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Big Idea:
Active participation in the arts leads to a comprehensive
understanding of the imaginative and creative process. |
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1.2
A. Dance |
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Essential Questions |
Enduring Understandings |
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- 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. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 8: |
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1. Demonstrate
a broad range of dynamics and movement qualities by manipulating aspects of
time, space, and energy. |
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2. Choreograph
and perform dance works based on social themes, using elements and
production values that serve the selected theme |
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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.
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4. Design a dance work that
incorporates at least two other art forms to enhance the central idea. |
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1.2
B. Music |
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Essential Questions |
Enduring Understandings |
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- 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. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 8: |
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1. Perform
compositions containing progressively complex notation and use standard
notation to record musical ideas. |
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2. Perform
independently and in groups a repertoire of diverse genres and cultures with
appropriate expressive qualities. |
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3. Improvise
original melodies and/or rhythms over given chordal progressions or rhythmic
accompaniments in a consistent style, meter, and tonality. |
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4. Identify
careers and lifelong opportunities for making music. |
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1.2
C. Theater |
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Essential Questions |
Enduring Understandings |
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- 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. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 8: |
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1. Analyze
descriptions, dialogue, and actions to discover, articulate, and create and
portray character behaviors and justify character motivation. |
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2. Participate
in theatrical presentations individually and in ensemble, interacting as
invented characters across a spectrum of social/historical contexts. |
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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. |
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4. Describe and analyze the
components of theatrical design and production. |
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1.2
D. Visual Arts |
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Essential Questions |
Enduring Understandings |
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- 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. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 8: |
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1.
Incorporate various art elements and principles in the creation of works of art. |
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2. Explore
various media, technologies and processes in the production of two and
three-dimensional art. |
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3. Identify
form, function, craftsmanship, and originality when creating a work of art. |
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4. Identify careers and lifelong opportunities for
making art. |
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