Continuous Improvement Conference September 2016 WY Arts Standards

Continuous Improvement Conference September 2016 WY Arts Standards: Tools for Implementation and Integration

Introductions Tara Pappas Arts Education Specialist Wyoming Arts Council tara. pappas@wyo. gov 307 -777 -7109 Monica Mosier Language Arts, Fine & Performing Arts Consultant Standards Team, Wyoming Department of Education monica. mosier@wyo. gov 307 -777 -8595

Connections and Community Goals: • Use the WAC and WDE Standards Team as a resource • Communicate, share, and solve as a statewide community of educators

STATEWIDE PLC: Plea for help! • What is Edmodo? • Why should I join?

Statewide PLC • • • Ask a question / get advice or information Answer a question / share advice Share information and links to resources Share resources you’ve created in your classroom/school/district Add resources to your library Take a poll

Edmodo!

Join Edmodo! Fine & Perform. Arts https: //edmo. do/j/7 dn 5 ih STEM Ed. https: //edmo. do/j/mufbqu

Overview • WY Arts Standards • • • Timeline and implementation Organizational structure “Popcorn” exploration, visualization, and modeling • Implement & Advocate! • • • STE[a]M vs. Arts Integration Art teacher as an advocate Planning and next steps for your school • Feedback and Q&A

Standards Timeline https: //edu. wyoming. gov/in-the-classroom/wyoming-standards/

2013 WY Arts Standards • Where can I find the 2013 WY Fine & Performing Arts Standards?

2013 WY Arts Standards Key Features: • • • The four disciplines (Dance, Music, Theatre, and Visual Arts) have the opportunity to express their crucial content and skills. Each discipline has their own benchmarks as well as recognizing foundation skills and knowledge through common standards. Standards are organized by grade band to provide specific guidance about what students need to know and be able to do by the end of 4 th, 8 th, and 11 th grades.

Organization • Grade Span: range of grades which align with students’ developmental needs and the instructional organization of Wyoming schools (K-4) (5 -8) (9 -11/12) • Cluster: group of related benchmarks grouped by discipline (dance, music, theatre, and visual arts) • Benchmark: what a student should know and do at the end of a grade span

Pop Quiz! Content: Fine and Performing Arts Standard Benchmark: Number: 1 1 FPA 4. 1. A. 1 Grade Span: K -4 Discipline/ Cluster: Visual Arts

Organization • Standard 1 - Creative Expression Through Production • Standard 2 - Aesthetic Perception • Standard 3 - Historical and Cultural Context • Standard 4 – Artistic Connections

Visual Art FPA 8. 1. A. 1: Students create and revise original art to express ideas, experiences, and stories. Task: Using revision, feedback, and the creative process, produce a final, personal work of art that shares a personal message and expresses future aspirations.

Visual Art Task: Using, revision, feedback, and the creative process, produce a final, personal work of art that shares a personal message and expresses future aspirations.

Revision in Art? • Revision in art looks a bit different than in other classes.

Reflect and Respond Reflect: What skills could students gain from this standard and task that could support and shape them into successful students in other content areas? Please respond on slido. com. Event code: #3283 Please begin your response with R.

Dance FPA 4. 3. D. 1: Students observe, practice, perform and respond to dances from their community and different cultures. Task: Choose a dance from another culture. Research, through reading and observation. Plan and perform a three minute dance for the class based on your research.

Dance Task: Choose a dance from another culture. Research, through reading and observation. Plan and perform a three minute dance for the class based on your research.

Music FPA 11. 1. M. 5: Students demonstrate musical literacy through reading, sight-reading, and notating music. Task: Demonstrate sight-reading improvement in a monthly one-onone sight-reading exam of excerpts that increase in difficulty.

Music Task: Demonstrate sight-reading improvement in a monthly one-on-one sight-reading exam of excerpts that increase in difficulty.

Theatre FPA 11. 2. T. 4: Students form and defend preferences for specific theatrical works using a rationale based on an analysis of theatrical elements and personal experiences. Task: After reading, observing, and/or performing three theatrical works, write an essay defending your favorite, referencing theatrical elements, excerpts from the work, and personal experiences and connections.

