Arts Standards
Here are the VPAA Standards. These include Dance, Music, Theater and Visual Arts.
Browse the glossary using this index
Special | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | ALL
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ART.D.I.1.1Explore basic locomotor movements moving in a straight line; e.g., walk, run, gallop, slide, jump, step hop, skip. | ||
ART.D.I.1.2Explore non-locomotor/axial movement within personal space. | ||
ART.D.I.1.3Explore shapes at low, middle, and high levels. | ||
ART.D.I.1.4Explore personal space while standing, sitting. | ||
ART.D.I.1.5Reproduce two simple movements at moderate tempo such as clapping and stepping at a moderate tempo. | ||
ART.D.I.1.6Identify and name parts of the body as they are touched: head, neck, shoulders, hips, arms, legs and knees. | ||
ART.D.I.1.7Demonstrate movement by the ability to walk with a partner. | ||
ART.D.I.1.8Follow the lead of the teacher's movements. | ||
ART.D.I.2.2Demonstrate accurately non-locomotor movement within personal space using large muscle groups of the torso and legs. | ||
ART.D.I.2.3Explore shapes at low, middle, and high levels using non-locomotor/axial movements. | ||
ART.D.I.2.4Explore personal space by standing, sitting, kneeling, lying prone, and supine. | ||
ART.D.I.2.5Demonstrate the ability to execute movement at a moderate tempo and a fast tempo in general space. | ||
ART.D.I.2.6Discover range of movement of identified body parts. | ||
ART.D.I.2.7Demonstrate the ability to use locomotor movements with a partner while holding one hand. | ||
ART.D.I.2.8Working in pairs, follow a leader. Change so that the leader becomes the follower. | ||
ART.D.I.3.1Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight and curved lines. | ||
ART.D.I.3.2Explore non-locomotor/axial movements (in personal space) using different parts of the body. Use directional changes. | ||
ART.D.I.3.3Explore making shapes at low, middle, and high levels by moving from one place to another. | ||
ART.D.I.3.4Explore 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.3.5Respond to drum beat at a moderate, slow, and fast tempo while moving in general space. | ||
ART.D.I.3.6Continue discovering range of movement of selected body parts. Introduce isolation of body parts. Introduce single focus. | ||
ART.D.I.3.7Explore locomotor movements one can execute while holding one hand; two hands with a partner. Explore axial movements relating to partner. | ||
ART.D.I.3.8Copy movements of a leader in pairs and small groups. | ||
ART.D.I.4.1Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight and curved lines to varied tempos. | ||
ART.D.I.4.2Explore 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.4.3Demonstrate the ability to make shapes at low, middle, and high levels using selected locomotor and non-locomotor/axial movements. | ||
ART.D.I.4.4Define and demonstrate an understanding of general space. | ||
ART.D.I.4.5Respond in general space to tempo changes as dictated by a drum beat, changing direction as the tempo changes. | ||
ART.D.I.4.6Isolate body parts. Continue working with single focus. Introduce multi-focus. | ||
ART.D.I.4.7Using 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.4.8Mirror movement of a partner. | ||
ART.D.I.5.1Accurately demonstrate basic locomotor skills through straight and curved pathways including several directions. | ||
ART.D.I.5.2Accurately demonstrate non-locomotor/axial movements such as bending, twisting, stretching, and swinging. | ||
ART.D.I.5.3Demonstrate shapes at low, middle, and high levels. | ||
ART.D.I.5.4Demonstrate the ability to define and maintain personal space. | ||
ART.D.I.5.5Demonstrate moving to a musical beat and responding to changes in tempo. | ||
ART.D.I.5.6Demonstrate kinesthetic awareness, concentration, and focus in performing movement skills. | ||
ART.D.I.5.7Demonstrate the ability to work effectively alone and with a partner. | ||
ART.D.I.5.8Demonstrate the following partner skills: leading, following, and mirroring. | ||
ART.D.I.6.1Exposure 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.6.2Explore and demonstrate basic dance steps and position from two different styles or traditions. | ||
ART.D.I.6.3Introduce and explore the concept of visual and spatial patterns. | ||
ART.D.I.6.4Introduce and explore the concept of rhythmic patterns. | ||
ART.D.I.6.5Introduce and explore the concept of dynamic movement qualities. | ||
ART.D.I.6.6Introduce and explore the concepts of kinesthetic awareness, concentration, and focus in performing movement skills. | ||
ART.D.I.6.7Introduce and explore the concept of memorizing and reproducing a movement sequence. | ||
ART.D.I.6.8Introduce and explore the concepts of contrast and transitions. | ||
ART.D.I.6.9Introduce the concepts of reordering and chance process. | ||
ART.D.I.7.1Identify 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.7.10Identify and demonstrate an understanding of various choreographic forms. | ||
ART.D.I.7.11Explore and utilize the choreographic process in small group setting. | ||
ART.D.I.7.12Identify and demonstrate understanding of contrasting and complimentary shapes, and taking and supporting weight with a partner. | ||
ART.D.I.7.13Identify and demonstrate understanding of pantomiming and abstracting a gesture. | ||
ART.D.I.7.2 | ||
ART.D.I.7.3Understand and translate patterns from visual to kinesthetic. | ||
ART.D.I.7.4Understand and translate rhythmic patterns from aural to kinesthetic. | ||
ART.D.I.7.5Understand and demonstrate a range of dynamic movement qualities. | ||
ART.D.I.7.6Demonstrate understanding and identify the concepts of kinesthetic awareness, concentration, and focus in performing movement skills. | ||
ART.D.I.7.7Demonstrate understanding of memorizing and reproducing a movement sequence. | ||
ART.D.I.7.8Demonstrate movement patterns that contain contrast and transitions. | ||
ART.D.I.7.9Demonstrate understanding and identify the processes of reordering and chance. | ||
ART.D.I.8.1Demonstrate 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.8.10Successfully demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative. | ||
ART.D.I.8.11Demonstrate the ability to work cooperatively in a small group during the choreographic process. | ||
ART.D.I.8.12Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight. | ||
ART.D.I.8.2 | ||
ART.D.I.8.3Accurately transfer a spatial pattern from the visual to the kinesthetic. | ||
ART.D.I.8.4Accurately transfer a rhythmic pattern from the aural to the kinesthetic. | ||
ART.D.I.8.5Identify and clearly demonstrate a range of dynamics and movement qualities. | ||
ART.D.I.8.6Demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills. | ||
ART.D.I.8.7Demonstrate accurate memorization and reproduction of movement sequences. | ||
ART.D.I.8.8Clearly demonstrate the principles of contrast and transition. | ||
ART.D.I.8.9Effectively demonstrate the processes of reordering and chance. | ||
ART.D.I.HS.1 | ||
ART.D.I.HS.2 | ||
ART.D.I.HS.3 | ||
ART.D.I.HS.4 | ||
ART.D.I.HS.5 | ||
ART.D.I.K.1Explore basic locomotor movements; e.g., walk, run, gallop, slide, and jump moving in a straight pathway. | ||
ART.D.I.K.2Introduce and explore non-locomotor/axial movements in personal space by bending, stretching, reaching and twisting. | ||
ART.D.I.K.3Explore low, middle, and high levels. | ||
ART.D.I.K.4Explore personal space while standing, sitting. | ||
ART.D.I.K.5Move at moderate tempo while in personal space, with the teacher and without the teacher. | ||
ART.D.I.K.6Identify body parts by touching: head, neck, arms, legs, feet, shoulders, and knees. | ||
ART.D.I.K.7Demonstrate the ability to walk with a partner. | ||
ART.D.I.K.8Follow the movement of the teacher. | ||
ART.D.II.1.1Participate in singing games. | ||
ART.D.II.1.2Follow teacher-directed movement responses involving props; e.g., scarves, bean bags, parachute. | ||
ART.D.II.1.3Explore within personal space contrasting concepts, such as small to large, or low to high. | ||
ART.D.II.1.4Teacher directs students in a simple pattern using the elements, force, and level. | ||
ART.D.II.1.5Observe use of video cameral and become comfortable with the equipment and process. | ||
ART.D.II.2.1Use locomotor movements and pathways to create a sequence with a beginning, middle, and an end. | ||
ART.D.II.2.2Explore movement by responding to occurrences in nature, such as a storm or a flower blooming. | ||
ART.D.II.2.3Explore timing, such as fast/slow, strong/light within personal and general space to discover and invent movement. | ||
ART.D.II.2.4Demonstrate the ability to make a simple movement sequence using the elements, force, and level. | ||
ART.D.II.2.5Examine a video camera. | ||
ART.D.II.3.1 | ||
ART.D.II.3.2 | ||
ART.D.II.3.3Use improvisation to explore time, force, and space using axial movements. | ||
ART.D.II.3.4Demonstrate the ability to make a movement sequence using the elements, time, space, and force. | ||
ART.D.II.3.5Identify and use those parts of the video camera to be used to record movement. | ||
ART.D.II.4.1With 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 | ||
ART.D.II.4.3Explore, improvise, discover, and invent movement to solve movement problems. | ||
ART.D.II.4.4Demonstrate the ability to design a movement sequence using factors of the elements of time, space, and force. | ||
ART.D.II.4.5Students will be introduced to the use of a camera to record movement and given an explanation of the use of tracking. | ||
ART.D.II.5.1Create 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 | ||
ART.D.II.5.3Use improvisation to discover, invent, and solve movement problems. | ||
ART.D.II.5.4 | ||
ART.D.II.5.5Begin to develop tracking skills with video. | ||
ART.D.II.6.1Introduce and explore creating contrasting and complimentary shapes, and taking and supporting weight with a partner. | ||
ART.D.II.6.2Introduce and explore creating movement that communicates a topic of personal significance. | ||
ART.D.II.6.3Introduce using a video camera to record dance movement. | ||
ART.D.II.7.1Demonstrate understanding of creating contrasting and complimentary shapes, and taking and supporting weight with a partner. | ||
ART.D.II.7.2Demonstrate the ability to create movement sequences that communicates a topic of personal significance. | ||
ART.D.II.7.3Demonstrate ability and utilize a video camera to record dance movement. | ||
ART.D.II.8.1Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight. | ||
ART.D.II.8.2 | ||
ART.D.II.8.3Learn to artistically and aesthetically keep movement of a single dance in frame with video camera. | ||
ART.D.II.HS.1 | ||
ART.D.II.HS.2 | ||
ART.D.II.HS.3 | ||
ART.D.II.HS.4 | ||
ART.D.II.HS.5 | ||
ART.D.II.HS.6 | ||
