STANDARD 1.3: 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 1.3 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 2:
1. Identify the basic dance elements of time, space/shape, and energy in planned and improvised dance sequences.
2. Identify movement qualities such as jagged, sharp, smooth, bouncy, or jerky using the vocabulary of dance.
3. Explore arts media and themes as catalysts in the composition of dance.
4. Explore personal space.
By the end of Grade 4:
1. Investigate the relationship of dance and other art forms
2. Differentiate basic compositional structures in choreography.
3. Recognize contrasting and complementary shapes and shared weight centers in composition and performance.
By the end of Grade 6:
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.
4. Analyze the interrelationship between dance movement and the movements of everyday life and effectively demonstrate the difference between pantomiming and abstracting a gesture.
5. Interpret compositional use of dance elements for expressive purposes
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.
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 2:
1. Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.
2 . Recognize ways to organize musical elements such as scales and rhythmic patterns
By the end of Grade 4:
1. Explore musical elements through verbal and written responses to diverse aural prompts and printed scores.
2. Identify and categorize sound sources by common traits.
3. Differentiate basic structures in music composition.
By the end of Grade 6:
1. Analyze musical elements in response to aural prompts and printed scores representing diverse genres and cultures and notational systems.
2. Demonstrate knowledge of the basic concepts of meter, rhythm, tonality, intervals, chords, and harmonic progressions.
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.
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 2:
1. Identify basic elements of theater such as setting, costumes, plots, scenes, and themes.
2. Explore the use of voice, movement, and facial expression in conveying emotions in creative drama and storytelling.
By the end of Grade 4:
1. Recognize basic stage directions in the dramatization of stories/plays
2. Examine the basic structural characteristics of the well-made play.
By the end of Grade 6:
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
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.
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 2:
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.
By the end of Grade 4:
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.
By the end of Grade 6:
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.
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.
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.