THE ARTS AND 21st CENTURY SKILLS

In the first module, we learned that success in the 21st century requires a greater emphasis on creativity, problem solving, communication, collaboration, and innovation. Arts education plays a vital role in helping students develop those essential skills.

The first video on the left features Daniel Pink, author of A Whole New Mind: Why Right-Brainers Will Rule the Future that was featured in Module 1.

The second video features a segment from the KET series Art to Heart on the role of the arts in schools. Educators and parents in Daviess County, Ky. acted on research on brain development and learning by giving each student lessons on a piano keyboard—and other arts opportunities—with outstanding results.

The final video features Dewey Hensley, then principal of Atkinson Elementary in Louisville, Ky., who talks about the unique role of the arts in teaching students living in high poverty.

In the video on the left, teachers and a principal describe the benefits of program reviews in helping schools enrich instruction based on authentic, performance-based assessments versus content-driven paper/pencil tests. (Featured in the video in order of appearance: Dewey Hensley, principal, Atkinson Elementary, Louisville, Ky.; teachers from Silver Creek Elementary which piloted the Practical Living/Career Studies Program Review (left to right): Ryan Keller, 4th grade; Angela Sowers, guidance; Sandy Freeman, library media specialist; Paula Livinggood, Title I; teachers from Hayes Middle, Lexington, Ky. (left to right) Sara Francis, orchestra; Marlene Daugherty, speech/drama; Lois Wiggins, band; Stephen Bennett, visual arts).

ROAD MAP TO A QUALITY PROGRAM

In addition to emphasizing a balanced program in the arts and humanities—creating, performing, producing, and responding—the program review is raising the bar in other areas, including access for all, meaningful connections to other content areas, and steadfast support and monitoring from school leaders.

In the first video on the left, Dewey Hensley describes some of the ways Atkinson Elementary supports access to the arts for all students.

In the second video, Sherri Heise, principal of Hayes Middle School in Lexington, Ky., describes some of the school’s cross-disciplinary initiatives to improve access for all.

In the next video, Patrick Neace, who teaches arts and humanities at a Perry Co. middle and high school as well as directs the drama program at Perry County Central High School, describes ways in which Perry Co. provides arts and humanities instruction and experiences in a rural area.

As a reflection activity or for discussion in a larger group, consider the challenges in ensuring schoolwide access to the program review content areas.

Brainstorm some ways to connect program review and core academic areas.

Write your answer in the box below. After saving your notes, you can use the review my work link below and at the top of the lesson box to view your saved notes and print them.

COLLABORATION AND INTERRELATIONSHIPS

The second demonstrator in the program review under curriculum and instruction includes characteristics that address interrelationships among the four arts with other content areas. In the video on the previous page, Hayes Middle School Principal Sherri Heise described some of the challenges schools face meaningfully and intentionally integrating the arts in other content areas.

In the first video on the left, you'll see an example of high quality instruction in a lesson that connects music theory and science. Heather Lynd, science teacher at Atkinson Elementary, uses musical instruments to lay the foundation for a lesson on how sounds are made.

Conducting the program review created the impetus for the teachers in the arts at Hayes Middle School to work together to insure the curriculum is aligned vertically and horizontally. In the second video on the left, Hayes arts teachers describe their approach to cross-curricular planning and assessment. (Featured in the video from left to right: Sara Francis, orchestra; Marlene Daugherty, speech/drama; Lois Wiggins, band; Stephen Bennett, visual arts).

In the third video, visual arts teacher Beth Watkins of South Oldham Middle School in Crittenden, Ky., near Louisville, describes how she incorporates writing in her classroom as a powerful tool in facilitating reflective thinking. At the beginning of each class, students spend 5-10 minutes answering the following questions in their journals: Looking at the previous day's artwork, what were your successes, what problems did you encounter, and where might you go today with your artwork? Also featured in the video is South Oldham Middle's Literacy Coach Winn Wheeler.

In the fourth video, Tammy Duff, director of the Hazard Technical and Community College Greater Hazard Performing Arts Center, describes the ways in which the center supports P-12 arts and humanities programs in the region, including a popular annual event involving the Missoula Children's Theatre.

The videos on the left feature the program review committees at two schools that piloted an earlier version of the arts and humanities program review. They describe the process they used to conduct the review which they did over a condensed three-month period instead of the year-long approach for all schools.

Atkinson Elementary, located in Louisville, Ky.; Piloted arts and humanities; Valerie Watson, computer lab; Leslie Wooten, arts and humanities; Heather Lynd, science.

Hayes Middle School, located in Lexington, Ky.; Piloted arts and humanities; Featured in the video, left to right: Sara Francis, orchestra; Marlene Daugherty, speech/drama; Lois Wiggins, band; Stephen Bennett, visual arts.

As a reflection activity or for discussion in a larger group, consider the following question:

How has the program review process been done at your school in the past? What worked well and what could be improved on?

Write your answer in the box below. After saving your notes, you can use the review my work link below and at the top of the lesson box to view your saved notes and print them.

IDENTIFYING EVIDENCE

Evidence can come from multiple sources:

• SBDM documents
• Student work samples
• Curriculum resources
• Student performance data
• Minutes from meetings
• Communication to parents/community
• Student and teacher reflections
• Principal notes

Some examples of evidence are unique to arts and humanities:

• SBDM policy for arts specialization
• Artist residencies
• Adjudicated performances and exhibitions
• Use of student's ILP to declare area of specialization for the high school graduation requirement

When you are analyzing the evidence, keep in mind what it should reflect for proficient and distinguished performance levels:

• Multiple projects, not just a single unit
• Schoolwide collaboration, not a single department or group of teachers
• An integrated curriculum
• An ongoing and embedded program

In the video on the left, teachers from Hayes Middle School in Lexington, Ky. talk about the types of evidence they identified when they were piloting an earlier version of the arts and humanities program review in 2010. (Featured in the video from left to right: Sara Francis, orchestra; Marlene Daugherty, speech/drama; Lois Wiggins, band; Stephen Bennett, visual arts).

Use the first box below to write your rationale. Include a list of evidence supporting your decision. In the second box, write your recommendations for improvement. After saving your notes, you can use the review my work links below and at the top of the lesson box to view your saved notes and print them.

Rationale and List of Evidence:

Next Steps:

RESOURCES

For principals, academic officers, and others who monitor and approve professional development credit, we have provided a list of the tasks required for each module. This provides an excellent opportunity for those monitoring and approving PD for credit to gauge participants’ engagement and understanding of the material.

Facilitator Guide for Module 3 (PDF)

MODULE 3 REVIEW

When you're ready, click the link below to open the review for Program Reviews Module 3. The review will consist of five questions. You need to answer at least four of the five questions correctly in order to get credit for this module.

Performance Reviews Module 3 Quiz

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If you pass the quiz, you will be directed to an online survey about the module you just completed. At the end of that survey, click on the link to access a Certificate of Completion ready for printing. If you do not pass the quiz, you will be directed back to this module for a review of content.

If you have any technical problems or questions, please contact Brett Smith, KET Professional Development Division, 800-432-0951, ext. 7268 or bsmith@ket.org.

(Note: If you have trouble opening the survey, please disable the pop-up blocker in your browser preferences menu.)