Visual Arts Education Indicators of Achievement Checklist

G. Visual Arts Education

LEVEL OF PERFORMANCE 1 2 3 4 Acceptable Indicators Falls Below Approaches Meets Exceeds Evidence Student A. Evidence A. Evidence A. Evidence demonstrates that A. Evidence Student portfolios that depict various levels of Performance demonstrates that demonstrates students meet the NYS demonstrates that achievement of all of the NYS Learning students have not that students Learning Standards for the students exceed the Standards for the Arts in Visual Arts and their Student work met the NYS meet some of the Arts in Visual Arts. NYS Learning performance indicators. In addition to the embodies the Learning NYS Learning Standards for the student portfolios, at least four of the following processes that Standards for the Standards for Arts in Visual Arts. must be included as evidence: constitute creation Arts in Visual Arts. the Arts in and performance in Visual Arts. - Written reflections, visual arts, and - Research papers, participation in - Objective tests and measurements, various roles. Student portfolio demonstrates - Sketchbooks, (Standard 1- Visual competence using the - Domain projects that incorporate process Arts, Intermediate elements and principles of art portfolios and final outcomes, Performance in a variety of mediums, using -Videotapes of class critiques, Indicators a-d) a variety of sources, to convey - Art exhibitions (including photos, videotapes, ideas, themes, metaphors, programs, etc.), images, symbols and events. - School/student art websites, and - Authentic assessment in collaborative context; Documentation of artistic (e.g., school-wide projects, literary-arts process demonstrates students’ publications, Olympics of the Visual Arts, (that ability to evaluate and reflect include photos, video, etc.). on mediums and techniques and make changes. Student participates and scores at proficient or distinction levels in the New York State Art Student work demonstrates Teachers Association (NYSATA) Portfolio participation in experiences, Project. including using various roles for designing, producing and Locally prepared examinations reflecting the exhibiting works of art. NYS Learning Standards for the Arts in Visual Arts. Student work Student work demonstrates embodies knowledge skills with a variety of art about visual arts and materials and expertise in one G. Visual Arts Education Page 1 of 12 LEVEL OF PERFORMANCE 1 2 3 4 Acceptable Indicators Falls Below Approaches Meets Exceeds Evidence uses the materials and or more mediums. resources available for participation in Student portfolio includes the visual arts in computer and/or uses other various roles. electronic media to Student communicate ideas. Performance cont’d. Student evidence demonstrates awareness of visual arts career (Standard 2- Visual options, cultural institutions, Arts, Intermediate professional artists and Performance original artworks. Indicators a-d)

Student work . Student writing samples and . Student portfolios that depict various levels of demonstrates critical critiques use the language of achievement of all of the New York State response to a variety art criticism to interpret and Learning Standards for the Arts in Visual Arts of work in the visual analyze artworks. and their performance indicators. In addition to arts, connecting the the student portfolios, at least four of the individual work to Student work compares ideas, following must be included as evidence: other work and to themes and concepts in visual other aspects of arts to other art forms and - Written reflections, human endeavor and other disciplines. - Research papers, thought. - Objective tests and measurements, (Standard 3- Visual Student work shows evidence - Sketchbooks, Arts, Intermediate of identification, analysis and - Domain projects that incorporate process Performance interpretation of the sensory portfolios and final outcomes, Indicators a-d) characteristics of natural and - Videotapes of class critiques, man-made forms. - Art exhibitions (including photos, videotapes, programs, etc.), Student work - School/student art websites, and embodies an In discussion and writing, - Authentic assessment in collaborative context; understanding of the students can articulate (e.g., school-wide projects, literary-arts personal and cultural historical facts and concepts publications that include photos, video, etc.). forces that shape from diverse cultures, artistic including the United States. Locally prepared examinations reflecting the communication and New York State Learning Standards for the Arts how the visual arts in Student work reflects an in Visual Arts. turn shape the diverse understanding of the social, cultures of past and cultural and environmental present society. dimensions from various G. Visual Arts Education Page 2 of 12 LEVEL OF PERFORMANCE 1 2 3 4 Acceptable Indicators Falls Below Approaches Meets Exceeds Evidence (Standard 4- Visual historical periods and how Arts, Performance these dimensions shape the Indicators a-c) visual characteristics of the artwork.

