Arts and Humanities

Arts and Humanities curriculum covers the fields of media art, visual art, theatre, dance,
music, world languages, and interdisciplinary humanities. Media art, which includes
digital media, photography, and computer-generated artwork, is a recent addition to the
arts disciplines. The arts should not be confined to study of only one artistic discipline,
but rather as a means to help students achieve mastery in a well-rounded education. The
arts provide vibrant content with significant 21st Century skills to promote progress in all
academic areas of study.

The new Outcome Based Education standard in arts and humanities, as well as national
resources in the field, make unit/lesson planning easier. Each of the disciplines offers a
short white paper that describes the purpose and method of study in each field. Music and
the arts are included in the re-authorization of the Elementary Secondary Education Act
(ESSA) now called Every Child Succeeds Act (ESSA). Section 4104 specifically calls
out well-rounded (formerly known as core academic subjects) educational experiences
and allows state funded activities in areas such as the arts and humanities.

Introduction
We, the Dance Standards Revision Executive Committee, upon review of the new dance
standards as
presented by the State Educational Agency Directors for Arts Education (SEADAE),
recommend the
adoption of these standards for the State of Idaho. These standards provide the guidelines
for assisting
Idaho students to move sequentially from public education towards college and career
readiness.
Dance Education
Dance education provides all students with opportunities to participate in, understand,
create, reflect
and value the art of dance. Students exposed and trained in dance develop dance literacy,
and
participate in multiple ways of communicating and collaborating. Dance enhances any
and all students’
abilities to develop creativity, imagination, innovation, critical thinking and problem
solving.
An education in dance fosters movement experiences where students are engaged in
creating,
performing, responding, and connecting. “The art of dance uses movement to
communicate meaning
about the human experience. It is far more than exercise or entertainment. It is a powerful
medium to
express one's values, thoughts, and aspirations about the lives we live and the world in
which we live.”
(National Dance Education Organization).
Dance Literacy Defined
‘Dance literacy is the ability to identify, understand, interpret, create, communicate and
analyze, using
movement, spoken language, written materials, and symbolic means in varying contexts.
Dance literacy
involves a continuum of learning by enabling individuals to achieve their goals, develop
their art,
knowledge and potential, as well as participate fully in their community and wider
society’ (Curran 28).
In comparing the current Idaho Humanities Standards for Dance, the new standards more
clearly reflect
our values in dance as art in education.
The new Dance Standards are designed:
 To build upon essential questions and enduring understandings that connect all art
forms
through eleven anchor standards.
 To identify the learning that we want for all of our students and to drive improvement
in the
system that delivers learning.
 To guide the delivery of arts education in the classroom in new ways of thinking,
learning and
creating.
To clarify through clear, concise, flexible standards for educators.
 To inform educators about implementation of arts programs for the traditional and
emerging
models and structures of education.
 To frame the artistic literacy, as outlined in philosophical foundations, lifelong goals
and artistic
processes.
 To focus a framework that delivers the educational nuance of standards in only four
artistic
processes (creating, performing, responding and connecting), bringing together what
artists do
and what we want our students to do.
Conclusion
The Idaho Dance Standards Revision Executive Committee, comprised of a group of
experienced and
qualified dance educators, recognize the extensive work that has gone into the creation of
the new Arts
Standards and value how they will support a quality arts education for Idaho’s youth.

