Rigor, Relevance

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International Center for Leadership in Education
Rigor, Relevance Relationships Leadership
Conference Cypress Fairbanks, Texas June 10 13,
2009
Meeting High Academic Standards Through Arts
Education
Michelle Mazan Burrows, ICLE Consultant michellebu
rrows_at_earthlink.net
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Arts Education Your ThinkingThink, pair, share

• Words and Verbs
• Personal Connections
• Questions Fears

Active
Arts Education
Difficult
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For so long, arts have been viewed as something
you do when all else is done. Annenberg
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Building the Foundation for Arts Education

• Research that confirms the arts level the
  playing
• field for disadvantaged students
• No Child Left Behind and other legislation that
• designates the arts as core disciplines.
• New standards for teacher preparation that
  specify
• what classroom teachers need to know and be
  able to
• do in the arts
• Annenberg, Ford and other foundations that have
• given millions of dollars in support
  arts-based
• education
• National organizations like the Kennedy Centers
  
• Partners in Education and Arts Education
• Partnership that support school efforts to put
  arts-
• based research into practice

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Champions of Change The Impact of the Arts on
Learning (Fiske, 1999) highlights some of the
nonacademic benefits of the arts

• The arts reach students not ordinarily reached,
  with methods not normally used, which keeps
  tardy, truancy, and dropout rates down.
• Students connect to one another better and
  experience greater camaraderie, fewer fights, and
  less prejudice when the arts are central to their
  learning.
• Arts education requires an environment of
  discovery that can rekindle the love of learning
  in students who are tired of being filled up with
  facts.
• The arts provide challenges for students at all
  levels, from delayed to gifted. In the arts, all
  students can find their own level of performance.
  

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Reaching All Students

• I am struck with how often my fellow teachers
  reported that their supposedly lower functioning
  students came up with the most creative responses
  when engaging in art.
• Angela Ennen,
• Teacher, Las Vegas, Nevada

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• Work with at-risk youth offers compelling
  support for arts-based education for
  disadvantaged populations.
• Provides a first step in the desire to learn.
• Increases self-esteem
• Develops creative problem solving skills
• Promotes independence
• Redefines what matters most

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21st Century Skills

• Digital Age Literacy
• Basic, Scientific and Technological Literacy
• Visual and Information Literacy
• Cultural Literacy Global Awareness

• Social and Personal Skills
• Teaming and Collaboration
• Personal Social Responsibility
• Interactive Communication

• Inventive Thinking
• Adaptability, Ability to Manage
• Complexity, Self-Direction
• Curiosity, Creativity and Risk-
  Taking
• Innovation, Problem-Solving

• Quality Results
• Prioritizing Planning
• Effective Use of Real-World Tools
• High Quality Results with Real- World
  Application

www.21stcenturyskills.org
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• In todays economy, an education focused only
  on the so-called basics may not be providing
  students with the skills essential for success
  and continued world leadership in the 21st
  century. To maintain our competitive edge, we
  need to balance instruction, encouraging our
  children to be creative and develop their
  imaginations.
• - John Wilson, Executive Director of the
  National Education Association

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• Houston,
• we have a problem

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21st Century Skills

• Digital Age Literacy
• Basic, Scientific and Technological Literacy
• Visual and Information Literacy
• Cultural Literacy Global Awareness

• Social and Personal Skills
• Teaming and Collaboration
• Social Personal Responsibility
• Interactive Communication

• Inventive Thinking
• Adaptability, Ability to Manage
• Complexity, Self-Direction
• Curiosity, Creativity and Risk-Taking

• Quality Results
• Prioritizing Planning
• Effective Use of Real-World Tools
• High Quality Results with Real- World Application

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Essential Skillsfor the 21st Century Workplace

• Communication
• Listening
• Observing
• Critical Thinking

• Problem-Solving
• Creative Thinking
• Collaboration/ Teamwork

3 Lowest Ranked Essential Skills Reading,
Writing, Using Numbers
Compiled by Fortune 500 CEOs in 2002
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• 80 of the jobs that people will be doing 10
  years from now havent even been conceptualized
  yet.
• Sisco Systems Chairman in speech at Wake Forest
  University

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Describe your Ideal Student
Energetic Independent Problem solver Persistent Di
sciplined Skillful Self-motivated

