Saturday, December 3, 2022, 11:48 PM
Site: Dearborn Educational Curriculum
Course: Dearborn Educational Curriculum (DEC)
Glossary: Arts Standards
A

ART.D.I.1.1

Explore basic locomotor movements moving in a straight line; e.g., walk, run, gallop, slide, jump, step hop, skip.

ART.D.I.1.2

Explore non-locomotor/axial movement within personal space.

ART.D.I.1.3

Explore shapes at low, middle, and high levels.

ART.D.I.1.4

Explore personal space while standing, sitting.

ART.D.I.1.5

Reproduce two simple movements at moderate tempo such as clapping and stepping at a moderate tempo.

ART.D.I.1.6

Identify and name parts of the body as they are touched: head, neck, shoulders, hips, arms, legs and knees.

ART.D.I.1.7

Demonstrate movement by the ability to walk with a partner.

ART.D.I.1.8

Follow the lead of the teacher's movements.

ART.D.I.2.1

Demonstrate the following skills: run, hop (one foot to the same foot), skip, leap (one foot to the other), jump (from two feet to one or two feet) and gallop in place and in straight, curved, and zigzag pathways.

ART.D.I.2.2

Demonstrate accurately non-locomotor movement within personal space using large muscle groups of the torso and legs.

ART.D.I.2.3

Explore shapes at low, middle, and high levels using non-locomotor/axial movements.

ART.D.I.2.4

Explore personal space by standing, sitting, kneeling, lying prone, and supine.

ART.D.I.2.5

Demonstrate the ability to execute movement at a moderate tempo and a fast tempo in general space.

ART.D.I.2.6

Discover range of movement of identified body parts.

ART.D.I.2.7

Demonstrate the ability to use locomotor movements with a partner while holding one hand.

ART.D.I.2.8

Working in pairs, follow a leader. Change so that the leader becomes the follower.

ART.D.I.3.1

Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight and curved lines.

ART.D.I.3.2

Explore non-locomotor/axial movements (in personal space) using different parts of the body. Use directional changes.

ART.D.I.3.3

Explore making shapes at low, middle, and high levels by moving from one place to another.

ART.D.I.3.4

Explore personal space along the body planes: forward, behind, sideward, upward. Change the base of the support; change the size of the base of the support.

ART.D.I.3.5

Respond to drum beat at a moderate, slow, and fast tempo while moving in general space.

ART.D.I.3.6

Continue discovering range of movement of selected body parts. Introduce isolation of body parts. Introduce single focus.

ART.D.I.3.7

Explore locomotor movements one can execute while holding one hand; two hands with a partner. Explore axial movements relating to partner.

ART.D.I.3.8

Copy movements of a leader in pairs and small groups.

ART.D.I.4.1

Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight and curved lines to varied tempos.

ART.D.I.4.2

Explore using different parts of the body to execute the same non-locomotor/axial movements in personal space. Use directional changes: forward, backward, sideward, downward.

ART.D.I.4.3

Demonstrate the ability to make shapes at low, middle, and high levels using selected locomotor and non-locomotor/axial movements.

ART.D.I.4.4

Define and demonstrate an understanding of general space.

ART.D.I.4.5

Respond in general space to tempo changes as dictated by a drum beat, changing direction as the tempo changes.

ART.D.I.4.6

Isolate body parts. Continue working with single focus. Introduce multi-focus.

ART.D.I.4.7

Using locomotor movements, demonstrate change of direction working with a partner holding one hand; two hands when the movement allows. Students demonstrate the ability to work alone.

ART.D.I.4.8

Mirror movement of a partner.

ART.D.I.5.1

Accurately demonstrate basic locomotor skills through straight and curved pathways including several directions.

ART.D.I.5.2

Accurately demonstrate non-locomotor/axial movements such as bending, twisting, stretching, and swinging.

ART.D.I.5.3

Demonstrate shapes at low, middle, and high levels.

ART.D.I.5.4

Demonstrate the ability to define and maintain personal space.

ART.D.I.5.5

Demonstrate moving to a musical beat and responding to changes in tempo.

ART.D.I.5.6

Demonstrate kinesthetic awareness, concentration, and focus in performing movement skills.

ART.D.I.5.7

Demonstrate the ability to work effectively alone and with a partner.

ART.D.I.5.8

Demonstrate the following partner skills: leading, following, and mirroring.

ART.D.I.6.1

Exposure to the concepts of alignment, balance, initiation of movement, articulation of isolate body parts, weight shifts, elevation and landing, and fall and recovery.

ART.D.I.6.2

Explore and demonstrate basic dance steps and position from two different styles or traditions.

ART.D.I.6.3

Introduce and explore the concept of visual and spatial patterns.

ART.D.I.6.4

Introduce and explore the concept of rhythmic patterns.

ART.D.I.6.5

Introduce and explore the concept of dynamic movement qualities.

ART.D.I.6.6

Introduce and explore the concepts of kinesthetic awareness, concentration, and focus in performing movement skills.

ART.D.I.6.7

Introduce and explore the concept of memorizing and reproducing a movement sequence.

ART.D.I.6.8

Introduce and explore the concepts of contrast and transitions.

ART.D.I.6.9

Introduce the concepts of reordering and chance process.

ART.D.I.7.1

Identify and manipulate the concepts of alignment, balance, initiation of movement, articulation of isolated body parts, weight shifts, elevation and landing, and fall and recovery.

ART.D.I.7.10

Identify and demonstrate an understanding of various choreographic forms.

ART.D.I.7.11

Explore and utilize the choreographic process in small group setting.

ART.D.I.7.12

Identify and demonstrate understanding of contrasting and complimentary shapes, and taking and supporting weight with a partner.

ART.D.I.7.13

Identify and demonstrate understanding of pantomiming and abstracting a gesture.

ART.D.I.7.2

Identify and demonstrate basic dance steps, positions, and patterns for dance from tow different styles or traditions.

ART.D.I.7.3

Understand and translate patterns from visual to kinesthetic.

ART.D.I.7.4

Understand and translate rhythmic patterns from aural to kinesthetic.

ART.D.I.7.5

Understand and demonstrate a range of dynamic movement qualities.

ART.D.I.7.6

Demonstrate understanding and identify the concepts of kinesthetic awareness, concentration, and focus in performing movement skills.

ART.D.I.7.7

Demonstrate understanding of memorizing and reproducing a movement sequence.

ART.D.I.7.8

Demonstrate movement patterns that contain contrast and transitions.

ART.D.I.7.9

Demonstrate understanding and identify the processes of reordering and chance.

ART.D.I.8.1

Demonstrate the following movement skills: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.

ART.D.I.8.10

Successfully demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative.

ART.D.I.8.11

Demonstrate the ability to work cooperatively in a small group during the choreographic process.

ART.D.I.8.12

Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.

ART.D.I.8.2

Accurately identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions.

ART.D.I.8.3

Accurately transfer a spatial pattern from the visual to the kinesthetic.

ART.D.I.8.4

Accurately transfer a rhythmic pattern from the aural to the kinesthetic.

ART.D.I.8.5

Identify and clearly demonstrate a range of dynamics and movement qualities.

ART.D.I.8.6

Demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills.

ART.D.I.8.7

Demonstrate accurate memorization and reproduction of movement sequences.

ART.D.I.8.8

Clearly demonstrate the principles of contrast and transition.

ART.D.I.8.9

Effectively demonstrate the processes of reordering and chance.

ART.D.I.HS.1

Demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and non-locomotor/axial movements. (21st Century Skills: I.3, I.4, I.6, II.4, II.5, II.6, II.7, III.10)

ART.D.I.HS.2

Identify and demonstrate longer and more complex steps and patterns from two different dance styles/traditions. (21st Century Skills: I.3, I.4, I.6, II.4, II.5, II.6, II.7, III.2, III.7, III.10

ART.D.I.HS.3

Demonstrate rhythmic acuity. (21st Century Skills: I.3, I.4, I.6, II.4, II.5, II.7)

ART.D.I.HS.4

Demonstrate projection while performing dance skills. (21st Century Skills: I.1, I.2, I.3, I.4, I.6, II.6, II.7, III.5)

ART.D.I.HS.5

Demonstrate the ability to remember and perform extended movement sequences. (21st Century Skills: I.3, I.4, II.5, II.6, II.7, III.6)

ART.D.I.K.1

Explore basic locomotor movements; e.g., walk, run, gallop, slide, and jump moving in a straight pathway.

ART.D.I.K.2

Introduce and explore non-locomotor/axial movements in personal space by bending, stretching, reaching and twisting.

ART.D.I.K.3

Explore low, middle, and high levels.

ART.D.I.K.4

Explore personal space while standing, sitting.

ART.D.I.K.5

Move at moderate tempo while in personal space, with the teacher and without the teacher.

ART.D.I.K.6

Identify body parts by touching: head, neck, arms, legs, feet, shoulders, and knees.

ART.D.I.K.7

Demonstrate the ability to walk with a partner.

ART.D.I.K.8

Follow the movement of the teacher.

ART.D.II.1.1

Participate in singing games.

ART.D.II.1.2

Follow teacher-directed movement responses involving props; e.g., scarves, bean bags, parachute.

ART.D.II.1.3

Explore within personal space contrasting concepts, such as small to large, or low to high.

ART.D.II.1.4

Teacher directs students in a simple pattern using the elements, force, and level.

ART.D.II.1.5

Observe use of video cameral and become comfortable with the equipment and process.

ART.D.II.2.1

Use locomotor movements and pathways to create a sequence with a beginning, middle, and an end.

ART.D.II.2.2

Explore movement by responding to occurrences in nature, such as a storm or a flower blooming.

ART.D.II.2.3

Explore timing, such as fast/slow, strong/light within personal and general space to discover and invent movement.

ART.D.II.2.4

Demonstrate the ability to make a simple movement sequence using the elements, force, and level.

ART.D.II.2.5

Examine a video camera.

ART.D.II.3.1

Demonstrate the ability to make a dance sentence within personal space using music with a beginning, middle, and end.

ART.D.II.3.2

Create a dance study by improvising movement using props, music, and poetry.

ART.D.II.3.3

Use improvisation to explore time, force, and space using axial movements.

ART.D.II.3.4

Demonstrate the ability to make a movement sequence using the elements, time, space, and force.

ART.D.II.3.5

Identify and use those parts of the video camera to be used to record movement.

ART.D.II.4.1

With musical accompaniment, demonstrate the ability to make a dance sentence that has beginning, middle, and end in personal and general spaces using axial and locomotor movements.

ART.D.II.4.2

Identify a movement concept and create a dance study.

ART.D.II.4.3

Explore, improvise, discover, and invent movement to solve movement problems.

ART.D.II.4.4

Demonstrate the ability to design a movement sequence using factors of the elements of time, space, and force.

ART.D.II.4.5

Students will be introduced to the use of a camera to record movement and given an explanation of the use of tracking.

ART.D.II.5.1

Create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment. Identify each of these parts of the sequence.

ART.D.II.5.2

Improvise, create, and perform dances based on their own ideas and concepts from other sources.

ART.D.II.5.3

Use improvisation to discover, invent, and solve movement problems.

ART.D.II.5.4

Create a dance phrase, accurately repeat it, and then vary it by making changes in the elements of dance: time, space, force, and energy.

ART.D.II.5.5

Begin to develop tracking skills with video.

ART.D.II.6.1

Introduce and explore creating contrasting and complimentary shapes, and taking and supporting weight with a partner.

ART.D.II.6.2

Introduce and explore creating movement that communicates a topic of personal significance.

ART.D.II.6.3

Introduce using a video camera to record dance movement.

ART.D.II.7.1

Demonstrate understanding of creating contrasting and complimentary shapes, and taking and supporting weight with a partner.

ART.D.II.7.2

Demonstrate the ability to create movement sequences that communicates a topic of personal significance.

ART.D.II.7.3

Demonstrate ability and utilize a video camera to record dance movement.

ART.D.II.8.1

Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.

ART.D.II.8.2

Create a dance that successfully communicates a topic of personal significance.

ART.D.II.8.3

Learn to artistically and aesthetically keep movement of a single dance in frame with video camera.

ART.D.II.HS.1

Create and perform combinations and variations in a broad dynamic range. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.4, II.5, II.6, II.7, III.1, III.2, III.5, III.6, III.10)

ART.D.II.HS.2

Use improvisation to generate movement for choreography. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.6, II.7, III.3, III.4, III.5, III.6)

ART.D.II.HS.3

Through brief dances, demonstrate understanding of structures or forms such as palindrome, theme and variation, rondo, round, as well as contemporary forms chosen by the student. (21st Century Skills: I.1, I.3, I.4, I.6, II.4, II.5, II.6, II.7)

ART.D.II.HS.4

Choreograph a duet demonstrating an understanding of choreographic principles, processes, and structures. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.4, II.5, II.6, II.7, III.4, III.5, III.6)

ART.D.II.HS.5

Create a dance that effectively communicates a contemporary social theme. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.4, II.5, II.6, II.7, III.4, III.5, III.6, III.7, III.9)

ART.D.II.HS.6

Create a dance and revise it over time using multi-media equipment, such as slides, camera, video, and computers to articulate the reasons for artistic decisions and what was lost and gained by those decisions. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.2, II.3, II.4, II.5, II.6, II.7)

ART.D.II.K.1

Participate in singing games.

ART.D.II.K.2

Follow teacher-direct movement responses involving props; e.g., scarves, bean bags, parachute.

ART.D.II.K.3

Explore contrasting concepts such as high and low, big and small.

ART.D.II.K.4

Follow teacher-direct simple movement patterns using the element of force.

ART.D.II.K.5

Become familiar with video tape equipment and process.

ART.D.III.1.1

Identify basic locomotor movements and combinations of basic locomotor movements.

ART.D.III.1.2

Explore tossing and catching an object on different levels.

ART.D.III.1.3

Experience an age-appropriate dance or dance concert, and discuss the experience.

ART.D.III.1.4

Learn some singing dances.

ART.D.III.2.1

Demonstrate the ability to perform basic locomotor movements and locomotor combinations, and to vary locomotor movements by changing space, and timing by stepping, hopping, and skipping.

ART.D.III.2.2

Change a gesture such as a greeting or farewell into a dance-like movement.

ART.D.III.2.3

Students experience a dance or dance concert appropriate for children and discuss the experience.

ART.D.III.2.4

Demonstrate the ability to perform a learned sequence.

ART.D.III.2.5

Teacher assists students in discovering several solutions to a problem using elements of dance.

ART.D.III.2.6

Students learn two singing dances and discuss the similarities and differences in terms of the elements of dance.

ART.D.III.3.1

Demonstrate the ability to describe the action of basic locomotor movements, varying them by changing time space and force.

ART.D.III.3.2

Select a human movement associated with a favorite sport or familiar work, execute the movement, and then change the movement so that it becomes dance-like.

ART.D.III.3.3

Students attend a dance concert and discuss the experience.

ART.D.III.3.4

Demonstrate the ability to create a dance study for presentation to peers.

ART.D.III.3.5

Demonstrate the ability to vary non-locomotor movements in a number of ways. Give reasons for choices made.

ART.D.III.3.6

Students are shown two diverse music films and discuss the similarities and differences in terms of one of the elements of dance.

ART.D.III.4.1

Demonstrate the ability to design a movement study of basic locomotor movements, and combinations of locomotor movements using movement elements.

ART.D.III.4.2

Select a human movement associated with a favorite sport or familiar work, execute the movement, and then change the movement so that it becomes dance-like.

ART.D.III.4.3

Students attend a dance concert or are participants in a children's concert. Discuss the experience.

ART.D.III.4.4

Demonstrate the ability to create a dance study to present to peers, then analyze and discuss the process used.

ART.D.III.4.5

Demonstrate the ability to create a movement sentence and change same using selected elements of dance. Give reasons for choices made.

ART.D.III.4.6

Students learn two social dances, such as the twist and the waltz, and discuss the similarities and differences in terms of one of the elements of dance.

ART.D.III.5.1

Observe and describe actions such as skipping and galloping; and movement elements of time, space, force, and energy in a brief movement study.

ART.D.III.5.2

Observe and discuss how dance is different from other forms of human movement, such as sports and everyday gestures.

ART.D.III.5.3

Take an active role in a class discussion about interpretations of and reactions to a dance.

ART.D.III.5.4

Present their own dances to peers and discuss their meaning with competence and confidence.

ART.D.III.5.5

Explore multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice.

ART.D.III.5.6

Observe two dances and discuss how they are similar and different in terms of one of the elements of dance by observing body shapes, levels, and pathways.

ART.D.III.6.1

Introduce the concept of dance analysis and the appropriate dance/movement vocabulary.

ART.D.III.6.2

Introduce and be able to identify different accompaniment that could have an affect on the meaning of dances.

ART.D.III.6.3

Introduce and explore the concept of using different lighting and costumes to contribute to the meaning of a dance.

ART.D.III.6.4

Introduce manipulation of movement and the concepts related to movement selection.

ART.D.III.6.5

Demonstrate appropriate audience behavior while watching live dance, including how to appropriately express their opinions during and after the performance.

ART.D.III.6.6

Identify and demonstrate understanding of dance elements, space, time, and force when looking at a dance.

ART.D.III.6.7

Explore individual components used in determining aesthetic criteria such as skills of performers, originality, visual and/or emotional impact, variety, and contrast when evaluating a dance.

ART.D.III.6.8

Observe a variety of live and video recorded dances for aesthetic impact.

ART.D.III.7.1

Identify and demonstrate understanding of dance movements utilizing the appropriate dance/movement vocabulary.

ART.D.III.7.2

Explore the use of different accompaniment to affect the meaning of a dance.

ART.D.III.7.3

Manipulate costuming and lighting to contribute to the meaning of a dance.

ART.D.III.7.4

Introduce manipulation of movement to solve a specific movement problem and be able to discuss their outcome.

ART.D.III.7.5

Demonstrate appropriate audience behavior while watching live dance, including how to appropriately express their opinions to performers in a supportive way.

ART.D.III.7.6

Compare and contrast elements of dance when looking at a dance composition.

ART.D.III.7.7

Demonstrate understanding of aesthetic criteria when evaluating a dance.

ART.D.III.7.8

Identify and demonstrate understanding of contrast of aesthetic impact between a live and recorded performance.

ART.D.III.8.1

Describe the action and movement elements observed in a dance using appropriate movement/dance vocabulary.

ART.D.III.8.2

Observe and explain how different accompaniment such as sound, music, and spoken text can affect the meaning of a dance.

ART.D.III.8.3

Demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance.

ART.D.III.8.4

Explore a movement problem and create multiple solutions; choose the most interesting solution and discuss the reasons for that choice.

ART.D.III.8.5

Demonstrate appropriate audience behavior in watching dance performances; discuss their opinions about the dances with their peers in a supportive and constructive way.

ART.D.III.8.6

Compare and contrast two dance compositions in terms of space, as in shape and pathways; time, such as rhythm and tempo; and force and energy, or movement qualities.

ART.D.III.8.7

Identify possible aesthetic criteria for evaluating dance such as skills of performers, visual and/or emotional impact, variety, and contrast.

ART.D.III.8.8

Observe the same dance both live and recorded on video; compare and contrast the aesthetic impact of the two observations.

ART.D.III.HS.1

Reflect on and describe how movement choices communicate abstract ideas in dance. (21st Century Skills: I.3, I.4, I.6)

ART.D.III.HS.2

Create a dance and revise it over time, articulating the reasons for artistic decisions, and what was lost and gained by those decisions. (21st Century Skills: I.1, I.2, II.4, II.5, II.6, II.7)

ART.D.III.HS.3

Establish a set of aesthetic criteria and apply it in evaluating their own work and that of others. (21st Century Skills: I.3, I.4, I.6, II.7, III.3, III.5)

ART.D.III.HS.4

Formulate and answer their own aesthetic questions; e.g., what is it that makes a particular dance that dance? How much can one change that dance before it becomes a different dance? (21st Century Skills: I.1, I.3, I.4, I.6, II.4, II.5, II.6, II.7)

ART.D.III.K.1

Identify basic locomotor movements by name.

ART.D.III.K.2

Explore tossing and catching an object on different levels.

ART.D.III.K.3

Experience an age-appropriate dance or dance concert, and discuss the experience.

ART.D.III.K.4

Learn some singing dances.

ART.D.IV.1.1

Learn and perform a simple dance from two cultures.

ART.D.IV.2.1

Students explore a variety of movement experiences using props.

ART.D.IV.2.2

Learn and perform simple dances from two cultures.

ART.D.IV.3.1

Students explore movements of a selected sport and abstract the inherent movement(s). Discuss the differences in human movement and the selected sport.

ART.D.IV.3.2

Students learn and perform dances from two countries. Selections should not involve dancing with a partner.

ART.D.IV.3.3

Ask parents or some other adults about dances done in their communities. Ask if the person will teach you the dance and tell you about it. Share the information with classmates.

ART.D.IV.3.4

Students research information on a folk dance.

ART.D.IV.4.1

Students observe dance movie to discover movements used in sports. Students will demonstrate sport movements and abstract the inherent movement. Are able to discuss differences.

ART.D.IV.4.2

Students learn and perform dances from two countries.

ART.D.IV.4.3

Ask parents or some other adults about dances done in their community when they were younger. Ask if the person will teach you the dance and tell you about it. Share your findings with your classmates.

ART.D.IV.4.4

Students research information on a social dance of choice.

ART.D.IV.5.1

Observe and discuss how dance is different from other forms of human movement, such as sports and everyday gestures.

ART.D.IV.5.2

Perform dances from various cultures with competence and confidence.

ART.D.IV.5.3

Learn and effectively share a dance from a resource in one's own community; describe the cultural and/or historical context.

ART.D.IV.5.4

Students accurately answer questions about the role of dance in a specific culture and time period including why and in what setting people dance, and what the dances look like.

ART.D.IV.6.1

Introduce and explore folk and/or classical dances from other cultures.

ART.D.IV.6.2

Introduce, research, and explore folk, social, or theatrical dance forms learned from resources in their own community, of different cultures, time period, or from a broad spectrum of twentieth-century America. Describe the cultural/historical context of that dance, effectively sharing its context with peers.

ART.D.IV.6.3

Introduce, research, and explore the role of dance in a culture or time period.

ART.D.IV.7.1

Identify and demonstrate understanding by performing folk and/or classical dances from other cultures; describe similarities and differences in steps and movement styles.

ART.D.IV.7.2

Identify and demonstrate understanding of folk, social, or theatrical dance forms learned from resources in their own community, of different cultures, time periods, or from a broad spectrum of twentieth-century America. Understand, analyze, and describe the cultural/historical context of that dance, effectively sharing its context with peers.

ART.D.IV.7.3

Identify and demonstrate understanding of the role of dance in a culture or time period.

ART.D.IV.8.1

Competently perform folk and/or classical dances from other cultures; describe similarities and differences in steps and movement styles.

ART.D.IV.8.2

Competently perform folk, social, or theatrical dance forms learned from resources in their own community, of different cultures, time periods, or from a broad spectrum of twentieth-century America. Understand, analyze, and describe the cultural/historical context of that dance, effectively sharing its context with peers.

ART.D.IV.8.3

Accurately describe the role of dance in at least two different cultures or time periods.

ART.D.IV.HS.1

Explain how personal experience influences the interpretation of a dance. (21st Century skills: I.3, I.4, I.6, II.7, III.1)

ART.D.IV.HS.2

Perform and describe similarities and differences between two contemporary theatrical forms of dance. (21st Century Skills: I.3, I.4, I.6, III.7)

ART.D.IV.HS.3

Perform or discuss the traditions and techniques of a classical dance form. (21st Century Skills: I.3, I.4, I.6, III.7)

ART.D.IV.HS.4

Analyze the role of dance and dancers prior to the twentieth century. (21st Century: I.3, I.4, II.1, III.1, III.2, III.7)

ART.D.IV.HS.5

Analyze how dance and dancers are portrayed in multi-media technology.

ART.D.IV.K.1

Learn and perform a simple dance from one culture.

ART.D.V.1.1

Identify three personal dance goals with the assistance of the teacher.

ART.D.V.1.2

With teacher assistance, create a chart of good health habits for their room.

ART.D.V.1.3

Demonstrate the ability to draw numbers in the air using parts of the body.

ART.D.V.1.4

View a dance film with teacher assistance, relate it to literature.

ART.D.V.2.1

Identify three personal dance goals with the assistance of the teacher.

ART.D.V.2.2

With teacher assistance, create a chart of good health habits for their room.

ART.D.V.2.3

Demonstrate the ability to draw numbers in the air using parts of the body.

ART.D.V.2.4

View a dance film with teacher assistance, relate it to literature.

ART.D.V.3.1

Students identify three personal goals such as executing turns, performing dance steps correctly, and the self confidence to create simple dances.

ART.D.V.3.2

Identify safe/unsafe conditions, good health practices for the classroom, the school. Discuss how the findings affect their ability to create a dance.

ART.D.V.3.3

Demonstrate the ability to create a dance based on a favorite piece of music.

ART.D.V.3.4

Respond to a dance film by demonstrating ability to create in another art form, and explain the connections between the dance and their response to it.

ART.D.V.4.1

Students define and discuss the importance of habits, identify good health and safety practices, and discuss how they affect the ability to dance well.

ART.D.V.4.2

Investigate and identify careers related to advertising.

ART.D.V.4.3

Demonstrate the ability to create a dance based on the life cycle of a plant or animal.

ART.D.V.4.4

Respond to a dance film by demonstrating the ability to create using another art from, and explain the connections between the dance and their response to it.

ART.D.V.5.1

Explain how healthy practices such as nutrition and safety enhance the ability to dance, and cite multiple examples.

ART.D.V.5.2

Identify various careers in the visual arts.

ART.D.V.5.3

Create a dance that reveals understanding of a concept or idea from another discipline, such as patterns in dance and science with the use of technology.

ART.D.V.5.4

Respond to a dance using another art form; explain the connections between the dance and their response to it.

ART.D.V.6.1

Introduce the concept of personal goals and how it relates to dance.

ART.D.V.6.2

Introduce concept of dance injury prevention.

ART.D.V.6.3

Introduce and explore the concept of warm-ups for mind and body.

ART.D.V.6.4

Introduce, research, and explore similarities and differences of other art disciplines.

ART.D.V.7.1

Demonstrate understanding of setting personal goals to improve as a dancer.

ART.D.V.7.2

Demonstrate understanding of dance injury prevention.

ART.D.V.7.3

Utilize and demonstrate understanding a warm-up

ART.D.V.7.4

Demonstrate understanding of other art disciplines by identifying similarities and differences.

ART.D.V.8.1

Identify at least three personal goals to improve as dancers and steps they are taking to reach those goals.

ART.D.V.8.2

Explain strategies to prevent dance injuries.

ART.D.V.8.3

Explain how warm-up prepares the body and mind for expressive purposes.

ART.D.V.8.4

Develop a project that reveals similarities and differences between the arts.

ART.D.V.8.5

Cite examples of concepts used in dance and another discipline outside the arts, such as balance, shape, and pattern.

ART.D.V.HS.1

Demonstrate understanding of how personal experience influences the interpretation of a dance.

ART.D.V.HS.2

Effectively communicate how lifestyle choices; e.g., exercise, diet, habits, affect the dancer. (21st Century Skills: I.3, I.6, III.10)

ART.D.V.HS.3

Create an inter-disciplinary project based on a theme identified by the student, including dance and two other disciplines, such as history, science, multi-media, etc. (21st Century Skills: I.1, I.2, I.3, I.4, I.6, II.4, II.5, II.6, II.7, III.3, III.5)

ART.D.V.HS.4

Clearly identify commonalities and differences between dance and other disciplines with regard to fundamental concepts, such as materials, elements, and ways to communicate meaning. (21st Century Skills: I.3. I.4, I.6, II.4, II.5)

ART.D.V.HS.5

Demonstrate and discuss how technology can be used to reinforce, enhance, or alter the dance idea in an inter-disciplinary project. (21st Century Skills: I.2, I.3, I.4, I.6, II.2, II.3, II.4, II.5)

ART.D.V.HS.6

Demonstrate reflection upon personal progress and growth during one’s own study in each of the arts disciplines. (21st Century Skills: I.3, I.6, II.6, II.7, III.3, III.4, III.5, III.6)

ART.D.V.HS.7

Continue development of portfolio for senior exit. (21st Century Skills: I.3, I.4, I.6, II.2, II.3, II.6, II.7, III.3, III.4, III.5, III.6)

ART.D.V.K.1

Identify three personal goals with teacher assistance.

ART.D.V.K.2

With teacher assistance, create a chart of good health habits for their room.

ART.D.V.K.3

Demonstrate the ability to draw alphabet letters in the air using parts of the body.

ART.D.V.K.4

View a dance film with teacher assistance, relate it to literature.

ART.M.I.1.1

Demonstrate uses of the voice, proper instrumental technique, steady beat, and melodic rhythm.

ART.M.I.1.10

Use a system to read four or more pitches (sol, mi, la, do).

ART.M.I.1.11

Perform a variety of expressions of music.

ART.M.I.1.2

Sing and play from memory songs representing several cultures.

ART.M.I.1.3

Sing and play expressively with phrasing and interpretation.

ART.M.I.1.4

Sing a melody in a small group.

ART.M.I.1.5

Follow cues of the conductor for expressive qualities.

ART.M.I.1.6

Play a variety of rhythmic instruments.

ART.M.I.1.7

Replicate longer rhythmic and melodic patterns.

ART.M.I.1.8

Play instrumental parts in a group while other students sing or recite rhymes.

ART.M.I.1.9

Use a system to read quarter notes, quarter rests, and eighth notes.

ART.M.I.2.1

Use developmentally appropriate singing voice and physically show melodic contour.

ART.M.I.2.10

Use a system to read pitch notation for a pentatonic scale.

ART.M.I.2.11

Know and use beginning vocabulary for articulation and tempo.

ART.M.I.2.2

Sing and play from memory songs representing various cultures and genres.

ART.M.I.2.3

Sing and play expressively with phrasing and appropriate dynamics.

ART.M.I.2.4

Sing an ostinato.

ART.M.I.2.5

Respond to the cues of the conductor for dynamic levels and expressive qualities.

ART.M.I.2.6

Play melodic instruments.

ART.M.I.2.7

Expand the complexity of patterns.

ART.M.I.2.8

Play instrumental parts independently.

ART.M.I.2.9

Use a system to read quarter notes and rests, eighth notes, and half notes.

ART.M.I.3.1

Use developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.

ART.M.I.3.10

Use a system to read pitch notation for a major scale.

ART.M.I.3.11

Perform music with a variety of expressive qualities, articulation, and tempo.

ART.M.I.3.2

Continue to develop repertoire.

ART.M.I.3.3

Sing and play expressively utilizing a broader continuum of dynamics and interpretation.

ART.M.I.3.4

Sing melodies with confidence in a large group.

ART.M.I.3.5

Blend timbres and match dynamic levels in response to the cues of the conductor.

ART.M.I.3.6

Play rhythmic and chordal ostinati and melodies.

ART.M.I.3.7

Expand the complexity of patterns.

ART.M.I.3.8

Play instrumental parts independently while other students sing.

ART.M.I.3.9

Use a system to read quarter notes and rests, eighth notes, half notes, and whole notes.

ART.M.I.4.1

Sing and play in a small group with accurate pitch, intonation, rhythm, and technique within various music contexts.

ART.M.I.4.10

Use a system to read pitch notation for a minor scale.

ART.M.I.4.11

Recognize the basic expressive markings of music.

ART.M.I.4.2

Expand repertoire.

ART.M.I.4.3

Sing and play with understanding, expressively with appropriate dynamics, phrasing and interpretation.

ART.M.I.4.4

Sing a melody in a small group.

ART.M.I.4.5

Blend timbres and match dynamic levels in the group in response to the cues of the conductor.

ART.M.I.4.6

Play rhythmic, melodic, and harmonic instruments.

ART.M.I.4.7

Perform with accuracy, rhythmic, and melodic patterns.

ART.M.I.4.8

Play instrumental parts independently while other students sing a contrasting part.

ART.M.I.4.9

Use a system to read quarter notes and rests, eighth notes and rests, half notes and rests, whole notes and rests.

ART.M.I.5.1

Sing and play independently with accurate rhythm, pitch, intonation, with appropriate timbre, technique, and tempo within various musical contexts.

ART.M.I.5.10

Use a system to read pitch notation in various tonalities.

ART.M.I.5.11

Recognize the basic expressive markings of music and demonstrate their understanding through performance.

ART.M.I.5.2

Sing from memory and play a varied repertoire of music representing genres and styles from diverse cultures.

ART.M.I.5.3

Sing expressively with appropriate dynamics, phrasing, and interpretation.

ART.M.I.5.4

Sing an ostinato.

ART.M.I.5.5

Demonstrate ensemble techniques by blending timbre, matching dynamic levels, and responding to the cues of the conductor.

ART.M.I.5.6

Demonstrate technical skills on rhythmic, melodic, and harmonic instruments.

ART.M.I.5.7

Perform rhythmic and melodic patterns when presented aurally.

ART.M.I.5.8

Perform independent instrumental parts while other students sing or play contrasting parts.

ART.M.I.5.9

Use a system to read rhythmic notation in various meters.

ART.M.I.6.1

Sing and play with expression and technical accuracy, an increasingly diverse repertoire of literature at developmentally-appropriate levels. Perform at least one selection from memory.

ART.M.I.6.2

Sing melodies with confidence in a large group.

ART.M.I.6.3

Sing and play accurately in both small groups and large ensembles, with appropriate technique and breath control.

ART.M.I.6.4

Use technology in a variety of ways in musical performance.

ART.M.I.6.5

Sight read basic melodies in treble or bass clef, using combinations of whole, half, quarter, and eighth notes and rests; in simple meter.

ART.M.I.7.1

Sing and play with expression and technical accuracy, an increasingly diverse repertoire of literature at developmentally-appropriate levels. Perform at least one selection from memory.

ART.M.I.7.2

Sing a melody in a small group.

ART.M.I.7.3

Sing and play accurately as a soloist, and in both small and large ensembles with appropriate technique and breath control.

ART.M.I.7.4

Use technology in a variety of ways in musical performance.

ART.M.I.7.5

Sight read basic melodies in treble and bass clefs, using combinations of whole, half, quarter, eighth, sixteenth, and dotted notes and rests; in simple meter.

ART.M.I.8.1

Sing and play, with expression and technical accuracy, a diverse repertoire of vocal and instrumental literature, with and without notation, including selections performed from memory.

ART.M.I.8.2

Sing an ostinato.

ART.M.I.8.3

Sing and play accurately as a soloist, and in both small and large ensembles, with appropriate technique and breath control.

ART.M.I.8.4

Use technology in a variety of ways in musical performance.

ART.M.I.8.5

Sight read basic melodies in treble and bass clefs, using combinations of whole, half, quarter, eighth, sixteenth, and dotted notes and rests; in simple, compound, and alla breve meters.

ART.M.I.HS.1

Sing and play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with a moderate level of difficulty, including some selections performed from memory. (21st Century Skills: I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4, III.10)

ART.M.I.HS.2

Sing music written in four parts, with and without accompaniment. (21st Century Skills: I.3, I.4, I.5, II.1, III.4, III.6)

ART.M.I.HS.3

Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills. (21st Century Skills: I.4, II.5, III.3)

ART.M.I.HS.4

Perform music using instruments (traditional and non-traditional) and electronic media. (21st Century Skills: I.1, I.2, II.2, II.3, II.5, III.2)

ART.M.I.HS.5

Perform from an instrumental or vocal score of at least four staves. (21st Century Skills: I.3, I.4, II.1, II.7)

ART.M.I.HS.6

Sight read accurately and expressively, music with a moderate level of difficulty. (21st Century Skills: I.3, I.4, II.1, II.7)

ART.M.I.K.1

Demonstrate uses of the voice, proper instrumental technique, and steady beat.

ART.M.I.K.10

Use a system to read two or more pitches. (sol, mi)

ART.M.I.K.11

Recognize contrasting expressions of music.

ART.M.I.K.2

Sing and play music from a variety of styles and cultures.

ART.M.I.K.3

Sing and play expressively utilizing extreme opposites of dynamics and interpretation.

ART.M.I.K.4

Sing melodies with confidence in a large group.

ART.M.I.K.5

Follow cues of the conductor to begin and for a cut-off.

ART.M.I.K.6

Play a steady beat.

ART.M.I.K.7

Replicate short rhythmic and melodic patterns.

ART.M.I.K.8

Play a steady beat in a group while other students sing a song.

ART.M.I.K.9

Use a system to read quarter notes and quarter rests.

ART.M.II.1.1

Create through exploration, improvisation, and composition, an accompaniment for a selection with pitched and non-pitched classroom instruments and voices.

ART.M.II.1.2

Create through exploration, improvisation, and composition, an answer to a rhythmic question.

ART.M.II.1.3

Create vocal and rhythmic embellishments for a song or rhyme.

ART.M.II.1.4

Create a song about community.

ART.M.II.1.5

Use a variety of traditional and non-traditional sound sources and electronic media when composing arranging and improvising appropriate to 1st grade.

ART.M.II.1.6

Add vocal, instrumental, and physical responses to a selection presented in 1st grade.

ART.M.II.2.1

Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.

ART.M.II.2.2

Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.

ART.M.II.2.3

Create through exploration, improvisation, and composition, rhythmic variations for a familiar song.

ART.M.II.2.4

Create a pentatonic instrumental song.

ART.M.II.2.5

Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 2nd grade.

ART.M.II.2.6

Add vocal, instrumental, and physical responses to a selection presented in 2nd grade.

ART.M.II.3.1

Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.

ART.M.II.3.2

Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.

ART.M.II.3.3

Create through exploration, improvisation, and composition, melodic embellishments for a familiar song.

ART.M.II.3.4

Create an instrumental song with lyrics.

ART.M.II.3.5

Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 3rd grade.

ART.M.II.3.6

Add vocal, instrumental, and physical responses to a selection presented in 3rd grade.

ART.M.II.4.1

Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.

ART.M.II.4.2

Create through exploration, improvisation, and composition, answers that are rhythmic and melodic.

ART.M.II.4.3

Create through exploration, improvisation, and composition, melodic embellishments on familiar melodies.

ART.M.II.4.4

Arrange songs in various ways.

ART.M.II.4.5

Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 4th grade.

ART.M.II.4.6

Add vocal, instrumental, and physical responses to a selection presented in 4th grade.

ART.M.II.5.1

Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments.

ART.M.II.5.2

Create through exploration, improvisation, and composition, answers in the same style to given rhythmic and melodic phrases.

ART.M.II.5.3

Create through exploration, improvisation, and composition, simple rhythmic variations and simple melodic embellishments on familiar melodies.

ART.M.II.5.4

Create and arrange songs and instrumental pieces within specified guidelines.

ART.M.II.5.5

Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising.

ART.M.II.5.6

Create and arrange music to accompany readings, dramatizations, or visual media.

ART.M.II.6.1

Improvise tonic accompaniments.

ART.M.II.6.2

Embellish a melody of rhythmic pattern in various ways.

ART.M.II.6.3

Improvise short melodies consistent in style, meter, and tonality.

ART.M.II.6.4

Compose short pieces to communicate ideas and/or stories.

ART.M.II.6.5

Demonstrate an understanding of some instrumental and vocal ranges.

ART.M.II.6.6

Use a variety of traditional and nontraditional sound sources when composing, arranging, and improvising.

ART.M.II.7.1

Improvise tonic and dominant accompaniments.

ART.M.II.7.2

Improvise basic rhythmic and melodic variations.

ART.M.II.7.3

Improvise short melodies over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

ART.M.II.7.4

Compose short pieces to communicate ideas and/or stories, within defined parameters.

ART.M.II.7.5

Arrange simple pieces for student’s classroom instrument or voice.

ART.M.II.7.6

Use a variety of traditional and nontraditional sound sources when composing, arranging, and improvising

ART.M.II.8.1

Improvise basic harmonic accompaniments.

ART.M.II.8.2

Improvise melodic embellishments and basic rhythmic and melodic variations on given pentatonic melodies, and melodies in major keys.

ART.M.II.8.3

Improvise short melodies unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

ART.M.II.8.4

Compose short pieces to communicate ideas and/or stories, within defined parameters and using standard notation.

ART.M.II.8.5

Arrange simple pieces for voices or instruments other than those for which pieces were written.

ART.M.II.8.6

Use a variety of traditional, nontraditional, and electronic sound sources when composing, arranging, and improvising.

ART.M.II.HS.1

Improvise stylistically appropriate harmonizing parts. (21st Century Skills: I.1, I.3, I.4, 1.5, 1.6, II.1, II.4, II.5)

ART.M.II.HS.2

Improvise rhythmic and melodic variations given pentatonic melodies, and melodies in major and minor keys. (21st Century Skills: I.1, I.3, I.4, II.1, II.4, II.5)

ART.M.II.HS.3

Improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality. (21st Century Skills: I.1, I.2, I.3, I.4, II.1, II.4, II.5)

ART.M.II.HS.4

Compose music in several different styles, demonstrate creativity in using the elements of music for expressive effect. (21st Century Skills: I.1, I.2, I.3, I.4, II.1, II.7, III.3, III. 4)

ART.M.II.HS.5

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. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, II.1, II.4, II.7, III.3, III. 4)

ART.M.II.HS.6

Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usage of the sound sources. (21st Century Skills: I.1, I.2, I. 3, I.4, II.1, II.3, II.7, III.3)

ART.M.II.HS.7

Create or adapt music to integrate with other media. (21st Century Skills: I.1, I.2, I.3, I.4, II.1, II.2, II.3, II.5, II.7, III.3)

ART.M.II.K.1

Create through exploration, improvisation, and composition, an accompaniment for a selection with non-pitched percussion classroom instruments.

ART.M.II.K.2

Create through exploration, improvisation, and composition, an answer to a melodic question.

ART.M.II.K.3

Create vocal embellishments for a song or rhyme.

ART.M.II.K.4

Create a song about self and family.

ART.M.II.K.5

Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to kindergarten.

ART.M.II.K.6

Add vocal and physical responses to a selection presented in kindergarten.

ART.M.III.1.1

Identify call and response, solo, chorus, and ABA when presented aurally.

ART.M.III.1.2

Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.

ART.M.III.1.3

Describe the music performed and presented in 1st grade by moving, drawing, or through other appropriate responses.

ART.M.III.1.4

Introduce music vocabulary for the elements of music; i.e. melody, harmony, rhythm, tone color/timbre, form.

ART.M.III.1.5

Identify the timbre of pitched classroom instruments.

ART.M.III.1.6

Devise student-created criteria for objective evaluation of performances and compositions.

ART.M.III.1.7

Introduce aesthetic responses to music.

ART.M.III.2.1

Identify phrases, verse, and refrain when presented aurally.

ART.M.III.2.2

Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.

ART.M.III.2.3

Describe the music performed and presented in 2nd grade by moving, drawing, or through other appropriate responses.

ART.M.III.2.4

Introduce music vocabulary to describe the qualities of music of various styles.

ART.M.III.2.5

Identify the timbre of instrument families.

ART.M.III.2.6

Devise student-created criteria for objective evaluation of performances and compositions.

ART.M.III.2.7

Support personal aesthetic response to musical works and styles.

ART.M.III.3.1

Identify round and canon when presented aurally.

ART.M.III.3.2

Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.

ART.M.III.3.3

Describe the music performed and presented in 3rd grade by moving, drawing, or through other appropriate responses.

ART.M.III.3.4

With teacher guidance, use music vocabulary to analyze, describe, and evaluate music of various styles.

ART.M.III.3.5

Identify the timbre of specific instruments in string, brass, woodwinds, and percussion families.

ART.M.III.3.6

Devise student-created criteria for objective evaluation of performances and compositions.

ART.M.III.3.7

Use music vocabulary to express personal reactions for musical works and styles.

ART.M.III.4.1

Identify theme and variation, coda, D.S. (Del Segno), D.C. (Da Capo), and other forms when presented aurally.

ART.M.III.4.2

Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.

ART.M.III.4.3

Describe the music performed and presented in 4th grade by moving, drawing, or through other appropriate responses.

ART.M.III.4.4

In small groups, use music vocabulary to analyze, describe, and evaluate music.

ART.M.III.4.5

Identify the timbre of non-western instruments.

ART.M.III.4.6

Devise student-created criteria for objective evaluation of performances and compositions

ART.M.III.4.7

Use music vocabulary and aesthetic vocabulary to describe personal response to music.

ART.M.III.5.1

Identify music forms when presented aurally.

ART.M.III.5.2

Use invented or standard notation to transcribe music.

ART.M.III.5.3

Understand and respect that there are different responses to specific art works in a global community.

ART.M.III.5.4

Use music vocabulary to analyze, describe, and evaluate music.

ART.M.III.5.5

Identify and describe a variety of sound sources, including orchestral, band, electronic, world instruments, and voices.

ART.M.III.5.6

Devise criteria for objective evaluation of performances and compositions.

ART.M.III.5.7

Explain, using music vocabulary, personal aesthetic response to music.

ART.M.III.6.1

Identify and describe specific musical elements and events in a given aural example, using appropriate terminology.

ART.M.III.6.2

Identify elements of music used in music of diverse genres and styles.

ART.M.III.6.3

Demonstrate knowledge of the basic principles of rhythm, simple meter (2/4, 3/4, 4/4), and the intervals of a major scale.

ART.M.III.6.4

Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply these criteria as self-evaluation when performing and creating.

ART.M.III.6.5

Evaluate the quality and effectiveness of one’s own and others’ musical performances and creations by applying specific and appropriate criteria, and offering constructive suggestions for improvement.

ART.M.III.7.1

Identify and describe specific musical elements and events in a given aural example, using appropriate terminology.

ART.M.III.7.2

Analyze elements of music used in music of increasingly diverse genres and styles.

ART.M.III.7.3

Demonstrate knowledge of the basic principles of tonality, major chords, and I-IV-V harmonic progressions in major keys.

ART.M.III.7.4

Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply these criteria as self-evaluation when performing and creating.

ART.M.III.7.5

Evaluate the quality and effectiveness of one’s own and others’ musical performances and creations by applying specific and appropriate criteria, and offering constructive suggestions for improvement.

ART.M.III.8.1

Identify and describe specific musical elements and events in a given aural example, using appropriate terminology.

ART.M.III.8.2

Analyze the uses of musical elements in aural examples from diverse genres and cultures.

ART.M.III.8.3

Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions through analysis.

ART.M.III.8.4

Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply these criteria as self-evaluation when performing and creating.

ART.M.III.8.5

Evaluate the quality and effectiveness of one’s own and others’ musical performances and creations by applying specific and appropriate criteria and offering constructive suggestions for improvement.

ART.M.III.HS.1

Demonstrate extensive knowledge and use of the technical vocabulary of music. (21st Century Skills: I.6, II.1)

ART.M.III.HS.2

Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. (21st Century Skills: I.3, II.1, II.7, III.2, III.7)

ART.M.III.HS.3

Identify and explain compositional devices and techniques and their purposes, giving examples of other works that make similar uses of these devices and techniques. (21st Century Skills: I.3, I.4, I.6, II.1)

ART.M.III.HS.4

Evaluate the use of music in mixed media environments. (21st Century Skills: I.3, I.6, II.1, II.2)

ART.M.III.HS.5

Make informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations applying specific criteria. (21st Century Skills: I.3, I.6, II.1)

ART.M.III.HS.6

Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. (21st Century Skills: I.3, I.4, I.6, II.1)

ART.M.III.K.1

Identify echo songs and recognize the same and different sections of the music when presented aurally.

ART.M.III.K.2

Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.

ART.M.III.K.3

Describe the music performed and presented in kindergarten by moving, drawing, or through other appropriate responses.

ART.M.III.K.4

Introduce music vocabulary emphasizing opposites; i.e. fast and slow, loud and soft.

ART.M.III.K.5

Categorize the timbre of non-pitched percussion instruments. Identify male, female, and children's voices.

ART.M.III.K.6

Devise student-created criteria for objective evaluation of performances and compositions.

ART.M.III.K.7

Identify and support personal reactions to a musical selection.

ART.M.IV.1.1

Identify and describe distinguishing characteristics of several different styles presented in 1st grade.

ART.M.IV.1.2

Describe how elements of music are used in examples from world cultures, using music performed and presented in 1st grade.

ART.M.IV.1.3

Demonstrate audience appropriate behavior for the context and style of music presented and performed in 1st grade.

ART.M.IV.2.1

Identify and describe distinguishing characteristics of several different styles presented in 2nd grade.

ART.M.IV.2.2

Describe how elements of music are used in examples from world cultures using music performed and presented in 2nd grade.

ART.M.IV.2.3

Demonstrate audience appropriate behavior for the context and style of music presented and performed in 2nd grade.

ART.M.IV.3.1

Identify and describe distinguishing characteristics of contrasting styles.

ART.M.IV.3.2

Describe how elements of music are used in examples from world cultures, using music performed and presented in 3rd grade.

ART.M.IV.3.3

Demonstrate audience appropriate behavior for the context and style of music presented and performed in 3rd grade.

ART.M.IV.4.1

Describe distinguishing instrumentation of music genres and styles from various cultures.

ART.M.IV.4.2

Describe how elements of music are used in examples from world cultures, using music performed and presented in 4th grade.

ART.M.IV.4.3

Demonstrate audience appropriate behavior for the context and style of music presented and performed in 4th grade.

ART.M.IV.5.1

Describe distinguishing characteristics of representative music genres and styles from various historic periods and cultures.

ART.M.IV.5.2

Describe how elements of music are used in examples from world cultures.

ART.M.IV.5.3

Demonstrate audience appropriate behavior for the context and style of music performed.

ART.M.IV.6.1

Identify a repertoire of music from diverse cultures.

ART.M.IV.6.2

Classify by genre a varied body of exemplary musical works.

ART.M.IV.6.3

Compare, in several cultures of the world, the functions music serves.

ART.M.IV.6.4

Identify the uses of technology in music.

ART.M.IV.7.1

Describe distinguishing characteristics of a repertoire of music from diverse cultures.

ART.M.IV.7.2

Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary musical works.

ART.M.IV.7.3

Compare, in several cultures of the world, functions music serves and the roles of musicians.

ART.M.IV.7.4

Describe the relationship between technology and music.

ART.M.IV.8.1

Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

ART.M.IV.8.2

Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary.

ART.M.IV.8.3

Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

ART.M.IV.8.4

Describe the impact of technology on music and culture.

ART.M.IV.HS.1

Classify by genre or style and by historical periods or culture, unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. (21st Century Skills: I.3, I.4, I.6, II.1, III.1, III.2, III.7)

ART.M.IV.HS.2

Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them. (21st Century Skills: I.3, II.1, III.2, III.7)

ART.M.IV.HS.3

Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. (21st Century Skills: I.3, I.6, II.1, III.2, III.7, III.9)

ART.M.IV.HS.4

Analyze the impact of electronic music media in society and culture. (21st Century Skills: I.3, II.1, II.2, II.3, III.2, III.7, III.9)

ART.M.IV.K.1

Identify and describe distinguishing characteristics of starkly contrasting styles.

ART.M.IV.K.2

Describe how elements of music are used in examples from world cultures, using music performed and presented in kindergarten.

ART.M.IV.K.3

Demonstrate audience appropriate behavior for the context and style of music presented and performed in kindergarten.

ART.M.V.1.1

Observe and identify similarities and differences in the meanings of common vocabulary used in the various 1st grade arts.

ART.M.V.1.2

Observe and identify cross-curricular connections within the 1st grade curriculum.

ART.M.V.1.3

Discuss the various rationales for using music in daily experiences.

ART.M.V.2.1

Observe and identify similarities and differences in meanings of common vocabulary used in the various 2nd grade arts.

ART.M.V.2.2

Observe and identify cross-curricular connections within the 2nd grade curriculum.

ART.M.V.2.3

Discuss the various rationales for using music in daily experiences.

ART.M.V.3.1

Observe and identify similarities and differences in the meanings of common vocabulary used in the various 3rd grade arts.

ART.M.V.3.2

Observe and identify cross-curricular connections within the 3rd grade curriculum.

ART.M.V.3.3

Discuss the various rationales for using music in daily experiences.

ART.M.V.4.1

Observe and identify similarities and differences in the meanings of common vocabulary used in the various 4th grade arts.

ART.M.V.4.2

Observe and identify cross-curricular connections within the 4th grade curriculum.

ART.M.V.4.3

Discuss the various rationales for using music in daily experiences.

ART.M.V.5.1

Observe and identify similarities and differences in the meanings of common vocabulary used in the various arts.

ART.M.V.5.2

Observe and identify cross-curricular connections.

ART.M.V.5.3

Discuss the various rationales for using music in daily experiences.

ART.M.V.6.1

Identify characteristics materials of each art form.

ART.M.V.6.2

List musical elements and find a connection to at least one other discipline.

ART.M.V.6.3

Identify at least one artistic application of current technology in music.

ART.M.V.7.1

Describe and compare the relationships between the art forms and their characteristic materials.

ART.M.V.7.2

Describe ways in which music is related to the subject matter of at least two other disciplines.

ART.M.V.7.3

Identify multiple artistic applications of current technology in music.

ART.M.V.8.1

Compare how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art.

ART.M.V.8.2

Analyze ways in which music is related to the principles and subject matter of other disciplines.

ART.M.V.8.3

Describe artistic applications of current technology in music.

ART.M.V.HS.1

Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples. (21st Century Skills: I.3, I.6, II.1)

ART.M.V.HS.2

Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures. (21st Century Skills: I.3, I.4, I.6, II.1, III.2, III.7, III.9)

ART.M.V.HS.3

Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. (21st Century Skills: I.3, I.6, II.1)

ART.M.V.HS.4

Explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts and disciplines outside of the arts. (21st Century Skills: I.3, I.6, II.1, III.2, III.7, III.9)

ART.M.V.HS.5

Analyze and consider the use of music and media for the future. (21st Century Skills: I.2, I.3, II.1, II.2, II.3, III.2, III.7, III.9)

ART.M.V.K.1

Observe and identify similarities and differences in the meanings of common vocabulary used in the various kindergarten arts.

ART.M.V.K.2

Observe and identify cross-curricular connections within the kindergarten curriculum.

ART.M.V.K.3

Discuss the various rationales for using music in daily experiences.

ART.T.I.1.1

Imitate and recreate the sounds of objects, animals, and people.

ART.T.I.1.2

Role-play a variety of real and non-real characters through guided dramatization.

ART.T.I.2.1

Identify and describe different characters though vocal expression.

ART.T.I.2.2

Dramatize real and non-real characters with prompting and side-coaching.

ART.T.I.3.1

Identify and describe different characters though vocal expression.

ART.T.I.3.2

Dramatize real and non-real characters with prompting and side-coaching.

ART.T.I.4.1

Create and demonstrate vocal expression to support the playing of a character.

ART.T.I.4.2

Improvise real and non-real characters.

ART.T.I.5.1

Create and demonstrate vocal expression to support the playing of a character.

ART.T.I.5.2

Improvise real and non-real characters.

ART.T.I.6.1

Identify and practice, with guidance, techniques for physical and vocal conditioning.

ART.T.I.6.2

Utilize role playing and characterization skills to perform in ensemble scenes.

ART.T.I.6.3

Serve as leader and employ effective communication skills to facilitate the sharing of ideas.

ART.T.I.7.1

Identify and practice techniques for physical and vocal conditioning.

ART.T.I.7.2

Utilize role playing and characterization skills to perform in ensemble scenes.

ART.T.I.8.1

Identify, practice, and create techniques for physical and vocal conditioning.

ART.T.I.8.2

Utilize role playing and characterization skills to perform in ensemble scenes.

ART.T.I.8.3

Serve as leader to utilize effective communication, organizational, and critical skills to facilitate a successful rehearsal.

ART.T.I.HS.1

Use the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup). (21st Century Skills: I.1, I.2, I.4, II.1, II.2, II.3, II.6, III.3)

ART.T.I.HS.2

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ART.T.I.K.1

Imitate and recreate the sounds of objects, animals, and people.

ART.T.I.K.2

Recognize a variety of real and non-real characters through guided dramatization.

ART.T.II.1.1

Identify characters, environments, and situations that support the creation of a classroom dramatization.

ART.T.II.1.2

Paraphrase dialogue from a story.

ART.T.II.1.3

Recognize simple scenery, costumes, sound, and props in the dramatic process.

ART.T.II.2.1

Describe characters, environments, and situations that support the creation of a classroom dramatization.

ART.T.II.2.2

Paraphrase dialogue from a story to show different interpretations.

ART.T.II.2.3

Manipulate simple scenery, costumes, sound, and props in the dramatic process.

ART.T.II.3.1

Illustrate characters, environments, and situations that support the creation of a classroom dramatization.

ART.T.II.3.2

Paraphrase dialogue from a story to show different interpretations.

ART.T.II.3.3

Manipulate simple scenery, costumes, sound, and props in the dramatic process.

ART.T.II.4.1

Make artistic choices regarding character, environment, and situation that support the creation of a classroom dramatization.

ART.T.II.4.2

Perform dialogue from a story to show different interpretations.

ART.T.II.4.3

Create simple scenery, costumes, sound, and props in the dramatic process.

ART.T.II.5.1

Appraise artistic choices regarding character, environment, and situation that support the creation of a classroom dramatization.

ART.T.II.5.2

Improvise dialogue from a story to show different interpretations.

ART.T.II.5.3

Create simple scenery, costumes, sound, and props in the dramatic process.

ART.T.II.6.1

Recognize and explain the unique characterizations of the dramatic script such as dramatic action and dialogue.

ART.T.II.6.2

Infer meaning from a script to create characters.

ART.T.II.6.3

Create monologues, dialogues, and short plays in response to real life conflict.

ART.T.II.6.4

Discuss the role of the designer and technical elements in the theatre process.

ART.T.II.7.1

Serve as leader to utilize effective communication and organizational skills to facilitate a successful rehearsal.

ART.T.II.7.2

Execute a variety of different research methods: script inference, human observation, and personal experiences to create characters.

ART.T.II.7.3

Create monologues, dialogues, and short plays in response to real life conflict.

ART.T.II.7.4

Examine and demonstrate the role of the designer and technical elements in the theatre process.

ART.T.II.8.1

Apply the unique characterizations of the dramatic script such as dramatic action and dialogue.

ART.T.II.8.2

Employ real life concerns of the audience to create characters.

ART.T.II.8.3

Create monologues, dialogues, and short plays in response to real life conflict.

ART.T.II.8.4

Understand and practice the role of the designer and technical elements in the theatre process.

ART.T.II.HS.1

Construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.1, II.5, II.6, II.7, III.1, III.2, III.3, III.5, III.6)

ART.T.II.HS.2

Individually and in ensemble, create and sustain characters that communicate with audiences. (21st Century Skills: I.5, I.6, II.4, II.5, III.1, III.2, III.5)

ART.T.II.HS.3

Develop designs that use visual and aural elements to convey environments that support text. (21st Century Skills: I.1, I.2, I.3, I.4, II.2, II.3, II.6, II.7, III.3, III.8)

ART.T.II.HS.4

Apply technical knowledge and skills to collaboratively create functional scenery, properties, lighting, sound, costumes, and makeup. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.2, II.3, II.4, II.5, II.6, II.7, III.1, III.2, III.3, III.4, III.5, III.6, III.8, III.10)

ART.T.II.HS.5

Design stage management, promotional, and business plans.

ART.T.II.K.1

Recognize characters, environments, and situations that support the creation of a classroom dramatization.

ART.T.II.K.2

Differentiate between dramatic play and creative drama.

ART.T.II.K.3

Covered in benchmark 4.

ART.T.II.K.4

Recognize simple scenery, costumes, sound, and props in the dramatic process.

ART.T.III.1.1

Recognize the characters and setting in stories.

ART.T.III.1.2

Recognize sequence of events.

ART.T.III.1.3

Recognize likes and dislikes regarding music, sound, movement, dance, and design in classroom dramatizations.

ART.T.III.1.4

List character choices, story settings, and plot lines.

ART.T.III.1.5

Listen and respond to teacher and peer comments.

ART.T.III.1.6

Reinforce the recognition of the character's wants and needs.

ART.T.III.1.7

Describe emotions and thoughts evoked by performances.

ART.T.III.2.1

Describe the characters and setting in stories.

ART.T.III.2.2

Convey elements of character, setting, and events after reading a story or script (The Five Ws).

ART.T.III.2.3

Reflect upon personal preferences of music, sound, movement, dance, and design in the classroom dramatizations.

ART.T.III.2.4

Make predictions about characters, setting, and events based on story content.

ART.T.III.2.5

Reflect upon the role of constructive criticism for building classroom dramatizations.

ART.T.III.2.6

Describe the character's wants and needs.

ART.T.III.2.7

Give examples of emotions and thoughts evoked by performances.

ART.T.III.3.1

Infer from a text, characters and setting in stories.

ART.T.III.3.2

Analyze elements of dramatic structure for successful classroom dramatization.

ART.T.III.3.3

Respond to and build upon ideas of others' personal preferences for stage design.

ART.T.III.3.4

Collaborate to extend and add on to improvised stories.

ART.T.III.3.5

Listen to constructive criticism and respond in a positive manner.

ART.T.III.3.6

Further describe the character's wants and needs.

ART.T.III.3.7

Compare and contrast emotions and thoughts evoked by performances.

ART.T.III.4.1

Analyze the characters and setting.

ART.T.III.4.2

Outline standards that can be used to critique performances.

ART.T.III.4.3

Compromise with peers in small group decision making about artistic design choices.

ART.T.III.4.4

Unite random objects and situations to form a cohesive story.

ART.T.III.4.5

Build skills to critique self and others in a respectful and constructive manner.

ART.T.III.4.6

Analyze the character's wants and needs.

ART.T.III.4.7

Predict emotions and thoughts evoked by performances.

ART.T.III.5.1

Understand characters’ thought processes during dramatic scenes.

ART.T.III.5.2

Critique peers' performances in classroom dramatizations.

ART.T.III.5.3

Critique personal and peer artistic design choices.

ART.T.III.5.4

Suggest and implement alternative characters, settings, or events after viewing or participating in a performance.

ART.T.III.5.5

Display skills to critique self and others in a respectful and constructive manner.

ART.T.III.5.6

Compare and contrast personal traits and characters traits derived from a text.

ART.T.III.5.7

Question emotions and thoughts evoked by performances.

ART.T.III.6.1

Study a play or story, and visualize, draw, and create a simple theatrical environment for it.

ART.T.III.6.2

Recognize elements of dramatic structure (foreshadowing, flashbacks, rising action, crisis, and denouement) that impact technical needs.

ART.T.III.6.3

Gather and investigate materials to support artistic choices in the creation and portrayal of characters and their stories.

ART.T.III.6.4

Research materials from various sources to discover how they affect audience response.

ART.T.III.6.5

Provide and listen to constructive criticism and respond in a positive manner.

ART.T.III.6.6

Develop criteria to critique what is seen, heard, and understood.

ART.T.III.6.7

Produce written, verbal, and visual responses to students' written and/or performed dramatic material.

ART.T.III.7.1

Study a play or story, and visualize, draw, and create a simple theatrical environment for it.

ART.T.III.7.2

Analyze and discuss recurring themes and patterns in a script to inform technical decisions.

ART.T.III.7.3

Apply research to make informed artistic choices to support the creation and portrayal of characters and their stories.

ART.T.III.7.4

Compare and contrast materials from various sources to discover how they affect audience response.

ART.T.III.7.5

Use descriptive vocabulary and analytical thinking to give and receive constructive criticism.

ART.T.III.7.6

Use theatre vocabulary to critique and evaluate the effectiveness of theatrical productions.

ART.T.III.7.7

Produce written, verbal, and visual responses to students' written and/or performed dramatic material.

ART.T.III.8.1

Study a play or story, and visualize, draw, and create a simple theatrical environment for it.

ART.T.III.8.2

Construct meaning from dramatic elements, theme, and patterns to make technical decisions.

ART.T.III.8.3

(N/A)

ART.T.III.8.4

Articulate how artistic choices support the creation and portrayal of characters and their stories.

ART.T.III.8.5

Analyze and apply materials such as social media, production programs, handbills, and posters from various sources to discover how they affect audience response.

ART.T.III.8.6

Reflect on the quality of and construct meaning from constructive criticism from self and others.

ART.T.III.8.7

Use theatre vocabulary to develop a rubric for critiquing and evaluating the effectiveness of theatrical productions.

ART.T.III.8.8

Produce written, verbal, and visual responses to students' written and/or performed dramatic material.

ART.T.III.HS.1

Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genre and media. (21st Century Skills: I.3, I.4, I.6, II.2)

ART.T.III.HS.2

Compare and demonstrate various classical and contemporary acting techniques and methods. (21st Century Skills: I.3, I.4, III.2, III.7)

ART.T.III.HS.3