Customize Your Own
National Arts Standards Handbook

go back
DISCIPLINES
PRACTICES
GRADES
INCLUDE
cr pr re cn
Dance
Media Arts
Music
Theatre
Visual Arts

Your Custom Handbook

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.

Inclusion Guidelines

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 Media Arts Education.

For more information please access the resources link.

Model Cornerstone Assessments:

Additional Resources:

Media Arts / Creating

MA:Cr1.1

Anchor Standard: 1. Generate and conceptualize artistic ideas and work.

HS Proficient

MA:Cr1.1.HSI

MA:Cr1.1.HSI.a - Use identified generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes.

HS Accomplished

MA:Cr1.1.HSII

MA:Cr1.1.HSII.a - Strategically utilize generative methods to formulate multiple ideas, refine artistic goals, and increase the originality of approaches in media arts creation processes.

HS Advanced

MA:Cr1.1.HSIII

MA:Cr1.1.HSIII.a - Integrate aesthetic principles with a variety of generative methods to fluently form original ideas, solutions, and innovations in media arts creation processes.

Cr2.1.PK

Anchor Standard: 2. Organize and develop artistic ideas and work.

HS Proficient

Cr2.1.PK.HSI

Cr2.1.PK.HSI.a - Apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, prototypes, and production processes for media arts productions, considering original inspirations, goals, and presentation context.

HS Accomplished

Cr2.1.PK.HSII

Cr2.1.PK.HSII.a - Apply a personal aesthetic in designing, testing, and refining original artistic ideas, prototypes, and production strategies for media arts productions, considering artistic intentions, constraints of resources, and presentation context.

HS Advanced

Cr2.1.PK.HSIII

Cr2.1.PK.HSIII.a - Integrate a sophisticated personal aesthetic and knowledge of systems processes in forming, testing, and proposing original artistic ideas, prototypes, and production frameworks, considering complex constraints of goals, time, resources, and personal limitations.

MA:Cr3.1

Anchor Standard: 3. Refine and complete artistic work.

HS Proficient

MA:Cr3.1.HSI

MA:Cr3.1.HSI.a - Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts productions, demonstrating understanding of associated principles, such as emphasis and tone.

MA:Cr3.1.HSI.b - Refine and modify media artworks, honing aesthetic quality and intentionally accentuating stylistic elements, to reflect an understanding of personal goals and preferences.

HS Accomplished

MA:Cr3.1.HSII

MA:Cr3.1.HSII.a - Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts production, demonstrating understanding of associated principles, such as continuity and juxtaposition.

MA:Cr3.1.HSII.b - Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in media artworks for specific purposes, intentions, audiences and contexts.

HS Advanced

MA:Cr3.1.HSIII

MA:Cr3.1.HSIII.a - Synthesize content, processes, and components to express compelling purpose, story, emotion, or ideas in complex media arts productions, demonstrating mastery of associated principles, such as hybridization.

MA:Cr3.1.HSIII.b - Intentionally and consistently refine and elaborate elements and components to form impactful expressions in media artworks, directed at specific purposes, audiences, and contexts.

Media Arts / Producing

MA:Pr4.1

Anchor Standard: 4. Analyze, interpret, and select artistic work for presentation.

HS Proficient

MA:Pr4.1.HSI

MA:Pr4.1.HSI.a - Integrate various arts, media arts forms, and content into unified media arts productions, considering the reaction and interaction of the audience, such as experiential design.

HS Accomplished

MA:Pr4.1.HSII

MA:Pr4.1.HSII.a - Integrate various arts, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity, such as transmedia productions.

HS Advanced

MA:Pr4.1.HSIII

MA:Pr4.1.HSIII.a - Synthesize various arts, media arts forms and academic content into unified media arts productions that retain artistic fidelity across platforms, such as transdisciplinary productions.

MA:Pr5.1

Anchor Standard: 5. Develop and refine artistic work for presentation.

