TheThe ChicagoChicago GuideGuide forfor TeachingTeaching andand LearningLearning inin thethe ArtsArts MUSIC H VISUAL ARTS H DANCE H THEATER OFFICE of | ARTS | EDUCATION The Chicago Guide for Teaching and Learning in the Arts MUSIC H VISUAL ARTS H DANCE H THEATER OFFICE of | ARTS | EDUCATION Table of Contents music in ChicaGO Acknowledgments vi Welcome 1 Introduction: Public School Arts Education at the Crossroads 2 Vision 4 Instructional Planning for Arts Education 8 Building a Unit Plan 10 A Sweet Home Building a Lesson Plan 12 for Blues Music Developing an Assessment Plan 14 28 Music 17 Soundtrack for Elements of a Quality Music Program 18 a City: Chicago Best Practices for Music Teachers 20 Jazz Music 36 GRADES PRE -K–2 22 The Developing Music Student 22 Scope and Sequence 24 GRADES 3–5 30 The Developing Music Student 30 Latin Music Scope and Sequence 32 Flourishes in Chicago 44 GRADES 6–8 38 The Developing Music Student 38 Scope and Sequence 40 HIGH SCHOOL I–II 46 The Developing Music Student 46 Scope and Sequence 48 One City, Many Traditions: Chicago Folk HIGH SCHOOL III–IV 54 Music 52 The Developing Music Student 54 Scope and Sequence 56 Music Sample Lesson Plans 62 Classical Chicago 60 VISUAL ARTS & DANCE IN ChicaGO Visual Arts 67 Elements of a Quality Visual Arts Program 68 Best Practices for Visual Arts Teachers 70 GRADES PRE -K–2 72 The Developing Visual Arts Student 72 Chicago’s Scope and Sequence 74 Major Museums 78 GRADES 3–5 80 World Dance on The Developing Visual Arts Student 80 the Chicago Scope and Sequence 82 Stage 128 GRADES 6–8 88 The Developing Visual Arts Student 88 Scope and Sequence 90 A Legacy of Cultural HIGH SCHOOL I–II 96 Diversity 86 The Developing Visual Arts Student 96 Ballet: An Scope and Sequence 98 Influential Form 136 HIGH SCHOOL III–IV 104 The Developing Visual Arts Student 104 Scope and Sequence 106 Chicago’s Visual Arts Sample Lesson Plans 112 Public Art 94 Jazz and Tap: Dance 117 Uniquely American Forms 144 Elements of a Quality Dance Program 118 Best Practices for Dance Teachers 120 GRADES PRE -K–2 122 Murals Tell The Developing Dance Student 122 Chicago’s Scope and Sequence 124 Story 102 GRADES 3–5 130 Chicagoans The Developing Dance Student 130 Inspire 132 Modern Scope and Sequence Dance Traditions GRADES 6–8 138 152 The Developing Dance Student 138 An Urban Scope and Sequence 140 Renaissance: Chicago HIGH SCHOOL I–II 146 Architecture 110 The Developing Dance Student 146 Scope and Sequence 148 HIGH SCHOOL III–IV 154 Modern Innovators: The Developing Dance Student 154 Pushing 156 Boundaries Scope and Sequence 160 Dance Sample Lesson Plans 162 THEATER IN Theater 167 ChicaGO Elements of a Quality Theater Program 168 Best Practices for Theater Teachers 170 GRADES PRE -K–2 172 The Developing Theater Student 172 Scope and Sequence 174 Improvisation, Chicago Style 178 GRADES 3–5 180 The Developing Theater Student 180 Scope and Sequence 182 GRADES 6–8 188 The Developing Theater Student 188 Scope and Sequence 190 A Unique Vision: HIGH SCHOOL I–II 196 Directors’ and Playwrights’ The Developing Theater Student 196 Theaters Scope and Sequence 198 186 HIGH SCHOOL III–IV 204 The Developing Theater Student 204 Scope and Sequence 206 Theater Sample Lesson Plans 212 Ensemble Theater: A Arts Integration 217 Chicago Tradition Arts Integration Case Studies 223 194 Arts Integration Sample Unit Plans 230 The Arts Partner in the Schools 233 Teaching the Arts to Special Populations 237 Case Study: Theater and Autism 240 Inspiration Appendix 243 from Within: The Theater of Community Sample Rubrics 244 202 Illinois Learning Standards for Fine Arts 248 General Arts Glossary 256 Glossary of Music Terms 257 Glossary of Visual Arts Terms 259 Glossary of Dance Terms 261 Glossary of Theater Terms 262 Making a Recommended Resources 264 Spectacle 210 Bibliography 266 Acknowledgments 273 Photo Credits 277 Acknowledgments The Chicago Guide for Teaching and Learning in the Arts began with a vision of a common arts education framework for Chicago Public Schools students. Over the course of three years, the Chicago Public Schools Office of Arts Education collaborated with teachers and principals, arts organizations and teaching artists, university professors and education consultants, and grantmakers in the arts. The result of this joint effort is a curricular framework in music, visual arts, theater, and dance that is sequential and developmentally appropriate—and one that meets state and national arts standards. First, we extend our gratitude to the more than eighty CPS arts specialist teachers who contributed to the development of the content for the Guide. From the initial gatherings of curriculum committees and focus groups to the latter stages of manuscript development and review, their participation at every stage was critical to the successful completion of this work. One of our greatest Chicago resources is its rich community