DOCUMENT RESUME ED 375 038 SO 024 332 TITLE Visual Arts, Levels 7-12. Secondary Core Curriculum Standards. INSTITUTION Utah State Office of Education, Salt Lake City. PUB DATE 92 NOTE 59p. AVAILABLE FROM Utah State Office of Education, Curriculum Section, 250 East 500 South, Salt Lake City, UT 84111. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Art Education; *Core Curriculum; Course Descriptions; Course Objectives; Secondary Education; *Secondary Schobl Curriculum; State Curriculum Guides; State Standards; *Visual Arts IDENTIFIERS *Utah ABSTRACT This Utah state curriculum guide calls for one 7-8th grade course (0.5 unit) of visual arts education to fulfill the visual arts Component requirement of the .ore curriculum. Up to three visual arts courses may be taken at the 9-12th grades as fulfillment of the 1.5 core art units required. Core options include courses in ceramics, jewelry, general crafts, sculpture I, art history and criticism, photography I, architecture design, interior design, foundations II, painting I, printmaking, or commercial art I. The curriculum guide includes course descriptions and state standards/learning objectives for: (1) participant; (2) observer/listener; and (3) critic behaviors. (MM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** -0..--.71111111111 A:. A. . U S DEPARTMENT Of EDUCATION CO Office or Educahonal Researchend Improvement 0 CO EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) If) Ns document has been reproduced as received from the person or organization 14" originating it (V) 0 Minor changes have been made to improve reproduction Quality LU Points of view or opinions stated in this docu merit do not necessarily represent official OERI position or policy rVl "PERMISSION TO REPRODUCE THIS M TERIAL HAS BEEN GRA TED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPY AVAILABLE SO SECONDARY CORE CURRICULUM STANDARDS UTAH STATE BOARD OF EDUCATION Levels 7-12 VISUAL ARTS fa ©1992 Utah State Office of Education Section Curriculum 250 East 500 South Salt Lake City, Utah 84111 3 INTRODUCTION Action by the State Board of Education in January 1984 established a policy requiring the identification of specific core curriculum standards which must be completed by all students K-12 as a requisite for graduation from Utah's secondary schools. This action was followed by three years of extensive work involving all levels of the education family in the process of identifying, trial testing, and refining these core curriculum standards for Utah's schools. The core curriculum represents those standards of learning that are essential for all students. They are the ideas, concepts, and skills that provide a foundation on which subsequent learning may be built. The core should be taught with respect for differences in learning styles, learning rates, and individual capabilities without losing sight of the common goals. Although the core curriculum standards are intended to occupy a major part of the school program, they are not the total curriculum of a level or course. UTAH STATE BOARD OF EDUCATION UTAH STATE BOARD FOR APPLIED TECHNOLOGY EDUCATION 250 East Fifth South Salt Lake City, Utah 84111 District 11 District 6 District 1 C. Grant Hurst Milton Kendrick Neola Brown 1893 Terrace Drive 641 LaVina Drive 495 North 300 East Sandy, Utah 84093 Ogden, Utah 84403 Beaver, Utah 84713 District 12 District 7 District 2 Boyd F. Jensen Katharine B. Garff Lynn Haslem 5380 Hillside Drive 551 Indian Springs Road H.C. 65, Box 74A Murray, Utah 84107 Bountiful, Utah 84010 Altonah, Utah 84002 District 13 District 8 District 3 Allen E. Litster Daryl C. Barrett Harold S. Jensen 665 Princeton Drive 1820 Laird Avenue 24 East 100 North Midvale, Utah 84047 Salt Lake City, Utah 84108 Gunnison, Utah 84634 District 14 District 9 District 4 Marlon 0. Snow Kay McDonough Keith T. Checketts 1247 East 430 North 2922 South 9150 West 1495 East 1140 North Orem, Utah 84057 Magna, Utah 84044 Logan, Utah 84321 District 15 District 10 District 5 Linnea S. Barney Donald G. Christensen Thomas F. Davidson 1965 South Main Street 4196 South 4000 West 4755 Banbury Lane West Valley City, Utah Orem, Utah 84058 Ogden, Utah 84403 84120 Twila B. Affleck, Scott W. Bean, Secretary Executive Officer 4/1/93 THE ELEMENTARY AND SECONDARY SCHOOL PROGRAM OF STUDIES AND HIGH SCHOOL GRADUATION REQUIREMENTS STATEMENT OF PHILOSOPHY The primary goal of education is the development of individuals who possess the knowledge, skills, and hu;.lin characteristics neccesary to enable them to live meaningfully as individuals and as positive contributors to society. To achieve this ultimate goal, the individual must be provided experiences to develop skills in language and thinking; scientific understanding; mathematics; historical perception; aesthetic appreciation; social interaction; movement, fitness, and health; and career competencies. ELEMENTARY EDUCATION The elementary school reaches the greatest number of students for a longer period of time during the most formative years of the school experience. This unparalleled responsibility makes it imperative that each elementary school be provided with effective leadership, meaningful standards, a balanced curriculum, sufficient means, and competent staff. SECONDARY EDUCATION The secondary school should provide the opportunity for every student to have a challenging educational experience which will prepare him/her to pursue a fulfilling and productive role in society, which both transmits and enhances our culture. A comprehensive curriculum with enough flexibility to strengthen individual talents and interests must be available for all students. 