Definition:
The Interdisciplinary Humanities course is a pathway for learners to discover and
understand the human
experience through a balanced and integrated combination of the arts and/or humanities
with inclusion
of two or more of the following content areas: architecture, philosophy, literature, world
religions,
visual and media arts, music, dance, theater, history and world languages.
Purpose:
In order to prepare students both to appreciate and apply the role of the arts and
humanities in critical
thinking and creative problem solving, an interdisciplinary humanities course will
explore the human
experience through the analysis and interpretation of themes, issues, and/or movements.
The
Interdisciplinary Humanities course will encourage students to become lifelong explorers
who discover
their connectedness to the records of lived experiences outside of their own individual
social and
cultural context. Through the creation/interpretation/communication of an original work
and through
the performance/presentation/production of that work, students are able to gain new
perspectives.
Design:
The Interdisciplinary Humanities course should provide a well-rounded, thematic hands-
on experience.
The course is intended to integrate content from two or more arts and humanities
disciplines. This
course must be built upon the following five anchor standards: connect and compare,
respond, create,
present, and reflect. The standards for the Interdisciplinary Humanities course do not
provide discipline
content; the content should be derived from the selected disciplines.
Pedagogy:
In the Interdisciplinary Humanities classroom, the teacher(s) will have extensive
expertise in two or
more disciplines and will enable students to identify and apply authentic connections.
Instruction will
integrate essential concepts that transcend individual disciplines. The integration must be
balanced in
content, practices, and assessments. Structured around themes, issues, and/or movements,
instruction
will maintain a balance of academic study, performance, and project-based learning. The
instructor will
foster a collaborative environment that encourages academic risk-taking and inquiry.

Media Arts Standards Recommendation We, the Executive Committee on Media Arts
Standards Revision, make recommendation that the Idaho State Department of Education
adopt the State Educational Agency Directors for Arts Education new Media Arts
Standards. As a new strand that has been adopted as a fifth arts discipline, Media Arts
combines art and technology as an avenue that drives, critical, creative thinking. The
flexibility and broad application of the new arts standards are particularly beneficial for
Media Arts given the diversity and rapid evolution of the field. These standards are
inclusive of at-risk and culturally diverse students. These standards will help ensure that
students are not forced to work with outdated tools or strategies by allowing educators to
incorporate new and emerging technologies into their programs on a continuing basis.
What are Media Arts? Media Arts is a collection of expressive media that lie between
two historical trajectories: computing and communications media. Included within that
field of media arts are intentionally expressive work that are defined by what they are not.
For instance, Media Arts are neither traditional media manipulated by hand (stone,
ceramics, paint) nor are they productivity or visualization products not intended for
expressivity (MRI scans, word processing, and other productivity tools). The
technological products on the periphery of defined media arts can be included if the
creator developed the product with intentional expressivity. Media Arts consumes or
augments many longstanding artistic and design oriented curricula. For instance, Graphic
Design courses fit well within the Media Arts as do Photo- and Video-journalism courses.
Students practicing Media Arts can and should synthesize tools and disciplinary
approaches for creative problem solving. Due to the field’s broad nature, Media Arts are
changing constantly, and it is important to not specify software packages or skills sets too
narrowly. Where do we see Media Arts currently? Media Arts is currently woven into a
variety of classes that are listed in the 9-12th grade Idaho Career Clusters. In the K-8
curriculum, Media Arts has been already integrated throughout inquiry and project based
learning; however, it might not have been identified as such. In the past, there have been
no media arts standards, so current standards exist within Idaho’s Professional Technical
Standards, Information and Communication Technology Standards, The International
Society for Technology in Education (ISTE), Visual Arts, English Language Arts,
Engineering, or other content areas. When the process and/or product of a class/course
results in an intentional artistic expression using media arts, the instructor and students
should refer to the new Media Arts to find objectives, goals, and resources for that
course. The Future of Media Arts Media Arts is critical for college and career readiness
in today’s technologically driven society. It is essential for students to become creative
contributors in a collaborative, digital global workforce. Although the current courses
address some opportunities for students to learn and produce elements of media arts such
as storytelling, coding, design thinking, and communication design, there is an identified
need and desire to have a Media Arts adopted curriculum. Some suggestions for further
implementation of this adopted curriculum could include the following topics. ● User
Interface Design (website development, mobile applications, kiosks) ● Understanding
and Creating with Programming Language (coding) ● Game Design ● Animation (3D,
stop-motion, web) ● Video Production ● Conceptual Development (makerspace) ●
Lighting Design ● Sound Design ● Communication Design Media Arts Committee
Members: Jacob Carder, Twin Falls High School, Art Instructor Shelly McElliott, Xavier
Charter School: Technology Coordinator Katy Shanafelt, Boise High School: Visual Art
Instructor Georgina Goodlander, Idaho Fall Arts Council: Visual Arts Director Dr. Greg
Turner Rahman, University of Idaho: Professor of Media Arts Marita Diffenbaugh ,
Boise School District: K-12 Instructional Technology Manager

