Education Week - March 22, 2017 - 8


Arts Standards Stress Broad Concepts, Include Media Arts
14 states are using
the new guidelines
By Jaclyn Zubrzycki
When Ellie Jacovino began teaching general music in Arizona six
years ago, the state's standards for
arts dictated some of her classroom
activities very specifically. Her kindergartners were to "describe what
a piece of music makes them think
of or about." Older students were
to write a story when exposed to a
"specific piece" of music.
Now, Jacovino might still ask her
students at Sunset Elementary
School in Glendale to describe music
or write a story. But the standards
she plans her teaching around don't
require that. Arizona adopted new
arts standards in 2015, and now "it's
more about the concepts than the
activities," Jacovino said.
Arizona is one of more than a
dozen states that has adopted new
arts standards informed by the National Core Arts Standards, a set
of voluntary standards in dance,
theater, visual arts, music, and
media arts developed by a coalition of more than 50 arts organizations and educators and released
in 2014. And even as the betterknown Common Core State Standards for English/language arts
and math in recent years began to

draw fierce opposition, this standards push is largely happening
without controversy.
As of early this year, 14 states and
the Department of Defense Education Activity had either adopted the
National Core Arts Standards in
their entirety or written new ones
based on them. Several more states
are expected to follow suit in the
coming months.
The National Core Arts Standards mark a significant development in arts education: They
include, for the first time, a fifth artistic discipline, media arts, as well
as guidelines for individual grades
instead of broader "grade bands."
They are more accessible online
than previous standards, and come
paired with model assessments to
guide teachers.
While the previous national
arts standards, developed in 1994,
treated each artistic discipline as
entirely separate, the new standards are framed around what they
have in common. They still include
concepts specific to each discipline, but all of them are organized
around a set of anchor standards
and creative processes shared by all
five disciplines, such as "creating" or
"responding."
The shift mirrors similar changes
in other academic subject-area standards: The Next Generation Science
Standards and the College, Career,
and Civic Life Framework for social

studies are both organized around
concepts, core ideas, and practices
rather than specific facts.
"There's been a revolution in standards in every subject," said Jeff M.
Poulin, the program manager for
arts education at Americans for the
Arts, one of the groups involved in
developing the standards. "It makes
sense that the arts be on board."

Processes, Not Particulars
In the early 1990s, arts education organizations, supported by
the National Endowment for the
Arts, the National Endowment for
the Humanities, and the U.S. Department of Education, devised the
first-ever national arts standards.
Each discipline's standards were
written separately and structured
differently. They were adopted by
49 states.
The 2014 standards resulted from
a different process: While the arts
endowment provided some support,
the initiative was driven by arts education organizations. The National
Coalition for Core Arts Standards
worked on the standards for three
years and incorporated more than a
million comments from thousands of
educators and researchers into the
final draft.
State arts leaders said that it had
become clear that the 1994 standards were outdated. They were
hard to access online and harder

Media Arts

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still to update. While the first standards had been groundbreaking,
"we realized after 20 years, it was
really time" for new standards, said
Deb Hansen, an education associate for arts education at the Delaware education department. The
new standards focus less on what
a teacher should be doing and instead set out the eventual goals of
instruction-a method known as
"backward design."
The National Coalition for Core
Arts Standards landed on four guiding processes:
* Creating: generating and conceptualizing artistic ideas and work,
organizing and developing artistic
ideas and work, and refining and
completing that work;
* Performing/Presenting/Producing:
analyzing and interpreting artistic
work, selecting work for presentation, developing and refining work for
presentation, and conveying meaning
through the presentation of art;
* Responding: perceiving and analyzing artistic work, interpreting intent, and evaluating artistic work; and
* Connecting: synthesizing and relating knowledge and personal experiences to make art and relating
artistic ideas and works with societal, cultural, and historical context.
The coalition is also in the process
of piloting a set of Model Cornerstone Assessments, which are complex tasks that hit on all aspects
of the standards and document
student growth. The high school
standards are laid out separately
for students with different degrees
of ambition in or access to the arts.
Cory Wilkerson, a project manager at the State Education Agency
Directors of Arts Education, or
SEADAE, said having the shared
processes and sample assessments
helps arts educators see connections
between their subjects. "Standards
and disciplines that aren't my own
suddenly make sense," she said.

WASHINGTON, D.C.

Media arts, in which various arts
are combined with modern technology, was a less familiar discipline
for many arts educators. (A video
game, graphic design, or music
video might fall into the category of
"media arts.")
When the standards were being
developed, some disagreement arose
about whether to include standards
for media arts or to incorporate
the discipline into other standards.
Local efforts in some cities and
states were seen as early signs of
the emergence of a new discipline.
But there were concerns that the
addition of a new art could draw resources or time. Others worried that
media arts was simply too new an
art form to have standards.
Richard W. Burrows, the former
director of arts education in the
Los Angeles school district and a
co-chairman of the committee that
wrote the new standards for media
arts, said that starting from scratch
had benefits "because it was a new
art form and didn't have any demands or expectations." It also contributed to the inclusion of "connect-

ing" with art as one of the primary
creative processes.
While media arts now has a set of
standards, there is no professional
association of media-arts teachers.
And not all states seem set to adopt
the media-arts standards.