Curriculum, A. Based upon A. Based upon A. Based upon representative A. Based upon Articulated district/teacher curriculum Instruction and student portfolios representative student samples that include representative document(s) specifically describes the inclusion Assessment and assessments, student samples adjudicated student portfolios student samples that of the New York State Learning Standards for the visual arts that include and standards-based include adjudicated the Arts in Visual Arts and performance (Student’s instructional portfolios and assessments, the visual arts student portfolios indicators. Goals must include the following: Opportunity to program does not assessments, the curriculum and instructional and standards-based Learn) meet New York visual arts program is aligned with the assessments, the - Students explore a range of topics, using a State Learning instructional New York State Learning visual arts variety of mediums, to communicate their own Standards for the program meets Standards for the Arts in curriculum and ideas (NYS Visual Arts Standard #1 (NYSVAS Arts in Visual Arts. some of the New Visual Arts and provides good instructional #1)), York State instructional opportunities for program is aligned - Studio process, techniques and materials and Learning all students to achieve all of with the New York vocational options (NYSVAS #2), Standards for the intermediate level State Learning - Cultural resources (NYSVAS #2), the Arts in performance indicators. Standards for the - Visual arts literacy and connections to other Visual Arts and Arts in Visual Arts disciplines (NYSVAS #3), provides some and provides - Aesthetics (NYSVAS #3), adequate excellent - Social and cultural dimensions of art opportunities for opportunities for all (NYSVAS #4), and all students to students to achieve - Art history (NYSVAS #4). achieve the all of the intermediate intermediate level The school’s written visual arts curriculum must level performance be K-12 developmentally appropriate and performance indicators. include benchmarks for middle school practice. indicators. Middle level art instruction must be provided in a sequential manner, as evidenced by the school’s written curriculum and master schedule. Professional Staff A. No A. Appropriately A. Certified Visual Arts A. Certified Visual Teachers certified by New York State in Art and Development appropriately certified Visual Education teachers deliver Arts Education Education teach all visual arts classes in grades certified teachers Arts Education instruction to all students. teachers deliver high K-12. are assigned to teachers are quality instruction to classes. assigned to some all students. Many of the staff has earned advanced degrees. classes.

G. Visual Arts Education Page 3 of 12 LEVEL OF PERFORMANCE 1 2 3 4 Acceptable Indicators Falls Below Approaches Meets Exceeds Evidence A visual arts-certified administrator oversees the program.

There is an opportunity for teachers to attend conferences on a regular basis.

Documentation of curriculum, instruction and assessment that follows from professional development activities must clearly relate to the Professional Staff New York State Learning Standards for the Arts and Development in Visual Arts. cont’d. B. No professional B. Provisional B. Professional development B. All Visual Arts staff or teachers of staff is in the opportunities are provided for Education teachers other content areas process of certified Visual Arts are certified and are assigned to obtaining visual Education teachers. participate in deliver visual arts arts certification. content-specific instruction. professional development. Financial and scholarship support is available for continued growth. C. No effort is C. Visual Arts C. Visual Arts Education C. Visual Arts made to schedule Education teachers teach a majority of Education teachers teachers in the teachers their schedule in their areas of teach a majority of areas of their occasionally specialization. District their schedule in specialization. teach in the areas employs full-time Visual Arts their areas of District use of part- of their Education teachers and assigns specialization. time Visual Arts specialization. classes within the visual arts District consistently Education teachers District makes an certification subject area to employs full-time and/or subject effort to employ meet State minimums. Visual Arts extensions is full-time Visual Education teachers excessive. Arts Education and assigns classes teachers and to within the visual arts assign classes certification subject within the visual area. arts certification subject area. Scheduling/ Student A. Visual arts A. Visual arts A. Visual arts instruction is A. Visual arts School’s master schedule, Basic Educational

