Licensing Rules 2002
TEACHERS OF FINE ARTS
Standard #1: Philosophy and Justification.
Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers have developed and can clearly communicate a philosophy of and justification for lifelong learning in the fine arts as well as their specific fine arts discipline (music, visual arts, theater arts, or dance).
Performances
1. reflect critically on the goals and purposes of fine arts education while making principled decisions about practice within their specific fine arts discipline (music, visual arts, theater arts, or dance).
2. create a learning environment that supports high student achievement in their specific fine arts disciplines (music, visual arts, theater arts, or dance).
3. convey the importance of the fine arts (music, visual arts, theater arts, and dance) to individuals and society.
Knowledge
1. have in-depth knowledge of a specific fine arts discipline (music, visual arts, theater arts, or dance) as well as an understanding of how each of the fine arts contributes to the comprehensive education of students.
2. know and understand that the fine arts (music, visual arts, theater arts, and dance) are among the most important manifestations of cultural heritages.
3. know and understand that powerful and profound symbol systems exist within the fine arts (music, visual arts, theater arts, and dance).
4. know and understand that the fine arts (music, visual arts, theater arts, and dance) help students learn that not all aspects of life are or should be quantifiable.
5. know and understand that the fine arts (music, visual arts, theater arts, and dance) provide opportunities for success for all students based on the student's ability, and provide approaches to learning that can be applied in other contexts.
6. know and understand that the fine arts (music, visual arts, theater arts, and dance) teach students about unique aspects of themselves, their relationships with others in their own and other cultures, and the world around them.
7. know and understand that the fine arts (music, visual arts, theater arts, and dance) provide students various career options.
8. know and understand that it is important to encourage students to seek opportunities to attend fine arts events and/or participate in community fine arts organizations.
9. know and understand that it is important to collaborate with other educators in order to integrate the fine arts into the curriculum.
10. know and understand that there are many philosophies of education, arts education, and creativity upon which to build their own personal philosophy of education.
Dispositions
1. believe that the fine arts (music, visual arts, theater arts, and dance) are worth knowing and doing and provide a basis for lifelong learning.
2. believe that the fine arts (music, visual arts, theater arts, and dance) exalt the human spirit.
3. recognize that studying the fine arts (music, visual arts, theater arts, and dance) sharpens students' sensitivities to the world around them, raises their levels of appreciation of diverse cultures, heightens their aesthetic awareness, expands their artistic expressions, and contributes to a broader understanding of people, places, and times throughout history.
4. recognize that the fine arts (music, visual arts, theater arts, and dance) provide outlets for reflection, creativity, self-expression, and individual uniqueness.
5. believe every individual has potential in each fine arts discipline (music, visual arts, theater arts, or dance) that should be developed to its fullest.
6. believe that the fine arts (music, visual arts, theater arts, and dance) can be taught through cognitive, kinesthetic, and affective domains.
7. recognize the importance of being an integral part of the school educational environment and in participating in professional development activities that support this belief.
Standard #2: Curriculum.
Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers demonstrate knowledge of curriculum theory and structure in their specific fine arts discipline and use skills in development, implementation, and revision to provide arts curricula that meet the educational goals and needs of the learner and the local community.
Performances
1. select, adapt, design, and implement curricula pertaining to their specific fine arts discipline (music, visual arts, theater arts, or dance) to enable learners to understand themselves and the world around them.
2. select, adapt, design, and implement curricula in their specific fine arts discipline (music, visual arts, theater arts, or dance) that provide students with many effective means of self-expression.
3. select, adapt, design, and implement curricula in their specific fine arts discipline (music, visual arts, theater arts, or dance) to develop critical thinking and problem-solving skills.
4. select, adapt, design, and implement curricula in their specific fine arts discipline (music, visual arts, theater arts, or dance) that enable students to learn about their own cultural heritages and those of others.
5. develop and implement curricula in their specific fine arts discipline (music, visual arts, theater arts, or dance) that are linked to the educational goals of the students, local community, and state.
6. utilize curriculum in their specific fine arts discipline (music, visual arts, theater arts, or dance) consisting of content components that include aesthetics, criticism, history, and production or performance, and containing cognitive, kinesthetic, and affective knowledge, skills, demonstrations, and assessments.
7. select, adapt, design, and implement curriculum in their specific fine arts discipline (music, visual arts, theater arts, or dance) that provides organization, structure, and pacing of knowledge, skills, and assessments that are developmentally appropriate for all learners.