HS Proficient

MA:Pr5.1.HSI

MA:Pr5.1.HSI.a - Demonstrate progression in artistic, design, technical, and soft skills, as a result of selecting and fulfilling specified roles in the production of a variety of media artworks.

MA:Pr5.1.HSI.b - Develop and refine a determined range of creative and adaptive innovation abilities, such as design thinking, and risk taking, in addressing identified challenges and constraints within and through media arts productions.

MA:Pr5.1.HSI.c - Demonstrate adaptation and innovation through the combination of tools, techniques and content, in standard and innovative ways, to communicate intent in the production of media artworks.

HS Accomplished

MA:Pr5.1.HSII

MA:Pr5.1.HSII.a - Demonstrate effective command of artistic, design, technical and soft skills in managing and producing media artworks.

MA:Pr5.1.HSII.b - Demonstrate effective ability in creative and adaptive innovation abilities, such as resisting closure, and responsive use of failure, to address sophisticated challenges within and through media arts productions.

MA:Pr5.1.HSII.c - Demonstrate the skillful adaptation and combination of tools, styles, techniques, and interactivity to achieve specific expressive goals in the production of a variety of media artworks.

HS Advanced

MA:Pr5.1.HSIII

MA:Pr5.1.HSIII.a - Employ mastered artistic, design, technical, and soft skills in managing and producing media artworks.

MA:Pr5.1.HSIII.b - Fluently employ mastered creative and innovative adaptability in formulating lines of inquiry and solutions, to address complex challenges within and through media arts productions.

MA:Pr5.1.HSIII.c - Independently utilize and adapt tools, styles, and systems in standard, innovative, and experimental ways in the production of complex media artworks.

MA:Pr6.1

Anchor Standard: 6. Convey meaning through the presentation of artistic work.

HS Proficient

MA:Pr6.1.HSI

MA:Pr6.1.HSI.a - Design the presentation and distribution of collections of media artworks, considering combinations of artworks, formats, and audiences.

MA:Pr6.1.HSI.b - Evaluate and implement improvements in presenting media artworks, considering personal and local impacts, such as the benefits for self and others.

HS Accomplished

MA:Pr6.1.HSII

MA:Pr6.1.HSII.a - Curate and design the presentation and distribution of collections of media artworks through a variety of contexts, such as mass audiences, and physical and virtual channels.

MA:Pr6.1.HSII.b - Evaluate and implement improvements in presenting media artworks, considering personal, local, and social impacts such as changes that occurred for people, or to a situation.

HS Advanced

MA:Pr6.1.HSIII

MA:Pr6.1.HSIII.a - Curate, design, and promote the presentation and distribution of media artworks for intentional impacts, through a variety of contexts, such as markets and venues.

MA:Pr6.1.HSIII.b - Independently evaluate, compare, and integrate improvements in presenting media artworks, considering personal to global impacts, such as new understandings that were gained by artist and audience.

Media Arts / Responding

MA:Re7.1

Anchor Standard: 7. Perceive and analyze artistic work.

HS Proficient

MA:Re7.1.HSI

MA:Re7.1.HSI.a - Analyze the qualities of and relationships between the components, style, and preferences communicated by media artworks and artists.

MA:Re7.1.HSI.b - Analyze how a variety of media artworks manage audience experience and create intention through multimodal perception.

HS Accomplished

MA:Re7.1.HSII

MA:Re7.1.HSII.a - Analyze and synthesize the qualities and relationships of the components in a variety of media artworks, and feedback on how they impact audience.

MA:Re7.1.HSII.b - Analyze how a broad range of media artworks manage audience experience, create intention and persuasion through multimodal perception.

HS Advanced

MA:Re7.1.HSIII

MA:Re7.1.HSIII.a - Analyze and synthesize the qualities and relationships of the components and audience impact in a variety media artworks.

MA:Re7.1.HSIII.b - Survey an exemplary range of media artworks, analyzing methods for managing audience experience, creating intention and persuasion through multimodal perception, and systemic communications.

