Rhode Island Arts Grade Span Expectations
The development of the Rhode Island Department of Education (RIDE) Arts Grade Span Expectations (GSE) began as a call from arts educators, both certified and teaching artists, from community arts organizations, from school administrators, from higher education professors, from parents and from students. These calls were heard by arts and education leaders statewide. As a result, the Governor’s Task Force on Literacy in the Arts was created by Executive Order. The members of that Task Force, along with teams of other community members, used the findings of the Task Force to establish the Arts Learning Network – a formal network represented by each of the groups previously mentioned – and the hard work began.
On January 9, 2003, RIDE announced that a new set of regulations regarding high school graduation had been adopted by the RI Board of Regents. This announcement was made at the first RI Arts Learning Network (RIALN) meeting. The charge given to this new learning community was to develop a set of expectations describing what a student who is proficient in an art form would know and be able to do.
During the years since, four professional communities focused on the art forms of Music, Visual Arts & Design, Dance and Theatre worked together to build these draft GSEs. These teams met regularly with student work in tow–to debate, defend, and come to agreement. Children were always at the center of the conversation and the work. What can young people really do? How do we know? What about students who are underserved? What about children with disabilities? How can this work inform instruction and learning?
Under the leadership, vision, and constant advocacy of Commissioner Peter McWalters, these standards are becoming a reality. Our next steps are to vet these Arts GSEs in schools and other arts learning communities across the state and to secure Board of Regents adoption.
The goal for this work is to establish local guidelines for providing access and opportunity for all students to graduate with proficiency.
This draft is being sent out statewide for public comment. Please forward comments to Rosemary Burns: rosemary.burns@ride.ri.gov by April 24, 2008.
| Dance Enduring Understanding 1 Artistic Processes – In dance, problem solving uses the human body and techniques of movement and expression to make the imagined tangible. |
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| Elementary Assessment Target With others, students solve movement problems and select and combine movement and choreographic principles and structures to create a movement sequence intended to communicate specific ideas, thoughts, or feelings. |
Middle Level Assessment Target Individually or with others, students solve movement problems and organize choreographic principles, structures, and processes to create a movement sequence for intended meaning. |
High School Assessment Target Individually and with others, students solve movement problems and apply choreographic principles, structures, and processes to create movement sequences for various intended purposes, audiences, and meaning. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| D1 (K-2)-1 Students use knowledge of movement to problem solve by… |
D1 (3-4)-1 Students use knowledge of movement to problem solve by… |
D1 (5-6)-1 Students use knowledge of movement to problem solve by… |
D1 (7-8)-1 Students use knowledge of movement to problem solve by… |
D1 (9-12) –1 Students use knowledge of movement to problem solve by… |
D1 (9-12) Ext –1 Students use knowledge of movement to problem solve by… |
| a. demonstrating axial and locomotor movements, varying the use of space, time, and energy for different purposes | a. combining axial and locomotor movements, varying the use of space, time, and energy in response to a prompt | a. combining and applying pre-selected movement elements and skills in response to a prompt | a. applying multiple movement elements and skills in response to a prompt | a. applying multiple movement elements and skills and choreographic principles in response to a prompt | a. designing a movement solution to a self-initiated problem, applying movement elements, skills, and choreographic principles |
| b. improvising in response to a variety of stimuli |
b. improvising in response to a variety of sensory and conceptual stimuli | b. improvising in response to literal and abstract ideas/stimuli | b. improvising and developing movement sequences | b. improvising and developing movement sequences |
b. improvising, developing, and refining movement sequences |
| D 1 (K-2) – 2 Students express ideas, emotions, or cultural aesthetics by… |
D 1 (3-4) – 2 Students express ideas, emotions, or cultural aesthetics by… |
D 1 (5-6) – 2 Students express ideas, emotions, or cultural aesthetics by… |
D 1 (7-8) – 2 Students express ideas, emotions, or cultural aesthetics by… |
D 1 (9-12) – 2 Students express ideas, emotions, or cultural aesthetics by… |
D1 (9-12) Ext –2 Students express ideas, emotions, or cultural aesthetics by… |
| a. exploring and combining selected movement and choreographic principles (e.g., body parts and shapes, levels, directions, pathways) and applying the structure of beginning, middle, and end | a. selecting and combining movement and choreographic principles (e.g., body parts and shapes, levels, directions, pathways) and applying the structure of beginning, middle, and end | a. generating small dance compositions through manipulating choreographic principles (e.g., body use, space, and relationship), simple choreographic structures (e.g., beginning, middle, and end; AB or ABA), and choreographic processes (repetition, variety) |
a. generating a structured dance composition through manipulating choreographic principles (e.g., body use, space, and relationship), simple choreographic structures (e.g., beginning, middle, and end; AB or ABA; rondo; canon; call and response) and choreographic processes (repetition, variety, and transition) |
a. generating their own choreography that includes, as appropriate, some of the following: unison, contrast, varied facings, varied groupings, level changes, symmetry and asymmetry, choreographic structures (i.e., beginning, middle, and end; AB or ABA; rondo, canon; call and response), and transitions | a. generating their own choreography that includes, as appropriate to the dance work and personal or cultural style some of the following: unison, contrast, varied facings, varied groupings, level changes, symmetry and asymmetry, choreographic structures (i.e., beginning, middle, and end; AB or ABA; rondo, canon; call and response), and transitions. |
| b. exploring and discovering dance movement to express and communicate ideas, experiences, or feelings | b. improvising , exploring, and selecting dance movement to communicate ideas, experiences, and feelings | b. improvising , exploring, and selecting dance movement to communicate literal or abstract ideas | b. improvising , exploring, and selecting dance movement to communicate literal and abstract ideas | b. incorporating movement choices to communicate ideas, experiences, feelings, or images |
b. incorporating movement choices to communicate ideas, experiences, feelings, or images |
| c. exploring basic rhythmic patterns, tempos, and movement qualities | c. combining simple rhythmic patterns and identifying movement qualities | c. designing rhythmic patterns and selecting movement qualities | c. selecting appropriate movement qualities and expressing musical phrasing and rhythms | c. designing choreography with an identifiable quality, style, or musicality |
c. designing choreography with inherent quality, style, and musicality |
| Dance Enduring Understanding 2 Cultural Contexts – Purpose and motivation (intent) are fundamental to dance and can be expressed through traditional, non-traditional, western, and non-western forms and styles. |
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| Elementary Assessment Target Students perform simple dances and explain, describe, and demonstrate movements from a range of forms and styles of dance. |
Middle Level Assessment Target Students perform, interpret, and compare a range of forms and styles of dance. |
High School Assessment Target Students analyze and perform a range of forms and styles of dance (e.g., performing a minimum of two different dance forms or styles with moderate stylistic fluency). |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| D2 (K-2)-1 Students view, interpret, and perform a range of forms and styles of dance by… |
D2 (3-4)-1 Students view, interpret, and perform a range of forms and styles of dance by… |
D2 (5-6)-1 Students view, interpret, and perform a range of forms and styles of dance by… |
D2 (7-8)-1 Students view, interpret, and perform a range of forms and styles of dance by… |
D 2 (9-12) –1 Students view, interpret, and perform a range of forms and styles of dance by… |
D 2 (9-12) Ext–1 Students view, interpret, and perform a range of forms and styles of dance by… |
| a. identifying the reasons why people in various cultures dance | a. explaining the reasons why people in various cultures dance | a. explaining the role of dance in various world cultures | a. comparing origins and purposes of world or historical dances | a. analyzing the purpose and motivation of the dance in the specific culture or style |
a. performing a dance so that the purpose of the dance in the specific culture or style is clear |
| b. identifying and imitating movements that represent various world cultures | b. describing and demonstrating characteristic movements from various world cultures | b. observing/viewing and responding to dances from a variety of world cultures and historical contexts | b. comparing dance from different cultures or historical periods | b. analyzing how dances from different cultures or historical periods reflect the values and beliefs of that context | b. analyzing how dances from different cultures or historical periods reflect the values and beliefs of that context |
| c. exploring and performing movement sequences from different dance forms or styles | c. performing simple dances of different dance forms or styles | c. practicing and performing dances of different forms or styles | c. practicing, refining, and performing dances of different forms or styles | c. practicing, refining, and performing dances of different forms or styles with moderate stylistic fluency | c. practicing, refining, and performing different dance forms or styles with a high level of stylistic fluency |
Dance Enduring Understanding 3Communication – Personal expression and meaning is achieved through the movement of the human body, communicating ideas, values, and emotions. |
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| Elementary Assessment Targets Students demonstrate kinesthetic awareness, movement skills, rhythmic acuity, and a qualitative range when replicating dance phrases and dances. |
Middle Level Assessment Targets Students demonstrate concentration, kinesthetic awareness, movement skills, rhythmic acuity, and use a qualitative range and phrasing when dancing. |
High School Assessment Targets Students perform dances demonstrating concentration, kinesthetic awareness, rhythmic acuity, qualitative range, and artistic expression. |
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| GSEs for Gr K-2 |
GSEs for Gr 3-4 |
GSEs for Gr 5-6 |
