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Introduction
Understanding and Using the National Core Arts Standards
The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play.
The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Standards, therefore, should embody the key concepts, processes and traditions of study in each subject area, and articulate the aspirations of those invested in our schools—students, teachers, administrators, and the community at large. To realize that end goal, these new, voluntary National Core Arts Standards are framed by artistic literacy, as outlined in philosophical foundations, lifelong goals, and artistic processes; articulated as anchor and performance standards that students should attain; and supported by instructional resources, including model cornerstone assessments that illustrate how literacy might be measured. The connective threads of this conceptual framework are designed to be understood by all stakeholders and, ultimately, to ensure success for both educators and students.
While broad in concept, the standards are also focused in a framework that delivers the educational nuance of standards in only four artistic processes, bringing together what artists do and what we want for our students. Within this simple and elegant structure, decision-makers from teachers, to superintendents, to parents will be able to move forward in the rich variety of approaches that have become part of the American educational landscape.
The National Core Arts Standards are designed to guide the delivery of arts education in the classroom with new ways of thinking, learning, and creating. The standards also inform policy-makers about implementation of arts programs for the traditional and emerging models and structures of education. As with other subject areas, a commitment to quality education, equitable opportunities, and comprehensive expectations is embedded within the new arts standards.
Dance
The National Core Arts Standards in Dance are designed to enable students to achieve dance literacy.
To be literate in the arts, students need specific knowledge and skills in a particular arts discipline to a degree that allows for fluency and deep understanding. In dance, this means discovering the expressive elements of dance; knowing the terminology that is used to comprehend dance; having a clear sense of embodying dance; and being able to reflect, critique, and connect personal experience to dance.
Four artistic processes organize the standards across the arts disciplines: Creating, Performing, Responding, and Connecting. Each artistic process includes a set of overarching anchor standards. The anchor standards are consistent among the arts disciplines represented in the National Core Arts Standards and demonstrate the breadth of the work. They are held constant for student learning over time.
Each anchor standard in dance is supported by a process component, an enduring understanding, and an essential question. These additional features will benefit educational leaders and teachers as they consider curricular models and structure lessons aligned to the dance standards. Performance standards describe more specifically what students should know and be able to do in dance and are expressed as measurable outcomes across the grades pre-kindergarten to eighth grade and into high school at three levels of proficiency. The performance standards are the substantive portion of the work and represent the depth of study in dance.
Of significance is that the four artistic processes are addressed linearly in written standards, but are envisioned to occur simultaneously in the actual practice of dance. The dancer imagines, envisions, or improvises movements (creating), executes the movements (performing), reflects on them (responding), and connects the experience to all other contexts of meaning or knowledge (connecting). As a result, one lesson can address many standards at the same time. In a single class, students can learn by solving movement problems, showing their ideas through movement, thinking critically about them, and relating them to other ideas, experiences, contexts, and meanings.
The National Core Arts Standards in Dance are rooted in a creative approach to teaching and learning. They describe expectations for learning in dance regardless of culture, style or genre and impart the breadth and depth of the dance experience through the art-making processes. The goal of the standards is to inspire dance educators and their students to explore the many facets of dance and prepare them for a lifetime of engagement with the art form.
For more information about the National Core Arts Standards in Dance, please refer to the Dance Standards resource page and the National Coalition for Core Arts Standards Conceptual Framework for Arts Learning.
We partner with the National Dance Education Organization.
Model Cornerstone Assessments:
- 2021 MCAs
- Grade 2
- Grade 5
- Grade 8
- High School: Proficient
- High School: Accomplished
- High School: Advanced
Additional Resources:
Dance / Creating
DA:Cr1.1
Anchor Standard: 1. Generate and conceptualize artistic ideas and work.
7th Grade
DA:Cr1.1.7
DA:Cr2.1
Anchor Standard: 2. Organize and develop artistic ideas and work.
7th Grade
DA:Cr2.1.7
DA:Cr3.1
Anchor Standard: 3. Refine and complete artistic work.
7th Grade
DA:Cr3.1.7
Dance / Performing
Pr4.1
Anchor Standard: 4. Analyze, interpret, and select artistic work for presentation.
7th Grade
Pr4.1.7
DA:Pr5.1
Anchor Standard: 5. Develop and refine artistic work for presentation.
7th Grade
DA:Pr5.1.7
DA:Pr6.1
Anchor Standard: 6. Convey meaning through the presentation of artistic work.
7th Grade
DA:Pr6.1.7
Dance / Responding
DA:Re.7.1
Anchor Standard: 7. Perceive and analyze artistic work.
7th Grade
DA:Re.7.1.7
DA:Re8.1
Anchor Standard: 8. Interpret intent and meaning in artistic work.
7th Grade
DA:Re8.1.7
DA:Re9.1
Anchor Standard: 9. Apply criteria to evaluate artistic work.
