ArtsCBPA

Arts Classroom-Based Performance Assessments (CBPAs) : 

Arts Classroom-Based Performance Assessments (CBPAs) Per House Bill 2195 and RCW 28A.230.095 from the Office of Superintendent of Public Instruction in Washington State OSPI Arts Mission- “The Arts- Communicating and integrating life, literacy and learning, through experience for all learners.” AnnRené Joseph, Program Supervisor for the Arts Office of Superintendent of Public Instruction Washington State www.k12.wa.us/CurriculumInstruct/arts http://www.k12.wa.us/assessment/WASL/Arts/default.aspx Annrene.joseph@k12.wa.us 360-725-6365

2006 EdTA Annual ConferenceDenver, CO 9-23-06: 

2006 EdTA Annual Conference Denver, CO 9-23-06 The Right to Teach: Meeting the New Challenges of Theatre Education Theatre Classroom-Based Performance Assessments from Washington State (CBPAs) Solo-Individual Performance Assessments in Theatre-measuring what we want all students to know and be able to do in alignment with our state’s Essential Academic Learning Requirements in The Arts for Theatre Education! Theatre Education is “core” in Washington State!

WA State Arts Classroom-Based Performance Assessments (CBPAs)…: 

WA State Arts Classroom-Based Performance Assessments (CBPAs)… CBPA formula for learning: Curriculum + Instruction + Assessment for Learning Students create, perform, and respond in a solo-individual format that allows them to be the “star.” This formula is: Formative Summative Transformative Authentic

Welcome and IntroductionsWho is here? : 

Welcome and Introductions Who is here?  Who are you? What do you do and where? What is your hope for our time together? Hand/body count Paper information Personal introductions

Washington State Teachers: 

Washington State Teachers Introduction of WA State Teachers in session : Who are you? What do you do and where? Arts CBPA testimony sharing.

Arts Education Journey in Progress….: 

Arts Education Journey in Progress…. 21st Century- Conceptual Age 20th Century- Information Age 19th Century – Industrial Age 18th Century- Agricultural Age Book: A Whole New Mind- Why Right-Brainers will Rule the Future, 2005 Daniel H. Pink

Arts Education-Critical Evidence: 

Arts Education-Critical Evidence Why is it so important to keep the arts strong in our schools? How does study of the arts contribute to student achievement and success? The ABCs of Arts Learning Learning in the Arts Is Academic Learning in the Arts Is Basic Learning in the Arts Is Comprehensive Critical Evidence by Sandra S. Ruppert, 2006, NASAA

Arts Education is Federal Law-No Child Left Behind: 

Arts Education is Federal Law- No Child Left Behind Arts Education for all learners is Federal Law and Federally Mandated by: No Child Left Behind/Elementary and Secondary Education Act (Jan. 2002) NCLB/ESEA, 2002- Title V, Part D, subpart 15 (Section 5551). Arts instruction will be taught by highly qualified and certified instructors, aligned to rigorous state standards (EALRs), and accessible to all students. States will define The Arts. (Washington State defined The Arts as dance, music, theatre, and visual arts, in spring 2002. Over 4000 arts educators were polled as to what classes should be defined as visual and performing arts.)

The Arts and NCLB/ESEA: 

The Arts and NCLB/ESEA A paradox- Arts are a core subject area –Title V, Part D, subpart 15, (section 5551), 2002 Arts are not a part of Adequate Yearly Progress (AYP) in NCLB/ESEA; therefore, student achievement is not measured in the arts, nor is student achievement in The Arts linked to federal funding. (Although Arts is a requirement, it is treated like an elective. Hence, the paradox.)

Arts Education is WA State Law: 

Arts Education is WA State Law RCW 28A.230.095-Essential academic learning requirements and assessments. By the end of the 2008-2009 school year, school districts shall have in place in elementary, middle and high schools assessments or other strategies to assure that students have an opportunity to learn the EALRs in The arts. Beginning with the 2008-2009 school year, school districts shall annually submit an implementation verification report to the OSPI.

The Arts Graduation Requirements: 

The Arts Graduation Requirements ARTS GRADUATION REQUIREMENT BACKGROUND. In Fall 2004, for students who begin the ninth grade that school year (the graduating Class of 2008), new state minimum high school graduation requirements take effect. One of the new requirements is a credit in the visual and/or performing arts, developed at benchmark 3 or above. This new requirement cannot be replaced by coursework in another subject area. The requirement can be found in WAC 180-51-061.