The Problem: Current Music Standards Are Inadequate for 21st Century Music
Classrooms It is well-known that learning music concepts enhances learning in all subject
areas, yet the current Idaho Standards for music, which were adopted in 2008, are
primarily skill-based standards. The new Idaho Music Standards emphasize concepts,
allowing districts to write skill-based curricula guided by the principles of the Enduring
Understandings and Essential Questions under each major category. In addition, the
current standards do not differentiate between the many different strands of music. The
new proposed standards have 5 strands, with specialized standards for each strand. New
Music Standards Organization in the past four years, SEADAE (State Education
Agencies Directors of Arts Education) have organized a new framework for teaching and
learning in the arts. The new standards revolve around four artistic processes: Creating,
Performing/Producing/ Presenting, Responding, and Connecting. The strand of
Performing has been enlarged to include Producing and Presenting, which are expanded
aspects of performing. The new strand of Connecting brings the classroom study of music
into a larger context of its place in the arts and in the community of overall learning. This
overall organization provides music educators with a framework of “Enduring
Understandings” and “Essential Questions.” Using the new standards, Idaho teachers and
school districts may create effective curriculum and lessons, providing a complete and
thorough music education. Committee recommendations: Music Strand:  Add
parenthetical explanation to the title – (e.g. General Music, Music Appreciation)  Extend
the standards through HS Advanced to allow for high school classes such as music
history or music appreciation Music-Traditional and Emerging Ensemble Strands:  Add
parenthetical explanation to the title – (i.e. Performing Ensembles)  Copy music strand
standard MU:Pr6.1.8.e to also be MU:Pr6.1.E.5c for the purpose of including performing
etiquette in performing classes  Remove HS from all proficiency levels for the purpose
of differentiation of instruction at both MS and HS. Listing would read: Novice,
Intermediate, Proficient, Accomplished, Advanced Music-Harmonizing Instruments
Strand  Add parenthetical explanation to the title (e.g.: guitar, keyboard)Remove HS
from proficiency levels Music-Composition and Theory Strand  Re-title to Music-
Composition and/or Theory Strand 2 Request Adoption: Because we believe the new
standards better serve Idaho students and will allow Idaho teachers to build curriculum
more appropriate to the classroom needs of our teachers and learners, the music
committee requests adoption of the 2015 music standards. The standards will be
presented both in chart format, to allow teachers to view standards across K-12 and
outline format, which will allow teachers to copy and paste the standards into daily lesson
plans. Music Committee Members: Chair: Barbara Oldenburg, West Ada School District:
General Music Instructor Aimee Atkinson, Renaissance High School: Choral Music
Director Matt Barkley, Post Falls High School: Band Director Julie Burke, Lewiston
High School: Choral Music Director Quentin DeWitt, Rocky Mountain High School:
Band Director Tyler Eriksen, Eagle High School: Band Director Shirley Van Paepeghem,
North Star Charter School: General Music instructor Dr. Greg Springer, Boise State
University: Music Education Professor

