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DOCUMENT RESUME ED 451 080 SO 031 632 TITLE New Jersey Visual and Performing Arts Curriculum Framework. INSTITUTION New Jersey State Dept. of Education, Trenton. PUB DATE 1998-11-00 NOTE 378p. AVAILABLE FROM New Jersey Department of Education, Office of Standards and Professional Development, P.O. Box 500, Trenton, NJ 08625. For full text: http://www.state.nj.us/njded/frameworks/arts/index.html. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Academic Standards; *Art Education; Curriculum Development; *Dance Education; Elementary Secondary Education; Experiential Learning; *Music Education; Public Schools; *State Standards; Student Development; *Theater Arts; *Visual Arts IDENTIFIERS *New Jersey ABSTRACT The purpose of New Jersey's Visual and Performing Arts Standards is to improve student achievement in arts education, not arts-as-entertainment, not art-assembly projects, not art-as-activity. An education in the arts requires curricular scope and sequence and the intellectual rigor of experiential learning. The Visual and Performing Arts Standards require that all students at the elementary level experience arts education in all four arts disciplines-: dance, music, theater, and visual arts. As students become selective in their preferred form of artistic expression at the middle and high school levels, they are expected to gain expertise. The intent of this Framework is to support the educational content reform in arts education that was initiated by the "New Jersey Visual and Performing Arts Core Curriculum Content Standards" and to generate higher levels of achievement for all students in arts education. Following an Introduction, the Framework is divided into the following chapters: (1) "Cognitive Skills Development in the Arts"; (2) "The Arts and Workplace Readiness Standards"; (3) "Activities Section" ("Dance"; "Music"; "Theater"; "Visual Arts"); (4) "Design: The Art of Work"; and (5) "Instructional Adaptations for Students with Diverse Needs" ("Instructional Adaptations for Students with Disabilities"; "Instructional Adaptations for Exceptionally Able Students"; "Instructional Adaptations for Students with Limited English Proficiency"). The names of contributors to the Framework are appended. Includes 2 figures and 14 tables. (Author/BT) Reproductions supplied by EDRS are the best that can be made from the original document. New Jersey Visual and Performing Arts Curriculum Framework New Jersey State Dept. of Education, Trenton U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS /This document has been reproduced as BEEN GRANTED BY received from the person or organization (41) originating it. Minor changes have been made to Q. improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent official OERI position cr policy. Ci) INFORMATION CENTER (ERIC) BEST COPYAVAILABLE 2 NEW JERSEY ACURRICULUMVISUALCore Document Curriculum ANDSupport Content PERFORMING FRAMEWORK of Standards the ARTS CHRISTIin the NEVisual TODD WHITMANand Performing Arts LEOCommissionerGovernor KLAGHOLZ of Education DivisionAssistantELLEN M. of SCHECHTERCommissioner Academic and Career Standards OfficeDirectorJAY DOOLAN of Standards and Professional Development MINIMINI!MFrameworkArtsROBERTA & Gifted CAROL Project Education Coordinator Specialist PTMNovember #1500.64 1998 NEW JERSEY VISUAL3 AND PERFORMING ARTS CURRICULUM FRAMEWORK 00 00 00 00 0 CURRICULUMVISUALNEW JERSEY AND PERFORMING FRAMEWORK ARTS Visithttp://www.state.nj.usieducationNew theJersey Visual State and Department Performing of Arts Education Curriculum Web Framework Site: on the Permission is granted to duplicate this document for educational purposes. FallPlease 1998 acknowledge the New Jersey State Department of Education. New Jersey State Department of Education 000000 000 ii 5 EWORK 6 TheAcknowledgments New Jersey Department of Education gratefully acknowledges the thoughtful contributions PerformingForceFrameworkand outstanding that developed ArtsProject. Center;efforts We this ofespeciallyand documentthe the many state's wish educators,(see toprofessional Appendix);note with parents, appreciation artsour andassociations.partner citizens thoseorganization, who who have served The worked onNew the onJersey Task this PublicationCover Design: Design: Bruce NSchmidt Garrity Dezign Group 00 0000 00 0 iii NEW JERSEY VISUAL AND PERFORMING ARTS CURRICULUM FRAMEWORK 8 New Jersey State Board of Education DONALDWENDELMAUD DAHME, C.E. DANADDISON, President I ELS, Jr.Vice President AnnandaleTrentonLakewood S.MARGARETJEAN DAVID D. ALEXANDER BRANDT M. BENNETT CherryLittleAbsecon Silver Hill ORLANDOANNERONALD S. K.DILLMAN EDREIRA BUTCHER PerthElizabethPitman Amboy SAMUELDANIELTHOMAS J. J.P. P. PODIETZMcGOUGH MORONEY CedarLumbertonFlorham Grove Park Township LEOROBERT KLAGHOLZ, A. WOODRUFFSecretary, Commissioner State of Board Education ofElmer Education 000 00 0000 NEW JERSEY 9VISUAL AND PERFORMING ARTS CURRICULUM FRAMEWORK 10 Table of Contents Introduction 1 ` 41 Chapter 1: COGNITIVE SKILLS DEVELOPMENT IN THE ARTS 5 Chapter 3:2: ACTIVITIESTHE ARTS AND SECTION WORKPLACE READINESS STANDARDS 2715 TheaterMusicDance 855731 Chapter 4: VisualDESIGN: Arts THE ART OF WORK 143111 Chapter 5: INSTRUCTIONAL ADAPTATIONS FOR STUDENTS WITH DIVERSE NEEDS . 