GSEs for Gr 7-8 | GSEs for Gr 9-12 |
HS Extensions |
| D 3 (K-2) –1 Students demonstrate kinesthetic awareness and movement skills by… |
D3 (3-4) –1 Students demonstrate kinesthetic awareness and movement skills by… |
D 3 (5-6) –1 Students demonstrate kinesthetic awareness and movement skills by… |
D 3 (7-8) –1 Students demonstrate kinesthetic awareness and movement skills by… |
D 3 (9-12) –1 Students demonstrate kinesthetic awareness and movement skills by… |
D 3 (9-12) Ext–1 Students demonstrate kinesthetic awareness and movement skills by… |
| a. exhibiting understanding of shapes, personal space, spatial relationships with other dancers, directions (forward, backward, sideways, diagonal, and turning), pathways (straight, curved, circular, diagonal, zigzag and combinations), levels (low, middle, high), and basic locomotor movements | a. demonstrating concentration while exhibiting awareness of relationships and spatial directions and pathways | a. demonstrating concentration while exhibiting awareness of relationships and space, and describing how the body executes a movement | a. demonstrating concentration while exhibiting an awareness of relationships and space, and describing how a performed movement feels | a. demonstrating concentration while performing with awareness of the body, relationships, and space |
a. performing with consistent use of awareness of the body, relationships and space |
| b. demonstrating the following: balance on one or two legs, strength in major muscles, range of motion in joints, and sequential and simultaneous coordination while performing basic locomotor and non- locomotor movement |
b. demonstrating agility, and coordination while: performing simple movement patterns; starting, changing, and stopping movement; and performing a variety of movements (e.g., whole body/isolations) |
b. demonstrating physical control and accurate memorization of movement in the execution of dance phrases |
b. demonstrating physical control and accurate memorization of movement in the execution of different dance forms or styles |
b. demonstrating strength, flexibility, agility, and coordination as appropriate to the form or style |
b. demonstrating consistency in performing technical skills that require a great deal of strength, flexibility , agility and coordination as appropriate to the form or style |
| D 3 (K-2) –2 Students demonstrate rhythmic acuity by… |
D3 (3-4) –2 Students demonstrate rhythmic acuity by… |
D 3 (5-6) –2 Students demonstrate rhythmic acuity by… |
D 3 (7-8) –2 Students demonstrate rhythmic acuity by… |
D 3 (9-12) – 2 Students demonstrate rhythmic acuity by… |
D 3 (9-12) Ext- 2 Students demonstrate rhythmic acuity by… |
| a. dancing in different tempos in response to changes in music or accompaniment | a. dancing in relation to and in coordination with changes in rhythm and meter and repeating a rhythmic pattern of movement | a. dancing in relation to and in coordination with various tempos, time signatures, and accented beats | a. dancing in relation to and in coordination with changes in rhythm and meter in even and syncopated rhythms | a. performing rhythmic patterns and phrasing and maintaining tempo (when applicable) |
a. embedding the complexity of the rhythms throughout the whole body, as required by the dance |
| D 3 (K-2) –3 Students demonstrate qualitative range and phrasing by… |
D 3 (3-4) –3 Students demonstrate qualitative range and phrasing by… |
D3 (5-6) –3 Students demonstrate qualitative range and phrasing by… |
D 3 (7-8) –3 Students demonstrate qualitative range and phrasing by… |
D 3 (9-12) – 3 Students demonstrate qualitative range and phrasing by… |
D 3 (9-12) Ext– 3 Students demonstrate qualitative range and phrasing by… |
| a. initiating a variety of locomotor and non- locomotor movements when given different stimuli | a. demonstrating a range of space, time, weight, and flow (force/energy) concepts (e.g., through dancing opposites: strong/weak, rise/sink) | a. identifying and incorporating a variety of space, time, weight , and flow (force/energy) qualities in locomotor and non -locomotor movement | a. demonstrating ability and skill in applying space, time, weight, and flow ( force/energy) in reproducing movement phrases | a. presenting movement with clarity of intention of the body in space, time, weight and flow (force/energy) | a. presenting movement with a clear and strong intention of the body in space, time, weight and flow |
| b. replicating combinations of movements | b. replicating dance phrases (e.g., sentences) |
b. organizing dance phrases (sentences) that make sense for the concept or idea | b. demonstrating artistic expression and understanding of dance phrasing (e.g., climax, ebb and flow, breath rhythms) | b. using artistic expression and understanding of phrasing to organize performance | b. performing with artistic expression and a heightened sense of personal phrasing, clearly presenting high and low points |
| c. performing movement phrases or short dances with classmates | c. demonstrating focus while dancing | c. demonstrating sustained focus while dancing | c. demonstrating focus on the execution of the movement and communication of the concept | c. demonstrating commitment to the movement and concept | c. demonstrating full commitment to the movement and concept |
| Dance Enduring Understanding 4 Aesthetic Judgment- Knowledge of dance as an art form is used to reflect on and evaluate the work of self and others. |
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| Elementary Assessment Target Students identify and discuss differences and similarities between or among dances. Students explain what a dance communicates and reflect on, evaluate, and revise performed movement of self or others. |
Middle Level Assessment Target Students identify and compare how movement and choreographic choices are used to communicate for an intended purpose. Students describe, analyze, evaluate, and revise choreography or performance of self and others. |
High School Assessment Target Students interpret, analyze, and evaluate choreography and performance of others. Students reflect on, evaluate, and revise choreography or performance of self. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| D 4 (K-2) –1 Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by… |
D4 (3-4) –1 Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by… |
D4 (5-6) –1 Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by… |
D 4 (7-8) –1 Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by… |
D 4 (9-12) –1 Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by… |
D 4 (9-12) Ext–1 Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by… |
| a. identifying and describing basic elements that distinguish one dance from another (e.g., speed, clothing, music, setting) | a. identifying, describing and comparing elements between and among dances | a. comparing the movement and choreographic choices of different dance compositions or dances | a. comparing how the movements and choreographic choices support or don’t support the main idea, theme, or feeing of the dance | a. analyzing how movements and structure support the main ideas, theme, or feeling of the dance |
a. providing insightful comments about the nature of a particular dance and its meaning and selecting specific moments within the performance that support these assertions |
| D4 (K-2) -2 Students analyze construction and achievement of effect or affect by… |
D4 (3-4) -2 Students analyze construction and achievement of effect or affect by… |
D 4 (5-6) -2 Students analyze construction and achievement of effect or affect by… |
D 4 (7-8) -2 Students analyze construction and achievement of effect or affect by… |
D4 (9-12) -2 Students analyze construction and achievement of effect or affect by… |
D4 (9-12) Ext- 2 Students analyze construction and achievement of effect or affect by… |
| a. discussing performed movement with others and refining that movement | a. evaluating and revising performed movement to fulfill its purpose | a. evaluating and revising performed movement and choreography to fulfill its purpose | a. evaluating and revising performed movement and choreography to fulfill its purpose | a. evaluating, editing, and revising choreography or performance | a. evaluating, editing, and revising choreography and performance |
| b. experiencing what a dance communicates or expresses | b. explaining what a dance communicates or expresses | b. observing or performing a dance and analyzing its construction | b. observing or performing a dance, analyzing its construction, and evaluating its effectiveness | b. critically analyzing, interpreting, and evaluating observed or performed dance (using dance terminology) | b. critically analyzing, interpreting, and evaluating observed or performed dance (using dance terminology) |
| Music Enduring Understanding 1 Artistic Processes – The human experience can be created and recreated through sound. |
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| Elementary Assessment Targets Students chant rhythmic patterns using rhythmic mnemonics (e.g., word chants, rhythm syllables of ta ti-ti or du du-de). Students echo sing/chant short rhythmic or melodic pentatonic patterns and play short rhythmic or melodic pentatonic patterns on pitched barred instruments. |
Middle Level Assessment Targets Students demonstrate their ability to sight read music by singing or playing a short, unfamiliar piece of music. Students create a melodic variation of a familiar melody being performed in class (e.g., compose short variations to an 8-bar melody). Using music software/technology (e.g., Band-in-a-Box, Garage Band, Mixcraft, etc.) students create an original arrangement by combining instruments, or changing tempo or style. |
High School Assessment Targets Ensemble students listen and dictate melodies with accurate notation of rhythm and pitch. Students identify melody, harmony, accompaniment, bass line, and counter melody. Students improvise original musical ideas (e.g., scat sing, play instruments) on a 12-bar blues form. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| M1 (K-2)-1 Students show evidence of music literacy (reading, writing, and understanding of the symbols of sound) by… |
M1 (3-4)-1 Students show evidence of music literacy (reading, writing, and understanding of the symbols of sound) by… |
M1 (5-6)-1 Students show evidence of music literacy (reading, writing, and understanding of the symbols of sound) by… |
M1 (7-8)-1 Students show evidence of music literacy (reading, writing, and understanding of the symbols of sound) by… |
M1 (9-12) –1 Students show evidence of music literacy (reading, writing, and understanding of the symbols of sound) by… |
M1 (9-12) Ext – 1 Students show evidence of music literacy (reading, writing, and understanding of the symbols of sound) by… |
| a. reading, writing, and performing simple rhythmic patterns using iconic or standard notation, including: quarter note/rest, eighth notes (paired), sixteenth-notes, (i.e., four sounds on a beat), half note/rest | a. reading, writing, and performing rhythmic patterns using standard notation, including: whole note/rest, sixteenth-note patterns, eighth-quarter-eighth syncopation, dotted quarter-eighth/eighth-dotted quarter, and dotted half note | a. reading, writing, and performing rhythmic patterns using standard notation, including: dotted eighth-sixteenth/sixteenth-dotted eighth, three barred-eighths, quarter-eighth & eighth-quarter in 6/8, and eight-note triplets |