ART.D.II.K.1Participate in singing games. | ||
ART.D.II.K.2Follow teacher-direct movement responses involving props; e.g., scarves, bean bags, parachute. | ||
ART.D.II.K.3Explore contrasting concepts such as high and low, big and small. | ||
ART.D.II.K.4Follow teacher-direct simple movement patterns using the element of force. | ||
ART.D.II.K.5Become familiar with video tape equipment and process. | ||
ART.D.III.1.1Identify basic locomotor movements and combinations of basic locomotor movements. | ||
ART.D.III.1.2Explore tossing and catching an object on different levels. | ||
ART.D.III.1.3 | ||
ART.D.III.1.4Learn some singing dances. | ||
ART.D.III.2.1Demonstrate 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.2.2Change a gesture such as a greeting or farewell into a dance-like movement. | ||
ART.D.III.2.3 | ||
ART.D.III.2.4Demonstrate the ability to perform a learned sequence. | ||
ART.D.III.2.5Teacher assists students in discovering several solutions to a problem using elements of dance. | ||
ART.D.III.2.6Students learn two singing dances and discuss the similarities and differences in terms of the elements of dance. | ||
ART.D.III.3.1Demonstrate the ability to describe the action of basic locomotor movements, varying them by changing time space and force. | ||
ART.D.III.3.2Select 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.3.3Students attend a dance concert and discuss the experience. | ||
ART.D.III.3.4 | ||
ART.D.III.3.5Demonstrate the ability to vary non-locomotor movements in a number of ways. Give reasons for choices made. | ||
ART.D.III.3.6 | ||
ART.D.III.4.1Demonstrate the ability to design a movement study of basic locomotor movements, and combinations of locomotor movements using movement elements. | ||
ART.D.III.4.2Select 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.4.3Students attend a dance concert or are participants in a children's concert. Discuss the experience. | ||
ART.D.III.4.4 | ||
ART.D.III.4.5 | ||
ART.D.III.4.6Students 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.5.1Observe 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.5.2Observe and discuss how dance is different from other forms of human movement, such as sports and everyday gestures. | ||
ART.D.III.5.3Take an active role in a class discussion about interpretations of and reactions to a dance. | ||
ART.D.III.5.4Present their own dances to peers and discuss their meaning with competence and confidence. | ||
ART.D.III.5.5Explore multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice. | ||
ART.D.III.5.6Observe 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 | ||
ART.D.III.6.2Introduce and be able to identify different accompaniment that could have an affect on the meaning of dances. | ||
ART.D.III.6.3 | ||
ART.D.III.6.4Introduce manipulation of movement and the concepts related to movement selection. | ||
ART.D.III.6.5Demonstrate appropriate audience behavior while watching live dance, including how to appropriately express their opinions during and after the performance. | ||
ART.D.III.6.6 | ||
ART.D.III.6.7Explore 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.6.8Observe a variety of live and video recorded dances for aesthetic impact. | ||
ART.D.III.7.1 | ||
ART.D.III.7.2Explore the use of different accompaniment to affect the meaning of a dance. | ||
ART.D.III.7.3Manipulate costuming and lighting to contribute to the meaning of a dance. | ||
ART.D.III.7.4Introduce manipulation of movement to solve a specific movement problem and be able to discuss their outcome. | ||
ART.D.III.7.5Demonstrate 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 | ||
ART.D.III.7.7Demonstrate understanding of aesthetic criteria when evaluating a dance. | ||
ART.D.III.7.8Identify and demonstrate understanding of contrast of aesthetic impact between a live and recorded performance. | ||
ART.D.III.8.1 | ||
ART.D.III.8.2 | ||
ART.D.III.8.3Demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance. | ||
ART.D.III.8.4Explore a movement problem and create multiple solutions; choose the most interesting solution and discuss the reasons for that choice. | ||
ART.D.III.8.5Demonstrate 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.8.6Compare 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.8.7Identify possible aesthetic criteria for evaluating dance such as skills of performers, visual and/or emotional impact, variety, and contrast. | ||
ART.D.III.8.8Observe the same dance both live and recorded on video; compare and contrast the aesthetic impact of the two observations. | ||
ART.D.III.HS.1Reflect 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 | ||
ART.D.III.HS.3 | ||
ART.D.III.HS.4 | ||
ART.D.III.K.1Identify basic locomotor movements by name. | ||
ART.D.III.K.2Explore tossing and catching an object on different levels. | ||
ART.D.III.K.3 | ||
ART.D.III.K.4Learn some singing dances. | ||
ART.D.IV.1.1 | ||
ART.D.IV.2.1Students explore a variety of movement experiences using props. | ||
ART.D.IV.2.2Learn and perform simple dances from two cultures. | ||
ART.D.IV.3.1Students 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.3.2Students learn and perform dances from two countries. Selections should not involve dancing with a partner. | ||
ART.D.IV.3.3Ask 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.3.4Students research information on a folk dance. | ||
ART.D.IV.4.1Students 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.4.2Students learn and perform dances from two countries. | ||
ART.D.IV.4.3Ask 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.4.4Students research information on a social dance of choice. | ||
ART.D.IV.5.1Observe and discuss how dance is different from other forms of human movement, such as sports and everyday gestures. | ||
ART.D.IV.5.2Perform dances from various cultures with competence and confidence. | ||
ART.D.IV.5.3Learn 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 | ||
ART.D.IV.6.1Introduce and explore folk and/or classical dances from other cultures. | ||
ART.D.IV.6.2Introduce, 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 | ||
ART.D.IV.7.1Identify 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.7.2Identify 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 | ||
ART.D.IV.8.1Competently perform folk and/or classical dances from other cultures; describe similarities and differences in steps and movement styles. | ||
ART.D.IV.8.2Competently 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.8.3Accurately describe the role of dance in at least two different cultures or time periods. | ||
ART.D.IV.HS.1 | ||
ART.D.IV.HS.2 | ||
ART.D.IV.HS.3 | ||
ART.D.IV.HS.4 | ||
ART.D.IV.HS.5 | ||
ART.D.IV.K.1 | ||
ART.D.V.1.1Identify three personal dance goals with the assistance of the teacher. | |
ART.D.V.1.2With teacher assistance, create a chart of good health habits for their room. | |
ART.D.V.1.3Demonstrate the ability to draw numbers in the air using parts of the body. | |
ART.D.V.1.4View a dance film with teacher assistance, relate it to literature. | |
ART.D.V.2.1Identify three personal dance goals with the assistance of the teacher. | |
ART.D.V.2.2With teacher assistance, create a chart of good health habits for their room. | |
ART.D.V.2.3Demonstrate the ability to draw numbers in the air using parts of the body. | |
ART.D.V.2.4View a dance film with teacher assistance, relate it to literature. | |
ART.D.V.3.1 | |
ART.D.V.3.2 | |
ART.D.V.3.3 | |
ART.D.V.3.4 | |
ART.D.V.4.1Students 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.4.2Investigate and identify careers related to advertising. | |
ART.D.V.4.3 | |
ART.D.V.4.4 | |
ART.D.V.5.1Explain how healthy practices such as nutrition and safety enhance the ability to dance, and cite multiple examples. | |
ART.D.V.5.2Identify various careers in the visual arts. | |
ART.D.V.5.3 | |
ART.D.V.5.4 | |
ART.D.V.6.1 | |
ART.D.V.6.2 | |
ART.D.V.6.3Introduce and explore the concept of warm-ups for mind and body. | |
ART.D.V.6.4Introduce, research, and explore similarities and differences of other art disciplines. | |
ART.D.V.7.1Demonstrate understanding of setting personal goals to improve as a dancer. | |
ART.D.V.7.2Demonstrate understanding of dance injury prevention. | |
ART.D.V.7.3Utilize and demonstrate understanding a warm-up | |
ART.D.V.7.4Demonstrate understanding of other art disciplines by identifying similarities and differences. | |
ART.D.V.8.1Identify at least three personal goals to improve as dancers and steps they are taking to reach those goals. | |
ART.D.V.8.2Explain strategies to prevent dance injuries. | |
ART.D.V.8.3Explain how warm-up prepares the body and mind for expressive purposes. | |
ART.D.V.8.4Develop a project that reveals similarities and differences between the arts. | |
ART.D.V.8.5Cite examples of concepts used in dance and another discipline outside the arts, such as balance, shape, and pattern. | |
ART.D.V.HS.1Demonstrate understanding of how personal experience influences the interpretation of a dance. | |
ART.D.V.HS.2Effectively 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 | |
ART.D.V.HS.4 | |
ART.D.V.HS.5 | |
ART.D.V.HS.6 | |
ART.D.V.HS.7 | |
ART.D.V.K.1Identify three personal goals with teacher assistance. | ||
ART.D.V.K.2With teacher assistance, create a chart of good health habits for their room. | ||
ART.D.V.K.3Demonstrate the ability to draw alphabet letters in the air using parts of the body. | ||
ART.D.V.K.4View a dance film with teacher assistance, relate it to literature. | ||
ART.M.I.1.1Demonstrate uses of the voice, proper instrumental technique, steady beat, and melodic rhythm. | ||
ART.M.I.1.10Use a system to read four or more pitches (sol, mi, la, do). | ||
ART.M.I.1.11 | ||
ART.M.I.1.2Sing and play from memory songs representing several cultures. | ||
ART.M.I.1.3Sing and play expressively with phrasing and interpretation. | ||
ART.M.I.1.4Sing a melody in a small group. | ||
ART.M.I.1.5Follow cues of the conductor for expressive qualities. | ||
ART.M.I.1.6Play a variety of rhythmic instruments. | ||
ART.M.I.1.7Replicate longer rhythmic and melodic patterns. | ||
ART.M.I.1.8Play instrumental parts in a group while other students sing or recite rhymes. | ||
ART.M.I.1.9Use a system to read quarter notes, quarter rests, and eighth notes. | ||
ART.M.I.2.1Use developmentally appropriate singing voice and physically show melodic contour. | ||
ART.M.I.2.10Use a system to read pitch notation for a pentatonic scale. | ||
ART.M.I.2.11Know and use beginning vocabulary for articulation and tempo. | ||
ART.M.I.2.2Sing and play from memory songs representing various cultures and genres. | ||
ART.M.I.2.3Sing and play expressively with phrasing and appropriate dynamics. | ||
ART.M.I.2.4Sing an ostinato. | ||