8. implement curriculum in their specific fine arts discipline (music, visual arts, theater arts, or dance) that becomes increasingly complex and is appropriate sequentially.
9. implement curriculum in their specific fine arts discipline (music, visual arts, theater arts, or dance) that addresses a variety of learning styles and modes of expression.
10. include aesthetics, criticism, history, production or performance, and integrated learning activities and experiences in the curriculum of their specific discipline (music, visual arts, theater arts, or dance).
11. select, adapt, create, and use a variety of resources and materials necessary for all learners to acquire knowledge and skills in their specific fine arts discipline (music, visual arts, theater arts, or dance).
12. select, adapt, create, and use a variety of resources and materials necessary for all learners to demonstrate learning in their specific fine arts discipline (music, visual arts, theater arts, or dance).
13. engage in ongoing curriculum development and revision that improves curriculum in their specific fine arts discipline (music, visual arts, theater arts, or dance) by incorporating new knowledge, skills, demonstrations, and assessments.
14. engage in ongoing interdisciplinary curriculum development while maintaining the substance and integrity of their specific fine arts discipline (music, visual arts, theater arts, or dance).
Knowledge
1. know and understand that curriculum in each fine arts area (music, visual arts, theater arts, or dance) is designed to enable learners to understand themselves and the world around them, provide means for self-expression, develop independent critical thinking and problem-solving skills, and learn about their cultural heritage and that of others.
2. know and understand that curriculum in their specific fine arts discipline (music, visual arts, theater arts, or dance) is based on the cognitive, kinesthetic, and affective domains that are linked to educational goals of the learner and the local community.
3. know and understand that the curriculum of each fine arts discipline (music, visual arts, theater arts, and dance) contains unique knowledge, skills, demonstrations, and assessments.
4. know and understand that curriculum structure for their specific fine arts discipline (music, visual arts, theater arts, or dance) consists of knowledge, skills, demonstrations, and assessments that are linked to the educational goals of the learner and the local community.
5. know and understand that curriculum in their specific fine arts discipline (music, visual arts, theater arts, or dance) includes the components of aesthetics, criticism, history, and production/performance.
6. know and understand the fundamental concepts and major principles of their specific fine arts discipline (music, visual arts, theater arts, and dance) which include:
6A: Music
A.1 the study of and experiences in musical literacy and the development of their personal musicianship skills in the following areas:
- a. theory, composition, and improvisation;
- b. music history and literature of Western and non-Western cultures;
- c. conducting and rehearsal techniques in the appropriate applied music area;
- d. knowledge and skills in the appropriate applied music area (choral or instrumental);
- e. experiences in ensembles of all types (large and small);
- f. experiences in orchestration and arranging for the appropriate applied music area (choral or instrumental); and
- g. keyboard instruments;
A.3 the study of and experiences in understanding context of art forms: culture, society, artists, time, place, purpose, role, identification, influence, and style;
A.4 the study of various careers in music; and
A.5 curriculum: planning, sequencing, implementation, and assessment for the appropriate applied music area.
6.B: Visual Arts
B.1 the study of and experiences in creating and producing products in various visual arts forms including, but not limited to: painting, drawing, weaving, sculpture, ceramics, computer graphic design, photography, video, and conceptual art;
B.2 forming processes including varieties of media, tools, and techniques; and related safety practices;
B.3 thematic content such as ideas, subject matters, symbols, metaphors, and themes;
B.4 the study of and experiences in theories and philosophies of art and creativity, questions relating to the nature and value of art, and sources and meaning of aesthetic experiences;
B.5 demonstrations of creativity in solving artistic problems;
B.6 meaning, interpretation, and evaluation of art: description, analysis, interpretation, and judgment;
B.7 effects and affects of the visual arts in determining and understanding aesthetic experience, preferences, enjoyment, and appreciation;
B.8 the study of and experiences in understanding context of art forms: cultures, societies, artists, times, places, purposes, roles, identification, influence, styles;
B.9 the study of various careers in visual arts; and
B.10 curriculum: planning, sequencing, implementation, and assessment for the appropriate applied visual arts area.