Visual Arts: 

Visual Arts QUESTION: What is/are “visual arts?” ANSWER: Visual Arts examples include and are not limited to: sculpting, ceramics, glass, painting, calligraphy, drawing/sketching, photography, film, video, TV, animation, holography, graphic design, printmaking, etc. Visual Art forms are created by people with and through multi-medium materials, with animate and inanimate objects. Objects can be felt and described. Visual Arts require a person to see them for ultimate communication.

Performing Arts: 

Performing Arts QUESTION: What is/are “performing arts?” ANSWER: Performing Arts examples include and are not limited to: music, opera, dance, theatre, film, mime, comedy, puppets, performed poetry. Performing Arts are art forms that are expressed by people that involve all five senses. The people are the art form and the medium.

Arts Assessments: 

Arts Assessments Questions? What is an arts assessment? Why arts assessments? How do you assess the arts? How did you do this? How are the teachers (theatre teachers) dealing with this? How are you implementing this? How are the students dealing with this?

Purpose of The Arts CBPAs: 

Purpose of The Arts CBPAs To measure and acquire data that students know and are able to do what we want them to know and be able to do in dance, music, theatre, and visual arts at the Benchmark grades of 5, 8, and 10 (HS) in alignment with Washington State’s Arts Essential Academic Learning Requirements (EALRs); To inform teachers about student learning and their teaching; and To ensure that arts instruction is occurring for all learners in all four arts disciplines in all 296 school districts in compliance with HB 1209 and HB 2195. RCW 28A.150.210 State Learning Goals (HB 1209); RCW 28A.230.095 Assessing The Arts, beginning 2008 (HB 2195);

Purpose of Assessment: 

Purpose of Assessment “Assessment clarifies what should be learned, what should be taught, and measures how well it’s being taught.” Greg Hall, former Asst. Supt. Assessment and Research, OSPI

Purpose of Arts CBPAs: 

Purpose of Arts CBPAs “Arts Classroom-Based Performance Assessments measure four (4) things: What should be learned; What should be taught; How well it’s been taught; and How well it’s been learned!” AnnRene’ Joseph, Program Supervisor, The Arts, OSPI-Curriculum, Instruction, Assessment (January 2003)

Purpose of Arts Performance Assessments : 

Purpose of Arts Performance Assessments “Washington State Classroom-Based Performance Assessments (CBPAs) clarify what should be learned, what should be taught, measures how well it’s being taught, and measures how well it was learned in a solo and individual format with a meaningful and transferable prompt that students believe is “real.” (CBPAs measure what we want students to know and be able to do at the benchmark levels of grades 5, 8, and 10 (high school).

WA State Arts EALRs: 

WA State Arts EALRs Arts Essential Academic Learning Requirements (EALRs) The student understands and applies arts knowledge and skills; The student demonstrates thinking skills using artistic processes; The student communicates through the arts; The student makes connections within and across the arts, to other discipline, life, cultures and work. HB 1209 – 1993; RCW 28A.150.210 State Learning Goals

Number of Developed Arts CBPAs: 

Number of Developed Arts CBPAs 60 items have been written and developed and published by OSPI and the Riverside Publishing Company- Copyright OSPI Arts 2003 – 2006. 15 items have been written and are available in each arts discipline (Dance, Music, Theatre, and Visual Arts) 5 items are available at each benchmark level of grades 5, 8, & 10 (HS) in each arts discipline

Arts CBPAs – Journey in Progress next steps...vision…hope…dream: 

Arts CBPAs – Journey in Progress next steps...vision…hope…dream Try-out one and/or more items with your students before the end of the 2005-2006 school year. Try-out our sample reporting forms. Share the information with your district, teachers, parents. Participate in a voluntary pilot in 2006-2007. Pre- and post test students on the same item and/or similar items. Correlate data of student achievement on WASL scores in reading, writing and math with study in The Arts. Participate in a voluntary statewide pilot 2007-2008 using a revised reporting form and report to the state (OSPI Arts). Correlate data to WASL scores in reading, writing, and math and with the Arts. Did students improve through arts standards-based learning? Hypothesis is “yes.” Participate in the mandatory statewide CBPAs for grades 5, 8, and 10 (high school) in dance, music, theatre, and visual arts in all 296 school districts with a submission of a verification implementation report to OSPI regarding student achievement by district. Report will be developed by the OSPI Arts Office with input from the AALT and the state at large. (Students will be able to practice with their teachers on these CBPAs beginning in Feb. 2006. Arts CBPAs will be available for 24/7 access following the Statewide Scoring Training Event, Feb. 06.) (Notes: The OSPI is looking at the language in HB 2195 regarding the verification implementation report and making that language stronger. The OSPI Arts will be conducting this journey with ESD 105 in support of their 3-year $1,050,000 grant for arts education from the US DOE.)

