Understanding expectations that are set by state and nation are important for art educators. These expectations set guidelines for teachers to follow, ensuring similar or equivalent education for all students in the country. These are called the national standards and common core.
The national standards for art education were originally developed in 1994. They stated achievement expectations for grades 4, 8, and 12 students. Later in history, during June of 2014, the National Coalition for Core Arts Standards released its final version of these standards. These new standards included dance, media arts, music, theater, and the visual arts. This release included 255 standards, which the coalition expects nearly every state in the country to adopt. The purpose of these new standards meant are to complement the common core state standards that have already been in place for other subjects, such as English and math. Illinois has made some minor wording changes in these standards, and is now expected to adopt these standards by early 2017.
The statements of these standards are separated into different sets, including both media arts and visual arts. The standards are then structured into categories. These categories include creation, responding, presenting, and connecting, all with different anchor standards. Within these standard categories are also sub-categories. The two sub-categories are enduring understandings and essential questions. The purpose of the enduring understandings category is to ensure students creativity and innovative thinking are essential life skills that are being developed. Essential questions are question that students should be able to answer. An example of one of these questions may be why do artists follow or break established traditions?
Common core standards are different from the national core standards, though they have been adopted by nearly all 50 states in the U.S. The alignment of art and the common core assumes the idea that visual literacy is a component of overall literacy. This means that reading a text also strengthens and hones the same analysis skills as responding to painting, film, or performance. This imposes additional expectations of art teachers, and can provide them with a common language with which to describe the cognitive skills that they should already be addressing within the classroom.
There are many expectations for teachers. Teachers should understand that they have a responsibility to uphold for their students. To ensure this responsibility, there have been sets of standards created. These standards ensure similar or equivalent education of students of different subjects all across the country. These are called the national standards and common core, and should be understood by all educators across the field.
The national standards for art education were originally developed in 1994. They stated achievement expectations for grades 4, 8, and 12 students. Later in history, during June of 2014, the National Coalition for Core Arts Standards released its final version of these standards. These new standards included dance, media arts, music, theater, and the visual arts. This release included 255 standards, which the coalition expects nearly every state in the country to adopt. The purpose of these new standards meant are to complement the common core state standards that have already been in place for other subjects, such as English and math. Illinois has made some minor wording changes in these standards, and is now expected to adopt these standards by early 2017.
The statements of these standards are separated into different sets, including both media arts and visual arts. The standards are then structured into categories. These categories include creation, responding, presenting, and connecting, all with different anchor standards. Within these standard categories are also sub-categories. The two sub-categories are enduring understandings and essential questions. The purpose of the enduring understandings category is to ensure students creativity and innovative thinking are essential life skills that are being developed. Essential questions are question that students should be able to answer. An example of one of these questions may be why do artists follow or break established traditions?
Common core standards are different from the national core standards, though they have been adopted by nearly all 50 states in the U.S. The alignment of art and the common core assumes the idea that visual literacy is a component of overall literacy. This means that reading a text also strengthens and hones the same analysis skills as responding to painting, film, or performance. This imposes additional expectations of art teachers, and can provide them with a common language with which to describe the cognitive skills that they should already be addressing within the classroom.
There are many expectations for teachers. Teachers should understand that they have a responsibility to uphold for their students. To ensure this responsibility, there have been sets of standards created. These standards ensure similar or equivalent education of students of different subjects all across the country. These are called the national standards and common core, and should be understood by all educators across the field.
Sources:
Education, S. E. (2013). National Arts Standards. NCAAS.
Sweeny, R. (2014). Assessment and Next Generation.
Wexler, A. (2014). Common Core "State" Standards: Art Education Reform. NAEA.
Education, S. E. (2013). National Arts Standards. NCAAS.
Sweeny, R. (2014). Assessment and Next Generation.
Wexler, A. (2014). Common Core "State" Standards: Art Education Reform. NAEA.