North Carolina Arts Education Essential Standards



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This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or North Carolina Essential Standards (Standard Course of Study) in order to increase student achievement. NCDPI staff are continually updating and improving instructional tools to better serve teachers.
Graphic Organizers for the North Carolina Arts Education Essential Standards

What is the purpose of this tool?

These visual representations assist the student in organizing abstract “big picture” information that is new, overwhelming or misunderstood. Research supports the utilization of graphic organizers as a contributing factor in improving student performance. The examples are to model varied organizers and their use in provoking student engagement, organization, and understanding, thus equipping the teacher with the knowledge to develop and use such tools effectively with the new standards. By providing these examples, DPI is creating a foundation for teachers to shift the focus from merely classroom instruction to also include student learning.


What is in the tool?
The instructional tool uses straightforward (clear) models/examples that can be used in the classroom in alignment with the new standards. The tool speaks directly to teachers and holds high expectations for teachers’ ability to understand the use of the tool as a mechanism for differentiating instruction.
How do I send feedback?

We intend the explanations and examples in this document to be helpful and specific. That said, we believe that as this document is used, teachers and educators will find ways in which the tool can be improved and made even more useful. Please send feedback to us at feedback@dpi.nc.gov and we will use your input to refine our instructional tool. Thank You!


Where are the new Common Core State and North Carolina Essential Standards?

All standards are located at http://www.ncpublicschools.org/acre/standards/.


Where are the supporting documents and resources that accompany the standards?
The Arts Education Essential Standards wiki at http://ances.ncdpi.wikispaces.net/ includes links to standards, tools, resources, and professional development materials specific to Arts Education. CONTENTS


Topic

Page

Introduction

3

History and Culture – Connections Between the Arts and Social Studies

4

Early Elementary Sample: 1st Grade - Arts in Culture

7

Upper Elementary Sample: 4th Grade - Arts in Culture

14

Middle Grades Sample: 8th Grade - Arts in Culture

21

Cultural Influences: High School Sample

28

The Creative Process (All Arts): Multi-grades Sample

38

The Elements of Dance, Music, Theatre Arts, and Visual Arts: Multi-grades Sample

43

Black Line Masters

48


Introduction

The materials in this document are intended to provide examples of how graphic organizers may be used to help students understand and organize concepts, and to assist them with recording and documenting their understandings. The intent of these samples is to provide a springboard from which teachers may modify, adapt, or create new organizers to assist students with their understanding of the North Carolina Arts Education Essential Standards.



The first three graphic organizers provide links with the arts to history and culture. These samples may be used with various art forms and across content areas. Three completed examples are included for the first two organizers – early elementary dance, upper elementary visual art, and middle grades music. Ideally, they will be used by both arts education and general education teachers in multi-disciplinary instruction to help students transfer and apply their understanding across the curriculum. The fourth organizer was designed for use at the high school level and focuses on helping students see connections through the lens of cultural influences. The last two graphic organizers may be used in multiple grade levels and disciplines to make connections with the creative process and to build conceptual understanding of the elements within each of the arts education disciplines: dance, music, theatre arts, and visual arts.


HISTORY AND CULTURE
Connections between the

Arts and Social Studies
History and Culture Organizers: The graphic organizers for history and culture are intended to be used together to help students think across disciplines. The first one is designed for use in the arts education classroom to help students make connections to history and culture. The second is intended to be used in the general education or social studies classroom, and is intended to help students make connections between social studies and each of the four arts disciplines. Generic organizers are shown on pages four and five, followed by completed examples for early elementary, upper elementary, and middle grades.

General Arts Education Uses: This graphic organizer can be used as students learn about and make connections between history, culture, and the art-making that occurs in each of the art disciplines of dance, music, theatre arts, and visual arts. For instance, this organizer might be used in a dance classroom to explore cultural connections with clogging, shag, or modern dance, in a music classroom for recognizing traditional instruments in different types of music, such as bluegrass, beach music, or the symphony, in the visual arts classroom for pottery, textile arts, or master works, or in the theatre arts classroom for storytelling, via professional theatre, folk traditions, or outdoor symphonic drama.
General Education and/or Social Studies Classroom Uses: Many opportunities exist to study the importance of the arts in North Carolina history, culture, and traditions in dance, music, theatre arts, and visual arts. The graphic organizer below might be used in the general education classroom to help students see and make connections among the various art forms and social studies content. As students study these traditions in the general 4th grade classroom, they might learn more about the art forms by reading books, bringing in a guest artist to the classroom, or watching video segments. They might illustrate their understanding of concepts by writing a paragraph, creating a living museum, creating a travel brochure, etc. The graphic that follows illustrates sample styles, artists, and places where these various art forms may be found in NC:

EXAMPLE 1
Early Elementary

1st Grade - Arts in Culture

1st Grade - Arts in Culture

Purpose: This graphic organizer is intended to be used throughout a unit of study or even throughout the entire academic year, focusing on the role of the arts in relation to history and culture. It may be used with multiple lessons over time, and as both a pre- and post-assessment of student learning. This sample connects specifically to dance, but the unit should ideally be developed as an interdisciplinary unit with arts educators and general education teachers working together to address standards from each of the arts disciplines as well as standards from social studies, English language arts, or additional content areas where connections naturally exist.