Washington State is building a systemic structure to sustain, support, and celebrate Arts Education for all learners for life!: 

Washington State is building a systemic structure to sustain, support, and celebrate Arts Education for all learners for life! Arts education is core, basic, essential, state and federal law; Arts education is a mandatory high school graduation requirement for all students; )WAC 180-51-061) Arts education is defined as dance, music, theatre, and visual arts;

Arts Education in WA State: 

Arts Education in WA State Arts courses are to be taught by highly qualified and certified instructors; Student achievement in The Arts will be assessed and reported to the state (OSPI) beginning in 2008-2009.

Arts Education is the key to success for all learners! (NCLB): 

Arts Education is the key to success for all learners! (NCLB) Arts education raises achievement, closes the achievement gap, is the universal language, and develops citizens for the 21st century through the creating, performing and responding processes we are born to experience! (Critical Links – Arts Education Partnership. 2002 (AEP))

WA State Arts CBPA Pilot Data: 

WA State Arts CBPA Pilot Data Source: OSPI Arts Office, Washington State & Riverside Publishing Company, Itasca, IL, 2003-2004 WA CBA Pilots

Arts Classroom-Based Performance Assessments (CBPAs): 

Arts Classroom-Based Performance Assessments (CBPAs) What is an Arts Classroom-Based Performance Assessment? The following two CBPAs will give you a picture of what we are talking about! Enjoy! Note: Student Responses are in their own words. Spelling was not scored for these CBPAs samples. We measured the creating, performing and responding processes of the arts.

The ArtsGrade 10 Theatre: 

The Arts Grade 10 Theatre Auditioning With Pantomime

Auditioning With Pantomime: 

Auditioning With Pantomime Your school is holding auditions for the play “Our Town,” which requires characters to use pantomime in their performances. As part of your audition, the director requires you to complete the following task to determine whether you will be cast in the school play. . You will use the creative process to develop a pantomime. You will create a story line with a beginning, middle, and end and central conflict that is clearly resolved.

Auditioning With Pantomime: 

Auditioning With Pantomime Pantomime Rubric (Creating) Effectively creates compelling pantomime by integrating four aspects: - Gestures - Body Movements - Facial Expressions - Posture Response Rubric (Responding) Describes a process used to create the pantomime States two goals for improvement Gives evidence from the performance to support improvement Uses theatre vocabulary correctly Story Structure Rubric (Performing) The student’s story line contains a clear - beginning, - middle, and - end The story contains a central conflict that is clearly resolved after several unsuccessful attempts

Love and Anxiety: 

Love and Anxiety The conflict is the anxiety that is love. I am a nervous wreck about proposing to my boyfriend. I would past his house I’m so stressed out. I hesitate at the door and finally decide to knock. He tares and takes a while to answer, but he finally does. I get on one knee a propose my undying love and longing. He accepts.” (summary of student response for the purpose of this presentation)

Love and Anxiety: 

Love and Anxiety Student Pantomimed Performance Grade 10 Theatre- Auditioning With Pantomime Fall 2003 Pilot – Full Training Set Anchor #1 – DVD Page 18 - 19

Love and Anxiety: 

Love and Anxiety

The ArtsGrade 8 Visual Arts: 

The Arts Grade 8 Visual Arts The Real You

The Real You: 

The Real You Your school is preparing for a community celebration. Your principal and a committee of teachers want to create a mural using realistic self-portraits of students. You are asked to submit a realistic self-portrait of your head, face, neck, and shoulders only. Using paper and pencil, draw your portrait using a variety of line types, different line qualities, values, proportion, and balance to express an emotion or feeling in the facial features. (The Real You – Grade 8 Visual Arts – Fall 2003 Pilot – Full Training Set- Anchor #1 – Page 18-19)

The Real You: 

The Real You Realism Rubric (Creating) Appropriate and realistic facial features At least 2 line types, 2 line qualities, and a range of at least 5 values Accurate horizontal and vertical placement of facial features Written Response (Responding) Identifies emotion expressed Explains how line types and line qualities were used to express the identified emotion Identifies type of balance used in the self-portrait Expression of Emotion (Performing) Drawing clearly expresses an emotion The use of 2 or more line types and 2 or more line qualities contributes to expression of emotion Manipulates feature placement or proportion to express the chosen emotion

Slide36: 

Appropriate and realistic facial features At least 2 different line types and 2 different line qualities Includes a range of at least 5 values Accurate placement of horizontal facial features Accurate placement of vertical facial features Eyes ½ Nose 1/4 Realism Rubric Visual Arts slides and sample created and provided By Virginia Lane, North Thurston SD Visual Arts Specialist