MA:Re8.1

Anchor Standard: 8. Interpret intent and meaning in artistic work.

HS Proficient

MA:Re8.1.HSI

MA:Re8.1.HSI.a - Analyze the intent, meanings, and reception of a variety of media artworks, focusing on personal and cultural contexts.

HS Accomplished

MA:Re8.1.HSII

MA:Re8.1.HSII.a - Analyze the intent, meanings, and influence of a variety of media artworks, based on personal, societal, historical, and cultural contexts.

HS Advanced

MA:Re8.1.HSIII

MA:Re8.1.HSIII.a - Analyze the intent, meanings and impacts of diverse media artworks, considering complex factors of context and bias.

MA:Re9.1

Anchor Standard: 9. Apply criteria to evaluate artistic work.

HS Proficient

MA:Re9.1.HSI

MA:Re9.1.HSI.a - Evaluate media art works and production processes at decisive stages, using identified criteria, and considering context and artistic goals.

HS Accomplished

MA:Re9.1.HSII

MA:Re9.1.HSII.a - Form and apply defensible evaluations in the constructive and systematic critique of media artworks and production processes.

HS Advanced

MA:Re9.1.HSIII

MA:Re9.1.HSIII.a - Independently develop rigorous evaluations of, and strategically seek feedback for media artworks and production processes, considering complex goals and factors.

Media Arts / Connecting

MA:Cn10.1

Anchor Standard: 10. Synthesize and relate knowledge and personal experiences to make art.

HS Proficient

MA:Cn10.1.HSI

MA:Cn10.1.HSI.a - Access, evaluate, and integrate personal and external resources to inform the creation of original media artworks, such as experiences, interests, and cultural experiences.

MA:Cn10.1.HSI.b - Explain and demonstrate the use of media artworks to expand meaning and knowledge, and create cultural experiences, such as learning and sharing through online environments.

HS Accomplished

MA:Cn10.1.HSII

MA:Cn10.1.HSII.a - Synthesize internal and external resources to enhance the creation of persuasive media artworks, such as cultural connections, introspection, research, and exemplary works.

MA:Cn10.1.HSII.b - Explain and demonstrate the use of media artworks to synthesize new meaning and knowledge, and reflect and form cultural experiences, such as new connections between themes and ideas, local and global networks, and personal influence.

HS Advanced

MA:Cn10.1.HSIII

MA:Cn10.1.HSIII.a - Independently and proactively access relevant and qualitative resources to inform the creation of cogent media artworks.

MA:Cn10.1.HSIII.b - Demonstrate and expound on the use of media artworks to consummate new meaning, knowledge, and impactful cultural experiences.

MA:Cn11.1

Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

HS Proficient

MA:Cn11.1.HSI

MA:Cn11.1.HSI.a - Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as social trends, power, equality, and personal/cultural identity.

MA:Cn11.1.HSI.b - Critically evaluate and effectively interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, social media, virtual worlds, and digital identity.

HS Accomplished

MA:Cn11.1.HSII

MA:Cn11.1.HSII.a - Examine in depth and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values, such as markets, systems, propaganda, and truth.

MA:Cn11.1.HSII.b - Critically investigate and ethically interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, digital identity, and artist/audience interactivity.

HS Advanced

MA:Cn11.1.HSIII

MA:Cn11.1.HSIII.a - Demonstrate the relationships of media arts ideas and works to personal and global contexts, purposes, and values, through relevant and impactful media artworks.

MA:Cn11.1.HSIII.b - Critically investigate and strategically interact with legal, technological, systemic, and vocational contexts of media arts.

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:

​​​​​​​Additional Resources:

Theatre / Creating

TH:Cr1.1

Anchor Standard: 1. Generate and conceptualize artistic ideas and work.

HS Proficient

TH:Cr1.1.HSI

TH:Cr1.1.HSI.a - Apply basic research to construct ideas about the visual composition of a drama/theatre work.

