Danielle Hanson

VAPA NOTES
Use this table to complete your reading assignments. Work with a group of 3-5 colleagues and divide the chapters 1-7. The rest each person
must do. Then share the work and each person will compile your own set of notes.

Chapter 1:
Chapter 1: 10 Guiding Principles of What is the content of each principle? Briefly explain.
the VAPA Framework (p. 2)
List each principle in brief terms.
1. Support Education Code sections For grades one through six are required to have a visual arts and performing arts included in the curriculum and
51210 nd 51120 requiring same goes the same for grades seven through twelve. The principle states that there has to be curriculum
instruction in the arts available but the number of minutes dedicated to the content can and will vary.
2. Use of the visual and performing These standards are basis for the VAPA curriculum. There is heavy emphasis on creation, practice active learning
arts content standards adopted by through studying, and or the performance of works of art. There also has to be time and content activities
the State Board of Education as the dedicated to reading about other artists, research the arts past and present and
basis of curriculum
3. Definition of a balanced, This principle has four components: Artistic perception, Creative expression, Historical and cultural context,
comprehensive arts program as Artistic valuing, and Connections, relationships, and applications. Each component outlines what is necessary to
one in which the arts are studied master each concept. They work interchangeably to demonstrate to teachers and students what content should
as discrete disciplines related to be attained and how to attain it.
each other and, when appropriate,
to other subject areas in the
curriculum
4. Promotion of alignment of This specific standard is to help students meet VAPA standards necessary for the UC/CAL State admission. It
standards-based curriculum, helps students prepare for the future coursework necessary to exceed college course expectations. Also this
assessment, and instruction principle requires teachers to work on professional development necessary to effectively teach the content and
throughout the grades at the be knowledgeable about the subject matter as well.
school and school district levels to
provide a comprehensive,
coherent structure for visual and
performing arts teaching and
learning
5. View of assessment of student
work as essential to a standards-
based program in the arts
6. Expansion of an emphasis on
using a new media and electronic
technology in the arts
7. Inclusion of all learners in the
classroom
8. A board view of culture
9. Recognition of the role the arts
play in preparing students for
careers and full participation in
society
10. Usefulness to teachers, arts
professional, library media
teachers, administrators, parents,
and supporters of the arts
Student work helps teachers understand what needs to be more emphasized in the curriculum to better
improve the students skills and understanding of the Arts. The use of portfolios, projects and exhibitions are
good reflection tools for teachers and students to learn.
There has been innovative advancement of technology in terms of how the Arts are collected and distributed.
This is good for the observation of the evolution of the Arts so students can compare and contrast current
genres of art, music and other VAPA components.
There needs to be modifications made for each student in the classroom. The curriculum should reflect
individual achievement goals and tailor to the learning needs of each students.
Naturally, students experience racial, religious, ethnic, and cultural groups through their experience with
American Culture respectively. The way the VAPA framework is structured helps the students understand the
arts through many different avenues.
Students are being groomed to be able to use the skills they acquire in school to use in the real world. Students
interested in music, acting, and other forms of art are exposed to a curriculum that can ultimately formulate
their skills to become more well rounded. It is shown over and over that when the arts are included in a
curriculum individuals can develop life long skills they can use in their careers
Overall, the VAPA frameworks are designed to help educators and developers create cohesive curricula for
students. These frameworks can manufacture content that reflects diversity, inclusion and student needs.
Chapter 2:
Planning/administering VAPA
Planning:
Administering:
Key Points:
• Planning and administering comprehensive, standards-based arts education programs
•Conducting arts education programs at three levels of schooling
• Partnering with the school library staff
• Promoting partnerships and collaborations
• Evaluating arts education programs
• Providing access for all students
• Applying new media and electronic technology
● Teachers, administrators, school districts, parents and the community need to be involved to benefit the
students
● administrators will want to consider using an assessment tool like Arts Education Program Toolkit
○ the toolkit is a self-evaluation and planning process that can identify the steps taken
○ The following are identified in the toolkit:
■ Standards-based curriculum
■ Instruction and methodology
■ Student assessment
■ Professional development for those implementing the arts education program
■ Qualified teachers, personnel, and program administration
■ Partnerships and collaborations
■ Budgetary needs
■ Facilities, logistics, and necessary resources
■ Program evaluation
■ Time and timing
● The long range plan should include the following:
○ Allocating personnel and instructional resources, including appropriate materials, equipment,
and facilities