Slide37: 

Clearly expresses an emotion - (joy) Manipulates placement/ proportion of features to emphasize emotion - (stretching of smile) Line types contribute to expression of emotion - (curved lines near mouth and around the eyes) Line qualities contribute to expression of emotion - (darker smile lines) Expression of Emotion Rubric Visual Arts slides and sample created and provided By Virginia Lane, North Thurston SD Visual Arts Specialist

Slide38: 

1) What is the emotion you expressed in your self portrait? “My emotion was joy. I chose this because most of my time is spent laughing and having fun.” 2) How did you use line types to express emotion? “I used curvy line to portray a happy layed back style. I didn’t use zig zag that would be interpreted as rigid.” The student’s response meets all requirements: 4) What type of balance did you use? “A symmetrical because it is split straight down the middle and is even on both sides. I chose this way because it brought out the emotion.” 3) How did you use line qualities values/shading to express emotion? “I used big thick lines for the wrinkles under the eyes to show that the smile goes all the way to the eyes. Shading was so important to make everything come together. The cheeks were very hard without the lighting on tops they would look less round …” Written Response Visual Arts slides and sample created and provided By Virginia Lane, North Thurston SD Visual Arts Specialist The student response is written exactly as submitted on the student response sheet.

Educators’ Comments AboutThe Arts CBPAs: 

Educators’ Comments About The Arts CBPAs “The Washington State dance assessment provides the teacher with information regarding a students’ ability to think creatively in order to solve a problem, to sequence their thoughts and movements, and to express their ideas with others.” Jackie Conrad, Dance and English Teacher in the Vancouver SD

Educators’ Comments AboutThe Arts CBPAs: 

Educators’ Comments About The Arts CBPAs “Through the Arts Assessment piloting process the specialists in our district feel validated in their teaching. I have observed a positive change in the way they are teaching as they focus on the Arts EALRs and Benchmarks. Additionally the Arts Assessments are helping me to lobby for and create a comprehensive and sequential standards-based K-12 arts education program in our district.” Michael Sandner, Director of Arts Education in the Bethel SD

A Quote from Dr. Bergeson . . .: 

A Quote from Dr. Bergeson . . . “The Arts are an essential part of public education. From dance and music to theatre and the visual arts, the arts give children a unique means of expression, capturing their passions and emotions, and allowing them to explore new ideas, subject matter, and cultures. They bring us joy in every aspect of our lives.”

Washington State is leading the nation in Arts Education for all learners for life!: 

Washington State is leading the nation in Arts Education for all learners for life! OSPI’s Goal/Vision for Arts Education for all learners: All 296 school districts are to offer a comprehensive, sequential, standards-based K-12 arts program available to all learners in dance, music, theatre, and visual arts. Help us to make this goal a reality! Our students are worth it! Thank you!

Third Space – When Learning MattersArts Education Partnership (AEP)Lauren M. Stevenson and Richard J. Deasy: 

Third Space – When Learning Matters Arts Education Partnership (AEP) Lauren M. Stevenson and Richard J. Deasy “Third Space suggests an alternative vision of both the process and result of school reform. It points to reform that occurs as a natural transformation through the building of a new kind of community of learners, a community of creators.” From the foreword by Steve Seidel, Director, Project Zero; Director, Arts in Education Program, Harvard Graduate School of Education

The Arts are Basic and Essential: 

The Arts are Basic and Essential Arts education (dance, music, theatre, and visual arts) are basic and essential education in WA State; Arts education is essential to life; and “Arts, the study of the arts, the experience of the arts, and the emotion that the arts emote in all learners, are as essential as breath to one’s life.” AnnRené Joseph (Excerpt from a developing essay Your Life is An Artwork in Progress, 2005, by AnnRené Joseph)

Political and Education Frame for Arts Education in WA State: 

Political and Education Frame for Arts Education in WA State Arts education for all learners- for life! The Arts- www.k12.wa.us/curriculumInstruct/arts http://www.k12.wa.us/assessment/WASL/Arts/default.aspx The Arts Poster – EALRs, Laws, Arts Elements and Principles of Organization, OSPI Arts mission, vision, goal, motto; http://www.k12.wa.us/CurriculumInstruct/Arts/pubdocs/ArtEducationPoster-Final.pdf Dr. Bergeson’s support - ““The Arts are an essential part of public education.. “ Arts education formula for student success: Arts Curriculum + Instruction + Assessment for and of learning!