7th Grade
DA:Re9.1.7
Dance / Connecting
DA:Cn10.1
Anchor Standard: 10. Synthesize and relate knowledge and personal experiences to make art.
7th Grade
DA:Cn10.1.7
DA:Cn11.1
Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
7th Grade
DA:Cn11.1.7
Media Arts
Media arts standards are intended to address the diverse forms and categories of media arts, including: imaging, sound, moving image, virtual and interactive. Media arts standards do not dictate what or how to teach, but define age-appropriate outcomes for students, towards the achievement of Enduring Understandings and Artistic Literacy. They are therefore quite generalized, not specifying particular technologies or techniques, and containing very few examples of terminology and activities. The standards allow for a great diversity of instruction, methodology and circumstance. They are adaptive to the wide range of conditions that exist currently for the form across the country. State and district standards may offer greater specificity as they are developed, and Model Cornerstone Assessments will provide more specific examples of projects, lessons and activities.
The standards are normally presented in a linear, sequential format, which does provide a representation of the creative production process. But the standards are designed for access in a non-linear manner as well, whereby one can address any particular process, process component, or standard on an as needed basis. For example, lessons and units can easily begin within Connecting by considering a given context, move next into Responding to analyze particular examples of media arts, and then into Creating to begin production. Also, the standards represent portions of holistic creative process, and may be addressed in rapid-fire succession, as one is creating work. Therefore, a brainstorming session that is contained within Creating is also constantly accessing Responding and even Connecting. One well-structured class, lesson or unit can address many, if not all standards. This interactive web site offers versatility in accessing the standards for flexibility in lesson planning, instruction, and assessment. For example, process components may be selected as a primary organizational tool for some teachers.
Enduring Understandings and Essential Questions are written at one grade-level, and are to be adapted by the instructor to their specific grade-level. It is advisable to view standards at lower and higher grade levels in order to view a progression of proficiency. Nevertheless, it is assumed that students may have little or no formal media arts instruction at a particular grade level. Based on best practice, collaboration is assumed throughout the media arts standards.
We partner with National Association for Media Arts Education.
For more information please access the resources link.
Model Cornerstone Assessments:
- 2021 MCAs
- Grade 2
- Grade 5
- Grade 8
- High School: Proficient
- High School: Accomplished
- High School: Advanced
Additional Resources:
Media Arts / Creating
MA:Cr1.1
Anchor Standard: 1. Generate and conceptualize artistic ideas and work.
7th Grade
MA:Cr1.1.7
Cr2.1.PK
Anchor Standard: 2. Organize and develop artistic ideas and work.
7th Grade
Cr2.1.PK.7
MA:Cr3.1
Anchor Standard: 3. Refine and complete artistic work.
7th Grade
MA:Cr3.1.7
Media Arts / Producing
MA:Pr4.1
Anchor Standard: 4. Analyze, interpret, and select artistic work for presentation.
7th Grade
MA:Pr4.1.7
MA:Pr5.1
Anchor Standard: 5. Develop and refine artistic work for presentation.
7th Grade
MA:Pr5.1.7
MA:Pr6.1
Anchor Standard: 6. Convey meaning through the presentation of artistic work.
7th Grade
MA:Pr6.1.7
Media Arts / Responding
MA:Re7.1
Anchor Standard: 7. Perceive and analyze artistic work.
7th Grade
MA:Re7.1.7
MA:Re8.1
Anchor Standard: 8. Interpret intent and meaning in artistic work.
7th Grade
MA:Re8.1.7
MA:Re9.1
Anchor Standard: 9. Apply criteria to evaluate artistic work.
7th Grade
MA:Re9.1.7
Media Arts / Connecting
MA:Cn10.1
Anchor Standard: 10. Synthesize and relate knowledge and personal experiences to make art.
7th Grade
MA:Cn10.1.7
MA:Cn11.1
Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
7th Grade
MA:Cn11.1.7
Music
The National Core Music Standards are designed to guide music educators as they help their students achieve the goal of independent music literacy. The structure of the standards organizes outcomes by Artistic Process, thereby facilitating sequential instruction while also authentically reflecting the way musicians think and work.
The music standards are organized and presented as follows:
- All music performance standards are grouped under the Artistic Processes of Creating, Performing, or Responding.
- Because music connections are an essential part of each Artistic Process, open-ended Connecting outcomes cross-reference users to Creating, Performing, and Responding performance standards.
- Music performance standards are organized and coded according to the process components or “steps” of the Artistic Processes. The process components for each Process are as follows:
- Creating: Imagine; Plan and Make; Evaluate and Refine, and Present
- Performing: Select; Analyze; Interpret; Rehearse, Evaluate, and Refine; and Present
- Responding: Select; Analyze; Interpret; and Evaluate
- Performance standards are provided for each grade level from Prekindergarten through grade eight.
