7/28/2013. Art K-12. [Presenters put your name here]

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1 Art K-12 [Presenters put your name here] 1

2 That was then That was then That was then 2

3 That was then... That was then... That was then... 3

4 That was then Turn to a partner and share a few memories you have of that year. Where were you in 1997 and what subjects were you teaching? If you were not teaching, what were you doing at that time? What might be some differences between classrooms back in 1997 and classrooms today? How would you describe any changes in student learning needs between then and now? What are your predictions for how classrooms will look and function 10 years from now? History of the TEKS 74 th Legislature charged SBOE with clarifying essential knowledge and skills in 1995 Fine Arts TEKS originally written in 1997 Center for Educator Development in Fine Arts (CEDFA) established in 1998 to aid with implementation Prepare for Change 4

5 This is now Update of the TEKS Fine Arts TEKS review committees formed May 2012 TEKS Revisions first read & public comment January 2013 SBOE Approval of Revised Fine Arts TEKS on April 19, 2013 Foundation of the New Fine Arts TEKS 5

6 What does it look like? Bloom s Taxonomy Creating Evaluating Analyzing Applying Understanding Remembering Using to create something new Decide if the use of color is successful Distinguish the effects of the colors Use to make art The primary colors can The 3 primary colors A New Taxonomy for 21 st Century Skills Apply Evaluation Synthesis Analysis Application Comprehension Knowledge Understand Remember Analyze Evaluate Create Creativity is a Highly Valued Skill 1,500 leaders in 60 countries say Creativity is the #1 leadership competency for the future. IBM 2010 Global CEO Survey 6

7 21 st Century Skills Learning & Innovation Creativity & Innovation Critical Thinking & Problem Solving Communication & Collaboration Information, Media, and Technology Skills Information Literacy Media Literacy Information, Communication & Technology Literacy Life & Career Skills Flexibility & Adaptability Initiative & Self-Direction School & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility Reflection During the past school year, when have you observed students developing these kinds of skills? In what sorts of activities were they engaged? Take a few minutes to make note of recent experience you ve had. Evolution of the Fine Arts TEKS 7

8 Eyewitness Report TEKS Committee Formation Writing Sessions Revision and Approval Process May 10-12, 2012 Committee first met Level I TEKS were written Horizontal planning, decided on strand names, introduction to the Fine Arts TEKS Discussed innovative courses June 25 28, 2012 Finalized proposed Art TEKS K-12, including vertical alignment Added courses under general requirements with separate PEIMS numbers, including innovative courses. 8

9 July 19, 2012 SBOE Meeting Board heard from a number of speakers including expert committee members Board members appeared to be knowledgeable about the TEKs and were interested in why changes were being made July September 2012 All drafts of Fine Arts TEKS were posted for informal feedback. September 20 22, 2012 Reviewed expert and public feedback Committee made adjustments based on feedback TEKS K-12 posted for viewing on Texas Education Agency website 9

10 April 2013 A vote on final adoption of the proposed revisions scheduled for April On April 1, final approval was made. K-12 Art TEKS will be implemented in the school year. Where to find new Fine Arts TEKS Adopted New 19 TAC Chapter 117, Texas Essential Knowledge and Skills for Fine Arts, Subchapter D, Elementary, Subchapter E, Middle School, and Subchapter F, High School Art TEKS 117 Introduction 10

11 117 (b) Introduction (1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. 117 (b) Introduction (cont d.) These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. 117 (b) Introduction (cont d.) The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. 11

12 117 (b) Introduction (cont d.) Students develop aesthetic and cultural awareness through exploration, leading to creative expression. 117 (b) Introduction (cont d.) Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child. Art TEKS 117 Introduction (2) Four basic strands 12

13 Comparison of Current and New Strands - Art Current strands: New strands (2015): Perception Foundations: Inquiry and Understanding Creative expression/ performance Creative Expression Historical and cultural heritage Historical and Cultural Relevance Response/ evaluation Critical Evaluation and Response Knowledge and Skills Foundations: Observation and Perception Art (c) Knowledge and Skills (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. 13

14 Creative Expression - Art (c) Knowledge and Skills (2) Creative expression. The student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. Historical and Cultural Relevance Art (c) Knowledge and Skills (3) Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. Critical Evaluation and Response Art (c) Knowledge and Skills (4) Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. 14

15 TEKS Organization - Courses 1997 Fine Arts TEKS Elementary K-5 Art, Music, Theatre 2015 Fine Arts TEKS Elementary K-5 Art, Music, Theatre Middle School 6-8 Art, Music, Theatre Middle School Art, Middle School 1, 2, & 3 Dance, Middle School 1, 2 & 3 Music, Middle School 1, 2, & 3 Theatre, Middle School 1, 2, & 3 New Courses at the Secondary Level Art Middle School 1: Art, Middle School 1 Middle School 2: Art, Middle School 2 Middle School 3: Art, Middle School 3 HS Level 1: Art I, Art Appreciation, Art & Media Communications I HS Level 2: Art II, Drawing I, Painting I, Printmaking I, Fibers I, Ceramics I, Sculpture I, Jewelry I, Photography I, Design I, Digital Art & Media I, Art and Media Communications II HS Level 3: Art III, Drawing II, Painting II, Printmaking II, Fibers II, Ceramics II, Sculpture II, Jewelry II, Photography II, Design II, Digital Art and Media II, the College Board Advanced Placement (AP) Drawing Portfolio, AP Two-Dimensional Design Portfolio, AP Three- Dimensional Design Portfolio, AP History of Art, International Baccalaureate (IB) Visual Arts I Standard Level (SL), IB Visual Arts I Higher Level (HL) HS Level 4: Art IV, Drawing III, Painting III, Printmaking III, Fibers III, Ceramics III, Sculpture III, Jewelry III, Photography III, Design III, Digital Art and Media III, the College Board Advanced Placement (AP) Drawing Portfolio, AP Two-Dimensional Design Portfolio, AP Three- Dimensional Design Portfolio, AP History of Art, International Baccalaureate (IB) Visual Arts II Standard Level (SL), IB Visual Arts II Higher Level (HL) TEKS at Work 15