a. reading, writing, and performing rhythmic patterns using standard notation, including: augmentation and diminution | a. reading an instrumental or vocal score of up to four staves | a. reading a full band, orchestral, or choral score, identifying melody, harmony, accompaniment, bass line, and counter melody |
| b. reading, writing, and performing simple patterns in meters of 2 and 3 | b. reading, writing, and performing simple patterns in meters of 2/4, 3/4, 4/4, and 6/8 | b. reading, writing, and performing patterns in a variety of meters, including: meter in 5, meter in 7, and mixed meter | b. reading, writing, and performing patterns in a variety of meters, including: 3/8, 2/2, changing meters |
b. transcribing simple songs when presented aurally into melodic and rhythmic notation |
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| c. reading, writing, and performing simple patterns of pitch using solfege (e.g., so-mi, la-so-mi, mi-re-do, la-so-mi-re-do) | c. reading, writing, and performing patterns of pitch (e.g., la-so-mi-re-do-la,-so, do-la-so-fa-mi-re-do, ti) and known songs using solfege (e.g., Sourwood Mountain, Chairs to Mend, Cancion de cuna) and absolute pitch letter names (e.g., recorder B, A, G, E, and D, barred instruments using treble clef patterns) | c. reading, writing, and performing patterns of pitch (pentatonic and diatonic major and minor patterns) and known songs using solfege (e.g., Dona nobis pacem, The Water is Wide) and absolute pitch letter names (e.g., recorder low C to high C, barred instruments using treble clef patterns) | c. reading, writing, and performing patterns of pitch (pentatonic and diatonic major, minor, and modes) and known songs using solfege (e.g., Deep in the Heart of Texas, Yonder Come Day) and absolute pitch letter names (e.g., recorder, barred instruments, guitar) | c. accurately and expressively sight-reading music with minimal rhythmic, pitch, and dynamic errors at a grade span below full ensemble/class performance level (e.g., music that might be performed by middle school band/ensemble) |
c. accurately and expressively sight-reading music at full ensemble/class performance level
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| M1 (K-2) – 2 Students show evidence of improvising, composing, and arranging by… |
M1 (3-4) – 2 Students show evidence of improvising, composing, and arranging by… |
M1 (5-6) – 2 Students show evidence of improvising, composing, and arranging by… |
M1 (7-8) – 2 Students show evidence of improvising, composing, and arranging by… |
M1 (9-12) – 2 Students show evidence of improvising, composing, and arranging by… |
M1 (9-12) Ext – 2 Students show evidence of improvising, composing, and arranging by… |
| a. improvising songs to accompany play activities |
a. improvising answers in the same style to given melodic or rhythmic patterns | a. improvising simple rhythmic variations and melodic embellishments on familiar melodies |
a. improvising simple harmonic accompaniments |
a. improvising rhythmic and melodic variations on given pentatonic melodies in major or minor keys, or improvise stylistically appropriate harmonizing parts (e.g., guitar or keyboard accompaniments) |
a. improvising over- chord progressions in and out of diatonic keys using guide tones, scale approaches, and chord-key relationships in an appropriate style |
| b. improvising rhythmic patterns to accompany songs | b. composing or arranging music to accompany readings or dramatizations (e.g., music for a “haunted house”, music for a reading of The Little Engine that Could) | c. composing melodic variations or short original melodies based on specified parameters (e.g., specifying the starting/ending note on do, staying within pitches of Do-Sol, specifying rhythms) | b. composing original melodies with expanded parameters (e.g., full major/minor scale, expanded rhythms) |
b. composing original melodies using accepted compositional devices (e.g. melodic variation, diminution, augmentation) or creating accompaniment for original or existing melodies (e.g., harmonizing using diatonic chords, use of triadic harmony) |
b. composing original melodies in extended forms (e.g., complete song forms, theme and variations, sonata form) with accompaniments |
| c. arranging existing music for another ensemble (e.g., SSA choral music written for Woodwind trio) or by changing style, tempo, or instrumentation (e.g., changing elements of music using software) | c. arranging music by manipulating musical elements (e.g., manually or using music software) |
c. arranging music by manipulating specified elements (e.g., changing instruments, voices, time signatures, creating original introductions, codas) |
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| Music Enduring Understanding 2 Cultural Contexts – Music connects and expresses history and culture around the globe. |
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| Elementary Assessment Targets Students recognize and describe music and celebrations of different cultures (e.g., cultures represented in the school population, everyday life, cultures studied). Students work together to present a class or school play integrating dance, music, and art to tell a story or commemorate an event. |
Middle Level Assessment Targets Students describe cultural influences, style, genre, historical time period, and characteristic instrumentation of selected representative musical selections. Students explain the connections between musical concepts and other disciplines (e.g., classical balance of form to symmetry in architecture in buildings). |
High School Assessment Targets Students compare and contrast cultural influences, historical time period, style, and genre of selected (unfamiliar) musical selections. Students research and present an oral or written report tracing the development of a given music genre (e.g., guitar class researches and reports on the blues, orchestra members research and discusses the concerto). |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| M2 (K-2)-1 Students show evidence of cultural and historical understanding of (familiar and unfamiliar) music by… |
M2 (3-4)-1 Students show evidence of cultural and historical understanding of (familiar and unfamiliar) music by… |
M2 (5-6)-1 Students show evidence of cultural and historical understanding of (familiar and unfamiliar) music by… |
M2 (7-8)-1 Students show evidence of cultural and historical understanding of (familiar and unfamiliar) music by… |
M2 (9-12) –1 Students show evidence of cultural and historical understanding of (familiar and unfamiliar) music by… |
M2 (9-12) Ext –1 Students show evidence of cultural and historical understanding of (familiar and unfamiliar) music by… |
| a. using personal vocabulary to describe voices and instruments from diverse cultures | a. using the terminology of music in discussing individual preferences for specific music from diverse cultures. | a. identifying instruments from a variety of cultures both visually and aurally | a. listening to and describing the distinguishing characteristics of representative musical genres and styles from two or more cultures |
a. classifying, by genre or style and historical period or culture, unfamiliar but representative aural examples of music and explain the reasoning for the classification | a. classifying and identifying uses of music elements in nontraditional art music (e.g., atonal, twelve-tone, serial). |
| b. recognizing and discussing music representing various cultures (e.g., represented in the school population) | b. identifying the use of music in various cultures and time periods through discussion about the cultures represented in the school population and beyond | b. describing the social, religious, and celebratory functions of a variety of musical forms from various cultures and time periods (e.g., folk songs, dances) | b. explaining how music has historically reflected social functions and changing ideas and values | b. identifying the sources of various musical genres, tracing the evolution of those genres, and citing well-known musicians associated with them | b. comparing and contrasting the social function of a variety of music forms in various cultures and time periods |
| M2 (K-2)-2 Students show evidence of connecting music to the arts and other disciplines by . . . |
M2 (3-4)-2 Students show evidence of connecting music to the arts and other disciplines by . . . |
M2 (5-6)-2 Students show evidence of connecting music to the arts and other disciplines by . . . |
M2 (7-8)-2 Students show evidence of connecting music to the arts and other disciplines by . . . |
M2 (9-12)-2 Students show evidence of connecting music to the arts and other disciplines by . . . |
M2 (9-12) Ext -2 Students show evidence of connecting music to the arts and other disciplines by . . . |
| a. identifying ways other disciplines are inter-related with music using personal vocabulary, movement, or singing/playing (e.g., lullabies, marches, time patterns relevant to math) | a. integrating several arts disciplines (dance, music, theatre, or the visual arts) to communicate meaning or thematic content. | a. finding the connections between musical content and other disciplines (e.g., meter/note value to math, lyric content to ELA, cultural music to geographical origins) | a. identifying similarities and differences in the meanings of common terms used in various arts and other subject areas | a. explaining how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts | a. explaining ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated |
| b. creating a music score using technology that appropriately enhances or contrasts works of selected visual art (e.g., MasterTrax, Finale, iMovie, PowerPoint). | |||||
Music Enduring Understanding 3Communication – Music of diverse genres is performed in a variety of settings. |
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| Elementary Assessment Targets Students sing and play (together and alone) a variety of styles and genres of music in a variety of settings. Students accompany their singing using body percussion accompaniment. |
Middle Level Assessment Targets Students perform familiar songs solo, demonstrating tone, time, technique, and expression. Students play or sing music from various genres and diverse cultures within a large ensemble setting. |
High School Assessment Targets Students perform familiar and unfamiliar songs solo, demonstrating tone, time, technique, and expression. Students perform diverse genres of music and chamber literature solo. Students perform music from various genre and diverse cultures within a large ensemble setting. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| M3 (K-2) –1 Students perform music alone and with others in a variety of settings… |
M3 (3-4) –1 Students perform music alone and with others in a variety of settings… |
M3 (5-6) –1 Students perform music alone and with others in a variety of settings… |
M3 (7-8) –1 Students perform music alone and with others in a variety of settings… |
M3 (9-12) –1 Students perform music alone and with others in a variety of settings… |
M3 (9-12) Ext –1 Students perform music alone and with others in a variety of settings… |