Description: At the center of the graphic is the topic, or art form, that focuses the unit. The additional circles that diverge from the center indicate terms, examples, and purposes for dance, which serves as a springboard for connecting the art to history, culture, and traditions.

Connection to Standards: This example addresses the following Clarifying Objective from the 1st grade North Carolina Dance Essential Standards:

1.C.1.1 Recognize how dance is used in customs and traditions of various cultures.

In addition to the focus on 1.C.1.1, other dance standards that may be addressed within the context of this unit include:



  • Creation and Performance: Students create movement that expresses words, ideas, experiences, and feelings. (1.CP.1.4) Create dance movement using elements of movement (body, time, space, energy). (1.CP.1.1)

  • Dance Movement Skills: Students contrast basic locomotor and non-locomotor movements (1.DM.1.3)

  • Responding: Students may explain movement skills and elements observed in dances performed by peers. (1.R.1.1).

This example also addresses the following Clarifying Objectives from the 1st grade North Carolina Social Studies Essential Standards:

  • Social Studies 1.H.1.2: Explain the importance of folklore and celebrations and their impact on local communities.

  • Social Studies 1.C.1.1: Compare the languages, traditions, and holidays of various cultures.

Resources:

  • NC Arts Education Essential Standards

  • Dance Heritage Coalition - http://www.danceheritage.org/

  • NC Social Studies Essential Standards

  • ArtsEdge - http://artsedge.kennedy-center.org/educators.aspx

  • The Framework for 21st Century Skills (http://www.21stcenturyskills.org)

  • Thinkfinity - http://www.thinkfinity.org/





Dance Classroom Use: This graphic organizer may be used for a multi-week 1st grade unit where students engage in the process of creating dance and learning dance movement skills while studying the history and culture of the art form and critiquing their own dances as they engage in standards from the Creation and Performance, Dance Movement Skills, Responding, and Connecting strands of the North Carolina Dance Essential Standards (2010).

At the beginning of the unit, students brainstorm to complete the surrounding bubbles of the graphic organizer based on what they already know. A large classroom visual should be completed so the entire class can see the collective contributions of the group. This activity will allow the teacher to quickly assess students’ prior knowledge and will set the stage for students to ask questions, seek information, and make connections as they discuss what they know and what they learn as they progress through the unit. Save the beginning example as a pre-assessment to compare to learning at the end of the unit.



Place the large visual of the partially complete graphic in the dance classroom (this could be done in hard copy or by using a smart board and saving electronically so that each class has its own visual to reference). Encourage students to look for examples of dance used for customs and traditions that they might see outside of school and share with the class so that they can be added to the graphic organizer, using these personal connections as a basis for further discussion and exploration. For example, dance is an important part of the customs, traditions, and celebrations of many cultures. It is used for many purposes, including weddings, ceremonies and rituals, recreation, entertainment, communication, greeting, and expression of feelings. Over time, students should be exposed to many examples and these should be added to the graphic organizer as they are studied. At the end of the unit, this graphic organizer may be completed again as a post-assessment of the students’ understanding of the history, culture, and traditions associated with dance in customs and traditions. Completed organizers might include information such as indicated below:


General Education Classroom Uses: Many opportunities exist to study the importance of the arts in customs and traditions. The graphic organizer below might be used in the general education classroom to help students see and make connections among the various art forms and social studies content. As students study these traditions in the general 1st grade classroom, they might learn more about the art forms by reading books, bringing in a guest artist to the classroom, participating in arts activities, or watching video segments. They might illustrate their understanding of concepts by writing a paragraph, creating simulations of customs and traditions, creating a poster or diorama, etc. The graphic that follows illustrates sample examples and purposes for each of the arts.

EXAMPLE 2
Upper Elementary

4th Grade - Arts in Culture

4th Grade - Arts in Culture

Purpose: This graphic organizer is intended to be used throughout a unit of study focusing on the role of the arts in relation to history and culture. It may be used with multiple lessons over time, and as both a pre- and post-assessment of student learning. This sample connects specifically to the visual arts, but the unit should ideally be developed as an interdisciplinary unit with arts educators and general education teachers working together to address standards from each of the arts disciplines as well as standards from social studies, English language arts, or additional content areas where connections naturally exist.

Description: At the center of the graphic is the topic, or art form, that focuses the unit. The additional circles that diverge from the center indicate examples of places, types and purposes, resources and techniques, artists, and tools that might be found in the culture of North Carolina, which serves as a springboard for connecting the art to history, culture, and traditions.