of innovative arts institutions. Many thanks to all the teaching artists, arts organizations, museums, cultural institutions, and university faculty who graciously offered their expertise, resources, feedback, and support throughout the development of the Guide. While, we have highlighted a number of these organizations throughout the Guide, they are too numerous for us to feature in detail. We encourage you to visit www.cpsarts.org for a broader list of Chicago’s arts and arts education providers. Assembling the many pieces of the Guide into a cohesive, visually captivating document would not have been possible without the talents of the supremely capable editorial team at Brainworx Studio and our visionary graphic designer Mary Bowers. The staff of the Office of Arts Education worked tirelessly on this project. Thanks go to Director David Roche, Project Director N. Charles Thomas, and curriculum supervisors Nancy Cortés, Maliwan Diemer, Emily Hooper Lansana, and William Braddan McClellan for their leadership. The support of Jesus Esquivel, Rosalinda Fierro, Crystal Gerner, Candice Jennings, and Frank Quinn helped to bring this project to fruition. We are deeply grateful to two arts champions, Ramsey Lewis and Peggy Mueller, whose abiding support and encouragement have been invaluable. Finally, we are indebted to the Chicago Community Trust and the Illinois State Board of Education for their generous support of this project from its earliest stages. The names of the many individuals who contributed to the Guide are listed in the appendix. We appreciate the input from the entire Chicago arts education community, who worked to make the Chicago Guide for Teaching and Learning in the Arts a resource that will nurture the next generation of Chicago’s visual and performing artists, directors, arts administrators, and audiences. vi acknowledgments Welcome Welcome to The Chicago Guide for Teaching and Learning in the Arts. In your hands, it will become a powerful tool for teaching the arts and for transforming the lives of your students. Back in the day, when I was at Wells High School in the middle of Chicago’s inner city, we not only had a symphony orchestra but also a marching band, a concert band, and a jazz band. We had ballet classes, modern dance classes, fine arts classes and industrial arts classes. There were choirs as well, one for girls, one for boys and a mixed choir. In other words, there were multiple ways for kids to express their creativity and expand their cultural knowledge. The highlight of our lives was when these classes came together once a year–sometimes twice a year–to put on community performances. The musicians played, the fine arts classes designed the scenery and the industrial arts classes built the sets–the whole school got involved! The opportunity for students throughout the city to have these kinds of rich experiences is now within our reach. With the publication of The Chicago Guide for Teaching and Learning in the Arts, arts education in the Chicago Public Schools takes a giant leap forward. For the first time, arts specialist teachers, general classroom teachers, school administrators, and arts partners have a common framework for a comprehensive education in visual arts, music, theater, and dance for grades pre-K through 12. I think the ancient Greeks got it right: we must teach the whole student, not just concentrate on certain aspects of the personality. When the arts are part of a student’s education, an alchemy of sorts turns lesser thought into superior philosophical inquiry and unbidden spirituality. For what transpires between the arts teacher and the student, and between the students and their individual spirits, is nothing short of magic. Sincerely, Ramsey Lewis Pianist and Composer welcome 1 INTRODUCTION: Public School Arts Education at the Crossroads National Standards and Local Cultures in The Chicago Guide for Teaching and Learning in the Arts The Chicago Guide for Teaching and Learning The Guide is our attempt to codify in the Arts is a plan as well as a map. a rigorous but flexible approach Like any good guide, it leads the user that can work for all arts educators to places and potential experiences serving the schools. Within four meant to illuminate and inspire. Our strands—Arts Making, Arts Literacy, itinerary takes us to arts resources in Interpretation and Evaluation, and Chicago and our vehicle is the Chicago Making Connections—content and skill Public Schools (CPS)—the first public development are sequentially ordered institution encountered by the vast and aligned with existing national majority of children in the city. The standards. An awareness of the vast destination is clear. We want to direct differences in developmental abilities our children to arts experiences that encountered in every classroom is also enhance their natural abilities to express reflected in this approach.