• Alert
• Engaged
• Open
• Cooperative
• Thinking
• Respectful
• Polite

Positive Hard-working Curious Confident Secure Lo
ving Responsible
What about
Makes High Test Scores, Gets Good Grades,
Good Reader, Strong in Math
How do we help students to be
your ideal student?
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Hmm, what might teaching through the arts look
like?
.
.
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Some Characteristics of Arts Integration

• Requires in depth study of dance, music, theater,
  and/or visual arts involving students in
  processes that are authentic to the arts
  (creating, performing, and responding)
• Involves teaching for deeper understanding of
  other subjects with the arts
• Promotes students abilities to solve problems,
  analyze knowledge, generate insights, use their
  imaginations and curiosity, synthesize new
  relationships among ideas, and make meaningful
  connections across subject
• Is standards-based
• Intentionally applies methodology and language
  from complementary subjects, including the arts,
  to examine a central theme, issue, problem, topic
  or experience
• Engages all students in active learning,
  providing a forum for them to create, perform and
  respond artistically
• Involves community resources (such as performing
  arts centers, museums, galleries, and artists) in
  and out of school
• Acknowledges and fosters multiple intelligences
  in students

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Try it YOURSELF
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Sodium
Helium
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Try it YOURSELF
CREATE
COMPARE
JUDGE
CONSTRUCT
DISTINGUISH
IDENTIFY
EXPLAIN
IMAGINE
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So, where do thearts fit in?
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Lessons that the Arts Teach

• The arts teach children
• to make good judgments about relationships
• that problems can have more than one solution
  and questions can have more than one answer
• to celebrate multiple perspectives
• that the limits of our language do not define
  the limits of our cognition
• that small differences can have large effects
• to operate within the constraints of a medium
• To make decisions in the absence of a rule
• to have experiences we can have from no other
  source

Eliot Eisner
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RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF
THE KNOWLEDGE TAXONOMY.
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
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A LESSON WITH RIGOR ASKS STUDENTS TO
EXAMINE
PRODUCE
CLASSIFY
DEDUCE
GENERATE
ASSESS
PRIORITIZE
CREATE
SCRUTINIZE
DECIDE
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RELEVANCE IS THE PURPOSE OF THE LEARNING
ACQUIRE KNOWLEDGE
APPLY KNOWLEDGE
INTERDISCIPLINARY
REAL WORLD PREDICTABLE
REAL WORLD UNPREDICTABLE
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A LESSON WITH RELEVANCE ASKS STUDENTS TO
USE THEIR KNOWLEDGE TO TACKLE
REAL-WORLD PROBLEMS THAT HAVE
MORE THAN ONE SOLUTION.
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RIGOR/RELEVENCE FRAMEWORK
Blooms
6
D
C
5
4
3
A B
2
1 2 3 4 5
1
Application
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A Process for Meeting High Academic
StandardsThrough Arts Education

• Identify your Current Strengths
• Gather Research
• Develop your Vision, Focus on Student Needs
• Act Thoughtfully Based on your Data
• Interpret, Align and Analyze the Standards in all
  Disciplines
• Create a Plan of Action
• Have Clear Definition of Results Whats Needed
  to Get There
• Support your Vision with Staff Development
• Implement, Reflect and Adjust
• Celebrate your Successes

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With the ongoing emphasis on high-stakes testing,
schools need to provide multiple pathways to
success for students by focusing on their
strengths and interests. This kit will help
educators implement a discipline-based arts
education program that assists all learners with
improved academic performance.

• Use the arts to deliver key academics
• State-specific K-12 Arts Education
• Curriculum Matrix crosswalks high-
• priority English, math, and science
• standards to visual arts, dance,
• music, and theatre

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RESOURCES

• Arts Edge Kennedy Center
• http//artsedge.kennedy-center.org/
• Keep Arts in Schools
• http//www.keepartsinschools.org
• Annenberg Connecting with the Arts
• http//www.learner.org/channel/libraries/connectar
  ts68/

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Live a balanced life--learn some and think some,
and draw and paint, and sing and dance, and play
and work every day some. Robert Fulghum
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International Center for Leadership in Education,
Inc.

• Michelle Mazan Burrows
• Consultant
• Phone [phone]
• Email michelleburrows_at_earthlink.net