6.C: Theater Arts
C.1 the study of and experiences in:
- a. theater history;
- b. literature of theater;
- c. play writing;
- d. acting;
- e. directing;
- f. rehearsal techniques;
- a. technical theater which includes: set design, set construction, lighting, sound, costumes, makeup, and props;
- b. theater management: publicity, box office, and budget; and
- c. the use of technology in the planning and production of theatrical works;
C.4 the study of and experiences in theories and philosophies of theater and creativity: questions relating to, and sources of, aesthetic experiences;
C.5 the study of other cultures and their contribution to theater arts;
C.6 the study of various careers in theater arts; and
C.7 curriculum: planning, sequencing, implementation, and assessment appropriate for the various aspects of theater arts.
6.D: Dance
D.1 the study of and experiences in performing and the development of their personal dance skills in the following areas: knowledge of varied dance forms from various cultures and historical periods;
D.2 knowledge of movement elements, and the principles, processes, and structures of choreography;
D.3 the study of and experiences in theories and philosophies of dance and creative movement: questions relating to, and sources of, aesthetic experiences;
D.4 the use of technology in recording and performing dance;
D.5 applying and demonstrating critical and creative thinking skills in dance;
D.6 knowledge of dance as a way to create and communicate meaning;
D.7 the study of various careers in dance; and
D.8 curriculum: planning, sequencing, implementation, and assessment for dance.
7. know and understand how to collaborate with others to integrate curriculum content across the fine arts (music, visual arts, theater arts, or dance) and with other disciplines.
8. understand the interrelationship of personal, social, economic, political, and historical aspects in their specific fine arts discipline (music, visual arts, theater arts, and dance).
9. know and understand that curriculum content in the specific fine arts area (music, visual arts, theater arts, or dance) must reflect the developmental and ability levels of all learners.
10. know and understand that curriculum design for their specific fine arts discipline (music, visual arts, theater arts, or dance) incorporates knowledge, skills, demonstrations, and assessments that address a variety of student learning styles.
11. know and understand that selection, adaptation, creation, and implementation of a variety of resources and materials in each specific fine arts discipline (music visual arts, theater arts, or dance) are necessary for learners to fully acquire knowledge and skills.
12. know and understand that selection, adaptation, creation, and implementation of a variety of resources and materials in each specific fine arts discipline (music visual arts, theater arts, or dance) are necessary to provide successful demonstrations of learning.
Dispositions
- believe that curriculum is fluid and constantly evolving.
3. should, throughout their careers, value the importance of developing curriculum that is based on current knowledge, skills, technologies, instructional strategies, and assessments in their specific fine arts discipline (music, visual arts, theater arts, or dance).
4. value the cognitive, kinesthetic, and affective domains as key elements in curriculum design in their fine arts content area (music, visual arts, theater arts, or dance).
5. value the importance of maintaining the integrity of each fine arts discipline (music, visual arts, theater arts, or dance) in the school curriculum.
6. value the importance of collaboration to achieve integration of each of the fine arts (music, visual arts, theater arts, or dance) throughout the school curriculum.
7. recognize the important contributions of the fine arts to the total school environment.
8. recognize that fine arts curriculum and assessment in their specific fine arts discipline (music, visual arts, theater arts, or dance) varies based upon the developmental needs of each learner.
Standard #3: Instruction.
Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers understand that many instructional options are available and use a variety of strategies that are developmentally appropriate for students and for their specific fine arts discipline (music, visual arts, theater arts, or dance).
Performances
1. use learning theory, curriculum development, content knowledge, and knowledge of students' development in planning instruction that is logically structured in scope and sequence and that meets curriculum goals in their specific fine arts discipline (music, visual arts, theater arts, or dance).
2. select, adapt, design, create, and implement learning experiences that are appropriate for curriculum in their specific fine arts discipline (music, visual arts, theater arts, or dance) and that are relevant to all learners.
3. use a variety of teaching and learning strategies appropriate for their specific fine arts discipline (music, visual arts, theater arts, or dance), and actively engage all students in learning which incorporates critical thinking, problem solving, creativity, and performance skills.
4. are reflective practitioners who continuously vary their roles in instructional processes by revising and augmenting instruction to meet the artistic needs and to enhance learning (music, visual arts, theater arts, or dance) for all students.
5. organize instructional time in their specific fine arts discipline (music, visual arts, theater arts, or dance) by choosing teaching strategies and materials to meet student needs.
6. effectively organize instructional time in their specific fine arts discipline (music, visual arts, theater arts, or dance) in a manner that recognizes the unique learning opportunities that the fine arts afford.
