Post on 21-Dec-2015
NCMEA“Growing Success for
All Students”
NCMEA Music Program Leaders/NCDPINovember 2014
NCMEA MUSIC PROGRAM LEADERSThe NAfME Council of Music Program Leaders consists of supervisors and administrators of school music programs who share the goal to improve the availability and quality of school music education for all children. NCMEA Music Program Leaders include Arts Coordinators, Supervisors, Program Directors, Administrators, IHE representatives, Lead Teachers, and other interested parties. •“Growing Success for All Students” (4 sessions) for Music Educators and Music Program Leaders
NCMEA Music Program Leaders and NCDPI Special Sessions:
Growing Success for All Students
• Monday, 11/10 11- 11:50: Band (BCC Conference Rooms 5,6,7)
3:00-4:30: Jazz/Orchestra/Other Instrumental (Embassy Grand
Pavilion)
5:00-6:30: Elementary (Marriot Hearn)
• Tuesday, 11/119:00-10:30: MS/HS Choral (BCC N Main Hall, B,C,D)
Presenters
Christie Lynch EbertNCDPI/Government Relations, NCMEASection Chief, K-12 Program Areas, NC Department of Public Instructionchristie.lynchebert@dpi.nc.gov 919-807-3856
Janae B. CopelandMusic Program Leaders Chair, NCMEADirector of Cultural Initiatives, Onslow County SchoolsJanae.copeland@onslow.k12.nc.us 910-455-2211 X20122
•Janet Berry, Iredell-Statesville Schools
•Dee Yoder, Burke County
•Bryant Copeland, Onslow County Schools
Band:•Michael Wilson, NCBA President
Jazz/Orchestra/Instrumental:•Andy Wright, Chair, Jazz•Jessica Embry, Chair, Orchestra
Elementary:•Beth Ulffers, Chair
MS/HS Choral:•Hillary Boutwell, Chair, MS •Carol Earnhardt, Chair, HS
Resources
Survey Says…
• Please use this form to help us update our information http://goo.gl/ATrSKE
Social Media
• Like Us on Facebook at “N.C. K-12 Arts Education”
• Follow Us on Twitter “#ARTSEDNC”
NCDPI Arts Education Listserv
join-artsed@lists.dpi.state.nc.us
Comprehensive Arts Education
Update
Fall 2014
S66 Vision for Arts Education
In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.
S66 Comprehensive Arts Education
• Arts Education – (arts as core, academic subjects)
• Arts Integration – (arts as a catalyst for learning across the curriculum)
• Arts Exposure – (exposure to arts experiences)
Comprehensive Arts Education
Good News
Good News
• Focus on Comprehensive Arts Education
– December 2014 or January 2015 meeting
• Stay tuned for updates!
– Meetings are live-streamed so you can listen in even if you can not attend
– All materials are posted online: http://stateboard.ncpublicschools.gov/
Think Tank And AELC
• Arts Education Think Tank
– 8 Regions
– Central Office Staff, Educators, IHE Members
• Arts Education Leadership Coalition
– Dance, Music, Theatre Arts, Visual Arts Professional Organizations and ARTS North Carolina, Statewide Organization
ArtsFolio• Primary Purpose
– Provide a student-driven formative assessment process that documents the progression through arts proficiency levels
• Outcomes
– Navigating between middle & high school to ensure appropriate level placement
– Creating a portfolio for beyond high school (college & career)
Educator Effectiveness (Standards 1-5)• Administrator Guides
– Overview of Arts Education programs
– Arts-specific examples of indicators for Standards 1-5
Professional Development
Upcoming Webinar Dates
• December 3, 2014 https://www1.gotomeeting.com/register/683247145
• March 4, 2015 https://www1.gotomeeting.com/register/715192641
• May 6, 2015 https://www1.gotomeeting.com/register/729725592
RESA Trainings 2014-2015
Location Date
Region 2 October 7th
Region 6 February 3rd
Region 1 February 25th
Region 4 March 11th
NationalUpdates
Dance, Media Arts, Music, Theatre And Visual Arts
•http://www.nationalartsstandards.org/ – Creating
– Performing, Producing, Presenting
– Responding
– Connecting
(January 2013 – National Coalition for Core Arts Standards Framework)
National Standards
ArtsEdSearch
• the nation’s first online research and policy clearinghouse focused entirely on student and educator outcomes associated with arts learning in and out of school.