ART.M.I.2.5Respond to the cues of the conductor for dynamic levels and expressive qualities. | ||
ART.M.I.2.6Play melodic instruments. | ||
ART.M.I.2.7Expand the complexity of patterns. | ||
ART.M.I.2.8Play instrumental parts independently. | ||
ART.M.I.2.9Use a system to read quarter notes and rests, eighth notes, and half notes. | ||
ART.M.I.3.1Use developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat. | ||
ART.M.I.3.10Use a system to read pitch notation for a major scale. | ||
ART.M.I.3.11 | ||
ART.M.I.3.2Continue to develop repertoire. | ||
ART.M.I.3.3Sing and play expressively utilizing a broader continuum of dynamics and interpretation. | ||
ART.M.I.3.4Sing melodies with confidence in a large group. | ||
ART.M.I.3.5Blend timbres and match dynamic levels in response to the cues of the conductor. | ||
ART.M.I.3.6Play rhythmic and chordal ostinati and melodies. | ||
ART.M.I.3.7Expand the complexity of patterns. | ||
ART.M.I.3.8Play instrumental parts independently while other students sing. | ||
ART.M.I.3.9Use a system to read quarter notes and rests, eighth notes, half notes, and whole notes. | ||
ART.M.I.4.1Sing and play in a small group with accurate pitch, intonation, rhythm, and technique within various music contexts. | ||
ART.M.I.4.10Use a system to read pitch notation for a minor scale. | ||
ART.M.I.4.11Recognize the basic expressive markings of music. | ||
ART.M.I.4.2Expand repertoire. | ||
ART.M.I.4.3Sing and play with understanding, expressively with appropriate dynamics, phrasing and interpretation. | ||
ART.M.I.4.4Sing a melody in a small group. | ||
ART.M.I.4.5Blend timbres and match dynamic levels in the group in response to the cues of the conductor. | ||
ART.M.I.4.6Play rhythmic, melodic, and harmonic instruments. | ||
ART.M.I.4.7Perform with accuracy, rhythmic, and melodic patterns. | ||
ART.M.I.4.8Play instrumental parts independently while other students sing a contrasting part. | ||
ART.M.I.4.9Use a system to read quarter notes and rests, eighth notes and rests, half notes and rests, whole notes and rests. | ||
ART.M.I.5.1Sing and play independently with accurate rhythm, pitch, intonation, with appropriate timbre, technique, and tempo within various musical contexts. | ||
ART.M.I.5.10Use a system to read pitch notation in various tonalities. | ||
ART.M.I.5.11Recognize the basic expressive markings of music and demonstrate their understanding through performance. | ||
ART.M.I.5.2Sing from memory and play a varied repertoire of music representing genres and styles from diverse cultures. | ||
ART.M.I.5.3Sing expressively with appropriate dynamics, phrasing, and interpretation. | ||
ART.M.I.5.4Sing an ostinato. | ||
ART.M.I.5.5Demonstrate ensemble techniques by blending timbre, matching dynamic levels, and responding to the cues of the conductor. | ||
ART.M.I.5.6Demonstrate technical skills on rhythmic, melodic, and harmonic instruments. | ||
ART.M.I.5.7Perform rhythmic and melodic patterns when presented aurally. | ||
ART.M.I.5.8Perform independent instrumental parts while other students sing or play contrasting parts. | ||
ART.M.I.5.9Use a system to read rhythmic notation in various meters. | ||
ART.M.I.6.1Sing 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.6.2Sing melodies with confidence in a large group. | ||
ART.M.I.6.3Sing and play accurately in both small groups and large ensembles, with appropriate technique and breath control. | ||
ART.M.I.6.4Use technology in a variety of ways in musical performance. | ||
ART.M.I.6.5Sight 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.7.1Sing 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.7.2Sing a melody in a small group. | ||
ART.M.I.7.3Sing and play accurately as a soloist, and in both small and large ensembles with appropriate technique and breath control. | ||
ART.M.I.7.4Use technology in a variety of ways in musical performance. | ||
ART.M.I.7.5Sight 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.8.1Sing 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.8.2Sing an ostinato. | ||
ART.M.I.8.3Sing and play accurately as a soloist, and in both small and large ensembles, with appropriate technique and breath control. | ||
ART.M.I.8.4Use technology in a variety of ways in musical performance. | ||
ART.M.I.8.5Sight 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 | ||
ART.M.I.HS.2 | ||
ART.M.I.HS.3 | ||
ART.M.I.HS.4 | ||
ART.M.I.HS.5 | ||
ART.M.I.HS.6 | ||
ART.M.I.K.1Demonstrate uses of the voice, proper instrumental technique, and steady beat. | ||
ART.M.I.K.10Use a system to read two or more pitches. (sol, mi) | ||
ART.M.I.K.11Recognize contrasting expressions of music. | ||
ART.M.I.K.2Sing and play music from a variety of styles and cultures. | ||
ART.M.I.K.3Sing and play expressively utilizing extreme opposites of dynamics and interpretation. | ||
ART.M.I.K.4Sing melodies with confidence in a large group. | ||
ART.M.I.K.5Follow cues of the conductor to begin and for a cut-off. | ||
ART.M.I.K.6Play a steady beat. | ||
ART.M.I.K.7Replicate short rhythmic and melodic patterns. | ||
ART.M.I.K.8Play a steady beat in a group while other students sing a song. | ||
ART.M.I.K.9Use a system to read quarter notes and quarter rests. | ||
ART.M.II.1.1Create through exploration, improvisation, and composition, an accompaniment for a selection with pitched and non-pitched classroom instruments and voices. | ||
ART.M.II.1.2Create through exploration, improvisation, and composition, an answer to a rhythmic question. | ||
ART.M.II.1.3Create vocal and rhythmic embellishments for a song or rhyme. | ||
ART.M.II.1.4Create a song about community. | ||
ART.M.II.1.5Use a variety of traditional and non-traditional sound sources and electronic media when composing arranging and improvising appropriate to 1st grade. | ||
ART.M.II.1.6Add vocal, instrumental, and physical responses to a selection presented in 1st grade. | ||
ART.M.II.2.1Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments. | ||
ART.M.II.2.2Create through exploration, improvisation, and composition, answers that are rhythmic and melodic. | ||
ART.M.II.2.3Create through exploration, improvisation, and composition, rhythmic variations for a familiar song. | ||
ART.M.II.2.4Create a pentatonic instrumental song. | ||
ART.M.II.2.5Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 2nd grade. | ||
ART.M.II.2.6Add vocal, instrumental, and physical responses to a selection presented in 2nd grade. | ||
ART.M.II.3.1Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments. | ||
ART.M.II.3.2Create through exploration, improvisation, and composition, answers that are rhythmic and melodic. | ||
ART.M.II.3.3Create through exploration, improvisation, and composition, melodic embellishments for a familiar song. | ||
ART.M.II.3.4Create an instrumental song with lyrics. | ||
ART.M.II.3.5Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 3rd grade. | ||
ART.M.II.3.6Add vocal, instrumental, and physical responses to a selection presented in 3rd grade. | ||
ART.M.II.4.1Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments. | ||
ART.M.II.4.2Create through exploration, improvisation, and composition, answers that are rhythmic and melodic. | ||
ART.M.II.4.3Create through exploration, improvisation, and composition, melodic embellishments on familiar melodies. | ||
ART.M.II.4.4Arrange songs in various ways. | ||
ART.M.II.4.5Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to 4th grade. | ||
ART.M.II.4.6Add vocal, instrumental, and physical responses to a selection presented in 4th grade. | ||
ART.M.II.5.1Create through exploration, improvisation, and composition, rhythmic and melodic ostinati accompaniments. | ||
ART.M.II.5.2Create through exploration, improvisation, and composition, answers in the same style to given rhythmic and melodic phrases. | ||
ART.M.II.5.3Create through exploration, improvisation, and composition, simple rhythmic variations and simple melodic embellishments on familiar melodies. | ||
ART.M.II.5.4Create and arrange songs and instrumental pieces within specified guidelines. | ||
ART.M.II.5.5Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising. | ||
ART.M.II.5.6 | ||
ART.M.II.6.1Improvise tonic accompaniments. | ||
ART.M.II.6.2Embellish a melody of rhythmic pattern in various ways. | ||
ART.M.II.6.3Improvise short melodies consistent in style, meter, and tonality. | ||
ART.M.II.6.4Compose short pieces to communicate ideas and/or stories. | ||
ART.M.II.6.5Demonstrate an understanding of some instrumental and vocal ranges. | ||
ART.M.II.6.6Use a variety of traditional and nontraditional sound sources when composing, arranging, and improvising. | ||
ART.M.II.7.1Improvise tonic and dominant accompaniments. | ||
ART.M.II.7.2Improvise basic rhythmic and melodic variations. | ||
ART.M.II.7.3Improvise short melodies over given rhythmic accompaniments, each in a consistent style, meter, and tonality. | ||
ART.M.II.7.4Compose short pieces to communicate ideas and/or stories, within defined parameters. | ||
ART.M.II.7.5Arrange simple pieces for student’s classroom instrument or voice. | ||
ART.M.II.7.6Use a variety of traditional and nontraditional sound sources when composing, arranging, and improvising | ||
ART.M.II.8.1Improvise basic harmonic accompaniments. | ||
ART.M.II.8.2Improvise melodic embellishments and basic rhythmic and melodic variations on given pentatonic melodies, and melodies in major keys. | ||
ART.M.II.8.3Improvise short melodies unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. | ||
ART.M.II.8.4Compose short pieces to communicate ideas and/or stories, within defined parameters and using standard notation. | ||
ART.M.II.8.5Arrange simple pieces for voices or instruments other than those for which pieces were written. | ||
ART.M.II.8.6Use a variety of traditional, nontraditional, and electronic sound sources when composing, arranging, and improvising. | ||
ART.M.II.HS.1Improvise 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.2Improvise 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.3Improvise 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 | ||
ART.M.II.HS.5 | ||
ART.M.II.HS.6 | ||
ART.M.II.HS.7 | ||
ART.M.II.K.1Create through exploration, improvisation, and composition, an accompaniment for a selection with non-pitched percussion classroom instruments. | ||
ART.M.II.K.2Create through exploration, improvisation, and composition, an answer to a melodic question. | ||
ART.M.II.K.3Create vocal embellishments for a song or rhyme. | ||
ART.M.II.K.4Create a song about self and family. | ||
ART.M.II.K.5Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging, and improvising appropriate to kindergarten. | ||
ART.M.II.K.6Add vocal and physical responses to a selection presented in kindergarten. | ||