- Four distinct “strands” of high school performance standards are provided, reflecting the increasing variety of music courses offered in American secondary schools.
- Ensemble, Harmonizing Instrument (guitar, keyboard, etc.), Composition/Theory, and Music Technology performance standards are provided for three levels: Proficient, Accomplished, and Advanced.
- Because many students become involved in Ensemble and Harmonizing Instrument classes before they enter high school, performance standards for these strands also include two preparatory levels: Novice (nominally assigned to the fifth grade level) and Intermediate (nominally the eighth-grade level).
- To clarify the progression of performance standards across grade and high school levels, italic type is used to indicate changes from one grade level to the next.
- Similarities across the arts disciplines are highlighted in the eleven Common Anchors, which are shared by all five sets of discipline-specific standards. Each Anchor includes one or more process components.
- The standards are based on the assumption of quality resources, including instructional time, spanning PreK-8 and continuing at the high school level.
Draft Model Cornerstone Assessments provide protocols to help music educators develop measures of student achievement. These assessments will be piloted in a diverse array of classrooms across the United States, refined for use in varied settings, and used to generate student work that will eventually be made available online to illustrate the standards.
Many additional tools are available on this National Coalition for Core Arts Standards web site. More detailed explanations of the organization and implications of the Core Music Standards can be found at http://nafme.org/standards. The National Association for Music Education (NAfME) site will present Opportunity-to-Learn Standards, outlining the resources needed to deliver quality instruction; advocacy resources for explaining standards-based education to decision-makers and the public; and links to available professional development, as well as advice on making the standards a reality in schools across the nation.
Our partner organization is the National Association for Music Education.
Model Cornerstone Assessments:
- View the 2021 MCAs: https://nationalartsstandards.org/content/2021-mcas
- Music MCA's are currently undergoing revision. MCA's may be found on the website of the National Association for Music Education at this url: http://www.nafme.org/my-classroom/standards/mcas-information-on-taking-p...
Additional Resources:
Music (PK-8)
The National Core Music Standards are designed to guide music educators as they help their students achieve the goal of independent music literacy. The structure of the standards organizes outcomes by Artistic Process, thereby facilitating sequential instruction while also authentically reflecting the way musicians think and work.
The music standards are organized and presented as follows:
- All music performance standards are grouped under the Artistic Processes of Creating, Performing, or Responding.
- Because music connections are an essential part of each Artistic Process, open-ended Connecting outcomes cross-reference users to Creating, Performing, and Responding performance standards.
- Music performance standards are organized and coded according to the process components or “steps” of the Artistic Processes. The process components for each Process are as follows:
- Creating: Imagine; Plan and Make; Evaluate and Refine, and Present
- Performing: Select; Analyze; Interpret; Rehearse, Evaluate, and Refine; and Present
- Responding: Select; Analyze; Interpret; and Evaluate
- Performance standards are provided for each grade level from Prekindergarten through grade eight.
- Four distinct “strands” of high school performance standards are provided, reflecting the increasing variety of music courses offered in American secondary schools.
- Ensemble, Harmonizing Instrument (guitar, keyboard, etc.), Composition/Theory, and Music Technology performance standards are provided for three levels: Proficient, Accomplished, and Advanced.
- Because many students become involved in Ensemble and Harmonizing Instrument classes before they enter high school, performance standards for these strands also include two preparatory levels: Novice (nominally assigned to the fifth grade level) and Intermediate (nominally the eighth-grade level).
- To clarify the progression of performance standards across grade and high school levels, italic type is used to indicate changes from one grade level to the next.
- Similarities across the arts disciplines are highlighted in the eleven Common Anchors, which are shared by all five sets of discipline-specific standards. Each Anchor includes one or more process components.
- The standards are based on the assumption of quality resources, including instructional time, spanning PreK-8 and continuing at the high school level.
Draft Model Cornerstone Assessments provide protocols to help music educators develop measures of student achievement. These assessments will be piloted in a diverse array of classrooms across the United States, refined for use in varied settings, and used to generate student work that will eventually be made available online to illustrate the standards.
Many additional tools are available on this National Coalition for Core Arts Standards web site. More detailed explanations of the organization and implications of the Core Music Standards can be found at http://nafme.org/standards. The National Association for Music Education (NAfME) site will present Opportunity-to-Learn Standards, outlining the resources needed to deliver quality instruction; advocacy resources for explaining standards-based education to decision-makers and the public; and links to available professional development, as well as advice on making the standards a reality in schools across the nation.
Our partner organization is the National Association for Music Education.
Model Cornerstone Assessments:
- View the 2021 MCA's: https://nationalartsstandards.org/content/2021-mcas
- Music MCA's are currently undergoing revision. The MCA's may be found on the website of the National Association for Music Education at this url: http://www.nafme.org/my-classroom/standards/mcas-information-on-taking-p...
