All of the meetings were audio recorded, and copies of those recordings are available from the CDE upon request. Arts Framework Focus Group Discussion Questions 2020 Revision of the Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve (Arts Framework) The discussion questions were sent to all focus group members prior to the meetings and were posted on the CDE web page for public review. With a minimum amount of time available for discussion at each meeting (about two hours), the questions were crafted around major instructional and content shifts resulting from the pending adoption of new standards for the arts in 2019. 1. Conceptual Shifts: Major conceptual shifts in the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve (CAS) include a focus on process and student learning framed by enduring understandings and essential questions. What guidance should the revised framework provide to teachers to support standards-based instruction? 2. Supporting All Students: How should the Arts Framework support providing access to arts curriculum for all students, including students with disabilities, English language learners, gifted students, and other student groups? 3. Assessment: Assessment of student learning is essential for teaching and learning. What information would you include in the Arts Framework to support effective assessment of student learning in the arts within the classroom? 4. Developing Arts Programs: What type of guidance should the Arts Framework provide for a Local Education Agency that is developing arts programs including discrete and integrated programs, and regarding how to bridge instruction in the grades between K–5 and 9–12 to allow for general arts instruction and for specialization in an arts form? 5. Arts Integration: How should the Arts Framework support educators, especially multiple subject credentialed teachers, in designing and implementing instruction for arts integration while also ensuring sequential learning in the arts? 6. Arts: Media arts standards may be embedded in the instruction of other arts disciplines, and media arts are now considered a discrete arts form. What guidance should the Arts Framework provide to support the distinction between creating through the use of technology in other arts forms and addressing the media arts standards? 7. Additional Guidance: Finally, what other guidance, that does not fit in any of the questions above, would you suggest to ensure the Arts Framework will support
All of the meetings were audio recorded, and copies of those recordings are available from the CDE upon request. Arts Framework Focus Group Discussion Questions 2020 Revision of the Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve (Arts Framework) The discussion questions were sent to all focus group members prior to the meetings and were posted on the CDE web page for public review. With a minimum amount of time available for discussion at each meeting (about two hours), the questions were crafted around major instructional and content shifts resulting from the pending adoption of new standards for the arts in 2019. 1. Conceptual Shifts: Major conceptual shifts in the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve (CAS) include a focus on process and student learning framed by enduring understandings and essential questions. What guidance should the revised framework provide to teachers to support standards-based instruction? 2. Supporting All Students: How should the Arts Framework support providing access to arts curriculum for all students, including students with disabilities, English language learners, gifted students, and other student groups? 3. Assessment: Assessment of student learning is essential for teaching and learning. What information would you include in the Arts Framework to support effective assessment of student learning in the arts within the classroom? 4. Developing Arts Programs: What type of guidance should the Arts Framework provide for a Local Education Agency that is developing arts programs including discrete and integrated programs, and regarding how to bridge instruction in the grades between K–5 and 9–12 to allow for general arts instruction and for specialization in an arts form? 5. Arts Integration: How should the Arts Framework support educators, especially multiple subject credentialed teachers, in designing and implementing instruction for arts integration while also ensuring sequential learning in the arts? 6. Arts: Media arts standards may be embedded in the instruction of other arts disciplines, and media arts are now considered a discrete arts form. What guidance should the Arts Framework provide to support the distinction between creating through the use of technology in other arts forms and addressing the media arts standards? 7. Additional Guidance: Finally, what other guidance, that does not fit in any of the questions above, would you suggest to ensure the Arts Framework will support
vapafgreport2018.docx