TH:Cr1.1.HSI.b - Explore the impact of technology on design choices in a drama/theatre work.

TH:Cr1.1.HSI.c - Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.

HS Accomplished

TH:Cr1.1.HSII

TH:Cr1.1.HSII.a - Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work.

TH:Cr1.1.HSII.b - Understand and apply technology to design solutions for a drama/theatre work.

TH:Cr1.1.HSII.c - Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theatre work.

HS Advanced

TH:Cr1.1.HSIII

TH:Cr1.1.HSIII.a - Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/ theatre work.

TH:Cr1.1.HSIII.b - Create a complete design for a drama/theatre work that incorporates all elements of technology.

TH:Cr1.1.HSIII.c - Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic, in a drama/theatre work.

TH:Cr2

Anchor Standard: 2. Organize and develop artistic ideas and work.

HS Proficient

TH:Cr2.HSI

TH:Cr2.HSI.a - Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.

TH:Cr2.HSI.b - Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.

HS Accomplished

TH:Cr2.HSII

TH:Cr2.HSII.a - Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.

TH:Cr2.HSII.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.

HS Advanced

TH:Cr2.HSIII

TH:Cr2.HSIII.a - Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or non-western theatre traditions.

TH:Cr2.HSIII.b - Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

TH:Cr3.1

Anchor Standard: 3. Refine and complete artistic work.

HS Proficient

TH:Cr3.1.HSI

TH:Cr3.1.HSI.a - Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.

TH:Cr3.1.HSI.b - Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

TH:Cr3.1.HSI.c - Refine technical design choices to support the story and emotional impact of a devised or scripted drama/ theatre work.

HS Accomplished

TH:Cr3.1.HSII

TH:Cr3.1.HSII.a - Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.

TH:Cr3.1.HSII.b - Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.

TH:Cr3.1.HSII.c - Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.

HS Advanced

TH:Cr3.1.HSIII

TH:Cr3.1.HSIII.a - Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.

TH:Cr3.1.HSIII.b - Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.

TH:Cr3.1.HSIII.c - Apply a high level of technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.

Theatre / Performing

TH:Pr4.1

Anchor Standard: 4. Analyze, interpret, and select artistic work for presentation.

HS Proficient

TH:Pr4.1.HSI

TH:Pr4.1.HSI.a - Examine how character relationships assist in telling the story of a drama/theatre work.

TH:Pr4.1.HSI.b - Shape character choices using given circumstances in a drama/theatre work.

HS Accomplished

TH:Pr4.1.HSII

TH:Pr4.1.HSII.a - Discover how unique choices shape believable and sustainable drama/ theatre work.

TH:Pr4.1.HSII.b - Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.

HS Advanced

TH:Pr4.1.HSIII

TH:Pr4.1.HSIII.a - Apply reliable research of directors’ styles to form unique choices for a directorial concept in a drama/theatre work.

TH:Pr4.1.HSIII.b - Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.

TH:Pr5.1

Anchor Standard: 5. Develop and refine artistic work for presentation.

HS Proficient

TH:Pr5.1.HSI

TH:Pr5.1.HSI.a - Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.

TH:Pr5.1.HSI.b - Use researched technical elements to increase the impact of design for a drama/theatre production.

HS Accomplished

TH:Pr5.1.HSII

TH:Pr5.1.HSII.a - Refine a range of acting skills to build a believable and sustainable drama/theatre performance.

TH:Pr5.1.HSII.b - Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.

HS Advanced

TH:Pr5.1.HSIII

TH:Pr5.1.HSIII.a - Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.

TH:Pr5.1.HSIII.b - Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theatre production.

TH:Pr6.1

Anchor Standard: 6. Convey meaning through the presentation of artistic work.

HS Proficient

TH:Pr6.1.HSI

TH:Pr6.1.HSI.a - Perform a scripted drama/theatre work for a specific audience.

HS Accomplished

TH:Pr6.1.HSII

TH:Pr6.1.HSII.a - Present a drama/theatre work using creative processes that shape the production for a specific audience.

