STANDARD 1: Visual and Performing Arts

Standard 1: Visual and Performing Arts

Mission: The arts contribute to the achievement of social, economic and human growth by fostering creativity and providing opportunities for expression beyond the limits of language.

Standard 1.1 Aesthetics All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Big Idea: All students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.
1.1 A. Knowledge
Essential Questions	Enduring Understandings
- Why should I care about the arts? - What’s the difference between a thoughtful and a thoughtless artistic judgment?	- Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value. - The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. - Experts can and do disagree about the value, power and source of art.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Formulate responses to fundamental elements within an art form, based on observation, using the domain specific terminology of that art form
2. Discern the value of works of art, based on historical significance, craftsmanship, cultural context, and originality using appropriate domain specific terminology.
3. Determine how historical responses affect the evolution of various artistic styles, trends and movements in art forms from classicism to post-modernism.
1.1 B. Skills
Essential Questions	Enduring Understandings
- Why should I care about the arts? - What’s the difference between a thoughtful and a thoughtless artistic judgment?	- Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value. - The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. - Experts can and do disagree about the value, power and source of art.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
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.
Big Idea: Active participation in the arts leads to a comprehensive understanding of the imaginative and creative process.
1.2 A. Dance
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Demonstrate technical proficiency and artistic application of anatomical and kinesthetic principles in performance.
2. Craft dances with themes that have unity of form and content that demonstrate the ability to work alone and in small groups to create dances with coherence and aesthetic unity.
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.
1.2 B. Music
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Sing or play musical works from different genres with expression and technical accuracy.
2. Analyze original or prepared musical scores and demonstrate how the elements of music are manipulated.
3. Improvise or compose melodies, stylistically appropriate harmonizing parts and rhythmic accompaniments using a chosen system of notation.
4. Arrange simple pieces for voices or instruments using a variety of traditional and nontraditional sound sources and electronic media.
5. Outline a variety of pathways and the requisite training for careers in music.
1.2 C. Theater
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Create original interpretations of scripted roles demonstrating a range of appropriate acting styles and methods.
2. Interpret a script by creating a production concept with informed, supported, and sustained directorial choices.
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.
1.2 D. Visual Arts
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Interpret themes using symbolism, allegory or irony through the production of two or three-dimensional art.
2. Perform various methods and techniques used in the production of works of art.
3. Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques.
4. Outline a variety of pathways and the requisite training for careers in the visual arts.
Standard 1.3 Elements and Principles of the Arts All students will demonstrate an understanding of the elements and principles of dance, music, theater and visual art.
Big Idea: An understanding of the elements and principles of art is essential to the creative process and artistic production.
1.3 A. Dance
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Categorize the elements, principles, and choreographic structure of specific dance masterworks.
2. Articulate understanding of choreographic structures or forms such as palindrome, theme and variation, rondo, retrograde, inversion, narrative, and accumulation.
3. Analyze issues of ethnicity, gender, social/economic status, age, and physical conditioning in relation to dance.
1.3 B. Music
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
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.
1.3 C. Theater
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
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.
1.3 D. Visual Arts
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Compare and contrast innovative applications of the elements of art and principles of design.
2. Analyze how a literary, musical, theatrical and/or dance composition can provide inspiration for a work of art.
Standard 1.4 Critique All students will develop, apply and reflect upon knowledge of the process of critique.
Big Idea: Through the critical process, students formulate judgments regarding artistic and aesthetic merits of artwork.
1.4 A. Knowledge
Essential Questions	Enduring Understandings
- When is art criticism vital and when is it beside the point?	.- The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
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.
1.4 B. Skills
Essential Questions	Enduring Understandings
- When is art criticism vital and when is it beside the point?	.- The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Develop criteria for evaluating art in a specific domain and use the criteria to evaluate one’s personal work and that of their peers, using positive commentary for critique.
2. Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
Standard 1.5 World Cultures, History, and Society All students will understand and analyze the role, development and continuing influence of the arts in relation to world cultures, history, and society.
Big Idea: The relationship of the arts and culture is mutually dependent; culture affects the arts and the arts reflect and preserve culture.
1.5 A. Knowledge
Essential Questions	Enduring Understandings
- Does art define culture or does culture define art? - What is old and what is new in any work of art? - How important is “new” in art?	- Culture affects self-expression, whether we realize it or not. - Every artist has a style; every artistic period has a style.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
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.
1.5 B. Skills
Essential Questions	Enduring Understandings
- Does art define culture or does culture define art? - What is old and what is new in any work of art? - How important is “new” in art?	- Culture affects self-expression, whether we realize it or not. - Every artist has a style; every artistic period has a style.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
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.
2. Compare and contrast the stylistic characteristics of a given historical period through dance, music, theater, and visual art.

Link to Standard 1 Grade 7-8

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