Arts Education Advisory Council
Monday, April 2
Devens Commons Center
Present: Lurline, Jonathan, Luci, Lisa, Lynne, Alice, Jen, Christopher, Jodi, Sandi, Timmary, Priscilla, Julie, Joan, Liz, Beth, Sabrina, Charles
3:24 pm Craig starts meeting
Welcome / Announcements:
Jonathan made announcement regarding Arts | Learning nominations.
Arts Review Update:
Craig: Consider “What are the major focus areas for each discipline?” Then generate list of possible focus areas for each discipline and then sort by priority.
Craig: wrapped up interview with facilitators and hopes to have those finalized this week and scheduled established. Review Panel deadline is April 20 (Dance, Theatre, and Media Arts could use more applicants).
Priscilla: What is the time commitment? Craig: Summer will have four all days meetings. The fall will be there to pick up any remaining work that needs to be completed. Locations and days will be sent out to this group.
Sandi: Grade dyads comment from plenary session. Consider Pre-K K 1, 2 3, 4 5, 6 7 8 grouping instead? Group discussed several scenarios that districts have. Jonathan thinks it’ll be a problem for some district out there no matter what the final breakdown. Several mention that the districts ultimately write the curriculum and get to decide which standards go for each grade regardless of the dyad structure. Lisa: Could it be dyads up until grade 5? Alice: That might work with music but not sure it would with visual arts. There’s a move to be more exploratory with the program. Luci: Concern that by going exploratory with curriculum may lead districts to make cuts to teaching staff. Craig: Clarification - this is not intended to propose a structure for how art is implemented in district scheduling. ESE does not dictate nor track how many hours are specifically taught by discipline (ELA, Math, etc.). Suggestions are made at the state level, but there is no mandate for specific breakdowns.
Sandi: Follow up structural question - do we have to use “practices” instead of “processes”. Others agree the shift from NCAS processes to MACF practices is an issue. Craig said the switch was proposed to align with the other MCF disciplines. Sandi discussed the effort made by the NCAS to advocate for the processes and asked if it would be possible to compromise and use “processes and practices” instead. Jonathan to Craig: Can you define the term “practice”? Craig: An overarching skill that a student should have. Essential things that people who master a subject can do. Practice and Habit of Mind are similar. Luci: We need to be cognizant that non-content area people will be viewing these documents and if these get too complex, how do principals or evaluators trained in other disciplines really know if students are learning the content being covered? Charles: The reason I like the new theatre standards is because they are more process-oriented than product-oriented. Because there is a good tradition with those terms being used nationally and historically, it is useful to have that language. This conversation makes it even more important that there is a preamble that clearly defines all of these terms and explains the purpose and intentions. Jodi: The distinction that practices are processes that people now own and are transferable. For example, being able to recognize patterns in math carries over to recognizing patterns elsewhere.
Focus Areas Brainstorm:
Craig: What should be focusing on by universe? Break into four groups (no Dance represented) and list the key items for each discipline to focus. See group notes starting below.
Next Meetings:
Arts Network - Tues., May 15 @ FSU
AEAC Meeting - Thurs., May 24 @ Quinsigamond 3:30-5:30
—- Notes taken at each of the four tables—-
Media Arts (Alice and Jen)
From the NCAS for Media Arts:
Creating
Conceive (Generate and conceptualize artistic ideas)
Develop (Organize and develop ideas and work)
Construct (Refine and complete artistic work)
Producing
Integrate (Select, analyze, and interpret artistic work for presentation.)
Practice (Develop and refine artistic techniques and work for presentation.)
Present (Convey meaning through the presentation of artistic work.)
Responding
Perceive (Perceive and analyze artistic work.)
Interpret (Interpret intent and meaning in artistic work.)
Evaluate (Apply criteria to evaluate artistic work.)
Connecting
Synthesize (Synthesize and relate knowledge and personal experiences to make art.)
Relate (Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)
imaging (visual arts?)
sound (music?)
moving image
virtual
interactive (dance?)
Look at Tech and CVTE standards as part of this process (Crosswalk?)
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Sent by Charles Combs:
Drama-Theatre / Process-Product Continuum
(Note: We advocate calling the Framework Theatre & Drama rather than just Theatre)
The practices of Improvisational Drama range from very simple exercises and games to complex dramatizations of a near-theatrical nature, and its participants may range from preschoolers to adults. The primary differentiation between drama and theatre art is that drama is not practiced for the purpose of audience entertainment. Rather, it exists for the personal growth and understanding of its participants.
Drama may employ theatre techniques, skills, and devices, yet the product of the participants’ labors is not crystallized into a finished artistic product. Rather, the phenomenon of the artistic process is the overriding concern of all involved.
Perhaps the greatest differentiation between theatre and drama lies in the essential component of reflection. While audience members of a theatrical production may experience strong feelings and thoughts, they seldom are provided the formal opportunity to reflect on the nature of their reactions to the work of art. In drama, the participants ideally are guided through a discussion regarding the construction, consequences, and implications of their fictive words and actions.