ART.M.III.1.1Identify call and response, solo, chorus, and ABA when presented aurally. | ||
ART.M.III.1.2Use invented or standard notation to transcribe increasingly difficult rhythms and melodies. | ||
ART.M.III.1.3Describe the music performed and presented in 1st grade by moving, drawing, or through other appropriate responses. | ||
ART.M.III.1.4 | ||
ART.M.III.1.5Identify the timbre of pitched classroom instruments. | ||
ART.M.III.1.6Devise student-created criteria for objective evaluation of performances and compositions. | ||
ART.M.III.1.7Introduce aesthetic responses to music. | ||
ART.M.III.2.1Identify phrases, verse, and refrain when presented aurally. | ||
ART.M.III.2.2Use invented or standard notation to transcribe increasingly difficult rhythms and melodies. | ||
ART.M.III.2.3Describe the music performed and presented in 2nd grade by moving, drawing, or through other appropriate responses. | ||
ART.M.III.2.4 | ||
ART.M.III.2.5Identify the timbre of instrument families. | ||
ART.M.III.2.6Devise student-created criteria for objective evaluation of performances and compositions. | ||
ART.M.III.2.7Support personal aesthetic response to musical works and styles. | ||
ART.M.III.3.1Identify round and canon when presented aurally. | ||
ART.M.III.3.2Use invented or standard notation to transcribe increasingly difficult rhythms and melodies. | ||
ART.M.III.3.3Describe the music performed and presented in 3rd grade by moving, drawing, or through other appropriate responses. | ||
ART.M.III.3.4 | ||
ART.M.III.3.5Identify the timbre of specific instruments in string, brass, woodwinds, and percussion families. | ||
ART.M.III.3.6Devise student-created criteria for objective evaluation of performances and compositions. | ||
ART.M.III.3.7Use music vocabulary to express personal reactions for musical works and styles. | ||
ART.M.III.4.1Identify theme and variation, coda, D.S. (Del Segno), D.C. (Da Capo), and other forms when presented aurally. | ||
ART.M.III.4.2Use invented or standard notation to transcribe increasingly difficult rhythms and melodies. | ||
ART.M.III.4.3Describe the music performed and presented in 4th grade by moving, drawing, or through other appropriate responses. | ||
ART.M.III.4.4 | ||
ART.M.III.4.5Identify the timbre of non-western instruments. | ||
ART.M.III.4.6Devise student-created criteria for objective evaluation of performances and compositions | ||
ART.M.III.4.7 | ||
ART.M.III.5.1Identify music forms when presented aurally. | ||
ART.M.III.5.2Use invented or standard notation to transcribe music. | ||
ART.M.III.5.3Understand and respect that there are different responses to specific art works in a global community. | ||
ART.M.III.5.4 | ||
ART.M.III.5.5Identify and describe a variety of sound sources, including orchestral, band, electronic, world instruments, and voices. | ||
ART.M.III.5.6Devise criteria for objective evaluation of performances and compositions. | ||
ART.M.III.5.7 | ||
ART.M.III.6.1Identify and describe specific musical elements and events in a given aural example, using appropriate terminology. | ||
ART.M.III.6.2 | ||
ART.M.III.6.3Demonstrate 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.6.4Develop 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.6.5Evaluate 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.7.1Identify and describe specific musical elements and events in a given aural example, using appropriate terminology. | ||
ART.M.III.7.2 | ||
ART.M.III.7.3Demonstrate knowledge of the basic principles of tonality, major chords, and I-IV-V harmonic progressions in major keys. | ||
ART.M.III.7.4Develop 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.7.5Evaluate 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.8.1Identify and describe specific musical elements and events in a given aural example, using appropriate terminology. | ||
ART.M.III.8.2Analyze the uses of musical elements in aural examples from diverse genres and cultures. | ||
ART.M.III.8.3Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions through analysis. | ||
ART.M.III.8.4Develop 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.8.5Evaluate 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.1Demonstrate extensive knowledge and use of the technical vocabulary of music. (21st Century Skills: I.6, II.1) | ||
ART.M.III.HS.2 | ||
ART.M.III.HS.3 | ||
ART.M.III.HS.4Evaluate the use of music in mixed media environments. (21st Century Skills: I.3, I.6, II.1, II.2) | ||
ART.M.III.HS.5Make 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.6Evaluate 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.1Identify echo songs and recognize the same and different sections of the music when presented aurally. | ||
ART.M.III.K.2Use invented or standard notation to transcribe increasingly difficult rhythms and melodies. | ||
ART.M.III.K.3Describe the music performed and presented in kindergarten by moving, drawing, or through other appropriate responses. | ||
ART.M.III.K.4Introduce music vocabulary emphasizing opposites; i.e. fast and slow, loud and soft. | ||
ART.M.III.K.5Categorize the timbre of non-pitched percussion instruments. Identify male, female, and children's voices. | ||
ART.M.III.K.6Devise student-created criteria for objective evaluation of performances and compositions. | ||
ART.M.III.K.7Identify and support personal reactions to a musical selection. | ||
ART.M.IV.1.1Identify and describe distinguishing characteristics of several different styles presented in 1st grade. | ||
ART.M.IV.1.2 | ||
ART.M.IV.1.3Demonstrate audience appropriate behavior for the context and style of music presented and performed in 1st grade. | ||
ART.M.IV.2.1Identify and describe distinguishing characteristics of several different styles presented in 2nd grade. | ||
ART.M.IV.2.2 | ||
ART.M.IV.2.3Demonstrate audience appropriate behavior for the context and style of music presented and performed in 2nd grade. | ||
ART.M.IV.3.1Identify and describe distinguishing characteristics of contrasting styles. | ||
ART.M.IV.3.2 | ||
ART.M.IV.3.3Demonstrate audience appropriate behavior for the context and style of music presented and performed in 3rd grade. | ||
ART.M.IV.4.1Describe distinguishing instrumentation of music genres and styles from various cultures. | ||
ART.M.IV.4.2 | ||
ART.M.IV.4.3Demonstrate audience appropriate behavior for the context and style of music presented and performed in 4th grade. | ||
ART.M.IV.5.1Describe distinguishing characteristics of representative music genres and styles from various historic periods and cultures. | ||
ART.M.IV.5.2Describe how elements of music are used in examples from world cultures. | ||
ART.M.IV.5.3Demonstrate audience appropriate behavior for the context and style of music performed. | ||
ART.M.IV.6.1Identify a repertoire of music from diverse cultures. | ||
ART.M.IV.6.2Classify by genre a varied body of exemplary musical works. | ||
ART.M.IV.6.3Compare, in several cultures of the world, the functions music serves. | ||
ART.M.IV.6.4Identify the uses of technology in music. | ||
ART.M.IV.7.1Describe distinguishing characteristics of a repertoire of music from diverse cultures. | ||
ART.M.IV.7.2Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary musical works. | ||
ART.M.IV.7.3Compare, in several cultures of the world, functions music serves and the roles of musicians. | ||
ART.M.IV.7.4Describe the relationship between technology and music. | ||
ART.M.IV.8.1Describe distinguishing characteristics of representative music genres and styles from a variety of cultures. | ||
ART.M.IV.8.2Classify 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 | ||
ART.M.IV.8.4 | ||
ART.M.IV.HS.1 | ||
ART.M.IV.HS.2Identify 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.3Identify 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 | ||
ART.M.IV.K.1Identify and describe distinguishing characteristics of starkly contrasting styles. | ||
ART.M.IV.K.2 | ||
ART.M.IV.K.3Demonstrate audience appropriate behavior for the context and style of music presented and performed in kindergarten. | ||
ART.M.V.1.1Observe and identify similarities and differences in the meanings of common vocabulary used in the various 1st grade arts. | ||
ART.M.V.1.2Observe and identify cross-curricular connections within the 1st grade curriculum. | ||
ART.M.V.1.3Discuss the various rationales for using music in daily experiences. | ||
ART.M.V.2.1Observe and identify similarities and differences in meanings of common vocabulary used in the various 2nd grade arts. | ||
ART.M.V.2.2Observe and identify cross-curricular connections within the 2nd grade curriculum. | ||
ART.M.V.2.3Discuss the various rationales for using music in daily experiences. | ||
ART.M.V.3.1Observe and identify similarities and differences in the meanings of common vocabulary used in the various 3rd grade arts. | ||
ART.M.V.3.2Observe and identify cross-curricular connections within the 3rd grade curriculum. | ||
ART.M.V.3.3Discuss the various rationales for using music in daily experiences. | ||
ART.M.V.4.1Observe and identify similarities and differences in the meanings of common vocabulary used in the various 4th grade arts. | ||
ART.M.V.4.2Observe and identify cross-curricular connections within the 4th grade curriculum. | ||
ART.M.V.4.3Discuss the various rationales for using music in daily experiences. | ||
ART.M.V.5.1Observe and identify similarities and differences in the meanings of common vocabulary used in the various arts. | ||
ART.M.V.5.2Observe and identify cross-curricular connections. | ||
ART.M.V.5.3Discuss the various rationales for using music in daily experiences. | ||
ART.M.V.6.1Identify characteristics materials of each art form. | ||
ART.M.V.6.2List musical elements and find a connection to at least one other discipline. | ||
ART.M.V.6.3Identify at least one artistic application of current technology in music. | ||
ART.M.V.7.1Describe and compare the relationships between the art forms and their characteristic materials. | ||
ART.M.V.7.2Describe ways in which music is related to the subject matter of at least two other disciplines. | ||
ART.M.V.7.3Identify multiple artistic applications of current technology in music. | ||
ART.M.V.8.1Compare 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 | ||
ART.M.V.8.3Describe artistic applications of current technology in music. | ||
ART.M.V.HS.1Explain 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.2Compare 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.3Explain 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.4Explain 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 | ||
ART.M.V.K.1Observe and identify similarities and differences in the meanings of common vocabulary used in the various kindergarten arts. | ||