Additional Resources:
Music (PK-8) / Creating
MU:Cr1.1
Anchor Standard: 1. Generate and conceptualize artistic ideas and work.
7th Grade
MU:Cr1.1.7
MU:Cr2.1
Anchor Standard: 2. Organize and develop artistic ideas and work.
7th Grade
MU:Cr2.1.7
MU:Cr3.1
Anchor Standard: 3. Refine and complete artistic work.
7th Grade
MU:Cr3.1.7
MU:Cr3.1
Anchor Standard: 3. Refine and complete artistic work.
7th Grade
MU:Cr3.1.7
Music (PK-8) / Performing
MU:Pr4.1
Anchor Standard: 4. Analyze, interpret, and select artistic work for presentation.
7th Grade
MU:Pr4.1.7
MU:Pr4.2
Anchor Standard: 4. Analyze, interpret, and select artistic work for presentation.
7th Grade
MU:Pr4.2.7
MU:Pr4.3
Anchor Standard: 4. Analyze, interpret, and select artistic work for presentation.
7th Grade
MU:Pr4.3.7
MU:Pr5.1
Anchor Standard: 5. Develop and refine artistic work for presentation.
7th Grade
MU:Pr5.1.7
MU:Pr6.1
Anchor Standard: 6. Convey meaning through the presentation of artistic work.
7th Grade
MU:Pr6.1.7
Music (PK-8) / Responding
MU:Re7.1
Anchor Standard: 7. Perceive and analyze artistic work.
7th Grade
MU:Re7.1.7
MU:Re7.2
Anchor Standard: 7. Perceive and analyze artistic work.
7th Grade
MU:Re7.2.7
MU:Re8.1
Anchor Standard: 8. Interpret intent and meaning in artistic work.
7th Grade
MU:Re8.1.7
MU:Re9.1
Anchor Standard: 9. Apply criteria to evaluate artistic work.
7th Grade
MU:Re9.1.7
Music (PK-8) / Connecting
MU:Cn10.1
Anchor Standard: 10. Synthesize and relate knowledge and personal experiences to make art.
7th Grade
MU:Cn10.1.7
MU:Cn11.1
Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
7th Grade
MU:Cn11.1.7
Theatre
Welcome to the 2014 Theatre Standards. These grade-by-grade standards are an effort to articulate the most fundamental elements of theatre, in the hope that by doing so there will be recognition that every student can and should achieve a level of proficiency or beyond in this ancient and honorable craft. The most widespread theatre education opportunities in the United States have traditionally been in high schools, and the standards included here can readily be employed as a springboard for curriculum design and assessment at that level. The standards in the earlier grades suggest the same rigor and understanding but it’s understood that at each successively earlier grade, there are fewer and fewer theatre programs and trained educators to teach in them. Thus, the PreK through middle grade standards are largely aspirational—what should be in our schools and arts programs.
The 2014 Theatre Standards are written with both drama processes and theatre products in mind. While many secondary theatre programs focus on performance and design in staged productions as evidence of a student’s understanding and achievement in the art, ongoing student engagement in theatre without an end product in mind has not always been defined and valued. These standards address those drama processes as well as traditional theatre. Drama processes encompass envisioned worlds and unscripted activities designed to engage students in a wide range of real and imagined issues; theatre includes the broader and more traditional conventions of the craft that have been developed over the centuries—scripted plays, acting, public performance, and stagecraft.
To address both process and product in theatre, the grade 3 through high school standards of Proficient, Advanced, and Accomplished often include the term “drama/theatre” to clarify the distinct but companion parts of theatre education. The PreK through grade 2 standards, acknowledging the early childhood need for supervision and unfettered play, employ the phraseology “dramatic play” and/or “guided drama experience.”
You will also find Model Cornerstone Assessments (MCAs) intended to show the ways in which standards serve as a foundation for the creation of reliable and authentic measurements of student learning in theatre. These MCAs are not put forth as a definitive assessment of a particular set of skills; rather they presented to inspire teachers to create their own assessments that serve both their pedagogy and the learning needs of their students.
Please see the resources on these two partner organizations websites:
Educational Theatre Association
American Alliance for Theatre and Education
Model Cornerstone Assessments:
- 2021 MCAs
- Grade 2
- Grade 5
- Grade 8: A
- Grade 8: B
- High School: Proficient
- High School: Accomplished
- High School: Advanced
Additional Resources:
Theatre / Creating
TH:Cr1.1
Anchor Standard: 1. Generate and conceptualize artistic ideas and work.
7th Grade
TH:Cr1.1.7
TH:Cr2
Anchor Standard: 2. Organize and develop artistic ideas and work.
7th Grade
TH:Cr2.7
TH:Cr3.1
Anchor Standard: 3. Refine and complete artistic work.