Idaho Theatre Arts Standards White Paper Background as Theatre Arts Educators, we
strive to provide an enriched curriculum that fosters vibrant imaginative skills,
empowered personal expression, and an appreciation and support of cultural diversity. A
theatre arts curriculum provides an environment where student learning and experience
are fused together to create innovative and influential works. A solid foundation of
theatre standards will provide Idaho students with a highly sought after set of
interpersonal skills that transcend the classroom. We, the Executive Committee on
Humanities Theatre Standards Revision, make recommendation for the adoption of the
new Theatre Arts Standards recently developed by the State Education Agency Directors
of Arts Education. As the Theatre Arts Association states, “Arts standards create a
pathway to quality arts learning and teaching; prepare students for college and career; and
affirm the arts as a core academic subject.” The adoption of the new Theatre Arts
Standards supports:  Clarity through concise, flexible standards for educators  The
opportunity to deepen the understandings of each content area  A framework for
individual teacher creativity and flexibility  The students’ learning in the four artistic
processes of Creating, Performing, Responding, and Connecting  Intentional focus on
relating personal learning and experience to artistic expression and other disciplines 
Contemporary thought, practices, and technologies  All arts disciplines, fostering a
greater degree of cross collaboration  Literacy that embraces artistic expression through
reading, writing and analysis of contemporary and historical texts Grade-by-grade
performance standards from kindergarten to the three high school levels of achievement
articulate student achievement in theatre and translate the standards into measurable
goals. We submit that with the adoption of these standards, Idaho educators will have a
comprehensive document to advance their theatre arts objectives, thereby preparing their
students to be critical thinkers and contributing citizens. Theatre committee Members: D.
Sterling Blackwell, Centennial High School: Theatre Instructor Brett Eshelman, Boise
High School: Theatre Instructor James Haycock, Twin Falls High School: Theatre
Instructor Tracy Harrison, Eagle High School: Theatre Instructor

Introduction We, the Visual Arts Standards Revision Executive Committee, upon review
of the new Visual Arts Standards as presented by the State Education Agency Directors
of Arts Education (SEADAE) enthusiastically recommend the adoption of these
standards for the State of Idaho. We recognize the extensive research, time and
collaboration that went into developing these standards. We found that these standards
are inclusive of at-risk and culturally diverse students reflected in the student population
in Idaho. These standards provide the guidelines for assisting Idaho students to move
sequentially from public education towards college and career readiness. The new Visual
Arts Standards provide a broad, flexible and sequential framework that meets the needs
of educators in developing curriculum at a local level. The standards will guide teachers
in instructing students in problem solving, collaboration, artistic practice, visual literacy,
reflection, and experimentation, all contributing to educated citizens in our increasingly
creative global economy. Visual Arts Standards in comparing the current Idaho
Humanities Standards for Visual Arts, the new standards more clearly reflect our values
in Visual Arts education and assist in the creation of curriculum. The new Visual Arts
Standards are designed:  To clarify through clear, concise, flexible standards for
educators  To promote critical thinking, creative thinking, and problem solving skills 
To build upon essential questions and enduring understandings that connect all art forms
through eleven anchor standards  To encourage Individual investigation as well as
collaborative practice  To support 21st Century skills, practice, and technologies  To
provide objective learning and assessment opportunities with accountability for
instruction and achievement  To help students develop awareness and understand the
lives of people of different times and cultures  To relate artistic ideas and works with
societal, cultural and historical context to deepen understanding What are Visual Arts?
The visual arts include the traditional fine arts, such as painting, drawing, sculpture,
ceramics and the design arts. Visual art is defined by self-expression through creative art
making. Additionally, the visual arts provide students with diverse backgrounds and
needs an opportunity for discovery, self-expression, and communication. The Idaho
visual arts standards committee members understand the importance of having rigorous
standards in order to create a strong curriculum. We know that the Idaho Visual Arts
Standards will encompass this shared belief. 2 Visual Arts Committee members: Chair:
Camille Johnson, Twin Falls High School: Art Instructor Michele Emery, Frank Church
Alternative High School, Boise: Art Instructor Peggy Fiske, Lapwai School District: Art
Instructor Lola Johnson, Lowell Scott Middle School, West Ada School District: Art
Instructor Dr. Kathleen Keys, Boise State University: Professor of Art Education Sally
Machlis, University of Idaho: Chair, Department of Art and Design Ruth Piispanen,
Idaho Commission on the Arts: Director of Arts Education

