Arts Education and Assessment - PowerPoint Presentation

Slide1

Arts Education and Assessment

MI-Model Arts Education Instruction and Assessment (MAEIA) Project

Michigan School Testing Conference

February 21, 2013

-Session

E4Slide2

Session Overview

Introduce the MAEIA

Provide context through Michigan Arts CensusProvide context through NCCAS and 21st Century SkillsSpeak to Assessment and Instructional Implications 4C’s of the 21

st

Century Skills

Processes inherent in Art Literacy

Assessment Example WalkthroughSlide3

Who is the MAC?

“…individuals and organizations that work together to promote the use of balanced assessment systems, so that students learn, grow, and flourish…”Slide4

Michigan Assessment Consortium

Promote assessment knowledge and practice

Provide professional development

Produce and share assessment tools and productsSlide5

Vision of MAEIA 3-year project

MAEIA Arts Education Instructional Blueprint provides a detailed description of a high quality instructional program in the arts.

The Blueprint is based on Michigan’s content standards and is aligned to standards of quality identified by the National Coalition for Core Arts Standards (NCCAS) in development by State Education Agency Directors of Arts Education (SEADAE) and national association partners.Slide6

Vision of MAEIA 3-year project

MAEIA Audit Tool for districts to use in assessing the quality of their arts education instructional program has been developed and is available for voluntary use by districts.

Assessment specifications and prototypes to guide the future development of student assessments in the arts have been developed and are available for voluntary use by teachers and districts.A system for monitoring implementation of the blueprint, use of the audit tools and use of the assessments has been developed.Slide7

CONTEXT In MICHIGAN

FOR THIS WORKSlide8

A Comprehensive Survey of Arts Education

in Michigan Schools

Michigan Arts Education Census

Cypress Research Group

Data Collected: October 2011 – December 2011

Report : September 2012Slide9

In the fall of 2011,

Quadrant Arts Education Research, on behalf of

the

Arts Education in Michigan Schools Research Project

, began

a study of the level of arts education in

Michigan schools.

Principals

of

4,163 schools

, including

718 private and 293 charter

schools

, were asked to complete an on-line survey

providing

detailed information on arts education in

their schools.

The

survey

captured

baseline data

on arts education,

including:

Types of arts courses (curricular and extra-curricular) offered, by grade level (for music, visual arts, theater, and dance);

Number of students enrolled in arts courses;

Number of hours in a year dedicated to arts education, by arts discipline;

Certification level of teachers providing arts education;

Non-salary budgets allocated to arts education;

Use of visiting artists, field trips, and artists-in-residence;

Professional development offerings to art and general classroom teachers;

Policies in place regarding arts education (adoption of standards, high school arts graduation requirements, etc.).A total of 826 schools completed a questionnaire -- a 20% response rate. A total of 460,066 students, or 30% of the total student population were represented by responding schools.

MI ARTS EDUCATION CENSUSSlide10

AVAILABILITY OF ARTS EDUCATION IN MI SCHOOLS

(

n=521)

(

n=360)

(

n=298)

94%

of schools have at least one course in any of the

four arts

disciplines.

93%

of schools have at least one course in any of the

four arts

disciplines.

92%

of schools have at least one course in any of the

four arts

disciplines.

Schools With at Least One

Course, By Arts Discipline

% of Responding Schools

Q1:

What is the total number of courses offered in EACH arts area?Slide11

Access for All

– Michigan Department of Education, Michigan State Board of Education, in partnership with concerned statewide organizations, determine the reason more than 100,000 students attend schools without any arts education and provide recommendations and strategies to reduce this number to zero.

Accountability –

Michigan Department of Education require schools to publicly report annually information regarding access to arts courses; level of student participation; educators assigned to provide instruction; and a demonstration of how schools are meeting the arts standards.

Arts Education Policy

–

Michigan State Board of Education adopt a policy addressing the importance of arts education in a student’s holistic development while outlining what a high quality arts education is in Michigan.

