Vertical Alignment (Art/Music)

1. Vertical Alignment
Professional Development
February 8, 2012
Northern Vance High School

2. Where We’ve Been
 Introduction to Common Core/NC Essential Standards
 Changes in specific course objectives

3. What’s Next
Today’s Purpose
To explore the vertical alignment of
instruction and assessments to ensure that
course expectations (2012-2013) are
appropriately aligned to Common Core/NC
Essential state standards.

4. Activity: Building a Map
• In two separate groups,
remove the content of the
envelope and place them
on the table so that all
members can read its statements
• Discuss what statements should be learned
and/or mastered at each grade band (K-2,
3-5, 6-8 and 9-12)

5. Activity: Building a Map
• Have one group member keep notes of the
conversations and/or questions that arise
• Once a group consensus has been made,
arrange them on the table under the
appropriate grade band
• Make note of how one statement may
contribute to the understanding of another

6. Activity: Building a Map
• Have a group member share out the group’s
progression map and discussions with the
whole group

7. Compare your maps to the NC Essential
Standards for Visual Art
K.V.1.2: Create 2.V.1.4:
1.V.1.1: Identify
original art that Understand
tools, media and
expresses characteristics of
processes.
ideas about the
oneself. Elements of Art

8. 3.V.2.3: Create 4.V.1.5: 5.V.2.2: Use
art from realistic Understand how ideas and
sources of the Principles of imagery from
inspiration. Design work in the
relation to each global
other. environment as
sources for
creating
art..

9. 7.V.2.3: Create 8.V.1.3: Identify
original art how the Elements
6.V.2.2: Use emphasizing of Art
observation skills and Principles of
selected
of the Design
elements and
immediate differentiate
principles to movements,
environment to
express contemporary
create original
imagery. ideas or styles, and
feelings. themes in art

10. B.V.2.2: I.V.1.4: P.V.3.2: A.V.2.1:
Understand the Analyze Analyze the Create
relationships images relationship original art in
between sensory between media, response to
through the
awareness and processes, and artistic
process of
artistic result. problems.
expression deconstruction

11. Compare your maps to the NC Essential
Standards for Music
K.MR.1.4: 1.MR.1.1: 2.MR.1.2:
Illustrate Use corresponding Illustrate melodic
different vocal movements or patterns,
timbres by type actions to respond dynamics, and
to prominent music forms
characteristics

12. 3.MR.1.2: 4.MR.1.4: 5.MR.1.1:
Use musical Classify Interpret
terminology instruments into through
when describing Western orchestral instruments
music that is categories of wind, and/or voice the
presented string, percussion, gestures of the
aurally and brass conductor

13. 6.MR.1.3: Identify
criteria for 7.MR.1.2: Analyze
evaluating aural musical 8.MR.1.1: Interpret
performances, examples the gestures of a
compositions, and representing diverse conductor when
musical ideas and genres, styles, and singing or playing an
apply the criteria instrument
cultures, using
in personal
listening appropriate music
and performing terminology

14. B.MR.1.3: Identify I.MR.1.1: P.MR.1.3: A.MR.1.2:
criteria for Interpret the Critique Analyze
evaluating gestures of a musical musical
performances, performances works using
conductor when
compositions, and and correct
singing or
musical compositions, music
ideas playing an
generating terminology
instrument
suggestions for
improvement

15. HOW DID YOUR GROUP DO?
Discuss your reactions and any
misconceptions that you/your
group may have had.

16. The Current Dilemma
Inch-deep Lengthy
coverage review
Re-teaching Definition
at next level of insanity

17. The Solution
VERTICAL ALIGNMENT
Establishing and/or recognizing the scope and sequence of
course content to ensure…
DAILY instructional An appropriate Unnecessary
activities/lessons amount of time is repetitions are
are aligned to state devoted to removed
standards instruction
Gaps are Assessments are
indentified appropriate
(Cohen, 1987; English & Steffy, 2001; Moss-Mitchell, 1998; Neidermeyer & Yelon, 1981; Porter et al., 1994;
Porter & Smithson, 2001; Price-Braugh, 1997; Wishnick, 1989)

