While the VCFAE, which represents over 6,000 VA arts educators plus their students, prefers HB 1477 to HB 1081, we are still concerned about some of the language contained within.
To begin with, there are problems with the language which allows students “...to personalize the pace of learning and accelerate their learning based on the mastery of course content by demonstrating at least 80 percent of the competencies required by course standards, regardless of time, place, or pace”. While personalized learning is critical in all arts courses, and accelerated learning encouraged, as important, particularly in performing arts classes, is group practice, critiquing, and performance/exhibitions all of which require students to be in attendance.
It is important in these disciplines for students to practice and explore individually, but working together as a group to, perform a piece of music, is also critical and included in the VA Music SOLs. If a student masters a flute part at 100% proficiency, and can demonstrate it, this bill could allow a student to stay home, earn credit, and never actually perform with the band. “Mastery" in fine arts courses has been measured in group performance settings and requires that students be in attendance.
Mastery is based solely on individual “course” standards, not necessarily SOLs and district curricula, leading to possible uneven implementation across districts and the state based on such factors as principal preferences/knowledge and teacher competency, interests, work ethic, and artistic expertise.
If the bill passes, the following questions also need to be considered when developing implementation:
Do students have to complete assignments, or can they meet course standards independently? This raises grading issues - as would individual pacing. Does this bill allow registration and earning credit in name only? In other words, could students not attend class nor turn in any assignments and yet earn credit for classes if they achieve 80% mastery?
What assessments will be sufficient for measuring 80% competency?
Are there any thoughts about how to ensure that student gaps that exist across other areas are not exacerbated and that in schools/districts of innovation all students have sufficient support to access these new opportunities?
While the VCFAE, which represents over 6,000 VA arts educators plus their students, prefers HB 1477 to HB 1081, we are still concerned about some of the language contained within. To begin with, there are problems with the language which allows students “...to personalize the pace of learning and accelerate their learning based on the mastery of course content by demonstrating at least 80 percent of the competencies required by course standards, regardless of time, place, or pace”. While personalized learning is critical in all arts courses, and accelerated learning encouraged, as important, particularly in performing arts classes, is group practice, critiquing, and performance/exhibitions all of which require students to be in attendance. It is important in these disciplines for students to practice and explore individually, but working together as a group to, perform a piece of music, is also critical and included in the VA Music SOLs. If a student masters a flute part at 100% proficiency, and can demonstrate it, this bill could allow a student to stay home, earn credit, and never actually perform with the band. “Mastery" in fine arts courses has been measured in group performance settings and requires that students be in attendance. Mastery is based solely on individual “course” standards, not necessarily SOLs and district curricula, leading to possible uneven implementation across districts and the state based on such factors as principal preferences/knowledge and teacher competency, interests, work ethic, and artistic expertise. If the bill passes, the following questions also need to be considered when developing implementation: Do students have to complete assignments, or can they meet course standards independently? This raises grading issues - as would individual pacing. Does this bill allow registration and earning credit in name only? In other words, could students not attend class nor turn in any assignments and yet earn credit for classes if they achieve 80% mastery? What assessments will be sufficient for measuring 80% competency? Are there any thoughts about how to ensure that student gaps that exist across other areas are not exacerbated and that in schools/districts of innovation all students have sufficient support to access these new opportunities?