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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
By the end of Grade 2, students will:
A. Knowledge 1. Observe the four art forms of dance, music, theater and visual art. 2. Explain that dance, music, theater and visual art can generate personal feelings. 3. Interpret basic elements of style in dance, music, theater and visual art as the foundation for a creative project.
B. Skills 1. Communicate observational and emotional responses to works of art from a variety of social and historical contexts. 2. Provide an initial response when exposed to an unknown artwork. 3. Use imagination to create a story based on an arts experience in each of the art forms.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Knowledge 1. Compose simple works of art in response to stylized characteristics observed in the dance, music, theater, and visual art of various cultures and time periods. 2. Communicate ideas reflecting on the nature and meaning of art and beauty. 3. Recognize works of art and art elements designed to imitate systems in nature.
B. Skills 2. Compare and contrast works of art that communicate significant cultural meanings. 3. Apply qualitative terms when responding to works of art. 4. Create an arts experience that communicates a significant emotion or feeling.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Knowledge 1. Examine works of art that have a utilitarian purpose (Functionalism). 2. Analyze works of art that place emphasis on structural arrangement (Formalism). 3. Describe how an element of an art form contributes to the aesthetic value of a particular work. 4. Describe the compositional design in selected works of art or performance.
B. Skills 1. Explain the aesthetic qualities of specified art works in oral and written responses. 2. Incorporate personal life experiences into an aesthetic response about an artwork. 3. Examine how exposure to various cultures and styles influence individuals’ feelings toward art forms and artworks. 4. Communicate ideas about the social and personal value of art.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Knowledge 1. Examine works of art that communicate significant cultural beliefs or set of values. 2. Use domain specific vocabulary relating to symbolism, genre, and performance technique in all arts areas. 3. Analyze how art is often defined by its originality.
B. Skills 1. Differentiate between the unique and common properties in all of the arts. 2. Distinguish among artistic styles, trends, and movements in various art forms. 3. Express how art is inspired by an individual’s imagination. 4. Describe changes in meaning over time in the perception of a known work of art.
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
By the end of Grade 2, students will:
A. Dance 1. Perform planned and improvised dance sequences using the elements of time, space/shape, and energy. 2. Communicate through the creation and performance of planned and improvised sequences in response to meter, rhythm, and variations in tempo. 3. Create and perform using objects and other art forms as creative stimuli for dance. 4. Perform such movements as bending, twisting, stretching, and swinging, using various levels in space.
B. Music 1. Clap, sing or play from simple notation that includes pitch, rhythm, dynamics and tempo. 3. Improvise short tonal and rhythmic patterns.
C. Theater 1. Portray characters and describe basic plots and themes in creative drama. 2. Experiment with the use of voice and movement in creative drama and storytelling. 3. Employ theatrical elements to create and express stories in various cultural settings. 4. Show how different uses of and approaches to theater can communicate experiences.
D. Visual Art 2. Cite basic visual art vocabulary used to describe works of art. 3. Present completed works of art in exhibition areas inside and outside the classroom. 4. Recognize how art is part of everyday life.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Dance 2. Present planned and improvised dance sequences on a variety of themes using curved and straight pathways and levels in space and discuss their meanings. 3. Demonstrate kinesthetic awareness and basic anatomical principles of concentration and focus in performing dance movement. 4. Utilize arts media and technology in the creation and/or performance of short phrases and compositions. 6. Define and maintain personal space.
B. Music 1. Clap, sing on pitch, or play from progressively complex notation while maintaining a steady tempo. 2. Recognize and vocalize the tonal triad (do, mi, sol) after being given the “home tone.” 4. Modify elements of music within a piece to create different expressive ideas.
C. Theater 2. Use movement as a medium for storytelling and as a means of projecting creative decisions regarding character. 3. Assume the roles of theater participants (e.g., director, actor, playwright, designer), and collaborate to enact classroom dramatizations using available materials that suggest scenery, properties, sound, costumes, and makeup. 4. Project an understanding of the intent of dialogue by performing from a script.
D. Visual Art 1. Apply the basic principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement to a work of art. 3. Generate works of art based on selected themes. 4. Investigate careers in the world of visual arts.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Dance 3. Develop dance technique that uses strength, flexibility, balance, and coordination appropriate to age and physical development. 4. Accurately identify and demonstrate basic sequences of movement from at least two different styles or traditions, demonstrating awareness of movement principles in dance (e.g., alignment, balance, initiation of movement, directing of focus). 5. Investigate arts related careers.
B. Music 2. Sing independently and in groups, both melodic and harmonizing parts, adjusting to the range and timbre of the developing voice. 4. Improvise simple harmonic accompaniment, melodic embellishments, and simple melodies. 6. Investigate arts related careers.
C. Theater 1. Discuss and demonstrate the connection between body, movement, and voice in theatrical expression. 3. Collaboratively plan and execute group scenes stemming from improvisation. 4. Analyze classroom dramatizations from different perspectives (e.g., playwright, actor, director, designer) and suggest alternatives for creating and interpreting roles, arranging environments, and developing situations. 5. Differentiate among vocal rate, pitch, and volume as they affect articulation, meaning and character. 6. Investigate arts related careers.
D. Visual Art 2. Distinguish drawing, painting, ceramics, sculpture, printmaking, textiles and computer imaging by physical properties. 3. Recognize and use various media and materials to create different works of art. 4. Employ appropriate vocabulary for such categories as realistic, abstract, nonobjective, and conceptual. 5. Investigate arts related careers.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Dance 3. Develop and perform movement sequences and dance phrases that demonstrate rhythmic acuity, and employ such choreographic structures as AB, ABA, canon, call and response, or use of narratives. 4. Design a dance work that incorporates at least two other art forms to enhance the central idea.
