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Five Arts Disciplines: Dance, Media Arts, Music, Theater, and Visual Arts a Collection of Insights and Resources from the Arts in Education Program

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Five Arts Disciplines: Dance, Media Arts, Music, Theater, and Visual Arts a Collection of Insights and Resources from the Arts in Education Program Five Arts Disciplines: Dance, Media Arts, Music, Theater, and Visual Arts A Collection of Insights and Resources from the Arts in Education Program AIE Newsletter Issues - April 2016 to April 2017 • Arts in Education Model Development & Dissemination Program • Professional Development for Arts Educators Program • Arts in Education National Program OCTOBER 2017 ARTS IN EDUCATION PROGRAM U.S. DEPARTMENT OF EDUCATION AIE Newsletter Compendium A ii AIE Newsletter Compendium Table of Contents Preface ...................................................................................................... ii Theater (April 2016) .......................................................................................1 Feature Article ..................................................................................................... 1 Grantee Spotlights ............................................................................................... 5 In-Focus Standards ............................................................................................... 7 Music (June 2016) ..........................................................................................8 Feature Article ..................................................................................................... 8 Grantee Spotlights ..............................................................................................11 In-Focus Standards ..............................................................................................14 Visual Arts (September 2016) .......................................................................... 16 Feature Article ....................................................................................................16 Grantee Spotlights ..............................................................................................20 In-Focus Standards ..............................................................................................23 Dance (January 2017) ................................................................................... 24 Feature Article ....................................................................................................24 Grantee Spotlights ..............................................................................................26 In-Focus Standards ..............................................................................................29 Media Arts (April 2017) ................................................................................. 30 Feature Article ....................................................................................................31 Grantee Spotlights ..............................................................................................33 In-Focus Standards ..............................................................................................36 Kennedy Center Resources .............................................................................. 39 This publication contains information about and from public and private entities and organizations for the reader’s information. Inclusion does not constitute an endorsement by the U.S. Department of Education or any entity or organization or the products or services offered or views expressed. This publication also contains hyperlinks and URLs created and maintained by outside organizations. They are provided for the reader’s convenience; however, the Department is not responsible for the accuracy of this information. AIE Newsletter Compendium i PREFACE Between April 2016 and April 2017, the Arts in Education (AIE) program released five quarterly newsletter issues that explored the five arts disciplines — dance, media arts, music, theater, and visual arts — inherent in current AIE grantees’ projects. Each issue contained a feature article by a noted expert in the specific arts discipline that brought important research-based understandings to the discipline’s instruction and integration with other core academic subjects. The features also provided insight to the goals, outcomes, and products of Arts in Education Model Development and Dissemination (AEMDD) and Professional Development for Arts Educators (PDAE) projects “spotlighted” in each issue. Additionally, interviews with key contributors to the 2014 National Core Arts Standards provide helpful insights as to the motivations behind the first revision of the voluntary national arts standards since 1995, essential differences in the two sets of standards, and suggestions for use of the new standards in P-12 classrooms. Among the significant changes is the creation of media arts standards, establishing first-time autonomy for this 21st-century arts discipline. TheȀheȚȀɉȚ ȚȀȀȀȀȀeȀȚȀ Finally, for three of the arts disciplines — dance, music, and media arts — resources available DȀȀȀȀȚȀȀȀȀȚ from the Arts in Education National Program grantee, the John F. Kennedy Center for the ȚȀȀȀȚeȀ Performing Arts, offer helpful arts integration “how-to’s” and ideas for lessons and activities available on ArtsEdge, the Kennedy Center’s free digital resource for teaching and learning in, through, and about the arts. As we completed the five-issue series, the idea of a compendium emerged as a way to efficiently gather this valuable knowledge of arts discipline experts and national standards authors, as well as the illustrative narratives about 10 AEMDD and PDAE grantees. We think the collection will be invaluable for our grantees, other current newsletter subscribers, and those who access this publication on the AIE web site at https://arts.ed.gov/#program. We invite you to subscribe to the quarterly newsletter here and visit the AIE website often. -The Arts in Education Team October 2017 TheȀ eȀȀȀȀȀeȀȀȀȀȀȀȀ DȀȀ ȀȀȀȚȀȚeȚȀ ȀȀȀȀȀ hȀ ȀȀȀȀȀɉȀeȀ ii AIE Newsletter Compendium practices for classroom teachers, theater specialists and THEATER (APRIL 2016) teaching artists. These practices are designed to help FEATURE ARTICLE: STAGE RIGHT educators and, in turn, students, to reach their full potential. by Lenore Blank Kelner, Teaching Artist and Author The Benefits or drama/theater: Why drama is so “right”? Stage right is a theater term that designates the left side of the stage from the audience’s viewpoint. When an actor Drama/theater provides students with authentic moves across the stage, from stage right to stage left, the opportunities to: audience senses strong purposeful forward movement— y Develop oral language skills that are foundational for movement toward a goal. It is an appropriate metaphor reading and writing in any subject area. This is key for all students but essential for students with limited language proficiency and for English language learners. “Integrating drama has transformed my y Gain a “closer read” of a text. Stepping into the shoes of students. They are totally engaged. For my ELL a character allows students to: students—it is the only way to teach.” • Experience different perspectives, settings/time —Kindergarten teacher, Santa Rosa, Calif. periods, cultures, processes/cycles • Embody characters’ traits/motivations “When you read, you think you get it. But • Infer dialogue when you do drama—you really get it!” • Experience the purpose, theme, and/or —Eighth grade student, Sousa Middle School, Wash., D.C. message of a text y Read and re-read/revisit a text for purpose, “My child has had trouble making friends. understanding, expression, clarity, and fluency. When I saw him center stage, waving the flag with the cast holding him up, I wept. My son y Develop and practice writing skills as they: • Compose dialogue orally or in writing TheȀhe had found his place.” ȚȀɉȚȚȀȀȀȀ • Use plot elements when analyzing/composing ȀeȀȚȀ —Parent, Blake High School, Montgomery County, Md. scripts DȀȀȀȀȚȀȀȀȀȚ ȚȀȀȀȚeȀ y Acquire essential 21st century learning skills such as: for what drama/theater can achieve for educators and • Learning and innovation skills students in our schools. - Creativity and innovation - Critical thinking and problem solving - Communication and collaboration This article examines the benefits of using drama/theater • Life and career skills in the schools for students in grades PreK-12 and provides - Flexibility and adaptability some “stage direction” on best professional development - Initiative and self-direction - Social and cross-cultural skills - Productivity and accountability - Leadership and responsibility y Gain self-awareness, self-control, self-esteem by providing opportunities for students to: • Risk in a safe space • Share ideas and know all voices are valid • Be an essential part of a vibrant community • Speak with expression and clarity in front of others (one of the top five greatest fears) • Explore a possible career path. “Reading and writing float on a sea of talk.” TheȀeȀȀȀȀȀ eȀȀȀȀȀȀȀ —James Britton, educator, University of London DȀȀ ȀȀȀȚȀȚeȚȀ ȀȀȀȀȀ hȀ ȀȀȀȀȀɉȀeȀ AIE Newsletter Compendium 1 These authentic opportunities make drama/theater a vital responding/critiquing and making connections between component for an education program of excellence. theater experiences, other art forms and the world. The focus through these grades gradually becomes theater— How drama/theater is implemented in that is, performance for an audience. By high school, schools: The “right” fit theater is usually offered as an elective subject with performance for an audience as a key goal. There is a continuum for how drama/theater is implemented in schools. Some examples of using drama/theater in the grade
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