Thinking Outside the Box - Curriculum Connections by State

Alabama

  Arts
    Innate and essential elements of our human nature, the arts shape and extend our ability to think about, manipulate, and symbolize our world.
    Students engage in a variety of activities that address multiple learning styles, cultivate multiple intelligences, develop higher-order thinking skills, and generate self-esteem and positive emotional responses to learning.

Alaska
  Arts
    A) A student should be able to create and perform in the arts.
      2) refine artistic skills and develop self-discipline through rehearsal, practice, and revision;
      3) appropriately use new and traditional materials, tools, techniques, and processes in the arts;
      4) demonstrate the creativity and imagination necessary for innovative thinking and problem solving;

Arkansas
  Fine Arts
    Standard 2: Create
      A.2.1. Use creative problem solving, critical thinking skills, and various resources to select subject matter, symbols, and ideas to communicate meaning.
      A.2.3. Demonstrate that change for improvement is a part of problem solving in art and that there can be more than one solution.
     
Arizona
  Arts 
    Strand 1: Create
      Concept 1: Creative Process: Develop, revise, and reflect on
ideas for expression in personal artwork.
  Workplace Skills
    STANDARD 3: Students apply critical and creative thinking skills to
make decisions and solve workplace problems.
      3WP-F1. Address a specific problem by specifying their goals,
devising alternative solutions, considering the risks of each and choosing
the best course of action
        PO 1. Apply problem solving techniques to determine a solution
        PO 2. Identify methods of initiating change
        PO 3. Define a variety of creative thinking skills
        PO 4. Practice a variety of creative thinking skills to identify
potential solutions to workplace issues
        PO 5. Identify the need for data, obtaining it from existing sources
such as the library, online databases or field research
        PO 6. Describe possible solutions to a variety of problems

California
  Arts
    2.0 Creative Expression
      Students apply artistic processes and skills.
    "Through the arts, children have a unique means of expression that
captures their passions and emotions and allows them to explore ideas,
subject matter, and culture in delightfully different ways. Achievement
in the arts cultivates essential skills, such as problem solving and
creative thinking..." - Ruth E. Green, President of CA State Board of
Education, Introduction to Arts Content Standards

Colorado
 
Visual Arts
    The modes of thinking and methods of the visual arts disciplines can be used to illuminate learning tasks in other disciplines that require creative solutions.
    Attributes such as self-discipline, the collaborative spirit, and perseverance
necessary to the visual arts, transfer to other aspects of life.
    The visual arts provide essential opportunities to explore connections among all
disciplines. All content areas, while unique, share many common ideas, themes,
and terms. Skills developed in the visual arts enhance learning in all content areas and require the synthesis* of ideas and elements across disciplinary boundaries. At the same time, knowledge and skills in other disciplines deepen understanding of the visual arts.
    Standard 3: Students know and apply visual arts materials, tools, techniques, and processes.

Connecticut
  Arts
    1. create (imagine, experiment, plan, make, evaluate, refine and present/exhibit) artworks that express concepts, ideas and feelings in each art form.

Delaware
  Arts
    Learn to think creatively, make decisions, solve problems, and know how to apply knowledge and skills to real life situations.
    Develop, express, and evaluate ideas.

District of Columbia
  Language Arts Introduction: When we talk about HOTS (higher-order thinking skills), we are concentrating on the top three levels of Bloom's Taxonomy. When we talk about LOTS (lower-order thinking skills), we are concentrating on the bottom three levels of Bloom's Taxonomy. Evaluation: assess, choose. Synthesis: create, compose, design, invent, organize, plan. Analysis: analyze, classify/categorize, compare, discriminate. Application: apply, classify, demonstrate, determine.

Florida
  Visual Arts
    Creation and Communication
      1. The student understands that subject matter used to create unique works of art can come from personal experience, observation, imagination, and themes.
      2. The student understands what makes different art media, techniques, and processes effective or ineffective in communicating various ideas.