7. plan, organize, manage, and evaluate simultaneous instructional activities.
8. communicate effectively in the classroom, school, local community, and beyond.
Knowledge
1. understand learning theory, curriculum development, subject matter, and student development in their specific fine arts discipline (music, visual arts, theater arts, or dance).
2. know how to vary instruction in their specific fine arts discipline (music, visual arts, theater arts, or dance) to meet the needs of individual students.
3. understand the breadth of content and structure, and know how to prioritize what is taught in their specific fine arts discipline (music, visual arts, theater arts, or dance) around important ideas.
4. know how to enhance student learning in their specific fine arts discipline (music, visual arts, theater arts, or dance) through the use of a wide variety of materials, media, tools, technologies, and resources.
5. know and understand concepts and processes, methodologies, and instructional strategies, and have application experiences that include:
5.A: Music
A.1 literature and techniques for voices and/or instruments and performing ensembles;
A.2 classroom instruments (e.g., rhythm instruments, Orff instruments, synthesizer, MIDI, guitar, recorder);
A.3 administration of music programs: performing ensembles in the appropriate applied music area, classroom management;
A.4 general music methods, materials (e.g., Dalcroze, Orff, Kodaly, Gordon, Suzuki);
A.5 using a variety of audio-visual media and computer technologies to enhance instruction in music; and
A.6 collaborating with educators in other disciplines to integrate music concepts into the curriculum at all levels.
5.B: Visual Arts
B.1 organizing and teaching the production content of art;
B.2 studying, identifying, analyzing, interpreting, and evaluating works of art;
B.3 knowing the historical and cultural contexts in which works of art are created;
B.4 identifying questions, facilitating inquiry and discussions about individual responses, and helping students formulate their own opinions about works of art;
B.5 knowing how to plan instruction that integrates history, criticism, aesthetics, and production in lessons, units, and courses;
B.6 using a variety of audio-visual media and computer technologies to enhance instruction in the visual arts; and
B.7 collaborating with educators in other disciplines to integrate visual art concepts into the curriculum at all levels.
5.C: Theater Arts
C.1 the study and exploration of techniques of acting and directing;
C.2 techniques of playwriting;
C.3 techniques of technical theater;
C.4 rehearsal techniques;
C.5 techniques of assessment;
C.6 techniques of theater criticism;
C.7 using a variety of audio-visual media and computer technologies to enhance instruction in the theater arts; and
C.8 collaborating with educators in other disciplines to integrate theater arts concepts into the curriculum at all levels.
5.D: Dance
D.1 the study and exploration of techniques of varied dance forms in various cultures and historical periods;
D.2 knowledge of movement elements and the principles, processes, and structures of choreography;
D.3 the application and demonstration of critical and creative thinking skills in dance;
D.4 understanding dance as a way to create and communicate meaning;
D.5 the administration of dance programs: performing ensembles, classroom management, discipline;
D.6 using a variety of audio-visual media and computer technologies to enhance instruction in dance; and
D.7 collaborating with educators in other disciplines to integrate dance and movement into the curriculum at all levels, and in making connections between dance and healthful living.
Dispositions
1. value the development of authentic tasks that call for problem solving, critical thinking, creativity, and performance skills in their specific fine arts discipline (music, visual arts, theater arts, or dance).
2. value long-term and short-term planning in their specific fine arts discipline (music, visual arts, theater arts, or dance) as necessary to provide the flexibility needed to adapt instruction to students' needs, developmental levels, interests, responses, and ideas.
3. believe that individual student interests, needs, and aptitudes must be considered when selecting instructional materials and utilizing community resources for their specific fine arts discipline (music, visual arts, theater arts, or dance).
Standard #4: Student Learning.
Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers understand the core concepts and structures of the specific fine arts discipline they teach (music, visual arts, theater arts, or dance) and are knowledgeable about diverse student learning styles.
Performances
1. select and create learning experiences for their specific fine arts discipline (music, visual arts, theater arts, or dance) that are appropriate for curriculum goals based upon instructional research, practice, and principles.
2. model effective communication techniques in the learning process and in monitoring student progress in their specific fine arts discipline (music, visual arts, theater arts, or dance).
3. identify and design instruction appropriate for diverse learning styles in their specific fine arts discipline (music, visual arts, theater arts, or dance).
