ERIC ED365622: National Standards for Arts Education: What Every Young American Should Know and Be Able To Do in the Arts.

135 Pages·1994·2.8 MB·English

by  ERIC

DOCUMENT RESUME
SO 023 911
ED 3b5 622
Mahlmann, John J.; And Others
AUTHOR
National Standards for Arts Education: What Every
TITLE
Young American Should Know and Be Able To Do in the
Arts.
American Alliance ;or Health, Physical Education,
SPONS AGENCY
Recreation and Dance, Reston, VA. National Dance
Association.; Music Educators National Conference,
Reston, Va.
=American Alliance for Theatre and Education.;
REPORT NO
ISBN-1-56545-036-1; ISBN-1-56545-037-x
PUB DATE
94
For related material, see SO 023 858.
NOTE
174
;
Music Educators National Conference Publications
AVAILABLE FROM
Sales, 1.806 Robert Fulton Dr., Reston, VA 22091.
Descriptive (141)
Reports
PUB TYPE
MF01/PC07 Plus Postage.
EMS PRICE
Academic Standards; Art Appreciation; *Art Education;
DESCRIPTORS
Cultural Differences; *Dance; Dance Education;
Educational Principles; Elementary Secondary
Education; Multicultural Education; *Music; Music
Education; *Theater Arts; *Visual Arts
ABSTRACT
This document consists of the new national standards
accompanying the book. The
for arts education and a summary statement
completed secondary
standards recommend that by the time they have
basic level
school, students should: (1) be able to communicate at a
and the visual
in the four arts disciplines, dance, music, theater,
(2) be able to communicate proficiently in at least one art
arts;
artistic problems
form, including the ability to define and solve
(3) be able to
with insight, reason, and technical proficiency;
form structural,
develop and present basic analyses of works of art
historical, and cultural perspectives; (4) has-e an informed
variety of cultures
acquaintance with exemplary works of art from
various types of
and historical periods; and (5) be able to relate
the arts disciplines. The
arts knowledge and skills within and across
main parts. An introduction
book of standards is divided into four
arts
discusses the benefits, applicability, and importance of
issues of arts
education. The second part describes the context and
cultural
standards such as their place in education reform,
and
diversity, appropriate technologies, student assessment,
The remaining
correlation and integration of the arts disciplines.
and visual arts for grades
three parts discuss dance, r -ic, theater,
disciplines are the
K-4, 5-8, and 9-12. PresenteL within each of the
community nationwide
specific competencies that the arts education
include both
believes are essential for every student. The standards
glossary for each of
content and achievement. Appendices include a
learning in each
the four art areas, outlines of sequential
contributors and
discipline, a summary statement, and a list of
endorsers. (DK)
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Whal Students Should know
disciplines. Students may work in different
There are many routes to competence in the arts
abilities may develop at
study may take a variety of approaches. Their
arts at different times. Their
of knowledge and skills. Terms often
different rates. Competence means the ability to use an array
perception,
performance, production, history, culture,
used to describe these include creation,
with
appreciation. Competence means capabilities
analysis, criticism, aesthetics, technology, and
ability
of their interdependence; it also means the
these elements themselves and an understanding
elements to
and techniques associated with the various
to combine the content, perspectives,
from
Students work toward comprehensive competence
achieve specific artistic and analytical goals.
each suc-
grades for deeper and more rigorous work
the very beginning, preparing in the lower
discipline
the arts is enriched and matured by the
ceeding year. As a result, the joy of experiencing
should
Essentially, the Standards ask that students
of learning and the pride of accomplishment.
they have completed secondary school:
know and be able to do the following by the time
level in the Jimm arts disci-
They should be able to communicate at a basic
This includes knowl-
plinesdance, music, theatre, and the visual arts.
vocabularies, materials, tools, tech-
edge and skills in the use of the basic
discipline.
niques, and intellectual methods of each arts
in at least one art form,
77/ey should be able to communicate proficiently
problems with insight,
including the ability to define and solve artistic
reason, and technical proficiency.
analyses of works of art
They should be able to develop and present basic
perspectives, and from combina-
from structural, historical, and cultural
ability to understand and
tions of those perspectives. This includes the
