EDU 543 VAPA Frameworks Reading Assignments

Use this table to complete your reading assignments. Work with a group of 3-5
colleagues and divide the chapters 1-7. The rest each person must do. Then share the
work and each person will compile your own set of notes.

Chapter 1

Chapter 1: 10 1. Support of Education Code sections 51210 and 51220 requiring instruction in the
Guiding arts.
Principles of
the VAPA 2. Use of the visual and performing arts content standards adopted by the State Board
Framework (p. of Education as the basis of curriculum.
2)
List each 3. Definition of a balanced, comprehensive arts program as one in which the arts are
principle in brief studied as discrete disciplines related to each other and, when appropriate, to other
terms. subject areas in the curriculum.

4. Promotion of alignment of standards-based curriculum, assessment, and instruction

throughout the grades at the school and school district levels to provide a
comprehensive, coherent structure for visual and performing arts teaching and learning.

5. View of assessment of student work as essential to a standards-based program in

the arts.

6. Expansion of an emphasis on using new media and electronic technology in the arts.

7. Inclusion of all learners in the classroom.

8. A broad view of culture

9. Recognition of the role the arts play in preparing students for careers and full
participation in society.

10. Usefulness to teachers, arts professionals, library media teachers, administrators,

parents, and supporters of the arts

1. Support of Section 51210: required course of study for grades 1-6 must include the visual and
Education performing arts. Section 51220: has same requirements for grades 7-12.
Code sections
51210 and
51220 in the
arts.

2. Use of the Standards are adopted by the State Board of Education, serves as curriculum
visual and guideposts for teachers and provide clear-cut curriculum goals for all learner.
performing arts Curriculum requires active learning through the study, practice, creation, or performance
content of work of art. Requires reading about arts and artists; research the arts from the past
standards. and present; writing about the arts and artists to reflect on ones own observations,
experiences, and ideas about the arts.

3. Definition of Students in comprehensive programs are expected to master the standards of an arts
a balanced, discipline under the following strands:
comprehensive 1. Artistic perception- it deals with processing, analyzing, and responding to
arts program. sensory information by using language and various skills such as dance, music,
theatre, and visual arts
2. Creative expression- creating a work, performing, and participating in the
arts. The students apply their skills in composing, arranging, and performing a
piece of work and use different ways to communicate a meaning and intent their
own original formal and informal pieces.
3. Historical and cultural context-
4. Aesthetic valuing- analyzing and critiquing works of dance, music,
theater, and visual arts.
5. Connections, relationships, and application- it deals with the connection
and application of the arts that they have learned and comparing it to other arts.
They also learn about careers in and related to arts disciplines.

4. Promotion of Alignment will prepare students to meet arts requirement for University admission. It will
alignment of also require teachers to be prepared through preservice and in-service professional
standards- development programs to teach standards in arts.
based
curriculum,
assessment,
and instruction.

5. View of Assessments of student work in the arts helps students learn more about what they
assessment of know and can do. It provides teachers with information for improving curriculum and
student work as instruction.
essential to a
standards-
based program
in the arts.

6. Expansion of Technology provided many new ways of making, recording, and delivering the arts,
an emphasis on allowing a variety of systems to document, create, and teach dance, music, theatre and
using new the visual arts.
media and
electronic
technology in
the arts.
7. Inclusion of Arts instruction should provide avenues in which each student can work at a
all learners in personalized pace to learn and develop self-expression and self-confidence. Curriculum
the classroom. and instruction is modified for students with disabilities to increase successful
participation.

8. A broad view Students experience the arts perspective of American culture and of worldwide ethnic,
of culture. racial, religious, and cultural groups.

9. Recognition Arts education provides direct training for jobs in the flourishing arts industry in
of the role that California. Further education in the arts prepares students for work in any field.
arts play in
preparing
students for
careers and full
participation in
society.

10. Usefulness The Visual and Performing Arts Framework is a tool for teachers and a guide for
to teachers, publishers and those who develop education materials.
arts
professionals,
library media
teachers,
administrators,
parents, and
supporters of
the arts.