| a. singing a varied repertoire of music from diverse cultures, including unison songs and patterns with musical accuracy | a. singing a varied repertoire of music from diverse cultures, including rounds, ostinatos, and descants with musical accuracy | a. singing a varied repertoire including 2- and 3-part arrangements with musical accuracy |
a. singing a varied repertoire including up to 3 parts using treble and bass clefs with musical accuracy |
a. singing a varied repertoire in a variety of focused ensemble settings with musical accuracy (e.g., SSA, SATB, musical theatre) | a. singing in upper level ensembles demonstrating independence (e.g., soloist, chamber group, jazz ensemble, all-state/ honors group) |
| b. playing songs, classroom instruments, and body percussion (e.g., drums, shakers, rhythm, sticks, barred instruments) | b. playing classroom instruments, pitched and unpitched, with musical accuracy (e.g., recorders, castanets) | b. playing musical instruments with musical accuracy (e.g., guitar, keyboard, wind and string instruments) [Level of Difficulty: 1 on a scale of 1-6 (ensembles) or commensurate easy difficulty level for other classes (e.g., guitar and keyboard) ] |
b. playing a varied repertoire representing various genres, styles, cultures using acoustic or electronic musical instruments with musical accuracy. [Ensembles at Level of Difficulty: 2-3 on a scale of 1-6 or commensurate medium-easy difficulty level for other classes (e.g., keyboard, drum circles, technology classes)] |
b. playing acoustic or electronic instruments in ensembles or music technology settings with musical accuracy [Ensembles at Level of Difficulty: 4 on a scale of 1-6 or commensurate medium difficulty level for other classes (e.g., keyboard, drum circles, guitar, technology classes)] |
b. playing in an upper level ensemble demonstrating independence (e.g., soloist, chamber group, all-state/ honors group). [Ensembles at Level of Difficulty: 5-6 on a scale of 1-6 or commensurate medium-hard difficulty level for other classes (e.g., keyboard, drum circles, guitar, technology classes)] |
| b. presenting a composition using a virtual instrument and digital audio software | |||||
| Music Enduring Understanding 4 Aesthetic Judgment- Music knowledge is applied through reflection and evaluation of the music of self and others. |
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| Elementary Assessment Targets Students describe the use of musical elements, musical form, and instrumentation using supporting illustrations, charts, or visuals. (Responses incorporate appropriate musical terminology by grade 4.) |
Middle Level Assessment Targets Students analyze a variety of genres and cultures of music emphasizing expanded forms, instrumentation, and tonality. |
High School Assessment Targets Students analyze a variety of genres of music focusing on the techniques and applications. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| M 4 (K-2) –1 Students analyze and describe music by… |
M 4 (3-4) –1 Students analyze and describe music by… |
M 4 (5-6) –1 Students analyze and describe music by… |
M 4 (7-8) –1 Students analyze and describe music by… |
M 4 (9-12) –1 Students analyze and describe music by… |
M 4 (9-12) Ext –1 Students analyze and describe music by… |
| a. identifying and describing basic musical elements of pitch and rhythm in selected pieces of music (e.g., high/low, fast/slow, loud/soft, ascending/descending melody, even/uneven rhythm patterns) | a. describing music and identifying melody, rhythm, harmony, and timbre using appropriate music terminology | a. identifying, analyzing, and comparing the musical elements in aural examples from various genres and cultures emphasizing meter and rhythm | a. analyzing and comparing the use of musical elements of different genres and cultures emphasizing tonality and texture (e.g., intervals, chords and progressions, homophonic) | a. analyzing and describing the use of musical elements and expressive devices in familiar music (e.g., articulation, dynamic markings) | a. analyzing and describing, musical elements in familiar and unfamiliar music |
| b. identifying simple musical forms (e.g., phrase/echo/ verse/refrain, AB, ABA) | b. identifying simple musical forms (e.g., AABA, AABB, rondo) | b. identifying and describing musical forms (e.g., theme and variations, 12-bar blues) | b. identifying and describing larger music forms (e.g., canon, fugue, suite, ballet, opera, symphony) | b. analyzing and identifying the use of form in a varied repertoire of familiar music |
b. comparing and contrasting the use of form, both past and present, in a varied repertoire of unfamiliar music |
| c. identifying individual timbres of instruments and voices in a variety of music (e.g., winds, brass, bass, soprano, strings) | c. identifying and classifying timbres using specified categories (e.g., instruments of the orchestra, jazz combos, world instruments of idiophones, aerophones, chordaphones, membranaphones) | c. identifying timbres and matching the cultural context to the group/ensemble (e.g., Indonesian Gamelan, Latin salsa band, Mariachi band) |
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| M4 (K-2)- 2 Students evaluate music by… |
M4 (3-4)- 2 Students evaluate music by… |
M4 (5-6) -2 Students evaluate music by… |
M 4 (7-8) -2 Students evaluate music by… |
M 4 (9-12) -2 Students evaluate music by… |
M 4 (9-12) Ext –2 Students evaluate music by… |
| a. using age-appropriate music vocabulary to critique music (e.g., “I can hear a steady beat.” “I can hear how the music gets louder.” “The xylophones and drums played together.”) | a. using age-appropriate music vocabulary to critique music (e.g., “The tempo is allegro in the A section.” “I hear a crescendo before the cymbal crash.”) |
a. developing and applying two specific criteria provided for critiquing music (e.g., dynamic contrast and balance: “It’s a good performance because they played with crescendos and diminuendos.”) |
a. developing and applying three specific criteria provided for critiquing music (e.g., dynamics, diction, and articulation: “They played pizzicato at a piano level.” I understood the meaning of the music, because the choir’s diction was correct.”) | a. developing and applying four specific criteria provided for critiquing music (e.g., dynamics, intonation, tone, and blend: “The clarinets were in-tune with the strings and played with an open-focused sound.”) | a. using specified criteria to suggest improvement of performance of music (e.g., “If the trumpets listened to the upper woodwinds, a better balance would be achieved.”) |
| b. using purposeful movement and drawings to demonstrate an awareness of the aesthetic qualities evoked by music (e.g., drawing or moving to show how the music sounds) |
b. using appropriate music vocabulary to identify aesthetic qualities in music and explain personal preferences for a specific musical composition (e.g., “When the tempo speeds up, it makes me feel nervous”.) | b. using aesthetic criteria to compare and contrast music examples to the provided exemplary model (e.g., “I liked the second version of the song better, because they sang with more energy”) | b. using aesthetic criteria to compare and contrast student performance with professional performance (e.g., “We need to work harder to create good balance with so few violas in our string section.”) | b. using aesthetic criteria to compare and contrast various interpretations of the same work (e.g., “The grave section from the Bach overture was more Romantic than Baroque.”) | |
| Theater Enduring Understanding 1 Artistic Processes – Theater employs creative problem solving using tools, techniques, and technology in one or more disciplines in order to make the imagined tangible. |
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| Elementary Assessment Targets Students work with others to create and share simple stories through the development of basic formal and informal scripts, exploring character development, and basic set, costume, prop, and music design. |
Middle Level Assessment Targets Students work alone and with others to create and share or publish stories through the development of formal and informal scripts, characters, and design. |
High School Assessment Targets Students create and share or publish stories through the development of formal and informal scripts, characters, and design. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| T 1 (K-2) –1 Students show skill development in acting, directing, designing, and scriptwriting by… |
T 1 (3-4) –1 Students show skill development in acting, directing, designing, and scriptwriting by… |
T1 (5-6) –1 Students show skill development in acting, directing, designing, and scriptwriting by… |
T 1 (7-8) –1 Students show skill development in acting, directing, designing, and scriptwriting by… |
T 1 (9-12) –1 Students show skill development in acting, directing, designing, and scriptwriting by… |
T 1 (9-12) Ext –1 Students show skill development in acting, directing, designing, and scriptwriting by… |
| a. engaging in fantasy play; re-creating situations in familiar settings; beginning to dramatize or improvise familiar simple stories from classroom literature or life experiences; incorporating plot (beginning, middle, and end); and using a tableau, pantomime, or improvisation |
a. retelling familiar stories; sequencing story points (what and when), identifying character (who), setting (where), and conflict (why); and beginning to participate in cooperative scriptwriting or improvisations that incorporate the five W’s |
a. performing and exploring improvisational activities and describing complex ideas and universal themes in life and literature; and distinguishing between understanding of text, subtext, and context; writing and perform basic scenes or one-act plays that include a range of character types, monologue, dialogue, action, and setting | a. creating basic characters, environments, and actions that exhibit tension and suspense; creating short dramatizations in selected styles of theater (e.g., melodrama, vaudeville, and musical theater) |
a. writing dialogues and scenes, applying basic dramatic structure: exposition, complication, conflict, crises, climax, and resolution |
a. presenting an improvisation or scripted scene, applying basic dramatic structure (exposition, complication, conflict, crises, climax, and resolution) and including complex characters with unique dialogue that motivates the action |
| b. performing imitative movements, rhythmical activities, and theater games (freeze, statues, and mirrors) |
b. identifying and performing knowledge of basic blocking and stage areas |
b. determining the use of blocking and stage areas, levels, and actor’s position, such as full front, quarter, profile, and full back in dramatizations |
b. analyzing and maintaining a rehearsal script/notebook to record directions and blocking, and design information |
b. developing stage directions for a play or performance based on a script |
b. developing and evaluating the effectiveness of stage directions for a play or performance based on a script (e.g., notebook that records reflection and revision throughout the rehearsal process |
| c. imitating and creating voices and feelings of people, animals and objects in various drama/theater experiences (e.g., skits, puppetry, pantomime, improvisation, fantasy play, storytelling) | c. demonstrating basic emotional traits of a character, based on literature, through gesture, action, and voice |
