Dover District K-12 VPA:

Visual & Performing Arts

CPC
Presentation February 6, 2014

K-12 VPA Curriculum Process Proposal

1. Identification of Needs
(Current & Future Technology)

2. Process
(Professional Development & Resources)

3. Budgetary Considerations
( ong Term Planning! "ustaina#ility & $%apta#ility)

Visual & Performing Arts PD Inquiry Process 2013-2014 K-12 VPA PD Inquiry Process ~ 2013-2014
Focus Question In!i"i!ual

#o$ical Question De$artmental

%ssential Question Inter!e$artmental

Inter!e$artmental %ssential Question

How does the Visual and Performing Arts Framework inform our practice and help meet the needs of the 21st Century Learner?

De$artmental #o$ical Question

n what ways is your personal in!uiry aligning to the Visual and Performing Arts Framework within the curriculum?

In!i"i!ual Focus Question

Personal n!uiry

ARTISTIC LITERACY isual ! Per"or#in$ Arts% ART Artistic Processes Creati)e E*pression
(Creating)
Creates, interprets and/ or performs in the visual and/ or performing arts. Students will create and engage to express ideas and feelings. Students communicate through their works, revise and problem-solve, use a variety of processes, and integrate their works with other disciplines.

- Philosophical Foundations Endurin$ &nderstandin$s 'Co#petencies(

Grades K-12

Per"or#ance E*pression
(Performance / Presenting / Producing)
,nfers a m riad of s m$ol s stems for expressing ideas and conve ing concepts and point of view. Students will engage in multiple wa s of producing, performing, representing and interpreting information from a creative and/ or critical perspective. Communicating thoughts and feelings in a variety of modalities, individually or in an ensemble, thereby providing a more powerful repertoire of self-expression.

1. Create a visual or performance piece to communicate an idea, feeling or meaning using a distinct st le! imagination or technical s"ill and the creative process, reflection, and self#evaluation (pro$lem#solving s"ills). %. &se the elements and principles of art to create, revise, refine wor"s of ar t and demonstrate multiple solutions to specific visual and/ or performing arts pro$lems. '. (emonstrate an understanding that the arts are a means of renewal and recreation, as well as an occupational opportunit . ). &se arts "nowledge and voca$ular to criti*ue visual and/ or performing arts wor"s. +. &se s"ills and "nowledge of arts elements and principles, whenever applica$le, to solve pro$lems or enhance meaning in other disciplines. 1. (evelop aptitude in pla ing an instrument and/ or singing and reading music or performing monologues/ dialogues or creating a dance routine. %. Performs a variet of st les and t pes of music, dance and theater. '. Performs alone or with others a var iet of repertoire. ). (emonstrates ac*uired s"ills and techni*ues to an audience outside of the classroom, in a live performance. +. ,dentif the value of participating in the visual and/ or per forming arts and summari-e possi$le involvement in personal and communit arts.

Criticis# ! Aesthetics
(.esponding)
.eflects on the *ualit , aesthetics and value of one/s own and others/ artwor". Students will reflect upon and assess the characteristics and merits of art wor"s. An understanding of how the senses are used to ma"e ar tistic choices in dail life, together with an understanding of how these choices affect feelings, moods, and emotions, helps us to ma"e 0udgments a$out the merits and meaning of wor" in the arts. The elements, principles, and structures of art forms can be composed in ways which enrich, persuade, and influence society, either directly, through performances, original works and exhibits or indirectly, through printed, electronic and digital media.

1. 1xplain and 0ustif personal aesthetic criteria for criti*uing wor"s of visual and performing art, texts, and events. %. Anal -e, interpret and evaluate su$tle and complex meaning in visual and/ or performing arts intended to persuade and influence (as in multimedia, theater, commercial, and political advertising). '. Critique their own artwork and/or performance and the work of others based upon an aesthetic criterion. ). Create visual and/ or performing artwor" that is used to influence and persuade and explain how the design accomplishes its purpose.