ART.M.V.K.2Observe and identify cross-curricular connections within the kindergarten curriculum. | ||
ART.M.V.K.3Discuss the various rationales for using music in daily experiences. | ||
ART.T.I.1.1Imitate and recreate the sounds of objects, animals, and people. | ||
ART.T.I.1.2Role-play a variety of real and non-real characters through guided dramatization. | ||
ART.T.I.2.1Identify and describe different characters though vocal expression. | ||
ART.T.I.2.2Dramatize real and non-real characters with prompting and side-coaching. | ||
ART.T.I.3.1Identify and describe different characters though vocal expression. | ||
ART.T.I.3.2Dramatize real and non-real characters with prompting and side-coaching. | ||
ART.T.I.4.1Create and demonstrate vocal expression to support the playing of a character. | ||
ART.T.I.4.2Improvise real and non-real characters. | ||
ART.T.I.5.1Create and demonstrate vocal expression to support the playing of a character. | ||
ART.T.I.5.2Improvise real and non-real characters. | ||
ART.T.I.6.1Identify and practice, with guidance, techniques for physical and vocal conditioning. | ||
ART.T.I.6.2Utilize role playing and characterization skills to perform in ensemble scenes. | ||
ART.T.I.6.3Serve as leader and employ effective communication skills to facilitate the sharing of ideas. | ||
ART.T.I.7.1Identify and practice techniques for physical and vocal conditioning. | ||
ART.T.I.7.2Utilize role playing and characterization skills to perform in ensemble scenes. | ||
ART.T.I.8.1Identify, practice, and create techniques for physical and vocal conditioning. | ||
ART.T.I.8.2Utilize role playing and characterization skills to perform in ensemble scenes. | ||
ART.T.I.8.3Serve as leader to utilize effective communication, organizational, and critical skills to facilitate a successful rehearsal. | ||
ART.T.I.HS.1Use 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" | ||
ART.T.I.K.1Imitate and recreate the sounds of objects, animals, and people. | ||
ART.T.I.K.2Recognize a variety of real and non-real characters through guided dramatization. | ||
ART.T.II.1.1Identify characters, environments, and situations that support the creation of a classroom dramatization. | ||
ART.T.II.1.2Paraphrase dialogue from a story. | ||
ART.T.II.1.3Recognize simple scenery, costumes, sound, and props in the dramatic process. | ||
ART.T.II.2.1Describe characters, environments, and situations that support the creation of a classroom dramatization. | ||
ART.T.II.2.2Paraphrase dialogue from a story to show different interpretations. | ||
ART.T.II.2.3Manipulate simple scenery, costumes, sound, and props in the dramatic process. | ||
ART.T.II.3.1Illustrate characters, environments, and situations that support the creation of a classroom dramatization. | ||
ART.T.II.3.2Paraphrase dialogue from a story to show different interpretations. | ||
ART.T.II.3.3Manipulate simple scenery, costumes, sound, and props in the dramatic process. | ||
ART.T.II.4.1Make artistic choices regarding character, environment, and situation that support the creation of a classroom dramatization. | ||
ART.T.II.4.2Perform dialogue from a story to show different interpretations. | ||
ART.T.II.4.3Create simple scenery, costumes, sound, and props in the dramatic process. | ||
ART.T.II.5.1Appraise artistic choices regarding character, environment, and situation that support the creation of a classroom dramatization. | ||
ART.T.II.5.2Improvise dialogue from a story to show different interpretations. | ||
ART.T.II.5.3Create simple scenery, costumes, sound, and props in the dramatic process. | ||
ART.T.II.6.1Recognize and explain the unique characterizations of the dramatic script such as dramatic action and dialogue. | ||
ART.T.II.6.2Infer meaning from a script to create characters. | ||
ART.T.II.6.3Create monologues, dialogues, and short plays in response to real life conflict. | ||
ART.T.II.6.4Discuss the role of the designer and technical elements in the theatre process. | ||
ART.T.II.7.1Serve as leader to utilize effective communication and organizational skills to facilitate a successful rehearsal. | ||
ART.T.II.7.2Execute a variety of different research methods: script inference, human observation, and personal experiences to create characters. | ||
ART.T.II.7.3Create monologues, dialogues, and short plays in response to real life conflict. | ||
ART.T.II.7.4Examine and demonstrate the role of the designer and technical elements in the theatre process. | ||
ART.T.II.8.1Apply the unique characterizations of the dramatic script such as dramatic action and dialogue. | ||
ART.T.II.8.2Employ real life concerns of the audience to create characters. | ||
ART.T.II.8.3Create monologues, dialogues, and short plays in response to real life conflict. | ||
ART.T.II.8.4Understand and practice the role of the designer and technical elements in the theatre process. | ||
ART.T.II.HS.1 | ||
ART.T.II.HS.2 | ||
ART.T.II.HS.3 | ||
ART.T.II.HS.4 | ||
ART.T.II.HS.5Design stage management, promotional, and business plans. | ||
ART.T.II.K.1Recognize characters, environments, and situations that support the creation of a classroom dramatization. | ||
ART.T.II.K.2Differentiate between dramatic play and creative drama. | ||
ART.T.II.K.3Covered in benchmark 4. | ||
ART.T.II.K.4Recognize simple scenery, costumes, sound, and props in the dramatic process. | ||
ART.T.III.1.1Recognize the characters and setting in stories. | ||
ART.T.III.1.2Recognize sequence of events. | ||
ART.T.III.1.3 | ||
ART.T.III.1.4List character choices, story settings, and plot lines. | ||
ART.T.III.1.5Listen and respond to teacher and peer comments. | ||
ART.T.III.1.6Reinforce the recognition of the character's wants and needs. | ||
ART.T.III.1.7Describe emotions and thoughts evoked by performances. | ||
ART.T.III.2.1Describe the characters and setting in stories. | ||
ART.T.III.2.2Convey elements of character, setting, and events after reading a story or script (The Five Ws). | ||
ART.T.III.2.3 | ||
ART.T.III.2.4Make predictions about characters, setting, and events based on story content. | ||
ART.T.III.2.5Reflect upon the role of constructive criticism for building classroom dramatizations. | ||
ART.T.III.2.6Describe the character's wants and needs. | ||
ART.T.III.2.7Give examples of emotions and thoughts evoked by performances. | ||
ART.T.III.3.1Infer from a text, characters and setting in stories. | ||
ART.T.III.3.2 | ||
ART.T.III.3.3Respond to and build upon ideas of others' personal preferences for stage design. | ||
ART.T.III.3.4Collaborate to extend and add on to improvised stories. | ||
ART.T.III.3.5Listen to constructive criticism and respond in a positive manner. | ||
ART.T.III.3.6Further describe the character's wants and needs. | ||
ART.T.III.3.7Compare and contrast emotions and thoughts evoked by performances. | ||
ART.T.III.4.1Analyze the characters and setting. | ||
ART.T.III.4.2Outline standards that can be used to critique performances. | ||
ART.T.III.4.3Compromise with peers in small group decision making about artistic design choices. | ||
ART.T.III.4.4Unite random objects and situations to form a cohesive story. | ||
ART.T.III.4.5Build skills to critique self and others in a respectful and constructive manner. | ||
ART.T.III.4.6Analyze the character's wants and needs. | ||
ART.T.III.4.7Predict emotions and thoughts evoked by performances. | ||
ART.T.III.5.1Understand characters’ thought processes during dramatic scenes. | ||
ART.T.III.5.2Critique peers' performances in classroom dramatizations. | ||
ART.T.III.5.3Critique personal and peer artistic design choices. | ||
ART.T.III.5.4Suggest and implement alternative characters, settings, or events after viewing or participating in a performance. | ||
ART.T.III.5.5Display skills to critique self and others in a respectful and constructive manner. | ||
ART.T.III.5.6Compare and contrast personal traits and characters traits derived from a text. | ||
ART.T.III.5.7Question emotions and thoughts evoked by performances. | ||
ART.T.III.6.1Study a play or story, and visualize, draw, and create a simple theatrical environment for it. | ||
ART.T.III.6.2Recognize elements of dramatic structure (foreshadowing, flashbacks, rising action, crisis, and denouement) that impact technical needs. | ||
ART.T.III.6.3Gather and investigate materials to support artistic choices in the creation and portrayal of characters and their stories. | ||
ART.T.III.6.4Research materials from various sources to discover how they affect audience response. | ||
ART.T.III.6.5Provide and listen to constructive criticism and respond in a positive manner. | ||
ART.T.III.6.6Develop criteria to critique what is seen, heard, and understood. | ||
ART.T.III.6.7Produce written, verbal, and visual responses to students' written and/or performed dramatic material. | ||
ART.T.III.7.1Study a play or story, and visualize, draw, and create a simple theatrical environment for it. | ||
ART.T.III.7.2Analyze and discuss recurring themes and patterns in a script to inform technical decisions. | ||
ART.T.III.7.3Apply research to make informed artistic choices to support the creation and portrayal of characters and their stories. | ||
ART.T.III.7.4Compare and contrast materials from various sources to discover how they affect audience response. | ||
ART.T.III.7.5Use descriptive vocabulary and analytical thinking to give and receive constructive criticism. | ||
ART.T.III.7.6Use theatre vocabulary to critique and evaluate the effectiveness of theatrical productions. | ||
ART.T.III.7.7Produce written, verbal, and visual responses to students' written and/or performed dramatic material. | ||
ART.T.III.8.1Study a play or story, and visualize, draw, and create a simple theatrical environment for it. | ||
ART.T.III.8.2Construct meaning from dramatic elements, theme, and patterns to make technical decisions. | ||
ART.T.III.8.3(N/A) | ||
ART.T.III.8.4Articulate how artistic choices support the creation and portrayal of characters and their stories. | ||
ART.T.III.8.5Analyze 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.8.6Reflect on the quality of and construct meaning from constructive criticism from self and others. | ||
ART.T.III.8.7Use theatre vocabulary to develop a rubric for critiquing and evaluating the effectiveness of theatrical productions. | ||
ART.T.III.8.8Produce written, verbal, and visual responses to students' written and/or performed dramatic material. | ||
ART.T.III.HS.1Analyze 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.2Compare 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.3Analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements. (21st Century Skills: I.3, I.4, III.2, III.7) | ||
