The Arts

 

STANDARD: The teacher candidate will know, understand and use – as appropriate to their own knowledge and skills - the content, functions and achievements of dance, music, theater and the several visual arts as primary media for communication, inquiry and insight among elementary students.

FORWARD

Arts as Core Subject

In 1994, Congress passed the Goals 2000: Educate America Act which acknowledges that the arts are a core subject in the American educational program. In conjunction with the adoption of this landmark legislation, the Consortium of National Arts Education Associations developed the National Standards for Arts Education, which stated what every American student should know and be able to do in the arts. Upon completion of the K-12 Public school program, the student should be able to:

Teacher Preparation Guidelines

Prior to the development of the national arts guidelines, the four arts disciplines were usually taught separately, and the teacher candidate could chose any one of the arts to fulfill the arts requirement. The new standards require a basic knowledge of the four arts, and this may require a new or modified introductory course to the arts. As in the past, the elementary teacher may work alone or with arts specialist teachers and other qualified arts professionals to enable the students to achieve the national standards for arts education.

The NCATE arts standard requires the teacher candidate to know, understand and use the four arts as a media for communication and inquiry among elementary students. To enable the teacher candidate to meet this standard, the desired outcomes of the teacher preparation program were identified. For each outcome, indicators ( evidence that the outcome had been met), assessment types and assessment tasks were developed. In the first half of the teacher preparation program, the teacher candidate will acquire a basic knowledge of the content of dance, music, theatre and the visual arts and the ability to integrate the four arts. In the second half of the program, the teacher candidate will acquire the knowledge of children’s artistic development and the ability to apply content knowledge to the theory and practice of arts education.

REFERENCES

NCATE Program Standards Teacher Education, February, 2000.

National Arts Education Consortium National Standards for Art Education (The consortium consists of the American Alliance for Theatre and Education, Music Educators National Conference, National Art Education Association, National Dance Association, 1994).

 

 

Standard: The teacher candidate will know, understand and use – as appropriate to their own knowledge and skills – the content, functions and achievements of dance, music, theatre and the several visual arts as primary media for communication, inquiry and insight among elementary students.

Outcome

Indicator

Assessment Type

Sample Assessment Task

1. The teacher candidate will demonstrate the ability to communicate at a basic level in the four arts: dance, music, theater and the visual arts, to enhance self-expression and to better understand human experiences.

 

 

 

a. Describe the basic types, elements and skills of the four arts using an appropriate arts vocabulary.

b. Discuss and interpret the visual and performing arts both orally and in writing using an appropriate arts vocabulary.

c. Discuss of traditional and new technologies in the arts and arts education.

d. Discuss personal reactions to works of art and identify the artistic elements that elicit those reactions.

e. Compare how ideas, emotions and experiences are expressed in the visual and performing arts.

  • Field trips to performances of: dance, theatre and music.
  • Field trips to art exhibitions.
  • Rating scales.
  • Journal of personal reflections regarding art experiences
  • Discussion
  • Videotape analyses of artworks.
  • Essays

 

 

 

 

 

  • Write reflective journal entries of personal reactions to live performances of dance, music and theatre.
  • Rate personal enjoyment of live performances on a 1-10 rating scale and discuss reactions.
  • Discuss the theme and character-istics of a given art exhibition.
  • Analyze a variety of 2-D and 3-D artworks and rank the works in terms of personal preference and discuss the significance of each work.
  • Write an essay explaining how a given visual or performing art expressed human emotions and ideas.
  • Analyze a videotape or live performance of a musical and discuss how dance, music, drama and the visual elements (i.e. sets, costumes, etc.) were integrated to express the story.

 

 

Standard: The teacher candidate will know, understand and use – as appropriate to their own knowledge and skills – the content, functions and achievements of dance, music, theatre and the several visual arts as primary media for communication, inquiry and insight among elementary students.

Outcome

Indicator

Assessment

Sample Assessment Task

2. The teacher candidate will interpret and evaluate exemplary artworks from a variety of cultures and historical periods.

 

 

a. .Evaluate different artworks using appropriate criteria.

 

b. Identify specific artworks belonging to a particular culture, time period and place.

 

c. Discuss stylistic trends and technological innovations of artworks from a selected historical period.

 

d. Describe how an individual culture at a given time expressed its beliefs, values and ideas using the four arts.

 

e. Compare the meaning and function of the visual and performing arts across cultures.

  • Criterion checklist

 

  • Videotape analyses

 

  • Pictorial timeline

 

  • Artist biography

 

  • Field trips

 

  • Critiques – written and oral

 

  • Rating scales

 

  • Rubrics
  • Group discussion
  • Analyze videotapes of a variety of the performing arts and develop a criterion checklist for evaluation of each art form.
  • Write a critique of a visual or performing art using the criterion checklist as a guide.
  • Research and present an oral report of an artist’s works and his/her biography.
  • Discuss stylistic features of a particular artist or a given time period.
  • Discuss stylistic trends and innovations of the arts from a selected historical period.
  • Prepare a pictorial timeline of exemplary artworks of a given period.
  • Research a basic ritual of a given culture and discuss the significance of the four arts in expressing cultural values.
  • View a videotape of folk dances and correctly identify the country of origin.
  • Listen to several musical selections and correctly identify the type of music and the historical period.
  • Read plays from a variety of time periods and cultures and identify how each expressed the cultural values and worldview of the period.
  • Prepare a display and oral report explaining how a culture expressed its values trough the four arts.