Grades 9, 10, 11, 12

Dance

Music

Theater

Visual Arts

Identifying and demonstrating movement elements and skills in performing dance

Understanding choreographic principles, processes, and structures

Understanding dance as a way to create and communicate meaning

Applying and demonstrating critical and creative thinking skills in dance

Demonstrating and understanding dance in various cultures and historical periods

Making connections between dance and healthful living

Making connections between dance and other disciplines

Singing, alone and with others, a varied repertoire of music

Performing on instruments, alone and with others, a varied repertoire of music

Improvising melodies, variations, and accompaniments

Composing and arranging music within specified guidelines

Reading and notating music

Listening to, analyzing, and describing music

Evaluating music and music performances

Understanding relationships between music, the other arts, and disciplines outside the arts

Understanding music in relation to history and culture

Script writing through improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history

Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions

Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions

Directing by interpreting dramatic texts and organizing and conducting rehearsals for informal or formal productions

Researching by evaluating and synthesizing cultural and historical information to support artistic choices

Comparing and integrating art forms by analyzing traditional theatre, dance, music, visual arts, and new art forms

Analyzing, critiquing, and constructing meanings from informal and formal theatre, film, television, and electronic media productions

Understanding context by analyzing the role of theatre, film, television, and electronic media in the past and the present

Understanding and applying media, techniques, and processes

Using knowledge of structures and functions

Choosing and evaluating a range of subject matter, symbols, and ideas

Understanding the visual arts in relation to history and cultures

Reflecting upon and assessing the characteristics and merits of their work and the work of others

Making connections between visual arts and other disciplines

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Students demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and nonlocomotor/axial movements

Students identify and demonstrate longer and more complex steps and patterns from two different dance styles/traditions

Students demonstrate rhythmic acuity

Students create and perform combinations and variations in a broad dynamic range

Students demonstrate projection while performing dance skills

Students demonstrate the ability to remember extended movement sequences

Students demonstrate a high level of consistency and reliability in performing technical skills

Students perform technical skills with artistic expression, demonstrating clarity, musicality, and stylistic nuance

Students refine technique through self-evaluation and correction

Students use improvisation to generate movement for choreography

Students demonstrate understanding of structures or forms (such as palindrome, theme and variation, rondo, round, contemporary forms selected by the student) through brief dance studies

Students choreograph a duet demonstrating an understanding of choreographic principles, processes, and structures

Students demonstrate further development and refinement of the proficient skills to create a small group dance with coherence and aesthetic unity

Students accurately describe how a choreographer manipulated and developed the basic movement content in a dance

Students formulate and answer questions about how movement choices communicate abstract ideas in dance

Students demonstrate understanding of how personal experience influences the interpretation of a dance

Students create a dance that effectively communicates a contemporary social theme

Students examine ways that a dance creates and conveys meaning by considering the dance from a variety of perspectives

Students compare and contrast how meaning is communicated in two of their own choreographic works

Students create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions

Students establish a set of aesthetic criteria and apply it in evaluating their own work and that of others

Students formulate and answer their own aesthetic questions (such as, What is it that makes a particular dance that dance? How much can one change that dance before it becomes a different dance?)

Students discuss how skills developed in dance are applicable to a variety of careers

Students analyze the style of a choreographer or cultural form; then create a dance in that style (choreographers that could be analyzed include George Balanchine, Alvin Ailey, Laura Dean; cultural forms include bharata natyam, classical ballet)

Students analyze issues of ethnicity, gender, social/economic class, age and/or physical condition in relation to dance

Students perform and describe similarities and differences between two contemporary theatrical forms of dance

Students perform or discuss the traditions and technique of a classical dance form (e.g., Balinese, ballet)

Students create and answer twenty-five questions about dance and dancers prior to the twentieth century

Students analyze how dance and dancers are portrayed in contemporary media

Students create a time line illustrating important dance events in the twentieth century, placing them in their social/historical/cultural/political contexts

Students compare and contrast the role and significance of dance in two different social/historical/cultural/political contexts

Students reflect upon their own progress and personal growth during their study of dance

Students effectively communicate how lifestyle choices affect the dancer

Students analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media

Students discuss challenges facing professional performers in maintaining healthy lifestyles

Students create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines

Students clearly identify commonalities and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements, and ways of communicating meaning

Students demonstrate/discuss how technology can be used to reinforce, enhance, or alter the dance idea in an interdisciplinary project

Students compare one choreographic work to one other artwork from the same culture and time period in terms of how those works reflect the artistic/cultural/historical context

Students create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form (such as video dance, video/computer-aided live performance, or animation)

Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory

Students sing music written in four parts, with and without accompaniment

Students demonstrate well-developed ensemble skills

Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1 to 6

Students sing music written in more than four parts

Students sing in small ensembles with one student on a part

Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6

Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills

Students perform in small ensembles with one student on a part

Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6

Students improvise stylistically appropriate harmonizing parts

Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys

Students improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality

Students improvise stylistically appropriate harmonizing parts in a variety of styles