G. Visual Arts Education Page 4 of 12 LEVEL OF PERFORMANCE 1 2 3 4 Acceptable Indicators Falls Below Approaches Meets Exceeds Evidence Access instruction is instruction is scheduled for all students instruction is Data System (BEDS) data and individual student scheduled for some scheduled for through Grade 6. Standards- scheduled for all schedules provide evidence that there is an array students. most students. based sequential instruction at students through of visual arts offerings. Sequential Standards-based each intermediate grade level Grade 8. Sequential instruction at each sequential is planned appropriately, instruction at each Scheduling provides students the opportunity to intermediate grade instruction at meets State requirements and intermediate grade participate in an accelerated Grade 8 visual arts level is minimally each provides for additional classes, level is planned and course. planned. There is intermediate time or integration for exceeds State no opportunity for grade level is students. An accelerated requirements, and A wide range of opportunities is available for a Grade 8 planned and Grade 8 Studio and Art course provides for students to participate in visual arts activities. accelerated Studio addresses State or other approved foundation additional classes, and Art course. requirements. courses are available. time or integration for Lesson schedules are developed that meet student Scheduling/ Student There are students. needs. Access opportunities for An accelerated cont’d. a Grade 8 Grade 8 Studio and accelerated Art course is Studio and Art available. course, but access is limited. Administrative A. Administration A. A. Administration actively A. Administration School/district budget for the visual arts Support does not Administration supports the Visual Arts actively supports the provides a variety of materials and resources. demonstrate demonstrates a Program. A content area Visual Arts Program interest in basic specialist certified in visual at the building and Appropriate equipment and facilities are maintaining or understanding of arts provides program district levels. A provided. advancing the the Visual Arts oversight. Active support designated Visual Arts Program area includes: an adequate budget, supervisor, certified School/district publicity of Visual Arts Program. and program a workable schedule, in administration Programs, awards and honors recognitions, etc. goals. curriculum development, and visual arts, appropriate teachers, and provides program Evidence of school- or district-wide displays of appropriate evaluation oversight. Active student artwork. programs. support includes: a budget that allows The district’s K-12 art program is supervised by for growth in the a certified visual arts educator/administrator, and department; a middle level Visual Arts Education teachers schedule that have regular planning time to coordinate the art enables all curriculum with the other Visual Arts Education departments to meet teachers in the district. the needs of the students; appropriate evaluation programs; G. Visual Arts Education Page 5 of 12 LEVEL OF PERFORMANCE 1 2 3 4 Acceptable Indicators Falls Below Approaches Meets Exceeds Evidence articulation of a program vision for program growth; and annual program evaluation. Administrative B. Administration B. Administration B. Administration supports B. Administration Logs of every teacher’s standards-based learning Support provides little or no supports limited adequate professional advocates the experience plans, in-service trainings, and cont’d. support for professional development opportunities for importance of professional development activities and professional development all Visual Arts Education professional conferences. development for opportunities for teachers. development that Visual Arts Visual Arts focuses on the New Evidence of school and/or district wide Education teachers. Education York State Learning programs/initiatives that include Visual Arts teachers. Standards for the Education teachers. Arts in Visual Arts at the intermediate Release time is supported, provided and level for all Visual documented. Arts Education teachers. School/district participation in NYSATA Speakers Bureau, and/or NYSATA District Membership.

