Career and College Readiness in the Arts Throughout and upon completion of this module you will Understand how the CCSS enriches arts learning Examine the attributes of wellprepared college and career ready ID: 606486
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Welcome to Unit 1 Career and College Readiness in the Arts
Throughout and upon completion of this module, you will:Understand how the CCSS enriches arts learningExamine the attributes of well-prepared “college and career ready” students in the artsExamine the differences and/or similarities between college readiness and career readiness
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| California Department of EducationSlide3
What Makes a College and Career Ready Student?
| California Department of Education3Take a few moments to think about the art form you teach….What were some of the key skills and knowledge that you needed for success upon high school graduation?
How have the skills and knowledge requirements changed f
or today’s students?Slide4
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st Century Students Need New and Expanded Skill Sets Prerequisite Skills and Capabilities for College and Career ReadinessProficiency in reading a wide range of materials and informational texts; fluent writing in several modes, most notably expository and descriptive;Quantitative literacy through algebra and including geometry, combined with the ability to understand and interpret data;Comprehension of the scientific method and organization of knowledge in the sciences;Awareness of social systems and the study of these systems;Basic proficiency in a second language;Awareness of other cultures; andExperiences in and appreciation of creative and expressive arts.Source: Educational Policy Improvement Center, 2013
| California Department of Education
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| California Department of Education5While a high school diploma was once sufficient to secure a stable job with benefits, almost two-thirds of new jobs in the fastest-growing sectors of the U.S. economy now require some postsecondary education and/or training.”Then and Now…. Slide6
| California Department of Education6Harvard University Professor Dr. Tony Wagner offers an analysis for what the “Net Generation”
— high school students who have grown up surrounded by technology — value and how they are motivated.
Nurturing Innovation, Imagination, and Creativity Slide7
What Motivates The “Net” Generation?
| California Department of Education7Accustomed to instant gratification and “always-on” connectionUse the web for extending friendshipsinterest- driven, self-directed learningas a tool for self- expressionAre constantly connected, creating, and multitasking in a multimedia world—everywhere except in school.
Have less fear and respect for authority—accustomed to learning from peers.Want coaching, but only from adults who don’t “talk down” to them
Want to make a difference
and do interesting/worthwhile work
Source: Dr. Tony WagnerSlide8
What Does This Mean for Schools?
Wagner, 2009| California Department of Education8Mastering the Competencies of “Just in Time Learning” Rigor is figuring out the right question/problem to be solvedExploring new questions/problems within and across disciplinesLearners working in teamsMotivated by intrinsic rewards
Taught by teamed coaches through exploration and discovery
Assessed through
auditing strategies, portfolios, and exhibitions of masterySlide9
.| California Department of Education9They demonstrate independence.They build strong content knowledge.They respond to the varying demands of audience, task, purpose, and discipline.They comprehend as well as critique
.They value evidence.
They use technology
and digital media strategically and capably.
They come to
understand other perspectives and cultures
Common Core Descriptors of College and Career Ready Students Slide10
| California Department of Education
10The CCR standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. The CCR and high school (grades 9–12) standards work in tandem to define the college and career readiness line-the former providing broad standards, the latter providing additional specificity. Hence, both should be considered when developing college and career readiness assessments. -CCSS Initiative
College and Career Ready Standards Slide11
Examine the CCR Anchor Standards for Reading to understand how they define the literacy expectations for students entering college and careers, and provide the foundation for the Reading Standards for Literacy in Science and Technical Subjects 6–12.
Understand the organizational structure, content, and intent of the Reading Standards for Literacy in Science and Technical Subjects 6–12.Understand that reading “texts” within the arts often goes beyond the written word.Explore teachers’ ideas of incorporating the Reading Standards for Literacy in Science and Technical Subjects 6–12 into lesson plans.Develop an action plan for incorporating the Reading Standards for Literacy in Science and Technical Subjects 6–12 in your content curriculum.
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Learning Objectives for Unit 2
11 California Department of EducationSlide12
Learning Objective: Understand that reading “texts” within the arts often goes beyond the written word.
CCSS have a broad definition of “text”:Text is not just words on a page, as in a script for a play.Text can also be visual art, musical composition or choreography.What is “Text” in Common Core State Standards Slide13
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The Anchor Standards for Reading…
Define the literacy expectations for students entering college and careers
Provide the foundation for the CA CCSS for ELA/Literacy
College and Career Anchor Standards for Reading
13 | California Department of EducationSlide14
Creer Readiness
Anchor Standards for ReadingCCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
| California Department of Education
College and Career Ready English Language Arts - Literacy Anchor Standards in Reading
14 | California Department of EducationSlide15
College and Career Ready English Language Arts - Literacy Anchor Standards in Reading
CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
15 | California Department of EducationSlide16
Reading Types of Texts in the Arts
Reading in the arts requires students to read literal English language texts, as well as:complex discipline-specific texts that contain unique symbol systems, syntax, andvisual representations. This type of reading is specified in the CCR Anchor Standards: CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.16| California Department of EducationSlide17
Reading Dance
Dance is often used to tell a story or convey a message. Like a story or a book, each dance has a beginning, middle andan end. Dance is made up of “movementmaterials”, connected into “phrases” and put together into a complete dance.Clip 1 17| California Department of EducationSlide18
Reading Visual Arts| California Department of Education1812 | California Department of Education18 | California Department of EducationSlide19
To learn more about this topic, go to the Digital Chalkboard
Content Literacy for the Technical Subjects developed by the California Department of Education and The California Arts Project. Link: https://www.mydigitalchalkboard.org/auth/portal/default/Content/Viewer/Content?action=2&scId=505198&sciId=18241