Integrating the ARTS in a
New Essential Curriculum:
What to keep? What to cut? What to create?
Dr. Heidi Hayes Jacobs
Essential questions:
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What is essential for our learners now?
What revisions should be made in the
present curriculum in light of new
global realities?
How should the ARTS be considered in
curriculum reform?
How can curriculum mapping support
our work and help our learners?
Rethinking Standards
--myths and realities (50 countries)
--disparities (the RAND study)
--the grade 22 problem (MCREL study)
--social experimentation (Florida 3rd grade)
Essential = from the Latin
esse; meaning to be;
to distill to the core
Curriculum design requires us to
make choices about what is
essential now to help our learners
for their future.
The ROLE of Arts Leadership
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Administrators and teachers must become
ARTS vigilantes
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Fight for and commit time to instruction
Dignify the work of students
Work against the marginalization of arts faculty
Establish links with institutions and resources
Model interest in the arts
Step up, take risks and revise the curriculum for
the 21st century
Unique issues for the young artist
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Thinking out of the box
Social outcast myth and reality
School culture that may not value
Media clutter
Celebrity culture
Curriuculum dictates
What are the basic elements in
designing curriculum?
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CONTENT
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SKILLS
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ASSESSMENT
Recast content for timeliness:
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Breakthroughs
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Contemporary issues
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International perspectives
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Modern forms of expression
..A deliberate need to replace and to
shed dated curriculum
Geography focus on geo-politics and
geo-economics
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State dept. figures: 10% hold passports/
7% of those use them
World geography by shape and name- early
childhood
Links to geo-economics in upper
elementary
Links to geo-politics in middle school
Global economics in middle school – high
school
Global Environmental citizenship
MAPS in every classroom
Social Studies: History and
Anthropology strands
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A new constant for upper school:
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The Last 50 Years
Upper Elementary: Artifact Analysis
Case studies abroad: email correspondence
Case studies at home: archival work
Required documentary film making
Real time contact between students world wideshared arts –
Electronic Museums
Participatory democracy: require Responsible
Democracy Benchmark
Critical view of “spin”; media imagery
Content: elevate composition
in the ARTS
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Expressive experiences: 
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Studio
Digital composition
Dance Performance
Original plays
Cultural Literacy
as a requisite
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Active work with local
institutions
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Active engagement
with national and
international
institutions
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Carnegie Hall –Link-up
Metropolitan Museum
of Art
ARTS EDGE
Integration with
curriculum
Content in Science: rethink and revise
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Freedom of scientific
expression
Upgrade science in early
childhood
Literacy instruction primarily
through non- fiction (increase
in science and social studies)
Dilemma of sciences
Use of arts to illustrate and to
demonstrate knowledge
Update English Language Arts
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Expansive genre studies K-12
Classics and new voices
Studying screenplays and teleplays
Poetry SLAMS
Memorization of classic work
Critiques of electronic media
Expansion of Literacy:
Media Criticism/ Media Invasion/Media
Making
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TV critiques pre K-grade 3
Unit: Effects of TV on Me
Formal media criticism begins grade 4
Television/film writing and production
Documentary studies
Web based national/international
anthologies of children’s stories and
observations (RTW)
Teaching students to conduct video
conferences:
Current Communications Benchmark
Rethinking
Mathematics
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New York’s new math standards
Eliminating snapshot mathematics in pre-K through grade
3;
Language arts daily speech and writing activity describing
procedures and concepts;
Corresponding time for students in middle school to balance
those who accelerate;
FOCUS on translation strategies
At least TWO major
From the CIA
WORLD FACT BOOK:
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Languages:
Chinese, Mandarin 14.37%,
Hindi 6.02%, English 5.61%,
Spanish 5.59%, Bengali 3.4%,
Portuguese 2.63%, Russian
2.75%, Japanese 2.06%,
German, Standard 1.64%,
Korean 1.28%, French 1.27%
(2000 est.)
note: percents are for "first
language" speakers only
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Teaching world languages
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Pashtu, Khoi, Azeri,
Minimal state requirements Dzongka, Serbo-Croat,
French/Spanish dominate Portuguese, Malay, Kirundi,
Increase range of
Khmer, Sango, Kikongo,
specialized
Turkish, Arabic, Amharic,
schools/magnets for
Twi, Icelandic, Hindi, Farsi,
students with linguistic
Kazakh, Kyrgvz, Lao,
talent:
Larvan, chewa, Nepali,
Increased range of
Yoruba, Punjabi, Tagalog,
languages
Slovak, Tamil, Dutch, Swahili
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Revising and upgrading
skills in the curriculum
Planting lifelong capacity:
Language Literacy
Social Literacy
Global Literacy
Cultural Literacy
Forward to New Basics
Teaching English as if it were a
foreign language
Foreign language teachers:
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emphasize constant spoken language exercises.
emphasize consistent and correct use of
grammar in writing and in speech.
constantly assess listening.
immerse students in practice scenarios.
emphasize self-assessment for independent
competence.
work on phonemic awareness coupled with text
interaction as a necessity.