ART.T.III.HS.4 | ||
ART.T.III.HS.5 | ||
ART.T.III.HS.6 | ||
ART.T.III.HS.7Identify and research cultural, historical, and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions. (21st Century Skills: I.3, I.4, II.1, II.4, II.5, III.1, III.2, III.7) | ||
ART.T.III.HS.8 | ||
ART.T.III.HS.9 | ||
ART.T.III.K.1Use the vocabulary of theatre to identify theatrical experiences. | ||
ART.T.III.K.2Repeat sequence of events through guided practice. | ||
ART.T.III.K.3Reference story details to formulate personal preferences. | ||
ART.T.III.K.4Respond to teacher questions regarding personal opinions about character, place, and plot. | ||
ART.T.III.K.5Receive teacher comments and direction regarding classroom dramatizations. | ||
ART.T.III.K.6Recognize the character's wants and needs. | ||
ART.T.III.K.7Communicate likes and dislikes prompted by performances. | ||
ART.T.IV.1.1Recognize and discuss cultural traditions in stories. | ||
ART.T.IV.1.2List the variety of forms of live and recorded theatrical events. | ||
ART.T.IV.2.1Observe that different art forms reflect upon the diversity of society. | ||
ART.T.IV.2.2Describe the variety of forms of live and recorded theatrical events. | ||
ART.T.IV.3.1Infer lessons from multicultural stories, fairy tales, tall tales, fables, and legends. | ||
ART.T.IV.3.2Identify the similarities and differences between live and recorded theatrical events. | ||
ART.T.IV.4.1Compare and contrast different presentations from the same time period or cultural context. | ||
ART.T.IV.4.2Discuss the similarities and differences between live and recorded theatrical events. | ||
ART.T.IV.5.1Understand that a variety of art forms are infused in theatre and come from different cultures. | ||
ART.T.IV.5.2Understand the significance of theatre and its relationship to history and cultures. | ||
ART.T.IV.5.3Develop criteria to evaluate the similarities and differences between live and recorded theatrical events. | ||
ART.T.IV.6.1Demonstrate a basic knowledge of European theatre history that may include primitive storytelling and Greek/Roman times to the Elizabethan period. | ||
ART.T.IV.6.2Identify the ways in which many cultures have used theatre to communicate ideas. | ||
ART.T.IV.6.3Research and identify a wide variety of professions related to theatre; playwriting, acting, design, and directing. | ||
ART.T.IV.6.4 | ||
ART.T.IV.6.5Identify specific actions that reflect feelings and emotions in a live theatrical production. | ||
ART.T.IV.7.1Demonstrate a basic knowledge of non-Western theatre history such as that of Asia, Africa, India, and Australia. | ||
ART.T.IV.7.2Explore the ways in which many cultures have used theatre to raise social awareness. | ||
ART.T.IV.7.3Interact with and examine a wide variety of professions stemming from theatre, such as screen writing, critic, fashion designer, architect, producer, manager, and artistic director. | ||
ART.T.IV.7.4 | ||
ART.T.IV.7.5Compare and contrast the feelings and emotions portrayed on stage to one's personal experiences. | ||
ART.T.IV.8.1Demonstrate a basic knowledge of American theatre history which may include the study of African, Asian, Native and Latin American, and other cultures. | ||
ART.T.IV.8.2 | ||
ART.T.IV.8.3Analyze and critique a wide variety of professions relating to theatre and the viability of a career in this field. | ||
ART.T.IV.8.4 | ||
ART.T.IV.8.5Analyze the motives behind the feelings and emotions of characters on stage on one's own personal experiences. | ||
ART.T.IV.HS.1 | ||
ART.T.IV.HS.2 | ||
ART.T.IV.HS.3Identify and compare the lives, works, and influence of representative theatrical artists in various cultures and historical periods. (21st Century Skills: I.3, I.4, III.7) | ||
ART.T.IV.HS.4Identify cultural and historical sources of American theatre and musical theatre. (21st Century Skills: I.3, I.4) | ||
ART.T.IV.HS.5 | ||
ART.T.IV.K.1Become aware that art forms come from all cultures. | ||
ART.T.IV.K.2Identify that stories come in a variety of forms. | ||
ART.T.V.1.1Name various types of multimedia forms used to share performances in everyday life. | ||
ART.T.V.1.2Identify artists in the community. | ||
ART.T.V.2.1Describe various types of multimedia forms used to share performances in everyday life. | ||
ART.T.V.2.2Express various ideas and emotions through a variety of dramatic art forms reflecting life situations. | ||
ART.T.V.3.1Share how varied multimedia forms illustrate performances in one family's life. | ||
ART.T.V.3.2Recognize that the arts are an expression and record of human life. | ||
ART.T.V.4.1Compare and contrast performances in a variety of multimedia forms. | ||
ART.T.V.4.2Create artistic projects that show how ideas and emotions are expressed in everyday life. | ||
ART.T.V.5.1Create performances in varied multimedia forms. | ||
ART.T.V.5.2Compare and contrast how varied art forms are an expression of everyday life. | ||
ART.T.V.6.1Examine how varied art forms are expressed in recorded or live theatre performances. | ||
ART.T.V.6.2List and describe how theatre can synthesize all of the arts. | ||
ART.T.V.6.3Communicate ideas from viewing varied theatrical and artistic events | ||
ART.T.V.7.1Examine how the arts are integrated in recorded or live theatre performances. | ||
ART.T.V.7.2Synthesize several art forms into dramatic presentations. | ||
ART.T.V.7.3Infer meaning from viewing varied theatrical and artistic events. | ||
ART.T.V.8.1Analyze and critique the integrated nature of the arts in recorded or live theatre performances. | ||
ART.T.V.8.2Synthesize several art forms into dramatic presentations. | ||
ART.T.V.8.3Make artistic choices based on personal responses to varied theatrical and artistic events. | ||
ART.T.V.HS.1Describe and compare the basic nature, materials, elements, and means of communicating in theatre, dramatic media, musical theatre, dance, music, multi-media, and the visual arts. (21st Century Skills: I.3, I.4, I.a6, II.2, II.3, II.4, III.2) | ||
ART.T.V.HS.2Determine how the non-dramatic art forms are modified to enhance the expression of ideas and emotions in theatre. (21st Century Skills: I.3, I.4, II.2, III.2, III.7, III.9) | ||
ART.T.V.HS.3"Integrate several arts and media in informal presentations. (21st Century Skills: I.1, I.2, I.3, I.4, I.6, II.1, II.2, II.3, II.4, | ||
ART.T.V.K.1Understand that performances are presented in various multimedia forms. | ||
ART.T.V.K.2Participate in arts activities that focus on everyday life. | ||
ART.VA.I.1.1Identify and experiment with materials to communicate ideas related to the student's world. | ||
ART.VA.I.1.2Demonstrate the responsible use of project materials with environmental awareness. | ||
ART.VA.I.1.3Recognize and illustrate the elements of art to communicate personal experiences. | ||
ART.VA.I.1.4Use revision strategies to enhance personal artwork. | ||
ART.VA.I.2.1Identify and use various materials and techniques using a sequential process. | ||
ART.VA.I.2.2Demonstrate the safe use of a variety of materials, tools, and processes with environmental awareness. | ||
ART.VA.I.2.3Compare and explore elements of art and principles of design to communicate ideas related to personal environment. | ||
ART.VA.I.2.4Use revision strategies to modify personal artwork and then mount it to enhance its presentation. | ||
ART.VA.I.3.1Compare the use of various materials to communicate ideas and sensory experiences in an artwork. | ||
ART.VA.I.3.2Demonstrate control and safe use of a variety of art tools with environmental awareness. | ||
ART.VA.I.3.3Describe, discuss, and model the elements of art and principles of design to communicate ideas. | ||
ART.VA.I.3.4Select, present, and evaluate personal artwork. | ||
ART.VA.I.4.1Use technologies to communicate ideas and experiences. | ||
ART.VA.I.4.2Demonstrate control and safe use of technologies with environmental awareness. | ||
ART.VA.I.4.3Analyze and reflect on the elements of art and design to communicate ideas. | ||
ART.VA.I.4.4Prepare, present, and collaboratively evaluate personal artwork. | ||
ART.VA.I.5.1Use materials, techniques, media, technology, and processes to communicate ideas and experiences. | ||
ART.VA.I.5.2Use art materials and tools safely and responsibly with environmental awareness. | ||
ART.VA.I.5.3Incorporate the elements of art and principles of design to communicate ideas. | ||
ART.VA.I.5.4Participate in the process and delivery of a final product for exhibition or presentation. | ||
ART.VA.I.6.1Understand the varying qualities of materials, techniques, media technology, and processes at a developing level. | ||
ART.VA.I.6.2Develop the concept of proper use of art materials and using tools safely and responsibly. | ||
ART.VA.I.6.3Develop a successful visual vocabulary. | ||
ART.VA.I.6.4Develop reflective thinking skills by observing, analyzing, and critically evaluating works of art for the purpose of improving technical quality. | ||
ART.VA.I.6.5Produce and exhibit a final product that demonstrates quality craftsmanship and technique at a developing level. | ||
ART.VA.I.7.1Understand the varying qualities of materials, techniques, media technology, and processes at an emerging level. | ||
ART.VA.I.7.2Understand the concept of proper use of art materials and using tools safely and responsibly at an emerging level. | ||
ART.VA.I.7.3Demonstrate the use of successful visual vocabulary at an emerging level. | ||
ART.VA.I.7.4Employ reflective thinking skills by observing, analyzing, and critically evaluating works of art for the purpose of improving technical quality at an emerging level. | ||
ART.VA.I.7.5Produce and exhibit a final product that demonstrates quality craftsmanship and technique at an emerging level. | ||
ART.VA.I.8.1Apply understanding of the varying qualities of materials, techniques, media technology, and processes to the selection of appropriate tools and media to design and solve creative problems and achieve desired artistic effects. | ||
ART.VA.I.8.2Appropriately apply the concept of proper use of art materials and using tools safely and responsibly. | ||
ART.VA.I.8.3Select and apply visual characteristics and organizational principles to communicate effectively when designing and solving creative problems. | ||
ART.VA.I.8.4Effectively use reflective thinking skills to observe, analyze, and critically evaluate works of art for the purpose of improving technical quality. | ||
ART.VA.I.8.5Effectively produce and exhibit a final product that demonstrates quality craftsmanship and technique. | ||
ART.VA.I.HS.1Apply acquired knowledge and skills to the creative problem solving process. (21st Century Skills: I.4, II.2) | ||
ART.VA.I.HS.2Intentionally use art materials and tools when applying techniques and skills to communicate ideas. (21st Century Skills: I.6, III.3, III.6) | ||
