EDU

543 VAPA Frameworks Reading Assignments

Natoshia Estes
Edu 543

Chapter 1
Chapter 1: 10 Guiding
Principles of the VAPA
Framework (p. 2)
List each principle in
brief terms.
1 - Support Education Section 51210 requires course of study for grades one through six to include visual and
Code 51210 & 51220 performing arts. Section 51220 requires course of study for grades seven through
twelve to include visual and performing arts.
2 - Use of VAPA The standards serve as guideposts for teachers and provide curriculum goals for
content standards learners. The standards require active learning through study, practice, creation or
performance of works of art.
3 - Balanced and Students are expected to master the standards of arts discipline in the following
Comprehensive Arts strands: artistic perception, creative expression, historical and cultural context,
Program aesthetic valuing, connections, relationships and applications.
4 Promotion of Will prepare students to meet the new visual and performing arts requirements for
Alignment of Standards- freshman admission to University of California and California State University.
based Curriculum for
Coherent Structure
5 View of Assessment Assessment helps the students understand what they know and can do, provides
of Student Work teachers with information for improving curriculum and gives school districts data
required for accountability.
6 Using New Allows for the use of technology introduced to the arts in the last 200 years as well as
Media/Technology new technology.
7 Inclusion of All Should provide avenues in which each student can work at a personalized pace to learn
Learners and develop self-expression and self-confidence. Curriculum and instruction may need
to be modified to accommodate.
8 Broad view of Students experience American culture as well as worldwide ethnic, racial, religious and
culture cultural groups within the framework. Respect for multiplicity of cultures.
9 Role of VAPA Provides direct training for jobs in the arts industry in California as well as many other
preparing students for fields. Provides students with the skills they need to be productive participants in
career/society todays economy.
10 Usefulness to A guide for teachers and publishers who develop educational material.
teachers, art pros,
admin, parents and
supporters

Chapter 2:
Planning/administering
VAPA Establishing arts education programs in a school or district requires examining existing
site programs. An assessment tool may be helpful. The book recommends Arts
Education Program Toolkit. This toolkit provides a way for schools to determine what
they currently have in their programs and what they need to add.

Key participants in implementing policies for arts education include: district-level
administrators, superintendents, visual and performing arts coordinators and lead
 teachers. First step, self-study of current arts education programs. In a program,
students are engaged in meaningful work and the creative process, know what is
expected of them, can describe with they are doing and why, demonstrate habits of
rehearsal and revision, can discuss work in progress in terms of quality, describe what
assistance they need, and see their teachers as advocates and coaches.

School District Level Role - Short and long range plans, teacher capacity, benchmarks
for success, distribution of arts instruction across all grades, allocation of resources.

School Site Level Role must know content standards and understand the connection
between the visual and performing arts standards and the five strands that connect
instruction and content. Must allow enough time for arts, provide appropriate
facilities, relate to parents and community.

Classroom Level Role Design, conduct activates aligned with the standards.
Evaluate student work. Manage data and plan instruction. Communicate expectations.
Use student feedback to improve program. Teach students to evaluate their work.
Understand community expectation for student performance.

Conducting arts
education in Programs should include performing and experiencing the arts as well as talking,
Elementary Schools reading and writing about them. Teachers should include activities in the arts that
relate to the interests of the students and should balance student-initiated and
teacher-directed activities. Having students read literature about the arts and artistes
that include stories, biographies and histories of dance, music, theatre and the visual
arts, the teacher helps the students understand the connections between the creative
work they do and what others do.

Partnering with library
staff. The school library provides a variety of resources for all students the help them talk,
read, and write about the arts. It provides an effective location for rotating displays of
student artwork and other art projects. Library media teachers should serve as a
partner in instruction, technology applications and use of resources, collaborating with
classroom teachers and visual and performing arts specialists.

Evaluating Arts ed.
programs An evaluation of the VAPA should provide a general profile of what has been
accomplished, what is still needed, and what would be revitalized. An ongoing arts
education committee can be effective. Questions can be asked about why the program
has been effective and successful, what the contributing factors have been and which
resources have been effective and what has been left undone. When revising, and
expanding an arts education program and implementation plan financial and human
resources should be considered if available to expand a program.

Providing Access for all
students VAPA education should provide all students with opportunities to advance artistically
and cognitively, develop self-expression and self-confidence and experience
accomplishment. Instruction should be modified to encourage participation of
students with disabilities. Special education staff can collaborate with teachers to plan,
suggest and recommend modifications. Appropriate accommodations can be made to
challenge students who excel in the visual arts.