○ Ensuring that the district has a standards-based arts curriculum for kindergarten through grade
eight and high school
○ Developing collaboration to support the program with school district, community, state, and
national resources
○ Securing funding and grants for the arts education program within and outside the district
● At the school district level: the following should be considered
○ Short- and long-range plans (How well are arts programs being developed in the short term and
over time at the school site and school district levels?)
○ Teacher capacity (In what areas do teachers need professional development to teach a
standards-based visual and performing arts curriculum?)
○ Benchmarks for success in the arts for all students (How do we know students are gaining
proficiency in the visual and performing arts standards?)
○ Distribution of arts instruction across all grades (How do we implement standards-based arts
instruction across the grade levels for all students?)
○ Allocation of resources (What teachers, materials, equipment, books, electronic media,
facilities, and community partnerships do we need?)
● School Site Level:
○ Allowing enough time to teach the arts to all students and preparation time for those teaching
the arts
○ Providing appropriate facilities, necessary equipment, equipment repair, and materials
○ Ensuring that subject-centered instruction and arts instruction relating art to other subjects are
occurring in elementary school classrooms and that student have access to the arts through
appropriate scheduling of teachers and students in subject-centered classes at the middle
school and high school levels
○ Allowing opportunities for teachers to meet across grade levels and subject areas for planning
○ Advocating the importance of the arts for all students to parents and members of the
community
○ Providing opportunities for exhibitions and performances of works in progress and final
products in schools and in the community as curricular and cocurricular educational experiences
○ Providing opportunities for community artists and performers to collaborate with teachers in
delivering a standards-based visual and performing arts curriculum to students in classrooms
and in community museums, galleries, and performance venues
○ Providing time for periodic evaluation of the arts education program at the school level
● Classroom Level:
○ Design and conduct instructional activities aligned with the standards.
○ Evaluate student work and make fair and credible judgments of quality.
○ Manage data and plan instruction accordingly
○ Communicate specific expectations and provide explicit feedback to students.
○ Use student feedback to improve arts instruction.
○ Teach students to evaluate their own work.
○ Be relentless in pursuit of improved performance.
○ Understand the community’s expectations for student performance.
Conducting arts education in
Elementary Schools
Middle School:
High School:
Partnering with library staff.
Elementary School Level:
● Students will gain knowledge and skills they need to express their ideas creatively in verbal and
nonverbal ways
● The programs should include performing and experiencing the arts as well as talking, reading, and
writing about them.
● Activities should include the interests of the students, such as artwork and performances initiated
● Courses in the four arts disciplines: dance, music, theatre, and the visual arts
● These courses are designed to increase and refine student’s knowledge and skills learned at the
elementary level
● They will make personal connections and continue their development in the five strands of the
disciplines
● A strategy for implementation might include a rotation or exploratory schedule for all students along
with year long courses for students interested in more in-depth study in one or more of the arts
● In middle school arts specialist teachers should direct students to achieve the content standards within
each discipline.
● Middle school students should begin to develop a firm foundation in the arts disciplines to be prepared
for more focused study in one or more of the arts in high school.
● Should be based on an overall vision of the secondary education
● Every student should be in a rigorous, standards-based curriculum enabling the student to make the
transition from high school to higher education and a career.
● After a one-year course, a student should reach the beginning or proficient level of achievement
described in the arts content standards. And after two or more years in the same discipline, a student
should reach the advanced level of achievement
● An integral part that should house a large shared collection of materials in diverse formats accessible to
all students and there should be support for performing arts and visual arts.
● The library should provide a variety of resources and help students talk, read, and write about the arts.
● School library is used by all students and staff and it is open to parents and the community, it provides
an effective location for a variety of activities related to the arts.
● The school library can be a venue for performances by a chamber music group, jazz band or madrigal
band.
● The credentialed library media teacher should serve as a partner in instruction, technology applications,
and use of resources, collaborating with classroom teachers and visual and performing arts specialists.
Evaluating Arts ed. programs ● It needs to have a general profile of what has been accomplished, what is still needed, and what would
help revitalize the program.
● As plans and objectives are accomplished, revised, and expanded, the focus should remain on providing
a high-quality, standards-based education in the visual and performing arts for all students at each
grade level.

