The National Coalition for Core Arts Standards (NCCAS) has
released its PreK-8 draft standards for an online public review through July 15.
Anyone with
an interest is welcome to participate in the public review of one or
more of the discipline grade-band drafts in dance, media arts, music,
theatre, and visual arts. The draft PreK-8 standards are available on
the NCCAS website,
http://nccas.wikispaces.com/
The Kentucky General Assembly, as part of Senate Bill 1 (2009),
mandated new academic standards in all subjects including
arts and humanities and directed the Kentucky Department of Education
in cooperation with the Council on Postsecondary Education to consider
standards that have been adopted by national content advisory groups and
professional education consortia.
NCCAS
is the coalition of national arts and education organizations and media
arts representatives that are developing the 2014 National Core Arts
Standards. NCCAS standards
chairs from each of the five arts disciplines and Project Director
Philip Shepherd, Kentucky musician and arts educator, have been working
with national writing teams in Dance, Media Arts, Music, Theatre and
Visual Arts to create the grade-level standards.
Dr. Robyn Swanson,
a professor of music education at Western Kentucky University is a member of the music writing team.
The NCCAS standards writing teams are currently working on drafts of the high school (9-12) standards; an invitational review of the high school work will occur in September. A public review of the comprehensive draft PreK-12 standards, including model cornerstone assessments, will begin in January 2014.
The current project timeline includes a release date of March 2014, for
the complete and finished standards. The Kentucky
Board of Education would then consider adoption.
SOURCE: KDE Press release
1 comment:
You know the problem with most of these content specific intergalactic standards and cosmic common cores is that they have the luxuary of viewing their individual content as not just a stand alone discipline but also as a though there is no expectation that it is only a sliver of the collective instructional package in terms of resources, personnel, facilities, etc.
It is easy to sit around and say things like "all children should develop multilingual skills in primary school" but where are all of these second language educators going to come from for all these schools throughout rural Kentucky? Who is going to pay for additional staffing and resource support? Equally import, though, what are you going to diminish in the other content curriculum in order to carve out the time to provide meaningful instructional support for world langauges or art instruction or whatever the state decides two years from now needs to be added to the instructional plate?
Our educational leaders keep piling stuff on to the teaching plate with the timetabled ax of accountability but they provide no practical vision of how one integrates all of these heighted standards into a real world school environment. As we increase performance expectation, there grows greater need for student differentiation and RTI, so it is not as though teachers have more time beyond what is already being addressed in their regular classroom day.
I suspect that now that we have almost finished bribing districts to raise drop out to 18 with one time scrapes from the table that the state will next "encourage" districts to expand the instructional day to seven or eight hours. Public won't push back because they will see it as yet another way of making those lazy teacher who have their summers off be more like the real world. Work a full 8 hour day dog gone it like the rest of us... and then go home and get your lesson plans entered into assist, grade the papers, call the parents, gather your program review documentation, plan your IEP accomidations, . . . . .
Just like the locals having more of the financial burden being placed on their coffers with more state mandates, so too do we have the same thing going on at the teacher curriculum level.
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