Application of media
and technology Electronic media digital video, animation and photo software.
Traditional media paper, paints, classroom tools.
Combining these two expands the boundaries of space and time and escalating the
pace of exploration.
Students can be bold and innovative in discovering themselves and the world around
them.
New media and electronic technology can be incorporated into lessons, presentations
and explorations in each of the arts disciplines.
Infusing new media and electronic technology into the arts curriculum provides a great
opportunity for building partnerships with business and industry. These companies can
be resources for grants, equipment, software, educational materials, staff
development, job shadowing, guest speakers, career education and field trips. Its a
benefit to all participants.

Chapter 3 VAPA Content
Select ONE of the 4 content areas of VAPA listed below. Explain the Key Standards in your content area selection
for your selected grade level. Provide an example. Keep notes simple/to the point.

4 content areas- Dance, Music, Theatre, Visual Arts
Select a grade level K-6 Describe the developmental Provide an area of Provide an area of integration for each
levels. What changes do you integration for each area area with literature/language arts.
Explain the content of each see from the younger age with social studies/science. Explain your ideas. Be sure that your
area of the VAPA Standards group to the older students? Explain your ideas. Be sure ideas are age appropriate.
in the space below. that your ideas are age
appropriate.
Dance: First Grade In the early stages, like Standard 3.4 Describe To relate this to language arts, the
first grade, the students where and when people teacher could have students do a
are learning the very basic dance. This could be dance move that expresses an
elements of dance. In a related to social studies by
emotion. The rest of the students
sense, they are really just comparing it to Native then have to write down the emotion
learning ways to move Americans. You could talk they think the other student is
their bodies as well as about when the Native expressing. This activity feels like a
how to move their body to Americans dance verse game to get students engaged, it lets
show emotion. when people in America kids dance and express emotion, it
dance now. also has the students practicing their
writing.
Music: Sixth Grade Within music, I noticed Standard 3.2 Listen to and Students could write a compare and
the younger ages were describe the role of music contrast essay, including the type of
more focused on creating in ancient civilizations music, from two ancient civilizations.
the music themselves. (Chinese, Egyptian, Greek, Comparing and contrasting the two
Learning songs by memory Indian, Roman) This lesson will show the teacher how much the
as well as playing different on music could easily be students understand the music from
instruments. However, as placed in a social science the areas they have chosen as well as
the years went on the project when students relating other history and writing
difference was the focus have to present to the skills.
was more on famous class about ancient
musicians and analyzing civilizations. One of the
their work more than points on the rubric could
playing the music be if students talk about
themselves. the music from the place
they were assigned.
Theater: First Grade In the younger grades, Looking at Standard 1.2 1.2 standard. Observe and describe
students are learning you could also tie this into the traits of a character. In theater,
vocabulary as well as social science. Teachers students can look at characters in a
different parts of theater. could play a video clip play and describe their traits. This
For example they are with someone like Martin could also tie in to literature and
learning what characters Luther King in it. The language arts because the class can
 are, how they know what students would then have read a book together. Then the
the character is feeling, to describe the traits of students go back to their seats and
etc. As they go through MLK while also learning do a worksheet that ask them to
the older grades, they some history on why he is name traits of the main character in
start using the so important. the book.
terminology and creative
thinking to make their
own plays and stories.
Visual Arts: Second Just like other VAPA Standard 2.4 Create a After creating a picture, such as a sun
Grade content areas, the painting or drawing, using or a moon, students could write four
younger grades are more warm or cool colors sentences about whether they used
hands on with the expressively. This visual cool or bright colors. They could
activities. As you get to art standards could also write the emotion the painting is
the older grades, you start be related to science by trying to express. For example, is it a
using your knowledge and showing kids how colors happy warm sun or a sleepy blue
analyzing the works of mix. The teacher could get cold moon.
famous people. cups of water and food
dye to mix colors.
Students could guess what
colors will be created.