HS Advanced

TH:Pr6.1.HSIII

TH:Pr6.1.HSIII.a - Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.

Theatre / Responding

TH:Re7.1

Anchor Standard: 7. Perceive and analyze artistic work.

HS Proficient

TH:Re7.1.HSI

TH:Re7.1.HSI.a - Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

HS Accomplished

TH:Re7.1.HSII

TH:Re7.1.HSII.a - Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.

HS Advanced

TH:Re7.1.HSIII

TH:Re7.1.HSIII.a - Use historical and cultural context to structure and justify personal responses to a drama/theatre work.

TH:Re8.1

Anchor Standard: 8. Interpret intent and meaning in artistic work.

HS Proficient

TH:Re8.1.HSI

TH:Re8.1.HSI.a - Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.

TH:Re8.1.HSI.b - Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.

TH:Re8.1.HSI.c - Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.

HS Accomplished

TH:Re8.1.HSII

TH:Re8.1.HSII.a - Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.

TH:Re8.1.HSII.b - Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding.

TH:Re8.1.HSII.c - Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.

HS Advanced

TH:Re8.1.HSIII

TH:Re8.1.HSIII.a - Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/ theatre work.

TH:Re8.1.HSIII.b - Use new understandings of cultures and contexts to shape personal responses to drama/theatre work.

TH:Re8.1.HSIII.c - Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.

TH:Re9.1

Anchor Standard: 9. Apply criteria to evaluate artistic work.

HS Proficient

TH:Re9.1.HSI

TH:Re9.1.HSI.a - Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.

TH:Re9.1.HSI.b - Consider the aesthetics of the production elements in a drama/theatre work.

TH:Re9.1.HSI.c - Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience.

HS Accomplished

TH:Re9.1.HSII

TH:Re9.1.HSII.a - Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.

TH:Re9.1.HSII.b - Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.

TH:Re9.1.HSII.c - Verify how a drama/theatre work communicates for a specific purpose and audience.

HS Advanced

TH:Re9.1.HSIII

TH:Re9.1.HSIII.a - Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices.

TH:Re9.1.HSIII.b - Analyze and evaluate varied aesthetic interpretations of production elements for the same drama/theatre work.

TH:Re9.1.HSIII.c - Compare and debate the connection between a drama/theatre work and contemporary issues that may impact audiences.

Theatre / Connecting

TH:Cn10.1

Anchor Standard: 10. Synthesize and relate knowledge and personal experiences to make art.

HS Proficient

TH:Cn10.1.HSI

TH:Cn10.1.HSI.a - Investigate how cultural perspectives, community ideas and personal beliefs impact a drama/theatre work.

HS Accomplished

TH:Cn10.1.HSII

TH:Cn10.1.HSII.a - Choose and interpret a drama/theatre work to reflect or question personal beliefs.

HS Advanced

TH:Cn10.1.HSIII

TH:Cn10.1.HSIII.a - Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.

TH:Cn11.1

Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

HS Proficient

TH:Cn11.1.HSI

TH:Cn11.1.HSI.a - Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.

HS Accomplished

TH:Cn11.1.HSII

TH:Cn11.1.HSII.a - Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama/theatre work.

HS Advanced

TH:Cn11.1.HSIII

TH:Cn11.1.HSIII.a - Develop a drama/theatre work that identifies and questions cultural, global, and historic belief systems.

TH:Cn11.2

Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

HS Proficient

TH:Cn11.2.HSI

TH:Cn11.2.HSI.a - Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods.

TH:Cn11.2.HSI.b - Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work.

HS Accomplished

TH:Cn11.2.HSII

TH:Cn11.2.HSII.a - Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about the selected topic.

TH:Cn11.2.HSII.b - Explore how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.

HS Advanced

TH:Cn11.2.HSIII

TH:Cn11.2.HSIII.a - Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from theatre research.

TH:Cn11.2.HSIII.b - Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.

TH:Cn11.1

Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

HS Proficient

TH:Cn11.1.HSI

TH:Cn11.1.HSI.a - Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.