c. using effective vocal expression, gesture, facial expression, timing, and language to create character in a comedic and dramatic situation; using sensory and emotional recall, and memorization skills to create a character |
c. developing a character using non-verbal techniques (e.g., dance, mime, physical comedy, stage combat (wrestling, sword play, physical confrontation); using basic improvisation in rehearsal to discover character and motivation; developing a character as part of an ensemble |
c. developing a character as part of an ensemble using vocal characteristics and techniques, posture, movement, and language necessary to perform an effective characterization; showing text analysis and research to include the physical, social, and psychological dimensions of the characters
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c. creating and presenting a character as part of an ensemble from classical, contemporary, realistic, or nonrealistic dramatic texts |
| d. using and creating simple costumes, props, music, or sets in dramatic activities |
d. designing or creating simple costumes, props, music, sets, makeup, or masks, based on literature, in basic formal or informal performances |
d. designing or creating costumes, props, music, sets, makeup, or masks that support or enhance character in basic formal or informal performances | d. designing or creating, and analyzing costumes, props, music, sets, makeup, or masks that support or enhance character in formal or informal performances |
d. designing or creating and analyzing designs that support or enhance the author’s intent, based on text analysis and research |
d. designing and creating designs for a play that enhance the author’s intent, based on culture, history, and stage design |
| T 1 (K-2) –2 Students solve artistic problems by… |
T 1 (3-4) –2 Students solve artistic problems by… |
T1 (5-6) –2 Students solve artistic problems by… |
T 1 (7-8) –2 Students solve artistic problems by… |
T 1 (9-12) –2 Students solve artistic problems by… |
T 1 (9-12) Ext –2 Students solve artistic problems by… |
| a. responding to suggested prompts and solutions | a. exploring different strategies/techniques to create stories and environments |
a. generating strategies, and choosing one that addresses identified challenge inherent in the story (e.g., “How do we create a boat for Treasure Island using our bodies?”) | a. researching and generating strategies, and choosing one that addresses identified challenge inherent in the story (e.g., “How do we foreshadow the antagonist’s downfall?”) | a. researching and generating strategies, and choosing one that addresses identified challenge inherent in the story (e.g., developing a metaphor of the protagonist’s weakness) |
a. researching, generating, and implementing strategies that enhance the story (e.g., analyzing character’s strengths and vulnerabilities and exploiting them in a disciplined and insightful performance) |
| T 1 (K-2) –3 Students make connections among the arts and other disciplines by… |
T 1 (3-4) –3 Students make connections among the arts and other disciplines by… |
T1 (5-6) –3 Students make connections among the arts and other disciplines by… |
T 1 (7-8) –3 Students make connections among the arts and other disciplines by… |
T 1 (9-12) –3 Students make connections among the arts and other disciplines by… |
T 1 (9-12)Ext –3 Students make connections among the arts and other disciplines by… |
| a exploring the use of body, voice, and imagination to demonstrate an understanding of basic mathematical and social relationships (e.g., use movement and voice to demonstrate knowledge of concepts in addition and subtraction, or create a tableau that communicates friendship or hunger) | a. using body, voice, and imagination to describe concepts in nature and society with emphasis on the five W’s (e.g., use movement and voice to demonstrate bird migration, or create an improvisation of the founding fathers signing the Declaration of Independence) | a. using body, voice, and imagination to demonstrate the analysis of concepts in nature or society (e.g., collaborate in small group to study, design, and perform a concept, such as Manifest Destiny) |
a. demonstrating analysis of a piece of literature or a social or scientific event by creating a short original dramatization (e.g., a musical scene from S.E. Hinton’s Outsider or a video on cellular mitosis) |
a. demonstrating synthesis of a social or scientific conflict by performing a brief original dramatization (e.g., creationism vs. evolution) |
a. demonstrating research and synthesis of concepts from literature, the social sciences, or scientific conflict by performing an original dramatization (e.g., Eleanor Roosevelt’s platform speech as a candidate for president in the current time) |
| b. identifying the unique ways that theater tells a story compared to music, visual arts, and dance | b. comparing the common devices for telling a story through theater and in writing (e.g., character, problem; beginning, middle, and end) | b. describing how the development of a character, writing a script, or designing a set integrates other art forms | b. comparing and contrasting different theatrical performances to tell a similar story (e.g., plays and poetry both built on a journey theme) | b. analyzing and evaluating a theatrical performance for its effective use of music, dance, or visual arts | b. researching and evaluating how a particular set designer’s visual elements express time, place, and mood (how effectively the set pieces show us we are in a Restoration comedy based on color, shape, line, and placement of set pieces) |
Theater Enduring Understanding 2Cultural Contexts –Theater arts creatively expresses the values and ideas of human experience, community, and civilization. |
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| Elementary Assessment Targets Students can recognize that theater arts express unique characteristics based on culture, time, and place. Students’ artworks describe an aspect of sense of culture, time, and place. Students can identify different jobs that theater artists hold and the types of skills they use. |
Middle Level Assessment Targets Students can compare theater arts of different cultures, times and places. Students’ artworks adapt an aspect of culture, time, and place. Students can describe different careers in the theater arts and the types of education necessary to acquire them. |
High School Assessment Targets Students can analyze, interpret, and evaluate theater arts within social, cultural, and historical contexts. Students’ artworks synthesize aspects of culture, time, and place. Students can evaluate career options in the theater arts industry and identify educational pathways. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| T 2 (K-2) –1 Students demonstrate knowledge and understanding of the role of Theater Arts in personal, cultural, and historical context by… |
T 2 (3-4) –1 Students demonstrate knowledge and understanding of the role of Theater Arts in personal, cultural, and historical context by… |
T 2 (5-6) –1 Students demonstrate knowledge and understanding of the role of Theater Arts in personal, cultural, and historical context by… |
T 2 (7-8) –1 Students demonstrate knowledge and understanding of the role of Theater Arts in personal, cultural, and historical context by… |
T 2 (9-12) –1 Students demonstrate knowledge and understanding of the role of Theater Arts in personal, cultural, and historical context by… |
T 2 (9-12) Ext –1 Students demonstrate knowledge and understanding of the role of Theater Arts in personal, cultural, and historical context by… |
| a. retelling or dramatizing a story, myth, fable, or fairy tale from two cultures and times |
a. retelling and dramatizing a story, character, and design element drawn from at least two historical/cultural periods | a. describing and dramatizing two stories with a common theme from two historical periods or cultures (e.g., freedom, triumph over adversity) | a. analyzing and dramatizing two stories with a common theme from two historical periods or cultures (e.g., loyalty, revenge, redemption) | a. evaluating and applying historic or cultural techniques to an original story | a. researching a cultural, philosophical, ethical, or religious issue described in the theater arts and presenting an influenced original work |
| b. recognizing how the theater arts are different and similar in different cultures and times |
b. describing in broad terms how the theater arts are different and similar in different cultures and times | b. identifying specific cultural beliefs and traditions in the theater arts in at least two cultures and time periods | b. comparing and contrasting cultural beliefs and traditions in the theater arts in two cultures and time periods (e.g., Greek theater – comedy and tragedy; Japanese Theater – Kabuki, Noh; American theater – melodrama and musical theater) | b. interpreting and evaluating cultural beliefs and traditions in the theater arts in two cultures and time periods (e.g., Ancient Greece, Commedia dell’arte, Medieval, Classical and Contemporary, Kabuki theater, African-American, Hispanic, Middle Eastern) | b. presenting researched interpretation and evaluation of a particular playwright’s work from a particular period of time or culture and defend the evidence that holds the works together |
| c. describing ways in which theater, television, electronic media, and film influence their thinking in positive and negative ways | c. identifying ways in which theater, television, electronic media, and film influence their thinking in positive and negative ways | c. analyzing ways in which theater, television, electronic media, and film influence their thinking in positive and negative ways | c. interpreting and evaluating ways in which theater, television, electronic media, or film influence their thinking in positive and negative ways | c. researching and evaluating ways that theater, television, electronic media, and film influence their lives in positive and negative ways |
c. researching censorship policies and defend conclusion regarding the influence of theater, television, and film |
| d. selecting or creating appropriate props, sets, and costumes for a cultural celebration or pageant | d. designing and creating masks, puppets, props, costumes, music, or sets in a selected theatrical style drawn from world cultures, such as Japanese shadow puppets or Kabuki masks |
d. Researching cultural and historical references to design and create production elements | d. Performing, designing, or directing theater pieces in specific theatrical styles (e.g., by such playwrights as Sophocles, Shakespeare, Lope de Vega, Aphra Behn, Moliere, and Chekhov) | ||
| e. role-playing adult professions using creative dramatics and theatrical activities |
e. describing the roles of the arts and artist in society to communicate stories, events, and feelings | e. describing the roles of the arts and artists in society to interpret events and cultures, to innovate and take risks while solving problems |
e. analyzing the roles of the arts and artists in times of conflict and harmony to express disapproval and unity | e. analyzing different culture’s expectations and appreciation of the role of the artists in society | e. researching a culture’s expectation and appreciation of the role of the artist in society |
