sed seal                                                                                                 

 

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

TO:

signature of Joe FreyHigher Education Committee

FROM:

Joseph P. Frey

 

SUBJECT:

Endorsement for Elementary Level Teachers to Teach Visual and Performing Arts

DATE:

April 19, 2010

AUTHORIZATION(S):

 

 

SUMMARY

 

Issue for Discussion

Should the Board of Regents consider amending regulations to provide for the ability of Early Childhood teachers to qualify for an extension to teach the visual and performing arts?  The New York City Department of Education has requested that we examine this option.

 

Reason(s) for Consideration

 

Review of Regulation and Policy. 

Proposed Handling

This item will come before the Higher Education Committee for discussion at its April 2010 meeting.  The Department will, based on feedback from the Regents, present the Committee with proposed regulatory amendments to create one or more annotations in the area of arts education.

Procedural History

              Part 80-1.1 of the Commissioner’s Regulations defines common branch subjects as meaning any or all of the subjects usually included in the daily program of an elementary school classroom such as arithmetic, civics, visual arts, elementary science, English language, geography, history, hygiene, physical activities, practical arts, reading, music, writing, and such other similar subjects.  Part 100 of the Regulations specifies that elementary school instruction in the arts can be offered by the classroom teacher.  Part 52.21(b) of the Regulations currently requires that all teachers must complete study in a general education core that includes study in artistic expression but no additional pre-service preparation is required for arts instruction in programs leading to NYS early childhood teacher certification.  

Background Information

              Thirty-nine (39) percent of New York City Department of Education elementary schools report providing arts instruction in all four arts disciplines (dance, music, theater and visual arts) to all grades served K-5.  This creates a situation where arts instruction may be delivered by teachers who have had no training in the arts and the quality of the arts instruction is adversely impacted.

              One solution would be to allow for teachers in early childhood grades to complete substantial arts teaching preparation that could lead to an early elementary (grades PreK-2) arts annotation.  Based on similar models for Teaching Languages Other than English in the elementary school and Gifted and Talented extensions, the coursework of 12 to 15 credits would focus on age and developmentally appropriate content and integrated arts instruction in dance, music, theater and visual arts that would attend to the New York State Learning Standards for students.  Appendix A contains an overview of the elementary expectations as identified in the Learning Standards for students in the Arts.  Persons seeking this annotation could also be required to pass a New York State Teacher Certification Examination of knowledge and skills in this area. 

Limiting these extension certificates to early elementary grades teaching is suggested so as not to undercut the instruction delivered by certified dance, music, theater and visual arts teachers in upper elementary grades.  The Department would request early childhood teacher preparation program providers to develop an arts preparation component that would enable those prospective teachers, wishing to receive a teaching art in early childhood grades extension, to take a sequence of courses developed to improve their preparation in teaching visual and performing arts to their students.  This coursework would align with the expectations of the New York State Learning Standards for elementary level dance, music, theater and visual arts.   

Recommendation

It is recommended that the Board of Regents endorse the policy direction on a possible annotation in the arts, or in specific visual and performing arts areas, in the area of early childhood arts.

Timetable for Implementation

If the Regents endorse annotations for early childhood teachers, the Department will draft needed regulations for discussion and action for consideration at a future meeting.


Appendix A: New York State Learning Standards for the Arts

Standard 1 - Creating, Performing, and Participating in The Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Elementary - Dance

Students will:

Elementary - Music

Students will:

Elementary - Theater

Students will:

 

 

Elementary - Visual Arts

Students will:

 

 

Standard 2 - Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources available for participation in arts in various roles.

 

Elementary – Dance

Students will:

Elementary - Music

Students will:

Elementary - Theatre

Students will:

Elementary - Visual Arts

Students will:

 

Standard 3 - Responding To and Analyzing Works of Art

Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

Elementary - Dance

Students will:

Elementary - Music

Students will:

Elementary - Theatre

Students will:

Elementary - Visual Arts

Students will:

 

Standard 4 - Understanding The Cultural Dimensions and Contributions of The Arts

Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Elementary - Dance

Students will:

Elementary - Music

Students will:

Elementary - Theatre

Students will:

Elementary - Visual Arts

Students will: