D2L Corporation
2013-02-06T13:10:24-05:00
2011-03-02T10:10:51-05:00
D2L Corporation
Connecticut Arts Curriculum Framework
Distribution of The Connecticut Framework: K-12 Curricular Goals and Standards initiates the release of a set of new curriculum resource materials. The Connecticut Framework, a revised Connecticut Common Core of Learning and the development of Guides to K-12 Program Development in 10 separate disciplines all are intended to assist local school districts in raising expectations, upgrading and improving curriculum and instruction, and in promoting growth in student achievement.
2011-03-02
1998
1:
Dance
Content Standard
Elements and Skills
Dance
Students will identify and perform movement elements and dance skills.
Dance
Performance Standard
demonstrate nonlocomotor movements (such as bend, twist, stretch, swing, sway);
Dance
Performance Standard
demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning;
Dance
Performance Standard
demonstrate understanding of spatial concepts through, for example:<ul><li>shape-making at low, middle and high levels;</li><li>defining and maintaining personal space; and</li><li>demonstrating movements in straight and curved pathways;</li></ul>
Dance
Performance Standard
demonstrate accuracy in moving to a musical beat and responding to changes in tempo;
Dance
Performance Standard
identify and demonstrate basic dynamic contrasts (slow/quick, gentle/strong);
Dance
Performance Standard
demonstrate kinesthetic awareness and concentration in performing movement skills;
Dance
Performance Standard
demonstrate accuracy in memorizing and reproducing simple movement phrases; and
Dance
Performance Standard
observe and describe the movement elements (action, space, dynamics) in a brief movement study.
Dance
Performance Standard
demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing;
Dance
Performance Standard
identify and demonstrate longer and more complex steps and patterns;
Dance
Performance Standard
transfer a spatial pattern from the visual to the kinesthetic;
Dance
Performance Standard
transfer a rhythmic pattern from sound to movement;
Dance
Performance Standard
identify and demonstrate a range of dynamics/movement qualities;
Dance
Performance Standard
demonstrate increasing kinesthetic awareness, concentration and focus in performing a range of movement skills;
Dance
Performance Standard
memorize and reproduce movement sequences and dances; and
Dance
Performance Standard
describe the movement elements observed in a dance, using appropriate movement/dance vocabulary.
Dance
Performance Standard
demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility and coordination in locomotor and nonlocomotor movements with consistency and reliability;
Dance
Performance Standard
identify and perform basic dance steps, positions and patterns for dance from two different styles or traditions, demonstrating clarity and stylistic accuracy;
Dance
Performance Standard
use spatial awareness to heighten artistic expression;
Dance
Performance Standard
demonstrate rhythmic acuity and musicality;
Dance
Performance Standard
create and perform combinations and variations in a broad dynamic range;
Dance
Performance Standard
perform dances confidently, communicating the artistic intention of the choreographer;
Dance
Performance Standard
memorize and perform a varied repertoire of dances; and
Dance
Performance Standard
describe the characteristics of a particular choreographer's movement vocabulary.
2:
Dance
Content Standard
Choreography
Dance
Students will understand choreographic principles, processes and structures.
Dance
Performance Standard
use improvisation to discover and invent movement and to solve movement problems;
Dance
Performance Standard
create a sequence or simple dance with a beginning, middle and end, both with and without a rhythmic accompaniment, and identify each of these sequence parts;
Dance
Performance Standard
create a dance phrase, repeat it, and then vary it (making changes in the time, space, and/or force/energy);
Dance
Performance Standard
demonstrate the ability to work effectively alone and with a partner;
Dance
Performance Standard
demonstrate the following partner skills: copying, leading and following, mirroring;
Dance
Performance Standard
improvise, create and perform simple dances based on concepts suggested by the teacher and their own feelings and ideas; and
Dance
Performance Standard
identify and describe the choreographic structure of their own dances in simple terms.