Cultural +erita$e
(Connecting)
&nderstands how the arts relate to societ , culture and histor . Students will understand the cultural contri$utions (social, ethical, political, religious dimensions) of the arts, how the arts shape and are shaped $ prevailing cultural and social $eliefs and values, and recogni-e exemplar wor"s from a variet of cultures and historical periods. The arts are the record of our diverse world cultures and provide understanding of who we are, where weve been, and possible directions for the future.

1. Compare two or mor e visual and/ or performing arts $ identif ing the genre, st le, historical period and conditions, pro$a$le artist, and cultural source. %. Compare and contrast characteristics of visual and perfor ming ar ts within a par ticular historical period or st le with concepts a$out the period or st le from other conte nt areas. 3. Compare and contrast cultural values as expressed in works and explain how these values may differ from those of their own daily experiences. ). Anal -e common characteristics and purposes of various visual and/ or performing art wor"s across time and among cultural and social groups, and explain how these characteristics and purposes fulfill social, religious, or ceremonial functions in a particular cultural and historical context. +. Create wor"s that reflect concepts, theories, approaches, and st les from their own and other cultures. 2. (evelop visual and/ or performing art wor"s in response to a historical, social or cultural condition using a variet of forms.

A Conceptual Fra#e,or- "or Arts Learnin$

ARTISTIC LITERACY isual ! Per"or#in$ Arts% .&SIC Artistic Processes Creati)e E*pression
(Creating)
Creates, interprets and/ or performs in the visual and/ or performing arts. Students will create and engage to express ideas and feelings. Students communicate through their works, revise and problem -solve, use a variety of processes, and integrate their works with other disciplines.

- Philosophical Foundations Endurin$ &nderstandin$s 'Co#petencies(

Grades K-12

Per"or#ance E*pression
(Performance / Presenting / Producing)
,nfers a m riad of s m$ol s stems for expressing ideas and conve ing concepts and point of view. Students will engage in multiple wa s of producing, performing, representing and interpreting information from a creative and/ or critical perspective. Communicating thoughts and feelings in a variety of modalities, individually or in an ensemble, thereby providing a more powerful repertoire of self-expression.

1. Create a visual or performance piece to communicate an idea, feeling or meaning using a distinct st le! imagination or technical s"ill and the creative process, reflection, and self#evaluation (pro$lem#solving s"ills). %. &se the elements and principles of music to create, revise, refine musical wor"s and demonstrate multip le solutions to specific visual and/ or performing arts pro$lems. '. (emonstrate an understanding that the arts are a means of renewal and recreation, as well as an occupational opportunit . ). &se arts "nowledge and voca$ular to criti*ue visual and/ or per forming arts wor"s. +. &se s"ills and "nowledge of music elements and principles, whenever applica$le, to solve pro$lems or enhance meaning in other disciplines. 1. (evelop aptitude in pla ing an instrument and/ or singing and reading music or performing monologues/ dialogues or creating a dance routine. %. Performs a variet of st les and t pes of music, dance and theater. '. Performs alone or with others a variet of repertoire. ). (emonstrates ac*uired s"ills and techni*ues to an audience outside of the classroom, in a live performance. +. ,dentif the value of participating in the visual and/ or performing arts and summari-e possi$le involvement in personal and communit arts.

Criticis# ! Aesthetics
(.esponding)
.eflects on the *ualit , aesthetics and value of one/s own and others/ artwor". Students will reflect upon and assess the characteristics and merits of art wor"s. An understanding of how the senses are used to ma"e artistic choices in dail life, together with an understanding of how these choices affect feelings, moods, and emotions, helps us to ma"e 0udgments a$out the merits and meaning of wor" in the arts. The elements, principles, and structures of art forms can be composed in ways which enrich, persuade, and influence society, either directly, through performances, original works and exhibits or indirectly, through printed, electronic and digital media.