Providing Access for all students ● Visual and performing arts education should provide all students with opportunities to advance
artistically and cognitively, develop self-expression and self-confidence, and experience
accomplishment.
● The use of a variety of teaching strategies (for example, separating students individually, in pairs, in
small groups, and in large groups) provides opportunities for everyone to succeed.
● Arts instruction should be modified to encourage the successful participation of students with
disabilities.
● The advent of theatre for the deaf, wheelchair dance, museum tours for the visually impaired, and
access by touch to musical sounds makes the arts more accessible.
Application of media and ● Kindergarten students use electronic media as a tool and a delivery system by taking digital photos of
technology works of art and downloading them into a digital slideshow for an electronic gallery. The slideshow itself
may become a work of art.
● Digital photos of a third-grade mural project are uploaded to a school Website and shared with the
community and relatives across the country.
● Fourth graders create individual dance videos with the digital camera and short videos to share with
other students.
Chapter 3 VAPA Content:
Select ONE of the 4 content areas of VAPA listed below. Explain the Key Standards in your content area selection for your selected grade level. Provide
an example. Keep notes simple/to the point.

Visual Arts, 1st Grade:

Students learn about the important elements of visual arts, and a variety of subject matter pertaining to it. Students will also learn to create two
and three-dimensional art. Students will be exposed to creative expression, historical and cultural context, vocabulary and communication, skills
and tools. For example, vocabulary and communication can be portrayed by exposing students to terms such as clay, paint etc. and have students
create artwork that portrays feelings or experiences. An example of exposing students to skills and tools is one in which students will learn to
sculpt from clay that represents a person, animal or building that they are familiar with.
Students will learn the historical side of visual arts by exposure its diverse role and development. For example, students will learn about art objects
from various cultures, and their differences and similarities.
Students will also learn about analyzing, discussing, and expressing opinions on art. For example, students will be encouraged to discuss their own
artwork, including their likes and dislikes.
Students will additionally learn how to connect the visual arts to other subjects and careers. For example, students will be exposed to examples of
various objects that artists have designed that students are familiar with, such as cars, furniture etc.

Select a grade level K-6 Describe the Provide an area of Provide an area of integration for each area with literature/language arts. Explain
developmental integration for each area your ideas. Be sure that your ideas are age appropriate.
Explain the content of each area of the levels. What with social
VAPA Standards in the space below. changes do you see studies/science. Explain
from the younger your ideas. Be sure that
age group to the your ideas are age
older students? appropriate.
1st grade: It seems as Science could be Literature and Language Arts can be integrated into dance by
Dance- Includes unique dance, though the integrated into introducing specific academic language vocabulary that pertains to
performing, participating, dance concepts dance by studying dance. Also students can be required to write a reflection or a
choreography, meaning, partner are the same the movement of journal entry on the unit of dance they are learning.
and group skills, history, meaning, throughout the the body. For first
impact, and application. age groups and graders this could
Students will learn to use various just get more be as simple as
movements that make up dance. complex as the teaching students
They will learn that by combining students get the Music and
specific movements one can older. movement song
perform a dance sequence. They Head, Shoulders,
will learn about expressing Knees and Toes.
emotion by movement and about
the dance of different cultures
and traditions, and be able to
compare them to one another.

