and essential questions, and individual PK–12 student performance standards that are articulated as measurable and attainable learning targets. Elements of the California Arts Standards Figure 3 provides a unified view of the California Arts Standards for the five artistic disciplines. The figure shows the relationship among the elements of the standards. These elements, considered together, will assist local education agencies and individual schools in writing, adapting, or adopting curriculum and in addressing comprehensive assessment in arts education. Figure 3: Elements of the California Arts Standards Four Artistic Eleven Anchor Enduring Discipline-Specific Processes Standards Understandings Performance and Process Standards Components Creating 11 anchor Enduring PK–Grade 8 Performing (for standards: High School Dance, Music, Describe with related Proficient and Theatre), expectations essential Presenting (for for general questions to behaviors, guide student Visual Arts), or Advanced Producing (for artistic skills, inquiry Media Arts) and habits of Process Responding mind components Connecting Parallel that across the operationalize artistic the standards disciplines Implementation of the standards is driven by the philosophical foundations and lifelong goals that together demonstrate artistic literacy (see Figure 2.) They are made actionable through the artistic processes that are common across disciplines. Anchor and performance standards in each artistic discipline are driven by enduring understandings and essential questions. A more detailed description of each of these elements and how they connect to one another follows. Artistic Processes and Anchor Standards The standards are based on the artistic processes of creating; performing/ producing/presenting; responding; and connecting. These artistic processes are the
and essential questions, and individual PK–12 student performance standards that are articulated as measurable and attainable learning targets. Elements of the California Arts Standards Figure 3 provides a unified view of the California Arts Standards for the five artistic disciplines. The figure shows the relationship among the elements of the standards. These elements, considered together, will assist local education agencies and individual schools in writing, adapting, or adopting curriculum and in addressing comprehensive assessment in arts education. Figure 3: Elements of the California Arts Standards Four Artistic Processes Eleven Anchor Standards Enduring Understandings and Process Components Discipline-Specific Performance Standards Creating Performing (for Dance, Music, and Theatre), Presenting (for Visual Arts), or Producing (for Media Arts) Responding Connecting 11 anchor standards: Describe expectations for general behaviors, artistic skills, and habits of mind Parallel across the artistic disciplines Enduring with related essential questions to guide student inquiry Process components that operationalize the standards PK–Grade 8 High School Proficient Advanced Implementation of the standards is driven by the philosophical foundations and lifelong goals that together demonstrate artistic literacy (see Figure 2.) They are made actionable through the artistic processes that are common across disciplines. Anchor and performance standards in each artistic discipline are driven by enduring understandings and essential questions. A more detailed description of each of these elements and how they connect to one another follows. Artistic Processes and Anchor Standards The standards are based on the artistic processes of creating; performing/ producing/presenting; responding; and connecting. These artistic processes are the
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