In this interview Dr. Randy Rumpf, Curriculum Specialist for the Visual and Performing Arts Secondary level for Frederick County Public Schools (MD), discusses the role of literacy in the arts curriculum. The conversation ranges from discourses within the arts, the arts relationship to English literacy, and the value arts have for English Language Learners. While each response is interesting on its own, it is particularly fascinating to see them presented together because they highlight the different arts and literacy relationships that manifest within an arts curriculum.
What does it mean to be artistically literate? Here is our official FCPS definition: Artistic literacy is the knowledge and understanding required to participate authentically in the arts. Fluency in the language(s) of the arts is the ability to create, perform/produce/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts. (Adopted from Natioanl Coalition for Core Arts Standards (http://www.nationalartsstandards.org/sites/default/files/NCCAS%20%20Conceptual%20Framework_4.pdf) How are artistic discourse communities accessible to students? The arts are accessible to all since there is not specific skillset required as long as one is willing to work to develop the basic skills. What role does English literacy play in the construction of visual and performing arts curriculums? Artistic Literacy Values: Vocabulary development is specific to the concept and discipline but includes reading, writing/composing, discussing, listening and performing. Instruction of the artistic concept includes key vocabulary concepts and performance applications that will be assessed in the county developed, standards-based assessments. Sample key vocabulary for each arts discipline is found in the individual curriculum maps and posted on curriculum websites. Value 1, Reading: The development of artistic vocabulary is discipline specific but commonalities exist across the arts spectrum. Frequently terms are derived or based in foreign languages, are reflective of an event, or signify a physical reaction by the artist. Each artistic discipline presents the opportunity for traditional reading of text, but arts literacy expands to include the identification of and responding to specific symbols or gestures. For example, a theatre student must examine the use of positive and negative space on stage, a visual artist must process or “read” a painting based upon the combination of lines, space, perspective, form, and color to create or discuss a single work. A dancer needs to “read” the interactions of performers and choreography, while a musician learns a sign and symbol system used to perform or present expression. Sample readings will be reflected in curriculum assessments and maps on our GAFE website. These resources began development during Summer 2015. Reading is not overtly present in our assessment system. Value 2, Writing: Writing in the arts utilizes reflection, comprehension, evaluation, and creativity. Student writings may evaluate the accuracy of a live performance or piece of artwork using specific content vocabulary, evaluate the presence of established content concepts, or the creation of a new work using signs and symbols. Writing can be the evaluation of a personal work/performance as an individual or as an ensemble performance/ group project. For example, a visual art lesson could present the class with a piece of artwork and each student could examine the artwork for an element of their choice.The student could discuss how the element was used and if it was effective for the viewer. Value 3, Speaking & Listening: Speaking and listening in the arts serve as priority for formative and summative assessment in the decision making process. Responding to the arts requires an understanding and connection of key vocabulary or skills. In addition to written communication, verbal communication and conversation serve as vehicles of expression for intent of both the student artist choices and discussion of the artist intent being examined. Active listening is critical in the arts to understand and interpret musical ideas of or during performance, adjusting the individual role, reacting to other individuals, and creating a group production. Effective instruction in the arts allows students to respond to stimuli, express thoughts, provide feedback, defend decisions, and offer various interpretations. Value 4, Performing: Performance and/or creating are essential to artistic literacy. Developing the technical skills as in individual, as well as ensemble skills in the area of performing arts, leads to synthesizing and relating content to creation. Performanced Based Assessments (PBA) gauge the individual’s understanding and proficiency. PBA’s are utilized in assessing the application of determined content skills and knowledge, the combination of knowledge across disciplines, and demonstration of communication skills. How do English Language Learner students benefit from visual and performing arts courses? For many students, ELL or general population, they are learning the same vocabulary from the beginning. Recognition of symbols and foreign terms is traditionally new vocabulary and basic knowledge. In the arts setting, a student can demonstrate a skill and then assign a term to that skill with the guidance of the teacher. For the arts, a skill demonstration provides immediate feedback to the student and using a woard bank or word wall, a concept can be vocalized.
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