|
Extracted from
Arts PK-12 [October 1999]
Strand
-
STRAND 1:
Dance
- STANDARD
1: Movement Elements and Dance Skills. Students will identify and demonstrate movement elements and dance skills.
- Grades:PK-4
-
[1ART] 1.1 Identify and demonstrate basic locomotor and non-locomotor movements
-
[2ART] 1.2 Develop strength, flexibility, balance, and neuromuscular coordination
-
[3ART] 1.3 Identify and demonstrate accuracy in moving to a musical beat and responding to changes in tempo
-
[4ART] 1.4 Demonstrate the ability to define and maintain personal space
-
[5ART] 1.5 Recognize and explore space, time, and force as three elements of movement and dance
-
[6ART] 1.6 Demonstrate partner skills of copying, leading, following, and mirror imaging
-
[7ART] 1.7 Demonstrate ability to work in a group to learn and perform sequences of movement and simple dances
-
[8ART] 1.8 Demonstrate accuracy in memorizing and reproducing simple movement phrases and folk dances
-
[9ART] 1.9 Develop and value a positive body image
- Grades:5-8
-
[10ART] 1.10 Demonstrate understanding of alignment, articulation of body parts, initiation of movement, weight shift and balance, elevation and landing, and fall and recovery
-
[11ART] 1.11 Demonstrate ability to move to changing rhythms, melodies, and non-musical sounds
-
[12ART] 1.12 Explore increasingly complex combinations of locomotor and nonlocomotor movements that emphasize the elements of space, time, and force
-
[13ART] 1.13 Demonstrate increasing accuracy in memorizing and reproducing more complex movement phrases from a variety of traditional and contemporary dances
-
[14ART] 1.14 Compare and contrast the movement styles of classical, theatrical, or traditional dance (such as ballet, modern, jazz, folk, and social dances) using appropriate dance vocabulary
-
[15ART] 1.15 Continue to develop a positive body image
- Grades:9-12
-
[16ART] 1.16 Demonstrate increased flexibility, strength, agility, coordination, articulation, and appropriate alignment in performing extended movement sequences.
-
[17ART] 1.17 Demonstrate rhythmic acuity in moving
-
[18ART] 1.18 Create and perform combinations in a broad dynamic range: solo, with a partner, and in an ensemble
-
[19ART] 1.19 Demonstrate projection and confidence while performing dance skills
-
[20ART] 1.20 Identify and demonstrate longer and more complex steps and patterns from at least two different dance styles/traditions
-
[21ART] 1.21 Maintain a positive body image
-
[22ART] 1.22 Demonstrate a high level of consistency and reliability in performing technical skills
-
[23ART] 1.23 Perform technical skills with artistic expression, clarity, musicality, and stylistic nuance in a formal dance performance
-
[24ART] 1.24 Continue to maintain a positive body image
- STANDARD
2: Choreography. Students will create movement compositions based on choreographic principles, processes, and forms.
- Grades:PK-4
-
[25ART] 2.1 Explore and invent movement, and improvise to solve movement problems
-
[26ART] 2.2 Create a dance phrase with a beginning, middle, and end; be able to repeat it, with or without music
-
[27ART] 2.3 Create a dance phrase and then vary it, making changes in space, time, and energy/force
-
[28ART] 2.4 Demonstrate the ability to work effectively alone, with a partner, and in an ensemble
-
[29ART] 2.5 Explore movement using a variety of available objects, properties (props), fabrics, and clothing pieces, etc.
- Grades:5-8
-
[30ART] 2.6 Use improvisation to generate movement for choreography
-
[31ART] 2.7 Create sequences and simple dances that demonstrate principles of unison, contrast, repetition, climax, abstraction, reordering, and chance
-
[32ART] 2.8 Demonstrate compositional forms in short choreographed phrases, using AB, ABA, theme-variations, canon, rondos, story-telling,
and narration
-
[33ART] 2.9 Use scientific and/or mathematical concepts to create movement phrases
-
[34ART] 2.10 Demonstrate the following partner skills in creating contrasting and complementary shapes: taking and supporting weight, countertension, and counterbalance
-
[35ART] 2.11 Describe and analyze, orally and in writing, the choreographic structure of variety of dances, using appropriate dance vocabulary
-
[36ART] 2.12 Record dances and choreography using pictorial symbols or other forms of notation
- Grades:9-12
-
[37ART] 2.13 Choreograph or improvise movement sequences and/or dances that incorporate a range of choreographic principles and choreographic structures
-
[38ART] 2.14 Demonstrate increased ability to work alone, with a partner, and in ensembles during the choreographic process
-
[39ART] 2.15 Develop and present a choreographed or improvised dance that exhibits coherence and aesthetic unity
-
[40ART] 2.16 Describe accurately how a choreographer manipulated and developed the basic movement content in a dance
-
[41ART] 2.17 Choreograph dances using specialized dance software and other technologies
- STANDARD
3: Dance as Expression. Students will demonstrate an understanding of dance as a way to express and communicate meaning.
