David Coleman, an architect of the Common Core State Standards and incoming president of The College Board, sent the following to Kristen Engebretsen in reaction to last week’s arts education blog salon on the common core:
I am so glad that the arts community has gotten the message that the arts have a central and essential role in achieving the finest aspects of the common core. So many of the blog posts are so thoughtful and imaginative about the possibilities. They were a delight to read.
Let me review a few critical points that many have already grasped:
1. Knowledge. Building knowledge through reading, writing, listening, and speaking is essential to literacy. As has been noted, the standards say explicitly that knowledge includes coherent knowledge about science, history, and the arts. So I hope the arts community is investing in finding remarkable high quality source material to learn about the arts. Remember that source texts should meet the text complexity requirements of the standards at each grade level and the selection of texts should be designed to build coherent knowledge within grades and across grades. There should be an influx of wonderful source materials to explore the arts. And now they can be shared across states and classrooms.
2. Observation. The arts have a great advantage in that they place a priority on the careful observation that reading requires. No one looks at a great work of art once; likewise, any great piece of writing deserves careful consideration and reconsideration. The arts can train students to look and look again; to listen and listen until one really hears. CS Lewis, himself a gifted author and reader of literature, writes this about looking at a painting or reading a book carefully: “We must look, and go on looking, until we have seen exactly what is there…the first demand any work of art makes on us is surrender. Look. Listen. Receive. Get yourself out of the way.” Henry James says the finest writer and reader is one “on whom nothing is lost.”
3. Evidence and Choices. A key idea of the standards is to base analysis of works of art and of writing in evidence. The standards require that analysis includes the ability to cite that evidence as the basis of understanding. Of course, we draw on sources of evidence outside of a text and a work of art, but the standards insist that students come to grips with evidence from the specific work of art or text they encounter.Part of what this kind of close attention includes is noticing and analyzing the choices artists make—choices such as what is the object of a painting, to how it is treated, to color, to light to all the choices that accumulate to make a work of art. Good readers examine the choices writers make—their choice of specific words and broader choices—of how to order events and develop characters—of what to say—all these choices are examined by a careful reader. Read the rest of this entry »