Georgia
  English and Language Arts
    Understand and articulate how authors use a variety of techniques and craft in their writing.
    Students are able to understand a problem or conflict and they can determine an appropriate solution. In this process, students utilize previous knowledge and experience, draw conclusions and/or make valid generalizations, and apply logic to develop possible solutions. Students support solutions with a variety of evidence and reasons.

Hawaii
  Fine Arts
    Apply and demonstrate critical and creative thinking skills.
  Career and Life Skills
    Standard 3: SKILLS FOR LIFE AND WORK- Students develop skills and attributes that are critical to a person's ability to successfully navigate the world in and out of school, at work, and at home: thinking and reasoning skills, personal qualities, skills for managing resources, interpersonal skills, skills for managing information, and skills and knowledge related to systems.

Iowa
  Career Education
    Development of employment skills and personal/career decision-making.
    Application of knowledge and skills.

Idaho
  Humanities
    Visual Arts
      Standard 2: Critical Thinking
        3.2: Communicate through the visual arts, applying artistic
concepts, knowledge, and skills.
        3.3: Communicate through the visual arts with creative expression.

Illinois
  Fine Arts
    Solving Problems
      Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.
        Problem solving is integral to the arts, providing students the opportunity to innovate and seek original solutions to open-ended problems. Multiple solutions are constructed using various sensory modes, traditional and electronic media and tools, and individual and group experiences. Students learn the relationships between processes and end products; they learn to communicate ideas, themes and meaning through solving problems in their art work.

Indiana
  Arts
    Goals: Students are to become creative problem solvers.
    Students respond to observations, feelings, ideas, and other experiences through skillful, thoughtful, and imaginative application of media, tools, techniques, and processes.

Kansas
  Fine Arts
    Major Objective: Students explore their own potential to think creatively, to solve problems with ingenuity.
    Invention and Wisdom: Art education has the capacity for invention that carries a civilization to new plateaus. Our search for new solutions depends on our ability to look at situations in a new light, to fabricate alternatives, to craft workable strategies, and to reconceive our vision of our world and ourselves.
      "Creativity involves breaking out of established patterns in order to look at things in a different way." - Edward Do Bono (quoted in Arts standard curriculum guide)

Kentucky
  Arts
    Big Idea: Interrelationships Among the Arts
      The arts share commonalities in structures, purposes, creative processes, and their ability to express ideals, feelings and emotions.
  Practical Living
    Big Idea: Personal Wellness
      Academic Expectations
        5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.
        5.4 Students use a decision-making process to make informed decisions among options.

Louisiana
  Foundation Skills
    2. Problem Solving: The identification of an obstacle or challenge and the subsequent application of knowledge and thinking processes, which include reasoning, decision making, and inquiry in order to reach a solution using multiple pathways, even when no routine path is apparent.
  Arts
    Introduction: Business demands workers who possess an ability to communicate, to be flexible, and to diagnose problems and find creative solutions. The arts preceded speech as man's first language; they assisted in the development of the skills of communication and the integration of basic skills of reading, writing, science, and mathematics. These skills help students shape their lives, their communities, and their nation. The arts make all subjects come alive.

Maine
  Visual Arts
    C. Problem Solving - Students approach artistic problem solving using multiple solutions and the creative process. (Described commonly for all of the arts disciplines)
    C1 Students describe steps in creative problem solving.
      1. Identify problem
      2. Define problem
      3. Generate a variety of solutions
      4. Evaluate solutions

Maryland
  Visual Arts
    3.0 Creative Expression and Production: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.

Massachusetts
  Visual Arts
    Using a variety of ways to explore, learn, and communicate, students develop their capacity for imaginative and reflective thinking.

Michigan
  Language Arts
    Skills and Processes
      Content Standard 7: All students will demonstrate, analyze, and reflect upon the skills and processes used to communicate through listening, speaking, viewing,
reading, and writing.
        Develop and use a variety of strategies for specific purposes. Examples include brainstorming and strategies appropriate for purposes, such as informing, persuading, entertaining, and inspiring.