- Grades:PK-4
-
[42ART] 3.1 Observe, explore, and discuss how movements can show feelings, images, thoughts, colors, sounds, and textures
-
[43ART] 3.2 Observe and discuss how dance performance is different from other forms of human movement used in sports, everyday gestures, or social dancing
-
[44ART] 3.3 Present dances or movement phrases; identify and describe movement choices and discuss varied responses to them
-
[45ART] 3.4 Present dances or movement phrases and discuss how movement choices convey meaning
- Grades:5-8
-
[46ART] 3.5 Demonstrate and articulate the difference between pantomime and gesture in dance; use gesture as a tool to enhance the expressive nature of movement
-
[47ART] 3.6 Observe and explain how different accompaniment (music, abstract sounds, spoken text, lighting, and costuming) can affect and /or contribute to the meaning of a dance
-
[48ART] 3.7 Perform a movement piece that communicates a topic of personal, social, or artistic significance and explain the movement choices
-
[49ART] 3.8 Perform dances confidently, communicating the intention of the choreographer and the style of the dance
- Grades:9-12
-
[50ART] 3.9 Formulate and answer questions about how ideas are communicated through dance
-
[51ART] 3.10 Articulate how personal experience influences the interpretation of a dance
-
[52ART] 3.11 Create a dance or movement piece based on one gesture and abstract it in several different ways by, for example, varying the timing, shape, space, or energy
-
[53ART] 3.12 Create a dance that communicates a social, personal, cultural, or abstract theme
-
[54ART] 3.13 Attend performances of extended length and complexity, demonstrating appropriate audience protocol
-
[55ART] 3.14 Demonstrate and articulate the ways in which the meaning of a dance is influenced by the application of different cultural and/or stylistic perspectives.
-
[56ART] 3.15 Compare and contrast how meaning is communicated in two of their own choreographic works
-
[57ART] 3.16 Interpret complex ideas through improvisation and choreographed phrases
- STANDARD
4: Performance in Dance. Students will rehearse and stage dance works.
- Grades:PK-4
-
[58ART] 4.1 Describe the role of traditional and nontraditional dances and the circumstances and settings in which these dances would be performed
-
[59ART] 4.2 Create original dances or themes for movement improvisations, or learn traditional dances; rehearse, and demonstrate dances, making decisions about the performance space, audience location, entrances and exits, and costumes
-
[60ART] 4.3 Demonstrate the ability to work effectively with a group or leader
- Grades:5-8
-
[61ART] 4.4 Improvise dances that range from free-form to structured studies; realize the potential of improvisation as a tool for the enrichment of individual and group expression
-
[62ART] 4.5 Create or learn and perform a dance for invited guests or peers based on one of the following: a ritual from another culture; a traditional dance; work with a partner, group, or single choreographer. Identify and explain the circumstances and settings in which the dance would be performed
-
[63ART] 4.6 Demonstrate increased ability to work effectively alone, and to cooperate with a partner or in an ensemble
-
[64ART] 4.7 Understand the purpose of the rehearsal process in refining and revising work leading to a finished performance
- Grades:9-12
-
[65ART] 4.8 Use improvisation to generate movement for choreography using movement, properties (props), costumes, and/or scenic elements
-
[66ART] 4.9 Refine technique by rehearsing independently in a consistent, disciplined manner
-
[67ART] 4.10 Demonstrate increased ability to work effectively alone and cooperatively with a partner or a group
-
[68ART] 4.11 Create or learn a dance to be performed alone or with others; demonstrate patience and commitment during technical and dress rehearsals
-
[69ART] 4.12 Direct a rehearsal and performance of their own or another choreographer’s dance
-
[70ART] 4.13 Organize and implement a complete rehearsal/production schedule for a performance of dance works
-
[71ART] 4.14 Work with other technical and production staff to coordinate details for the presentation of a dance performance
- STANDARD
5: Critical Response. Students will describe and analyze their own dances and the dances of others using appropriate dance vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
- Grades:PK-4
-
[72ART] 5.1 Observe dances from a variety of cultures and describe their movements.
-
[73ART] 5.2 Explore, discover, and realize multiple solutions to a given movement problem. Reflect upon the uniqueness of each solution
- Grades:5-8
-
[74ART] 5.3 Observe two dances and discuss how they are similar and different, considering use of theme, space, timing and rhythms, gestures and body language, properties (props), costumes, etc.
-
[75ART] 5.4 Describe and demonstrate audience skills of observing attentively and responding appropriately in classroom, rehearsal, and performance settings
-
[76ART] 5.5 Use appropriate dance terminology to describe and analyze their own work
-
[77ART] 5.6. Identify and discuss artistic challenges and successful outcomes encountered during the creative and rehearsal processes. Reflect upon the value of different solutions
-
[78ART] 5.7 Identify possible criteria for evaluating dance, such as skill of performers, originality of movement, visual and/or emotional impact, variety, contrast, and appropriateness of accompaniment
-
[79ART] 5.8 Understand the role of an audience for dance; discuss opinions about dances in a supportive and constructive way
- Grades:9-12
-
[80ART] 5.9 Create a dance and revise it over time, articulating reasons for artistic decisions
-
[81ART] 5.10 Discuss and develop criteria for evaluating their own work and that of others
-
[82ART] 5.11 Formulate and answer one’s own aesthetic questions, such as “What gives a particular dance its identity?” or “How much can one change a dance before it becomes another dance?”
-
[83ART] 5.12 Analyze dance for its content, originality, its success in communicating the choreographer’s intentions, and the success of the dancers in performing the dance. Reflect upon and relate how personal experience can influence judgments in making such analyses
-
[84ART] 5.13 Analyze the style of a choreographer, create a dance in that style, and compare and contrast that style with that of other choreographers, past and present
-
[85ART] 5.14 Compare elements and principles of choreography with elements and principles of other art forms
-
[86ART] 5.15 Analyze issues of gender, ethnicity, social/economic class, age, and physical conditions in relation to dance
-
STRAND 2:
Music
- STANDARD
6: Singing. Students will sing, alone and with others, a varied repertoire of music.
