1. The Arts Go HARD CORE
Tuesday, March 5, 2013
Presented by Dr. Lisa Gonzales

2. Outcomes
• Review the "current state of arts education" in
Santa Clara County
• Gain an understanding of the new standards
for instruction
• Learn valuable information on how to interact,
access and work with schools and districts
with a panel of school leaders
Common Core Standards 101
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4. State of the Arts – Feb 2013
• Annual survey – 87% response rate
• Those that did not respond: Gilroy, Morgan
Hill, Mountain View/Los Altos UHSD, San Jose
• 96% of district did NOT reduce programs for
the 2012/13 school year
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5. Overall Data
• 65% include the arts in their
mission, vision, goals
• 73% of teachers have access
to professional
development (PD)
• Areas of PD: 68% arts
integration, 68% music, 63%
visual, 37% theatre, 26%
dance, 21% graphic arts
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6. Staffing
• Only 8% of districts (2)
have full-time arts
coordinators
• 15% have a part-time
person (5)
• The other 77% do not
have a staff member
assigned to the arts
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7. Funding
• 81% use General Funds
(categorical, block grants,
Title I federal funds)
• 46% have PTA/parent
support
• 35% use their district/
foundation funds
• 23% have a bond/parcel
• 19% with private grants
• 8% tap into gov’t grants
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8. Supplements to Programs
• 83% with assemblies
• 71% offer extra curricular
programs
• 67% have field trips
• 25% have artists in
residence
• 75% use cultural/
community organizations
(write ins – art shows, art
docents, art fairs)
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9. Additional Training Needs
• Digital technology and
the arts
• Learning objectives in
the arts
• Arts integration
• The arts and Common
Core
• Arts generalist training
(secondary)
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10. Common Core State Standards
What I already What I would like What I learned
know about the to learn about the today about the
Common Core Common Core Common Core
State Standards. State Standards. State Standards.

11. http://youtu.be/5s0rRk9sER0
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12. The Common Core Standards (CCS or
CCSS as we use it in Santa Clara County)
were developed by the Council of Chief
State School Officers and the National
Governor’s Association Center for Best
Practices, and were formally released on
June 2, 2010.

13. States that have adopted the
Common Core State Standards

14. The focus of the CCSS is to ensure students are:
• Meeting college & work expectations
• Prepared to succeed in a global economy &
society
• Provided with rigorous content and
applications of higher knowledge through
higher order thinking skills

15. What are the benefits of the CCSS?
• Internationally benchmarked
• Student expectations are clear to parents, teachers,
and the general public
• Allows for collaboration with other states on best
practices, instructional materials, and professional
development
• Reduces costs to the state

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17. Areas of Emphasis
• Provide an integrated model of literacy
• Focus on text complexity
• Address reading & writing across the curriculum
• Emphasize analysis of informational text
• Focus on writing arguments and drawing evidence from
sources
• Emphasize participating in collaborative conversation
• Integrate media sources across standards

22. With prompting and support, ask and answer questions about key
K
details in a text.
1 Ask and answer questions about key details in a text.
Ask and answer such questions as who, what, where, when, why, and
2 how to demonstrate understanding of key details in a text.
3 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
4 Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.

23. 5 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
6 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
7
Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
8 Cite the textual evidence that most strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text.

24. Cite strong and thorough textual evidence to support analysis of
9-
what the text says explicitly as well as inferences drawn from the
10
text.
Cite strong and thorough textual evidence to support analysis of
11-
what the text says explicitly as well as inferences drawn from the
12
text, including determining where the text leaves matters uncertain.

25. What’s the Shift?
Build Focus on
Knowledge in Analysis &
the Other Evidence
Disciplines
Increase Text Expand
Complexity Vocabulary
Balance
Literacy & 21st Century
Informational
Skills
Text

26. The 3 Big Buckets
Narrative
Informative/
Opinion(K-5) Explanatory
Argument(6-12)

27. Arts References in Common Core
Standards for Reading
• If definition of text includes non-print texts
(dance, media arts, music, or theatre
works)…
• …then all reading standards refer to arts-
based content or investigation.