Chapter 2:

Planning/admin The plan for implementing VAPA should have:

istering VAPA Personnel and instructional resources/materials, facility,equipment
Standards based arts curriculum for K-8
Collaboration with school district, community, state,and national
resources
Secured funding and grants

Administering: Administrators and lead teachers have to complete a self-study of the

current program to see what needs to be changed and improved. There are many levels
to this:
School district level
School site
Classroom
Each level contains various instructions and jobs on what to do on each level.
Conducting arts The program for elementary should include performing and experiencing the arts along
education in with talking, reading, and writing about them. This can be done by:
Elementary Classroom teachers
Schools Credentialed arts specialists
Professional artists
Other community resource persons

Partnering with The school library is a great resource for the arts in that it can provide a venue to
library staff. display student artwork, puppet shows/skits, storytelling, guest authors, illustrators, and
music groups. The librarian collaborates with teachers to instruct and guide students
through these various events.

Evaluating Arts The VAPA program should be reviewed continually. Ongoing evaluation should include:
ed. programs A general profile of what has been accomplished already
What is still needed
What would revitalize the program
An arts committee can be effective for implementing the evaluation and improvements.
When looking at revision and expansion, the focus should be on financial and human
resources available.

Providing Many modifications/accommodations can be made by using a variety of teaching

Access for all strategies so all students can experience the arts:
students Separating students individually
In pairs
In small groups
All students should be encouraged to participate in dance, music, theatre and visual and
performing arts. Access is easier now with theatre for the deaf, wheelchair dance,
museum tours for the visually impaired, and access by touch to musical sounds.
Students who excel in the arts should be provided with opportunities to grow such as:
Gifted and talented education and international baccalaureate programs
Arts magnet schools
Advanced placement classes
District or community wide events or performances
Application of Foundations of art should be taught first (traditional skills with drawing, sculpting etc.)
media and with new media added after. Using new media and electronic tech. provides
technology opportunity for partnerships with business and industry.
Examples of technology in the arts:
Digital photos with digital slide show
Digital photos uploaded to school website and shared across country
with relatives
Fourth graders make a dance video
Middle schoolers create 3D images using animation software
High schoolers create documentaries
Jazz band reviews last week performance on video
Visiting artists and return to class with a video of the lesson learned and
repeat in class

Chapter 3 VAPA Content

Select ONE of the 4 content areas of VAPA listed below. Explain the Key Standards in your content area
selection for your selected grade level. Provide an example. Keep notes simple/to the point.
In the fifth grade, students know what they like and can share their opinions about topics. They are able to
create dance routines, develop plots in stories, and further increase their knowledge and skills.

Dance: Students in grade 5 are able
Ex. Explain to perform different dances
dance content being able to solve specific
in level of your problems with movement.
choice. They are also able to apply
Note Level you specific criteria for critiquing
have selected: dances and applying
___5____. analysis of musicality, skill,
dynamics and mood.
With US history, they are To incorporate with
able to perform different language arts, they are able
dances that are to create a dance based on
connected with that a story they have read, or
lesson in Social Studies. recreate an interpretive
They can perform the dance based on the mood
traditional dances from of the story they have read
the eighteenth and
nineteenth centuries.

Music

Theater

Visual Arts

Chapter 5: Assessment of the Arts

Purpose of Explain purpose:

Assessment Assessment of students work in the arts helps teachers determine how they should
adapt their instruction to that their students can achieve the content standards. It also
 helps teachers build a learning profile for each student, that can be used to
communicate progress. Assessment and instruction should be aligned with the
curriculum. The key to using assessment effectively and efficiently is to recognize
that no single assessment tool meets all assessment needs. Assessment can be used
to inform instruction, monitor student progress, provide feedback to students and
parents, summarize students learning over a period of time, and provide additional
information to qualify students for special programs.

5 assumptions about the efficacy of assessment in the arts (Wolf

and Pistone):

First, students and teachers insist on excellence as exhibited in

performances and portfolios. High standards having been set, studio and
classroom discussions involve ways to reach those standards.
Second, much discussion takes place about judgmentopinions on a range
of qualitative issues and decisions based on insight, reason, and craft.
Third, self-assessment is important for all artists. That is, students need to
learn how to understand and appraise their own work and that of their peers
and other artists.
Fourth, varied forms of assessment must be used to obtain information about
individual and group performances.
Fifth, ongoing assessment allows students to reflect on their own creations
and use the insight gained to enrich their work. When viewed in that way,
assessment is an episode of learning.