6 R300-700. The Elementary and Secondary School Core Curriculum and High School Graduation Requirements. R300-700-1. Definitions. "Board" means the Utah State Board of Education. A. "IEP" means individual education program. B. "Special assignment teacher" means a teacher assigned to: C. ( 1 ) alternative school settings with self-contained classrooms in which the teacher must teach several subjects; ( 2 ) teach homebound students with the expectation that several subjects will be covered by the same teacher; or ( 3 ) necessarily existent small or rural schools with limited faculty and enrollment in which teachers must teach more than three core subjects. R300-700-2. Authority and Purpose. This rule is authorized under Article X, Section 3, of the Utah State Constitution A. which vests general control and supervision of the public education system in the State Board of Education, Section 53A-1-402(1) (b), U.C.A. 1953, which directs the Board to make rules regarding competency levels, graduation requirements, curriculum, and instruction requirements, and Section 53A -1- 401(3), U.C.A. 1953, which allows the Board to adopt rules in accordance with its responsibilities. B. The purpose of this rule is to specify the minimum core curriculum for the public schools and high school graduation requirements. R300-700-3. General Requirements - Course Standards. The Board establishes minimum course description standards and objectives for each course in the required general core. Course descriptions for required and elective courses are developed cooperatively by local school districts and the Utah State Office of Education. The descriptions shall contain mastery criteria for the course and shall stress mastery of the criteria rather than completion of predetermined time allot- ments for subjects. Implementation and assessment procedures are the responsi- bility of local school districts. R300-700-4. General Requirements - Teacher Qualifications. Teachers may not be assigned to teach any course unless, for the subject area to which they are assigned, they hold a current Utah teaching certificate endorsed in the subject area, have completed an undergraduate or graduate major or minor in the subject area, have completed a Board approved inservice program, or have demonstrated competency in the subject area. R300-700-5. General Requirements - Special Assignment Teachers. A. Special assignment teachers must hold a Basic or Standard Certificate with endorsement(s) for the course(s) which they are assigned to teach. In addition, personnel must have completed at least nine quarter hours of state approved college or inservice course work in each of the subject areas in which they are assigned. B. Special assignment teachers are temporarily authorized for the duration of their special assignment and do not receive a permanent endorsement for the subject area until they have completed the equivalent of a subject matter minor, at least 24 quarter hours of state approved college course work in the field, or have been 7 declared competent to teach the subject by the Utah State Office of Education Committee on Demonstrated Competency . R300-700-6. Unit of Credit. General Requirements - A A unit of credit or fraction thereof shall be given upon satisfactory completion of a course or learning experience in compliance with state course standards. Students also may complete a course on a performance basis in which case assessment of mastery will be the responsibility of the local boards of education. Credit can be awarded only once for a specific required course with the same content during the secondary school experience. Credit may be earned in any of the following ways: B. successful completion of a course; ( 1 ) demonstrated proficiency, via pre-assessment; ( 2 ) demonstrated mastery of approved courses outside of the school day or ( 3 ) year; concurrent enrollment in approved post-secondary training institutions; ( 4 ) demonstrated mastery of approved correspondence or extension courses; or ( 5 ) upon application, demonstrated mastery in special experimental programs. ( 6 ) R300-700-7. Instructional Time. General Requirements - School districts shall organize flexible time blocks for instruction which accommodate outcome-based curriculum. To help the Board keep apprised of instructional time variations, districts shall submit their instructional time schedule