4. design learning activities for their specific fine arts discipline (music, visual arts, theater arts, or dance) based on their understanding of students' backgrounds, developmental stages, ability levels, career goals, gender, ethnicity, and environmental influences.
5. use a variety of tools, media, technologies, and resources appropriate to their specific fine arts discipline (music, visual arts, theater arts, or dance) to enrich learning.
6. implement curricula that foster student inquiry within an art form and that foster respect for different responses to artworks in their specific fine arts discipline (music, visual arts, theater arts, or dance).
Knowledge
1. understand that teaching and learning in their specific fine arts discipline (music, visual arts, theater arts, or dance) involves a variety of instructional strategies.
2. know how to enhance student learning in their specific fine arts discipline (music, visual arts, theater arts, or dance) through the use of a variety of appropriate materials, tools, media, technologies, and resources.
3. understand the correlation of their specific fine arts discipline with the developmental stages of the student learner.
4. know how to plan lessons in their specific fine arts discipline (music, visual arts, theater arts, or dance) which incorporate community interaction.
5. know how to use effective verbal and nonverbal communication to enhance student inquiry, collaboration, and interaction in the classroom.
Dispositions
1. have a passion for the fine arts in general and for their specific fine arts discipline (music, visual arts, theater arts, or dance), especially with regard to lifelong learning.
2. respect diverse learning styles and are committed to helping all students be artistically successful and aesthetically aware.
3. recognize the power of fine arts education in fostering independent thinking, creativity, and self-expression.
4. realize that not all learning occurs in the classroom; each fine arts discipline (music, visual arts, theater arts, or dance) offers important opportunities to interact with the community for the benefit of the student learner and community members.
5. recognize that environmental influences, including students' socioeconomic status, previous learning experiences, ethnicity, gender, and cultural background, affect students' learning processes.
Standard #5: Assessment.
Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers demonstrate knowledge of and skill in assessing curriculum, instruction, programs, and student achievement in their specific fine arts discipline (music, visual arts, theater arts, or dance).
Performances
1. utilize knowledge of measurement theory, concepts, and terms in their specific fine arts discipline (music, visual arts, theater arts, or dance).
2. select, design, create, and implement a variety of appropriate, fair, and objective assessment measures and rubrics that are related to curriculum content that includes the components of history, criticism, aesthetics, and production/performance and instructional objectives for their specific fine arts discipline (music, visual arts, theater arts, or dance).
3. utilize standardized, alternative, and authentic assessment measures for their specific fine arts discipline (music, visual arts, theater arts, or dance) with regularity, and report results to students, parents, and administrators in a timely manner.
4. administer standardized, alternative, and authentic assessments appropriately for their specific fine arts discipline (music, visual arts, theater arts, or dance).
5. teach self-assessment procedures and techniques in their specific fine arts discipline (music, visual arts, theater arts, or dance) and involve students in self-assessment activities.
6. maintain accurate records of student assessments in their specific arts discipline (music, visual arts, theater arts, or dance) and regularly report results to stakeholders and policymakers, as appropriate.
7. continually monitor their teaching and, based on formal and informal evaluation, adjust instruction appropriately for their specific fine arts discipline (music, visual arts, theater arts, or dance).
8. modify curriculum and instruction in their specific fine arts discipline (music, visual arts, theater arts, or dance) based on summative assessment data.
Knowledge
1. know and understand the characteristics, applications, and limitations of standardized, alternative, and authentic assessments as well as their functions for educational measurement in evaluating student progress and achievement in their specific fine arts discipline (music, visual arts, theater arts, or dance).
2. know and understand measurement theory, concepts, terms (e.g., validity, reliability, norm-referenced, criterion-referenced), and formative and summative forms of assessment in order to measure student achievement and progress.
3. know and understand varieties of appropriate assessments and rubrics that are linked to instructional objectives, are based on curriculum content, and provide fair and objective measurement of student achievement in their specific arts discipline (music, visual arts, theater arts, or dance).
4. know and understand appropriate assessment administration techniques and procedures for their specific fine arts discipline (music, visual arts, theater arts, or dance).
5. understand and know how to interpret and utilize assessment data to identify strengths and areas that require improvement of curricula, instruction, and programs in their specific fine arts discipline (music, visual arts, theater arts, or dance).
Dispositions
- embrace ongoing assessment as a valuable element in the total educational process.