- Grades:PK-4
-
[87ART] 1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
-
[88ART] 1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation
-
[89ART] 1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods
-
[90ART] 1.4 Sing ostinatos, partner songs, rounds and simple two-part songs, with and without accompaniment
-
[91ART] 1.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor
- Grades:5-8
-
[92ART] 1.6 Sing independently with increased accuracy, expanded breath control, and extended vocal range
-
[93ART] 1.7 Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6 (level 3 for choral ensemble), including some songs performed by memory*
-
[94ART] 1.8 Sing music representing diverse genres and cultures, with expression appropriate for the work being performed, and using a variety of languages
-
[95ART] 1.9 Sing music written in two and three parts (up to four parts in choral ensemble), with and without accompaniment
- Grades:9-12
-
[96ART] 1.10 Sing with expression and technical accuracy a large repertoire of vocal literature representing various genres, style, cultures, and historical periods, with a difficulty of 4, on a scale of 1 to 6, including
works performed by memory*
-
[97ART] 1.11 Sing music written in four parts, with and without accompaniment
-
[98ART] 1.12 Demonstrate well-developed ensemble skills
-
[99ART] 1.13 Sing with expression and technical accuracy a large and varied repertoire of vocal literature representing various genres, styles, cultures, and historical periods, with a level of difficulty of 5, on a
scale of 1 to 6, including works performed by memory*
-
[100ART] 1.14 Sing music written in more than four parts
-
[101ART] 1.15 Sing in small ensembles with one student on a part
- STANDARD
7: Reading and Notation. Students will read music written in standard notation.
- Grades:PK-4
-
[102ART] 2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth,and sixteenth notes and rests
-
[103ART] 2.2 Use a system (syllables, numbers, or letters) to read and sing at sight simple pitch notation in the treble clef
-
[104ART] 2.3 Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing
-
[105ART] 2.4 Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher
-
[106ART] 2.5 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, 9/8, and alla breve meter signatures
- Grades:5-8
-
[107ART] 2.6 Read and sing at sight simple melodies and intervals in both the treble and bass clefs
-
[108ART] 2.7 Identify, define, and use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression
-
[109ART] 2.8 Use standard notation to record their own musical ideas and those of others
-
[110ART] 2.9 In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6*
- Grades:9-12
-
[111ART] 2.10 Demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
-
[112ART] 2.11 Read and sing at sight moderately difficult melodies, all intervals and their inversions from unison through an octave, and triads and their inversions in arpeggiated form
-
[113ART] 2.12 In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6*
-
[114ART] 2.13 Demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
-
[115ART] 2.14 Read and sing at sight difficult melodies, all intervals, and seventh chords and their inversions in arpeggiated form
-
[116ART] 2.15 In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6*
- STANDARD
8: Playing Instruments. Students will play instruments, alone and with others, to perform a varied repertoire of music.
- Grades:PK-4
-
[117ART] 3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture
-
[118ART] 3.2 Play expressively with appropriate dynamics, phrasing and articulation, and interpretation
-
[119ART] 3.3 Play from memory and written notation a varied repertoire representing genres and styles from diverse cultures and historical periods
-
[120ART] 3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments
-
[121ART] 3.5 Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor
-
[122ART] 3.6 Perform independent instrumental parts while other students sing or play contrasting parts
- Grades:5-8
-
[123ART] 3.7 Perform on at least one instrument accurately and independently, alone and in small and large ensembles, with appropriate posture, playing position, and technique
-
[124ART] 3.8 Perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument, a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6 (level 3 for instrumental ensemble)*
-
[125ART] 3.9 Perform music representing diverse historical periods, genres, and cultures, with expression appropriate for the work being performed
-
[126ART] 3.10 Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument
- Grades:9-12
-
[127ART] 3.11 Perform with expression and technical accuracy a large repertoire of solo and ensemble literature representing various genres, styles, and cultural and historical periods, with a level of difficulty of 4, on a scale of 1 to 6*
-
[128ART] 3.12 Perform an appropriate part in an ensemble, demonstrating welldeveloped ensemble skills 3.13 Perform in small ensembles with one student on a part
-
[129ART] 3.14 Perform with expression and technical accuracy a large repertoire of solo and ensemble literature representing various genres, styles, cultural and historical periods, with a level of difficulty of 5, on a scale of 1 to 6*
- STANDARD
9: Improvisation and Composition. Students will improvise, compose, and arrange music.
