Table Of ContentDOCUMENT RESUME
ED 475 608
SO 034 727
AUTHOR
Shuler, Scott C.; Henderson, Jill
A Guide to K-12 Program Development in the Arts.
TITLE
INSTITUTION
Connecticut State Dept. of Education, Hartford.
PUB DATE 2002-00-00
NOTE
333p.
AVAILABLE FROM
Connecticut State Department of Education, 165 Capitol
Avenue, Hartford, CT 06145. Tel: 860-713-6548; Web site:
http://www.state.ct.us/ sde/.
PUB TYPE
Guides
Non-Classroom (055)
EDRS PRICE
EDRS Price MF01/PC14 Plus Postage.
DESCRIPTORS
*Academic Standards; *Art Education; Core Curriculum;
Cultural Activities; Dance; Elementary Secondary Education;
*Fine Arts; Models; Music; Professional Development; *Program
Development; *Public Schools; *State Standards; Student
Development; Student Educational Objectives; Theater Arts;
Visual Arts
IDENTIFIERS
*Connecticut; Scope and Sequence
ABSTRACT
The primary purpose of this Connecticut state guide is to
assist local school districts in developing quality programs in the visual
and performing arts: dance, music, theater, and the visual arts. Because the
guide presents goals and standards for student learning in the arts, as well
as models of quality curriculum, it is also a useful resource for preservice
teacher preparation and inservice professional development programs. The
cornerstone of Connecticut's arts program goals is the expectation that, in
each art form, students learn to perform the three artistic processes:
creating new art works, performing existing art works, and responding to the
art works and performances of others. The K-12 arts program envisioned in the
standards is one designed to help each child find a personal path to lifelong
involvement in the arts. The guide recommends goals, standards, and proven
procedures for developing, implementing, and assessing local programs. It
also provides illustrative examples to help those who use the guide
understand and apply the principles outlined herein. Following a "How to Use
This Guide" section, chapters in the guide are:
"Vision and Philosophy";
(1)
"Core Curriculum Content";
"Arts Program";
"Creating Local K-12
(2)
(3)
(4)
Curriculum Guides in the Arts"; and (5)
"Issues in Arts Education." Contains
13 appendices which provide additional information, such as sample curriculum
philosophies, sample scope and sequence charts, and sample instructional
units with assessment.
(BT)
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The Arts. A Guide to K-12 Program
Development in the Arts.
Scott C. Shuler
Jill Henderson
Connecticut State Dept. of Education,
Hartford.
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U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
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BEST COPY AVAILABNA
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TO THE EDUCATIONAL RESOURCES
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A GUIDE TO K-12 PROGRAM
DEVELOPMENT IN THE ARTS
Educational Center for the Arts in New
Photos on the cover of this guide feature students at ACES
and the Rectory School in Pomfret.
Haven, the Silvermine Guild Arts Center in New Canaan
Magnet School and ACES Educa-
Inside photos feature students at the Betsy Ross Arts Middle
tional Center for the Arts, both in New Haven.
Cover design by Graph Com of New Britain
CONTENTS
How To Use This Guide - vi
vii
Preface
ix
Acknowledgments
Chapter 1: Vision And Philosophy -1
CONNECTICUT'S VISION OF ARTS EDUCATION - 2
Fundamental Premises
2
The Arts And Arts Education
2
TOWARD A PHILOSOPHY OF ARTS EDUCATION - 5
The Role Of Arts In Society - 5
The Value Of Arts In Education
6
Chapter 2: Core Curriculum Content -17
Purposes And Format Of Chapter 2 -18
18
Relationship Between Program Goals And Standards
The Arts Program Goals -19
Explanation, Illustration Of Arts Program Goals - 20
The Three Artistic Processes
21
22
Steps In The Three Artistic Processes
Purpose Of Arts Standards
26
26
Structure Of Connecticut Arts Standards
27
How Connecticut Standards Were Developed
SECTION 2D - DANCE - 29
Applying The Program Goals To Dance - 30
33
Content And Performance Standards In Dance By Grade -
(Sequence) - 38
Standards For Dance Organized To Show Articulation
Detailed Description Of Dance Content Standards - 45
Dimensions 47
Illustrative Learning /Assessment Activities With Scoring
54
Glossary For Dance Standards
SECTION 2M - MUSIC - 57
Applying The Program Goals To Music 58
Grade - 60
Content And Performance Standards In Music By
(Sequence) - 66
Standards For Music Organized To Show Articulation
Dimensions - 75
Illustrative Learning/Assessment Activities With Scoring
90
Glossary For Music Standards
SECTION 2T - THEATRE - 93
Applying The Program Goals To Theatre - 94
Grade - 97
Content And Performance Standards In Theatre By
(Sequence)
101
Standards For Theatre Organized To Show Articulation