Arts Education Strategic Plans –

Each school district include the visual and performing arts education in district strategic plans.

Develop Appropriate Student/Teacher Assessment System –

Development of an appropriate assessment system, centered around the acquisition of skills and knowledge in all four arts disciplines, to be piloted in the 2013/2014 school year.

RECOMMENDATIONSSlide12

CONTEXT In U.S.

FOR THIS WORKSlide13

National Context

Exit Outcomes for K-12 Arts

College Board research asked, “How should K-12 arts Education contribute to success in college and life beyond K-12…”“develop functional competence in manipulating the basic elements, principles and vocabulary of dance, media arts, music, theatre and visual art; and, to refine one’s work in response to feedback.”

p. 15 NCCAS Conceptual Framework c. 2013Slide14

Artistic Literacy defined…

The knowledge and understanding required to participate authentically in the arts. Fluency in the language(s) of the arts is the ability to create, perform/produce/present respond and connect through symbolic and metaphoric forms that are unique to the arts…an artistically literate person can transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts.Slide15

Developing 21st

Skills Through the Arts

Due to the highly process-oriented and reflective nature of arts making, arts education naturally encourages Creative thinkingLogical reasoningMeta-cognitionFostering connections among arts and between arts and other disciplines(result= access, develop, express & integrate meaning across content areas).Slide16
Slide17

4 C’s in 21st

Century Skills

CreativityCritical thinkingCommunicationCollaboration

Partnership for 21

st

Century SkillsSlide18

4 C’s in 21

st

Century Skills

NCCAS 2013 Conceptual FrameworkSlide19

Elbow Conversation

What are the implications for assessment?Slide20

National Arts Standards Work

nccas.wikispaces.comSlide21

Underpinning New National Arts Standards

The philosophical foundations and lifelong goals establish the basis for the new standards and illuminate artistic literacy by expressing the overarching common values and expectations for learning in arts education across the five arts disciplines.

National Core Arts Standards: A Conceptual Framework for Arts LearningSlide22

Artistic Processes by Each Arts Discipline

The Artistic Processes are the cognitive and physical actions by which arts learning and making are realized.

Creating, Performing, Responding and ConnectingNational Core Arts Standards: A Conceptual Framework for Arts LearningSlide23

Examples of Enduring Understandings

In the visual arts standards for the artistic process of

Creating: “Artists use various sources and methods to make meaningful work.”In the music standards for the artistic process of Responding:“Individuals’ interpretation of a work of art is influenced by their background, experience, and personal aesthetic.”

In the theater standards for the artistic process of

Performing:

“Artists analyze, evaluate and refine their work over time toward an ever-rising standard of excellence.”

In the dance standards for the artistic process of

Connecting:

“Form and content in one art form can transfer and interface with other arts.”

National Core Arts Standards: A Conceptual Framework for Arts LearningSlide24

*Bloom, 1956 *Anderson &

Krathwohl, 2001

Bloom’s Taxonomy- 21 Century VersionSlide25

BLOOM’S TAXONOMY – 21st

Century VersionCreating: the highest level of thinking

Synthesize information across multiple sources or textsArticulate a new voice, alternate theme

Anderson &

Krathwohl

, 20o1

Anderson &

Krathwohl

, 2001Slide26

Elbow Conversation

What are the implications for instruction?Slide27

The link between

Arts Instruction and Assessment resulting in the attainment of 21st century skills.

INSTRUCTION

ASSESSMENTSlide28

Dance

Standard 1.

Students will perform set dance forms in formal and informal contexts and will improvise, create, and perform dances based on their own movement ideas. They will demonstrate an understanding of choreographic principles, processes, and structures and of the roles of various participants in dance productions.Standard 2. Students will know how to access dance and dance-related material from libraries, resource centers, museums, studios, and performance spaces. Students will know various career possibilities in dance and recreational opportunities to dance. Students will attend dance events and participate as appropriate within each setting.Standard 3.

