Advisory Councils to the Board of Elementary and Secondary Education: Annual Reports for September 2012 Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, -4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
What is shape and form? 2 What ways can pattern and symmetry be used in a work of art? 0 How is space and composition defined in a work of art? 0 can balance, rhythm, repetition, variety and emphasis be seen in a work of art? 1 What is representational? 3 How can symbols be used in a work of art? 2 PERFORMING None submitted What are the tools of the actor? 2 What are the tools of the director? 2 What are the tools of the designer? 2 What are the tools of the technician? 2 What are the tools of the playwright? 2 How do these theatre artists use their tools to make the imaginary real? 6 Why do they make the imaginary real? 6 What is the difference between reading a play script and attending a theatrical production of the play? 3 MEDIA ARTS None submitted MUSIC Why sing? 7 Why sing solo? 5 Why sing with others? 5 Why do people everywhere sing? 9 What makes singing enjoyable? 5 What makes a song? 6 What makes “in tune” singing? 2 What a singing voice? 1 What makes a “changing” voice? 1 What makes “correct” singing technique? 2 What keeps a singing voice healthy? 2 How can so many songs come out of a simple scale? 5 What makes a folk song? 6 What do folk songs reveal about the people who create them? 4 Why do people have such different-sounding singing voices? 2 Why read music? 6 Why write music down? 6 Do all cultures write down music in the same way? 3 How does music last without being written down? 5 What makes music literacy? 8 How do written musical symbols get translated into sounds? 0 How can I invent symbols to represent sounds? 2 Is it always important to offer students’ performance opportunities? 0 How much weight/time/attention should be to performance? 1 Who gets to “do” art; select students or everyone? Why? 5 What thinking and technical skills are developed in arts performance? 3 What are the benefits to students participating in formal vs. informal performance/exhibition? 2 What is the balance between technical skill development and aesthetic sensitivity? 5 How much students’ personal expression should be encouraged? 3 How do I interpret “standard” music notation? 0
B. Partnering with community groups to strengthen families and support student success The organized parent group and/or school council is aware of local community agencies and posts notices of their events and services in the school. School staff and the parent group and/or the school council reach out to community organizations to explore service provision to some of the school’s children and families. School staff also reaches out to businesses to solicit donations (of services or human resources) and/or sponsorship of events. Community and business representatives work with school and parent leaders to assess the school community’s needs. Partnerships and programs are developed to support student success and align with school and district priorities. Together, the school and its partners find creative solutions to funding and staffing needs. These relationships are formalized with memoranda of understanding. Level 3: Mastering Level 2: Progressing Level 1: Initiating Not here yet C. Turning the school into a hub of community life The school and district make buildings open and available for use by outside groups in the evenings and weekends. School facilities such as the computer lab, library/media center, classrooms, and gym are open year-round for broad community use. School families and the surrounding community members participate in the programming offered by outside agencies. The school and district offers resources and activities for the whole community, drawing on community agencies, organizations, and other educational institutions. The school is open extended hours for use by outside groups to provide services and educational opportunities to the school’s families and the community. Level 3: Mastering Level 2: Progressing Level 1: Initiating Not here yet