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Standard 1: Visual and Performing Arts
STANDARD 1.1 (AESTHETICS) ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN THE CREATION OF AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART.
Descriptive Statement: The arts strengthen our appreciation of the world, as well as our ability to be creative and inventive decision-makers. The acquisition of knowledge and skills that contribute to aesthetic awareness of dance, music, theater, and visual art enhances these abilities. Through experience in the arts, students develop the capacity to perceive and respond imaginatively to works of art. These experiences result in knowledge of forms of artistic expression and in the ability to draw personal meaning from works of art. Key skills necessary to an understanding of aesthetics include the abilities to identify arts elements within a work to articulate informed emotional responses to works of art, to engage in cultural reflection, and to communicate through the use of metaphor and critical evaluation. Aesthetics involves the following key understandings: appreciation and interpretation; stimulating imagination; the value and significance of the arts; art as object; the creation of art; developing a process of valuing; and acquaintance with aesthetic philosophies. Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Knowledge 3. Determine how historical responses affect the evolution of various artistic styles, trends and movements in art forms from classicism to post-modernism.
B. Skills 1. Compose specific and metaphoric cultural messages in works of art, using contemporary methodologies. 2. Formulate a personal philosophy or individual statement on the meaning(s) of art.
STANDARD 1.2 (CREATION AND PERFORMANCE) ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND PRESENTATION OF DANCE, MUSIC, THEATER, AND VISUAL ART.
Descriptive Statement: Through developing products and performances in the arts, students enhance their perceptual, physical, and technical skills and learn that pertinent techniques and technologies apply to the successful completion of the tasks. The development of sensory acuity (perceptual skills) enables students to perceive and acknowledge various viewpoints. Appropriate physical movements, dexterity, and rhythm pertain to such activities as brush strokes in painting, dance movement, and fingering of musical instruments. Active participation in the arts is essential to deep understanding of the imaginative and creative processes of the arts as they relate to the self and others. Involvement in the presentational aspects of art and art making also leads to awareness and understanding of arts-related careers.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Dance 1. Demonstrate technical proficiency and artistic application of anatomical and kinesthetic principles in performance. 3. Collaborate in the design and production of a dance work. 4. Outline a variety of pathways and the requisite training for careers in dance.
AND/OR
B. Music 1. Sing or play musical works from different genres with expression and technical accuracy. 5. Outline a variety of pathways and the requisite training for careers in music.
AND/OR
C. Theater 1. Create original interpretations of scripted roles demonstrating a range of appropriate acting styles and methods. 3. Collaborate in the design and production of a theatrical work. 4. Plan and rehearse improvised and scripted scenes. 5. Outline a variety of pathways and the requisite training for careers in theater.
AND/OR D. Visual Art 2. Perform various methods and techniques used in the production of works of art. 4. Outline a variety of pathways and the requisite training for careers in the visual arts.
STANDARD 1.3 (ELEMENTS AND PRINCIPLES) ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE ELEMENTS AND PRINCIPLES OF DANCE, MUSIC, THEATER, AND VISUAL ART.
Descriptive Statement: In order to understand the visual and performing arts, students must discover the elements and principles both unique and common to dance, music, theater, and the visual arts. The elements, such as color, line, shape, form and rhythm, time, space and energy, are the basis for the creation of works of art. An understanding of these elements and practice of the principles ensure the strengthening of interdisciplinary relationships with all content area curricula and their applications in daily life.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Dance 1. Categorize the elements, principles, and choreographic structure of specific dance masterworks. 3. Analyze issues of ethnicity, gender, social/economic status, age, and physical conditioning in relation to dance.
AND/OR
B. Music 1. Evaluate a diversity of musical works to discern similarities and differences in how the elements of music have been utilized. 2. Synthesize knowledge of the elements of music. 3. Identify how the elements of music are utilized in a variety of careers.
AND/OR
C. Theater 1. Describe the process of character analysis and identify physical, emotional, and social dimensions of characters from dramatic texts. 2. Analyze the structural components of plays from a variety of social, historical and political contexts. 3. Interpret a script to develop a production concept. 4. Explain the basic physical properties inherent in components of technical theater such as light, color, pigment, scenic construction, costumes, and makeup.
AND/OR
D. Visual Art 1. Compare and contrast innovative applications of the elements of art and principles of design.
Descriptive Statement: Through the informed criticism of works of art, students will develop a process by which they will observe, describe, analyze, interpret and evaluate artistic expression and quality in both their own artistic creation and in the work of others. Through this critical process, students will arrive at informed judgments of the relative artistic and aesthetic merits of the work examined.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Knowledge 1. Examine the artwork from a variety of historical periods in both western and non-western culture(s). 2. Categorize the artistic subject, the formal structure, and the principal elements of art used in exemplary works of art. 3. Determine the influence of tradition on arts experience, as an arts creator, performer and arts consumer.
B. Skills 2. Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
STANDARD 1.5 (HISTORY/CULTURE) ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE, DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD CULTURES, HISTORY, AND SOCIETY.
Descriptive Statement: In order to become culturally literate, students need to understand the historical, societal, and multicultural aspects and implications of dance, music, theater, and visual art. This includes understanding how the arts and cultures continue to influence each other.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Knowledge 1. Parallel historical events and artistic development found in dance, music, theater, and visual art. 2. Summarize and reflect upon how various art forms and cultural resources preserve cultural heritage and influence contemporary art.
B. Skills 1. Evaluate the impact of innovations in the arts from various historical periods in works of dance, music, theater, and visual art stylistically representative of the times.
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