evaluate work in the various arts disciplines.
with exemplary works of art
They should have an informed acquaintance
periods, and a basic understanding
from a variety of cultures and historical
the arts as a
of historical development in the arts disciplines, across
whole, and within cultures.
knowledge and skills with-
They should be able to relate various lypcs of arts
mixing and marching
in and across the arts disciplines. This includes
histoty and culture,
competencies and understandings in art-making,
and analysis in any arts-related project.
beliefs,
students can arrive at their own knowledge,
As a result of developing these capabilities,
broad-
decisions. In other terms, they can arrive at a
and values for making personal and artistic
of
value, and meaning of the arts as a part
based, well-grounded understanding of the nature,
their own humanity.
NATIONAL STANDARDS FOR ARTS EDUCATION
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NATIONAL STANDARDS FOR ARTS EDUCATION
DEVELOPED BY THE CONSORTIUM OF NATIONAL ARTS EDUCATION ASSOCIATIONS
AMERICAN ALLIANCE FOR THEATRE 8c. EDUCATION
MUSIC EDUCATORS NATIONAL CONFERENCE
NATIONAL ART EDUCATION ASSOCIATION
NATIONAL DANCE ASSOCIATION
of National Arts Education
The Arts Standards were developed by the Consortium
Committee for Standards in the Arts through a
Associations under the guidance of the National
National Conference.
grant administered by Music Educators
Project Director: John J. Mahlmann
Project Administrator: Margaret A. Senko
Editor: Michael Blakeslee
Project Assistant: Megan Prosser
of Wordsmith, Inc.
Writing and editorial services provided by Bruce 0. Boston
the contributions of
The Arts Standards Project would like to recognize
(1946-1994)
Gregory R. Anrig (1931-1993) and Terry Taylor
in the Arts.
for their work on the National Committee for Standards
of Education, the National Endowment for
Prepared under a grant from the U.S. Department
the Humanities. Grantees undertaking such projects
the Arts, and the National Endowment for
therefore, does
freely their professional judgment. This publication,
are encouraged to express
official endorsement
positions or policies of the Government, and no
not necessarily represent
should be inferred.
Copyright © 1994
Music Educators National Conference
1806 Robert Fulton Drive, Reston, VA 22091
All rights reserved
Printed in the United States of America
ISBN 1-56545-036-1
Contents
Preface: Defining Terms
1
Introduction
3
Discovering Who We Are
5
6
What Benefits Does an Arts Education Provide?
7
An Education in the Arts Is for All Students
8
The Arts Are Important to Life and Learning
9
The Difference Standards Make
Context and Issues
11
11
Arts Standards Are at the Core of Education Reform
11
The Standards Provide a Crucial Foundation
12
The Standards Are Keys to Each of the Arts Disciplines
13
The Standards Are Kevs to Correlation and Integration
13
The Standards Incorporate Cultural Diversity
14
The Standards Focus on Appropriate Technologies
15
The Standards Provide a Foundation for Student Assessment
15
The Standards Point Beyond Mere "Exposure"
16
Adopting the Standards Is Only a Beginning
17
The Standards
17
How the Standards Are Organized
18
What Students Should Know and Be Able to Do in the Arts
21
Grades K-4
Dance 23
Music 26
30
Theatre
33
Visual Arts
37
Grades 5-8
39
Dance
Music 42
46
Theatre
49
Visual Arts
53
Grades 9-12
55
Dance
59
Music
64
Theatre
69
Visual Arts
73
Appendix 1: Selected Glossary
Dance 75
78
Music
80
Theatre
82
Visual Arts
85
Learning
Appendix 2: Outlines of Sequential
87
Dance
Music 97
111
Theatre
121
Visual Arts
129
Appendix 3: Summary Statement
135
Appendix 4: Contributors and Endorsers
8
PREFACE
Art, the Arts Disciplines, and the Arts
brief defini-
-'n discussing these Standards for arts education, some
tions may be useful.
In this document, art means two things: (1) creative works and the
whole body of work in the art
process of producing them, and (2) the
forms that make up the entire human intellectual and cultural heritage.
When we study art, we involve ourselves in a particular set of processes,
products, influences, and meanings. We recognize that art is expressed
in various styles, reflects different historical circumstances, and draws
on a multitude of social and cultural resources.
We use the terms arts discipline and art form to refer to Dance,
Music, Theatre, and the Visual Arts, recognizing that each of these
encompasses a wide variety of forms and sub-disciplines.
When this document speaks of the arts, it means these arts disci-
plines taken together or, most inclusively, the totality of all activities in
the arts. Following the Standards, a glossary is presented that defines
how various terms from each of the arts disciplines are used.