| f. describing a career opportunity and identifying the education required to be an artist | f. describing at least two different artistic careers and the education required | f. analyzing two different career opportunities and learning pathways to be a professional artist | f. analyzing and evaluating a specific career opportunity and determining which learning pathway will lead to that career |
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Theater Enduring Understanding 3Communication – Theater communicates meaning and expression through the sharing of human experience using image, sound, movement, words, space, time and chronology. |
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| Elementary Assessment Targets Students perform in the Theater Arts applying basic acting, directing, designing, and scriptwriting to communicate their observations, ideas, and emotions. Students use basic theater vocabulary to describe theater works. |
Middle Level Assessment Targets Students perform in the Theater Arts, applying and analyzing acting, directing, designing, and scriptwriting to communicate their observations, ideas, and emotions. Students use theater vocabulary to analyze theater works. |
High School Assessment Targets Students perform in the Theater Arts, applying and evaluating acting, directing, designing, and scriptwriting to communicate their observations, ideas, and emotions. Students use theater vocabulary to evaluate theater works. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| T 3 (K-2) –1 Students demonstrate the ability to communicate in the language of the Theater Arts by… |
T 3 (3-4) –1 Students demonstrate the ability to communicate in the language of the Theater Arts by… |
T 3 (5-6) –1 Students demonstrate the ability to communicate in the language of the Theater Arts by… |
T 3 (7-8) –1 Students demonstrate the ability to communicate in the language of the Theater Arts by… |
T 3 (9-12) –1 Students demonstrate the ability to communicate in the language of the Theater Arts by… |
T 3 (9-12) Ext –1 Students demonstrate the ability to communicate in the language of the Theater Arts by… |
| a. exploring techniques to convey ideas, feelings, or meaning (e.g., act out as the weather, create a soundscape of a storm) | a. identifying and applying performance and design techniques to convey ideas, feelings, or meaning (e.g., body language and voice that expresses emotions of pride, fear) | a. selecting and applying performance and design techniques to convey a range of ideas, feelings, or meaning (e.g., a little sad to very sad; disappointed to crushed) | a. analyzing and applying performance and design techniques to convey complex emotions, ideas, or meaning (e.g., betrayal or enlightenment or in aspects of design or writing) | a. evaluating and applying performance and design techniques to convey evolving ideas, feelings, or meaning (e.g., connecting particular gestures with phrasing to imply a sense of place and social stature and how this behavior evolves as the character’s life unravels or in aspects of design or writing) | a. evaluating and applying performance and design techniques to convey contrasting ideas, feelings, or meaning (e.g., utilizing developed skills to effectively perform tragic or comic roles or in aspects of design or writing) |
| T 3 (K-2) –2 Students demonstrate the ability to extract meaning from Theater by… |
T 3 (3-4) –2 Students demonstrate the ability to extract meaning from Theater by… |
T 3 (5-6) –2 Students demonstrate the ability to extract meaning from Theater by… |
T 3 (7-8) –2 Students demonstrate the ability to extract meaning from Theater by… |
T 3 (9-12) –2 Students demonstrate the ability to extract meaning from Theater by… |
T 3 (9-12) Ext –2 Students demonstrate the ability to extract meaning from Theater by… |
| a. identifying important character traits and big ideas and emotions told in the story | a. describing and interpreting character traits and connecting them to the ideas and emotions told in the story | a. analyzing major themes and characters and their symbolic representations (i.e., cultural references) | a. analyzing major and minor themes and characters and their symbolic representation (i.e., cultural references) | a. evaluating major and minor themes and characters and their symbolic representation (i.e., cultural references) | a. researching and evaluating major and minor themes and characters and their symbolic representation (i.e., cultural references) from the works of a particular playwright, culture, or period |
| b. identifying important techniques that support the story’s meaning (e.g., set design) | b. analyzing techniques that support the story’s meaning (e.g., the lighting in combination with the music foreshadowed hope) | b. evaluating techniques for their effectiveness and craft (e.g., critiquing actor’s performance and the playwright’s dialog) | b. researching and evaluating a particular playwright’s choice of techniques for their effectiveness and craft in two or more of her/his works |
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| Theater Enduring Understanding 4 Aesthetic Judgment - Applying knowledge and skills of Theater Arts in order to reflect on and evaluate the work of self and others. |
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| Elementary Assessment Targets Students read, view, question and identify basic elements of theater arts gaining meaning of the work. Students write and discuss what they see and value about theatrical productions. |
Middle Level Assessment Targets Students read, view, and make inferences to gain meaning and judge the quality of plays and theatrical production. Students write and discuss their interpretations of theatrical work. |
High School Assessment Targets Students read, view, and evaluate plays and theatrical productions to gain meaning and judge the quality. Students analyze the value of theater work in society during discussions and in writing. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| T 4 (K-2) –1 Students reflect upon, analyze and evaluate the work of self and others by |
T 4 (3-4) –1 Students reflect upon, analyze and evaluate the work of self and others by |
T4 (5-6) –1 Students reflect upon, analyze and evaluate the work of self and others by |
T 4 (7-8) –1 Students reflect upon, analyze and evaluate the work of self and others by |
T 4 (9-12) –1 Students reflect upon, analyze and evaluate the work of self and others by |
T 4 (9-12) Ext –1 Students reflect upon, analyze and evaluate the work of self and others by |
| a. identifying what is seen and heard in a performance using theater vocabulary (real or imaginary people, basic character traits, etc.) | a. describing what is seen (e.g., setting, props, costumes, scenery) and heard (e.g., voice projection, diction, pace, and volume) in a performance and comparing that with things known (e.g., time, place, cultural identification, etc.) | a. describing what is seen (e.g., setting, props, costumes, scenery) and heard (e.g., voice projection, diction, pace, and volume) in a performance or text and comparing that with things known (e.g., time period, place, cultural identification, etc.) | a. analyzing what is seen and heard (e.g., figurative language and imagery) in a performance or text and comparing that with things known (e.g., the playwright, time period, place, cultural identification, etc.) | a. evaluating a play or performances based on analysis of what is seen, heard, and known to judge its value and contribution to humanity | a. researching and evaluating two or more plays or performances that share a common theme, playwright or other aspect, based on analysis of what is seen, heard, and known, to judge its value to humanity and contribution to the theater arts |
| b. interpreting character’s objectives and motivations based on what is seen, heard, and known to explain character’s behavior | b. interpreting character’s objectives and motivations based on what is seen, heard, and known to explain character’s behavior | b. evaluating character’s objectives and motivations based on what is seen, heard, and known to explain character’s behavior | b. evaluating character’s objectives and motivations based on what is seen, heard, and known to explain character’s behavior | b. researching two or more classic character types and analyzing how they have been characterized in theater and comparing the type to famous or infamous actual people, presenting a conclusion |
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| c. identifying technical elements of a theatrical production (e.g., sense memory, script, act, scene, beat, cue, monologue, dialogue, action/reaction, subtext, theme, mood, gesture, rehearsal, design, performance, director, production values, and stage crew) |
c. analyzing technical elements of a theatrical production (e.g., playwright, dress rehearsal, run-through, cold reading, ensemble, proscenium, thrust, and arena staging) |
c. evaluating technical elements of theatrical production | c. evaluating the production elements of a school or community play or performance and defend the value (e.g., contracts and unions, costs, lighting, ticket sales, logistical plan) | ||
| d. identifying the dramatic elements of plot (e.g., exposition, complication, crisis, climax, and resolution) in a script or performance |
d. analyzing dramatic elements of a plot (e.g., recurring themes and patterns, protagonist and antagonist, foreshadowing, rising action, catharsis, and denouncement) | d. evaluating dramatic elements of a plot for their effectiveness and cohesiveness | d. directing a play or performance | ||
| Visual Arts and Design Enduring Understanding 1 Creative Processes – Visual Art and Design is the process of creative problem solving using both traditional and innovative media, tools, techniques, and processes in order to make the imagined visible. |
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| Elementary Assessment Targets Students formulate ideas for creating their own works of art and design using brainstorming strategies, sketching, and journaling; use a variety of media, techniques, and processes to express thoughts, feelings, and ideas; and apply basic art concepts (e.g., line, color, shape, texture, and pattern). |
Middle Level Assessment Targets Students formulate ideas, reflect upon and solve design problems; select appropriate media, techniques relative to intended meaning/expression or product; and apply art concepts (e.g., form, value, space, rhythm, repetition, and balance). |
High School Assessment Targets Students formulate ideas, reflect upon and solve design problems independently; select and defend the use of media, techniques, and processes relative to intended meaning/expression or product; and synthesize their use of art concepts (e.g., hue, intensity, depth, dimension, proportion, emphasis, transformation, and perspective). |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| VAD 1 (K-2)-1 Students demonstrate knowledge and application of Visual Art and Design concepts by… |
VAD 1 (3-4)-1 Students demonstrate knowledge and application of Visual Art and Design concepts by… |
VAD 1 (5-6)-1 Students demonstrate knowledge and application of Visual Art and Design concepts by… |
VAD 1 (7-8)-1 Students demonstrate knowledge and application of Visual Art and Design concepts by… |
VAD 1 (9-12) –1 Students demonstrate knowledge and application of Visual Art and Design concepts by… |
VAD (9-12) Ext – 1 Students demonstrate knowledge and application of Visual Art and Design concepts by… |