3. view assessment as an opportunity to identify areas of strength and areas in which teaching in their specific fine arts discipline (music, visual arts, theater arts, or dance) can be improved.
4. view assessment as an opportunity for instruction.
5. accept and rely on assessment data to assist in decision making about curriculum, instruction, and programs in their specific fine arts discipline (music, visual arts, theater arts, or dance).
6. recognize the importance of providing timely assessment reports in their specific fine arts discipline (music, visual arts, theater arts, or dance) to stakeholders, policymakers, and the public.
7. understand the ethical importance of maintaining confidentiality with regard to assessment data.
Standard #6: Classroom Management.
Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers understand that classroom management which creates a classroom environment conducive to learning depends on the consistent, objective use of a reasonable system of procedures in a fair and compassionate manner.
Performances
1. are proactive in establishing and communicating expectations of students in their specific fine arts discipline (music, visual arts, theater arts, or dance).
2. use knowledge of group dynamics to guide management techniques and classroom procedures that are consistent with instructional activities in their specific fine arts discipline (music, visual arts, theater arts, or dance).
3. take precautions to protect students, equipment, and facilities in their specific fine arts discipline (music, visual arts, theater arts, or dance).
4. objectively recognize and document positive and negative behavior in a timely manner according to their established behavioral standards and system of accountability.
5. communicate clearly, objectively, and promptly with students, parents, administrators, guidance personnel, special education personnel, social workers, and other appropriate colleagues when warranted by classroom management situations.
6. organize and plan an environment that promotes students' achievement in their specific fine arts discipline (music, visual arts, theater arts, or dance).
Knowledge
1. know that the primary goals of classroom management should be the development of self-directed learning and self-discipline in the student.
2. know that it is ultimately the teacher who is responsible for establishing a safe, comfortable, and supportive learning environment.
3. understand the importance of knowing and upholding the rules and regulations of the classroom and the school.
4. know the importance of ascertaining and accepting classroom management responsibilities as stated in the law.
5. know how to maintain accurate records as required by local policies and state and federal laws.
6. know the fundamentals of various classroom management strategies, techniques, and procedures, and know how these are used in their specific fine arts discipline (music, visual arts, theater arts, or dance).
7. know current theories of human behavior, developmental levels, and how social groups function within the school setting.
8. know and understand motivational factors and techniques, in both individual and group contexts, for their specific fine arts discipline (music, visual arts, theater arts, or dance).
Dispositions
1. hold high expectations for student behavior and the development of self-esteem and self-discipline in all students.
2. while recognizing the contribution an individual makes to the group, believe that it is important to honor the value of each learner as an individual in the class, as well as the talent each individual exhibits.
3. believe that effective management techniques should contribute to students' development of self-discipline in their specific fine arts discipline (music, visual arts, theater arts, or dance).
4. recognize that effective management techniques should contribute to intrinsic motivation in the pursuit of lifelong learning in the fine arts.
5. understand the need for students to have a safe, comfortable, and positive learning environment in the fine arts classroom (music, visual arts, theater arts, or dance).
Standard #7: Professional Growth and Development.
Music, Visual Arts, Theater Arts, and Dance (fine arts) teachers understand the importance of continuous professional growth and development, and demonstrate commitment to the profession by participating in personal and professional development activities.
Performances
1. demonstrate commitment to students and learning by participating in professional development activities.
2. use professional development activities to continuously acquire, reflect upon, evaluate, and implement knowledge in their specific fine arts discipline (music, visual arts, theater arts, or dance).
3. select professional development activities that enhance their ability to teach their specific fine arts discipline (music, visual arts, theater arts, or dance) to all learners.
4. use professional development activities to continuously acquire knowledge of, reflect upon, and evaluate current developments in the profession.
5. collaborate and participate with other members of the learning community and in professional development activities.
6. engage in professional development activities that improve their skills of monitoring and managing student learning in their specific fine arts discipline (music, visual arts, theater arts, or dance).
Knowledge
1. are aware of research concerning lifelong learning and know how to seek and use available resources for personal and professional development.
2. know how to use professional development activities and research to continuously improve knowledge of and skills in their specific fine arts discipline (music, visual arts, theater arts, or dance) and in general education.
3. know and understand various types of professional development activities and how to use them to improve their understanding and ability in teaching all learners at all levels of development.
4. know how to use professional development activities as tools of reflective practice in managing and monitoring student learning in their specific fine arts discipline (music, visual arts, theater arts, or dance).