Minnesota
  Arts
    Key Student Understandings
      1. Understand and apply the artistic process: create or perform
        Imagine/generate by brainstorming or using prompts
        Explore/incubate/focus by expanding ideas or creating variations

Mississippi
  Visual Arts
    Study in the visual arts helps students develop visual literacy skills for use in decoding, analysis, and evaluation throughout their lives. In addition to involving students intellectually, personally, and emotionally, the knowledge of the content learned assists students in developing skills that will transfer to other disciplines and life situations. The competencies integrate production, problem solving, aesthetics, art history, criticism, and career opportunities in the visual arts. 

Missouri
  Health Education
    Big Idea: 4. Life Management Skills
      B. Decision Making: Recognize that there are steps to help a person make decisions
      C. Problem Solving: Recognize that problems have solutions

Montana
  Arts Standards
    Introduction: Arts have intrinsic value. They cultivate the whole child, building many kinds of literacy while developing intuition, reasoning, creativity, imagination, and dexterity into diverse forms of expression and communication. The Arts enable students to make decisions and seek multiple solutions. They improve perception, reflection, and creative thought. They advance higher order thinking skills of analysis, synthesis and evaluation. The Arts provide powerful tools for understanding human experiences and cultures-past, present and future. Arts education engages students in a creative process that helps them develop the self-motivation, discipline, cooperation and self-esteem necessary for success in life.

Nebraska
  Arts
    004.02A7 Visual Arts. The curriculum helps children understand and apply a variety of media, techniques, and processes within a range of subject matter, symbols, and ideas.

Nevada
  Arts
    Introduction: The skills recommended for success in the workplace of the future are those learned in arts education programs: working in teams, communication, self-esteem, creative thinking, imagination, and invention.
    Developing problem-solving skills which bring an array of expressive, analytical, and developmental tools to every human situation.

New Hampshire
  Arts
    Introduction: Through study of the arts, students learn higher order thinking skills: critical thinking, analyzing, and decision making. Secretary of Education, Richard Riley stated, "The Arts … enhance our economic competitiveness by developing creative problem-solving skills, imagination, self-discipline, and attention to detail."

New Jersey
  Arts
    Vision
      For students, an education in the arts provides: The ability to be creative and inventive decision-makers; Varied and powerful ways of communicating ideas, thoughts, and feelings.

New Mexico
  Arts Standards
    Unifying Concepts: Learning in, about, and through the visual and performing arts develops imaginative, critical and reflective thinking, as well as problemsolving skills.
    Content Standard 4: Demonstrate an understanding of the dynamics of the creative process.

New York
  Home and Career Skills
    Process Skills - NYS CDOS 3a - (Thinking Skills) Students will use thinking skills
for problem solving, experimenting, and focused observation, and apply the application of knowledge to new and unfamiliar situations.

North Carolina
  Arts
    Philosophy: The arts initiate change, challenging old perspectives from fresh angles of vision, or offering original interpretations of familiar ideas. The arts disciplines each provide their own unique ways of thinking.
    Purpose: Students gain powerful tools for making decisions creatively when no prescribed answers exist; learning problem recognition and problem solving, involving expressive, analytical, and developmental tools to every human situation.

North Dakota
  Visual Arts
    Standard 1: VISUAL ART MEDIA, TECHNIQUES, AND PROCESSES
      4.1.5 brainstorm, reflection, examination, observation

Ohio
  Visual Arts
    Generate ideas and images for artwork based on memory, imagination and experience.
    Initiate and use strategies to solve visual problems.
    Identify and communicate sources of ideas (e.g., personal experience, interests, nature or common objects) for their artworks.
    Apply problem-solving strategies to improve the creation of artwork.

Oklahoma
  The Arts
    Overview: A quality fine arts program can contribute greatly to the development of each student's creative thinking and problem-solving skills. Research confirms that every individual has innate creative potential. In order for this potential to be actualized, all students should be actively engaged in the creative process. Inspiring creative and imaginative confidence in our students will enable them to address the
challenges of the future.