| a. identifying and exploring basic VAD concepts: line, shape, form, texture, color, pattern, and contrast |
a. describing and applying basic VAD concepts: line, shape, form, texture, color, organization of visual compositions, emphasis/focal point, pattern, balance/ symmetry, and contrast |
a. applying VAD concepts for intended purposes and explaining the effects: line, shape, form, texture, color, color schemes/groups, organization of visual compositions, emphasis/focal point, pattern, balance/ symmetry, and contrast | a. applying VAD concepts for intended purposes and analyzing the effects: line, shape, form, texture, space (positive/negative), color schemes/groups, color properties (hue, value, intensity), organization of visual compositions, emphasis/focal point, pattern, repetition, balance (symmetrical/ asymmetrical), contrast, rhythm, proportion, and movement |
a. applying a variety of selected VAD concepts for two- and three -dimensional works of art and interpreting and evaluating the effects |
a. applying a variety of selected VAD concepts in a series of two- or three-dimensional works of art, and interpreting and evaluating the effects |
| b. experimenting with a variety of strategies and techniques to address artistic problems (e.g., “What colors will I use to make a cloudy sky?”) | b. applying basic strategies and techniques to address artistic problems |
b. applying and revising strategies and techniques to address artistic problems |
b. generating, applying, and revising strategies and techniques to address artistic problems | b. generating, applying, revising, and evaluating strategies and techniques to address artistic problems | b. generating, applying, revising and evaluating strategies and techniques to address artistic problems in a series of art works |
| c. exploring visual representation based on observation | c. using observation to develop a visual representation of basic objects | c. using observation to develop a visual representation of a variety of shapes, with some accuracy | c. using observation to develop a visual representation of a variety of shapes, with basic proportionality and limited perspective | c. using observation to develop a reasonably accurate visual representation of a variety of shapes, proportionally and in perspective | c. using observation to develop a highly accurate visual representation of a variety of shapes with accurate proportion and perspective |
| d. maintaining a portfolio of self-created art work and explaining basic art concepts learned | d. maintaining a portfolio of self-created art work and explaining art concepts learned | d. documenting personal progress through a portfolio of self-created art work identifying strengths and weaknesses |
d. documenting and analyzing personal progress through a portfolio of self-created art work identifying strengths and weaknesses | d. documenting and evaluating personal progress through a portfolio of self-created art work identifying strengths and weaknesses | d. documenting and evaluating personal progress and focus through a portfolio of self-created art work identifying strengths and weaknesses |
| VAD 1 (K-2) – 2 Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by… |
VAD 1 (3-4) – 2 Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by… |
VAD 1 (5-6) – 2 Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by… |
VAD 1 (7-8) – 2 Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by… |
VAD 1 (9-12) – 2 Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by… |
VAD 1 (9-12) Ext – 2 Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by… |
| a. recognizing and exploring media, tools, techniques, and processes while creating two- and three- dimensional works of art and design (e.g., media, tools, and techniques in drawing, painting, mixed media, sculpture, ceramics, digital media) |
a. identifying and using media, tools, techniques, and processes with basic skill, while creating two- and three- dimensional works of art and design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media, sculpture, ceramics, digital media) |
a. explaining purposes for using different media, tools, techniques, and processes with basic skill, while creating two- and three-dimensional works of art and design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media, sculpture, ceramics, digital media) | a. selecting and analyzing a variety of media, tools, techniques, and processes in creating two- and three- dimensional works of art and design (e.g., mixed media, collage, photomontage) | a. selecting and evaluating a variety of media, tools, techniques, and processes in creating two- and three- dimensional works of art and design (e.g., digital media, sculpture, found objects, assemblage) |
a. selecting and evaluating particular media, tools, and techniques in creation of two- and three- dimensional works of art and design relative to individual visual arts and design focus |
| b. Demonstrating knowledge of basic art vocabulary relating to describing lines, colors, and shapes |
b. demonstrating knowledge of basic art vocabulary relating to painting techniques and processes, and media, techniques, and processes | b. demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., vocabulary relating to printmaking, lino block, brayer/inking) |
b. demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., mixed media, collage, photomontage) | b. demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., digital, sculpture, found objects, assemblage) |
b. demonstrating knowledge of vocabulary of media, techniques, and processes relative to students visual arts and design focus |
| Visual Arts and Design Enduring Understanding 2 Cultural Contexts – Visual Art and Design creatively expresses the values and ideas of human experience, community, and civilization. |
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| Elementary Assessment Targets Students recognize ways that works of art express unique characteristics based on culture, time, and place. |
Middle Level Assessment Targets Students compare artworks from two different cultures, times and places; and students’ personal artworks reflect aspects of culture, time, and place. |
High School Assessment Targets Students analyze, interpret, and evaluate works of art within social, cultural, and historical contexts; and students’ personal artworks reflect aspects of culture, time, and place. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| VAD 2(K-2)-1 Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts by… |
VAD 2(3-4)-1 Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts by… |
VAD 2(5-6)-1 Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts by… |
VAD 2(7-8)-1 Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts by… |
VAD 2 (9-12) –1 Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts by… |
VAD 2 (9-12)-Ext -1 Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts by… |
| a. identifying a variety of purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, creating functional objects) |
a. comparing different purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, creating functional objects) |
a. comparing a variety of purposes for making visual art and design (e.g. telling a story, communicating ideas and emotions, creating functional objects, design) |
a. analyzing a variety of purposes for making visual art and design (e.g., telling a story; communicating ideas, personal beliefs, and emotions; creating functional objects,; making political and social commentary) |
a. evaluating several unique purposes for making visual art and design (e.g., telling a story; communicating ideas, personal beliefs, and emotions; creating functional objects; making political and social commentary) |
a. researching and evaluating a specific purpose for the making of a particular piece of visual art or design (e.g., telling a story; communicating ideas, personal beliefs, and emotions; creating functional objects; making political and social commentary) |
| b. recognizing connections between Visual Arts and Design and other disciplines (e.g., clothes are designed by artists; scientists study objects by drawing them) |
b. describing the connections between Visual Arts and Design and other disciplines (e.g., artists communicate historical events; artists explain how things work in images) |
b. analyzing the connections between Visual Arts and Design and other disciplines (e.g., how patterns in design relate to mathematical concepts) | b. analyzing the connections between Visual Arts and Design and other disciplines (e.g., the relationship between music and visual arts and design concepts such as color and repetition) | b. Analyzing the connections between Visual Arts and Design and other disciplines (e.g. ceramics and chemistry, sculpture and physics, designing and engineering) | b. Analyzing the connections between Visual Arts and Design and other disciplines |
| c. Identifying a variety of things that an artist does (e.g. designing shoes, desks, packaging, creating expressive images and sculptures) | c. Describing the roles of the arts and artist in society to communicate stories, events and feelings and to design things to work well | c. Describing the roles of the arts and artists in society to interpret events and cultures, to innovate and take risks while solving problems | c. Analyzing the roles of the arts and artists in times of conflict and harmony to express disapproval and unity | c. analyzing different cultures’ expectations and appreciation of the role of the artists in society | c. researching a culture’s expectation and appreciation of the role of the artist in society |
| d. describing a career opportunity in the arts and identifying the education required | d. describing at least two different artistic careers and the education required | d. analyzing two different career opportunities in the arts and learning pathways to be a professional artist | d. analyzing and evaluating a specific career opportunity in the arts and determining which learning pathway will lead to that career | ||
| e. recognizing how the visual arts and design are different and similar in different cultures or times |
e. describing in broad terms how the visual arts and design are different and similar in different cultures or times | e. identifying specific qualities about the visual arts and design in at least two cultures and time periods | e. comparing and contrasting specific qualities about the visual arts and design in two cultures and time periods | e. interpreting and evaluating specific qualities about the visual arts and design in two cultures and time periods | e. presenting a researched interpretation and evaluation of a particular body of artwork or design from a particular period of time or culture and defending the evidence that holds the artworks together |
Visual Arts and Design Enduring Understanding 3Communication – Visual Art and Design is a vehicle for expression and communication through the use and development of metaphor and symbol systems. |
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| Elementary Assessment Targets Students create works of art using VAD concepts to communicate their observations, ideas, and emotions and discuss works of art using VAD vocabulary. |
Middle Level Assessment Targets Students create works of art using VAD concepts to communicate their observations, ideas, and emotions using adapted symbols and analyze and interpret subject matter, themes, and symbols using VAD vocabulary. |
