2016 College Board Award for Excellence and Innovation in the Arts (due April 18)
This annual award recognizes and celebrates the achievements of arts initiatives for students in grades 6–12 that promote learning and creativity in exemplary and innovative ways. An award of $5,000 will be given to a winning school in each category. Among the three winning schools, one will be named the national winner and awarded an additional $2,500. Visit artsaward.collegeboard.org/award
for further details and full application instructions. LINK BELOW
NH Arts Model Competencies In Action—An educator professional learning opportunity:
Would you like to learn how your peers are implementing competency-based outcomes? Would you like feedback on the work you have been doing to transition to a competency-based teaching and learning model? If so, please consider attending an all-day sharing session on the NH Arts Model Competencies and competency-based arts education. LINK BELOW
The NH Arts Learning Network is pleased to present two sessions of NH Arts Model Competencies in Action. These workshops, facilitated by Marcia McCaffrey, Arts Consultant at NH DOE, will focus on how competency-based models are informing teaching and learning in our state. In addition, participants will be provided with information on the intersection of arts learning and Universal Design for Learning in relation to competency-based education.
Prior to the session, participants will submit their own school-based competency resources to Marcia.These classroom-based materials will serve as primary sources for discussion, sharing, and learning during the workshop.
Each participant will be asked to provide one or more arts or non-arts based samples of the following:
• School-wide competencies
• Course competencies
• Competency-based or standards-based report cards
• Competency-based assessments, or other competency-based resources to share and discuss
Samples do not need to be in final form; they can be works in progress. It is through coming together and sharing what is going on in schools and classrooms that we will discover what works well, what needs improving, and what steps we need to take to move competency-based education strategies forward in the state. That’s what this workshop is all about!
9 a.m. to 3 p.m., registration at 8:30 a.m.
Thursday, May 5, 2016, NH Department of Education, 101 Pleasant St., Concord NH (cost, $85)
Thursday, May 19, 2016, North Country Education Services, 300 Gorham Hill Road, Gorham NH (cost, $65)
Cost: All are welcome; partial scholarships are available for those for whom the fee is a hardship. Cost includes morning coffee & lunch. Gorham only: Discounts for Arts Alliance members and additional educators from the same school or organization.
New Hampshire Department of Education Policy Update Marcia McCaffrey, Arts Consultant, NH Dept. of Education
Ed 306, Minimum Standards for School Approval, define by standard the expectations that schools must meet to be an “approved” public school. These standards are very important. They set forth basic requirements for every school and for each program. The state holds schools accountable for an adequate education. These rules describe the expectations for adequacy. Ed 306 is revised and updated about every 8-10 years. The standards include many kinds of expectations from the state for compliance by local schools and school boards. Examples include policy requirements at the local level (bullying, daily physical activity, attendance, and more); food and nutrition program requirements; guidelines for teaching outside of your regular certified area; state high school graduation requirements; and high school requirement s for school offerings by subject area. The Minimum Standards include program expectations by content area. These are not student level standards—those are expressed in the NH Curriculum Framework for the Arts. These are for arts programs. In New Hampshire, we define the arts as visual art, music, theatre and dance. Having researched the standards back through time, the arts have been included in Minimum Standards since 1958. In this early document, Fine and Applied Arts were required by high schools, and Ed 306 recommended that high schools include study in the arts for their students. Later editions turned the recommendation into a requirement, thus the state of New Hampshire requires ½ credit in the Arts for high school graduation. The state also requires that all students, grade K-8 receive instruction in music and visual arts while providing opportunities for supplemental instruction in dance and theatre. A new addition to the proposed rules going forth is to add media arts to the supplemental list. From a broad perspective, proposed changes in these standards include new rules for all the content areas K-12, a greater emphasis on competency-based approach to education to determine if students are granted high school credit, and more emphasis on allowing local schools to provide a variety of ways for students to earn high school credit. As I mentioned above, the standards define what schools must provide to meet adequacy. Step one is defining in rule what is expected of schools. That’s where we are now—reviewing and revising the rules. Step 2 is to determine a process by which schools show that they meet adequacy. This is also under revision and must be included in Ed 306 rules. Finally, Adequacy legislation requires that the Department of Education make on-site visits to verify that schools are meeting a sub-set of Ed 306 standards. The arts are included in this sub-set for Adequacy. Reports are created by the visiting team and submitted to the Commissioner—who has the final say in interpreting the results of the onsite visit. You can make your voice heard about proposed changes in Ed 306 in two ways. The first option is through an online survey the agency is providing to gather input on the new set of rules: https://www.surveymonkey.com/s/HT6TPKR. The entire set of standards is represented here. It is multiple pages long. You do not have to respond to every question. The other