16 Activity: Product Redesign 1. Use the creative problem solving process with divergent and convergent a thinking. 2. Experience the 7E model of lesson design. Creative Problem Solving 7E Lesson Framework 16

17 Activity: Product Redesign You re going to create a new retail experience a unique sandwich shop. You ll create a name, logo, business concept, unique selling proposition, and product line. Elicit Think of your experience in a sandwich shop. What are the things you notice? Describe the atmosphere. What makes you go there instead of elsewhere? Engage Create a new concept for a sandwich shop that has these brand attributes: Green, sustainable, and high tech Friendly and modern Represents the local community 51 17

18 Explore Work with your group to create a concept for a sandwich shop that meets all the criteria. Use the word on the index card to push your ideas further through word associations, mind maps, and lists. Sketch a logo for your sandwich shop on the scratch paper provided. Include sandwich shop name and one visual image. 52 Explain Meet with another group. First group explains their idea. Second group listens for: the concept, the criteria, the unique selling proposition. Discuss and switch roles Elaborate Go back to your original groups and create a poster incorporating any ideas you may have gained in the Explain phase. Posters include: Name Logo Features Product/Menu 18

19 Evaluate As a group, self-evaluate. Consider other groups products. Extend Imagine that you want to teach a course that incorporates activities like this in the fall. What are some of the kinds of thinking and strategies you used during the activity that you might use to promote the course to your students? Now come up with a plan to sell this course to the students in your school. Art Strands Foundations: observation and perception Creative expression Historical and cultural relevance Critical evaluation and response 19

20 Vertical Alignment with the New Fine Arts TEKS The most important thing is to never stop questioning. Albert Einstein They always say time changes things, but you actually have to change them yourself. Andy Warhol All great changes are preceded by chaos. Deepak Chopra 20

21 Vertical Alignment Foundations: observation and perception (1) Primary (K-2) (A) identify similarities, differences, and variations among subjects in the environment using the senses; (from Art, Grade 1) Intermediate (3-5) (A) explore ideas from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art; (from Art, Grade 3) Middle School (6-8) (A) identify and illustrate concepts from direct observation, original sources, personal experiences, and communities such as family, school, cultural, local, regional, national, and international; (Art Middle School, 1) High School (9-12) (A) consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork; (HS Art, Level I) Vertical Alignment continued Creative Expression (2) Primary (K-2) (A) invent images that combine a variety of lines, shapes, colors, textures, and forms; Intermediate (3-5) (A) integrate ideas drawn from life experiences to create original works of art; (from Art, Grade 3) Middle School (6-8) (A) Create original artworks based on direct observations, original sources, personal experiences, and the community; High School (9-12) (E) collaborate to create original works of art; (HS Art, Level I) (from Art, Grade 1) (Art Middle School, 1) Vertical Alignment continued Critical evaluation and response (4) Primary (K-2) (A) explain ideas about personal artworks; (from Art, Grade 1) Intermediate (3-5) (A) evaluate the elements of art, principles of design, or expressive qualities in artworks of self, peers, and historical and contemporary artists; (from Art, Grade 3) Middle School (6-8) (A) create written or oral responses to artwork using appropriate art vocabulary; (Art, Middle School, 1) High School (9-12) (A) interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites; (HS Art, Level I) 21

22 Activity: Vertical Alignment Let s Adapt! Think about how the sandwich shop activity could be adapted and used at various grade levels. Consider the following: What concepts/steps would remain? What concepts/steps would you modify? How would the overall activity look different at your selected grade level? How are you building the skills students will need at the next grade level? Training Wrap Up Steps to Website Login 22

23 Complete Training Survey 1. Take survey at 2. Sign up to get materials after presentation ART AND MEDIA COMMUNICATIONS PROFESSIONAL DEVELOPMENT The University of Texas at Austin (UT-Austin) College of Fine Arts in partnership with the Texas Cultural Trust and the Center for Educator Development in Fine Arts (CEDFA) will provide an in-depth professional development session for the Art and Media Communications course that will be held on the UT-Austin campus on Saturday, June 14, 2014, 9:00 a.m. 5:00 p.m. The session will serve as a Post-Summit session following the Texas Fine Arts Summit XV, hosted by CEDFA, at the Airport Hilton Hotel in Austin, Texas, Thursday-Friday, June 12-13, Participants in the UT-Austin Art and Media Communications professional development session will receive state Continuing Profes sional Education credit. If interested in attending this professional development session on Saturday, June 14 on the UT-Austin campus, it will be necessary to complete and submit the application provided and mail to the address below postmarked no later than Thursday, October 31: Thomas H. Waggoner Program Director of Fine Arts Education College of Fine Arts Office of the Dean The University of Texas at Austin 1 University Station D1400 Austin, TX The professional development session will be held in a UT-Austin campus computer laboratory, so enrollment will be limited to a maximum of twenty participants. If accepted as a participant, a $65.00 registration fee will be required for the professional development session, which will include continental breakfast, lunch, and parking. Digital literacy is the future of communication and commerce and creates learning experiences that develop students' capacities for critical thinking, creativity, imagination, and innovation. Save the Date! CEDFA

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