Chapter 4 Read and Discuss in class

Chapter 5: Assessment of the Arts

Purpose of Assessment Explain purpose: Assessment helps teachers understand if they need to adapt or
completely change a lesson. If a teacher notices through assessment that students are
not grasping the concept they need to reteach a different way. It also helps teachers
build a profile for each student that can be used to communicate progress.
Types of assessment: Entry level involves Progress monitoring Summative Evaluation involves
Fill in each type in boxes understanding a teacher monitors the learning objective for each
to right. students prior progress to see if lesson. Do they understand each
knowledge on a subject students are individual lesson and standard?
progressing through
curriculum. Also
includes internal
monitoring or self-
assessment
Assessment Tools: Rubrics explicit Portfolios collections Media -- To deliver constructed
criteria for evaluating of students work. response items, a school or
students work should Shows students and school district may select
be determined and parents the exemplary work by teachers who
shared with the improvement of work. are artists or by students to be
students before the Examples of portfolios - digitally photographed or
evaluation occurs. Process, assessment recorded. Work can be sent to
tasks, best-work, colleges/ art programs.
competition
Student Performances Ensembles Music;
Informal or formal; can students should be
show progress in middle assessed individually
of a project
Chapter 6: Professional Development
Read and reflect: How Teachers must gain professional development in the arts so that they can better serve
might you develop your their students in the classroom. Continuing education is important in understanding
knowledge and ability each strand of the VAPA standards and how tom implement instructional materials.
to teach the VAPA Also, instruction is needed to effectively integrate the arts and learning across the
(arts)? curriculum and to incorporate other world arts and cultures. In order to understand if
students are understanding the content, teachers must know the most effective
student assessment methods for the arts. All of this knowledge can be gained by
further instruction. As a teacher, if I feel as if I do not have the necessary information to
teach an idea I would seek out the information from my colleagues or other outside
sources. I might even take other classes to specialize in certain concepts.

Chapter 7: Page 193: Instructional Planning and Support;
Explain the Instructional
Approaches mentioned 1. Teachers need to be more thorough with instruction; Explicit and accurate
in the Category 5 procedures and prompts; explanations of background, concepts, and principles; and
paragraph on theories
Instructional Planning 2. Strategies to identify and correct common student misconceptions of the visual and
and Support performing arts concepts
3. Flexibility; A variety of effective teaching strategies for flexible implementation
4. Lesson plans that reflect sequenced instruction with easily understood instruction for
educational professionals
5. Timing, how long you should dedicate to a lesson. A number of possible strategies for
pacing lessons
6. Suggestions for applying student assessment data to instructional planning
7. Instruction must be engaging for all types of students Resources reflecting strategies
found successful in engaging all students in full participation, varied thinking, and
meaning-centered tasks
8. Easy access to supplies; A list of suggested equipment, supplies, and facilities
supporting implementation of a standards-based program
9. Rules to ensure classroom safety and effective use and care of required equipment,
materials, and supplies
10. Ideas for organizing and storing resources in the classroom
11. Equipment and supplies together with recommendations for their use
12. Kit teaching; The program packaged for sale containing all components, including
reproducible masters, needed for helping students meet the state requirements
13. A strategy for professional development and continuing technical support for users
of the materials in implementing the program
14. Technical support for the appropriate use of instruments, tools, and equipment as
well as audiovisual, multimedia, and information technology resources.

Reflection: Philosophy Paper for the teaching of VAPAs

Teaching visual and performing arts is an important part of the elementary school curriculum. My personal
philosophy with respect to teaching visual and performing arts is that it aids in the cognitive and artistic
development of a child. Although some may argue the validity of such programs, I believe that engaging students
in this discipline has many benefits for both the student and teacher.

A curriculum that includes the visual and performing arts provides students with many skills that are useful as they
prepare for their adult life. In dance, they will demonstrate physical control and coordination through locomotor
and axial movement that improve throughout their elementary school years. In music, singing and playing
classroom instruments improves listening skills as they learn about pitch, meter and rhythm. Theater helps
students with vocal projections, speaking in front of an audience and improves vocabulary. Visual arts provide
students with knowledge of proportion, measurement and the ability to analyze and interpret different works of
art for theme, idea or mood.

When visual and performing arts standards are incorporated into other academic subjects, students will find
lessons more enjoyable. When students are enjoying themselves, they will engage in the lessons and have more
success in mastering content. A students comprehension of historical events can be solidified when they are
given an opportunity to act out what they learned. Teaching fractions to students can be done with a lesson in
reading music. Students will realize that whole, half, quarter and eight notes are fractions.

Students with disabilities and behavioral issues can benefit from visual and performing arts because the lessons

are inclusive. Shy, anxious child may demonstrate leadership through these programs. A child with behavior
problems may find an outlet for their extra energy. Visual and performing arts can help English language learners

develop fluency through reading, speaking and writing. Through visual and performing arts, students can learn
they have a responsibility not only to themselves, but to a group of peers.