Oregon
  Arts: Create, Present and Perform
    CCG: Apply the use of ideas, techniques and problem solving to the creative
      process and analyze the influence that choices have on the result.
    AR.03.CP.02 Explore aspects of the creative process and the effect of different
      choices on one's work.
    AR.05.CP.02 Identify the creative process used, and the choices made, when
      combining ideas, techniques and problem solving to produce one's work.
  Career Related Learning
    CCG: Develop and use productive and socially responsible approaches for resolving problems in family, school, community, and workplace settings.
      CIM/CAM Apply decision-making and problem-solving techniques in school, community, and workplace.
        CS.PS.01 Identify problems and locate information that may lead to solutions.
        CS.PS.02 Identify alternatives to solve problems.
        CS.PS.03 Assess the consequences of the alternatives.
        CS.PS.04 Select and explain a proposed solution and course of action.
        CS.PS.05 Develop a plan to implement the selected course of action.
        CS.PS.06 Assess results and take corrective action.

Pennsylvania
  Arts Standards
    Knowledge of the Academic Standards for the Arts and Humanities incorporates carefully developed and integrated components: Application of problem solving skills; Comprehension and application of the creative process; Development and practice of creative thinking skills.

Rhode Island
  Language Arts Frameworks
    "What should all young adults in Rhode Island know and be able to do to meet the responsibilities and challenges of the 21st century?" People's responses fell into four broad categories -- communication, problem solving, a common body of knowledge, and responsibility -- which form the basis of Rhode Island's Common Core of Learning. These categories reflect the basic competencies all students should achieve at all grade levels and in all subject areas.
    Develop ideas and explore reasons for choices.

South Carolina
  Language Arts
    Demonstrate the ability to generate ideas.
  Health
    Health-literate people exhibit the following characteristics: Critical thinking and problem-solving skills.  They have the ability to use various sources of information and services for making sound rational decisions for  ensuring an optimum quality of life.

South Dakota
  Fine Arts
    Introduction: The fine arts promote critical thinking and problem solving, which can be applied to other  aspects of learning and can facilitate success in the work place.
    Vision: The standards support the self-actualization of each student by gradually building many kinds of  literacy while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and  communication.
  Health Education
    Vision: The health literate person is a critical thinker and problem solver.
    Students will understand the benefits of practicing health-enhancing behaviors.

Tennessee
  Visual Arts
    Students will understand and apply media, techniques, and processes.
    Students will choose and evaluate a range of ideas.
    Students will apply problem-solving skills to create various functional artworks to serve a purpose in an  environment.

Texas
  Arts
    The student will apply critical-thinking skills.
    Perception. The student develops and organizes ideas from the environment.
    Art exercises students' critical and creative thinking processes, helping them articulate and solve problems in  multiple ways.
    Students develop visual literacy, learning to perceive and respond to the visual world with increased awareness  and discriminating judgment.
  Social Studies
    The student uses problem-solving and decision-making skills, working independently and with others, in a  variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather  information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and  evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that  requires a decision, gather information, identify options, predict consequences, and take action to implement a  decision.

Utah
  Fine Arts
    Introduction: To effect in students the achievement of Life Skills. To strengthen and advance the kinetic, pragmatic, playful, curious, creative, sensitive, and imaginative nature of elementary students through self-expression, heightened perception, and development of skills.
  Visual Arts
    The student will explore and refine the application of media, techniques, and artistic processes.
  Students make sense of the world by reasoning and problem solving. They are active, resourceful individuals who construct, modify, and integrate ideas by interacting with the physical world. Today, more than ever, students must have the ability to think critically while applying new information to existing knowledge.

Vermont
  Visual Arts
    Students approach artistic problem solving with an open mind and creative thinking by generating and trying out  a variety of strategies/techniques to address challenges, identifying challenges inherent in the work, and  considering and trying out these diverse solutions, and employing one appropriate to the work.

