Customize Handbook | National Core Arts Standards The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play. The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Inclusion Guidelines
Bloom's Taxonomy of Learning Domains Note: This site is moving to KnowledgeJump.com. Please reset your bookmark. Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes. The Three Domains of Learning The committee identified three domains of educational activities or learning (Bloom, et al. 1956): Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills) Since the work was produced by higher education, the words tend to be a little bigger than we normally use. While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Cognitive Domain Review
Writing Objectives Using Bloom's Taxonomy | The Center for Teaching and Learning Various researchers have summarized how to use Bloom’s Taxonomy. Following are four interpretations that you can use as guides in helping to write objectives using Bloom’s Taxonomy. From: KC Metro [old link, no longer functioning?] Bloom’s Taxonomy divides the way people learn into three domains. From: UMUC From: Stewards Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy. ©2001 St. From: GA Tech According to Benjamin Bloom, and his colleagues, there are six levels of cognition: Knowledge: rote memorization, recognition, or recall of facts Comprehension: understanding what the facts mean Application: correct use of the facts, rules, or ideas Analysis: breaking down information into component parts Synthesis: combination of facts, ideas, or information to make a new whole Evaluation: judging or forming an opinion about the information or situation
Core-Music-Standards-EUs-EQs-Definitions.pdf Bloom's taxonomy Bloom's wheel, according to the Bloom's verbs and matching assessment types. The verbs are intended to be feasible and measurable. Bloom's taxonomy is a classification of learning objectives within education. It is named for Benjamin Bloom, who chaired the committee of educators that devised the taxonomy, and who also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals. Bloom's taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). Bloom's taxonomy is considered to be a foundational and essential element within the education community. History[edit] Although named after Bloom, the publication of Taxonomy of Educational Objectives followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations. Cognitive[edit] Knowledge[edit] Comprehension[edit] Application[edit]
Bloom's Taxonomy Bloom's Taxonomy of Educational Objectives, developed in 1956 by Benjamin Bloom of the University of Chicago, provides three categories of objectives: affective, psychomotor, and cognitive. For this newsletter, we'll just focus on the cognitive. The importance of the taxonomy for teachers is that it can serve to remind us of what we're asking students to do and why. In the cognitive "domain," Bloom arranges the objectives in increasing complexity, from "simple" knowledge or remembering through evaluation. If you do a little web searching, you'll find thousands of other examples of how Bloom's Taxonomy can help inform your teaching. 1. The recall of specifics and universals, involving little more than bringing to mind the appropriate material. Examples: Define the term "short term memory." 2. The ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without verbatim repetition. 3. The use of abstractions in concrete situations. 4. 5. 6.
Standards The National Coalition for Core Arts Standards (NCCAS) is seeking educators interested in serving on a team that will benchmark student work generated by the 2015 Model Cornerstone Assessment Pilot Project. Applications, including a résumé or CV, (three page limit) highlighting experience in arts assessment will be accepted through Friday, April 24, 2015, at Members of the National Core Arts Standards or MCA writing team members are not eligible to apply. The Core Music Standards are all about Music Literacy. Creating,Performing, andResponding. These are the processes that musicians have followed for generations, even as they connect through music to their selves and their societies. Students need to have experience in creating, to be successful musicians and to be successful 21st century citizens. Students need to perform – as singers, as instrumentalists, and in their lives and careers. More Information… Additional Resources, Copyright, and Credits
Minnesota State University, Mankato lessonplanet Why Select Other Criteria? Sometimes you only have 45 minutes to review participles before Tuesday's assembly, or you need curriculum you know was reviewed after a certain date. Duration: If curriculum authors indicate how long it takes to implement a resource, i.e. a 30-minute vocabulary exercise, a three-day science experiment, or a two-week expository writing project, we note it for you. If not, our teacher reviewers may indicate an estimated amount of time it would take. When you select a duration in this box, you'll see only resources with that stated duration. Reviewed After: Limit the resources you see to those reviewed since the date you choose by clicking the box and making a selection.
Ohio Fine Arts Model Curriculum The K-12 Fine Arts Model Curriculum lines up with and expands on Ohio’s Fine Arts Learning Standards for dance, drama/theatre, music and visual art. The Model Curriculum along with the standards is intended to guide arts educators and school districts as they design instructional lessons and local courses of study. The 16 links that follow provide access to the curriculum model by arts discipline and grade cluster. To view and access a document: Select your arts discipline—dance, drama/theatre, music or visual art—along with the grade cluster of interest—K-2; 3-5; 6-8; and HS (High School). Open the document and note it starts with the standards for your selected arts area and grade levels; View the model curriculum by standard--hold your curser over a standard blue code link (E.g. 1PE, 2PR) and click to open the related model curriculum page; or, Open your selected document and scroll to view all the model curriculum pages for the arts discipline and grade levels.
Bloom's Taxonomy Mary Forehand The University of Georgia Introduction One of the basic questions facing educators has always been "Where do we begin in seeking to improve human thinking?" (Houghton, 2004). Benjamin S. Although it received little attention when first published, Bloom's Taxonomy has since been translated into 22 languages and is one of the most widely applied and most often cited references in education. History In 1780, Abigail Adams stated, "Learning is not attained by chance; it must be sought for with ardor and attended to with diligence" ( quotationspage.com, 2005). Discussions during the 1948 Convention of the American Psychological Association led Bloom to spearhead a group of educators who eventually undertook the ambitious task of classifying educational goals and objectives. The cognitive - knowledge based domain, consisting of six levels The affective - attitudinal based domain, consisting of five levels, and The psychomotor - skills based domain, consisting of six levels. Summary
McTighe-handout-Common Core and Understanding by Design