History:

• In 2014 the National Coalition for Core Arts Standards released the National Core Arts Standards. NYS undertook a process to gather input from the field, prior to adapting the NCCAS for New York State. 

• In September 2017 the Board of Regents adopted these revised standards as the New York State Learning Standards for the Arts (NYSLSA).

History:

•  RH began using the NCCAS to inform the revision of curricula in 2014. As RH transitions to using the NYSLSA in curriculum, we are updating the already-revised map standards to reflect the NYSLSA.  This is also happening during regularly scheduled writing projects. 

• As of 2018-19, curriculum in K-6 music and visual art has been drafted using the new standards and is being implemented. JHS and HS general music courses have been updated or created and implemented.  Some JHS and HS visual arts courses have also been updated or created and implemented. 

Framework of NYSLSA:

•  The new standards are constructed around four artistic processes: Creating, Presenting/Performing, Responding, and Connecting.  These processes are common to all arts disciplines:  Music, Art, Theater, Dance.  

• There are 11 anchor standards that are also common across the arts disciplines. Each discipline has specific enduring understandings and essential questions.

• The k-8 arts standards identify the discipline-specific, grade-level indicators for each anchor standard, with high school standards commensurate with three levels of proficiency - Proficient, Accomplished, and Advanced.

Framework of NYSLSA:

• RH curriculum maps are concept-based, aimed at implementing the processes as core functions. Each course identifies the ways in which students engage in that process, as well as the knowledge, skills, and dispositions that must be acquired in order to do so at levels that meet the grade-level outcomes.

• The primary processes of Creating and Presenting/Performing create a central focus with Responding and Connecting threaded throughout. Grade-level or proficiency-level specific works are identified to explicitly provide guidance on the cultural, historical, and social/political significance.

DRAFT Timeframe for Implementation:

• Phase I (Fall 2017-Spring 2019) - Building Awareness

• Phase II (Summer 2019-Summer 2021) - Building Capacity

• Phase III (Fall 2021-Ongoing) - Full Implementation and Sustainability

Timeframe for Implementation:

• 2015-2018 Primary and Intermediate General Music and Visual Art programs will revise and implement curricula, with a thorough review and progressions document crafted by the summer of 2019. This will be followed by a shift to focus on instructional practices and assessment.

• 2017-2019 JHS and HS have revised new courses, as required by outside factors (such as reconfiguration, new course proposals, for example) and in sequence to the primary and intermediate grades.

• 2018-2021 Traditional and Performing Ensembles will create revised curricula across the five levels (Novice, Intermediate, Proficient, Accomplished, Advanced).

• 2020-2021 Full implementation of curricula with a shift in focus to instructional practices.

"Shifts" Associated with NYSLSA:

•  Moving from four arts disciplines to five, including a new strand in Media Arts.

• An increased emphasis on process, in addition to content and skill.

• Grade level specific indicators, instead of grade bands. 

• Gaining clarity around the processes of Responding and Connecting.

"Shifts" Associated with NYSLSA:

•  An in-depth look at Creating processes, specifically improvisation and composition.

• A review of media arts course offerings in light of the outcomes identified by the NYSLSA.

• A gap-analysis of the Creating strand in music and Presenting strand in art.