7th Grade
TH:Cr3.1.7
Theatre / Performing
TH:Pr4.1
Anchor Standard: 4. Analyze, interpret, and select artistic work for presentation.
7th Grade
TH:Pr4.1.7
TH:Pr5.1
Anchor Standard: 5. Develop and refine artistic work for presentation.
7th Grade
TH:Pr5.1.7
TH:Pr6.1
Anchor Standard: 6. Convey meaning through the presentation of artistic work.
7th Grade
TH:Pr6.1.7
Theatre / Responding
TH:Re7.1
Anchor Standard: 7. Perceive and analyze artistic work.
7th Grade
TH:Re7.1.7
TH:Re8.1
Anchor Standard: 8. Interpret intent and meaning in artistic work.
7th Grade
TH:Re8.1.7
TH:Re9.1
Anchor Standard: 9. Apply criteria to evaluate artistic work.
7th Grade
TH:Re9.1.7
Theatre / Connecting
TH:Cn10.1
Anchor Standard: 10. Synthesize and relate knowledge and personal experiences to make art.
7th Grade
TH:Cn10.1.7
TH:Cn11.1
Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
7th Grade
TH:Cn11.1.7
TH:Cn11.2
Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
7th Grade
TH:Cn11.2.7
TH:Cn11.1
Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
7th Grade
TH:Cn11.1.7
Visual Arts
Visual Arts include the traditional fine arts such as drawing, painting, printmaking, photography, and sculpture; media arts including film, graphic communications, animation, and emerging technologies; architectural, environmental, and industrial arts such as urban, interior, product, and landscape design; folk arts; and works of art such as ceramics, fibers, jewelry, works in wood, paper, and other materials. (National Art Education Association)
The Visual Arts Standards provide learning progressions from Pre k-12. Please read the conceptual framework narrative to learn more about the additional materials which provide a context for the grade level visual arts Performance Standards. These include:
• Philosophical Foundations and Lifelong Goals for Artistic Literacy;
• Definitions of the artistic processes of Creating, Presenting, Responding, and Connecting;
• Anchor Standards which are common across all five of the arts disciplines.
The glossary provides definitions for those terms which the writing team felt would benefit from explaining the context or point of view regarding the use of the term within the standards.
1. The standards provide the foundation for visual art education for all students. The standards support student-learning outcomes through big ideas – enduring understandings and essential questions. The concepts embedded in the standards reflect the scope of learning – the knowledge, skills, and understandings - taught through study of the visual arts. By including all aspects of creating, presenting, responding, and connecting in study of the visual arts, student learning through these standards explores the full scope of what it means to be an artistically literate citizen. While presented chronologically the processes are best designed and taught in a blended fashion to support rich artistic skills and behaviors.
2. The standards provide ways to address the content of visual art education within the school year. There are 15 Enduring Understandings with 15 correlated grade-by-grade (preK-8 and three levels for high school) Performance Standards. Art educators will be able to cluster group standards using more than one within a given instructional unit. The Performance Standards offer a practical system for teachers to use to inform their instruction.
3. The standards emphasize deep learning in the visual arts creating higher expectations and support college, career and citizenship readiness for all students. The performance standards offer learning progressions for students. Embedded in the standards are ideas about how arts learning can be broadened and deepened to support students in making meaning of their lives and their world. Essential questions are provided for teachers as thought starters promoting inquiry based teaching and learning. They support communicating and learning in art by providing language needed for students and stakeholders alike.
4. The standards provide opportunities for educators to reflect on their practice. The visual arts performance standards are fundamentally grounded in collective beliefs about what constitutes effective teaching and learning. Individual educators are encouraged to review and use the standards in achieving the goal of continuous improvement.
Whether it means updating curriculum or adapting an individual art lesson or curriculum unit, the new visual arts standards inspire and support the ways in which art educators keep their teaching fresh and dynamic.
For more information please access the resources link.
We partner with the National Art Education Association.
Model Cornerstone Assessments:
- 2021 MCAs
- Grade 2
- Grade 5
- Grade 8
- High School: Proficient
- High School: Accomplished
- High School: Advanced
Additional Resources:
Visual Arts / Creating
VA:Cr1.1
Anchor Standard: 1. Generate and conceptualize artistic ideas and work.
7th Grade
VA:Cr1.1.7
VA:Cr1.2
Anchor Standard: 1. Generate and conceptualize artistic ideas and work.
7th Grade
VA:Cr1.2.7
VA:Cr2.1
Anchor Standard: 2. Organize and develop artistic ideas and work.
7th Grade
VA:Cr2.1.7
VA:Cr2.2
Anchor Standard: 2. Organize and develop artistic ideas and work.
7th Grade
VA:Cr2.2.7
VA:Cr2.3
Anchor Standard: 2. Organize and develop artistic ideas and work.