way is to attend a public hearing. The State Board of Education is holding two hearings on the proposed revisions. The public hearings are scheduled for August 19 in Concord and September 9 at Lin-Wood in the North Country. You can show up in person and speak for or against proposed changes. You can make recommendations of your own. For up to date information on the standards, the hearings, or all things Ed 306, check the NH Dept. of Education website page for Ed 306 at http://www.education.nh.gov/legislation/ed306review.htm. These rules lay the foundation for arts programs in our schools. They establish a minimum standard by which all schools need to comply. To view the proposed Arts standards, visit the New Hampshire Arts Learning Network website (http://nhartslearningnetwork.org/ ). At this site, we can have a statewide virtual conversation about the arts standards by using the conversation threads (it’s like a blog) under the Action tab and clicking on the idea network. Be active and let your voice be heard. Learn what your program in visual art is supposed to provide. Ask provocative questions. Join with fellow arts teachers and inform the next set of policy rules that affect each and every arts teacher in the state. Contact NHAEA to learn how you can be part of this action.
Ed 306.31 Arts Education Program
(a) Pursuant to Ed.306.26 and Ed. 306.27, the local school board shall require that a sequential and comprehensive Arts Education Program be provided for each K-12 student in music and visual arts while developing supplemental opportunities in dance, media arts, and theatre. Arts education programs in each school should prepare artistically literate students who have the knowledge, skills and abilities to participate authentically and be fluent in the arts, by including planned learning strategies and opportunities that:
(1) Provide students with teaching and instructional practices that enable them to: a. Imagine, experiment, and interpret ideas in diverse ways while creating works of art that emphasize meaning through personal expression; b. Recognize, interpret, and validate that the creative practices of imagine, investigate, construct, and reflect serve as an impetus for creating and improving their art; c. Develop, build, and apply developmentally appropriate mastery in art-making skills and ideas using traditional technologies, new technologies, and an understanding of the unique characteristics and expressive features of individual arts disciplines, for example dance, media arts, music, theatre, and visual arts; d. Recognize, articulate, and affirm that the making and study of the arts can be approached from a variety of perspectives; e. Justify that the arts are a way to acknowledge and learn about the diversity of peoples, cultures, and ideas; f. Connect the arts to mathematics, English language arts, science, social studies, and other content areas; and g. Be prepared for college and career, and citizenship; (2) Provide students with knowledge and experience of the following arts principles. The arts as: a. Communication; b. Creative personal realization; c. Culture, History, and Connectors; d. A means to wellbeing; and e. Community engagement; (3) Provide students with specific knowledge and experience of the following cross-cutting artistic processes: a. Creating; b. Performing, Presenting and Producing; c. Responding; and d. Connecting; and (4) Provide students with developmentally appropriate learning progressions in the following core areas: a. Music competencies shall include: 1. Developing musical proficiency in vocal and instrumental music by appropriately and effectively using musical instruments, tools, and technology; 2. Decoding musical notation; 3. Applying domain specific language, forms and structures specific to making and analyzing music; 4. Applying various aesthetic response models to making and analyzing music; and 5. Relating historical, social, and contemporary contexts and connections to creating, performing, and analyzing music; b. Visual Arts competencies shall include: 1. Developing visual arts proficiency in at least one visual art form by appropriately and effectively using instruments, tools, and technology; 2. Applying domain specific language, forms and structures specific to the visual art-making process; 3. Applying of various aesthetic response models to making and analyzing works of art created by self and others; and 4. Relating historical, social, and contemporary contexts and connections to making and analyzing works of art; c. Dance competencies shall include: 1. Developing dance proficiency in at least one dance form by applying safe movement techniques and personal, creative expression; 2. Applying domain specific language, forms and structures specific to the process of making dances; 3. Applying various aesthetic response models to making and analyzing dance works created by self and others; and 4. Relating historical, social, and contemporary contexts and connections to making and analyzing dance; d. Media Arts competencies shall include: 1. Developing proficiency in at least one media arts area by appropriately and effectively using tools and technologies for creating, producing, responding, and connecting in media arts; 2. Applying domain specific language, forms and structures specific to media arts; 3. Applying aesthetic response models to making and analyzing media arts works created by self and others; and 4. Relating historical, social, and contemporary contexts and connections to making and analyzing work in the media arts; and e. Theatre competencies shall include: 1. Developing theatre proficiency in at least one theatrical area for example acting, directing, technical, by safely and effectively using various theatre tools and technologies; 2. Applying domain specific language, forms and structures specific to theatre; 3. Applying various aesthetic response models to making and analyzing theatrical works created by self and others; and 4. Relating historical, social, and contemporary contexts and connections to making and analyzing theatrical works.