Resources/Budget A. Little or A. Funding for A. Funding is provided to Funding is provided District/school/classroom budgets that have inadequate funding the Visual Arts maintain a quality experiential to support a growing dedicated visual arts budgets that include: is provided for the Program is Visual Arts Program. Visual quality experiential Visual Arts growing but still Arts Education teachers have Visual Arts Program - Wide-ranging variety in arts supplies (variety Program. is lacking, and access to resources to meet in which students of media and tools), access to student and program needs. achieve high levels - Monies for art reproductions and library resources is of excellence. resources, and limited. Visual Visual Arts - Textbooks & technologies yearly replacement Arts Education Education teachers funding. teachers continue have access to to use personal resources for a Budget supports research-based best practices. monies to fund superior level of curricular classroom Visual arts grants and supportive funds from activities. instruction. community agencies, businesses, parent-teacher organizations, government and other entities. Instructional A. Visual arts A. Visual arts A. Visual arts classes have A. All visual arts District/school technology plan includes visual Technology students have no classes have good access to art technology classrooms are arts curricula. access to arts some access to on site to assist in instruction. equipped with state- technology or arts technology Appropriate and specific of-the-art Computer facility schedule with access for technical support to enhance software for visual arts technologies. visual arts classes. G. Visual Arts Education Page 6 of 12 LEVEL OF PERFORMANCE 1 2 3 4 Acceptable Indicators Falls Below Approaches Meets Exceeds Evidence that facilitates classroom instruction is provided. Multiple visual arts instruction. Multiple technologies are technologies are Teacher’s classroom budget(s) include monies instruction. available (e.g., color printers, integrated in the for current technologies and software. video and editing equipment, standards-based digital camera(s), etc.). program and regularly utilized by students. Facility/Equipment A. No rooms or A. Some A. Students have access to A. All visual arts Building plans equipment dedicated visual dedicated visual arts spaces instruction takes dedicated to arts space is and a variety of equipment place in dedicated Photographs of dedicated facilities providing students provided with a with which to work. facilities with state- with appropriate minimum of Space is available for two- and of-the-art District/school budget(s) with equipment visual arts equipment. three-dimensional works, equipment. Art purchased at defined intervals experiences. basic materials, tools and studios include a adequate resources. broad range of Teacher’s classroom budget(s) Ventilation, safety and water equipment, tools and requirements are met. extensive resources Evidence of ventilation and safety requirements (e.g., ceramic kiln, met photography darkroom, printing Facilities are adequately maintained press, etc.). B. Instruction is B. Hands-on B. All visual arts classes B. All visual arts Standards-based curricula include a wide range heavily focused on standards-based include hands-on standards- classes provide for of resources to experience visual arts. textbook, paper and learning is based learning in facilities that standards-based pencil. limited to shared accommodate two- and three- learning experiences Evidence of resources reflected in student spaces and/or dimensional work using in dedicated art portfolios and standards-based assessments equipment and appropriate tools and studios and quality (e.g., NYSATA Portfolio Project) uses few resources (e.g., reproductions, facilities that resources to slides, museums, texts, include a broad District/program budget provides funds for experience visual Internet access, etc.). range of tools and slides, texts and reproductions. art (e.g., resources. (e.g., reproductions, reproductions, slides, museums, slides, museums, texts, Internet texts, Internet access, etc.). access, etc.). Youth Development A. Visual Arts A. Visual Arts A. The Visual Arts Teacher A. The Visual Arts Participation in: and Community Education teachers Education and/or Program supports Education teachers Involvement do not incorporate teachers have and/or participates in youth and Program - The National Arts Educators Association youth development student leadership arts activities, promote youth (NAEA), components into programs/groups promotes student growth leadership activities - National Junior High School Art Honor

G. Visual Arts Education Page 7 of 12 LEVEL OF PERFORMANCE 1 2 3 4 Acceptable Indicators Falls Below Approaches Meets Exceeds Evidence the Visual Arts that focus on through individualized group and student growth Society, Program. There is developing projects and provides through individual - Community-based art projects, and no cooperation leadership opportunities for students and group projects, - Cultural and civic arts partnerships. between Visual qualities while (e.g., internships, mentoring, such as internships, Arts Education using these skills service learning and/or student mentoring, service School-based student arts organization. teachers and other to assist the arts organizations). They learning, and/or school personnel or Visual Arts cooperate with school youth leadership community Program and personnel and community organizations. They organizations. teacher. They organizations. cooperate with cooperate with school personnel Youth Development school personnel, and community and Community but not organizations. Involvement community cont’d. organizations. Collaboration and A. Visual Arts A. Visual Arts A. Visual Arts Education A. Visual Arts Master schedule includes common planning time Integration Education teachers Education teachers are viewed as an Education teachers for art/interdisciplinary collaborations. are not viewed as teachers are integral part of the team; they are viewed as an an integral part of viewed as an serve as a resource to other integral part of the School curriculum map makes connections. the team. integral part of content areas most of the time. team and act as a They receive little the team solely They make an effort to support resource to other Faculty committees on scheduling, planning and or no information within their own other content area learning content area team curriculum development include Visual Arts about team projects content area. standards to demonstrate members and vice- Education teachers. or initiatives. They “real-life” applications and versa. Visual arts communicate connections. instruction Student portfolios reflect interdisciplinary with other integrates learning learning. teachers as standards from other needed to advise content areas and Special school events reflect interdisciplinary them of projects these connections collaborations. that may support are pointed out to other content students as part of Visual Arts Education teachers are active on area learning. their “real-life” school-based planning teams and on application. policymaking and professional development committees.