7th Grade
VA:Cr2.3.7
VA:Cr3.1
Anchor Standard: 3. Refine and complete artistic work.
7th Grade
VA:Cr3.1.7
Visual Arts / Presenting
VA:Pr4.1
Anchor Standard: 4. Analyze, interpret, and select artistic work for presentation.
7th Grade
VA:Pr4.1.7
VA:Pr5.1
Anchor Standard: 5. Develop and refine artistic work for presentation.
7th Grade
VA:Pr5.1.7
VA:Pr6.1
Anchor Standard: 6. Convey meaning through the presentation of artistic work.
7th Grade
VA:Pr6.1.7
Visual Arts / Responding
VA:Re.7.1
Anchor Standard: 7. Perceive and analyze artistic work.
7th Grade
VA:Re.7.1.7
VA:Re.7.2
Anchor Standard: 7. Perceive and analyze artistic work.
7th Grade
VA:Re.7.2.7
VA:Re8.1
Anchor Standard: 8. Interpret intent and meaning in artistic work.
7th Grade
VA:Re8.1.7
VA:Re9.1
Anchor Standard: 9. Apply criteria to evaluate artistic work.
7th Grade
VA:Re9.1.7
Visual Arts / Connecting
VA:Cn10.1
Anchor Standard: 10. Synthesize and relate knowledge and personal experiences to make art.
7th Grade
VA:Cn10.1.7
VA:Cn11.1
Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
7th Grade
VA:Cn11.1.7
Credits
National Coalition for Core Arts Standards Writing Teams
Project Director: Phillip E. Shepherd, Manager, Academic Core Branch, Kentucky Department of Education
DANCE
Dance Chair: Dr. Rima Faber, President, Capitol Region Educators of Dance Organization and Founding President, National Dance Education Organization
Dr. Barbara Bashaw, Rutgers University, New Brunswick, New Jersey
Karen Kohn Bradley, University of Maryland-College Park and the Laban/Bartenieff Institute of Movement Studies, Washington, D.C.
Dr. Loren E. Bucek, Easthaven Elementary School, Columbus, Ohio
Joan Finkelstein, New York City Department of Education
Shana Habel, Los Angeles Unified School District
Mary Harding, Perpich Center for Arts Education, Golden Valley, Minnesota
Susan McGreevy, Executive Director, National Dance Education Organization
Dale Schmid, New Jersey State Department of Education
Marty Sprague, Juanita Sanchez High School, Providence, Rhode Island
Pamela A. VanGilder, Madonna Learning Center, Germantown, Tennessee
Dr. Lynnette Young Overby, University of Delaware, Newark
MEDIA ARTS
Media Arts Chair: Dain Olsen, Los Angeles Unified School District, California
Jay Davis, Community Health Advocates School, Los Angeles, California
R. Scot Hockman, South Carolina Department of Education, Columbia
Jeremy Holien, Perpich Center for Arts Education, Golden Valley, Minnesota
Anne Kornfeld, Newcomers High School, Long Island City, New York
Colleen Macklin, Parsons New School for Design, Brooklyn, New York
Bradley Moss, Maple Mountain High School, Springville, Utah
Betsy Newman, SC Educational Television, Columbia, South Carolina
Michele Nelson, Los Angeles Unified School District
Frank Philip, Arts Assessment Consultant, Annapolis, Maryland
Martin Rayala, Ph.D, Kutztown University of Pennsylvania, Kutztown
James Reinhard, North Allegheny Schools, Wexford, Pennsylvania
Nelle Stokes, Magic Box Productions, Pleasantville, New York
Evan Tobias, Arizona State University, Tempe
MUSIC
Music Co-Chairs: Scott C. Shuler, Arts Education Specialist, Connecticut State Department of Education and Past President, National Association for Music Education
Richard Wells, Simsbury Public Schools (retired) and Music Chair for the Connecticut Common Arts Assessment Project
Dr. Richard Baker, Southern University and A & M College, Baton Rouge, Louisiana
Bob Cooper, South Kitsap School District, Port Orchard, Washington
Thomas Dean, Mount Pleasant High School, Newark, Delaware
Armalyn De La O, California State University, San Bernardino, Superintendent of Schools Office, San Bernardino, California
Terry Eder, Plano (Texas) Senior High School
Barbara J. Good, Clark County School District, Las Vegas, Nevada
Michael Jothen, Towson University, Phoenix, Maryland
Carolynn A. Lindeman, San Francisco (California) State University
Johanna J. Siebert, Webster Schroeder High School, Webster, New York
Robyn Swanson, Western Kentucky University, Bowling Green
Music General Music Grades Pre K-2 Sub Committee
Johanna Siebert, Chair
Tim Adams, Center Elementary School, Ellington Public Schools, CT
Julie Beauregard, Oregon State University
Al Heary, Webster Central School District, NY
Denise Ondishko, Riverview Charter School, Beaufort, SC
Jennifer Wetzel-Thomas, Mokena School District #159, Downers Grove IL