Dimensions - 109
Illustrative Learning/Assessment Activities With Scoring
117
Glossary For Theatre Standards
(continued)
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SECTION 2V - VISUAL ARTS - 119
Applying The Program Goals To The Visual Arts - 120
Content And Performance Standards In The Visual Arts By Grade
124
Standards For The Visual Arts Organized To Show Articulation (Sequence) - 127
Illustrative Learning/Assessment Activities With Scoring Dimensions - 133
Glossary For Visual Arts Standards
143
Chapter 3: Arts Program
145
Overview - 146
EFFECTIVE PROGRAM COMPONENTS - 146
Curriculum
146
Expert Faculty - 147
Instructional Time - 147
Scheduling - 148
150
Class Size And Teacher Load
Instructional Facilities - 150
Instructional Materials - 152
Instructional Technology /Equipment - 152
Arts Technology References - 155
Instructional Connections - 156
Student Assessment
157
Professional Development/Interaction - 158
Professional Supervision/Leadership - 159
USEFUL RESOURCES - 160
Guidelines For All Of The Arts - 160
Resources in Dance - 160
Resources In Music
160
Resources In Theatre - 161
Resources In Visual Arts
161
Connecticut Community Arts Resources - 162
In The Arts
163
Chapter 4: Creating Local K-12 Curriculum Guides
Qualities Of An Effective Curriculum Guide - 164
Benefits Of Developing Curriculum -164
164
Key Conditions For Successful Curriculum Development
THE CURRICULUM DEVELOPMENT PROCESS - 165
Overview Of Curriculum Development Process - 166
Curriculum Development Planning Form 166
169
Step 1: Convening The Curriculum Committee
169
Step 2: Identifying Key Issues And Trends
Step 3: Assessing Needs
169
Step 4: Developing A Philosophy -171
Step 5: Developing Program Goals - 177
Content
179
Step 6: Developing Objectives, Assessment And
Step 7: Identifying Necessary Resources - 187
Plan
188
Step 8: Developing A Medium-Range Implementation
188
Step 9: Piloting And Refining The Guide
(continued)
iv
7
(continued)
Chapter 5: Issues In Arts Education - 189
Arts Assessment
190
Restrictions On Content: Religious Art And Censorship
193
Dealing With Controversial Issues - 195
Education Vs. Entertainment
197
Accessing Community Arts Resources - 198
Equity Issues In The Arts
199
Performances, Exhibits And Competitions 200
Copyright Laws - 200
The Arts In Early Childhood - 201
Arts For Special Needs Students: Special Education, Inclusion, Arts Therapy - 202
Identifying And Serving Artistically Talented Students
211
Cooperative Learning In The Arts - 213
215
Introducing Theatre And Dance Into The Curriculum
217
Arts-Centered And Arts Magnet Schools
Multicultural Arts Education
218
220
Design Education: Connections With Art Education And Other Disciplines
Appendices - 223
224
State Board Of Education Position Statement On Arts Education
Appendix A:
226
Connecticut Statutes Affecting Arts Education
Appendix B:
230
Sample Curriculum Philosophies
Appendix C:
234
Sample Alignment Of Local Goals With Connecticut Standards
Appendix D:
235
Sample Scope And Sequence Charts
Appendix E:
238
Sample Grade And Course Objectives
Appendix F:
259
Sample Instructional Units With Assessment
Appendix G:
287
Turning A Standard Into Curriculum And Assessment
Appendix H:
296
Sample Content (Repertoire/Literature) Guidelines
Appendix I:
301
Professional Teaching Standards For Music And The Visual Arts
Appendix J:
306
Sample Music Ensemble Repertoire Cycle And Literature List
Appendix K:
320
Policy On Religious And Cultural Recognition
Appendix L:
323
Connecticut Public Arts-Centered And Arts Magnet Schools
Appendix M:
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HOW TO USE THIS GUIDE
of ways:
Local districts and teachers can use this guide in a variety
development process. Curriculum
Some districts will use this guide throughout their entire arts program
establish a philosophical context. They might then move
committee members might begin by reading Chapter 1 to
building objectives based
conducting a self-study, writing a philosophy and goals, and
on to Chapter 4 for guidance in
section
outlined in Chapters 2 and 3. They might also consult the appropriate
on the standards and recommendations
in Chapter 5 as they design assessment.
document, consulting individual sections when they
Other districts may wish to use the guide as a reference
curriculum development sequence. For example:
encounter difficulty with a particular step in their
variety of individual ideas for their local
If members of a district's arts curriculum team have generated a
before finalizing their draft, they might read
philosophy and want to review current thinking in the field
Education." They also may want to examine
Section 2 of Chapter 1, entitled "Toward a Philosophy of Arts
the model local philosophies presented in Appendix C.