Preparing Students for the Next America: The Benefits of an Arts Education
“Growing Success for
All Students”
Focusing Question
• How can music educators look at student growth as a part of their regular instructional practices?
The First Verb
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
Revised Bloom’s Taxonomy
How were the elements of music used to make this piece interesting?
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
Revised Bloom’s Taxonomy
Identify whether the music you hear is fast/slow, loud/soft, same/different, etc.
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
Revised Bloom’s Taxonomy
Compose an original piece that is 8 measures long using whole, half, quarter…..
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
Revised Bloom’s Taxonomy
If you were the judge, how would you rate our performance based on this rubric?
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
Revised Bloom’s Taxonomy
Classify these instruments based on how their sounds are produced.
1. Remember 2. Understand 3. Apply4. Analyze5. Evaluate6. Create
Revised Bloom’s Taxonomy
Use steady tone while performing this piece.
Remember- Retrieve relevant knowledge from long-term memory.
●Recognize●Identify●Retrieve●Recall
Revised Bloom’s Taxonomy
Understand- Construct meaning from instructional messages, including oral, written, and graphic communication.
●Interpret●Exemplify●Summarize●Infer●Compare●Explain
Revised Bloom’s Taxonomy
Apply- Carry out or use a procedure in a given situation.
●Execute●Implement●Carry out●Use
Revised Bloom’s Taxonomy
Analyze- Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.
●Differentiate●Organize
Revised Bloom’s Taxonomy
Evaluate- Make judgments based on criteria and standards.
●Critique●Judge
Revised Bloom’s Taxonomy
Create- Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.●Generate●Hypothesize●Plan●Design●Produce●Construct
Revised Bloom’s Taxonomy
Musical Literacy StrandMusical Literacy = all aspects of music that lead to the development of literacy, that is, the ability to read, write, interpret, create, and perform music.
Musical literacy includes the ability to:
• sing and play instruments, • read and notate music,• improvise, compose, and arrange music.
Musical Response StrandMusical Response = reacting to music and music performances through any modality or combinations of modalities, such as writing, speaking, singing, playing, moving, or other forms of response.
Requires skills, such as listening to, describing, analyzing, critiquing, and evaluating music.
Responses may be a combination of physical, intellectual, or emotional reactions to music that is:
•viewed, •heard, and/or •performed.
Contextual Relevancy StrandContextual relevancy refers to applying knowledge of music in relation to:
•history, •culture, •heritage, •other content areas, •ideas, •skills (including 21st century skills), and •lifelong learning.
Which Clarifying Objectives would you choose for activities used in your classroom while preparing students
for a musical performance?
Class/Course/Grade:Unit/Lesson Name (or Topic): Strand:Clarifying Objective:
Initial Verb: Point One Artifact: Point 2 Artifact:
Music Planning Sheet
Elbow Partner Work
• Use the CO given or come up with one of your own.
• How does this fit with your regular instructional program?
• How would you capture growth at the first and second points in time?
Class/Course/Grade: 2nd grade Music ClassUnit/Lesson Name (or Topic): Strand: Contextual Relevancy Clarifying Objective: 2.CR.1.1: Exemplify music representing the heritage, customs, and traditions of various cultures.
Initial Verb: Point One Artifact: Point 2 Artifact:
EXEMPLIFYFinding a specific example or
illustration of a concept or principle (e.g., Give examples
of various artistic styles)
Elementary Music Planning Sheet
Class/Course/Grade: 7th grade Music ClassUnit/Lesson Name (or Topic): Strand: Musical LiteracyClarifying Objective: 7.ML.2.2: Interpret, through instrument and/or voice,
standard notation symbols for pitch in appropriate clefs.