CONTINUUM OF DRAMA-THEATRE SKILLS: From developing internal readiness and collaborative skills to developing/honing theater skills (including design/technology)
- Theater Games/Improvisation (CROSSOVER WITH SEL)
- OUTCOME: I can play with others cooperatively and collaboratively (participate in drama exercises and improvisations) using my voice, body, and emotions.
- Play Reading and Discussion (CROSSOVER WITH ELA)
- OUTCOME: I can understand and analyze play scripts from various historical periods, and demonstrate this through writing and discussion.
- Scene Study/Script Analysis (CROSSOVER WITH ELA)
- OUTCOME: I can understand and analyze the background and motivations of a character, and express this through words and actions.
- Analysis for Visual and Technical Requirements (CROSSOVER WITH ART - TECHNOLOGY)
- OUTCOME: I can visualize the imaginary environment of the play, and devise ways to construct a setting that will allow the actors to share the dramatic experience with an audience.
- Playwriting / Monologue Writing (research/development/performance) ELA/SS/all content areas
- Acting – Voice/Character/Movement work ELA/SEL
- OUTCOME: I can responsibly prepare for and perform a scripted play with clear interpretation, physical and vocal skill and expressiveness.
- Verbal, written, and visual/aural reflection – metacognition ELA/SEL/Art/Music
- Connection to other areas of study and to Social Issues
- OUTCOME: I can express my self-knowledge, critical thoughts, and creative ideas in written, oral, visual, and aural forms.
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Sent by Liz Byron:
Skills, Practices, Processes Students in the Visual Art Should Know and Experience!
Drawing
Painting
3D design
Clay form/sculpture
Collage
Digital photography
Industrial design
Graphic design
Architecture
Multimedia
Jewelry Making
Elements and principles of design (see PDF)
Learn the creative process
Inspiration stage (inspiration)
Immersion stage (process)
Incubation stage (oh no slump)
Illumination stage (Eureka moment)
Completion stage
Presentation skills
Create for a specific audience
Critique
Write artist’s statements
Make art that connects to their identity
Make art that connects to their community
Be able to discuss a work of art using content specific vocabulary
Create pieces with specific composition
Collaborate with each other to create a piece
Design
Balance
Pattern
Reference the Design elements (see below)
Shape
Texture
Space
Form
Unity/harmony
Balance
Manage materials safely and appropriately
Care for workspace and environment
Be aware of where art exists
Be able to express thoughts, emotions, ideas through art
Recognize themes in art
Recognize purposes of art (architecture, illustration, design, political)
See page 69 of Massachusetts Frameworks for Visual Arts (1999) for more verbage on content that should be covered.
(See PDF: “Elements and principles of visual art”
Music received from Jonathan
AEAC Notes April 2,2018
What does the organization look like?
Joanna Rutkowski Singing Voice development measure: SVDM RATING SCALE 1 "Pre-singer" does not sing but chants the song text 2 "Speaking Range Singer" sustains tones and exhibits some sensitivity to pitch but remains in the speaking voice range (usually A2 to C3) 3 "Uncertain Singer" waivers between speaking and singing voices, uses a limited range when in singing voice (usually up to F3) 4 "Initial Range Singer" Performance and process
What are the must do’s
GRADE __2__ CREATE Knowledge/Vocabulary: Know Sound can be extended past a single beat
Pitches relate to each other in different ways.
Understands that structure of music conveys meaning
Beat can be divided into smaller units of time Pitch is how we describe the high and low tones in music
Understands that structure of music conveys meaning Composition is how I record my musical thinking.
Skills: Be able to do Read, decode and improvise quarter note, quarter rest, half note and two eighth notes in a 4 beat phrase
Reads, decodes and improvises melodies using do-re-mi-sol-la
Create movements , improvise short musical fragments or arrange elements that appropriately reflect the musical expressiveness of various styles of Music
Improvises answers to melodic prompts
Composes answers to
Application/Extension
melodic prompts
Read, decode and improvise quarter note, quarter rest, half note and two eighth notes in a 4 beat phrase Reads, decodes and improvises melodies using do-re-mi-sol-la
PERFORM Knowledge: Students will understand and explain the artistic process: ● Analyze, and Interpret ● Rehearse and Refine ● Perform and Engage ● Review and Evaluate
Skills: Perform music for a specific purpose with expression,
Demonstrate appropriate behavior as a performer.
Demonstrate appropriate behavior as an audience member.
Use head voice while singing simple songs
RESPOND Knowledge:
Performers are judged on technical and expressive skill,
Performances are judged effective when they address intent, context and purpose.
Skills: Label pitch and rhythm in musical examples
Read, decode and improvise quarter note, quarter rest, half note and two eighth notes in a 4 beat phrase
Reads, decodes and
improvises melodies using do-re-mi-sol-la
CONNECT Knowledge: Music is a way to communicate, remember and build community.
Skills:
Concepts: Folk dance, singing, playing instruments, critical response, movement
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