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 2:
1. Observe the four art forms of dance, music, theater and visual art.
2. Explain that dance, music, theater and visual art can generate personal feelings
3. Interpret basic elements of style in dance, music, theater and visual art as the foundation for a creative project.
By the end of Grade 4:
1. Compose simple works of art in response to stylized characteristics observed in the dance, music, theater, and visual art of various cultures and time periods.
2. Communicate ideas reflecting on the nature and meaning of art and beauty.
3. Recognize works of art and art elements designed to imitate systems in nature.
By the end of Grade 6:
1. Examine works of art that have a utilitarian purpose (Functionalism).
2. Analyze works of art that place emphasis on structural arrangement (Formalism).
3. Describe how an element of an art form contributes to the aesthetic value of a particular work.
4. Describe the compositional design in selected works of art or performance.
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.
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 2:
1. Communicate observational and emotional responses to works of art from a variety of social and historical contexts.
2. Provide an initial response when exposed to an unknown artwork.
3. Use imagination to create a story based on an arts experience in each of the art forms.
By the end of Grade 4:
1. Apply basic domain-specific arts language to communicate personal responses to dance, theater, music, and visual art.
2. Compare and contrast works of art that communicate significant cultural meanings.
3. Apply qualitative terms when responding to works of art
4. Create an arts experience that communicates a significant emotion or feeling
By the end of Grade 6:
1. Explain the aesthetic qualities of specified art works in oral and written responses.
2. Incorporate personal life experiences into an aesthetic response about an artwork.
3. Examine how exposure to various cultures and styles influence individuals’ feelings toward art forms and artworks.
4. Communicate ideas about the social and personal value of art.
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.
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 2:
1. Perform planned and improvised dance sequences using the elements of time, space/shape, and energy.
2. Communicate through the creation and performance of planned and improvised sequences in response to meter, rhythm, and variations in tempo.
3. Create and perform using objects and other art forms as creative stimuli for dance.
4. Perform such movements as bending, twisting, stretching, and swinging, using various levels in space.
By the end of Grade 4:
1. Perform planned and improvised dance sequences with and without musical accompaniment, demonstrating aspects of time, space/shape, and energy with the intent to communicate meaning.
2. Present planned and improvised dance sequences on a variety of themes using curved and straight pathways and levels in space and discuss their meanings.
3. Demonstrate kinesthetic awareness and basic anatomical principles of concentration and focus in performing dance movement.
4. Utilize arts media and technology in the creation and/or performance of short phrases and compositions.
5. Create and perform the eight locomotor movements of walking, running, hopping, jumping, leaping, galloping, sliding, and skipping in a dance context
6. Define and maintain personal space.
By the end of Grade 6:
1. Perform planned and improvised sequences demonstrating aspects of time, space/shape, and energy accurately transferring a rhythmic pattern from the auditory to the kinesthetic.
2. Choreograph and perform dances that communicate meaning on a variety of themes, demonstrating the ability to work in small groups in the choreographic process.
3. Develop dance technique that uses strength, flexibility, balance, and coordination appropriate to age and physical development.
4. Accurately identify and demonstrate basic sequences of movement from at least two different styles or traditions, demonstrating awareness of movement principles in dance (e.g., alignment, balance, initiation of movement, directing of focus).
5. Investigate arts related careers.
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.
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 2:
1. Clap, sing or play from simple notation that includes pitch, rhythm, dynamics and tempo.
2. Vocalize the “home tone” of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner
3. Improvise short tonal and rhythmic patterns.
By the end of Grade 4:
1. Clap, sing on pitch, or play from progressively complex notation while maintaining a steady tempo
2. Recognize and vocalize the tonal triad (do, mi, sol) after being given the “home tone.”
3. Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, while blending both unison and/or harmonic parts and vocal and/or instrumental timbres, matching dynamic levels and responding to cues of a conductor.
4. Modify elements of music within a piece to create different expressive ideas.
By the end of Grade 6:
1. Read music from progressively complex notation, including mixed meters, compound meters, and the grand staff.
2. Sing independently and in groups, both melodic and harmonizing parts, adjusting to the range and timbre of the developing voice.
3. Perform simple melodies and rhythmic accompaniments in expanded binary, ternary, and rondo form independently and in groups.
4. Improvise simple harmonic accompaniment, melodic embellishments, and simple melodies.
5. Demonstrate how the elements of music are used to achieve unity and variety, tension and release, and balance in composition.
6. Investigate arts related careers.
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.
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 2:
1. Portray characters and describe basic plots and themes in creative drama.
2. Experiment with the use of voice and movement in creative drama and storytelling.
3. Employ theatrical elements to create and express stories in various cultural settings.
4. Show how different uses of and approaches to theater can communicate experiences.
By the end of Grade 4:
1. Demonstrate clarity of intent, character, and logical story sequence through classroom dramatizations.
2. Use movement as a medium for storytelling and as a means of projecting creative decisions regarding character.
3. Assume the roles of theater participants (e.g., director, actor, playwright, designer), and collaborate to enact classroom dramatizations using available materials that suggest scenery, properties, sound, costumes, and makeup.
4. Project an understanding of the intent of dialogue by performing from a script.
By the end of Grade 6:
1. Discuss and demonstrate the connection between body, movement, and voice in theatrical expression.
2. Create characterizations in context through manipulation of vocal and physical qualities and circumstances.
3. Collaboratively plan and execute group scenes stemming from improvisation.
4. Analyze classroom dramatizations from different perspectives (e.g., playwright, actor, director, designer) and suggest alternatives for creating and interpreting roles, arranging environments, and developing situations.
5. Differentiate among vocal rate, pitch, and volume as they affect articulation, meaning and character.
6. Investigate arts related careers.
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.
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 2:
1. Create works of art using the basic elements of color, line, shape, form, texture, and space for a variety of subjects and basic media.
2. Cite basic visual art vocabulary used to describe works of art.
3. Present completed works of art in exhibition areas inside and outside the classroom.