High School Assessment Targets Students create works of art using VAD concepts to communicate their observations, ideas, and emotions using original symbols and evaluate subject matter, themes, and symbols using VAD vocabulary. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 | GSEs for Gr 9-12 |
HS Extensions |
| VAD 3 (K-2) –1 Students demonstrate the ability to communicate in the language of Visual Art and Design by… |
VAD 3 (3-4) –1 Students demonstrate the ability to communicate in the language of Visual Art and Design by… |
VAD 3 (5-6) –1 Students demonstrate the ability to communicate in the language of Visual Art and Design by… |
VAD 3 (7-8) –1 Students demonstrate the ability to communicate in the language of Visual Art and Design by… |
VAD 3 (9-12) –1 Students demonstrate the ability to communicate in the language of Visual Art and Design by… |
VAD 3 (9-12) Ext–1 Students demonstrate the ability to communicate in the language of Visual Art and Design by… |
| a. exploring media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meaning | a. identifying and applying media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meanings | a. selecting and applying media, techniques, processes, or visual arts and design concepts to convey specific feelings, ideas, or meanings | a. analyzing and applying media, techniques, processes, and visual arts and design concepts to convey specific feelings, ideas, or meanings | a. evaluating and applying media techniques, processes, and visual arts and design concepts to convey specific feelings, ideas, or meanings | a. evaluating and applying media, techniques, process, and visual arts and design concepts to convey a specific feeling, idea, or meaning in a series of work with a common theme |
| b. exploring the use of colors, shapes, and lines to create a unique expression representing a feeling, idea or meaning | b. creating a unique solution for a basic visual art or design problem (e.g., designing or redesigning a toy from recycled materials) | b. creating a unique solution for a visual art or design problem (e.g., illustrating the major conflict in a novel or story read) | b. creating a unique solution for a visual art or design problem (e.g., designing a percussion instrument that makes several sounds) | b. creating a unique solution for a visual art or design problem (e.g., create a researched blueprint design of a renovation for an area within the school) |
b. creating a unique solution for a visual art or design problem (e.g., implementing an original renovation design for an area within the school) |
| c. identifying how visual symbols in everyday life represent meaning (e.g., red traffic lights tell us to stop; packages with friendly cartoon characters tell us that the product is good) | c. describing how visual symbols in everyday life represent meaning (e.g. how different clothing styles – street clothes and uniforms – represent meaning; how media advertising persuades consumerism) | c. identify how different cultures use different visual symbols to represent similar ideas (e.g., courage, fear, values, freedom, wealth) | c. analyzing how artists and designers use natural forms to inspire representations of ideas (e.g., how architects reference local landscape in architectural design) | c. evaluating how current popular media, political propaganda, and contemporary artists use visual symbols to represent ideas and values (the visual culture) |
c. researching and evaluating the effectiveness of particular symbols used in current popular media (e.g., a particular advertising campaign directed toward a specific demographic) |
| d. identifying how their own works of art or design are symbolic representations of events, ideas, feelings, or beliefs | d. describing how their works of art or design are symbolic representations of events, ideas, feelings, or beliefs | d. comparing how their own works of art or design are symbolic representations of events, ideas, feelings, or beliefs within the context of historic and contemporary art | d. evaluating the symbolic representations of their own works of art or design referencing a particular historic and contemporary art work | d. creating innovative symbols in their own works of art or design and referencing historic or contemporary art | d. creating innovative symbols in a series of their own works of art or design and referencing historic or contemporary art |
| VAD 3 (K-2) –2 Students demonstrate the ability to extract meaning from works of art by… |
VAD 3 (3-4) –2 Students demonstrate the ability to extract meaning from works of art by… |
VAD 3 (5-6) –2 Students demonstrate the ability to extract meaning from works of art by… |
VAD 3 (7-8) –2 Students demonstrate the ability to extract meaning from works of art by… |
VAD 3 (9-12) – 2 Students demonstrate the ability to extract meaning from works of art by… |
VAD 3 (9-12) Ext – 2 Students demonstrate the ability to extract meaning from works of art by… |
| a. indentifying subject matter and basic feelings evoked (e.g., a mother loving her child) | a. describing subject matter, feeling and broad ideas (e.g., American pioneers struggling across the plains to find new homes in the west) | a. comparing and contrasting how subject matter, feeling and broad ideas are represented in different ways between different artists (e.g., two works of art that represent heroism from different cultures or in different media) | a. interpreting subject matter, symbols and ideas in works of art or design | a. researching and evaluating subject matter, symbols and ideas in a work of art or design | a. researching and evaluating subject matter, symbols and ideas in a series of art works by a particular artist or designer to determine artist’s progress and influences |
| Visual Arts and Design Enduring Understanding 4 Aesthetic – Applying knowledge of Visual Art and Design in order to reflect on and evaluate the work of self and others. |
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| Elementary Assessment Targets Students make observations and ask probing questions to demonstrate an understanding about the process for gaining meaning from works of art and design. |
Middle Level Assessment Targets Students make observations and inferences to gain meaning and judge the quality of works of art and design. |
High School Assessment Targets Students make observations and evaluations of works of art and design to gain meaning and describe the value of works of art and design in society. |
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| GSEs for Grades K-2 |
GSEs for Grades 3-4 |
GSEs for Grades 5-6 |
GSEs for Grades 7-8 |
GSEs for Gr 9-12 |
HS Extensions |
| VAD 4 (K-2) –1 Students reflect upon, analyze and evaluate the work of self and others by… |
VAD 4 (3-4) –1 Students reflect upon, analyze and evaluate the work of self and others by… |
VAD 4 (5-6) –1 Students reflect upon, analyze and evaluate the work of self and others by… |
VAD 4 (7-8) –1 Students reflect upon, analyze and evaluate the work of self and others by… |
VAD 4 (9-12) –1 Students reflect upon, analyze and evaluate the work of self and others by… |
VAD 4 (9-12) Ext –1 Students reflect upon, analyze and evaluate the work of self and others by… |
| a. describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements |
a. describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements |
a. describing subject matter, media, and basic visual arts concepts seen in a work of art or design | a. describing subject matter, media, techniques, processes, craftsmanship, and basic visual arts concepts seen in a work of art or design | a. describing subject matter, media, techniques, processes, craftsmanship and relevant visual arts concepts seen in a work of art or design |
a. describing subject matter, media, techniques, processes, craftsmanship, and relevant visual arts concepts seen in a work of art or design of student’s choosing |
| b. making interpretations based on observations |
b. making interpretations based on observations |
b. interpreting and evaluating one visual art or design work based on analysis of description and when and by whom the work was done | b. interpreting and evaluating a visual art and design work based on analysis of description and when and by whom the work was done | b. interpreting and evaluating a choice of visual art or design work based on analysis of description and when and by whom the work was done | |
| c. recognizing creative elements in the work | c. describing creative elements in the work | c. analyzing creative elements in the work | c. evaluating creative elements in the work | c. evaluating creative elements in the work | |
| d. asking questions about other’s artwork relating to subject matter, colors, and shapes to gain a deeper understanding of the artwork’s meaning (e.g., Why is there so much red?) |
d. asking questions about other’s artwork relating to subject matter, colors, and shapes to gain a deeper understanding of the artwork’s meaning (e.g., Why is the girl hiding her face?) | d. asking questions about other’s artwork relating to subject matter, media, and basic visual arts concepts and about when and where the work of art or design was created (e.g., What was going on at the time?) | d. asking questions about other’s artwork relating to subject matter, media, and visual arts concepts and about when and where the work of art or design was created (e.g., From which region in the world was the artist?) | d. researching specific questions relating to social and symbolic context, how, when, and where the work of art or design was created (e.g., What are important symbols of contemporary Latino cultures?) | d. presenting and defending research of specific questions relating to the context of how, when, and where a work of art or design was created and the relevance of the work in historic or contemporary social contexts |
| e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism |
e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism |
e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism | e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism |
e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism |
e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism |
| f. comparing one’s own work with the work of others by recognizing similarities and differences of subject matter, colors and shapes | f. comparing one’s own work with the work of others by describing similarities and differences of subject matter, colors, shapes, and ideas | f. describing one’s own work for creativity, quality of craftsmanship, effective use of basic visual arts and design concepts, and choice of subject matter based on the analysis of exemplar works of art or design | f. analyzing own work for creativity, quality of craftsmanship, effective use of visual arts and design concepts, and choice of subject matter based on the analysis of exemplar works of art or design | f. evaluating one’s own work for creativity, quality of craftsmanship, effective use of visual arts and design concepts, and choice of subject matter based on the analysis of exemplar works of art or design | f. presenting an evaluation of one’s own work for creativity, quality of craftsmanship, effective use of visual arts and design concepts, and choice of subject matter based on the research and analysis of exemplar works of art or design |