Initial Verb: Point One Artifact: Point 2 Artifact:
INTERPRETChanging from one form of
representation (e.g., numerical) to another
(e.g., verbal)
Middle School Music Planning Sheet
Class/Course/Grade: Intermediate Music (Band, Chorus, Orchestra, etc.)Unit/Lesson Name (or Topic): Strand: Musical ResponseClarifying Objective: I.MR.1.3: Generate specific criteria for evaluating the
quality and effectiveness of music and apply criteria in personal participation in music.
Initial Verb: Point One Artifact: Point 2 Artifact:
Generate
to bring into existence; cause to be; produce
High School Music Planning Sheet
Analysis of Student Work
Standard I: Teachers demonstrate leadership.
Standard II: Teachers establish a respectful environment for a diverse population of students.
Standard III: Teachers know the content they teach.
Standard IV: Teachers facilitate learning for their students.
Standard V: Teachers reflect on their practice.
Standard VI: Teachers contribute to the academic success of students.
NC Professional Teaching Standards
5 Rating Categories
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute to Academic
Success
3 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Effectiveness Status NC Educator Evaluation System
Overview of Standard 6
Contribute to
Academic Success
End of Grade (EOG) or End of Course (EOC) tests
6 NC Final Exams
6 Career Technical Education Assessment
6 Analysis of Student Work
K-3 Checkpoints6
6
Overview: Analysis of Student Work ASW Process
3 objectives for 2014-15 implementation
3
Principal’s Input
Confirm Teacher Participation
Teaching Context: Teachers Access Schedules to Validate Classes AND Course Codes
If you have the wrong course codes for your classes, you will have the wrong Clarifying Objectives!
Teachers are responsible for the items within the red boxes.
Overview: Analysis of Student Work (ASW) Process
ASW Resources
http://ncasw.ncdpi.wikispaces.net
Jennifer DeNealRace to the Top Project Coordinator for Educator Effectiveness
North Carolina Department of Public Instruction
Have a question about educator effectiveness?
Email educatoreffectiveness@dpi.nc.gov
Questions and Sharing
Sharing
• Janet Berry, Iredell-Statesville Schools
• Dee Yoder, Burke County Schools
• Bryant Copeland, Onslow County Schools
Next Steps: AELC, NC Arts Ed Coordinators, NCDPI, NCDCR, Other Partners
Think-Pair-Share
Thank you!!!
(OPTIONAL)Additional
Information
ASW Process: A Quick Guide
Participation in ASW Processfor High School Teachers (60% rule)
1. If 60% of an educator’s classes* are in ASW subject areas, then the educator must participate in both ASW and any other Standard 6 measure covering the remaining classes.
2. If 60% of an educator’s classes* can be covered by an existing measure of student learning, then the teacher is not required to participate in ASW.
*Please note that locally developed electives that do not follow the standards set forth in the NC Standard Course of Study are not included in the ASW Process.
Participation in ASW Processfor K-8 Teachers (45 minute rule)
1. Educators who have 45 minutes per week scheduled with students in these content areas are required to participate in ASW.
2. Educators who do not have 45 minutes per week scheduled with students in these content areas are not required to participate in ASW.
For educators who do not meet the requirements to participate in the ASW Process, the district may choose to opt in to the ASW Process for those educators. The decision to opt in for a group of educators must be a district-wide decision.
ASW Process: Step 1Teacher ResponsibilityTeacher Responsibility
ASW Process: Step 2Platform Responsibility Platform Responsibility
ASW Process: Step 3Teacher ResponsibilityTeacher Responsibility
ASW Process: Step 4Teacher ResponsibilityTeacher Responsibility
ASW Process: Step 5Platform ResponsibilityPlatform Responsibility
ASW Process: Step 6Teacher ResponsibilityTeacher Responsibility
ASW Process: Step 7Platform ResponsibilityPlatform Responsibility
ASW Process: Step 8Platform ResponsibilityPlatform Responsibility