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 8:
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.
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 8:
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.
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 8:
1. Demonstrate a broad range of dynamics and movement qualities by manipulating aspects of time, space, and energy.
2. Choreograph and perform dance works based on social themes, using elements and production values that serve the selected theme
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.
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 8:
1. Perform compositions containing progressively complex notation and use standard notation to record musical ideas.
2. Perform independently and in groups a repertoire of diverse genres and cultures with appropriate expressive qualities.
3. Improvise original melodies and/or rhythms over given chordal progressions or rhythmic accompaniments in a consistent style, meter, and tonality.
4. Identify careers and lifelong opportunities for making 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 8:
1. Analyze descriptions, dialogue, and actions to discover, articulate, and create and portray character behaviors and justify character motivation.
2. Participate in theatrical presentations individually and in ensemble, interacting as invented characters across a spectrum of social/historical contexts.
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.
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 8:
1. Incorporate various art elements and principles in the creation of works of art.
2. Explore various media, technologies and processes in the production of two and three-dimensional art.
3. Identify form, function, craftsmanship, and originality when creating a work of art.
4. Identify careers and lifelong opportunities for making art.
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 8:
1. Describe the principles of contrast and transition, the process of reordering and chance, and the structures of AB, ABA, canon, call and response, and narrative.
2. Observe and explain how different accompaniment such as sound, music, or spoken text can affect the meaning of a 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 8:
1. Analyze the application of the elements of music in a diversity of musical works.
2. Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in musical compositions.
3. Describe various roles that musicians perform and identify representative individuals and their achievements that have functioned in each role.
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 8:
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.
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 8:
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.
3. Compare and contrast works of art in various media that utilize the same arts elements and principles of design.
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 8:
1. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation.
2. Compare artistic content among contrasting art works in the same domain.
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 8:
1. Evaluate the judgment of others based on the process of critique.
2. Compare and contrast the technical proficiency of artists.
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 8:
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.
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 8:
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.

Link to Standard 1 Grade 5-6

Link to Standard 1 High School

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