Under the Radar
In 2014, when the Common Core
State Standards in English/language arts and math had become
so unpopular that states were
getting rid of them, pitching standards with the phrase "national
core" in their name posed a political challenge. But in most states,
the new arts standards were introduced without incident. Arts
groups emphasized that the standards were voluntary, that states
could tweak them, and that they
were crafted by groups of educators. Some states, including Delaware and Vermont, adopted the
standards in their entirety. In others, the new standards served as
a template that was adjusted significantly by state educators and
policymakers.
States also have different approaches to ensuring the standards
are actually taught. In Delaware
and New Hampshire, state regulations require schools to show that
they have standards-based instruction in all subjects, including the
arts.
For many arts teachers, implementing the standards might pose a
challenge. Some teachers might see
students just 25 minutes a week, or
10 weeks a year, said Lynn Tuttle,
the director of content and policy at
the National Association for Music
Education.
Music and dance organizations
are trying to respond to that challenge by producing separate "opportunity to learn" standards, which
would outline the kinds of instructional materials, time, and other resources that allow for rigorous arts
instruction.
In Arizona, Jacovino, who was on
the state's standards-writing team,
said that the emphasis in the standards on creating music was a reminder to encourage her students to
compose more. She said the state's
new standards also help make a
case for teaching the arts to administrators and parents.
"I'm not in a school or district
where I feel I have to defend my
job," she said, "but from an administrative point of view, having it laid
out and seeing the progression gives
them more of an expectation and
makes sure they know what they're
looking for."
Coverage of leadership, expanded
learning time, and arts learning
is supported in part by a grant
from The Wallace Foundation, at
www.wallacefoundation.org.
Education Week retains sole editorial
control over the content of this
coverage.
Visit the CURRICULUM MATTERS blog,
which tracks news and trends on this
issue. www.edweek.org/blogs


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Table of Contents for the Digital Edition of Education Week - March 22, 2017

Education Week - March 22, 2017
The Hard Work of Making School ‘For Everybody’
Parents See Benefits in Spec. Ed. Vouchers But No Silver Bullet
Trump Education Dept. Has Yet to Hit the Gas
DIGITAL DIRECTIONS: Cybersecurity Skills in Demand
News in Brief
Report Roundup
Social Media Connects Students to Authors
Fifth graders, from left, Braiden Roy, Pendarrin Cayer, and Lindsay Strout wave to an author visiting them via Skype in Oxford, Maine.
Arts Standards Stress Broad Concepts, Include Media Arts
Plan to Shut Detroit’s Failing Schools Reveals Lack of Options
Kentucky’s Schools Are Poised for a Massive Shake-Up
ESSA Rules’ Rollback Complicates States’ Planning Process
Tuning Up the Message No Easy Lift as Ed. Secretary Settles In
Deep Cuts Proposed for Ed.Dept.
Chris Doyle: Fake News Isn’t New
Nancy Grasmick: The Brain-Health Effect
Letters
Q&A With Gary Younge: Seven Bullets a Day
Readers React
TopSchoolJobs Recruitment Marketplace
Tyrone C. Howard: Why Are We Criminalizing Black Students?
Education Week - March 22, 2017 - DIGITAL DIRECTIONS: Cybersecurity Skills in Demand
Education Week - March 22, 2017 - 2
Education Week - March 22, 2017 - 3
Education Week - March 22, 2017 - News in Brief
Education Week - March 22, 2017 - Report Roundup
Education Week - March 22, 2017 - Fifth graders, from left, Braiden Roy, Pendarrin Cayer, and Lindsay Strout wave to an author visiting them via Skype in Oxford, Maine.
Education Week - March 22, 2017 - 7
Education Week - March 22, 2017 - Arts Standards Stress Broad Concepts, Include Media Arts
Education Week - March 22, 2017 - Plan to Shut Detroit’s Failing Schools Reveals Lack of Options
Education Week - March 22, 2017 - Kentucky’s Schools Are Poised for a Massive Shake-Up
Education Week - March 22, 2017 - 11
Education Week - March 22, 2017 - 12
Education Week - March 22, 2017 - 13
Education Week - March 22, 2017 - 14
Education Week - March 22, 2017 - 15
Education Week - March 22, 2017 - Tuning Up the Message No Easy Lift as Ed. Secretary Settles In
Education Week - March 22, 2017 - Deep Cuts Proposed for Ed.Dept.
Education Week - March 22, 2017 - 18
Education Week - March 22, 2017 - 19
Education Week - March 22, 2017 - 20
Education Week - March 22, 2017 - 21
Education Week - March 22, 2017 - 22
Education Week - March 22, 2017 - 23
Education Week - March 22, 2017 - Nancy Grasmick: The Brain-Health Effect
Education Week - March 22, 2017 - Letters
Education Week - March 22, 2017 - Q&A With Gary Younge: Seven Bullets a Day
Education Week - March 22, 2017 - Readers React
Education Week - March 22, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - March 22, 2017 - 29
Education Week - March 22, 2017 - 30
Education Week - March 22, 2017 - 31
Education Week - March 22, 2017 - Tyrone C. Howard: Why Are We Criminalizing Black Students?
Education Week - March 22, 2017 - CW1
Education Week - March 22, 2017 - CW2
Education Week - March 22, 2017 - CW3
Education Week - March 22, 2017 - CW4
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