struggling with the development of arts
If the group has already developed a philosophy but finds itself
They could then either adapt the goals presented
goals, the members may wish to read Chapters 2 and 4.
standards for their discipline;
therein; consider building their own goals on the recommended content
Appendix D; or use the worksheets in the back
adapt model goals from other districts that are presented in
of Chapter 4 to generate their own goals.
evaluating whether it has provided appropriate
If the district has developed a curriculum but is
effective
leaders might wish to refer to the components of
resources, or if it is planning a new facility, its
consult the outside references cited therein.
programs provided in Chapter 3 and
the ideas
each component of their curriculum, then refer to
Still other districts may decide to complete a draft version of
check the thoroughness or quality of their work. For
presented in the relevant section of each chapter of this guide to
curriculum team might check its work against the music
example, after writing a set of music objectives for Grade 8, a
of content.
their draft objectives cover an appropriate range
standards for Grade 8 outlined in Chapter 2 to see whether
the checklists
to models provided in Appendix E, or use
The team might compare its draft content scope-and-sequence
philosophy, goals and objectives.
provided in Chapter 4 to evaluate the quality of its draft
education
of this guide to develop and refine their arts
Districts that make thoughtful use of the contents and processes
will provide their students
with the essential resources outlined in Chapter 3,
programs, and support those programs
enriching and satisfying part of their lives.
with the opportunity all children deserve: to make the arts an
vi
9
PREFACE
deserves a
The Connecticut State Board of Education believes that every student needs and
theatre and
high quality, comprehensive education in all of the arts, including dance, music,
society, and
the visual arts. The arts play an essential role in the daily lives of citizens in our
An understanding of the arts, as well as
are essential to the expression of human experience.
attributes of an
the ability to participate in creating and performing the arts, are essential
Education (full
educated person. State Board of Education Position Statement on Arts
text in Appendix A)
Purposes And Vision Of this Guide
developing quality programs in the visual and
The primary purpose of this guide is to assist local school districts in
goals and standards for student
performing arts: dance, music, theatre and the visual arts. Because the guide presents
is also a useful resource for pre-service
learning in the arts, as well as models of quality curriculum, the document
teacher preparation and in-service professional development programs.
thoughtful, rooted in hands-on work with
The vision of arts education outlined in this guide is both active and
reflecting on and making critical
the materials of the arts but always moving students toward understanding,
these goals will be prepared for a lifetime of
judgments about their own and others' art work. Students who achieve
involvement in and enjoyment of the arts.
that, in each art form, students learn
The cornerstone of Connecticut's arts program goals is the expectation
works, performing existing art works, and responding to the
to carry out the three artistic processes: creating new art
these processes requires students to understand
art works and performances of others. Independently carrying out
standard outlines one or more steps or aspects
and apply the principles outlined in the standards; conversely, each
that help teachers organize a sequential,
of the artistic process. The processes, therefore, provide unifying threads
standards-based program of arts instruction and assessment.
help each child find a personal path to
The K-12 arts program envisioned in the standards is one designed to
comprehensive education in all four visual
lifelong involvement in the arts. Students in such a program will receive a
in sufficient depth at the high school
and performing arts during Grades K-8, then select at least one art form to pursue
Providing children with such a quality
level so that they are empowered to maintain active involvement as an adult.
and more comprehensive program of instruction in the
arts education will require many districts to develop a deeper
in the underrepresented but important areas of
arts than has been offered in the past, including expert instruction
dance and theatre.
Overview Of This Guide
developing, implementing and assessing local
This guide recommends goals, standards and proven procedures for
and apply
examples to help those who use the guide understand
programs. The document also provides illustrative
the principles outlined herein.
The overall content of the chapters and appendices are as follows:
for education in the visual and
Vision and Philosophy. Chapter 1 presents Connecticut's vision
Chapter 1:
in education. The contents of this chapter
performing arts, and describes the general role of the arts in society and
for communicating the value of the arts in education
provide a foundation for building a local program philosophy and
to others outside the arts education community.
Connecticut's recommended program goals
Chapter 2: Connecticut's Arts Goals and Standards. Chapter 2 presents
divided into five parts: a common introduction for all
and standards for student learning in the arts. The chapter is
goals and standards in each of the four arts
of the visual and performing arts, followed by a section devoted to
in Connecticut's Common Core of Learning
disciplines. The goals and standards presented in this chapter also appear
outlining Connecticut's core curriculum that
(1998) and Connecticut K-12 Curriculum Framework (1998), documents
website, http: /
the curriculum area of the State Department of Education
may be viewed or downloaded by accessing
/www.state.clus/sde
vii
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