Early
Childhood
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2 ½ hours of uninterrupted
language arts
 Integrating science, math, and
social studies
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Vertical Teams meeting
regularly vs. Grade Level
meetings
Grades 4-12 :
Every teacher is a language teacher
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Upgrading language
skills
 reading
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Across all curriculum
areas
 writing
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Interdependence of the
four language skills
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Upgrading notebooks
as assessments
 speaking
 listening
Speaking and listening: skills
formally assessed
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On-going interaction via
video conferencing/or
telephone with students
abroad;
On-going interaction
with students
internationally
Issue based forums
regularly planned for
grades 4-12.
Accommodating immigrant students
and teachers
Influx of new students with
language issues: ECIS –guide
for teachers
 Influx of new teachers
 Staff development for language and cultural
changes that sensitize specific cultural background
 Suggested work for students:
 WWS- Culture Matters-Peace Corps
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Teaching English as if it were a
foreign language
Foreign language teachers:
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emphasize constant spoken language exercises.
emphasize consistent and correct use of
grammar in writing and in speech.
constantly assess listening.
immerse students in practice scenarios.
emphasize self-assessment for independent
competence.
work on phonemic awareness coupled with text
interaction as a necessity.
Revising the element of
assessment in the
curriculum
90
80
70
60
50
40
30
20
10
0
East
West
North
1st Qtr
2nd Qtr
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3rd Qtr
4th Qtr
Assessment should reflect
our times:
screenplays
teleplays
broadcasts
Email
self publishing
grant proposals
web page
spread sheets
CAD blueprints
forecasts
media criticism
Concern on assessment data:
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Limitations of standardized testing.
Problems within the testing industry
itself.
Wide variation between
states/localities
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Posting in newspapers (intramurals)
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Questions about SAT
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Questions about what is valued.
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Questions about what to do with the
results
Public signs of commitment for art and
artists
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In the summer we often ask our students to read a book.
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In the spirit of “art colonies”, we need create safe
environments for risk taking and creative expression.
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Let us ask our learners and the professionals in our schools to take in
an arts experience.
Literal programs and locations in schools should be designated.
Honors and festivities specifically for excellence in the arts.
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Whether it is a special dinner or award, the arts need to reach parity
with athletics and academics in terms of public and visible
recognition.
How can curriculum mapping
help us update, support, and
improve student performance?
…and teacher performance?
..and administrative performance?
..and whole school/community performance?
Technology as a platform for
revising assessment possibilities
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Curriculum Mapping –
real time data and
revision
Electronic site visits
Electronic video
conferencing
Data banks for
assessments
What is mapping?
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Calendar based curriculum mapping
is a procedure for collecting a data
base of the operational curriculum in
a school and/or district.
It provides the basis for authentic
examination of that data base.
Restructuring Professional
Growth
DIFFERENTIATED STAFF DEVELOPMENT
A Learning Community Opportunity
rather than a requirement.
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Since learning for the learner is cumulative
….then professional development should be
as well.
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Communication through mapping will allow
us to monitor our success through
professional development.
Differentiating Staff Development
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Adult learners in professional settings have
various needs for different types of work.
We fall prey to RUTS in staff development.
Randomness does not serve the learner.
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Staff development should focus on your specific
learners.
Staff development should emanate from the site
based on examining data:
assessment
maps
demographics
external events
Differentiating Staff Development:
Data Entry on Maps
High
Technology Comfort
#3
#2
Low CurricWriting
High Tech
#4
High CurricWriting
High Tech
#1
Low CurricWriting
Low Techt
High
CurricWriting
Low Tech
Low
High
Curriculum Writing Strength
Consider a range of venues
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Various groupings
Labs
Workshops
Work sessions
On-line courses
Staff development days
based on data
Observations
Coaching
Video conferencing
The Hub Effect

Identify three
initiatives that
would be better
served through the
CM review process.
CM
Hub for…
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Literacy
6 trait writing
Character education
Time management
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