Artistic Literacies

National Core Arts Standards & Embedded Multi-literacies

Goals for Our Professional Development Time Today:

-Develop and introductory understanding of the National Core Arts Standards

-Develop fluency in using the National Core Arts Standards website for the purposes of utilizing within the revision or development of curriculum.

-Develop teacher efficacy around multi-literacies

-Make initial connections to where these multi-literacies can be developed in the curriculum

How are we going to meet these goals?

-We will be receiving an introduction to the National Core Arts Standards and how to navigate the website. Those who have a digital device with them are invited to practice creating their own booklet.

-We will gain an introduction to artistic literacy and see a couple examples of how to use it.

-We will gain an understanding of the roles of decoding, encoding responding and creating have in the arts classroom.

Content from Initial National Arts Standards Workshop

Just in you missed our initial conversation last spring regarding National Core Arts Standards, this would be a tools with lots of resources and assistance.

College-level Expectations in the Arts

For a complete review of what college level readiness entails regarding artistic literacies, please see this report done by the College Board.


Arts Literacy - Model PLC or Collaborative Team Goal

This PLC goal can be modified to fit or address planning for a year-long inquiry into arts literacy. You might consider making a copy of it, and using it to inform your next steps for your school or district.

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Reoccurring Words from the Common Core

Irregardless of what we think about the Common Core State Standards, there are some leverage points within some of the content of these standards. This wordle was created by doing a word search of the Common Core, then using the highest incidence words to create this visual representation. When we look at it from this point of view, do we feel differently about the standards? So if we step back far enough, we might start to see common ground that can easily support our own pedagogical views and philosophy. Almost everyone likes this list... the response to the actual Common Core... well... maybe the vote is not as unanimous. :-)


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Future Readiness: 21st Century Skills

I know your district has a high focus on preparing students to be future ready through the education that Lakeville Schools is delivering. One way to simplify the context of what being future ready means can be simplified to these key tenets of the 21st Century Skills. These skills can be coupled with many other processes that we are covering in this workshop, in order to build learning environments that foster students to be future ready.


Artistic Literacy

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Developing Curriculum

There are a plethora of ways to map this type of content. One way to start is by mind-mapping curriculum that you think has the most ability to meet these standards. Here is an example:
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1) Artful Inquiry - Decoding Works of Art/Music/Performances

Artful Tools

Critical Response & Descriptive Review

Respond Protocol in Action

Critical Response: A Powerful Observational Tool and Transferable Process

The critical response protocol is a powerful tool for students to closely observe, unpack/decode, and create understanding about artifacts, works of art, or any observable item of study. This process allows the student to make personal meaning making and allows the teacher to become a facilitator of learning instead of the presenter of knowledge. The above video is the content we covered with the very noticeable learning shift that Alston makes as his personal inquiry helps him to deeply understand this work of art. As many of noticed in our workshop time, it has a high rate of transfer and utilization as you seek ways to teach more artfully throughout your curriculum.

2) Critical Response with a Work of Architecture

Crystal Bridges Museum
By using the critical response protocol with selected architectural examples, you can analyze those works very deeply. These inquiry-based approached work very well when combined with the architecture survey approach as you are able to reveal a great deal of historical content and at the same time do some deep investigation of a few selected works. For the purposes of an elementary architectural study that focuses on design, visual art, engineering and ecology I recommend selecting architectural examples that have the potential to fit the environment, make little negative ecological impact, or focus on design goals that are environmentally friendly. This short video is a an excellent example of those aforementioned goals.


3) Introduction to Visual Journaling - Decoding to Encoding

Connecting Visual Journaling and Critical Response Processes

Now that we have a baseline understanding of how to engage in the visual journaling process and Critical Response, we are going to combine learning tools so that we can start to build multiple modalities in observation, decoding current observable traits, encoding new ideas into shareable and observable ideations, and record these great ideas for future implementation into our lesson for the architectural pop-up book.

4) Critical Response with an Image

In this activity we are going to combine the Critical Response process with that of the visual journaling. This process allows us to dive deeper into investigating a selection of architectural works. When done in combination with the broader and faster paced architectural survey presentation, student understanding When the facilitator leads us through the conversation about each image, you are going to be able to draw what captures your attention. It is not intended that you draw the entire image (you will always have this image as a resource and you can come back to it as often as you like). Instead, you will look for the main attributes that capture your attention such as points of interest, areas that you have questions about, inspirations that take off from something in the image. Feel free to take quick notes about what you are seeing also, including recording of any inspirations and ideas that come to mind as we investigate each of these items.


5) Creating Architectural Pop-Up Books - Encoding




Link to Workshop Survey

Please use the following link to complete the survey for today's workshop.


Jeremy Holien - State Visual & Media Arts Education Specialist

Jeremy Holien serves as the Visual and Media Arts Education Coordinator for Minnesota’s Perpich Center for Arts Education, whose mission is to improve K–12 arts education for all Minnesota students and educators through innovative programs and partnerships centered in the arts. Mr. Holien works in professional and curriculum development, state standards implementation and assessment practices. He is responsible for statewide initiatives in visual and media arts education.
Artistic Literacies Defined: Conceptual Framework

For a succinct review explaining the artistic literacies, the way that they are incorporated into the National Core Arts Standards, and illustrations of how these literacies are enacted in the curriculum please see this link.

Media Arts & Multiliteracies

In this presentation, developed originally for a media arts audience within NAEA, we seek to establish rationale for media literacies.