Idaho World Language Standards White Paper Introduction We, the World Language
Executive Standards Revision Committee, upon review and discussion of the present
World Language Standards as presented by The American Council of Teachers of
Foreign Language highly recommend the adoption of the five main goal areas
(Communication, Cultures, Connections, Comparisons and Communities) as the basis for
standards for the State of Idaho. We recognize the valid and extensive research, and the
time and collaboration that went into developing the World Language Standards. These
goals areas meet the needs of all Idaho students. We are proposing that Idaho utilize our
own standards within each goal area to meet the needs of our students. The standards we
are proposing are equally applicable to learners at all levels, native speakers and heritage
speakers (including English Language Learners), American Sign Language, and Classical
Languages (Latin and Greek). The proposed standards include language to reflect the
current educational landscape in Idaho and will strongly serve the needs of all students in
our state. These standards and performance indicators provide flexible and sequential
guidelines that serve the needs of World Language Educators in all levels of language
instruction in all districts. Rationale for Change Problem: Current Idaho State World
Language Standards (adopted in 2008) do not complement the 2012 ACTFL World-
Readiness Standards for Learning Languages nor the Idaho Core and its mandate for
literacy, 21st century skills, and College and Career readiness in all content areas. Pg. 4
Common Core State Standards Workbook: “The standards insist that instruction in
reading, writing, speaking, listening, and language be a shared responsibility…” The
2008 Idaho State World Language Standards do not require the same depth that the
ACTFL World-readiness standards recommend, though many Idaho educators are
currently incorporating these more rigorous essential competencies into their classrooms.
Solution: ACTFL and IATLC (Idaho Association of Teachers of Languages and Cultures
– the state professional organization) have taken a lead in language research and
education in the nation and state respectively. As a part of that process, ACTFL has
established robust and rigorous World Readiness Standards for Learning Languages that
align directly with the goals of the Idaho Core. As such we propose that the State of
Idaho support aligning the main goal areas in Idaho’s World Language Standards with
those in the ACTFL World Readiness Standards for Learning Languages. This will
provide local flexibility while still preparing Idaho’s students for colleges and careers.
The goal areas are written globally and encompass instructional and proficiency levels
ranging from ‘novice low’ to ‘distinguished’, regardless of age, grade level, or
instructional program. The new set of standards would provide a statewide common
language (terminology), targeted outcomes to determine proficiency regardless of age or
program, and a clear articulation of the power of language learning within an increasingly
global economy. These standards focus instruction on performance-based tasks and
applicable outcomes, and therefore directly correlate to and support the movement in
Idaho toward assessments that measure students’ communication skills. The five goal
areas are designed: ● To guide learners to interact and negotiate meaning in spoken,
signed, or written conversations to share information, reactions, feelings, and opinions. ●
To prepare learners to use the language to investigate, explain, and reflect upon the
relationship between the practices and perspectives of the cultures studied. ● To
encourage learners to build, reinforce, and expand their knowledge of the other
disciplines while using the language to develop critical thinking and to solve problems
creatively. ● To prepare learners to use the language to investigate, explain, and reflect
on the nature of language through comparisons of the language studied and their own. ●
To give learners the tools to use the language both within and beyond the classroom to
interact and collaborate in their community and the globalized world. ● To clarify
through clear, concise, flexible standards for educators. ● To guide the delivery of World
Language education in the classroom in new ways of thinking learning and creating. ● To
build upon essential questions and enduring understandings through anchor standards.
World Language Standards Committee Members: Cynthia Cook, Mountain Home High
School: German Instructor Helga Frankenstein, Boise School District: World Language
Supervisor Andrew Horning, Kuna High School: French Instructor Kate Hunter, West
Ada School District: World Language Supervisor Sheila Miller, Borah High School:
Spanish/Japanese Instructor Heather Ohrtman-Rogers, Jenifer Junior High School,
Lewiston: Spanish Instructor Craig Sheehy, Columbia High School, Nampa: Spanish
Instructor Becca Sibrian, Boise State University: German Senior Lecturer