28. Reading a work of drama:
• RL.5.3: Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific
details in the text (e.g., how characters interact.)
Using songs in instruction:
• RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.
Comparing the same work in different media:
• RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what
they perceive when they listen or watch.
Analyzing and interpreting images:
• RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they
appear.
Multimedia references:
• RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s
portrayal of the subject.

29. Arts References in Common Core
Standards for Writing
• Eight arts links in 100 standards
• Visual art/drawing links found in the standards for the lower grades
• W.K.2: Use a combination of drawing, writing, and dictating to compose
informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
• Media Arts/multimedia links:
• W.8.2.a: Introduce a topic clearly, previewing what is to follow; organize
ideas, concepts, and information into broader categories; include
formatting, graphics (e.g., charts, tables) and multimedia when useful to
aiding comprehension.

30. Arts References in Common Core Standards for
Speaking and Listening
• 16 arts links in 60 standards
• Most references are related to standard #5:
Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations

31. Standard 5: Make strategic use of digital media and digital displays of
data to express information and enhance understanding of
presentations
• SL.K.5: Add drawings or other visual displays to descriptions as desired to provide
additional detail.
• SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays
to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings
• SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
• SL.8.5: Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
• SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.

32. Arts References in
Common Core Standards for Language
• The language standards contain one direct arts
reference in standard L.5.3:
Compare and contrast the varieties of English
(e.g., dialects, registers) used in stories,
dramas, or poems

33. CCSS Implications for VAPA?
• Follow rules for collegial discussions (1.a)
• Pose and respond to specific questions with
elaboration and detail (1.b)
• Review key ideas expressed (1.c)
• Interpret information presented in diverse media &
formats and explain how it contributes to a topic,
text or issue under study (2)

34. CCSS Implications for VAPA?
• 6th-12th grade writing has three main focus areas –
argument, explanatory, narrative
• Infuse the arts with discussion – standards in each
grade level (come to discussions prepared)
• Have students elaborate on the remarks of others
(listening/speaking)
• Use of domain-specific words and phrases

35. IDENTITY LIST
DEFINE LABEL
MEMORIZE
CALCULATE ILLUSTRATE
WHO, WHAT, WHEN, WHERE, WHY
ARRANGE STATE MEASURE
TABULATE NAME
REPEAT
TELL REPORT
RECALL RECOGNIZE USE INFER
DESIGN QUOTE
RECITE CATEGORIZE
MATCH
CONNECT COLLECT AND DISPLAY
LEVEL ONE
IDENTIFY PATTERNS
(Recall)
SYNTHESIZE GRAPH ORGANIZE
LEVEL LEVEL CLASSIFY CONSTUCT
How the Arts Have APPLY CONCEPTS FOUR DESCRIBE
EXPLAIN
TWO SEPARATE MODIFY
(Extended (Skill/
Meaning in Common Thinking) INTERPRET Concept)
CAUSE/EFFECT PREDICT
CRITIQUE
Core ESTIMATE
COMPARE
INTERPRET
DISTINGUISH
ANALYZE LEVEL THREE RELATE
Strategic Thinking USE CONTEXT CUES
CREATE MAKE OBSERVATIONS
REVISE ASSESS
DEVELOP A LOGICAL ARGUMENT SUMMARIZE
PROVE APPRISE CONSTRUCT
SHOW
USE CONCEPTS TO SOLVE NON-ROUTINE PROBLEMS
CRITIQUE COMPARE
EXPLAIN PHENOMENA IN TERMS OF CONCEPTS
FORMULATE INVESTIGATE
DRAW CONCLUSIONS
HYPOTHESIZE
DIFFERENTIATE
CITE EVIDENCE

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