1. 1xplain and 0ustif personal aesthetic criteria for criti*uing wor"s of visual and performing art, texts, and events. %. Anal -e, interpret and evaluate su$tle and complex mea ning in visual and/ or performing arts intended to persuade and influence (as in multimedia, theater, commercial, and political advertising). '. Critique their own musical works and/or performance and the work of others based upon an aesthetic criterion. ). Create visual and/ or performing artwor" that is used to influence and persuade and explain how the design accomplishes its purpose.

Cultural +erita$e
(Connecting)
&nderstands how the arts relate to societ , culture and histor . Students will understand the cultural contri$utions (social, ethical, political, religious dimensions) of the arts, how the arts shape and are shaped $ prevailing cultural and social $eliefs and values, and recogni-e exemplar wor"s from a variet of cultures and historical periods. The arts are the record of our diverse world cultures and provide understanding of who we are, where weve been, and possible directions for the future.

1. Compare two or more visual and/ or performing arts $ identif ing the genre, st le, historical period and conditions, pro$a$le artist, and cultural source. %. Compare and contrast characteristics of visual and performing arts within a particular historical period or st le with concepts a$out the period or st le from other content areas. 3. Compare and contrast cultural values as expressed in works and explain how these values may differ from those of their own daily experiences. ). Anal -e common characteristics and purposes of various visual and/ or performing art wor"s across time and among cultural and social groups, and explain how these characteristics and purposes fulfill social, religious, or ceremonial functions in a particular cultural and historical context. +. Create wor"s that reflect concepts, theories, approaches, and st les from their own and other cultures. 2. (evelop visual and/ or performing art wor"s in response to a historical, social or cultural condition using a variet of forms.

A Conceptual Fra#e,or- "or Arts Learnin$

Visual rts! "le#ents $ Princi%les Vocabulary &'(12 Vertically ligned)

"le#ents of rt

Princi%les of *esign

12
Value Dominance (Foregroun !

11
Su"or ination (#ac$groun !

10
C olor Theme (%eoccurring & ea ' Topic!

+
Texture

Variation (Di((erent Version!

Form

)mphasis (Primar* (ocus o( content + elements!

,nit*
(,ni(ie content ' use o( elements!

Space

%h*thm
(&ultiple patterns)

4
Shape

%epetition
(Pattern)

C ontrast
('pposites)

Line

&ovement

(alance

'

*istrict '(12 VP Budget 0e1uest

VPA 5 Year Budget equest 2014-15 2015-1! 201!-1" 201"-1# 201#-1$ %ota&

Visual Art K-12 Technology/Resources

2!"#$$

1%"1&'

1#"%$'

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%(")2%

Performing Art K-12 Technology/Resources

2%"(%)

1$"%#'

1$"%#'

1$"%#'

1$"%#'

1'2"(%)

VPA Professional Develo*ment

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VP

. 2ear Curriculu# Plan

+ Current! Curriculum )nventory & Complete $rts "tan%ar%s revie* + +ears ,-2 (2.,/-2.,0) 1 Curriculum 23amination for 2,st Century earning 23pectations + +ears 3-/ (2.,0-2.,4) 1 Design & )mplement $uthentic Curriculum + +ear 5 (2.,4-2.,6) 1 Reflection an%

VP ! 34e Value of t4e 5Process67

+ )t is not recreating the *heel...it is evolving 78$T *e %o9 it is shifting the para%igm to utili:e ne* tools9 it is t*ea;ing ho* *e %ocument *hat stu%ents are learning9 an% ho* *e assess *hat stu%ents ;no* an% un%erstan%. + )t is also 8'7 *e approach the teaching an% learning process in our classrooms. + 7e %efine9 articulate9 se<uence9 connect9 %evelop9 empo*er9 an% su#stantiate visual an% performing arts )= e%ucation....through evi%ence of *hat *e %o an% *hat stu%ents ;no*.