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Amy Johnson
Common Core Collaboration Key for Fine Arts and Classroom Teachers
Posted by Sep 11, 2012
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Amy Johnson
![Amy Johnson](/sites/default/files/artsblog_legacy/uploads/2012/09/ajohnson_portrait.jpg)
My school district is unpacking Common Core State Standards (CCSS) this year and I have endured many meetings and trainings on CCSS. There has been a consistent show of how Language Arts, Math, Social Studies, and Science teachers will utilize CCSS. Yet, there has not been one devoted meeting for non-core subject teachers about CCSS.
When I make inquiries about how I, an Art teacher, can meet the demands of CCSS, there is a typical comment about “modifying the standards to suit [my] classroom.” I find this inconsistency worrisome; the indifference means my subject is not viewed as important or relevant. Ultimately, that could lead to less funding and/or the eradication of my subject; I’m not about to let that happen.
I will let you in on a secret: CCSS presents a teaching philosophy closely aligned with most fine arts classrooms. The methods of CCSS rely on teachers working as facilitators as opposed to lecturers, stress the value of modeling over telling, and emphasizes valuable learning occurs when subjects are interrelated and meaningful connections are made. Art is not created in a vacuum, and we already know the methods CCSS highlights are valued when it comes to teaching; we have been teaching this way for years.
![Amy's Class](/sites/default/files/artsblog_legacy/uploads/2012/09/classroomview-2.jpg)
This leads me to believe arts educators have a lot to offer CCSS. The only obstacle between fine arts educators and quality CCSS integration is finding a way to bridge the gap between our subjects and core subjects. To put it another way, we have to find a way to get core-subject teachers to collaborate with us in a meaningful manner.
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