Dance
Performance Standard
use improvisation to generate movement for choreography;
Dance
Performance Standard
create sequences and simple dances that demonstrate the principles of, for example, repetition, contrast, transition and climax;
Dance
Performance Standard
demonstrate successfully the structures or forms of AB, ABA, canon, call and response, and narrative;
Dance
Performance Standard
demonstrate the ability to work cooperatively in pairs and small groups during the choreographic process;
Dance
Performance Standard
demonstrate the following partner skills: creating contrasting and complementary shapes, taking and supporting weight, balance and counter-balance; and
Dance
Performance Standard
describe and analyze the choreographic structure of dance viewed in class, in the theatre, or on video.
Dance
Performance Standard
use effectively a range of choreographic processes;
Dance
Performance Standard
choreograph dances which effectively demonstrate a range of choreographic principles;
Dance
Performance Standard
demonstrate understanding of structures or forms (such as theme and variation, rondo, round, structured improvisation and chance) through brief dance studies;
Dance
Performance Standard
choreograph duets and small-group dances demonstrating an understanding of choreographic principles, processes and structures both in collaborative groups and as choreographer/director;
Dance
Performance Standard
develop an idea independently from initial inception through to presentation for an audience; and
Dance
Performance Standard
describe how a choreographer manipulated and developed the basic movement content in a dance.
3:
Dance
Content Standard
Meaning
Dance
Students will understand how dance creates and communicates meaning.
Dance
Performance Standard
observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures);
Dance
Performance Standard
take an active role ina class discussion about interpretations of and reactions to dances that are either produced in class or viewed in the theatre or on video; and
Dance
Performance Standard
present their own dances to peers and discuss their meanings with confidence.
Dance
Performance Standard
effectively demonstrate the difference between pantomiming and creating abstract meaning through dance movement;
Dance
Performance Standard
observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance;
Dance
Performance Standard
demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance; and
Dance
Performance Standard
explain the meaning of one of their own dances.
Dance
Performance Standard
formulate and answer questions about how movement choices communicate abstract ideas in dance;
Dance
Performance Standard
examine the ways in which a dance creates and conveys meaning by considering the dance from different cultural perspectives;
Dance
Performance Standard
compare and contrast how meaning is communicated in two of their own dances; and
Dance
Performance Standard
create a dance that effectively communicates a contemporary social theme or a topic of personal significance.
4:
Dance
Content Standard
Thinking Skills
Dance
Students will apply analytical and evaluative thinking skills in dance.
Dance
Performance Standard
explore, discover and realize multiple solutions to a given movement problem, choose their favorite solution and discuss the reasons for their choice;
Dance
Performance Standard
observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways; and
Dance
Performance Standard
demonstrate appropriate audience behavior in watching dance performances, and discuss their opinions about the dances with their peers in a supportive and constructive way.
Dance
Performance Standard
create a movement idea and demonstrate multiple interpretations, choose the most effective and discuss the reasons for their choice;
Dance
Performance Standard
compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities); and
Dance
Performance Standard
identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast, clarity of idea).
Dance
Performance Standard
create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions;
Dance
Performance Standard
establish a set of artistic criteria and apply it in evaluating their own work and that of others;
Dance
Performance Standard
compare the work of two contrasting choreographers using a given set of artistic criteria;
Dance
Performance Standard
analyze the style of a choreographer or cultural form, then create a dance study in that style and evaluate the results in discussion with peers; and
Dance
Performance Standard
formulate and answer their own aesthetic questions (such as: What is it that makes a particular dance that dance? What makes a successful dance successful?).
5:
Dance
Content Standard
History And Cultures
Dance
Students will demonstrate an understanding of dance in various cultures and historical periods.
Dance
Performance Standard
perform folk dances from various cultures with competence and confidence;
Dance
Performance Standard
perform a dance from a resource in their own community, and describe the cultural and/or historical context (how and why this dance is/was performed); and
Dance
Performance Standard
answer questions about dance in a particular culture and time period (for example: In colonial America, why and in what settings did people dance? What did the dances look like?).