Types of Entry level: should measure Progress monitoring: Summative Evaluation:

assessment: mastery of foundational
Fill in each type standards or the degree to
in boxes to which students have
right. mastered some portion of
what is to be learned next.
Teachers should use
information from the entry-
level assessment to ensure
that students receive support
in specific areas.
Examples: vocabulary
pretests, open-ended
conceptual questions,
performance opportunities,
or opportunities to
demonstrate their current
level of skill by using a set of
are students progressing have students achieved the
adequately toward goals defined by a given
achieving the standards? standard or group of
Monitoring should occur standards?
regularly as it helps guide
instruction. Monitoring Helps determine whether
signals when alternative students have achieved the
teaching routes need to lesson/learning objective as
be taken or material it relates to the standard.
It answers the following
needs to be reviewed.
questions: Do students
know and understand the
Internal monitoring
material? Can they apply
(self-assessment) help
the material in another
students determine their
situation? Are they ready to
level of mastery according move on?
to a set of clear criteria.
External monitoring (by This type of assessment
 materials or prompts.
Assessment Rubrics: Whenever a
Tools: performance assessment
tool is used, explicit criteria
for evaluating students work
should be determined and
shared with the students
before the evaluation occurs.
Because the arts encourage
enthusiasm or novelty,
students enjoy a variety of
ways to solve artistic
problems. Students can
express their creativity fully
according to the accepted
criteria when they and their
parents or guardians are
familiar with the criteria and
scoring rubrics that teachers
use to identify the students
levels of success in meeting
the content standards. To
help students focus on their
work, teachers may attach to
assignments or performance
tasks sample scoring rubrics
describing levels of
accomplishment.
teachers) should also use
a clear set of criteria and
helps teachers determine
the students level of important aspect is that is
mastery.
External monitoring
should:
Portfolios: One way to
assess student learning is
to examine collections of
students work. Student increasingly valuable to
artists should maintain
portfolios of formal and
informal work to monitor
progress and display the
depth and breadth of their
skills over time, as do
professional artists.
Portfolios help students
observe improvement in
their work and assist
teachers in evaluating
student progress and the
effectiveness of their
teaching strategies.
portfolios, students develop
Portfolio Types
Process portfolios.
These portfolios
demonstrate student
mastery over time. May
include rough sketches or
drafts, preliminary plans
for staging, scores or
scripts, choreography
notes and diagrams,
and more refined and
finished works. May
contain written reflections
on works in progress, the
process for completing
the work, influences on
usually comes at the end of
an instructional unit or
school year. The most
measures the students long
term growth and mastery of
grade-level standards.
Media: Using new media
and electronic technologies
for assessment is
visual and performing arts
educators and students.
In any arts discipline
portfolios of student work
can be burned onto a CD
or DVD, stored, and
shared with others for
assessment. Students may
send their portfolios to
colleges or universities for
entrance into a program or
use them to apply for
employment. In creating
skills in critiquing their own
work, a sense of
accomplishment,
marketable technology
skills, insight into their body
of work, and a portable
record of that work.
Students who are
performance artists will find
videos, CDs, or DVDs
especially valuable in
documenting and critiquing
their work.
An electronic process for
assessing student work
and providing professional
 the work, and critiques of
self and peers.
Portfolios of
assessment tasks:
These portfolios include a
series of specific tasks or
assignments usually
related to the mastery of a
set of specific content
standards.
Best-work portfolios:
These portfolios are
intended to showcase the
best work students have
completed in a course.
Competition or high-
stakes portfolios:
developed by students for
competitions, applications
for advanced study, or
admission to special
programs. Works included
should be of the highest
quality and demonstrate
advanced technical skills
and conceptual
awareness. Further, they
should show evidence of
accomplishment in a
variety of media, including
reflective statements
written by the students
regarding their work.
Chapter 6: Professional Development
Read and Successful implementation of the visual and performing arts content standards depends
reflect: How on effective teacher preparation (i.e., pre service training) and long-term professional
development for arts
teachers involves a Web
site with an interactive
digital interface. In this
process teachers first
upload a standards-based
assessment task with an
accompanying scoring
rubric and then add
examples of student work
so that other teachers can
evaluate to what extent that
work meets the criteria on
the scoring rubric. To
provide observations and
comments, teachers from
different schools and school
districts may have access to
the site. The multiple
reviews of the work provide
insights and establish
anchor or benchmark
performances for the task.
might you development. Two important findings about professional development revealed that
develop your teachers trained in the arts are more likely to teach the arts. Also, community members
knowledge and with artistic skills are involved in teaching arts in the schools.
ability to teach
the VAPA Teachers should find opportunities to gain knowledge and experience in the following
(arts)? areas: (1) plan and assess arts learning systematically; (2) gain an understanding of
arts pedagogy, including processes and strategies for arts instruction appropriate to the
ages and abilities of students; (3) develop strategies for working with diverse student
populations; and (4) gain experience in the use of new media and electronic technology
relevant to teaching, learning, or performing the arts.

There are several resources that teachers can use for professional development in Arts
education. The frameworks list information and organizations that identify or provide
professional development programs in arts education. This information is located in the
Selected References and Resources section. Also, some communities have city of
county arts agencies that can be valuable resources. Another idea is utilizing state arts
education consultants and arts providers (e.g., museums, symphonies, music centers,
opera and dance companies, folk art providers) who employ education and outreach
personnel who may be helpful in professional development. Lastly, Workshops,
demonstrations, and peer reviews provide useful information for arts specialist teachers
and classroom teachers. Teachers can participate in workshops with peers; view and
analyze demonstration lessons or exchange classroom visits; receive coaching and
mentoring from district lead teachers or specialists; and work with resident or visiting
artists.

Chapter 7: Page 193: Instructional Planning and Support;

Explain the Below are the criteria and guidelines the California Frameworks states instructional
Instructional material of the arts must follow in order to be adopted as instruction. In order for the
Approaches material to be considered, support should be designed to help the teacher implement
mentioned in the program and ensure all students have the opportunity to learn the standards.
the Category 5 Materials should offer a variety of instructional approaches that might include but are
paragraph on not limited to direct instruction, reading, writing, demonstrations, creation of artwork, and
Instructional Internet use and inquiry
Planning and
Support To be considered suitable for adoption, instructional materials in the visual and
performing arts must provide: 1. Explicit, systematic, and accurate procedures and
prompts; explanations of background, concepts, and principles; and theories
understandable to specialists, credentialed arts teachers, and general classroom
teachers 2. Strategies to identify and correct common student misconceptions of the
visual and performing arts concepts 3. A variety of effective teaching strategies for
flexible implementation 4. Lesson plans that reflect properly sequenced instruction
with appropriate procedures understandable to specialists, credentialed arts teachers,
and general classroom teachers 5. A number of possible strategies for pacing lessons
 6. Suggestions for applying student assessment data to instructional planning within
the program 7. Resources reflecting strategies found successful in engaging all
students in full participation, varied thinking, and meaning-centered tasks 8. A list of
suggested equipment, supplies, and facilities supporting implementation of a standards-
based program 9. Guidelines to ensure classroom safety and effective use and care of
required equipment, materials, and supplies called for by the program during instruction
and demonstrations 10. Suggestions for organizing and storing resources in the
classroom 11. Economical equipment and supplies together with recommendations for
their use (included with the materials) or recommendations for using readily available
alternative materials and equipment 12. The program packaged for sale containing all
components, including reproducible masters, needed for helping students meet the
state requirements 13. A plan for professional development and continuing technical
support for users of the materials in implementing the program 14. Technical support
and suggestions for the appropriate use of instruments, tools, and equipment as well as
audiovisual, multimedia, and information technology resources associated with the
program.

Reflection: Philosophy Paper for the teaching of VAPAs

Write a short ( -1 page) paper concerning your philosophy of teaching the visual and performing arts in a
CA public elementary classroom. Keep your readings, appropriate theory, Biblical links and the Education
Code in mind as you develop your ideas and include links where appropriate.