- Grades:PK-4
-
[130ART] 4.1 Improvise “answers” in the same style to given rhythmic and melodic phrases
-
[131ART] 4.2 Improvise and compose simple rhythmic and melodic ostinato accompaniments
-
[132ART] 4.3 Improvise and compose simple rhythmic variations and simple melodic embellishments on familiar melodies
-
[133ART] 4.4 Improvise and compose short vocal and instrumental melodies, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds (such as clapping), and sounds produced by electronic means
-
[134ART] 4.5 Create and arrange short songs and instrumental pieces within teacher-specified guidelines
- Grades:5-8
-
[135ART] 4.6 Improvise and compose simple harmonic accompaniments
-
[136ART] 4.7 Improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys
-
[137ART] 4.8 Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality
-
[138ART] 4.9 Compose and arrange short pieces for voices or instruments within teacher-specified guidelines, using the elements of music to achieve unity and variety, tension and release, and balance
-
[139ART] 4.10 Use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging
- Grades:9-12
-
[140ART] 4.11 Improvise stylistically appropriate harmonizing parts
-
[141ART] 4.12 Improvise rhythmic and melodic variations on given melodies in pentatonic, major, and minor tonalities
-
[142ART] 4.13 Improvise original melodies over given chord progressions consistent in style, meter, and tonality
-
[143ART] 4.14 Compose music in several distinct styles using the elements of music for expressive effect
-
[144ART] 4.15 Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of sound sources
-
[145ART] 4.16 Improvise stylistically appropriate harmonizing parts in a variety of styles
-
[146ART] 4.17 Improvise rhythmic and melodic variations on given melodies in pentatonic, major, minor, and modal tonalities
-
[147ART] 4.18 Improvise original melodies in a variety of styles, over given chord progressions consistent in style, meter, and tonality
-
[148ART] 4.19 Compose and arrange music, demonstrating imagination and technical skill in applying the principles of composition
-
[149ART] 4.20 Demonstrate an understanding of choral and instrumental scoring in composition
- STANDARD
10: Critical Response. Students will describe and analyze their own music and the music of others using appropriate music vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
- Grades:PK-4
-
[150ART] 5.1 Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form
-
[151ART] 5.2 Listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities, instrumentation, and cultural and/or geographic context
-
[152ART] 5.3 Use appropriate terminology in describing music, music notation, music instruments and voices, and music performances
-
[153ART] 5.4 Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices
-
[154ART] 5.5 Respond through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music
-
[155ART] 5.6 Describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings
- Grades:5-8
-
[156ART] 5.7 Analyze the uses of elements in aural examples representing diverse genres and cultures
-
[157ART] 5.8 Describe specific music occurrences in a given aural example, using appropriate terminology
-
[158ART] 5.9 Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in an analysis of music
-
[159ART] 5.10 Interpret more complex music through movement
-
[160ART] 5.11 Listen to formal and informal performances with attention, showing understanding of the protocols of audience behavior appropriate to the style of the performance
- Grades:9-12
-
[161ART] 5.12 Demonstrate an understanding of how musical elements interact to create expressiveness in music
-
[162ART] 5.13 Demonstrate knowledge of the technical vocabulary of music
-
[163ART] 5.14 Listen to performances of extended length and complexity with proper attention and audience protocol
-
[164ART] 5.15 Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive
-
[165ART] 5.16 Demonstrate the ability to perceive, remember, and describe in detail significant occurrences in a given aural example
-
[166ART] 5.17 Compare and contrast ways in which compositional devices and techniques are used in two or more examples of the same piece, genre, or style
-
STRAND 3:
Theatre
- STANDARD
11: Acting. Students will develop acting skills to portray characters who interact in improvised and scripted scenes.
- Grades:PK-4
-
[167ART] 1.1 Read, listen to, and tell stories from a variety of cultures, genres, and styles
-
[168ART] 1.2 Imagine and clearly describe characters, their relationships, setting, conflict, and plot from a variety of appropriate literature
-
[169ART] 1.3 Pretend to be someone else, creating a character based on stories or through improvisation, using properties (props), costumes, and imagery
-
[170ART] 1.4 Create characters through physical movement, gesture, sound and/or speech, and facial expression
-
[171ART] 1.5 Learn lines, observe, listen, and respond in character to other actors
-
[172ART] 1.6 Demonstrate the ability to work effectively alone and cooperatively with a partner or in an ensemble
- Grades:5-8
-
[173ART] 1.7 Create and sustain a believable character throughout a scripted or improvised scene
-
[174ART] 1.8 Make and justify choices on the selection and use of properties and costumes to support character dimensions
-
[175ART] 1.9 Use physical acting skills such as body alignment, control of isolated body parts, and rhythms to develop characterizations that suggest artistic choices
-
[176ART] 1.10 Use vocal acting skills such as breath control, diction, projection, inflection, rhythm, and pace to develop characterizations that suggest artistic choices
-
[177ART] 1.11 Motivate character behavior by using recall of emotional experience as well as observation of the external world
-
[178ART] 1.12 Describe and analyze, in written and oral form, characters’ wants, needs, objectives, and personality characteristics
-
[179ART] 1.13 In rehearsal and performance situations, perform as a productive and responsible member of an acting ensemble (i.e., demonstrate personal responsibility and commitment to a collaborative process)
- Grades:9-12
-
[180ART] 1.14 Create complex and believable characters through the integration of physical, vocal, and emotional choices
-
[181ART] 1.15 Demonstrate an understanding of a dramatic work by developing a character analysis
-
[182ART] 1.16 Perform in a variety of scenes and/or plays for invited audiences
-
[183ART] 1.17 Demonstrate an increased ability to work effectively alone and collaboratively with a partner or in an ensemble
-
[184ART] 1.18 Apply appropriate acting techniques and styles in performances of plays from a variety of dramatic genres and historical periods
-
[185ART] 1.19 Demonstrate a high level of consistency and believability in portraying characters on stage in formal dramatic productions
-
[186ART] 1.20 Demonstrate sensitivity to audience response
- STANDARD
12: Reading and Writing Scripts. Students will read, analyze, and write dramatic material.