18. Activity: Course Reflection
• Independently answer the four reflection
questions on the front side of the handout
provided
• Share your responses with members of your
content area

19. Common Core/NC Essential Standards
Correlation
• On the back side of the handout provided, complete
the first three columns based on your input on the front
side
• For the Common Core/NC Essential Standards
Correlation column, search your new standards for
those major concepts/skills; provide the objective
number and a brief description of all occurrences
Click here for instructions
PLEASE PAY CLOSE ATTENTION TO THE DETAILS AND
VOCABULARY OF THE STANDARDS; not intended to be new
wording for old ways of doing things!

20. Common Core/NC Essential Standards
Correlation cont.
• Share your table with members of your content area
• Have one member compile an electronic group response;
upload it to the Moodle forum Major Course Concepts
(click here for instructions)
• Have a whole-group discussion on the common/major
ideas
Things to Discuss (should include but not limited to):
 Concepts/Skills learned at lower levels that should lend themselves to
major concepts in upper levels
Any repetition of course concepts/skills
 The amount of time spent on concepts/skills identified as strengths and
weaknesses
 What topics/skills are nice to know as opposed to what is essential?

21. Power Standards
Refer back to the fourth question on
Course Reflection sheet – “What do you
wish you could give your students more
of?”
Your response to that prompt were
probably items considered as “power
standards”

22. Not intended
to undermine
CCSS/NCES
Power Standards
Emphasis on are… “those
standards that, once Idealism
enduring
vs. Realism
understanding mastered, give a
student the ability to
use reasoning and
thinking skills to
learn and
understand other
Marzano’s Prioritization
Instructional curriculum NOT
Strategies objectives Elimination

23. Power Standards Criteria
Power Standards help teachers focus and prioritize what is
most important for students to know and be able to do in
the time available for teaching and learning. Three
criteria of PS:
 Readiness for Further Study: Students should have an
opportunity to master skills, concepts and processes that
will provide the necessary foundation for being
successful in their studies.
 Leverage: Students should study skills, concepts and
processes that have wide applicability to other areas of
study.
 Endurance: Students should study skills, concepts and
processes that they will likely draw on throughout their
lives.

24. What are YOUR Power Standards?
 What will you provide your students with to ensure
success – in your class, in their next level class and
so on (leverage, readiness for next levels of learning),
in life (endurance), and on your final/state exam
under the new curriculum?
Post your response on the Moodle discussion
forum Power Standards; we will refer to
these standards along with our major concepts
in our next session

25. Where We’re Going
 On next/last early release session will be on
Wednesday, March 21 at Northern
 We will begin Unit/Assessment Planning and
Locating Resources
 There will be two days of Common Core/NC
Essential Standards training for core teachers
this summer – Dates TBA

26. Before you GO…
To submit an evaluation on today’s
professional development session:
•Return to the 1:1 Professional
Development VCS Moodle
http://moodle.vcs.k12.nc/moodle
•Under the EVALUATION topic,
select
“Professional Development *Hard copies are available
for those without
(Feb. 8, 2012) EVALUATION” laptops/internet
connection

27. Instructions
 Go to the VCS Moodle site
 Click on Instructional Technology from the Course
Categories
 Click on 1:1 Professional Development VCS
 Under today’s section, open the Word document Major
Course Concept
 Complete the table based on the input provided by your
group members; SAVE the document
 Return to the Moodle and attach the file to the forum Major
Course Concept
Return to Activity

28. Locating YOUR Standards
 Go to the VCS Moodle site
 Click on Instructional Technology from the Course
Categories
Click on Common
Core & NC Essential
Standards
 Locate your
content area
 Select
the
document that
you wish to view
Return to Activity Part 2