ART.VA.I.HS.3Demonstrate understanding of organizational principles and methods to solve specific visual arts problems. (21st Century Skills: I.4, II.5, III.3) | ||
ART.VA.I.HS.4Exhibit, present, and publish quality works of art. (21st Century Skills: I.4, I.6, III.3, III.6) | ||
ART.VA.I.HS.5Responsibly and safely manage materials and tools. (21st Century Skills: III.4, III.6, III.8) | ||
ART.VA.I.K.1Identify and explore a variety of materials to communicate personal experiences. | ||
ART.VA.I.K.2Work with materials and tools safely with environmental awareness. | ||
ART.VA.I.K.3Explore the elements of art through playful sensory experiences. | ||
ART.VA.I.K.4Prepare, complete, and sign finished artwork. | ||
ART.VA.II.1.1Explore and experiment with materials and processes while creating artwork based on personal routines, activities, or environments. | ||
ART.VA.II.1.2Explore the use of knowledge of the elements of art. | ||
ART.VA.II.1.3Explore and discuss how artists construct ideas in artworks. | ||
ART.VA.II.1.4Plan and create artwork using subject matter selected from personal experiences. | ||
ART.VA.II.1.5Understand how artists/illustrators use images to tell stories. | ||
ART.VA.II.1.6Explore the computer as another tool for creating art. | ||
ART.VA.II.2.1Demonstrate how materials, techniques, and processes can be used creatively to communicate ideas. | ||
ART.VA.II.2.2Combine the use of elements of art and principles of design to communicate ideas. | ||
ART.VA.II.2.3Understand and recognize how artists create and construct multiple solutions to visual problems in artworks. | ||
ART.VA.II.2.4Use symbols to create artwork that expresses and communicates meaning. | ||
ART.VA.II.2.5Compare and contrast how artists convey ideas through the creation of artwork. | ||
ART.VA.II.2.6Demonstrate how artwork can be created using computers and electronic media as a tool for creative expression. | ||
ART.VA.II.3.1Apply materials and techniques to problem solve in the creation of art. | ||
ART.VA.II.3.2Create a composition using the elements of art and principles of design to communicate ideas. | ||
ART.VA.II.3.3Examine how artists turn ideas into visual solutions. | ||
ART.VA.II.3.4Combine ideas, symbols, and experiences that express and communicate meaning. | ||
ART.VA.II.3.5Create artwork that aesthetically and creatively conveys an idea. | ||
ART.VA.II.3.6Design artwork using computers and electronic media to create original works of art. | ||
ART.VA.II.4.1Synthesize the use of a variety of materials, techniques, and processes to problem solve in the creation of art. | ||
ART.VA.II.4.2Synthesize knowledge of elements of art and principles of design to creatively communicate ideas. | ||
ART.VA.II.4.3 | ||
ART.VA.II.4.4Analyze and reflect on the uses of subject matter, symbols, and ideas to express and communicate meaning in artwork. | ||
ART.VA.II.4.5Discuss and debate how artists from various cultures convey ideas differently. | ||
ART.VA.II.4.6Incorporate the uses of different technologies to show artistic expression through an original artwork. | ||
ART.VA.II.5.1Synthesize the knowledge of materials, techniques, and processes to create artwork. | ||
ART.VA.II.5.2Apply knowledge of how to use visual characteristics and organizational principles to communicate ideas. | ||
ART.VA.II.5.3Explore and understand prospective subject matter, ideas, and symbols for works of art. | ||
ART.VA.II.5.4Select and use subject matter, symbols, and ideas to communicate meaning. | ||
ART.VA.II.5.5Analyze how art conveys ideas to express one's individuality. | ||
ART.VA.II.5.6Explore and understand the impact of digital media and technology in the creation of artwork. | ||
ART.VA.II.6.1Identify, design, and solve creative problems at a developing level. | ||
ART.VA.II.6.2Develop and apply critical thinking strategies through the art making process at a developing level. | ||
ART.VA.II.6.3Collaborate, communicate, and work with others to create new ideas at a developing level. | ||
ART.VA.II.6.4Initiate new ideas employing inventiveness and innovation at a developing level. | ||
ART.VA.II.6.5Demonstrate reflective thinking practices at a developing level. | ||
ART.VA.II.6.6Make knowledgeable choices about materials, techniques, media technology, organizational principles, and processes to articulate ideas and communicate intended meaning at a developing level. | ||
ART.VA.II.6.7Create preliminaries, possibilities, and drafts at a developing level. | ||
ART.VA.II.7.1Identify, design, and solve creative problems at an emerging level. | ||
ART.VA.II.7.2Develop and apply critical thinking strategies through the art making process at an emerging level. | ||
ART.VA.II.7.3Collaborate, communicate, and work with others to create new ideas at an emerging level. | ||
ART.VA.II.7.4Initiate new ideas employing inventiveness and innovation at an emerging level with increasing independence. | ||
ART.VA.II.7.5Demonstrate reflective thinking practices at an emerging level. | ||
ART.VA.II.7.6Make knowledgeable choices about materials, techniques, media technology, organizational principles, and processes to articulate ideas and communicate intended meaning at an emerging level. | ||
ART.VA.II.7.7Create preliminaries, possibilities, and drafts at an emerging level. | ||
ART.VA.II.8.1Effectively identify, design, and solve creative problems. | ||
ART.VA.II.8.2Effectively develop and apply critical thinking strategies through the art making process. | ||
ART.VA.II.8.3Effectively collaborate, communicate, and work with others to create new ideas. | ||
ART.VA.II.8.4Independently initiate new ideas employing inventiveness and innovation. | ||
ART.VA.II.8.5Consistently demonstrate reflective thinking practices when identifying, designing, and solving creative problems. | ||
ART.VA.II.8.6Make knowledgeable choices about materials, techniques, media technology, organizational principles, and processes to effectively articulate ideas and communicate intended meaning. | ||
ART.VA.II.8.7Apply preliminaries, possibilities, and drafts in the creative problem solving process. | ||
ART.VA.II.HS.1Identify, define problems, and reflect upon possible visual solutions. (21st Century Skills: I.2, I.3, I.4) | ||
ART.VA.II.HS.2 | ||
ART.VA.II.HS.3Apply organizational principles and methods to create innovative works of art and design products. (21st Century Skills: I.1, I.2, III.3) | ||
ART.VA.II.HS.4Apply knowledge and skill to symbolize the essence of an idea. (21st Century Skills: I.1, I.6) | ||
ART.VA.II.HS.5 | ||
ART.VA.II.HS.6Use emergent technologies and materials to create artistic products that demonstrate knowledge of context, values, and aesthetics. (21st Century Skills: I.1, II.1, II.2, II.3, III.2, III.7) | ||
ART.VA.II.HS.7Create collaboratively to resolve visual problems. (21st Century Skills: I.1, I.4, I.5, III.1) | ||
ART.VA.II.HS.8Explore social and global issues through the application of the creative process. (21st Century Skills: III.7, III.8, III.9, III.10) | ||
ART.VA.II.K.1Explore the basic uses of art materials to produce artwork. | ||
ART.VA.II.K.2Use a variety of lines, colors, and basic geometric shapes and patterns to creatively express feelings and personal experiences. | ||
ART.VA.II.K.3Participate in discussions of the aspects of environment, family, and home in the creation of art. | ||
ART.VA.II.K.4Select subject matter and communicate a personal story in a painting or drawing. | ||
ART.VA.II.K.5Express thoughts and ideas through the creation of artwork. | ||
ART.VA.II.K.6Experiment with different technologies. | ||
ART.VA.III.1.1Explore and discuss reasons behind personal artwork. | ||
ART.VA.III.1.2Identify the purpose of community art. | ||
ART.VA.III.1.3Demonstrate respect for the value of other opinions in discussion. | ||
ART.VA.III.1.4Describe the artwork of classmates using art terminology. | ||
ART.VA.III.1.5Discuss why people use art as a creative outlet. | ||
ART.VA.III.2.1Develop a visual vocabulary. | ||
ART.VA.III.2.2Recognize that art is created to fulfill personal and/or social needs. | ||
ART.VA.III.2.3Share personal experiences and preferences in response to works of art. | ||
ART.VA.III.2.4Evaluate personal artwork using art terminology. | ||
ART.VA.III.2.5Reflect on how art expresses ideas, feelings, and opinions. | ||
ART.VA.III.3.1Compare the elements of art used in personal artwork. | ||
ART.VA.III.3.2Examine how art expresses cultural traditions. | ||
ART.VA.III.3.3Highlight social trends that influence our emotional reactions to art. | ||
ART.VA.III.3.4Select a piece of personal artwork, critique it using art terminology, and make revisions. | ||
ART.VA.III.3.5Discuss how personal experiences influence the creation of art. | ||
ART.VA.III.4.1Reflect and discuss the visual structures and functions used in personal artwork. | ||
ART.VA.III.4.2Recognize that artwork may serve functional purposes, be purely decorative, or serve multiple purposes. | ||
ART.VA.III.4.3Compare how global and cultural diversity elicits differing responses. | ||
ART.VA.III.4.4Compare and contrast two pieces of personal work. | ||
ART.VA.III.4.5Analyze how art can be a reflection of society and a response to real world experiences. | ||
ART.VA.III.5.1Validate the effects of visual structures and functions, and reflect upon these effects in personal work. | ||
ART.VA.III.5.2Identify and defend various purposes for creating works of visual art. | ||
ART.VA.III.5.3Understand and respect that there are different responses to specific art works in a global community. | ||
ART.VA.III.5.4Analyze the characteristics of personal artwork. | ||
ART.VA.III.5.5Develop a sensitivity and understanding of how personal experiences can influence the development of artwork. | ||
ART.VA.III.6.1Observe, describe, and analyze visual characteristics at a developing level. | ||
ART.VA.III.6.2Develop the skill of interpreting artwork, searching for embedded meaning, function, and personal connections at a developing level. | ||
ART.VA.III.6.3Develop the ability to describe how the artist’s choice of materials, techniques, media technology, and processes influence the viewer. | ||
ART.VA.III.6.4Develop critical thinking strategies, observing, comparing, and contrasting artworks. | ||
ART.VA.III.6.5Develop and defend informed aesthetic opinions about works of art using artistic vocabulary at a developing level. | ||
ART.VA.III.6.6Identify personal and community experiences within works of art at a developing level. | ||
ART.VA.III.7.1Critically observe, describe, and analyze visual characteristics at an emerging level. | ||