- Grades:PK-4
-
[187ART] 2.1 Identify what drama is and how it happens
-
[188ART] 2.2 Read plays and stories and identify characters, setting, and action
-
[189ART] 2.3 Develop dramatic dialogue for characters from a folktale told in prose
-
[190ART] 2.4 Create a scene or play with a beginning, middle, and end based on an original idea, a story, or other forms of literature (fiction, nonfiction, poetry)
-
[191ART] 2.5 Plan, improvise, and write or record simple dramas that include the “five w’s”: who, what, where, when, and why
- Grades:5-8
-
[192ART] 2.6 Identify literary characteristics of the dramatic script, including elements of dramatic structure, conventions, and format used in writing material for the stage; identify forms such as comedy and tragedy
-
[193ART] 2.7 Read plays and stories from a variety of cultures and historical periods and identify the characters, setting, plot, theme, and conflict
-
[194ART] 2.8 Improvise characters, dialogue, and actions that focus on the development and resolution of dramatic conflicts
-
[195ART] 2.9 Drawing on personal experience or research, write a monologue for an invented, literary, or historical character
-
[196ART] 2.10 Using the correct form and structure, write a series of dramatic scenes
- Grades:9-12
-
[197ART] 2.11 Read plays from a variety of genres and styles; compare and contrast the structure of plays to the structures of other forms of literature
-
[198ART] 2.12 Demonstrate an understanding of the playwright as a collaborating artist who works with the director, actors, designers, and technicians
-
[199ART] 2.13 Using the correct form and structure, collaboratively write an original script or a dramatic adaptation of a literary work
-
[200ART] 2.14 Using the correct form and structure, independently write a one-act play that includes fully developed characters, believable dialogue, and logical plot development
- STANDARD
13: Directing. Students will rehearse and stage dramatic works.
- Grades:PK-4
-
[201ART] 3.1 In creating and rehearsing informal classroom dramatizations, experiment with and make decisions about the visual configuration of the acting space (e.g., actors’ exits, entrances, placement of set pieces, and the location of the audience)
- Grades:5-8
-
[202ART] 3.2 Read plays from a variety of cultures and historical periods, describe their themes, interpret their characters’ intentions and motivations, and determine their staging requirements
-
[203ART] 3.3 Recognize and describe the distinct roles and responsibilities of the director, actors, stage manager, set and costume designers, and others involved in presenting a theatrical performance
-
[204ART] 3.4 Identify and use appropriate vocabulary to describe kinds of stage spaces (e.g., proscenium, thrust, arena), stage directions, areas of the stage (e.g., upstage, downstage, stage right, stage left) and basic blocking techniques
-
[205ART] 3.5 Demonstrate an understanding of the purpose of the rehearsal process as a means of refining and revising work leading to a finished performance
-
[206ART] 3.6 Rehearse and perform a variety of dramatic works for peers or invited audiences
- Grades:9-12
-
[207ART] 3.7 Select a scene from original or scripted material, conduct research on the historical period, genre, playwright, and other relevant information, determine casting, staging, and technical requirements, and articulate the rationale for all artistic choices
-
[208ART] 3.8 Stage informal presentations for a variety of audiences
-
[209ART] 3.9 Direct a one-act play for a public audience, and:
• write a director’s concept statement for the interpretation of the work;.
• develop a plan for the audition/casting process;
• create and implement a complete rehearsal/production schedule;
• prepare a director’s prompt book to record blocking and other notations;
• maintain a journal of approaches to coaching actors and solving artistic problems; and
• work collaboratively with technical and production staff to coordinate all production details
- STANDARD
14: Technical Theatre. Students will demonstrate skills in using the basic tools, media, and techniques involved in theatrical production.
- Grades:PK-4
-
[210ART] 4.1 Collect, make, or borrow materials that could be used for scenery, properties (props), costumes, sound effects, and lighting for informal classroom presentations
-
[211ART] 4.2 Visualize environments and arrange the physical playing space to communicate mood, time, and locale
- Grades:5-8
-
[212ART] 4.3 Recognize and understand the roles and responsibilities of various technical personnel in creating and producing a theatrical performance
-
[213ART] 4.4 Read and analyze a play for its technical requirements, identifying points in the script that require the addition of a technical element
-
[214ART] 4.5 As a member of a production crew, select and create elements of scenery, properties, lighting, and sound to signify environments, and costumes and makeup to suggest character
-
[215ART] 4.6 Draw renderings, floor plans, and/or build models of sets for a dramatic work and explain choices in using visual elements (line, shape/form, texture, color, space), and visual principles (unity, variety, harmony, balance, rhythm)
-
[216ART] 4.7 Create a sound environment, composed, live, or recorded, for a dramatic work and explain how the aural elements meet the requirements of and enhance the overall effect of the text
-
[217ART] 4.8 Demonstrate an understanding of the relationships among scenery, properties, lighting, sound, costumes, and make-up in creating a unified theatrical effect for a dramatic work
-
[218ART] 4.9 Describe characteristics of theatre technology and equipment based on a tour of a high school or professional theatre
-
[219ART] 4.10 Show appropriate respect for the safety and maintenance of the work space, tools, and equipment
- Grades:9-12
-
[220ART] 4.11 Participate as a member of a technical crew or a management team for a mainstage production
-
[221ART] 4.12 Conduct research to inform the design of sets, costumes, sound, and lighting for a dramatic production. For example, students select a play from a particular historical period, genre, or style and conduct research using reference materials such as books, periodicals, museum collections, and the Internet to find appropriate examples of hairstyles, furnishings, decorative accessories, and clothing.