Music- Content includes singing, As the age Social Studies could Literature/Language Arts can be incorporated to music by learning
and playing instruments to groups get be incorporated into and memorizing lyrics to songs or asking to students to create their
improve listening skills, older the music Music by learning own original poems/songs.
techniques, and forms. Movement content about a specific
to music is included as well. includes a lot of cultures traditional
memorization music. For example,
of music, and a first grade class
comparing and could learn a short
contrasting simple song in
concepts. The Spanish or students
concept of the could study a
composition of specific instrument
music also is or instruments
more evident specific to a
the older particular culture.
students get.
Theater- Content includes As the age To incorporate Literature and Language Arts can be integrated into Theater in
exposure to acting, improvisation, groups get social studies into many different ways, such as learning a play based on a literary
and the identification of cultural older, Tv and theater a unit on work.
and geographical stories. Students Film are Jobs in a community
will learn about creative introduced. could be
expression, and be able to Computers and incorporated with a
demonstrate skills pertaining to it. digital readers theater
photography script. Of course this
are introduced would be created
as well. quite simple for a
first grade
classroom and could
consist of simply a
set of job costumes
in which the
students could dress
up on their own and
improv job
characters. Also
students could learn
and perform a play
based on a
 president or other
social
issue/concept, such
as Fourth of July or
Presidents Day.
Visual Arts- Content contains The change I Science and Social Literature and Language Arts can be integrated into Visual Arts by
exposure to the creation of art see from the Studies could both writing about works of art. For example, when studying
works that are two and three- younger age easily be integrated representational sculptures in a first grade class, students will be
dimensional. Students also will groups to the into the visual arts exposed to examples of sculptures, then be required to create one
learn to use texture and color in older students curriculum. when themselves out of clay or paper mache. Following this creation, they
creating art. They will learn the is that the studying a specific will be asked to write a short story about their sculpture. There are
various elements that make up art concepts begin animal or insect, also a great deal of vocabulary to be learned in the subject of visual
as well. more basic, students could be arts that can be integrated with Language Arts.
such as tools required to create a
and specific representational
kinds of art etc. sculpture or
and as the painting/drawing of
students get the creature. This
older these could be done with
basic concepts social studies as
are applied to well.
their lives,
future careers,
and expressing
ones opinions
on various
aspects of
visual arts.
 Chapter 4 – Read and Discuss in class

Chapter 5: Assessment of the Arts: Alma

Purpose of Assessment Explain purpose:

a) To help teachers determine how they should adapt their instruction so that their students can achieve
the content standards.
b) b) Help teachers build a profile for each student that can be used to communicate progress.
c) c) At the school district level, the assessment data helps administrators make effective decisions about
instruction, personnel, and resources for the arts education program.
d) Inform instruction, monitor student progress, provide feedback to to students and parents, summarize
students’ learning over a given period of time, and provide additional information to qualify students for
special programs.