Dance
Performance Standard
competently perform folk, traditional and/or classical dances from various cultures or time periods, and describe similarities and differences in steps and movement styles;
Dance
Performance Standard
competently perform folk, social and/or theatrical dances from a broad spectrum of 20th century America;
Dance
Performance Standard
learn from resources (such as people, books and videos) in their own community a folk dance of a different culture ora social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with their peers; and
Dance
Performance Standard
describe the role of dance in at least two different cultures or time periods.
Dance
Performance Standard
perform or discuss the traditions and technique of a classical dance form;
Dance
Performance Standard
perform and describe similarities and differences between two contemporary theatrical forms of dance or two folk dance forms;
Dance
Performance Standard
create a time line illustrating important dance events in the 20th century;
Dance
Performance Standard
analyze historical and cultural images of the body in dance and compare these to contemporary images; and
Dance
Performance Standard
create and answer questions about dance and dancers prior to the 20th century.
6:
Dance
Content Standard
Healthful Living
Dance
Students will make connections between dance and healthful living.
Dance
Performance Standard
identify at least three personal goals to improve themselves as dancers;
Dance
Performance Standard
describe the skeleton and how it works in simple terms; and
Dance
Performance Standard
explain how healthful practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples.
Dance
Performance Standard
identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals;
Dance
Performance Standard
identify major muscle groups and how they work together to produce movement;
Dance
Performance Standard
create their own warm-up and discuss how that warm-up prepares the body and mind for expressive purposes; and
Dance
Performance Standard
explain strategies to prevent dance injuries.
Dance
Performance Standard
reflect upon their own progress and personal growth during their study of dance;
Dance
Performance Standard
create and demonstrate movement sequences which stretch and strengthen the main muscle groups;
Dance
Performance Standard
analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media; and
Dance
Performance Standard
effectively communicate how lifestyle choices affect the dancer.
7:
Dance
Content Standard
Connections
Dance
Students will make connections between dance, other disciplines and daily life.
Dance
Performance Standard
create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science);
Dance
Performance Standard
respond to a dance using another art form, and explain the connections between the dance and their response to it (for example, making a painting about a dance and describing the connections); and
Dance
Performance Standard
video record a simple dance (after collaborative planning in small groups) which successfully shows the concept or idea that drives the dance.
Dance
Performance Standard
cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, pattern);
Dance
Performance Standard
create a dance project that explores and expresses important ideas from another arts discipline (such as foreground and background, or color, in visual art); and
Dance
Performance Standard
video record a dance produced in class, intensifying or changing the meaning of the dance through the recording process.
Dance
Performance Standard
create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines;
Dance
Performance Standard
identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements and ways of communicating meaning; and
Dance
Performance Standard
create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form (such as video dance, video/computer-aided live performance, or animation).
1:
Music
Content Standard
Vocal
Music
Students will sing, alone and with others, a varied repertoire of songs.
Music
Performance Standard
sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo;
Music
Performance Standard
sing expressively, with appropriate dynamics, phrasing and interpretation;
Music
Performance Standard
sing from memory a varied repertoire of songs representing genres and styles from diverse cultures;
Music
Performance Standard
sing ostinatos, partner songs and rounds; and
Music
Performance Standard
sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.
Music
Performance Standard
sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles;
Music
Performance Standard
sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6, including some songs performed from memory;
Music
Performance Standard
sing music representing diverse genres and cultures, with expression appropriate for the work being performed; and
Music
Performance Standard
sing music written in two and three parts.
Music
Performance Standard
Students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed from memory.
Music
Performance Standard
sing with expression and technical accuracy a large and varied repertoire of vocal literature with a difficulty level of 4, on a scale of 1 to 6, including some songs performed from memory;
Music
Performance Standard
sing ensemble music for up to four parts, with and without accompaniment; and
Music
Performance Standard
demonstrate well-developed ensemble skills.
2:
Music
Content Standard
Instrumental
Music
Students will play, alone and with others, a varied repertoire of instrumental music.
Music
Performance Standard
perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo;
Music
Performance Standard
perform easy rhythmic, melodic and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments;
Music
Performance Standard
perform expressively a varied repertoire of music representing diverse genres and styles;
Music
Performance Standard
echo short rhythms and melodic patterns;
Music
Performance Standard
perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor; and
Music
Performance Standard
perform independent instrumental parts while other students sing or play contrasting parts.