Researcher: Wendy Valerio, University of South Carolina
Music General Music Grades 3-5 Sub Committee
Barbara Good, Chair
Nyssa Brown, Perpich Center for Arts Education, MN
Kay Lehto, Gilbert Elementary School, Clark County School District, NV
Sandra Nicolucci, Boston University Music Education Department, MA
Lynn Rechel, Arlington Public Schools, VA
Leah Riggs, Silverdale Elementary School, Central Kitsap School District, WA
Rebecca Squire, Saugatuck Elementary School, Westport School District, CT
Christine Hayes, Chair - Council for General Music Education, Whitewater, WI
Researcher: Denise Odegaard, Fargo, ND
Music General Music Grades 6-8 Sub Committee
Richard Baker, Robyn Swanson, Co-Chairs
Jacalyn Beam, Christina School District, DE
Michelle Divine, Whitman Junior High, Warwick, RI
Debra Hopkins, Lincoln Elementary, Silverton, OR
Stephen Nystrup, Glastonbury Public Schools, CT
Kim Yannon-Stock, Dodd Middle School, Cheshire, CT
Researcher: Ann Clements, Pennsylvania State University
Music Performing Ensembles Sub Committee
Armalyn De La O, Tom Dean, Michael Jothen, Co-Chairs
Renata Bratt, Professional Musician, San Francisco, CA
Sandra Brown, Plymouth Middle School, Plymouth, MN
Terry Eberhardt, Howard County Public Schools, Ellicott City, MD
Windy Fullagar, Alexander Graham Middle School, Charlotte, NC
Alan Gumm, Central Michigan University, Mt. Pleasant
Susie Jones, Mt. Hood Community College, OR
Mary Wagner, James Madison University, Harrisonburg, VA
Researcher: Al Holcomb, Westminster Choir College, Princeton, NJ
Researcher: Glenn Nierman, University of Nebraska, Lincoln
Researcher: Bret Smith, Central Washington University
Researcher: Katie Strand, Indiana University
Researcher: Martin Norgaard, Georgia State University, Atlanta
Music Harmonizing Instruments Sub Committee
Bob Cooper, Carolynn Lindeman, Co-Chairs
Carol Broos, Gumee, IL
Anne Fennel, Vista Academy, CA
Julie Gragg, Kingman Middle School, AZ
Philip Martin, Campbell HS, Litchfield, NH
Scott Seifried, Fairfax County Public Schools, VA
Brad Van Patten, Irvine Unified School District, CA
Karen Childress-Evans, San Diego Unified School District, CA
Ed Duling, Bowling Green, OH
Researcher: William Bauer, University of Florida
Music Composition/Theory Sub Committee
Terry Eder, Tom Dean Co-Chairs
Judd Danby, Jefferson HS, Lafayette, IN
Robert Deemer, SUNY Fredonia, NY
Michael Levi, College of St. Rose, Albany, NY
Frank Doyle, Northport HS, Long Island, NY
Stephen Nystrup, middle school, Glastonbury, CT
Researcher: Patricia Riley, University of Vermont, VT
Music Model Cornerstone Assessments
Bill Bauer, School of Music of the University of Florida
Frederick Burrack, Kansas State University
Ann Clements, The Pennsylvania State University School of Music
Al Holcomb, Westminster Choir College of Rider University, New Jersey
Glenn Nierman, University of Nebraska-Lincoln
Denese Odegaard, Fargo (North Dakota) Public Schools
Kelly Parkes, Virginia Tech
Phillip Payne, Kansas State University
Patricia Riley, University of Vermont
Bret Smith, Central Washington University
Katherine Dagmar Strand, Indiana University
Wendy Valerio, University of South Carolina Children’s Music Development Center
THEATRE
Theatre
Co-Chairs: Dr. Mary J. Schuttler, University of Northern Colorado, Greeley
Betsy Quinn, Evanston (Illinois) School District 65
Rachel Evans, Kean University, Union, New Jersey
Julia Ashworth, Brigham Young University, Provo, Utah
Victoria Brown, Lucy School, Middletown, Maryland
Wendy Duke, Akron (Ohio) School District
Linda Krakaur, University of Maryland at College Park
Jennifer Little, Franklin High School, North Bergen, New Jersey
Jack Mitchell, California State Department of Education, Sacramento
Sarah Pleydell, University of Maryland, College Park
Joshua Streeter, Towanda (Pennsylvania) Area School District
Leslie Van Leishout, North Thurston Public Schools, Lacey, Washington
Gustave J. Weltsek, Indiana University/Ivy Tech Community College, Bloomington
Elisabeth Westphal, Nichols Middle School, Evanston, Illinois
Scott Wilson, Centennial High School, Columbus (Ohio) City Schools
Susan Yelverton, Satchel Ford Elementary, Columbia, South Carolina
VISUAL ARTS
Visual Arts Chair: Dennis Inhulsen, President, National Art Education Association and Principal, Patterson Elementary School, Holly, Michigan