Framing the message for Arts Education for all for life!: 

Framing the message for Arts Education for all for life! Be passionate- Imagine all schools where students study dance, music, theatre, and visual arts each week for at least 30 – 50 minutes a day. Imagine how that would enhance the students’ lives, and how it would enhance the school experience, as well as study in all other subject areas. Creative “out of the box” thinkers and doers are needed for the workforce of the 21st century. The arts are the miracle subjects to help us to prepare our students for life in the 21st century and beyond!

Some future hopes:: 

Some future hopes: Advanced Placement (AP) courses for dance and theatre; National Board Certification for dance and theatre; Dance and Theatre being a part of the National Assessment of Education Progress (NAEP) arts assessment at grade 8; Music and Visual Arts will be a part of the NAEP at grade 8 in 2008 and 2016; Music and Visual Arts do have AP courses for students and National Board Certification for teachers. Dance Educators Association of Washington (DEAW) have created a data-base of dance educators in WA State for NDEO. WA State universities are certifying dance education teachers; WA State now has alternative routes to endorsements; The number of full-time certified arts educators in dance, music, theatre, and visual arts has steadily increased for the past three years.

Your life is an artwork in progress!: 

Your life is an artwork in progress! Ensuring a place for the arts in our schools is our responsibility and “an artwork in progress.” Thank you for making arts education for all learners in your state a high priority! Thank you for coming to this session! Contact Information: AnnRené Joseph, Program Supervisor, The Arts, OSPI Annrene.joseph@k12.wa.us; www.k12.wa.us/curriculumInstruct/arts

Up-coming Professional Development: 

Up-coming Professional Development October 8, 2006 - Dance Educators Association of Washington State Conference October 13-14, 2006- Thespians Fall Conference- WA State Thespians State Conference – Portland, OR October 13-14, 2006 - Washington Art Education Association (WAEA) State Conference January 10-12, 2007 - 14th Annual OSPI January Conference - 3 Day Arts CBPA Training - WA State Convention & Trade Center, Downtown Seattle - Information coming soon February 16-18, 2007 - MENC All Northwest Biennial Conference - Portland, OR March 15-17, 2007 - WA State Thespians State Conference - WWU March 23-24, 2007 - ArtsTime Biennial Conference - Foster HS, Tukwila, WA April 13-14, 2007 - Washington Association of Theatre Educator's (WATE) State Conference - EWU May 18, 2007 - 34th Annual Superintendent's High School Art Show - OSPI - Art Show Theme - State of The Arts!  2006-2007 Art Show State Guidelines coming soon June - August 2007 - OSPI Summer Conferences - Dates and locations TBD (3-Day Arts CBPA Trainings and 1 day of Arts Sessions will be offered)

Recent Research Supporting the Work of OSPI Arts with Classroom-Based Performance Assessments (CBPAs), Standards-Based Education (EALRs),and Arts Education as Integral and Necessary for Student Success in School, Life, and Work: 

Recent Research Supporting the Work of OSPI Arts with Classroom-Based Performance Assessments (CBPAs), Standards-Based Education (EALRs), and Arts Education as Integral and Necessary for Student Success in School, Life, and Work From Standards to Success by Mark R. O’Shea, ASCD, 2005. Third Space – When Learning Matters by Lauren M. Stevenson and Richard J. Deasy, AEP, 2005. Interdisciplinary Art Education – Building Bridges to Connect Disciplines and Cultures, Mary Stokrocki, Editor, NAEA Pub., 2005. Arts Together-Steps Toward Transformative Teacher Education by Beth Berghoff, Cindy B. Borgmann, N. Carlotta Parr, NAEA Pub., 2005. The Complete Curriculum- Ensuring a Place for The Arts and Foreign Languages in America’s Schools, NASBE Publication, Oct. 2003. Planning an Arts-Centered School – A Handbook The Dana Foundation, 2002. Educational Leadership – The Adolescent Learner, Vol. 62, No. 7, Apr. 2005, p.28 – 37 – Inside Amy’s Brain, ASCD. Educational Leadership -Closing Achievement Gaps, Vol. 62, No. 3, Nov. 2004, ASCD. Educational Leadership – The Whole Child, Vol. 63, No. 1, Sept. 2005, ASCD. Phi Delta Kappan – A Special Section on The Arts and the Intellect, Elliot W. Eisner, Guest Editor, Vol. 87, No. 1, Sept. 2005. The State Education Standard - Ensuring a Place for The Arts in America’s Schools, NASBE, Winter 2004. Educational Leadership – Assessment to Promote Learning, Vol. 63, No. 3, Nov. 2005, ASCD. A Theory of Everything – An Integral Vision for Business, Politics, Science and Spirituality by Ken Wilber, 2001.