; economics; arts; history; and geography. 21st Century ContentSeveral significant, emerging content areas are critical to success in communities and workplaces. These content areas typically are not emphasized in schools today: Global awareness Financial, economic, business and entrepreneurial literacy Civic literacy Health and wellness awareness Learning and Thinking SkillsAs much as students need to learn academic content, they also need to know how to keep learning - and make effective and innovative use of what they know - throughout their lives. Learning and Thinking Skills are comprised of: Critical Thinking and Problem Solving Skills Communication Skills Creativity and Innovation Skills Collaboration Skills Information and Media Literacy Skills Contextual Learning Skills ICT LiteracyInformation and communications technology (ICT) literacy is the ability to use technology to support 21st century teaching and learning. Life SkillsGood teachers have always incorporated life skills into their pedagogy. The challenge today is to incorporate these essential skills into schools deliberately, strategically and broadly. Life skills include: Leadership, Ethics, Accountability, Adaptability, Personal Productivity, Personal Responsibility, People Skills, Self Direction andSocial Responsibility 21st Century AssessmentsA balance of standardized and classroom assessments.Learning and Thinking SkillsCritical Thinking and Problem Solving SkillsCommunication SkillsCreativity and Innovation SkillsCollaboration SkillsInformation and Media Literacy SkillsContextual Learning Skills

21st Century ContentGlobal Awareness

Financial, Economic, Business and Entrepreneurial Literacy

Civic Literacy

Health and Wellness Awareness

Information and Technology LiteracySupport 21st century Teaching and Learning

Meet State/National Educational Technology Standards

Life SkillsLeadershipEthicsAccountabilityAdaptabilityPersonal ProductivityPersonal ResponsibilitySelf DirectionSocial Responsibility

21st Century AssessmentAuthentic 21st Century Assessment to Support the Essential Foundation of a 21st Century EducationEffective, Sustainable and Affordable and must Use Modern Technologies to Increase Timeliness and EfficiencyMultiple Balanced Means of AssessmentHigh Quality Standardized Testing along with Effective Classroom Assessments and Performance-Based Portfolio Assessments.

31Todays Children are DifferentThey Think, Access, Absorb, Interpret, Process and Use Information.

They View, Interact and Communicate with the Modern World.

Children Expect to Have Instantaneous Access to Information, Goals and Services.

33This is back to a visual depiction of how instruction is changing to emphasis not just learning the core subjects but other components to prepare children for a more competitive world.

Weve moved from the first graphic to the second one and are moving forward to

Framework for 21st Century Learning

34And this is another advancement of the changing framework that addresses student learning as well as teacher professional development and learning environments. We know that this framework will continue to evolve.

The Arts in Education Crisis

EquityAll students deserve equal access to the arts.

Risk TakingThe Arts Encourage Risk Taking

STEM+STEAM=TEAMSThe arts encourage collaboration

Student AchievementArts Boost Student Achievement in all Content Areas

Students Learn in Different WaysThe arts provide powerful interventions for all types of learners

Teaching Through the ArtsThere are painters who transform the sun to a yellow spot, but there are others who with the help of their art and their intelligence, transform a yellow spot into the sun.Picasso

If art is to nourish the roots of our culture, society must set the artist free to follow his vision wherever it takes him."John Kennedy

I hear, I know. I see, I remember. I do, I understand."Confucius

41AEMS Alliance-Arts Education in Maryland Schools Alliance

jceschini@aems-edu.org

Website:www.aems-edu.org

2

42

Maryland State Arts Council

Pamela Dunn

Prince Georges Art Council

Executive Director

John F. Kennedy Center for the Performing Arts

Amy Dumas

Partnerships

KEY PLAYERS

Rockledge Arts

Team Specialists

&

Other Faculty

Members

Parent Teacher Association

Board of Directors

&

PTA Membership

Parent Volunteers

(with Arts contacts)

PTA Vice President

-Programs-

Fine Arts Coordinator

Susan Denvir

Faculty

Principal

Rockledge Elementary

John L. Ceschini