Kristine Alexander, The California Arts Project, California State University, San Bernardino, California
September Buys, Greenville Middle School, Greenville, Michigan
Susan J. Gabbard, Oklahoma City Public Schools, Oklahoma City, Oklahoma
Dr. Olivia Gude, University of Illinois at Chicago, School of Art and Design, Chicago, Illinois
Debra Hannu, Duluth Public Schools, Duluth, Minnesota
Joyce Huser, Kansas State Department of Education, Topeka, Kansas
Elizabeth (Betsy) Logan, Auburn Junior High School, Auburn, Alabama
Vanessa López, Roland Park Elementary Middle School, Baltimore, Maryland
Cheryl Maney, Charlotte Mecklenburg Schools, Concord, North Carolina
W. Scott Russell, Loudoun County Public Schools, Leesburg, Virginia
Dr. Marilyn Stewart, Kutztown University of Pennsylvania, Department of Art Education and Crafts, Kutztown, Pennsylvania
Kathi R.Levin, NCCAS Project Consultant, National Art Education Association, Reston, Virginia
Visual Arts Model Cornerstone Assessments
Chair, Dr. F. Robert Sabol, NAEA Past President and Professor of Visual and Performing Arts, Purdue University, Crawfordsville, Indiana
Dr. Olivia Gude, Professor, School of Art and Art History, University of Illinois at Chicago, Chicago, Illinois
Debra Hannu, Visual/Media Arts Educator, Duluth Public Schools, Duluth, Minnesota
Joyce Huser, Fine Arts Education Consultant, Kansas Department of Education, Topeka, Kansas
Kirby Meng, Art Educator, Union Grove High School, McDonough, Georgia
Laura Milas, Art Department Chairperson, Hinsdale Central High School, Hinsdale, Illinois
W. Scott Russell, Elementary Art Educator, Loudoun County Public Schools, Leesburg, Virginia
Dr. Marilyn Stewart, Professor of Art Education, Kutztown University of Pennsylvania, Kutztown, Pennsylvania
Diana Woodruff, Director of Visual Arts K-12, Acton Public and Acton-Boxborough Regional Schools, Acton, Massachusetts
National Coalition for Core Arts Standards (NCCAS) Leadership 2014-2015
Michael Blakeslee, Senior Deputy Executive Director and Chief Operating Officer, National Association for Music Education
Dr. Jane Bonbright, Founding Executive Director Emeritus, National Dance Education Organization
Richard W. Burrows, NCCAS Media Arts Committee Co-Chair, Newark (New Jersey) Public Schools, Special Assistant/Arts
Amy Charleroy, Director of Arts, Office of Academic Initiatives, The College Board
David A. Dik, National Executive Director, Young Audiences Arts for Learning
Kristen Engebretsen, Arts Education Program Manager, Americans for the Arts
Marcie Granahan, Executive Director, American Alliance for Theatre and Education
Debora Hansen, State Education Agency Directors of Arts Education, Delaware Department of Education
Dennis Inhulsen, President, National Art Education Association
Dr. Amy Jensen, Advocacy Director, American Alliance for Theatre and Education
Kathi R. Levin, NCCAS Project Consultant, National Art Education Association
Robert Lynch, President and Chief Executive Officer, Americans for the Arts
Marcia McCaffrey, President, State Education Agency Directors of Arts Education, New Hampshire Department of Education
Susan McGreevy-Nichols, Executive Director, National Dance Education Organization
James Palmarini, Director of Educational Policy, Educational Theatre Association
Dr. Pam Paulson, NCCAS Media Arts Committee Co-chair, Perpich Center for Arts Education Minnesota
Jeff M. Poulin, Arts Education Program Coordinator, Americans for the Arts
Dr. Deborah B. Reeve, Executive Director, National Art Education Association
Narric Rome, Vice President of Government Affairs and Arts Education, Americans for the Arts
Dr. Nancy Rubino, Senior Director, Office of Academic Initiatives, The College Board
Dr. F. Robert Sabol, Past President, National Art Education Association
Dr. Scott Shuler, Immediate Past President, National Association for Music Education
Lynn Tuttle, Past President, State Education Agency Directors of Arts Education, Arizona Department of Education
Cory Wilkerson, State Education Agency Directors of Arts Education, Project Manager
Julie Woffington, Executive Director, Educational Theatre Association
Partnership Organizations
The Kennedy Center for the Performing Arts
Lincoln Center Education
National Coalition for Arts Standards (2014) National Core Arts Standards. Rights Administered by Young Audiences, Inc. New York, NY, www.nationalartsstandards.org all rights reserved.