Students will express through written and oral language their understanding, interpretation, and evaluation of dances they see, do, and read about. Students will acquire the critical vocabulary to talk and write about a variety of dance forms.

Standard 4.

Students will know dances from many cultures and times and recognize their relationship to various cultural, social, and historic contexts. Students will recognize that dance is performed in many different cultural settings and serves many functions in diverse societies.Slide29

Note: The still photograph is provided to give an idea of the content.

In which joint should the movement of the legs from parallel to turned-out position be initiated?

ankle hip

knee

lower back

A person in which dance-related career analyzes and writes about dance performances?

arts manager

choreographer

dance company manager

dance critic

When creating a dance or movement study, floor patterns are created by

slow and fast time

high and low space

light and strong effort

straight and curved pathways

DANCE

Standard

2

Performance

Indicator (2e)Slide30

Performance Event Items

Exercise A - Choreography and Performance

Description of Exercise A: The student works individually to create and perform a dance study. The study includes at least five dance concepts that include knowledge of stage direction; variations in time, space, force/energy; or specific types of movement. A checklist is provided to guide the student’s rehearsal process.Exercise B - Skill DemonstrationDescription of Exercise B: In 90 seconds after completing Exercise A, each student will be required to demonstrate, at the teacher’s request, five movement ideas. These movements will be the same for each student, and could include stage directions; specific variations of time, space, force/energy; and/or specific movement vocabulary.

Note: The student creates a movement study and also must demonstrate dance skills.

Dance

Standards

1,2,&3

Performance Indicators

1(a), (

b

;, 2(a); 3(c)Slide31
Slide32

Performance/Portfolio Items

Part Task Descriptions

A Mandatory trio or duet choreography and performance, with required elements, notation, and reflective questions. The choreography is to be inspired by another art form. The performance is to be no longer than five minutes.B A research project in which the student researches anatomical structures and relates them to dance movement through narrated demonstration. May also include demonstrating some section of class work (such as warm-up, or a specific step or movement) while relating the exercise to anatomical structures.

C Student-selected work that demonstrates proficiency in a standard not yet adequately represented in the portfolio.

D The self-assessment task gives the student the opportunity to assess himself/ herself and his/her level of achievement in the four standards.

DANCE

Standards

1-4

Performance Indicators May VarySlide33

Links Among Achievement Targets and Assessment Methods

Source: Adapted from

Student-Involved Assessment for Learning, 4th ed. (p

. 60), by R.J.

Stiggins

, 2005, Upper Saddle River, NJ: Merrill/Prentice Hall. Reprinted in

Classroom Assessment for Student Learning: Doing It Right – Using It Well,

(

p

. 100), by Rick

Stiggins

, Jan

Chappuis

, Steve

Chappuis

, Judith

Arter

, 2006, Portland, OR: Educational Testing Service.Slide34

A Balanced Assessment System

Common Core State Standards specify

K-12 expectations for college and career readiness

All students leave

high school college

and career ready

Teachers and schools have information and tools they need to improve teaching and learning

Interim assessments

Flexible, open, used for actionable feedback

Summative assessments

Benchmarked to college and career readiness

Teacher resources for

formative assessment practices

to improve instructionSlide35

Your assessment accurately and effectively assesses 21

st Century Skills when it…Slide36

Assessment Specification Writers

Call for participation and application

mi-arts.wikispaces.comDeadline for applications – March 1, 2013Slide37

Website

www.michiganassessmentconsortium.org

Follow MAC37

Follow MI-Arts (MAEIA)

Wiki

mi-

arts.wikispaces.comSlide38

Contact Information

Kathy Dewsbury-Whitekdwhite@michiganassessmentconsortium.org

Ed Roebereroeber@wisc.eduBarb Micheluttibmichelu@gmail.com