149 Instructional AdaptationsAdaptationsAdaptations forforfor ExceptionallyStudentsStudents withwith Able LimitedDisabilities Students English Proficiency 167159152 Appendix: TaskLeadershipFRAMEWORK Force MembersTeam CONTRIBUTORS 177176 00 0000000 : V NEW JERSEY11 VISUAL AND PERFORMING ARTS CURRICULUM FRAMEWORK List of Tables Table 1.11.2MultipleInterdisciplinary Intelligences:Intelligences Connections Teachers'Blend Interdisciplinary Grid to Develop Connections with the Arts 109 Table 1.41.3ActivitieswithInstructional the Levels for SystemsVerbs of Bloom's and Thinking Tasks/Products Taxonomy Associated 1311 Table 2.12.32.2SuggerstionsWorkplaceThein the Visual Arts ReadinessandCurriculum for Performing Integrating Short Arts PhraseWorkplace Standards List Readiness Indicators 1817 Table 2.52.4SuggestedWorkplaceTeachers' GridIndicatorsCategories to Develop in of Arts Activities Activities Curricula for for Use Integrating of Technology 242221 Table 2.72.6StandardsTeachers'Implementation Implementationand Indicators Grid for Technology Grid to Meet Standards Technology 2625 Table 4.14.34.2PotentialDesignAspects Possibilities of for Design Design from Activities the Environment - Shelter 148147146 00 00 0000 vi NEW JERSEY VISUAL13 AND PERFORMING ARTS CURRICULUM FRAMEWORK 140 List of Figures Figure 5.14.1 RelationshipThethe Design General Problem-Solving betweenEducation the Curriculum, Standards Process and and IEPs Frameworks, 152145 0 0000 0000 VII NEW JERSEY15 VISUAL AND PERFORMING ARTS CURRICULUM FRAMEWORK 16 VisualNew Jersey and Performing Arts Framework FRAMEWORKNEW JERSEY STATE DEPARTMENT OF EDUCATION - FALL 1998 17 00000013000 7 61 f- 1 Historical Background StandardsOn May 1, thatin1996, seven apply the content toState all subject Boardareas areas.alongof Education withSince a theset adopted adoptionof Cross-Content a set of theseof Core standards,Workplace Curriculum frameworksReadiness Content higherArtsJerseyhave Center, been educationState developed convened Department representatives, to a assisttask of Education force local and in districts June professionalsand 1997 itsin corporatethe composed implementation in the partner, arts. of distinguished This the of thetaskNew standards. forceJersey K-12 was Performingeducators, The charged New cationThewith designingintent that was of athis initiated Visual Framework andby the Performing New is toJersey support Arts Visual Curriculum the and educational Performing Framework ArtScontent for NewCore reform Jersey.Curriculum in arts Content edu- ofe engagementAllStandardsin the learning mind and through intakes todance, generate placeour music, perceptions throughhigher theater, levels the ofand sounds, ofsenses, visual achievement arts.smells, sharpened Our fortastes, memories all students and images, arehoned instored sounds, arts through education.and and accessed activekines- mediasion,thinking,thetics. and and Thought analysis, the technology. thoughtful processes synthesis, The habit presentin and creativeof framing-problemsreflection. sensory arts areArt-makingoverload continuously and from requires finding electronic practiced: keensolutions, media awareness, observation, usingdemands appropriatetotal divergent that immer- stu- mentalThedents arts be premise highlyare a behind perceptivecatalyst New for andJersey's curriculum able recentto differentiate integration adoption ofreality andthe arts fromlearning. as virtual one ofThis reality. the wasseven the core funda- aca- tionjusteffort.Productionsexpressivedemic Asubjects. rightchallenging skillsof for music, Artsthe and artsschool-to-careereducation theaterenjoy education active and provides dance programparticipation transition. studentsrequire provides not aswith onlydoer a opportunities constructivist, individual and critical/analytical skills, to experiential develop but cooperative creative, viewer. educa- 00 0000 00 0 NEW JERSEY21 VISUAL AND PERFORMING ARTS CURRICULUM FRAMEWORK 22 tualas-activity.achievementThe rigor purpose of An experiential in education ofarts the education, Visual learning.
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