INTRODUCTION

ORGANIZATION OF THE CURRICULUM

In the North Carolina Arts Education Standard Course of Study, the curriculum for each arts area is organized by an overall introductory section, grade span transition sections, grade level focus boxes, strands, competency goals with grade level objectives, and a glossary for each arts area.

Headings

The headings consist of the area of study with the grade level or course title. This information will be capitalized in bold type at the top center of each page and read for example, ARTS - Grade 3.

Transition Sections

These sections address major emphases, important concepts or other information specific to each grade span: K-2, 3-5, 6-8, and 9-12.

Focus Boxes

Rectangular boxes at the beginning of each grade section or course in each of the arts areas, will contain focus information. The information for kindergarten through eighth grade will appear as bullets that list, as concisely as possible, major features of the curriculum at each specific grade. For grades 9-12, the information describes each course at the high school level in narrative form.

Strands

Strands define the major elements of the subject that are relevant across grade levels and provide unifying threads of understanding supported by the goals and objectives. These elements change for each arts discipline and may differ for various grade spans. This section begins with the word "Strands:" in bold type at the left side of the page.

Competency Goals

Competency goals are broad statements of general direction or purpose for each arts education program. These are in bold type and numbered "COMPETENCY GOAL 1, 2, etc." and start with the words, "The learner will ...." The goals are the same for all grade levels and courses in each area of arts education.

Objectives

Objectives are specific statements of what the student will know or be able to do in each arts discipline which are observable and measurable learning targets contributing to the attainment of the broader goal. These sections come under the goals and begin with a heading in bold print at the left of the page and entitled "Objectives" with the objectives following underneath and numbered "1.01, 1.08, 1.13, etc." The objectives are stated as phrases which start with a capitalized verb such as Apply, Describe, Perform, Demonstrate, etc. as if completing the sentence "The learner will know or be able to ...."

Because the objectives are developed for each grade level and high school course, some of them are repeated as appropriate at ensuing grade or course levels to suggest continuation of study or ongoing advancement of knowledge and/or skills. However, when this occurs, the intent is that the content, instruction, student outcomes and methods of evaluation should increase in sophistication at each succeeding grade or course level.

Glossary

The glossary for each arts area is a list of definitions for all words used in this document that are relevant to the arts discipline but not necessarily in common use or that warrant a definition specific to this particular body of knowledge.

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