Media Arts Standards
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Companion documents for South Carolina Media Arts Standards:
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Additional Support Documents
Fine arts careers
In an effort to ensure that knowledge of the diverse career opportunities in the arts is available to students and parents, PSAE has partnered with the SC Department of Education in producing the document Fine Arts Careers. Providing an overview for each of the arts areas (dance, music, theatre, and visual arts), the document provides snapshots of various careers including descriptions, education and skills needed, salary, prospects and related careers. Additionally, charts have been included that provide career cluster possibilities for each of the described careers.
The Personal Pathways to Success of the EEDA seeks to enhance students’ opportunities to build real-life skills, producing a more versatile and technologically sophisticated labor force better prepared for the increasingly competitive global economy. In such an environment, training in the arts can help to develop the unique skills that workers in the future will need to be successful in such an environment.
The Personal Pathways to Success of the EEDA seeks to enhance students’ opportunities to build real-life skills, producing a more versatile and technologically sophisticated labor force better prepared for the increasingly competitive global economy. In such an environment, training in the arts can help to develop the unique skills that workers in the future will need to be successful in such an environment.
Essential Elements of a Quality Visual and Performing Arts Program
Developed by the South Carolina District Arts Coordinators (SCDAC), a committee of the South Carolina Alliance for Arts Education, with support from and in collaboration with the South Carolina Department of Education.
The South Carolina Department of Education recognizes the importance of the visual and performing arts in the development of all students. The Essential Elements of a Quality Visual and Performing Arts Program serves as a recommended model for a quality, standards-based arts education program. The accompanying checklist is a diagnostic tool for evaluating and improving school and district programs.
Endorsed by:
Visual and performing arts instruction reaches students in innovative ways by energizing, educating, and introducing them to a variety of content. Curricular balance is achieved through creative problem-solving strategies, higher order thinking skills, and differentiated learning styles that are inherent in the arts. By learning in and through the arts, both the “group” and the “individual” are emphasized. Support of these essential guidelines will ensure a thorough and creative learning experience for all South Carolina students.
The South Carolina Department of Education recognizes the importance of the visual and performing arts in the development of all students. The Essential Elements of a Quality Visual and Performing Arts Program serves as a recommended model for a quality, standards-based arts education program. The accompanying checklist is a diagnostic tool for evaluating and improving school and district programs.
Endorsed by:
- South Carolina Department of Education
- South Carolina Arts Alliance
- South Carolina Alliance for Arts Education
- South Carolina Art Education Association
- South Carolina Dance Education Organization
- South Carolina Music Educators Association
- South Carolina Theatre Association
Visual and performing arts instruction reaches students in innovative ways by energizing, educating, and introducing them to a variety of content. Curricular balance is achieved through creative problem-solving strategies, higher order thinking skills, and differentiated learning styles that are inherent in the arts. By learning in and through the arts, both the “group” and the “individual” are emphasized. Support of these essential guidelines will ensure a thorough and creative learning experience for all South Carolina students.
- A comprehensive, sequential, standards-based visual and performing arts program is defined as an instructional program in dance, vocal and instrumental music, theatre arts, and visual arts, providing for every student in traditional and non-traditional schools (including but not limited to charter, virtual, magnet, and other schools of choice).
- An arts coordinator will be established as a district-level position. The coordinator will be a certified arts instructor.
The responsibilities will include but not be limited to:- leadership of arts personnel
- research and grant writing
- coordinate arts purchasing
- intricately involved with the selection of arts educators and scheduling of arts classes
- attend local/state meetings for all arts disciplines
- inform district as well as arts educators about legislature relating to the arts
- serve as liaison between the community, the arts, and the district.
Teaching Standards-based Creativity in the Arts
While creativity is inherent in the arts and in the South Carolina Visual and Performing Arts Academic Standards (SCVPAAS), it is the intention of this document, Teaching Standards-based Creativity in the Arts, to enable teachers to foster a heightened creative experience for their students. Much is currently being written about the importance of creativity in our lives. This document emphasizes the importance of this concept. Richard Florida, Daniel Pink, and Thomas Freeman have brought the notion of creativity to the attention of constituents not only in the arts however, throughout all areas our existence.
Issued jointly by the South Carolina Alliance for Arts Education and the Office of Academic Standards of the South Carolina Department of Education, Teaching Standards-based Creativity in the Arts is aligned with each of the SCVPAAS content standards and their indicators. Strategies are given for the teacher to use to enable students to foster their creativity through activities in each of the four arts forms. In addition, resources are provided to give teachers further information to research concerning the implementation of the standards via creativity.
This document also provides readers with an Annotated Bibliography of Creativity compile by Kristy Callaway. Twenty-two different titles are provided with a description about the publication’s content. This will help readers investigate further study of creativity. Dr. Nancy Breard has provided an essay titled Why Creativity?. Dr. Breard defines creativity and addresses various levels of creative process. Dr. Seymour Simmons has provided a comprehensive overview of creativity in his article Cultivating Creativity in Arts Education: Myths, Misconceptions, and Practical Procedures. His article presents topics of interest that reflect the various nuances that comprise our creativity.
Issued jointly by the South Carolina Alliance for Arts Education and the Office of Academic Standards of the South Carolina Department of Education, Teaching Standards-based Creativity in the Arts is aligned with each of the SCVPAAS content standards and their indicators. Strategies are given for the teacher to use to enable students to foster their creativity through activities in each of the four arts forms. In addition, resources are provided to give teachers further information to research concerning the implementation of the standards via creativity.
This document also provides readers with an Annotated Bibliography of Creativity compile by Kristy Callaway. Twenty-two different titles are provided with a description about the publication’s content. This will help readers investigate further study of creativity. Dr. Nancy Breard has provided an essay titled Why Creativity?. Dr. Breard defines creativity and addresses various levels of creative process. Dr. Seymour Simmons has provided a comprehensive overview of creativity in his article Cultivating Creativity in Arts Education: Myths, Misconceptions, and Practical Procedures. His article presents topics of interest that reflect the various nuances that comprise our creativity.
South Carolina Statewide Arts Resources
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South Carolina Arts Disciplines Associations
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