Music
Performance Standard
perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position and good breath, bow or stick control;
Music
Performance Standard
perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 to 6;
Music
Performance Standard
perform music representing diverse genres and cultures, with expression appropriate for the work being performed; and
Music
Performance Standard
play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.
Music
Performance Standard
Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3, on a scale of 1 to 6, including some solos performed from memory.
Music
Performance Standard
perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6
Music
Performance Standard
perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills; and
Music
Performance Standard
perform in small ensembles with one student on a part.
3:
Music
Content Standard
Improvisation
Music
Students will improvise melodies, variations and accompaniments.
Music
Performance Standard
improvise "answers" in the same style to given rhythmic and melodic phrases;
Music
Performance Standard
improvise simple rhythmic and melodic ostinato accompaniments;
Music
Performance Standard
improvise simple rhythmic variations and simple melodic embellishments on familiar melodies; and
Music
Performance Standard
improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.
Music
Performance Standard
improvise simple harmonic accompaniments;
Music
Performance Standard
improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys; and
Music
Performance Standard
improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality.
Music
Performance Standard
improvise stylistically appropriate harmonizing parts;
Music
Performance Standard
improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys; and
Music
Performance Standard
improvise original melodies over given chord progressions, each in a consistent style, meter and tonality.
4:
Music
Content Standard
Composition
Music
Students will compose and arrange music.
Music
Performance Standard
create and arrange music to accompany readings or dramatizations;
Music
Performance Standard
create and arrange short songs and instrumental pieces within specified guidelines; and
Music
Performance Standard
use a variety of sound sources when composing.
Music
Performance Standard
compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance;
Music
Performance Standard
arrange simple pieces for voices or instruments other than those for which the pieces were written; and
Music
Performance Standard
use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging.
Music
Performance Standard
compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect;
Music
Performance Standard
arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music; and
Music
Performance Standard
compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional use of the sound sources.
5:
Music
Content Standard
Notation
Music
Students will read and notate music.
Music
Performance Standard
read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures;
Music
Performance Standard
use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys;
Music
Performance Standard
identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing; and
Music
Performance Standard
use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher.
Music
Performance Standard
read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures;
Music
Performance Standard
read at sight simple melodies in both the treble and bass clefs;
Music
Performance Standard
identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression; and
Music
Performance Standard
use standard notation to record their musical ideas and the musical ideas of others.
Music
Performance Standard
Students who participate in a performing ensemble or class will, in addition, sight-read, accurately and expressively, music with a level of difficulty of 2, ona scale of 1 to 6.
Music
Performance Standard
demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used; and
Music
Performance Standard
sight-read, accurately and expressively, music with a difficulty level of 3, on a scale of 1 to 6.
6:
Music
Content Standard
Analysis
Music
Students will listen to, describe and analyze music.
Music
Performance Standard
identify simple music forms when presented;
Music
Performance Standard
demonstrate perceptual skills by moving in response to, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures;
Music
Performance Standard
use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances;
Music
Performance Standard
identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices; and
Music
Performance Standard
respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.
Music
Performance Standard
describe specific music events in a given aural example, using appropriate terminology;
Music
Performance Standard
analyze the uses of elements of music in aural examples representing diverse genres and cultures; and
Music
Performance Standard
demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music.
Music
Performance Standard
analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music elements and expressive devices;
Music
Performance Standard
demonstrate extensive knowledge of the technical vocabulary of music; and
Music
Performance Standard
identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques.
7:
Music
Content Standard
Evaluation
Music
Students will evaluate music and music performances.
Music
Performance Standard
devise criteria for evaluating performances and compositions; and
Music
Performance Standard
explain, using appropriate music terminology, their personal preferences for specific musical works and styles.
Music
Performance Standard
develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing; and
Music
Performance Standard
evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement.
Music
Performance Standard
evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations and apply the criteria in their personal participation in music; and
Music
Performance Standard
evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models.
8:
Music
Content Standard
Connections
Music
Students will make connections between music, other disciplines and daily life.
Music
Performance Standard
identify similarities and differences in the meanings of common terms used in the various arts; and
Music
Performance Standard
identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.
Music
Performance Standard
compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human relationships in theatre) can be used to transform similar events, scenes, emotions or ideas into works of art;
Music
Performance Standard
describe ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated; and
Music
Performance Standard
identify a variety of music-related careers.
Music
Performance Standard
explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts, and cite examples;
Music
Performance Standard
compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures;
Music
Performance Standard
explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated; and
Music
Performance Standard
apply music skills and understandings to solve problems relevant to a variety of careers.
9:
Music
Content Standard
History And Cultures
Music
Students will understand music in relation to history and culture.
Music
Performance Standard
identify by genre or style aural examples of music from various historical periods and cultures;
Music
Performance Standard
describe in simple terms how elements of music are used in music examples from various cultures of the world;
Music
Performance Standard
identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use;
Music
Performance Standard
identify and describe roles of musicians in various music settings and cultures; and
Music
Performance Standard
demonstrate audience behavior appropriate for the context and style of music performed.
Music
Performance Standard
describe distinguishing characteristics of representative music genres and styles from a variety of cultures;
Music
Performance Standard
classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary; and
Music
Performance Standard
compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically performed.
Music
Performance Standard
classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music, and explain the reasoning behind their classifications;
Music
Performance Standard
identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them; and
Music
Performance Standard
identify various roles musicians perform, cite representative individuals who have functioned in each role, and describe their activities and performances.
1:
Theatre
Content Standard
Creating
Theatre
Students will create theatre through improvising, writing and refining scripts.
Theatre
Performance Standard
collaborate to select interrelated characters, environments and situations for classroom dramatizations; and
Theatre
Performance Standard
improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.
Theatre
Performance Standard
individually and in groups, develop characters, environments and actions that create tension and suspense; and
Theatre
Performance Standard
refine and record dialogue and action.
Theatre
Performance Standard
construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.
2:
Theatre
Content Standard
Acting
Theatre
Students will act by developing, communicating and sustaining characters.
Theatre
Performance Standard
imagine and clearly describe characters, their relationships and their environments;
Theatre
Performance Standard
use variations of locomotor and nonlocomotor movement and vocal pitch, tempo and tone for different characters; and
Theatre
Performance Standard
assume roles (based on personal experience and heritage, imagination, literature and history) in classroom dramatizations.
Theatre
Performance Standard
analyze dramatic text to discover, articulate and justify character motivation;
Theatre
Performance Standard
invent character behaviors based on the observation of interactions, ethical choices and emotional responses of people;
Theatre
Performance Standard
use acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that reflect artistic choices; and
Theatre
Performance Standard
in an ensemble, interact as the invented characters.
Theatre
Performance Standard
analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genres and media;
Theatre
Performance Standard
compare and demonstrate acting techniques and methods from a variety of periods and styles; and
Theatre
Performance Standard
in an ensemble, create and sustain characters.
3:
Theatre
Content Standard
Technical Production
Theatre
Students will design and produce the technical elements of theatre through artistic interpretation and execution.
Theatre
Performance Standard
design the playing space to communicate characters and action in specific locales; and
Theatre
Performance Standard
collaborate to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes and makeup.
Theatre
Performance Standard
describe and use the relationship among scenery, properties, lighting, sound, costumes and makeup in creating an environment appropriate for the drama;
Theatre
Performance Standard
analyze improvised and scripted scenes for technical requirements;
Theatre
Performance Standard
develop the environment using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources; and
Theatre
Performance Standard
work collaboratively and safely to select and create elements of scenery, properties, lighting and sound to signify environments, and costumes and makeup to suggest character.
Theatre
Performance Standard
explain the physical and chemical properties of the technical aspects of theatre, such as light, color, electricity, paint and makeup;
Theatre
Performance Standard
analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements;
Theatre
Performance Standard
develop designs that use visual and aural elements to convey environments that clearly support the text;
Theatre
Performance Standard
apply technical skills and understandings, including scientific and technological advances, to collaboratively and safely create functional scenery, properties, lighting, sound, costumes and makeup; and
Theatre
Performance Standard
design coherent stage management, promotional and business practices.
4:
Theatre
Content Standard
Directing
Theatre
Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.
Theatre
Performance Standard
collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations.
Theatre
Performance Standard
demonstrate social, group and consensus skills by leading small groups in planning visual and aural elements and in rehearsing improvised and scripted scenes.
Theatre
Performance Standard
develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most appropriate;
Theatre
Performance Standard
justify selection of text, interpretation and visual/aural choices; and
Theatre
Performance Standard
effectively communicate directorial choices toa small ensemble for improvised or scripted scenes.
5:
Theatre
Content Standard
Researching And Interpreting
Theatre
Students will research, evaluate and apply cultural and historical information to make artistic choices.
Theatre
Performance Standard
communicate information to peers about people, events, time and place related to classroom dramatizations.
Theatre
Performance Standard
apply research from print and nonprint sources to script writing, acting, design and directing choices.
Theatre
Performance Standard
identify and research cultural, historical and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to help make artistic choices for informal and formal productions.
6:
Theatre
Content Standard
Connections
Theatre
Students will make connections between theatre, other disciplines and daily life.
Theatre
Performance Standard
describe visual, aural, oral and kinetic elements in theatre, dance, music and visual arts;
Theatre
Performance Standard
compare how ideas and emotions are expressed in theatre, dance, music and visual arts;
Theatre
Performance Standard
select movement, music or visual elements to enhance the mood of a classroom dramatization;
Theatre
Performance Standard
identify connections between theatre and other disciplines in the curriculum; and
Theatre
Performance Standard
identify various careers available to theatre artists.
Theatre
Performance Standard
describe characteristics and compare the presentation of characters, environments and actions in theatre, dance and visual arts;
Theatre
Performance Standard
incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes;
Theatre
Performance Standard
express and compare personal reactions to several art forms;
Theatre
Performance Standard
describe and compare the functions and interaction of performing artists, visual artists and audience members in theatre, dance, music and visual arts;
Theatre
Performance Standard
describe ways in which the principles and subject matter of theater and other arts disciplines taught in school are interrelated;
Theatre
Performance Standard
explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk taking, sympathy and empathy apply in theatre and daily life; and
Theatre
Performance Standard
explain the knowledge, skills and discipline needed to pursue careers and avocational opportunities in theatre.
Theatre
Performance Standard
describe and compare the materials, elements and means of communicating in theatre, dance, music and the visual arts;
Theatre
Performance Standard
determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre;
Theatre
Performance Standard
illustrate the integration of arts media in informal or formal presentations;
Theatre
Performance Standard
create and solve interdisciplinary problems using theatre; and
Theatre
Performance Standard
explore career opportunities in theatre and theatre-related fields.
7:
Theatre
Content Standard
Analysis, Criticism And Meaning
Theatre
Students will analyze, critique and construct meanings from works of theatre.
Theatre
Performance Standard
identify and describe the visual, aural, oral and kinetic elements of classroom dramatizations and dramatic performances;
Theatre
Performance Standard
explain how the wants and needs of characters are similar to and different from their own;
Theatre
Performance Standard
articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those performances; and
Theatre
Performance Standard
analyze classroom dramatizations and, using appropriate terminology, constructively suggest (1) alternative ideas for dramatizing roles, arranging environments and developing situations and (2) means of improving the collaborative processes of planning, playing, responding and evaluating.
Theatre
Performance Standard
describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances;
Theatre
Performance Standard
articulate and support the meanings constructed from dramatic performances;
Theatre
Performance Standard
use articulated criteria to describe, analyze and constructively evaluate the effectiveness of artistic choices in dramatic performances; and
Theatre
Performance Standard
describe and evaluate the effectiveness of students' contributions (as playwrights, actors, designers and directors) to the collaborative process of developing improvised and scripted scenes.
Theatre
Performance Standard
construct social meanings from informal and formal productions from a variety of cultures and historical periods, and relate these to current personal, national and international issues;
Theatre
Performance Standard
articulate and justify personal aesthetic criteria for critiquing dramatic texts and events by comparing artistic intent with the final performance;
Theatre
Performance Standard
analyze and critique performances and constructively suggest alternative artistic choices; and
Theatre
Performance Standard
constructively evaluate their own and others' collaborative efforts in informal and formal productions.
8:
Theatre
Content Standard
History And Cultures
Theatre
Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.
Theatre
Performance Standard
identify and compare similar characters and situations in stories and dramas from and about various cultures, create classroom dramatizations based on these stories and dramas, and discuss how theatre reflects life; and
Theatre
Performance Standard
identify and compare the various cultural settings and reasons for creating dramas and attending theatre.
Theatre
Performance Standard
describe and compare universal characters and situations in dramas from and about various cultures and historical periods, create improvised and scripted scenes based on these universal characters and situations, and discuss how theatre reflects a culture;
Theatre
Performance Standard
analyze the emotional and social impact of dramatic events in their lives, in the community and in other cultures; and
Theatre
Performance Standard
explain how culture affects the content and design elements of dramatic performances.
Theatre
Performance Standard
compare similar themes in drama from various cultures and historical periods, create informal and formal performances using these themes, and discuss how theatre can reveal universal concepts;
Theatre
Performance Standard
identify and compare the lives, works and influence of representative theatre artists in various cultures and historical periods;
Theatre
Performance Standard
identify cultural and historical sources of American theatre and musical theatre; and
Theatre
Performance Standard
analyze the effect of their own cultural experiences on their dramatic work.
1:
Visual Arts
Content Standard
Media
Visual Arts
Students will understand, select and apply media, techniques and processes.
Visual Arts
Performance Standard
differentiate between a variety of media, techniques and processes;
Visual Arts
Performance Standard
describe how different media, techniques and processes cause different effects and personal responses;
Visual Arts
Performance Standard
use different media, techniques and processes to communicate ideas, feelings, experiences and stories; and
Visual Arts
Performance Standard
use art media and tools in a safe and responsible manner.
Visual Arts
Performance Standard
select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective;
Visual Arts
Performance Standard
improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contemporary art media, techniques and processes (two-dimensional and three-dimensional, including media/technology); and
Visual Arts
Performance Standard
use different media, techniques and processes (two-dimensional and three-dimensional, including media/technology) to communicate ideas, feelings, experiences and stories.
Visual Arts
Performance Standard
apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood;
Visual Arts
Performance Standard
conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques and processes; and
Visual Arts
Performance Standard
communicate ideas consistently at a high level of effectiveness in at least one visual arts medium.
2:
Visual Arts
Content Standard
Elements And Principles
Visual Arts
Students will understand and apply elements and organizational principles of art.
Visual Arts
Performance Standard
identify the different ways visual characteristics are used to convey ideas;
Visual Arts
Performance Standard
describe how different expressive features, and ways of organizing them, cause different responses; and
Visual Arts
Performance Standard
use the elements of art and principles of design to communicate ideas.
Visual Arts
Performance Standard
use ways of arranging visual characteristics and reflect upon what makes them effective in conveying ideas;
Visual Arts
Performance Standard
recognize and reflect on the effects of arranging visual characteristics in their own and others' work; and
Visual Arts
Performance Standard
select and use the elements of art and principles of design to improve communication of their ideas.
Visual Arts
Performance Standard
judge the effectiveness of different ways of using visual characteristics in conveying ideas; and
Visual Arts
Performance Standard
apply comprehension and skill in incorporating the elements of art and principles of design to generate multiple solutions to and effectively solvea variety of visual art problems.
3:
Visual Arts
Content Standard
Content
Visual Arts
Students will consider, select and apply a range of subject matter, symbols and ideas.
Visual Arts
Performance Standard
discuss a variety of sources for art content; and
Visual Arts
Performance Standard
select and use subject matter, symbols and ideas to communicate meaning.
Visual Arts
Performance Standard
consider, select from and apply a variety of sources for art content in order to communicate intended meaning; and
Visual Arts
Performance Standard
consider and compare the sources for subject matter, symbols and ideas in their own and others' work.
Visual Arts
Performance Standard
use, record and develop ideas for content over time; and
Visual Arts
Performance Standard
use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning.
4:
Visual Arts
Content Standard
History And Cultures
Visual Arts
Students will understand the visual arts in relation to history and cultures.
Visual Arts
Performance Standard
recognize that the visual arts have a history and a variety of cultural purposes and meanings;
Visual Arts
Performance Standard
identify specific works of art as belonging to particular styles, cultures, times and places; and
Visual Arts
Performance Standard
create art work that demonstrates understanding of how history or culture can influence visual art.
Visual Arts
Performance Standard
know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists;
Visual Arts
Performance Standard
describe and place a variety of specific significant art objects by artist, style and historical and cultural context; and
Visual Arts
Performance Standard
analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.
Visual Arts
Performance Standard
analyze and interpret art works in terms of form, cultural and historical context, and purpose;
Visual Arts
Performance Standard
analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning; and
Visual Arts
Performance Standard
compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.
5:
Visual Arts
Content Standard
Analysis, Interpretation And Evaluation
Visual Arts
Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.
Visual Arts
Performance Standard
identify various purposes for creating works of art;
Visual Arts
Performance Standard
describe visual characteristics of works of art using visual art terminology;
Visual Arts
Performance Standard
recognize that there are different responses to specific works of art;
Visual Arts
Performance Standard
describe their personal responses to specific works of art using visual art terminology; and
Visual Arts
Performance Standard
identify possible improvements in the process of creating their own work.
Visual Arts
Performance Standard
compare and contrast purposes for creating works of art;
Visual Arts
Performance Standard
describe and analyze visual characteristics of works of art using visual art terminology;
Visual Arts
Performance Standard
compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures;
Visual Arts
Performance Standard
describe their own responses to, and interpretations of, specific works of art;
Visual Arts
Performance Standard
reflect on and evaluate the quality and effectiveness of their own and others' work using specific criteria (e.g., technique, formal and expressive qualities, content); and
Visual Arts
Performance Standard
describe/analyze their own artistic growth over time in relation to specific criteria.
Visual Arts
Performance Standard
research and analyze historic meaning and purpose in varied works of art;
Visual Arts
Performance Standard
reflect critically on various interpretations to better understand specific works of art;
Visual Arts
Performance Standard
defend personal interpretations using reasoned argument; and
Visual Arts
Performance Standard
apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art.
6:
Visual Arts
Content Standard
Connections
Visual Arts
Students will make connections between the visual arts, other disciplines and daily life.
Visual Arts
Performance Standard
identify connections between characteristics of the visual arts and other arts disciplines;
Visual Arts
Performance Standard
identify connections between the visual arts and other disciplines in the curriculum;
Visual Arts
Performance Standard
describe how the visual arts are combined with other arts in multimedia work;
Visual Arts
Performance Standard
demonstrate understanding of how the visual arts are used in the world around us; and
Visual Arts
Performance Standard
recognize that works of visual art are produced by artisans and artists working in different cultures, times and places.
Visual Arts
Performance Standard
compare the characteristics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context;
Visual Arts
Performance Standard
describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are interrelated;
Visual Arts
Performance Standard
combine the visual arts with another art form to create coherent multimedia work;
Visual Arts
Performance Standard
apply visual arts knowledge and skills to solve problems common in daily life; and
Visual Arts
Performance Standard
identify various careers that are available to artists.
Visual Arts
Performance Standard
analyze and compare characteristics of the visual arts within a particular historical period or style with ideas, issues or themes of that period or style;
Visual Arts
Performance Standard
compare the creative processes used in the visual arts with the creative processes used in the other arts and non-arts disciplines;
Visual Arts
Performance Standard
create and solve interdisciplinary problems using multimedia; and
Visual Arts
Performance Standard
apply visual arts skills and understandings to solve problems relevant to a variety of careers.