HS Accomplished

TH:Cn11.1.HSII

TH:Cn11.1.HSII.a - Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama/theatre work.

HS Advanced

TH:Cn11.1.HSIII

TH:Cn11.1.HSIII.a - Develop a drama/theatre work that identifies and questions cultural, global, and historic belief systems.

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:

Additional Resources:

Visual Arts / Creating

VA:Cr1.1

Anchor Standard: 1. Generate and conceptualize artistic ideas and work.

HS Proficient

VA:Cr1.1.HSI

VA:Cr1.1.HSI.a - Use multiple approaches to begin creative endeavors.

HS Accomplished

VA:Cr1.1.HSII

VA:Cr1.1.HSII.a - Individually or collaboratively formulate new creative problems based on student’s existing artwork.

HS Advanced

VA:Cr1.1.HSIII

VA:Cr1.1.HSIII.a - Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change.

VA:Cr1.2

Anchor Standard: 1. Generate and conceptualize artistic ideas and work.

HS Proficient

VA:Cr1.2.HSI

VA:Cr1.2.HSI.a - Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.

HS Accomplished

VA:Cr1.2.HSII

VA:Cr1.2.HSII.a - Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

HS Advanced

VA:Cr1.2.HSIII

VA:Cr1.2.HSIII.a - Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.

VA:Cr2.1

Anchor Standard: 2. Organize and develop artistic ideas and work.

HS Proficient

VA:Cr2.1.HSI

VA:Cr2.1.HSI.a - Engage in making a work of art or design without having a preconceived plan.

HS Accomplished

VA:Cr2.1.HSII

VA:Cr2.1.HSII.a - Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

HS Advanced

VA:Cr2.1.HSIII

VA:Cr2.1.HSIII.a - Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.

VA:Cr2.2

Anchor Standard: 2. Organize and develop artistic ideas and work.

HS Proficient

VA:Cr2.2.HSI

VA:Cr2.2.HSI.a - Explain how traditional and non-traditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment.

HS Accomplished

VA:Cr2.2.HSII

VA:Cr2.2.HSII.a - Demonstrate awareness of ethical implications of making and distributing creative work.

HS Advanced

VA:Cr2.2.HSIII

VA:Cr2.2.HSIII.a - Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.

VA:Cr2.3

Anchor Standard: 2. Organize and develop artistic ideas and work.

HS Proficient

VA:Cr2.3.HSI

VA:Cr2.3.HSI.a - Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place.

HS Accomplished

VA:Cr2.3.HSII

VA:Cr2.3.HSII.a - Redesign an object, system, place, or design in response to contemporary issues.

HS Advanced

VA:Cr2.3.HSIII

VA:Cr2.3.HSIII.a - Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives.

VA:Cr3.1

Anchor Standard: 3. Refine and complete artistic work.

HS Proficient

VA:Cr3.1.HSI

VA:Cr3.1.HSI.a - Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.

HS Accomplished

VA:Cr3.1.HSII

VA:Cr3.1.HSII.a - Engage in constructive critique with peers, then reflect on, re-engage, revise, and refine works of art and design in response to personal artistic vision.

HS Advanced

VA:Cr3.1.HSIII

VA:Cr3.1.HSIII.a - Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.

Visual Arts / Presenting

VA:Pr4.1

Anchor Standard: 4. Analyze, interpret, and select artistic work for presentation.

HS Proficient

VA:Pr4.1.HSI

VA:Pr4.1.HSI.a - Analyze, select, and curate artifacts and/or artworks for presentation and preservation.

HS Accomplished

VA:Pr4.1.HSII

VA:Pr4.1.HSII.a - Analyze, select, and critique personal artwork for a collection or portfolio presentation.

HS Advanced

VA:Pr4.1.HSIII

VA:Pr4.1.HSIII.a - Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event.

VA:Pr5.1

Anchor Standard: 5. Develop and refine artistic work for presentation.

