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National Core Arts Standards (NCAS)
Conceptual Shifts in the NCAS
The NCAS organize essential knowledge in the domains differently than the DoDEA standards. The NCAS allow
for process components and standards to be aligned across the arts disciplines (art, music and theater arts);
and to Literacy and Math CCRS. NCAS organizes by learning events centered on an outcomes-based approach
to teaching and learning in the arts that emanates from four artistic processes, eleven anchor standards, and
PK-12 performance standards articulated by each of the five arts disciplines compared to DoDEA standards
that are grounded in unconnected disciplines. These anchor standards are parallel across arts disciplines and
grade levels and serve as the tangible educational expression of artistic literacy.
Summary of the three conceptual shifts in NCAS:
Disciplinary core ideas are acquired by students through an overall K–12 learning progression and can be
taught at increasing levels of depth and complexity over time. Standards, processes, assessments, are built
around evidence. The elements include sample cornerstone assessments – supplied for grades 2, 5, and 8, and
for each high school proficiency level illustrate how student learning can be assessed through rich perfor-
mance tasks with clearly identified criteria. Change in the meaning of artistic literacy is included within the an-
chor standards.