Reformatted 8/01

Professional Teaching Standards for The Arts - K-12 (Dance, Drama, Music, Visual Art)

Demonstrates a command of the subject matter and a knowledge of current methods in “Arts” instruction.

This is demonstrated by:

• exhibiting a command of multiple works from a variety of cultures and historical periods.
• recognizing the value of the “arts” as a tool for analyzing compelling themes and ideas such as profound questions of values and the age-old dilemma of the human condition.
• demonstrating a familiarity with a variety of musical productive skills listed in the district frameworks and various methods of teaching them.

Acquires a sense of the individual student’s capacity to gather information through the senses, transfer sensory information into performance/production elegance and make connections of how the “Arts” are used and how they can apply the “Arts” to their own situation. The teacher uses this knowledge to select and develop appropriate, challenging curricular materials.

This is demonstrated by:

• developing insights by acquiring data from student performance in oral communication, small group interaction and classroom production-performances and reflection using this information to adjust classroom practices.
• assessing how students gain technical skills and understandings: express emotions and communicate ideas in and about their own “artistic” work.
• modeling and demonstrating careful and respectful use of tools, equipment, and supplies.

Demonstrates familiarity with a variety of curricular resources intended to enrich and extend the scope of students’ engagement with English/Language Arts.

• judging and selecting resources based on some or all of the following criteria: quality, relevance, developmental appropriateness, level of difficulty, student interest and artistic value.
• articulating a justification for the selection.
• including resources from a variety of cultures, peoples, and media.
• providing a variety of information gathering processes, historical references, production opportunities, and critique/reflective components, both formal and informal.

Works to develop critical “Artists.”

This is demonstrated by:

• modeling a love of the “Arts” with their students.
• encouraging a range of production/performance interpretations respecting the role of personal responses, and encouraging close examination of the text, notation, or visual product.
• facilitating the comprehension, interpretation and appreciation of a variety of “Arts” forms through modeling and developing appropriate “Arts” vocabularies.

Works to develop emerging “Artists” who are beginning to possess a distinct, identifiable style; and in the performing “Arts” a complete connection to the ensemble.

This is demonstrated by:

• demonstrating that “Art” is a process of thought, instant adjustment, production, and communication that is applied continuously and systematically throughout the development/performance of a work.
• providing oral and written feedback designed to help students conceptualize the impact their work has on their audience, and thus, enables them to think about how their work might be changed to communicate their meaning more effectively.

Models effective speaking and listening, performance/exhibition skills.

This is demonstrated by:

• creating a supportive classroom environment in which all students can and will risk participation in classroom practices.
• demonstrating ways to organize ideas and/or practice and present their work in an expressive, engaging manner.
• providing feedback designed to help students improve their performance and communication skills.
• establishing and practicing procedures for effective listening behaviors.
• instructing students in the use and application of appropriate “Arts” vocabulary during the reflective process (critique of self and others).
  

Establishes an environment that supports all students in achieving high standards of performance.

This is demonstrated by:

• structuring, with student involvement, research, learning activities and production/performance assignments which stretch and build on their students developing maturity as independent thinkers and learners.
• establishing high expectations for production/performances which are demonstrated by models and scoring guides.
• providing opportunities to highlight student achievement through public display or performance.
• valuing diversity of students, especially with respect to their materials which encourage students to examine philosophical values of various cultures.
• helping students realize how English/Language Arts relates to all areas of their lives and future careers.

Develops and uses assessment tools to monitor student achievement and to direct instruction.

This is demonstrated by:

• employing a broad range of assessment strategies including scoring guides, critiques, peer review, self-assessment, journals, oral and written examinations, production display and performance to assess and provide feedback about the quality of student work.

Fosters constructive relationships with families and the surrounding community.

This is demonstrated by:

• keeps open lines of communication with parents.
• uses student data, observations about learning, and interactions with colleagues for reporting student achievement and learning opportunities to students, teachers, parents, policy makers, and the general public.
• using professional “Artists” as a resource and connection to the “Arts” world beyond the school setting when possible and appropriate.
• using or creating opportunities, both inside and outside of the school, for students to demonstrate their accomplishments in the arts.
  

Fosters constructive relationships with colleagues, administrators, and the professional community.

This is demonstrated by:

• working collaboratively with colleagues to promote the “Arts,” throughout the curriculum.
• participating in decisions concerning the allocation of time and other resources to the “Arts” program.
• modeling through continued learning and growth in their own work and expertise and commitment to the “Arts.”