HS Proficient

VA:Pr5.1.HSI

VA:Pr5.1.HSI.a - Analyze and evaluate the reasons and ways an exhibition is presented.

HS Accomplished

VA:Pr5.1.HSII

VA:Pr5.1.HSII.a - Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.

HS Advanced

VA:Pr5.1.HSIII

VA:Pr5.1.HSIII.a - Investigate, compare, and contrast methods for preserving and protecting art.

VA:Pr6.1

Anchor Standard: 6. Convey meaning through the presentation of artistic work.

HS Proficient

VA:Pr6.1.HSI

VA:Pr6.1.HSI.a - Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.

HS Accomplished

VA:Pr6.1.HSII

VA:Pr6.1.HSII.a - Make, explain, and justify connections between artists or artwork and social, cultural, and political history.

HS Advanced

VA:Pr6.1.HSIII

VA:Pr6.1.HSIII.a - Curate a collection of objects, artifacts, or artwork to impact the viewer’s understanding of social, cultural, and/or political experiences.

Visual Arts / Responding

VA:Re.7.1

Anchor Standard: 7. Perceive and analyze artistic work.

HS Proficient

VA:Re.7.1.HSI

VA:Re.7.1.HSI.a - Hypothesize ways in which art influences perception and understanding of human experiences.

HS Accomplished

VA:Re.7.1.HSII

VA:Re.7.1.HSII.a - Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments.

HS Advanced

VA:Re.7.1.HSIII

VA:Re.7.1.HSIII.a - Analyze how responses to art develop over time based on knowledge of and experience with art and life.

VA:Re.7.2

Anchor Standard: 7. Perceive and analyze artistic work.

HS Proficient

VA:Re.7.2.HSI

VA:Re.7.2.HSI.a - Analyze how one’s understanding of the world is affected by experiencing visual imagery.

HS Accomplished

VA:Re.7.2.HSII

VA:Re.7.2.HSII.a - Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.

HS Advanced

VA:Re.7.2.HSIII

VA:Re.7.2.HSIII.a - Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.

VA:Re8.1

Anchor Standard: 8. Interpret intent and meaning in artistic work.

HS Proficient

VA:Re8.1.HSI

VA:Re8.1.HSI.a - Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.

HS Accomplished

VA:Re8.1.HSII

VA:Re8.1.HSII.a - Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.

HS Advanced

VA:Re8.1.HSIII

VA:Re8.1.HSIII.a - Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis.

VA:Re9.1

Anchor Standard: 9. Apply criteria to evaluate artistic work.

HS Proficient

VA:Re9.1.HSI

VA:Re9.1.HSI.a - Establish relevant criteria in order to evaluate a work of art or collection of works.

HS Accomplished

VA:Re9.1.HSII

VA:Re9.1.HSII.a - Determine the relevance of criteria used by others to evaluate a work of art or collection of works.

HS Advanced

VA:Re9.1.HSIII

VA:Re9.1.HSIII.a - Construct evaluations of a work of art or collection of works based on differing sets of criteria.

Visual Arts / Connecting

VA:Cn10.1

Anchor Standard: 10. Synthesize and relate knowledge and personal experiences to make art.

HS Proficient

VA:Cn10.1.HSI

VA:Cn10.1.HSI.a - Document the process of developing ideas from early stages to fully elaborated ideas.

HS Accomplished

VA:Cn10.1.HSII

VA:Cn10.1.HSII.a - Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through art-making.

HS Advanced

VA:Cn10.1.HSIII

VA:Cn10.1.HSIII.a - Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.

VA:Cn11.1

Anchor Standard: 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

HS Proficient

VA:Cn11.1.HSI

VA:Cn11.1.HSI.a - Describe how knowledge of culture, traditions, and history may influence personal responses to art.

HS Accomplished

VA:Cn11.1.HSII

VA:Cn11.1.HSII.a - Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.

HS Advanced

VA:Cn11.1.HSIII

VA:Cn11.1.HSIII.a - Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.

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 Core Arts Standards (2014) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalartsstandards.org all rights reserved.