NYC Arts Education

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					Quality Arts Education for All NYC Public School Students
New York City Department of Education

“Our students live in one of the world’s best arts cities and they deserve nothing less than a world-class arts education.” -Mayor Michael R. Bloomberg
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NYSED Arts Requirements
ELEMENTARY LEVEL
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Pre K – K

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Address developmental needs of children (music, dramatic play, creative movement and art) 20%of instructional time 46.5 hours/year in each arts discipline (186 hours total) 10% of instructional time 23.25% hours/year in each arts discipline (93 hours total)
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Grades 1 – 3

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Grades 4 - 6

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NYSED Arts Requirements MIDDLE LEVEL
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Grade 6

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10% of instructional time 23.25 hours/year in each arts discipline (93 hours total)

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Grades 7-8
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1 Unit (½ Unit of Study in each of two arts discipline)
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NYSED Arts Requirements HIGH SCHOOL
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Grades 9 - 12

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1 Unit (Two credits in the arts) Students may receive a Regents Diploma with Advanced Designation through the Arts (music, visual arts, theater and dance) if they complete a 5-unit sequence (10 credits) Beginning in 2009, students must also pass an exit examination in the arts (music, visual arts, theater and dance) to earn the Regents Diploma with Advanced Designation in the Arts.
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What Should Students Learn…
NEW YORK EDUCATION DEPARTMENT: Learning Standards for Arts Education

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Standard 1: Creating, performing, and participating in the arts Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts. Standard 2: Knowing and using arts materials and resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Standard 3: Responding to and analyzing works of art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Standard 4: Understanding the cultural dimensions and contributions of the arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
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Blueprint for Teaching and Learning in the Arts
The Blueprint identifies benchmarks that exemplify student achievement in Dance, Music, Theater and Visual Arts at different stages of their development:
Grade 2 (Age 7) Grade 5 (Age 10) Grade 8 (Age 13) Grade 12 (commencement)
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Blueprint for Teaching and Learning in the Arts
They are based on Five Strands of Learning: Arts Making  Literacy in the Arts  Making Connections  Community and Cultural Resources  Careers and Lifelong Learning
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Who Should Be Teaching?
Elementary School
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Recommended that each arts discipline be taught by a qualified specialist holding NYS certification K-12 in Dance, Music, Theater or Visual Arts Classroom teachers supported with professional development Teaching Artists from cultural institutions or arts organizations working in collaboration with arts specialists and classroom teachers

Middle and High School
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Qualified specialist holding NYS certification K-12 in Dance, Music, Theater or Visual Arts Teaching Artists from cultural institutions or arts organizations working in collaboration with arts specialists and other subject area teachers contribute to broad and engaging curriculum—teachers must be certified to meet requirements
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How Can Your School Measure and Understand Progress?
Annual Arts in Schools Report* will help you measure progress, and will include data from the following:
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Annual Arts Education Survey Progress Report School Quality Review ATS/HSST Data HR data Budgeting/Contracts Data

* There will be one report for each school, and an aggregate published for the entire system
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Arts Education Accountability

Overview
Learning Environment Survey  Quality Review  Annual Arts in Schools Survey  Regents Diploma with Advanced Designation Through the Arts
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ArtsCount Indicators
School Quality Review: Question 3.2  Broad and engaging curriculum, including the arts, to enhance learning both within and outside the school day  Underdeveloped; underdeveloped with proficient features; proficient; well developed; outstanding Learning Environment Survey (parents, students, teachers)  Recognition by students, teachers and parents of access to and support for arts education in schools  Participation in arts education; access to arts education; desired improvements in arts education; administrative support for arts teachers
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ArtsCount Indicators
Student participation in arts education according to the NYSED Instructional Requirements for the Arts  1st – 3rd grade:186 hours each year/4 art forms  4th – 6th grade: 93 hours each year/4 art forms  7th – 8th grade: by end of 8th grade/1/2 unit in each of 2 art forms  9th – 12th grade: by commencement/1 unit in 1 or 2 art forms
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Sources:  Annual Arts Education Survey  Annual Compliance Review  ATS and HSST Data

Regents Diploma with Advanced Designation through the Arts
Number and percentage of students receiving a Regents Diploma with Advanced Designation through the Arts. Beginning in 2009, students must also pass an exit exam in the arts

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Annual Arts Education Survey
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Released: April Due: end of May Data:  Student participation (elementary)  Partnerships with arts and cultural organizations  Blueprint implementation  Arts staffing  Space/facilities  Arts professional development  Integration of arts across school curricula  School spending on arts

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ArtsCount: What Principals Need to Know
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Address NYSED Instructional Requirements in the Arts Understand and recognize quality arts education and what students need to know, understand, and be able to do Select Arts Education Liaison Report data to make accountability system work
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Fill out Annual Arts Education Survey Use HSST and/or ATS Label spending as arts when budgeting (entering into Galaxy), Complete compliance checklist Ensure that teachers, parents, and students fill out Learning Environment Survey Account for arts instruction in Quality Review (question 3.2)
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Critical Role of the Arts Liaison
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Become familiar with arts accountability targets; Support the principal in preparation and completion of ArtsCount tasks:  Annual Arts Education Survey data for accuracy  Teacher Learning Environment Survey  Review Annual Arts in Schools Report  Assist in demonstrating evidence of student arts learning for School Quality Review Serve as the key person for communications; Advise principal about appropriate arts and cultural programs; Identify potential certified arts teachers as needed for staffing; Assist in the evaluation of arts organizations and cultural partners programming in school; Engage members of the school community in arts education; Advocate for expanding and strengthening students’ arts learning experiences; Support opportunities for student performances and exhibitions of student artwork; Collaborate with parent coordinator regarding parent participation; Use the Cultural Pass to become familiar with arts institutions and organizations.
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“With ArtsCount we are taking arts education to a new level and holding schools accountable for providing all students with the arts instruction they need and deserve.” -Chancellor Joel I. Klein
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