Common Core Essential Standards

in the Arts

Module 2

Learning Outcomes

Participants will:explore the relationship between the new Essential

Standards and the NC Standard Course of Study

acknowledge the construction of the cognitive levels for the new Essential Standards based on Revised Bloom’s Taxonomy

reflect on the changes that will take place in their classroom as a result of the new Essential Standards

Module 2 – Exploring the Crosswalks

Essential Standards Filters

RBT 21st c Framework Research Standards ES Criteria

Revised Bloom’s Taxonomy

Provides the framework used for all NC Essential Standards

Common language used for all Essential Standards

Two-Dimensional: Cognitive Process and Knowledge Dimension

Revised Bloom’s Taxonomy

Remembering: can the student recall or remember the information?

Understanding: can the student explain ideas or concepts?

Applying: can the student use the information in a new way?

Analyzing: can the student distinguish between the different parts?

Evaluating: can the student justify a stand or decision?

Creating: can the student create new product or point of view?

Arts on the Pyramid

Essential Standard Natural Cognitive Level

Elem Music - K.ML.1.5 = Illustrate a steady beat

Understanding

High Art - B.CX.1.4 = Interpret art in terms of cultural and ethnic context

Understanding

Middle Dance – 8.CP.1. = Create dances that fulfill aesthetic criteria including: … communication of the intent of the choreographer.

Creating

High Theatre – P.A.1.2 = Distinguish the evolution of written texts to theatrical performances

Analyzing

Arts on the Pyramid - Examples

Global Awareness Financial Economic, Business and

Entrepreneurial Literacy Civic Literacy Health Literacy Environmental LiteracyStandard IIID on the Teacher

Evaluation Instrument

21st Century Skills – Interdisciplinary Themes

CommunicationCollaborationCreativityConnections

21st Century Skills

Partnership for 21st Century Skills (P21)

Crosswalks, Pages 7-9P21 website: http://www.p21.org/

P21 Resources

Arts Skills Map

Arts Education and 21st

Century Skills in North Carolina

History and Culture

Crosswalks, Page 13

Think/Pair/Share:◦ Discuss the Common

Clarifying Objectives. ◦ What will these look like in

your discipline?

DANCE

MUSIC

THEATRE

ARTS

VISUAL

ARTS

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

HS Proficiency LevelsBeginning 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.

Wrap-up & Next Steps

◦RBT

◦21st Century Skills

◦History & Culture

◦Sequencing & Progression K-8 and High School Proficiency Levels