Visual arts education is integrated into and reinforced in other content areas.

G. Visual Arts Education Page 8 of 12 LEVEL OF PERFORMANCE 1 2 3 4 Acceptable Indicators Falls Below Approaches Meets Exceeds Evidence B. Visual arts B. Visual Arts B. Visual Arts Education B. Visual Arts classes are viewed Education teachers have adequate Education teachers by most school teachers are common planning time with are included in all staff as “extras,” informed of other team/content area school planning and with little or no team/school teachers. participate in all value to other projects and appropriate content areas. initiatives and instructional invited to planning meetings. participate, if possible.

G. Visual Arts Education Page 9 of 12 Visual Arts Indicators of Achievement Checklist

ACTION PLAN TEMPLATE

The Action Plan Template is a companion tool to the Checklist. Schools should use the Checklist to identify areas where there are gaps in their programs. The Template can be used to develop and/or list strategies to close those gaps. A separate Template should be completed for each Indicator.

STRATEGIES FOR ADDRESSING TIMELINE TO RESPONSIBLE PROJECTED ANTICIPATED AREAS IDENTIFIED IMPLEMENT STAFF EXPENSE FUNDING SOURCE USING THE RUBRIC

Indicator:

G. Visual Arts Education Page 10 of 12 Visual Art Education Additional Resources

New York State Resources:

 NYS Learning Standards for the Arts: http://www.p12.nysed.gov/ciai/arts/pub/artlearn.pdf  The Arts Resource Guide: http://www.p12.nysed.gov/guides/arts/  NYSATA Curriculum Companion (NYS Art Teachers Association): http://www.nysata.org/index.php?option=com_content&view=article&id=43  NYSATA Portfolio Project: http://www.nysata.org/portfolio-project  New York State Visual Learning System: http://eservices.nysed.gov/vls/  ------ Art 7 & 8 Syllabus -- http://www.p12.nysed.gov/ciai/arts/pubart.html  Studio In Art-- http://www.p12.nysed.gov/ciai/arts/pubart.html  Art for Grades 7 & 8 Teacher’s Guide-- http://www.p12.nysed.gov/ciai/arts/pubart.html

National Art Education Association Publications:

 No. 409 Purposes, Principles, and Standards For School Art Programs  No. 222 Middle School Art: Issues of Curriculum and Instruction  No. 289 Teaching Visual Culture  No. 218 New Technologies and Art Education: Implications for Theory, Research, and Practice  No. 204 Design Standards for School Art Facilities  No. 251 Issues and Approaches to Art for Students with Special Needs  No. 294 Teaching Talented Art Students, Principles and Practices

These resources can be purchased from the National Art Education Association http://www.arteducators.org

Other Resources:

 Arts Education Partnership. Critical Links: Learning in the Arts and Student Academic and Social Development. Deasy, Richard J., ed. Washington, DC (2002).  Jensen, Eric. Arts with the Brain in Mind. Alexandria: Association for Supervision & Curriculum Development, May 2001. Eisner, Elliot W. The Arts and Creation of Mind Yale University Press, New Haven and London, 2002.

G. Visual Arts Education Page 11 of 12 Suggested Websites for Further Research:

 Association for Middle Level Education, http://www.amle.org/  Americans for the Arts, http://ww3.artsusa.org  Getty Arts Education, http://www.getty.edu/artsednet/  Kennedy Center Alliance for Arts Education Network – A Community Audit for Arts Education; Better Schools, Better Skills, Better Communities, available at: http://www.kennedy-center.org/education/kcaaen/resources/home.html  NYS Virtual Learning System (VLS): http://eservices.nysed.gov/vls/

Available at: http://www.nafme.org/:

. National Standards for Arts Education . Program Evaluation: Visual and Performing Arts . Assessing Student Learning: A Practical Guide

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G. Visual Arts Education Page 12 of 12