Types of assessment: Fill in each Entry level Progress monitoring Summative Evaluation
type in boxes to right. Measures ● Should occur ● Helps determine whether students have achieved the goals defined
mastery of regularly to in a standard or group of standards by answering the following
foundational help guide questions:
standards, which instruction in 1. Do students know and understand the material?
helps in the right 2. Can they apply the material in another situation?
determining the direction. 3. Are they ready to move on?
most efficient ● Internal ● This type of assessment comes at the end of the end of an
starting point of Monitoring instructional unit or school year.
learning. Others (self- ● The most important aspect of this evaluation, is that it measures
measure the assessment) the students’ long-term growth and mastery of grade-level
degree to which helps standards.
students have students
mastered some determine
portion of what is their level of
to learned next. mastery
Assessment might according to a
consist of set of clear
vocabulary criteria.
pretest, open- External
ended conceptual Monitoring
questions, helps
performance teachers
opportunities for determine
students to show the students’
current mastery level of
of theory or mastery, by
technique, or using a set of
opportunities to clear criteria.
demonstrate External
current level of monitoring
skill by using a set should (1)
of material or document
prompts. performance;
Information from (2) help
entry-level teachers
assessments make
should be used to instructional
ensure that decisions and
students receive adjustments
support in specific according to
areas. documented
performance;
(3) identify
student
performance
in
relationship
to the
standards; (4)
include a
variety of
strategies to
determine
students’
level of
knowledge
 and skills.
● Formal
Monitoring
might appear
as questions
or prompts to
be answered
by students
or the
performance
of a
prescribed set
of skills on
demand.
Informal
Monitoring
might include
a conference
or
conversationa
l analysis
centered on a
work in
progress and
determinatio
n of the next
step to follow
for
completion.
Assessment Tools: Rubrics Media Portfolios
List of criteria ● Through the ● Process Portfolio demonstrate student mastery over time.
that will be use of new During the course, teacher and students should discuss the
utilized to technology, work periodically to determine progress and areas needing
identify the samples of improvement.
students’ levels exemplary ● Portfolio of assessment tasks include a series of specific tasks
of success in work can be or assignment usually related to the mastery of a set of
meeting the burned onto specific content standards in each of the strands.
content a CD, or ● Best-work portfolio are intended to showcase the best work
standards. uploaded, to students have completed in a course. Usually selected jointly
Explicit criteria be shared by by students and teacher.
for evaluating an entire ● Competition or high-stakes portfolios are developed by
student’s school or students for competitions, applications for advanced study,
school or admission to special programs.
district as
part of an
assessment.
● In any arts
discipline
portfolios of
student
work can be
burned onto
a CD or DVD,
stored, and
shared with
others for
assessment.
Students
may send
their
portfolios to
colleges or
universities
for entrance
into a
program or
use them to
apply for
employment
.
● This is
 especially
helpful for
students
who are
performance
artists.
● An
electronic
process for
assessing
student
work and
providing
professional
developmen
t for arts
teachers
involves a
Website
with an
interactive
digital
interface. In
this process
teachers
first upload
a standards-
based
assessment
task with an
accompanyi
ng scoring
rubric and
then add
 examples of
student
work that
other
teachers can
evaluate to
what extent
that work
meet the
criteria on
the scoring
rubric.
Teachers
from
different
schools and
school
districts may
provide
observations
and
comments
via access to
the site.