ART.VA.III.7.2Interpret artwork searching for embedded meaning, function, and personal connections at an emerging level. | ||
ART.VA.III.7.3Improve descriptions of how the artist’s choice of materials, techniques, media technology, and processes influence the viewer. | ||
ART.VA.III.7.4Use critical thinking strategies to observe, compare, and contrast artworks at an emerging level. | ||
ART.VA.III.7.5Develop and defend informed aesthetic opinions about works of art using artistic vocabulary at an emerging level. | ||
ART.VA.III.7.6Identify personal and community experiences within works of art at an emerging level. | ||
ART.VA.III.8.1Critically observe, describe, and analyze visual characteristics within works of art. | ||
ART.VA.III.8.2Effectively interpret artwork, searching for embedded meaning, function, and personal connections. | ||
ART.VA.III.8.3Effectively describe how the artist’s choice of materials, techniques, media technology, and processes influence the viewer. | ||
ART.VA.III.8.4Effectively use critical thinking strategies to observe, compare, and contrast artworks. | ||
ART.VA.III.8.5Develop and defend informed aesthetic opinions about works of art using effective artistic vocabulary. | ||
ART.VA.III.8.6Identify personal and community experiences within works of art. | ||
ART.VA.III.HS.1Analyze and describe the formal characteristics of a work of art or design. (21st Century Skills: I.3, II.1, III.1) | ||
ART.VA.III.HS.2Describe how organizational principles are used to elicit emotional responses. (21st Century Skills: I.3, II.1, III.1) | ||
ART.VA.III.HS.3Critically observe a work of art to evaluate and respond to the artist’s intent using art vocabulary and terminology. (21st Century Skills: I.2, I.3, I.6, II.1) | ||
ART.VA.III.HS.4Evaluate the quality and effectiveness of one’s artwork. (21st Century Skills: I.3, II.1, III.4) | ||
ART.VA.III.HS.5Recognize and understand the relationships between personal experiences and the development of artwork. (21st Century Skills: I.3) | ||
ART.VA.III.K.1Explore and discuss why artists create. | ||
ART.VA.III.K.2Recognize that art can be created for self-expression or fun. | ||
ART.VA.III.K.3Describe the sensory qualities in a work of art. | ||
ART.VA.III.K.4Describe a personal artwork. | ||
ART.VA.III.K.5Illustrate a personal experience. | ||
ART.VA.IV.1.1Identify symbols, trademarks, icons, emblems, and other visual motifs in student's culture. | ||
ART.VA.IV.1.2Describe how the subject matter of artwork may be connected to the environment in which it was created. | ||
ART.VA.IV.1.3Give examples that illustrate how artwork of different groups is influenced by the environment in which it was created. | ||
ART.VA.IV.2.1Compare symbols, trademarks, icons, emblems, and other visual motifs in various cultures. | ||
ART.VA.IV.2.2Discuss the subject matter of artwork from particular cultures at specific times. | ||
ART.VA.IV.2.3Debate images of a past or present culture. | ||
ART.VA.IV.3.1Examine customs or traditions celebrated by different communities. | ||
ART.VA.IV.3.2Describe the materials and art forms used by particular cultures. | ||
ART.VA.IV.3.3Recognize how the available materials and processes in a particular time or place can influence the art that is created. | ||
ART.VA.IV.4.1Describe how artwork communicates facts and/or experiences of various cultures. | ||
ART.VA.IV.4.2Compare and contrast the visual elements contained in the artwork of particular cultures. | ||
ART.VA.IV.4.3Evaluate the interrelationship between design, trends, events, and the economics of a culture. | ||
ART.VA.IV.5.1Defend the history of visual arts and specific relationships to various cultures and times. | ||
ART.VA.IV.5.2Compare and contrast works of art as belonging to particular cultures, times, and places. | ||
ART.VA.IV.5.3Demonstrate how history, culture, and the visual arts interrelate in making and studying works of art. | ||
ART.VA.IV.6.1Recognize and describe how art contributes to and reflects all societies and cultures. | ||
ART.VA.IV.6.2Develop an understanding of the historical, social, and cultural contexts of artwork with aesthetic sophistication. | ||
ART.VA.IV.6.3Decode and interpret artwork to discern between prejudice and tolerance, bias, and fact at a developing level. | ||
ART.VA.IV.7.1Recognize, describe and analyze, and evaluate how art contributes to and reflects all societies and cultures at an emerging level. | ||
ART.VA.IV.7.2Articulate an understanding of the historical, social, and cultural contexts of artwork with an emerging level of aesthetic sophistication. | ||
ART.VA.IV.7.3Decode and interpret artwork to discern between prejudice and tolerance, bias, and fact at an emerging level. | ||
ART.VA.IV.8.1Recognize, describe and analyze, and evaluate how art contributes to and reflects all societies and cultures. | ||
ART.VA.IV.8.2Articulate an understanding of the historical, social, and cultural contexts of artwork with aesthetic sophistication. | ||
ART.VA.IV.8.3Effectively decode and interpret artwork to discern between prejudice and tolerance, bias and fact. | ||
ART.VA.IV.HS.1Observe and describe artwork with respect to history and culture. (21st Century Skills: I.6, II.1, III.1, III.2, III.7, III.8, III.9, III.10) | ||
ART.VA.IV.HS.2Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places. (21ST Century Skills: I.3, I.6, III.2, III.7) | ||
ART.VA.IV.HS.3 | ||
ART.VA.IV.HS.4 | ||
ART.VA.IV.K.1Understand that humans from all cultures, past or present, have created art. | ||
ART.VA.IV.K.2Identify and talk about artwork found around the world. | ||
ART.VA.IV.K.3Share student’s family and culture through discussion and artwork. | ||
ART.VA.V.1.1Recognize art forms created for functional and recreational purposes. | ||
ART.VA.V.1.2Identify artists in the community. | ||
ART.VA.V.1.3Identify similarities between the visual arts and other arts disciplines. | ||
ART.VA.V.1.4Discover connections between the visual arts and other curriculum through student artwork. | ||
ART.VA.V.2.1Describe how art is used in everyday life. | ||
ART.VA.V.2.2Investigate and identify visual art careers that relate to children. | ||
ART.VA.V.2.3Identify similarities among the arts including vocabulary, elements of art, and principles of design. | ||
ART.VA.V.2.4Demonstrate connections between the visual arts and other curriculum through student artwork. | ||
ART.VA.V.3.1Describe how art can be found in various environments. | ||
ART.VA.V.3.2Investigate and identify careers related to artists who work in specific media. | ||
ART.VA.V.3.3Investigate collaboration across art disciplines. | ||
ART.VA.V.3.4Illustrate connections between the visual arts and other curriculum through student artwork. | ||
ART.VA.V.4.1 | ||
ART.VA.V.4.2Investigate and identify careers related to advertising. | ||
ART.VA.V.4.3Identify connections between technology and the arts. | ||
ART.VA.V.4.4Demonstrate cross-curricular connections through a culminating event. | ||
ART.VA.V.5.1Explain how visual arts have inherent relationships to everyday life. | ||
ART.VA.V.5.2Identify various careers in the visual arts. | ||
ART.VA.V.5.3Understand and use comparative characteristics of the visual arts and other arts disciplines. | ||
ART.VA.V.5.4Synthesize connections between the visual arts and other disciplines in the curriculum. | ||
ART.VA.V.6.1Recognize and describe personal, family, and community connections with artworks at a developing level. | ||
ART.VA.V.6.2Recognize the skills used in visual arts careers at a developing level. | ||
ART.VA.V.6.3Compare the characteristics of work in two or more art forms that are dissimilar in subject matter, historical periods, or cultural context at a developing level. | ||
ART.VA.V.6.4Demonstrate an understanding of their place in the visual world and develop an appreciation of how they are part of a global society at a developing level. | ||
ART.VA.V.6.5Describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts at a developing level. | ||
ART.VA.V.7.1Recognize and describe, personal, family, and community connections with artworks at an emerging level. | ||
ART.VA.V.7.2Recognize and describe the skills used in visual arts careers at an emerging level. | ||
ART.VA.V.7.3Analyze and compare the characteristics of work in two or more art forms that are dissimilar in subject matter, historical periods, or cultural context at an emerging level. | ||
ART.VA.V.7.4Demonstrate an understanding of their place in the visual world and develop an appreciation of how they are part of a global society at an emerging level. | ||
ART.VA.V.7.5Analyze and describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts at an emerging level. | ||
ART.VA.V.8.1Effectively recognize and describe personal, family, and community connections with artworks. | ||
ART.VA.V.8.2Effectively recognize and describe the skills used in visual arts careers. | ||
ART.VA.V.8.3Effectively analyze and compare the characteristics of work in two or more art forms that are dissimilar in subject matter, historical periods, or cultural context. | ||
ART.VA.V.8.4Effectively demonstrate an understanding of their place in the visual world and develop an appreciation of how they are part of a global society. | ||
ART.VA.V.8.5Effectively analyze and describe ways in which the principles and subject matter of other disciplines taught in school are interrelated with the visual arts. | ||
ART.VA.V.HS.1Design creative solutions that impact everyday life. (21st Century Skills: I.1, I.2, I.4, III.3, III.4, III.6) | ||
ART.VA.V.HS.2Explore and understand the variety of art and design careers. (21st Century Skills: II.2, II.3, II.5, III.7) | ||
ART.VA.V.HS.3Explore and understand the application of the creative process throughout career pathways. (21st Century Skills: II.1, II.2, II.3, II.5, III.2, III.7, III.8. III.9, III.10) | ||
ART.VA.V.HS.4Identify commonalities, differences, and connections between the art disciplines. (21st Century Skills: I.3) | ||
ART.VA.V.HS.5Recognize the role of art across the academic curriculum. (21st Century Skills: I.3) | ||
ART.VA.V.HS.6Understand artistic knowledge as an important tool for successful living in the 21st century. (21st Century Skills: II.1, II.5, III.7) | ||
ART.VA.V.HS.7 | ||
ART.VA.V.HS.8Identify the role visual arts play in enhancing civic responsibility and community. (21st Century Skills: I.3, I.6, III.2, III.4, III.7, III.9) | ||
ART.VA.V.K.1Identify and discuss art in the student’s environment. | ||
ART.VA.V.K.2Identify and speak about artists as people who generate new ideas and create art. | ||
ART.VA.V.K.3Identify how pattern, shape, rhythm, and movement are used throughout the arts. | ||
ART.VA.V.K.4Explore connections between the visual arts and other curriculum. | ||