Students improvise original melodies in a variety of styles, over given chord progressions, each in a consistent style, meter, and tonality

Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect

Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music

Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources

Students compose music, demonstrating imagination and technical skill in applying the principles of composition

Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used

Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6

Students 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

Students interpret nonstandard notation symbols used by some 20th-century composers

Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6

Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices

Students demonstrate extensive knowledge of the technical vocabulary of music

Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques

Students demonstrate the ability to perceive and remember music events by describing in detail significant events (e.g., fugal entrances, chromatic modulations, developmental devices) occurring in a given aural example

Students compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style

Students analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive

Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music

Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models

Students evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions

Students explain how elements, artistic processes (such as imagination or craftmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples

Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures

Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music (e.g., language arts: compare the ability of music and literature to convey images, feelings, and meanings; physics: describe the physical basis of tone production in string, wind, percussion, and electronic instruments and the human voice and of the transformation and perception of sound)

Students compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures

Students explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts (e.g., creators: painters, composers, choreographers, playwrights; performers: instrumentalists, singers, dancers, actors; others: conductors, costumers, directors, lighting designers)

Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications

Students identify sources of American music genres (e.g., swing, Broadway musical, blues) trace the evolution of those genres, and cite well-known musicians associated with them

Students identify various roles (e.g., entertainer, teacher, transmitter of cultural tradition) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements

Students identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context

Students identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences

Students construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience

Students write theatre, film, television, or electronic media scripts in a variety of traditional and new forms that include original characters with unique dialogue that motivates action

Students analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media

Students compare and demonstrate various classical and contemporary acting techniques and methods

Students in an ensemble, create and sustain characters that communicate with audiences

Students demonstrate artistic discipline to achieve an ensemble in rehearsal and performance

Students create consistent characters from classical, contemporary, realistic, and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions

Students explain the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup)

Students analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements

Students develop designs that use visual and aural elements to convey environments that clearly support the text

Students apply technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting, sound, costumes, and makeup

Students design coherent stage management, promotional, and business plans

Students explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film, television, and electronic media productions

Students collaborate with directors to develop unified production concepts that convey the metaphorical nature of the drama for informal and formal theatre, film, television, or electronic media productions

Students safely construct and efficiently operate technical aspects of theatre, film, television, or electronic media productions

Students create and reliably implement production schedules, stage management plans, promotional ideas, and business and front of house procedures for informal and formal theatre, film, television, or electronic media productions

Students develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most interesting

Students justify selections of text, interpretation, and visual and aural artistic choices

Students effectively communicate directorial choices to a small ensemble for improvised or scripted scenes

Students explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, and electronic media productions

Students collaborate with designers and actors to develop aesthetically unified production concepts for informal and formal theatre, film, television, or electronic media productions

Students conduct auditions, cast actors, direct scenes, and conduct production meetings to achieve production goals

Students identify and research cultural, historical, and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions

Students research and describe appropriate historical production designs, techniques, and performances from various cultures to assist in making artistic choices for informal and formal theatre, film, television, or electronic media productions

Students describe and compare the basic nature, materials, elements, and means of communicating in theatre, dramatic media, musical theatre, dance, music, and the visual arts

Students determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre

Students illustrate the integration of several arts media in informal presentations

Students compare the interpretive and expressive natures of several art forms in a specific culture or historical period

Students compare the unique interpretive and expressive natures and aesthetic qualities of traditional arts from various cultures and historical periods with contemporary new art forms (such as performance art)

Students integrate several arts and/or media in theatre, film, television, or electronic media productions

Students construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate these to current personal, national, and international issues

Students articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement

Students analyze and critique the whole and the parts of dramatic performances, taking into account the context, and constructively suggest alternative artistic choices

Students constructively evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions

Students construct personal meanings from nontraditional dramatic performances

Students analyze, compare, and evaluate differing critiques of the same dramatic texts and performances

Students critique several dramatic works in terms of other aesthetic philosophies (such as the underlying ethos of Greek drama, French classicism with its unities of time and place, Shakespeare and romantic forms, India classical drama, Japanese kabuki, and others)

Students analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work

Students compare how similar themes are treated in drama from various cultures and historical periods, illustrate with informal performances, and discuss how theatre can reveal universal concepts

Students identify and compare the lives, works, and influence of representative theatre artists in various cultures and historical periods

Students identify cultural and historical sources of American theatre and musical theatre

Students analyze the effect of their own cultural experiences on their dramatic work

Students analyze the social and aesthetic impact of underrepresented theatre and film artists

Students analyze the relationships among cultural values, freedom of artistic expression, ethics, and artistic choices in various cultures and historical periods

Students analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods and explain influences on contemporary theatre, film, television, and electronic media productions

Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

Students evaluate the effectiveness of artworks in terms of organizational structures and functions

Students create artworks that use organizational principles and functions to solve specific visual arts problems

Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences