Elizabeth Foscaldo1

EDU 543 VAPA Frameworks Reading Assignments

Chapter 1
Chapter 1: 10 Guiding
Principles of the VAPA
Framework (p. 2)
List each principle in
brief terms.
What is the content of each principle? Briefly explain.
1 Support Education
Code 51210 and 51220
Must include visual and performing arts in grades 1 6
th
grade and 7
th
-12
th

2 Use standards
adapted by State Board
of Education as basis of
curriculum
Curriculum serve as guide posts for teachers and provides clear cut curriculum goals for
learners. Requires active learning through study, practice, creation, or performance.
Also requires reading and writing about the arts.
3 Definition of balance,
comprehensive arts
program
Students are expected to master standards such as: artistic perception, creative
expression, historical and cultural context, aesthetic valuing, connections, relationships,
and applications.
4 Promote standards,
assessments, and
instruction to provide
comprehensive,
coherent structure
It will prepare students to meet the new requirements for freshman admission to
Universities
5 View assessment as
essential in the arts
Assessments help students learn more about what they can do and provides teachers
with info for improving instruction. Makes teachers accountable.
6 Technology Embrace it, incorporate, include photography,
7 Inclusion of all
learners in the
classroom
Instruction should provide students with ability to understand personal pace to develop
self-expression and confidence. Be adaptive to special needs.
8 A broad view of
culture
They experience American culture and worldwide ethnic, racial, religious, and cultural
groups.
9 Recognition of the
role the art plays
Prepare for future. Prepares them for jobs.
10 Usefulness to
teachers, art pro.,
library media teachers,
admin., parents, and
supporters
Help develop curriculum. Those who teach are helping develop and shape students
abilities to think, observe, create, and imagine thoughts and feelings.

Chapter 2:
Planning/administering
VAPA
Explain key points.
-Success is from how well schools, parents involvement, and community participats
pg20
- Implement an assessment toolkit for self-evaluation and planning
- Helps show what schools have and need.
-Should consider standards, instruction, assessment, professional development, quality
Elizabeth Foscaldo2

teachers, partnership, budget needs, facility, resources, program evaluation, time.
- Admin are key participants.
- First step is to complete a self-study of current art programs, gain endorsements, and
have plan be adapted.
- Long range plan include: allocating personal, ensure district has standard based
curriculum, develop collaboration, and secure funds.
Conducting arts
education in
Elementary Schools
Explain how this is done.
In elementary schools arts programs are essential as they develop their ability to
communicate their thoughts, feelings, and understandings, concerning world around
them. They can express ideas creatively in verbal and nonverbal ways. They should be
able to perform and experience as well as talk, read, and write about it. Teachers
should respect self-expression.
Partnering with library
staff.
How and why?
Holds large collection of material and are accessible to all students. Libraries offer
resources and help talk, read, and write about the arts as well as share examples
through audio, instruments, and video. Library is open to parents as well. They
collaborate with teacher for instruction, technology implication, and use of resources.
This way everyone has access to the arts.
Evaluating Arts ed.
programs
Program should be reviewed continually to identify needs of improvement. Should sow
what has been accomplished, whats needed, and what would revitalize program. Can
be used to compare program results later. Also see what financial and human resources
are available to expand program. Always focus on how to provide high-quality,
standard based education.
Providing Access for all
students
Should provide students ability to advance artistically and cognitively, develop self-
expression, and self-confidence as well as accomplishment. It provides experiences and
helps meet their learning styles and abilities. Should be encouraged to participate in
dance, music, theatre, and visual arts as performers. Should be modified for students
with disabilities and help challenge students who excel with advance placement classes
or schools.

Application of media
and technology
Explain how to use media and technology in an appropriate manner in elementary
VAPA programs.
Technology can be used to help create and express ideas. Expand boundaries of space
and time by using electronic media and traditional media. With available equipment,
students have opportunity to use technology to enhance artistic skills and create more
professional productions and performances. Technology can : produce animation,
analyze works of art, create graphic designs, design sets, develop choreography, control
lighting and scenery, and compose, edit, and mix music.
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.


Select a grade level K-6

Explain the content of each
area of the VAPA Standards
in the space below.
Describe the developmental
levels. What changes do you
see from the younger age
group to the older students?
Provide an area of
integration for each area
with social studies/science.
Explain your ideas. Be sure
that your ideas are age
appropriate.
Provide an area of integration for each
area with literature/language arts.
Explain your ideas. Be sure that your
ideas are age appropriate.
Dance: 4
th
grade Older ages demonstrate Have students learn For language arts and literature
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Students demonstrate
concentration and
physical control,
improvising more
technical movement
and they learn
foundation of
choreography. Describe
music and dance form
other countries, use
vocabulary, and talk
about experiences.

increased ability and
skills and create
complex movement
sequence. Can use
appropriate vocabulary
to describe every day
movements. Can
identify dances from
other countries. Can
critique different type
of dances. Describe how
dance benefits the
body.
about other dances
from different parts of
the world. (Folklorico,
line dancing ect) Teach
them about what the
message the dancers
are trying to portray.
have student s read about the
other cultures way of dance and
provide vocabulary words.
Provide books with pictures and
words so they can both read and
see the types of clothing and
dance moves used.

Chapter 5: Assessment of the Arts

Purpose of Assessment Explain purpose: It helps teachers determine how they should adapt their instruction so
that their students can achieve the content standards and to build a profile for each
student that can be used to communicate progress.
Types of assessment:
Fill in each type in boxes
to right.
Entry level
-To determine starting
point
-pretest, open ended
question.
Progress monitoring
- Signals alternate
routes needed to take
before moving on
Summative Evaluation
-Helps determine whether
students have achieved the goals
defined in standards.
Assessment Tools: Rubrics
-Criteria of evaluation
should be shared with
students beforehand.
Portfolios
- Formal or informal
work to monitor
progress.
-Process portfolio, port
of assessment tasks,
best work, high stakes.
Media
-Work can be placed on dvd and
shared
-teachers must first provide
standard assessment task and
rubric.

Chapter 6: Professional Development
Read and reflect: How
might you develop your
knowledge and ability
to teach the VAPA
(arts)?
Because I am not planning on teaching only art, I am aware that I may not have the
proper training on how to teach it. However, there are professional development
programs I can attend to prepare myself in the use of art instructional materials. A few
examples include county art agencies, art organizations, and workshops. These
programs will help me acquire knowledge of the content standards, learn about the
processes and products, the dependence and interdependence of art, learning across
the curriculum, the affective and cognitive aspects of art, about world art and cultures,
how to collaborate and articulate, how to assess, and how to use technology.
Chapter 7: Page 193: Instructional Planning and Support;
Explain the Instructional
Approaches mentioned
in the Category 5
paragraph on
Instructional Planning
and Support
To implement the standards of visual and performing arts program teacher support
materials should be designed to help the teacher ensure all students have the
opportunity to learn the essential skills and knowledge. It should include instructional
approaches such as instruction, reading, writing, demonstrating, creation of artwork,
and internet use and inquire.