5. know how to collaborate and participate with other members of the learning community in professional development activities.
Dispositions
1. value participation in professional development activities that demonstrate commitment to students, teaching, learning, and personal growth.
2. view professional development activities as critical elements in continuously increasing knowledge and improving skills in their specific fine arts discipline (music, visual arts, theater arts, or dance).
3. recognize the importance of participating in professional development activities that enhance teaching of their specific fine arts discipline (music, visual arts, theater arts, or dance) for all learners.
4. recognize the importance of participating in professional development activities that enhance their knowledge of current developments in the profession.
5. believe that they are members of the learning community and in the importance of professional development activities with the school communities.
6. accept the responsibility for selecting, adapting, and/or creating professional development activities that assist in managing and monitoring student learning in their specific fine arts discipline (music, visual arts, theater arts, or dance).
7. recognize the importance of engaging in professional development activities that improve their skills in developing and implementing curriculum that integrates other disciplines with the specific fine arts discipline.
APPENDIX A
Fine Arts Standards for All Classroom Teachers
The types of learning environment and professionalism advocated in this document are based on the belief that integrating music, visual arts, theater arts, and dance (fine arts) within the entire curriculum enhances and enriches learning experiences for all students. Achieving this kind of learning environment requires collaboration between all classroom teachers and all teachers of music, visual arts, theater arts, and dance. The standards listed below describe what all classroom teachers should know and be able to do to collaborate with fine arts educators and to integrate the fine arts into the curriculum. It must be clearly understood that these teacher standards do not suggest or imply that classroom teachers should at any time be considered the primary instructors of any of the fine arts disciplines.
Performances
1. design and implement learning activities developmentally appropriate for integrating music, visual arts, theater arts, and dance activities into the curriculum.
2. demonstrate various strategies students can use to discover meaning from music, visual arts, theater arts, and dance as forms of communication.
3. develop and use criteria for evaluating visual, musical, dance, and theatrical productions.
4. collaborate with fine arts educators to enhance curriculum development, teaching, learning, and assessment in the fine arts (music, visual arts, theater arts, and dance).
5. advocate the fine arts as valuable, necessary components in the learning of all subject areas.
Knowledge
1. have a basic, functional knowledge of the elements and symbols of music, visual arts, theater arts, and dance.
2. understand music, visual arts, theater arts, and dance in relation to history and culture.
3. have a functional knowledge of the various styles and modes of music, visual arts, theater arts, and dance within historical, social, and cultural contexts.
4. know how to use current educational technologies as resources in the instruction and integration of the fine arts (music, visual arts, theater arts, and dance).
5. know various ways in which music, visual arts, theater arts, and dance relate to each other and to the rest of the total school curriculum.
6. have an understanding of the fine arts (music, visual arts, theater arts, and dance) as forms of communication.
7. know that the fine arts (music, visual arts, theater arts, and dance) are avenues for self- expression and for developing critical thinking and problem-solving skills.
8. understand the need to collaborate with educators in the fine arts (music, visual arts, theater arts, and dance) to enhance teaching and learning.
Dispositions
1. recognize and value the fine arts (music, visual arts, theater arts, and dance) as forms of communication.
2. recognize and value the fine arts (music, visual arts, theater arts, and dance) as avenues for self-expression.
3. believe that the fine arts (music, visual arts, theater arts, and dance) are worth knowing and doing and that these provide a basis for lifelong learning.
Alternative assessment: describes nontraditional means of recording evidence of learning, such as, but not limited to, coding live responses during discussions or performances, portfolio reviews, rating products of performances on criteria established by teachers and students, journals, and authentic task assessment. It entails direct observation of student production or performance.
Authentic assessment: is defined as tasks and methods of scoring that fit meaningful student products and performances in real-life learning experiences. It includes recording evidence of the learning processes, applications in products, perception of relationships, integration of new knowledge, reflecting profitably on one's own progress, and interpreting meaning in consideration of contextual facts.
Principled decisions: refers to those decisions based not only on information but also on one's principles. See Early Adolescence through Young Adulthood/Art, Standards for National Board Certification (National Board for Professional Teaching Standards, 1994), 11.
Rubric: an established set of scoring criteria, organized into increasing levels of achievement, used for evaluation of student products, performances, or other demonstrations of knowledge and skills.
Symbol systems: describe the various methods of notation within a given discipline.