(b) Each district shall establish and provide a comprehensive, sequential k-12 arts education curriculum designed to meet the minimum standards for college and career ready students which provides for continued growth in all content areas consistent with RSA 193-C:3, III and 193-E:2-a.
(c) For arts education programs in grades k-12, schools shall provide for the ongoing, authentic assessment of student learning outcomes through multiple formative and summative assessment instruments that are aligned with the state and district content and performance standards, which must include, but are not limited to: (1) Teacher observations of student performance based upon evaluation criterion that is aligned to artistic processes, concepts, and skills; (2) Competency-based or performance based assessments; (3) Other assessments, such as quizzes and district-approved tests, that monitor core content in courses, especially in cases where taught by multiple faculty, or in multiple buildings or settings that provide students access to learning opportunities; and (4) Project or performance evaluation rubrics used to determine levels of achievement of Arts Education competencies applied to integrated curriculum assignments, extended learning opportunities, and out of school learning environments.
(d) For the arts education programs at all k-12 levels, schools shall report the academic performance of all students on a regular basis. The school shall provide the following: (1) A summary of individual student performance to parents at least three times each year; and (2) The opportunity for parents to meet individually with their students’ teachers about their student’s performance at least once during each school year.
(e) For the arts education programs at all k-12 levels, schools shall demonstrate how school and student assessment data are used to evaluate, develop, and improve curriculum, instruction, and assessment.
(f) For the arts education programs in grade 9-12, schools shall provide arts courses per table Ed 306-1 comprising of 3 credits designated as follows: (1) One and a half credits in music including: a. One half credit in general music such as but not limited to music theory, composition, music and film, world percussion, guitar, and musical theatre; and b. One half credit in instrumental performance ensemble; c. One half credit in vocal performance ensemble; (2) One and a half credits in visual arts including a. One half credit in general visual arts such as but not limited to fundamentals of art and fundamentals of design; b. One half credit in studio visual arts such as but not limited to drawing, painting, printmaking, ceramics, sculpture, multimedia, and folk art; and (3) Additional credits can be offered in dance, theatre, or media arts.
The National Coalition for Core Arts Standards (NCCAS) has released a narrative framework document that details the rationale, goals, and strategy of the new National Standards for Arts Education that are currently being written by five arts discipline teams in dance, media arts, music, theatre, and visual arts.
The NH DOE is in need of student art work for display. 6-week time slots are available this year. Please read the following and if you are interested in displaying student art work contact Marcia McCaffrey (email@example.com or 271-3193).
There are 10 display boards at the DOE.The boards are located in high traffic areas on first floor and the basement.Each board has a foam core interior covered in black loop fabric with an oak frame.They are permanently mounted on the wall.T-pins seem to work the best, however push pins and Velcro tabs also work.The boards are strong and heavier three dimensional items have been exhibited using T-pins.Please keep in mind that Velcro tabs do not work with construction paper because of the texture or with heavier items, as the fabric tends to pull off the foam core.T-pins are advised and I keep a small supply in downstairs at reception if you happen to run out.When you come to hang art work, the main building is open from 8:00-4:30.You simply need to check in with the receptionist and tell her why you’re here.It is not necessary for me to be in the building; however I do try to be around.My office number is 310.If you need to call for any reason, my direct line is 271-3193.Do let me know when you are coming via email or phone so I can alert reception of your plans.Board dimensions:All boards are 44” high.Lengths vary from board to board.
First floor boards
Frequently, the 20” board is used to describe the school and the program with smaller works of art for display, but that’s up to you.Also, you may want to bring short descriptions of the lesson so the viewer has a clearer understanding of the goals and objectives and can better “see” what they are looking at.Marcia McCaffrey, Arts Consultant