to the Utah State Office of Education for approv,:. General Requirements - Student Education Plan. R 3 0 0- 7 0 0- 8. A student education plan is cooperatively developed by the student, the student's parents, and designated school personnel. This plan is guided by general require- It is formally reviewed, at least, at ments and individual student interests and goals. the beginning of grade one, at the end of grades three and six, and annually thereafter. Each student's high school plan shall identify an area of concentration, which may be as many as four to five units, in a cluster related to the student's post-secondary goal. R300-700-9. General Requirements Diploma. - In Utah's public schools, a high school diploma is granted to a student who has met Board curriculum rec uirements and any additional requirements of the local school district. R 3 0 0 - 7 0 0 -1 0. Requirements for Elementary Education. The Board shall establish standards for elementary education which include the A. Implementation and formal assess- identification of a general core curriculum. ment of student mastery of the general core curriculum are the responsibilities of the local boards of education. At a minimum, formal assessment shall occur during or at the completion of the primary grades, grade three, and again during or at the completion of the intermediate grades, grade six. Informal assessment should occur on a frequent ongoing basis to ensure continual student progress. Provision for remediation for all students who do not achieve mastery is required. 8 Required Elementary Core Curriculum: B. REQUIRED ELEMENTARY CORE CURRICULUM 41) GRADES K-6 GENERAL CORE OPTIONS Language Arts Foreign Language Reading Writing Speaking Listening Mathematics Science Social Studies Introductory Citizenship Principles and Practices The Arts Responsible Healthy Lifestyles Information Technology All handicapped students are 'required to demonstrate mastery of the core C. curriculum. If a student's handicapping condition precludes the successful demonstration of mastery, the IEP team, on a case by case basis, may exempt the student or modify the mastery demonstration to accommodate the student's handicap. Middle ard High School Requirements. R300-700-11. A The Board provides general direction and standards in secondary education. Students in grades seven and eight must earn a minimum of 12 units of credit. Student,3 in grades nine through twelve must earn a minimum of 24 units of credit. Districts may required addi*ional units of credit. Formal assessment of student mastery of the general core courses shall occur as a minimum during or at the completion of grades eight, ten, and twelve. Implementation and assessment of student mastery of the core courses are the responsibility of the local board. Middle Education Core Curriculum: B. GENERAL CORE - 10.5 Units REQUIRED ELECTIVES - 1.5 PLUS SUBJECT AREAS REQUIREMENTS, Language Arts Local District Option 2.0 Mathematics 2.0 Science 1 .5 Social Studies 1 .5 The Arts 1 .0 Responsible Healthy Lifestyles 1.5 Information Technology Credit Optional Applied Technology Education 1 .0 High School Core Curriculum: C. Required credits. ( 1 ) HIGH SCHOOL CORE CURRICULUM GRADES 9-12 -- 24 UNITS OF CREDIT REQUIRED GENERAL CORE - 14.5 Units REQUIRED ELECTIVES PLUS 9.5 SUBJECT AREAS REQUIREMENTS Language Arts 3 0 . Mathematics 2 0 . 2.5 Science 1 Biological Physical 1 Social Studies 3 . 0 The Arts 1.5 2.0 Responsible Healthy Lifestyles Information Technology Credit Optional 1.0 Applied Technology Education 9.5 Selected Electives ( 2 ) Any state-approved applied technology course, or the applied technology core course fulfills the applied technology education requirement. Selected electives units of credit provide a means for specialization related ( 3 ) to student interest and post-secondary goals. College Entry Cluster: ( a) 2.0 units of credit Foreign Language 1.0 unit of credit Mathematics 1.0 unit of credit Science Electives 4.5 units of credit Applied Technology job Entry Clusters: ( b ) (Select one) 4.0 units of credit Technical Emphasis 5.0 units of credit Applied Technology Emphasis .5 unit of credit Computer Science 4.0 - 5.0 units of credit Electives: ( c ) Information Technology standards in the middle education and high school core D. curriculum may be taught either by integrating them into other areas of the curriculum or in a specific class. Integration requires the district to submit a plan detailing at what level and in which class each standard will be taught. Districts establishing a specific class may offer .5 unit of credit. E All handicapped students are required to demonstrate mastery of the courses in the middle education and high school general core. If a student's handicapping condition precludes the successful demonstration of mastery, the IEP team, on a case by case basis, may exempt the student or modify the mastery demonstration to accommodate the student's handicap. Curricula Art X Sec. 3 KEY: 1989 53A-1-402(1)(b) 53A-1-401(3) 1 0