-
[222ART] 4.13 Demonstrate an understanding of the interrelationship between the technical aspects of production and the on-stage performers
-
[223ART] 4.14 Apply technical knowledge of safety procedures and practices in the theatre environment
-
[224ART] 4.15 Lead a technical crew in a mainstage production
-
[225ART] 4.16 Create and implement a major design element for a mainstage production (scenics, lighting, sound, costume, and /or makeup)
-
[226ART] 4.17 Assume responsibility for the coordination of all aspects of a production by stage managing a theatrical event
-
[227ART] 4.18 Apply technical knowledge of safety procedures and practices in the use of theatre equipment, tools, and raw materials
- STANDARD
15: Critical Response. Students will describe and analyze their own theatrical work and the work of others using appropriate theatre vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
- Grades:PK-4
-
[228ART] 5.1 Describe and demonstrate audience skills of observing attentively and responding appropriately in classroom presentations, rehearsals, and live performance settings
-
[229ART] 5.2 Identify and describe the visual, aural, oral, and kinetic details of classroom dramatizations and dramatic performances
-
[230ART] 5.3 Articulate reasons for particular emotional responses to and personal preferences about classroom dramatizations and dramatic performances
-
[231ART] 5.4 Analyze and describe strengths and weakness of their own work (grades 3 and 4 only)
- Grades:5-8
-
[232ART] 5.5 Give and accept constructive and supportive feedback
-
[233ART] 5.6 Continue to develop and refine audience behavior skills when attending informal and formal live performances
-
[234ART] 5.7 Articulate and justify possible criteria for critiquing classroom dramatizations and dramatic performances
-
[235ART] 5.8 Identify and discuss artistic challenges and successful outcomes encountered during the creative and rehearsal process
-
[236ART] 5.9 Use appropriate theatre terminology to describe and analyze the strengths and weaknesses of their own or the group’s work
-
[237ART] 5.10 Give, accept, and use constructive criticism that identifies the specific steps needed to revise and refine their own or the group’s work
-
[238ART] 5. 11 Use a variety of assessment tools such as journals, rehearsal notes, video/audio tapes, rubrics, self, peer, and teacher evaluations to revise and refine their own or the group’s work
- Grades:9-12
-
[239ART] 5.12 Attend live performances of extended length and complexity, demonstrating an understanding of the protocols of audience behavior appropriate to the style of the performance
-
[240ART] 5.13 Use group-generated criteria to assess their own work and the work of others
-
[241ART] 5.14 Demonstrate objectivity in assessing their personal abilities and creative endeavors
-
[242ART] 5.15 Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism
-
[243ART] 5.16 Devise specific methods for documenting and assessing one’s own artistic development throughout participation in a theatre project
-
[244ART] 5.17 Document and reflect on their own work created over several years and identify successful approaches that could be applied in the development of future work
-
[245ART] 5.18 Research the ways in which other artists have used self-reflection to document and refine their work
-
[246ART] 5.19 Identify and describe, orally and in writing, the influence of other artists on the development of their own artistic work.
-
STRAND 4:
Visual Arts
- STANDARD
16: Media, Materials, and Techniques. Students will demonstrate knowledge of the media, materials, and techniques unique to the visual arts.
- Grades:PK-4
-
[247ART] 1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects
-
[248ART] 1.2 Create artwork in a variety of two-dimensional (2D) and threedimensional (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction
-
[249ART] 1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques
-
[250ART] 1.4 Learn to take care of materials and tools and to use them safely
- Grades:5-8
-
[251ART] 1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D – mobile and stabile forms, carved, molded, and constructed forms
-
[252ART] 1.6 Create artwork that demonstrates an awareness of the range and purpose of tools such as pens, brushes, markers, cameras, tools and equipment for printmaking and sculpture, and computers
-
[253ART] 1.7 Use the appropriate vocabulary related to the methods, materials, and techniques students have learned and used in grades PreK–8
-
[254ART] 1.8 Maintain the workspace, materials, and tools responsibly and safely
- Grades:9-12
-
[255ART] 1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools
-
[256ART] 1.10 Use electronic technology for reference and for creating original work
-
[257ART] 1.11 Explore a single subject through a series of works, varying the medium or technique. For example, a student makes a drawing, woodcut, and painting of a still life, landscape, or figure.
-
[258ART] 1.12 Describe and apply procedures to ensure safety and proper maintenance of the workspace, materials, and tools
-
[259ART] 1.13 Make reasonable choices of 2D and 3D media, materials, tools, and techniques to achieve desired effects in specific projects. For example, students select a medium for its expressive qualities or structural properties.
-
[260ART] 1.14 Demonstrate a mastery of tools and techniques in one medium
-
[261ART] 1.15 Describe and apply procedures for the safe and proper maintenance of the workspace, materials, and tools; identify potential health hazards associated with materials and techniques, and possible substitutes for hazardous materials
- STANDARD
17: Elements and Principles of Design. Students will demonstrate knowledge of the elements and principles of design.
- Grades:PK-4
-
[262ART] 2.1 For color, explore and experiment with the use of color in dry and wet media. Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork. Explore how color can convey mood and emotion.
-
[263ART] 2.2 For line, explore the use of line in 2D and 3D works. Identify a wide variety of types of lines in the environment and in artwork.
-
[264ART] 2.3 For texture, explore the use of textures in 2D and 3D works. Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork. Create representations of textures in drawings, paintings, rubbings, or relief
-
[265ART] 2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works. Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork
-
[266ART] 2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works. Identify patterns and symmetrical forms and shapes in the environment and artwork. Explain and demonstrate ways in which patterns and symmetrical shapes may be made.
