Phase+1--VA+Tasks


 * Visual Art Team: **

 You are strongly encouraged to design these courses and all others from "scratch," rather than simply revising the old/current courses. This will allow the Team to work with the future more firmly in mind and encourage design of fresh courses that will support student learning for the years to come. Keep in mind the @Framers' Charge to the Writers and allow that guidance and intent to thread through the Team's decisions. Despite current issues (e.g., over-crowding, economy, scheduling), **WRITE TO THE HIGHEST LEVEL.**

 Tasks to be completed before Jan. 4 meeting:
 * 1) Consider questions 4, 5, and 6 on the Q & A page of this Wiki.
 * 2) The group decided to work first on Art 2-D Comprehensive I - III and Art 3-D Comprehensive I - III..
 * 3) Notes from first meeting/discussion: How many courses should there be? Consider the M/J wheel; course names need to be improved for comprehension and appeal; districts need the flexibility of some 1/2-credit courses and some 1-credit courses; HS Comprehensive courses (2-D and 3-D) lead up to the compatible AP courses...
 * 4) Questions to consider for a Team decision:
 * 5) Can an EOC test be written at the state or district level that would show student achievement over time?
 * 6) Should this series of courses be full year, 1-credit courses or half-year, 1/2-credit courses? You may want to review the Definition of Credit page when considering this question.
 * 7) Consider the desired outcome(s) of Art 2-D Comprehensive III and/or Art 3-D Comprehensive III - what level of rigor in skill and knowledge should be expected?
 * 8) Choose the benchmarks for Art 2-D Comprehensive III and/or Art 3-D Comprehensive III, keeping in mind that some benchmarks will be used to provide foundational skills and knowledge in earlier courses and, perhaps, dropped at the highest level in favor of more challenging content.
 * 9) How can/will Art 2-D Comprehensive III and/or Art 3-D Comprehensive III reasonably address state-mandated instruction (see @Required Instruction page)? What benchmarks should be drawn from other content areas to support this instruction that are not otherwise covered by Visual Art benchmarks? What research and writing should be included in this course?
 * 10) When you have inserted 1s and 0s by each 9-12 Visual Art benchmark within all Big Ideas and EUs for Art 2-D Comprehensive III and/or Art 3-D Comprehensive III, consider what the outcomes of Art 2-D Comprehensive II or Art 3-D Comprehensive II must be in order to prepare students for success in Art 2-D Comprehensive III or Art 3-D Comprehensive III.
 * 11) Continue this procedure for Art 2-D Comprehensive II / Art 3-D Comprehensive II and Art 2-D Comprehensive I / Art 3-D Comprehensive I as you complete each preceding course.
 * 12) **You may wish to start a discussion via this page (see Discussion tab above) or in the spreadsheet Chat Room. **


 * Informative Message from Suzi Preston: **<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">(some formatting has not remained consistent; a tech glitch, not the author's)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Greetings to all Course Description Writing Team members:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> It was great meeting all of you this week and I appreciate everyone taking the time to work on this special project that will impact our teaching and benefit our students whom we serve. Our first get-together included almost everyone; that's a special commitment on your part to set aside time for working together.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> We certainly have much to accomplish in the next few months. The NGSSS Writing Team members who are also serving on this Course Description Writing Team (Lynda Tylka - elementary editor, Adriane Pereira - high school; Joan Loiselle - higher education; Sue Castleman - art supervisor; Marla Armstrong - art supervisor and co-chair; Suzi Preston - art supervisor and co-chair; hopefully I did not miss anyone as my listing may not be complete) met many times from April through September and I am sure any one of them would be willing to answer your questions about the Big Ideas, Enduring Understandings or Benchmarks that were developed by the 21 writing team members and revised after public input.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The information in this message reflects thoughts, answers, and new queries to the questions many of you posed on Tuesday, Dec.7th. It gives you an overview as to where the NGSSS Visual Art Writing Team left off and what is still needed to be addressed. I also find that when individuals have something to look at and focus on, it is easier to respond with input than having to create information on their own. It becomes a starting point.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Many Big Ideas (new term for "strand") will have themes and content you are familiar with such as "skills and techniques," "historical connections," "critical analysis," and "organization of the elements and principles." You will find that some key updates for the NGSSS-Visual Art are the inclusion of content related to brain research, 21st century skills, and ethical use of imagery; all so easily found in what we teach about art. So, some new vocabulary that you will become comfortable with in no time.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> A. Where did the NGSSS benchmarks originate?
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">ALL current benchmarks were addressed. They were updated to the NGSSS status with minor changes.
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Some benchmarks of low enrollment courses were rewritten to work with more courses, using same details.
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">You will find specific words such as PhotoShop, flash drive, etc. have not been used as technology changes so rapidly, benchmarks would be outdated quickly.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> B. Course Names: Old or NEW for NGSSS
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Do we need to first decide what the outcomes of a particular course should be for students and then work backwards?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Similar to the process in "Understanding by Design" by Wiggins and McTighe who advanced the concept "Backwards by Design" by which all NGSSS benchmarks were developed. The writing team started with grade 12 and what was important for those students to have learned about art and developed the benchmarks backwards to kindergarten. This would be the outcome we wanted for all students, even though we knew that reality could be quite different due to large class sizes, funding, or other concerns. It was critical to strive for what was important, not what was mediocre. What students needed to learn was the concern, not how or who could teach the content. The potential to meet high standards may also come with positive changes in the art room.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 2. We need students to be proficient in which of the following categories? Much of the content listed can be taught in <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> various courses. Is it important to have in-depth and sequential levels in each content or can they be combined?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> a. 2D (drawing, painting, printmaking, digital, photography, mixed media)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> b. 3D (ceramics or pottery, sculpture, fiber, installations, multimedia)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> c. 4D (film, motion, video, sound, happenings)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> d. Is there other content/media that needs to be addressed? This will assist us when thinking about titles of courses.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 3. The courses are divided by media, as listed above; is this still viable and relevant? Do we consolidate courses of like <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> media?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 4. Recommend that the middle and high school courses be either 2d OR 3D; not "maybe" or "maybe not" both; delete the and/or" confusion as to what is really taught in the course which parents and guidance do not understand. Make the content <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> specific so students know exactly what course they are taking. Define the courses w/ specific outcomes to assure <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> fidelity of implementation. Clarity is needed in light of upcoming teacher evaluations.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 5. Middle School