Chapter 6: Professional Development

Read and reflect: How might you I will use the standards to help give me a foundation for the lessons that I use in the VAPA content area. It is
develop your knowledge and important to allow students to use creativity and have self expression, therefore, I will make sure that I provide
ability to teach the VAPA (arts)? engaging activities that allow students to integrate subjects with one another when learning about visual and
(Danielle)
Explain the Instructional
Approaches mentioned in the
Category 5 paragraph on
Instructional Planning and Support
(Danielle)
performing arts. I will use the standards as an outline to provide my students with the support and information
they need to know and cover for the state standards. I will engage in professional development and acquire
knowledge of:
● (1) the strands of the arts content standards, including, when appropriate, training related to state-
adopted visual and performing arts instructional materials
● (2) processes and products in arts education
● (3) the interdependence and independence of the arts
● 4) the arts and learning across the curriculum
● (5) affective and cognitive aspects of the arts
● (6) world arts and cultures
● (7) collaboration and articulation
● (8) student assessment
● (9) the uses of new media and electronic technology.
Chapter 7: Page 193: Instructional Planning and Support;
Instructional Approaches:
● 1. Direct instruction
● 2. Reading
● 3. Writing
● 4. Demonstrations
● 5. Creation of artwork
● 6. Internet use and inquiry
● They must provide:
○ Explicit, systematic, and accurate procedures and prompts; explanations
of background, concepts, and principles; and theories understandable to
specialists, credentialed arts teachers, and general classroom teachers
○ Strategies to identify and correct common student misconceptions of
the visual and performing arts concepts
○ A variety of effective teaching strategies for flexible implementation
○ Lesson plans that reflect properly sequenced instruction with appropriate
procedures understandable to specialists, credentialed arts teachers,
and general classroom teachers
○ A number of possible strategies for pacing lessons
○ Suggestions for applying student assessment data to instructional
planning within the program
 ○ Resources reflecting strategies found successful in engaging all students
in full participation, varied thinking, and meaning-centered tasks
○ A list of suggested equipment, supplies, and facilities supporting implementation
of a standards-based program
○ Guidelines to ensure classroom safety and effective use and care of
required equipment, materials, and supplies called for by the program
during instruction and demonstrations
○ Suggestions for organizing and storing resources in the classroom
○ Economical equipment and supplies together with recommendations
for their use (included with the materials) or recommendations for using
readily available alternative materials and equipment
○ The program packaged for sale containing all components, including
reproducible masters, needed for helping students meet the state
requirements
○ A plan for professional development and continuing technical support
for users of the materials in implementing the program
○ Technical support and suggestions for the appropriate use of instruments,
tools, and equipment as well as audiovisual, multimedia, and
information technology resources associated with the program
● Encouraged to include:
○ Suggestions for using community resources to support the program
○ References and resources providing teachers with further information on the visual and
performing arts content
○ Suggestions to students for exploring the content in the standards at great depth
○ Support materials that reinforce, model, and demonstrate effective
teaching strategies for teacher use (e.g., video of demonstration lessons,
simulations, online resources)
○ Homework assignments and periodic letters to the home encouraging
student learning and presented so that parents or guardians can easily
support their child’s academic success.
○ Suggestions for informing parents or guardians and the community
about the visual and performing arts program
○ Electronic tools, including lesson-plan builders, teacher presentations,
and technical and implementation support
 ○ Electronic resources promoting interaction of teachers and students and
critical thinking, such as presentations with designated points for discussion,
interactive simulations, role playing, and multiuse systems
● Electronic Technology should include:
○ A standards-based curriculum that includes contemporary media technologies or uniquely
organized resources supporting universal access to information and enhancing teaching and
learning in the arts
○ Delivery of an instructional program or units through alternative formats or methods, including
but not limited to videos, interactive media, CD-ROMs, DVDs, and online resources
○ Technical support and suggestions for the appropriate use of the instruments, tools, and
equipment as well as the audiovisual, multimedia, and information technology resources
associated with the program
○ Electronic resources promoting interaction of teachers and students and critical thinking, such
as presentations featuring role playing or multiuse systems
○ Electronic resources that are cross-platform (e.g., using both Windows and Macintosh operating
systems) and use available media systems

Reflection: Philosophy Paper for the teaching of VAPAs

Write a short (¾ -1 page) paper concerning your philosophy of teaching the visual and performing arts in a CA public elementary classroom. Keep your
readings, appropriate theory, Biblical links and the Education Code in mind as you develop your ideas and include links where appropriate.

My personal philosophy for Visual and Performing Arts in a public elementary classroom in California is to make sure that my
students have the resources and tools they need to succeed. I feel that as an educator, I need to make sure that there are diverse

strategies and theories considered in my classroom. It is important as an educator that I differentiate learning and make it a process

that is enjoyable for my students. Most of the time students need to have the opportunity to relate what they are learning to

something relevant in their lives. As an elementary teacher I will make sure to challenge my students and provide them with a safe

and comfortable learning environment.

Establishing a safe environment that includes encouragement and motivational praise, it will instill responsibility and hard effort in

everything that my students do. The learning standards that are required need to be met and I will incorporate objectives that

integrate student involvement. Objectives will have blanks and I will have them posted on the whiteboard in my classroom, so that

they are able to see what they are expected to learn and relate the lesson to a given standard. The standards are a foundational

outline that identify key learning goals that need to be learned in the classroom. Allowing students the opportunity to express

themselves in the VAPA Framework is a vital point that students will benefit from. Personal meaning to content is a positive impact

for students, that they will enjoy.

Lessons that I create for my students will help with their development and allow them to incorporate their own creativity to material

or activity they are given. Ensuring student success is a key element to student cognitive development. As an educator, I will

continue to push myself and reflect upon my own lessons and analyze the standards to check that they are used effectively in the

classroom. I will make sure that if the students are having any difficulty, I will continue to improve my practice as an educator. I
have learned strategies and principles that I can apply to diverse learners, but I also have understood that it is not good to treat all

students equal, but to have equity for each student. I need to adapt to diversity in my classroom, show interest in my students, and

provide them with certainty that I value them as my student.