-
[267ART] 2.6 For space and composition, explore composition by creating artwork with a center of interest, repetition, and/or balance. Demonstrate an understanding of foreground, middle ground, and background. Define and identify occurrences of balance, rhythm, repetition, variety, and emphasis
- Grades:5-8
-
[268ART] 2.7 For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colors. Demonstrate awareness of color by painting objective studies from life and free-form abstractions that employ relative properties of color
-
[269ART] 2.8 For line, use and be able to identify various types of line, for example in contour drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies
-
[270ART] 2.9 For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture)
-
[271ART] 2.10 For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetry. Create complex patterns, for example, reversed shapes and tesselation
-
[272ART] 2.11 For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume
- Grades:9-12
-
[273ART] 2.12 Apply knowledge of color theory to a project focusing on the use of complementary colors. Be able to use values of colors in wet and dry media to create the illusion of 3D form on a 2D surface
-
[274ART] 2.13 Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others.
-
[275ART] 2.14 Review systems of visualizing information and depicting space and volume, for example, scale and vanishing point, linear, atmospheric, and isometric perspective; and create works using these systems
-
[276ART] 2.15 Create artwork that demonstrates understanding of the elements and principles of design in establishing a point of view, a sense of space, or a mood
-
[277ART] 2.16 Create artwork that demonstrates a purposeful use of the elements and principles of design to convey meaning and emotion
-
[278ART] 2. 17 Create artwork that demonstrates facility in selective use of elements and principles of design to establish a personal style
- STANDARD
18: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.
- Grades:PK-4
-
[279ART] 3.1 Create 2D and 3D artwork from direct observation.
-
[280ART] 3.2 Create 2D and 3D expressive artwork that explores abstraction.
-
[281ART] 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy.
- Grades:5-8
-
[282ART] 3.4 Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail
-
[283ART] 3.5 Create symbolic artwork by substituting symbols for objects, relationships, or ideas
-
[284ART] 3.6 Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotions.
-
[285ART] 3.7 Create artwork that shows knowledge of the ways in which architects, craftsmen, and designers develop abstract symbols by simplifying elements of the environment
- Grades:9-12
-
[286ART] 3.8 Create representational 2D artwork from direct observation and from memory that convincingly portrays 3D space and the objects and people within that space
-
[287ART] 3.9 Create 2D and 3D artwork that explores the abstraction of ideas and representations.
-
[288ART] 3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas
-
[289ART] 3.11 Demonstrate the ability to portray emotions and personality through the rendering of physical characteristics in 2D and 3D work.
-
[290ART] 3.12 Demonstrate the ability to use representation, abstraction, or symbolism to create 2D and 3D artwork that conveys a personal point of view about issues and ideas.
- STANDARD
19: Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.
- Grades:PK-4
-
[291ART] 4.1 Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion.
-
[292ART] 4.2 Select works for exhibition and work as a group to create a display
-
[293ART] 4.3 As a class, develop and use criteria for informal classroom discussions about art
- Grades:5-8
-
[294ART] 4.4 Produce work that shows an understanding of the concept of craftsmanship
-
[295ART] 4.5 Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects
-
[296ART] 4.6 Demonstrate the ability to articulate criteria for artistic work, describe personal style, assess and reflect on work orally and in writing, and to revise work based on criteria developed in the classroom
-
[297ART] 4.7 Maintain a portfolio of sketches and finished work
-
[298ART] 4.8 Create and prepare artwork for group or individual public exhibitions
- Grades:9-12
-
[299ART] 4.9 Demonstrate the ability to conceptualize, organize, and complete long-term projects, alone and in group settings
• Conceptualize: plan, generate ideas, make preliminary sketches, participate in discussions, imagine outcomes, and set goals;
• Organize: choose materials and techniques to attain the desired look and feel; maintain work space and personal schedule; review progress of work with others; and revise work appropriately;
• Complete: prepare work for presentation or exhibition
-
[300ART] 4.10 Demonstrate the ability to develop an idea through multiple stages, responding to criticism and self-assessment
-
[301ART] 4.11 Maintain a portfolio of artwork that demonstrates a progression of ideas and skills over time
-
[302ART] 4.12 Choose and prepare artwork for exhibition, and be able to discuss their choices
-
[303ART] 4.13 Create a presentation portfolio that includes work in several media and that demonstrates a progression of ideas and preliminary and finished work in each medium
-
[304ART] 4.14 Demonstrate an ability to see their own personal style and discriminate among historical and contemporary styles
-
[305ART] 4.15 Demonstrate the ability to draw from other disciplines in the creation of a body of work
- STANDARD
20: Critical Response. Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
- Grades:PK-4
-
[306ART] 5.1 In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work
-
[307ART] 5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film
-
[308ART] 5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks
-
[309ART] 5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and supportively within the group
- Grades:5-8
-
[310ART] 5.5 Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics of their own work and that of others
-
[311ART] 5.6 Demonstrate the ability to describe the kinds of imagery used to represent subject matter and ideas, for example, literal representation, simplification, abstraction, or symbolism
-
[312ART] 5.7 Demonstrate a fundamental awareness of architectural styles and the ways that these have influenced painting and sculpture
- Grades:9-12
-
[313ART] 5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary
-
[314ART] 5.9 Use published sources, either traditional or electronic, to research a body of work or an artist, and present findings in written or oral form
-
[315ART] 5.10 Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work
-
[316ART] 5.11 Analyze a body of work, or the work of one artist, explaining its meaning and impact on society, symbolism, and visual metaphor
-
[317ART] 5.12 Demonstrate an understanding how societal influences and prejudices may affect viewers’ ways of perceiving works of art
-
STRAND 5:
Connections
- STANDARD
21: Purposes and Meanings in the Arts. Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when
appropriate, interpret their meanings.
- Grades:PK-4
-
[318ART] 6.1 When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?”
-
[319ART] 6.2 Investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities.
-
[320ART] 6.3 Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history.
