TN Common Core 4 Arts

presented by Middle Tennessee General Music Education Association

 

One of the main focus for arts teachers should be the ELA shifts.  If added these will cover most of the needed Common Core integration.

 

 

1. Building knowledge through content-rich nonfiction and informational texts

 

 

 

 

 

2. Reading and writing grounded in evidence from text

The standards address reading and writing across-the-curriculum that complement the content the standards in history/social studies, science, and technical subjects, thus offering new grounding in informational text and placing a premium on students building knowledge from that reading. In K-5, fulfilling the standards requires a 50-50 balance between informational and literary reading. The K-5 standards also strongly recommend that students build coherent general knowledge both within each year and across years. In 6-12, ELA classes place much greater attention to a specific category of informational text -literary nonfiction-than has been

traditional.

 

Part of the motivation behind the interdisciplinary approach to literacy in the standards is the established need that most required reading in college and workforce training programs is informational in structure and challenging in content.

 

 

Shifting away from today's emphasis on narrative writing (In response to de-contextualized prompts), the standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defended claims, and clear Information. Rather than asking students questions they can answer from their prior knowledge or experience, the standards expect students to answer questions that depend on their having actually read the text.

 

Likewise, the reading standards focus on students' ability to read closely and grasp information, arguments, ideas and details based on text evidence. Students should be able to answer a range of text-dependent questions, questions in which the answers require no information from outside the text, but Instead require inferences based on careful attention to the text.

 

 

3.Regular practice with complex text and its academic vocabulary

 

Rather than focusing solely on the skills of reading and writing, the standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers. The standards build a staircase of text complexity so that all students are ready for the demands of college- and career-level reading no later than the end of high school..Closely related to text complexity -and inextricably connected to reading comprehension-is a focus on academic vocabulary: words that appear in a variety of content areas (such as ignite and commit).

 

Shift 1 Examples

‚ÄčBuilding knowledge through content-rich nonfiction and informational text Examples:Music literature, plays, manuscripts, historical documents, etc.Research/literature about composers, playwrights, artists, dancersProcedural/technical texts (how to play the guitar, stage maps, labanotation, graphs, charts, sketches, etc.) 

Shift 2 Examples

 

Reading, writing, and speaking grounded in evidence from text

Examples:

Analyzing and interpreting (through reading, writing, speaking and/or the art medium):  art works, dance, music

 (heard or viewed), theatre (seen or read)

Research/literature about dancers, choreographers, composers, musicians, playwrights, actors, artists

 

 

Shift 3 Examples

 

Regular practice with complex text and its shared vocabulary

 

What do you think this means for you?

 

Stop and Jot/Turn and Talk

 

Examples:

Use of Tier II and III Vocabulary

Opportunities to re-examine the same work of art (dance, music, theatre)

Opportunities to examine multiple interpretations of the same piece

 

 

The following video is a good example shown in the workshop of this practice.  This was not meant to be a Common Core integration lesson, but it does have many aspects of one.

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