AND/OR
B. Music 1. Perform compositions containing progressively complex notation and use standard notation to record musical ideas. 4. Identify careers and lifelong opportunities for making music.
AND/OR
C. Theater 3. Create dramatic action within the context of a given situation, using acting skills that generate a sense of truth, focus, character, personal or emotional ownership, ensemble relationship, physical control, and vocal clarity. 4. Describe and analyze the components of theatrical design and production.
AND/OR
D. Visual Art 1. Incorporate various art elements and principles in the creation of works of art. 3. Identify form, function, craftsmanship, and originality when creating a work of art. 4. Identify careers and lifelong opportunities for making art.
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
By the end of Grade 2, students will:
A. Dance 3. Explore arts media and themes as catalysts in the composition of dance. 4. Explore personal space.
B. Music 2 . Recognize ways to organize musical elements such as scales and rhythmic patterns.
C. Theater 1. Identify basic elements of theater such as setting, costumes, plots, scenes, and themes.
D. Visual Art 1. Identify the basic art elements of color, line, shape, form, texture and space. 2. Discuss how art elements are used in specific works of art.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Dance 1. Investigate the relationship of dance and other art forms. 2. Differentiate basic compositional structures in choreography.
B. Music 2. Identify and categorize sound sources by common traits. 3. Differentiate basic structures in music composition.
C. Theater 1. Recognize basic stage directions in the dramatization of stories/plays. 2. Examine the basic structural characteristics of the well-made play.
D. Visual Art 1. Identify the design principles of balance, harmony, unity, emphasis, proportion and rhythm/movement. 2. Identify elements and principles of design in specific works of art.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Dance 1. Analyze both formal and expressive aspects of time, shape, space and energy, in various dance works. 2. Analyze the principles of choreography applied in a master dance work. 3. Differentiate among the various artistic and non-artistic contributions involved in dance production. 5. Interpret compositional use of dance elements for expressive purposes.
B. Music 1. Analyze musical elements in response to aural prompts and printed scores representing diverse genres and cultures and notational systems.
C. Theater 1. Examine the range of roles and characterizations possible in theatrical production and performance. 2. Examine the relationship between physicality and character development. 3. Identify various tactics employed by actors to create believable, motivated action.
D. Visual Art 1. Describe the emotional significance conveyed in the application of the elements. 2. Describe a work of art that clearly illustrates a principle of design.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Dance
AND/OR B. Music 1. Analyze the application of the elements of music in a diversity of musical works. 3. Describe various roles that musicians perform and identify representative individuals and their achievements that have functioned in each role.
AND/OR
C. Theater 1. Investigate the structural characteristic of plays. 2. Assess character motivations within the construct of scripted plays. 3. Explain the interdependent relationship between the performance, technical design, and management functions of production. 4. Analyze scenes with regard to thematic and artistic intent, situation, character and motivation.
AND/OR
D. Visual Art 1. Define the elements of art and principles of design that are evident in everyday life. 2. Apply the principles of design to interpret various masterworks of art.
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
By the end of Grade 2, students will:
A. Knowledge 1. Explain that critique is a positive tool. 2. Define the basic concepts of color, line, shape, form, texture, space and rhythm.
B. Skills 1. Orally communicate opinion regarding dance, music, theater, and visual art based on observation. 2. Express how individuals can have different opinions toward works of art.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Knowledge 1. Utilize basic arts terminology and arts elements in all four arts domains. 2. Recognize the value of critiquing one’s own work as well as the work of others.
B. Skills 1. Observe the basic arts elements in performances and exhibitions. 2. Formulate positive analysis of arts performances by peers and respond positively to critique. 3. Recognize the main subject or theme in a work of art.
Building upon knowledge and skills gained in preceding grades by the end of Grade 6, students will:
A. Knowledge 1. Classify elements of unity or repetition in a work of art. 3. Describe the technical proficiency of the artist’s work, orally and in writing.
B. Skills 1. Critique performances and exhibitions based on the application of the elements of the art form. 2. Identify and differentiate among basic formal structures within artworks. 3. Consider the impact of traditions in the critique of works of art.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Knowledge 2. Compare artistic content among contrasting art works in the same domain.
B. Skills 1. Evaluate the judgment of others based on the process of critique. 2. Compare and contrast the technical proficiency of artists.
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
By the end of Grade 2, students will:
A. Knowledge 1. Recognize works of art from diverse cultures.
B. Skills 1. Identify family and community as themes in art.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Knowledge 1. Identify works of art from various historical periods and diverse cultures. 2. Recognize arts resources that exist in communities.
B. Skills 1. Describe the general characteristics of artworks from various historical periods and world cultures. 2. Examine art as a reflection of societal values and beliefs.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Knowledge 1. Reflect on a variety of works of art representing important ideas, issues, and events in a society. 2. Recognize that a chronology exists in all art forms.
B. Skills 1. Compare and contrast the contributions of significant artists from an historical period. 2. Hypothesize how the arts have impacted world culture.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Knowledge 1. Analyze how technological changes have influenced the development of the arts. 2. Examine how the social and political environment influences artists in various social/historical/political contexts.
B. Skills 1. Identify the common artistic elements that help define a given historical period. 2. Discuss how cultural influences add to the understanding of works of art.
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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