Theatre From a NY Times review of Newsies: “But the real achievement is that the show elevates buoyant melodies and fluidly incorporates rousing lyrics into a story with characters worth rooting for… Sure, the score (which includes six terrific songs from the movie and a handful of solid new compositions from the same team) bulks up on galvanic anthems and slathers on the sentiment. But it does so in an honorable Disney tradition that connects with the embattled kid in all of us. And the dynamic staging keeps the energy infectious, marshaling the nimble cast up, down and around the three tiers of the versatile design structure. ”

STE[a]M vs. Arts Integration STE[a]M: Integrating creativity and artistic skills and processes across content areas Arts Integration: Teaching selected content standards in and through an artistic lens BOTH provide authentic connections of standards, which are taught together and assessed equitably.

Did You Know?

Advocate and Participate! • It isn’t enough to present facts about the benefits of art education… • Art teachers must take an active role in their school.

Ways to Get Involved • • Leading professional development Taking an active role in PLCs Boost school pride/community Open your classroom to visitors

Next Steps for Your School Please take 5 minutes to answer the reflection questions individually.

Next Steps for Your School Using your reflection questions, choose one problem for the focus of a root cause analysis. 1. Define the problem. 2. Brainstorm some possibilities behind the problem. 3. Identify each as a concern, influence, or control. 4. As you brainstorm, try to move towards things that you can control in your position.

Next Steps for Your School

Next Steps for Your School Using your reflection questions, choose one problem for the focus of a root cause analysis.

Next Steps for Your School • Use your root cause analysis sheet to begin a basic action plan. • What next steps will you take to begin to solve the problem you identified analyzed?

Next Steps for Your School

Share and Discuss • Take 5 minutes to exchange highlights of your action plans with a neighbor. • Please post the problem you plan to tackle on slido. com when you finish your discussion. Event code:

Summary • Use the 2013 Fine and Performing Arts Standards as the foundation of your art classes. • Showcase how your discipline contributes to school success. • Use your implementation plan to tackle one problem related to arts in your school.

Q&A and Feedback • Please post or add any burning questions on slido. com. Event code #3283. You can continue to post throughout the conference. We will also be available at the WDE/WAC table during the conference. • Take 5 minutes to give feedback on our session. Thank you!

Thank you! Tara Pappas Arts Education Specialist Wyoming Arts Council Monica Mosier tara. pappas@wyo. gov Language Arts, Fine & 307 -777 -7109 Performing Arts Consultant Standards Team, Wyoming Department of Education monica. mosier@wyo. gov 307 -777 -8595

Reminders! • Please sign up and contribute to a statewide conversation on Edmodo. • Please sign up to receive updates from the WDE Standards Team and WAC. • Please stay in touch with the WDE and WAC.

Standards Team Updates https: //edu. wyoming. gov/educators/standards/

Join Edmodo! Fine & Perform. Arts https: //edmo. do/j/7 dn 5 ih STEM Ed. https: //edmo. do/j/mufbqu

Group Codes ELA https: //edmo. do/j/yn 45 cu Science https: //edmo. do/j/wr 2 d 4 g Fine & Perform. Arts https: //edmo. do/j/7 dn 5 ih STEM Ed. https: //edmo. do/j/mufbqu Career & Voc. Ed. https: //edmo. do/j/48 n 648 Foreign Language https: //edmo. do/j/vfsv 7 t Math https: //edmo. do/j/6 m 6 hc 3 Health https: //edmo. do/j/d 8 phgn

Group Codes Afterschool Programs https: //edmo. do/j/pmcxci Early Childhood https: //edmo. do/j/tytnxx English Learners https: //edmo. do/j/2 suf 7 h Social Studies https: //edmo. do/j/46 xgwk Special Ed. https: //edmo. do/j/mkxn 2 p WY Administrators https: //edmo. do/j/y 3 bttn Library https: //edmo. do/j/n 3 ygcw Physical Education https: //edmo. do/j/65 vgqy