Connection to Standards: This example addresses the following Clarifying Objective from the 4th grade North Carolina Visual Arts Essential Standards:

4.CX.1.1 Understand how the visual arts have affected, and are reflected in, the culture, history, and traditions of North Carolina.

In addition to the focus on 4.CX.1.1, other visual arts standards that may be addressed within the context of this unit include:



  • Contextual Relevancy: Students engage in discussions and explorations about key contributions of NC artists in history (4.CX.1.2); explain how place and time influence ideas, issues, and themes found in art (4.CX.1.4); and analyze the effects of the geographic location and physical environment on the media and subject matter of NC art and artists (4.CX.1.5).

  • Visual Literacy: Students use ideas and imagery from North Carolina as sources for creating art (4.V.3.1) and create original pottery (4.V.3.3).

  • Critical Response: Students may critique their own art (pottery) based on given criteria (4.CR.1.2).

This example also addresses the following Clarifying Objectives from the 4th grade North Carolina Social Studies Essential Standards:

  • Social Studies 4.C.1.1: Explain how the settlement of people from various cultures affected the development of regions in North Carolina (languages, foods, and traditions).

  • Social Studies 4.C.1.2: Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.

Resources:

  • NC Arts Education Essential Standards

  • Seagrove Area Potters Association - http://www.discoverseagrove.com/

  • NC Social Studies Essential Standards

  • North Carolina Treasures: Craft History - http://www.unctv.org/nctreasures/pottery1.html

  • The Framework for 21st Century Skills (http://www.21stcenturyskills.org)

  • North Carolina Folk/Traditional Arts (NC Arts Council) - http://www.ncarts.org/freeform_scrn_template.cfm?ffscrn_id=68


Visual Arts Classroom Use: This graphic organizer may be used for a multi-week 4th grade unit where students engage in the process of making pottery while studying the history and culture of the art form and critiquing their own art as they engage in standards from the Visual Literacy, Contextual Relevancy, and Critical Response strands of the North Carolina Visual Arts Essential Standards (2010).

At the beginning of the unit, students work in groups and complete the surrounding bubbles of the graphic organizer based on what they already know. The small groups can share out with the class as a large classroom visual is completed so the entire class can see the collective contributions of the group. This activity will allow the teacher to quickly assess students’ prior knowledge and will set the stage for students to ask questions, seek information, and make connections as they discuss what they know and what they learn as they progress through the unit. Save the beginning example as a pre-assessment to compare to learning at the end of the unit.



Place the large visual of the partially complete graphic in the visual arts classroom (this could be done in hard copy or by using a smart board and saving electronically so that each class has its own visual to reference). Encourage students to look for examples of pottery that they might see outside of school and share with the class so that they can be added to the graphic organizer, using these personal connections as a basis for further discussion and exploration. For example, Seagrove is an area in the piedmont region of North Carolina that is known for pottery and has a rich tradition of hand-crafted pottery. This tradition of hand-crafted pottery is also seen throughout the Mountain region of North Carolina. Students can examine the historical origins and how the settlement of people is reflected in NC pottery traditions, from the centuries old techniques of the Cherokee and Catawba tribes in Western NC, to the traditions of the NC British potters and the introduction of Moravian cream ware. Students can study how pottery has evolved based on need and new technologies and uses and how various cultures are reflected through artistic expression in NC pottery. As students explore sources of pottery in the state, they learn about the historical and cultural significance, influence, materials, techniques, and evolution, and apply the styles of particular artists in the creation of their own pottery. An important aspect of this study is for the student to understand the concepts of origins and authenticity, recognizing the difference between hand-crafted pottery by an artist, mass-produced pottery, and how the evolution of glassware created a need for more decorative pottery. At the end of the unit, this graphic organizer may be completed by individual students as a post-assessment of the students’ understanding of the history, culture, and traditions associated with NC pottery. Completed organizers might include information such as indicated in the example that follows:

General Education Classroom Uses: Many opportunities exist to study the importance of the arts in North Carolina history, culture, and traditions in dance, music, theatre arts, and visual arts. The graphic organizer below might be used in the general education classroom to help students see and make connections among the various art forms and social studies content. As students study these traditions in the general 4th grade classroom, they might learn more about the art forms by reading books, bringing in a guest artist to the classroom, or watching video segments. They might illustrate their understanding of concepts by writing a paragraph, creating a living museum, creating a travel brochure, etc. The graphic that follows illustrates sample styles, artists, and places where these various art forms may be found in NC.

EXAMPLE 3
Middle Grades

8th Grade - Arts in Culture
8th Grade - Arts in Culture
Purpose: This graphic organizer is intended to be used throughout a unit of study focusing on the role of the arts in relation to history and culture. It may be used with multiple lessons over time, and as both a pre- and post-assessment of student learning. The sample provided connects specifically to music, but the unit should ideally be developed as an interdisciplinary unit with arts educators and general education teachers working together to address standards from each of the arts disciplines as well as standards from Social Studies, English language arts, or additional content areas where connections naturally exist.
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