- Grades:5-8
-
[321ART] 6.4 Describe how artistic production can shape and be influenced by the aesthetic preferences of a society.
-
[322ART] 6.5 Interpret the meanings of artistic works based on evidence from artists’ biographies, autobiographies, or videotaped or written interviews.
-
[323ART] 6.6 Describe and analyze examples of art forms that integrate practical functions with aesthetic concerns.
- Grades:9-12
-
[324ART] 6.7 Compare examples of works in one arts domain (dance, music, theatre, visual arts, or architecture) from several periods or cultures and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events
-
[325ART] 6.8 Compare examples of works from several arts domains within a period or culture and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events
- STANDARD
22: Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present.
- Grades:PK-4
-
[326ART] 7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects.
- Grades:5-8
-
[327ART] 7.2 Describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as:
• the conditions under which artists created, performed, and/or exhibited work and the status of artists;
• the sources of support for the arts; and
• the ways, such as apprenticeship or training, in which students learned the skills and knowledge that qualified them to produce or perform artistic work.
-
[328ART] 7.3 Identify and describe careers in at least one art form
-
[329ART] 7.4 Describe the function of cultural organizations and arts institutions such as museums, symphonies, repertory theatres, dance companies, and historical preservation organizations
- Grades:9-12
-
[330ART] 7.5 Analyze how the arts and artists are portrayed in contemporary newspapers, magazines, films, and electronic media
-
[331ART] 7.6 Describe various roles that artists serve, cite representative individuals who have functioned in these roles, and describe their activities and achievements
-
[332ART] 7.7 Describe the roles of individual patrons, cultural organizations, and governments in commissioning and collecting works and presenting performances.
-
[333ART] 7.8 Analyze how the arts and artists were portrayed in the past by analyzing primary sources from historical periods
-
[334ART] 7.9 Identify artists who have been involved in social and political movements, and describe the significance of selected works
-
[335ART] 7.10 Describe the roles of government, philanthropy, arts institutions, critics, and the publishing, recording, and tourism industries in supporting the arts and historic preservation, and in creating markets for the arts.
- STANDARD
23: Concepts of Style, Stylistic Influence, and Stylistic Change. Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres.
- Grades:PK-4
-
[336ART] 8.1 Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as
• styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest;
• styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries.
-
[337ART] 8.2 Identify characteristic features of the visual arts of world civilizations such as styles of ancient Egypt and Africa, China, Mesopotamia, Greece, Rome, and the Medieval period in Europe
-
[338ART] 8.3 Perform or create works inspired by historical or cultural styles
- Grades:5-8
-
[339ART] 8.4 Identify American styles and genres of dance, music, theatre, or visual arts and architecture, describe their sources, trace their evolution, and cite well-known artists associated with these styles
-
[340ART] 8.5 Identify and describe characteristic features of genres and styles from a variety of world cultures and cite well-known artists associated with these styles
- Grades:9-12
-
[341ART] 8.6 Classify works from the United States and world cultures by genre, style, and historical period; explain why the works exemplify a particular genre, style, or period
-
[342ART] 8.7 Identify works, genres, or styles that show the influence of two or more cultural traditions, and describe how the traditions are manifested in the work
* Suggested period: American and world cultures to c. 1920
-
[343ART] 8.8 Identify the stylistic features of a given work and explain how they relate to aesthetic tradition and historical or cultural contexts
-
[344ART] 8.9 Identify examples of innovation and tradition in the arts, and explain the works in relation to historical and cultural contexts
-
[345ART] 8.10 Identify variants within the style of a particular time period, and describe the advantages and limitations of using the concept of style to describe and analyze the work of a particular period or culture
-
[346ART] 8.11 Identify and analyze examples of artistic and/or literary allusions in works of dance, music, theatre, and visual arts and architecture
- STANDARD
24: Inventions, Technologies, and the Arts. Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their work.
- Grades:PK-4
-
[347ART] 9.1 When using art materials or handling and viewing artifacts or musical instruments, ask and answer questions such as
• “What is this made of?” ,
• “How does this instrument produce sound?”
• “Would I design this differently?”
• “Who first thought of making something like this?”
- Grades:5-8
-
[348ART] 9.2 Identify and describe examples of how the discovery of new inventions and technologies, or the availability of new materials brought about changes in the arts in various time periods and cultures
-
[349ART] 9.3 Identify and describe examples of how artists make innovative uses of technologies and inventions.
-
[350ART] 9.4 Identify and describe examples of how contemporary artists use computer technology in their work.
- Grades:9-12
-
[351ART] 9.5 Identify and describe examples of how technological development in one artistic domain can influence work in other artistic domain
-
[352ART] 9.6 Compare the available materials, inventions, and technologies of two historical periods or cultures and explain their effect on the arts
-
[353ART] 9.7 Identify and describe the examples of the persistence of traditional historical materials and technologies in contemporary artworks.
-
[354ART] 9.8 Evaluate the effectiveness of the use of a particular technology to achieve an artistic effect
-
[355ART] 9.9 Identify and describe how some contemporary artists concentrate on the use of technologies and inventions of the past to achieve specific artistic effects.
- STANDARD
25: Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.
- Grades:PK-4
-
[356ART] 10.1 Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines.
- Grades:5-8
-
[357ART] 10.2 Continue the above and apply knowledge of other disciplines in learning in and about the arts.
- Grades:9-12
-
[358ART] 10.3 Continue the above and apply knowledge of cultural institutions to learning in the arts and other disciplines.
-
[359ART] 10.4 Continue the above and integrate knowledge from various disciplines and cultural resources.
|