Virginia
  Fine Arts
    Foreword: Knowledge and skills that students acquire through fine arts instruction include the abilities to  think critically, solve problems creatively, make informed judgments, imagine, and create.
  Visual Arts
    Solve visual arts problems with originality, flexibility, fluency, and imagination.

Washington
  Arts
    2. The student demonstrates thinking skills using artistic processes.
      2.1  Applies a creative process in the arts.
        Develops ideas and techniques.
    4. The student makes connections within and across the arts, to other disciplines,
          life, cultures, and work.
      4.2 Demonstrates and analyzes the connections between the arts and other
            content areas.
        Identifies steps of processes common to the arts and other content areas (i.e.,
          creative writing, and scientific processes).
  Social Studies
    3. Critical Thinking Skills
      3.1 Understand and apply critical thinking and problem solving skills to make
        informed and reasoned decisions
     
West Virginia
  Visual Art
    Standard 1: Media, Techniques and Processes
      Understand processes and techniques in creating art; apply problem-solving skills in creating art; apply  problem-solving skills to choices in creating art relative to subject matter, symbols, and ideas.
      The student distinguishes between processes and completes problem-solving activities.
  Health
    The health literate student is a critical thinker and problem solver.
     
Wisconsin
  Arts
    Learning Applications
      Ability to Think
        - Problem solving
        - Informed decision making
        - Systems thinking
        - Critical, creative, and analytical thinking
        - Developing and testing a hypothesis
        - Transferring learning to new situations
    Practical Applications
      Thinking deeply, creatively, and critically enables students to connect their knowledge to their local and  worldwide communities and daily activities.
        Use problem-solving strategies that promote fluency, flexibility, elaboration, and originality.
  Health
    Health-literate individuals are critical thinkers and problem solvers when confronting health problems and
issues.

Wyoming
  Arts
    Content Standard 1: Creative Expression
      Students use a variety of skills and techniques. They apply concepts and processes to solve problems in the  arts. Students willingly collaborate in the creative process.
  Health
    Introduction: The Wyoming Common Core of Skills components utilized in the Health Education Standards are:  problem solving, interpersonal communications, critical thinking, creativity, and life skills.
     Thinking Outside the Box includes many fun songs, interactive segments, puzzles and trick questions that encourage kids to discover and develop ideas in new ways.  Eric demonstrates creative thinking and problem solving concepts such as brainstorming, expecting the unexpected, asking "What if...?", having determination and perseverance, and the idea that there is more than one way to skin a potato (no potatoes will be harmed during this program). Eric motivates kids to use their own inspiration and expression to create their unique mark on the world, in whatever way inspires them. 
    When it comes to creative interest, kids are all different... Some will be painters, sculptors, musicians, writers, builders, storytellers, chefs, public speakers, scientists, entrepreneurs, actors, etc.  Many arts programs do a great job of focusing on a single art form and showing techniques for that particular craft.  But this program teaches methods that can apply to all aspects of life and art and encourages kids to look inside themselves, find what they are driven to do, and do it the best they can.  It also emphasizes the need for kids to become well-rounded in their learning and to be willing to explore ideas that draw from all sides of their education.
     Thinking Outside the Box supports many state curriculum standards relating to arts development and/or career skills, and provides tools that are useful in all academic subjects. See below for the curriculum connection pertaining to your state.
Thinking Outside the Box is available for school-wide assembly programs (45-50 minutes each).  Single performance or back-to-back as needed.
(These were gathered with a very cursory search
through each state's online curriculum guides.
In many cases, there will be more connections
than the ones listed here.)
Curriculum standard connections by state:
AL AK AZ AR CA CO CT DE DC FL GA HI ID IL
IN IA KS KY LA ME MD MA MI MN MS MO MT NE
NV NH NJ NM NY NC ND OH OK OR PA RI SC SD
TN TX UT VT VA WA WV WI WY
Thinking Outside the Box PDF Flyer
to share with your assembly committee or PTA/PTO.