California Arts Education Framework for Public Schools, Transitional Kindergarten Through Grade Twelve Chapter 2: The Instructional Cycle California Department of Education November 2021, Prepublication Draft “You can’t teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it.” —Seymour Papert, educator and researcher Page 1 of 95 November 2021, Prepublication Draft California Arts Framework—Chapter 2: The Instructional Cycle Introduction The five arts disciplines—dance, media arts, music, theatre, and visual arts—each contain a distinct body of knowledge and artistic skills and have the capacity to expand the human experience. Chapter one, “Vision Goals for Standards-Based Arts Education,” discusses why arts education is a critical and valuable aspect of all students’ educational experience and explores the vision of artistic literacy outlined by the California arts standards. Intentional, accessible, and standards-aligned instruction supports student achievement of artistic literacy and attainment of the lifelong creative, cognitive, social, and emotional benefits from studying in the arts. This chapter supports teachers in designing and implementing instruction, including assessment of student learning, aligned to the California arts standards. Additional discipline-specific guidance can be found in the five discipline chapters (3–7). Note: Referring to a copy of the California Arts Standards will assist the reader when reading this chapter. Page 2 of 93 November 2021, Prepublication Draft California Arts Framework—Chapter 2: The Instructional Cycle Contents Overview of the California Arts Standards........................................................................4 Setting Clear Learning Expectations in the Arts—Planning with Standards...................26 Supporting Learning for All Students...............................................................................64 Conclusion.......................................................................................................................90 Works Cited.....................................................................................................................91 Page 3 of 93 November 2021, Prepublication Draft California Arts Framework—Chapter 2: The Instructional Cycle Overview of the California Arts Standards The California Arts Standards are designed to create a progression of student learning in the arts, developing each student’s autonomy, technical artistic skills, and personal artistic voice. Standards exist for each of the five arts disciplines, and these disciplinespecific standards share a common structural design. There is a variation found in the discipline of music which is discussed in detail in chapter five. An understanding of the standards, their structure, purposes, and relationships between the structural elements of the arts standards is necessary to support effective TK–12 instructional design. The Structure of the California Arts Standards The standards are comprised of the following structural elements: artistic processes, overarching anchor standards, related enduring understandings and essential questions, process components, and student performance standards. The artistic processes and anchor standards are common to all disciplines, while the enduring understandings, essential questions, process components, and student performance standards are distinct to each arts discipline. The arts standards’ structural elements are illustrated in figure 2.1 below. Figure 2.1: Elements of the California Arts Standards Four Artistic Processes  Creating  Performing (for Dance, Music, and Theatre), Presenting (for Visual Arts), or Producing (for Media Arts) Eleven Anchor Standards Enduring Understandings and Process Components Anchor standards:  Enduring understandings  Describe with related expectations essential for general questions to behaviors, guide student artistic skills, inquiry and habits of mind  Process components that Discipline-Specific Student Performance Standards  PK–Grade 8  High School o Proficient o Accomplished o Advanced Page 4 of 93 November 2021, Prepublication Draft California Arts Framework—Chapter 2: The Instructional Cycle Four Artistic Processes  Responding  Connecting Eleven Anchor Standards  Enduring Understandings and Process Components Parallel across operationalize