Arts literacy is not addressed in the arts curriculum. The curriculum may be designed to develop some basic arts literacy skills in the arts, but does not support full literacy in the four arts disciplines. The arts curriculum provides for the development of arts literacy in all four arts discipline and also utilizes the Kentucky Academic Standards for English/Language Arts. The curriculum goes beyond basic literacy in the arts to include communication through the students’ arts products and performance as a distinctive literacy in itself as well as written and verbal communication utilizing the Kentucky Academic Standards for E/LA. Demonstrator 2. Aligned and Rigorous Curriculum An aligned and rigorous curriculum provides access to Kentucky Academic Standards (KAS) for all students as defined by state standards. CHARACTERISTIC C STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent does the school ensure that the arts curriculum provides opportunities for integration as natural cross-curricular connections are made between the arts and other content areas? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished There is no cross-curricular integration between the arts and other content areas. Cross-curricular integration between the arts and other content areas is happening but it is not fully developed or intentionally based on the Kentucky Academic Standards. The school curriculum provides opportunities for integration as natural cross-curricular connections are made between the arts and other content areas. The school curriculum provides intentional and meaningful integration of the arts and other content areas with natural cross-curricular connections. Demonstrator 2. Aligned and Rigorous Curriculum An aligned and rigorous curriculum provides access to Kentucky Academic Standards (KAS) for all students as defined by state standards. CHARACTERISTIC D
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Students do not utilize creative, evaluative nor analytical and problem solving skills in their artistic products and performances. Student work in the arts demonstrates that they are applying minimal creative, evaluative or analytical and problem solving skills in their artistic performances or products. Students, with teacher guidance, routinely use creative, evaluative, analytical and problem solving skills in developing and/or reflecting in their artistic performances and products. Students independently apply creative, evaluative, analytical and problem solving skills in developing and/or reflecting on their artistic performances and products. Demonstrator 4. Student Performance All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level. CHARACTERISTIC D STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent do students use written and verbal communication to objectively reflect on exemplary exhibits and live or technologically provided performances as classroom assignments? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Students do not reflect on nor communicate about exemplary exhibits and performances. Students rarely reflect upon exemplary exhibits and live or technologically provided performances. Students use written and verbal communication to objectively reflect on exemplary exhibits and live or technologically provided performances as classroom assignments. Students subjectively reflect on exemplary exhibits and live or technologically performances to a variety of audiences through a variety of means of communication (e.g. written, verbal, their own artistic means).