Jennifer Bernardino

EDU 543 VAPA Frameworks Reading Assignments

Use this table to complete yor reading assignments! "ork with a grop o# 3$5 colleages and di%ide the
chapters &$'! (he rest each person mst do! (hen share the work and each person will compile yor own
set o# notes!
Jennifer Bernardino
)hapter &
Chapter 1: 10 Guiding
Principles of the
VAPA Framework p!
"#
$ist each principle in
%rief terms!
&hat is the content of each principle' Briefl( e)plain!
1! *upport of
+ducation Code
sections ,1"10 and
,1""0 re-uiring
instruction in the arts
Code ,1"10 re-uires that all schools must adopt the .isual and performing arts
in their course of stud( in grades 1/0! ,1""0 re-uires the same for grades 1/1"!
"! 2se of the .isual
and performing arts
content standards
adopted %( the state
%oard of ed! as the
%asis of curriculum
3he standards are guides for teachers to follow that e)plain clear/cut curriculum
goals for all learners! 4e-uires acti.e learning through stud(5 practice5 creation5
or performance of works of art5 as well as reading5 researching5 writing5
critici6ing5 and o%ser.ing .arious forms and works of art!
7! definition of a
%alanced5
comprehensi.e arts
program as one in
which the arts are
studied as discrete
disciplines related to
each other and5 when
appropriate5 to other
su%8ect areas in the
curriculum
3he arts discipline must include the following strands:
/Artistic perception: processing5 anal(6ing5 responding to sensor( information
through the use of the language and skills uni-ue to dance5 music5 theater5 and
the .isual arts!
/Creati.e e)pression: creating a work of art5 performing5 or participating in works
of art!
/historical and cultural conte)t: understanding historical contri%utions and
cultural dimensions of an arts discipline! Anal(6e roles5 functions5 de.elopment5
and human di.ersit(!
/Aesthetic .aluing: anal(6ing9criti-uing works of dance5 music5 theater5 and the
.isual arts! :eri.e meaning from the work of a discipline!
/Connections5 relationships5 and applications: connecting9appl(ing whats
learned and comparing9contrasting to another work of art!
;! Promotion of
alignment of
standards/%ased
curriculum5
assessment5 and
instruction throughout
the grades at the
school and school
district le.els to
pro.ide a
comprehensi.e5
coherent structure for
.isual and performing
arts teaching and
learning!
3he alignment will prepare students to meet the re-uirements for freshman
admission to 2C and C*2 colleges!
,! View of
assessment of
student work as
essential to a
standards/%ased
program in the arts!
Assessment helps students learn more a%out what the( know and what the( can
do5 pro.ides teachers with the a%ilit( to impro.e curriculum and instruction5
school districts accounta%ilit(!
0! +)pansion of an
emphasis on using
new media and
electronic technolog(
in the arts!
2sing new media and technolog( as a wa( of making5 recording5 deli.ering the
arts5 .ariet( of s(stems to document5 create5 and teach the arts! $ook at photos
and music and art from hundreds of (ears ago with the most recent
de.elopments in computer technolog(!
1! inclusion of all
learners in the
+ach student works at a personali6ed pace to learn and de.elop self/
e)pression9confidence! <nstruction can %e differentiated and adapted to learners
Jennifer Bernardino