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> a. Since there are 6 semesters in grades 6, 7, 8 at middle school, possibly the sequence with most flexibility would be 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> one-semester courses for each 2D and 3D course; then they could be paired first and second semester to make a <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> year-long course at level 1 (6th); level 2 (7th) and level 3 (8th) OR split so that 2D is first and 3D second <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> semester or vice versa. OR a "2DArt 1", for instance, could be taught both first and second semester for a large <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> number of students getting the same basic course; hence flexibility.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> i. The 2D - 6 semester sequence would be: 2D Art 1, 2D Art 2, 2D Art 3, 2D Art 4, 2D Art 5, 2D Art 6

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ii. The 3D - 6 semester sequence would be: 3D Art 1, 3D Art2, 3D Art3, 3D Art 4, 3D Art 5, 3D Art 6

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> iii. What other sequences would be needed for magnets? What articulation is needed to meet the unique needs of art <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> magnet programs? (More in-depth and specific courses for magnets such as photography, sculpture, etc.)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> b. Foundational courses in middle school explore a variety of media to prepare students for future in-depth study of 2D <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> and 3D content. What is considered to be in-depth study for middle school courses in 2D and 3D? What should the <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> sequence be? Should all 2D courses contain 2D design, drawing, painting, printmaking, mixed media, etc.? Should all <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 3D courses contain 3D design and construction (forming, carving, etc. techniques in various media like paper, clay, <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> multimedia, etc.)?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 6. High School

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> a.What the Writing Team found:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> i.Redundancy -

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> a) Some series of courses had the same exact benchmarks (i.e. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> commercial Art and Graphic Design)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> b) What is the difference today between "Graphic Design" and "Computer Design?" 10+ years ago it was very <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> different.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> c) Can "Digital" and "Traditional Photography" co- exist in the same course?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> d) "Digital Photography" and "Digital Computer Design" are not the same courses; how will they be named to reflect <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> the differences?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> e) "3D /Art Sculpture" - how is that different from 3D Art Comp 1 or Sculpture 1? There are others; <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> "2D/Art Painting"

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> f) Many art teachers do not realize that "Portfolio" courses contain both 2D AND 3D content; do we want to change <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> that to either 2D OR 3D for student flexibility?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ii. How do we name courses so they will be relevant, yet specific to the content?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> iii. Some current course descriptions are no longer relevant, needing major rewrites.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> iv. Some current benchmarks are no longer relevant for intended courses and were rewritten.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> b. Relevancy:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> i. Need for an entry - level course where there is no mistake that it needs to be the first art course taken in high <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> school w/ possible exception of magnets w/middle school recommendation; however still in college, students do not <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> have an option other than to take the same entry-level course.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ii. If this entry-level course is the ONLY art course a student takes in high school what must be the rich content and <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> general overview of what all art is about whether 2D or 3D?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> a) The 2D course - basic 2D design, drawing, painting, printmaking, and include the relationship of meaning behind <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> the art of at least three diverse cultures, art history to accompany each media study and exploration, and the <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> aesthetics and analytical art criticism process and response in order to understand "visual culture" of the times.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> b) The 3D course - include basic 3D design, construction, forming, carving, techniques in various media - paper, <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> clay, plaster, assemblage, etc. and include the relationship of meaning behind the art of at least three diverse <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> cultures, art history to accompany each media study and exploration, and the aesthetics and analytical art <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> criticism process and response in order to understand "visual culture" of the times.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> iii. Need for updated language to include "Visual Culture"

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> a) Example - "Visual Culture and 2D Design 1" for the entry level grades 9+10 and "Visual Culture 2D Design 2" for <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> entry level grades 11 & 12; this would help the teacher with maturity issues, interest levels, and needs

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> c. What is the best way to design (name, order, combine, etc.) courses for most flexibility?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> i. Take a similar approach as middle school with 8-one semester courses that sequence in depth of knowledge? Then <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> courses could also be paired for semester 1 & 2 as a yearlong course or intermix 2D and 3D course for a yearlong <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> course; or used as a one-semester alternative to a one-semester course in another discipline. Is sequencing <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> necessary? What does it mean when level 3 courses have higher enrollment than level 2 courses across the state? Does <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> sequencing make a program of study where no sequencing provides the student with a smorgasbord without in-depth study?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ii. Since "Art Comp" may not mean the same to all, what would be the title change?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> These were just some thoughts to start dialog in our writing team and within your districts.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Thank you again for your willingness to serve and bring our visual art standards into the present. As part of the former NGSSS Visual Art Writing Team, I welcome your fresh eyes and approach; I am certain you will bring new ideas and ways of thinking to solve our challenges as we write the course descriptions.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Best wishes for your winter break and holiday season.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Sincerely,

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Suzi Preston <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Visual Arts Specialist <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Volusia County Schools <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Brewster Center #039 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 200 N. Clara Ave., DeLand, FL <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> (386) 734-7190 ext. 20685