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Arts Education, Grade K, Dance, 2006

1.) Demonstrate basic locomotor skills, including galloping, sliding, running, and walking.

•  Demonstrating basic nonlocomotor skills, including bending and stretching
2.) Describe feelings, ideas, or images found in dance movements.

Example: recognizing emotions in Baloo's dances in the movie The Jungle Book

•  Creating movements reflecting emotions
Example: creating a dance depicting happiness or anger

3.) Identify the basic elements of movement, including time, space, and energy.


- time--recognizing a steady beat,

- space--recognizing personal space,

- energy--recognizing strong and light movements

4.) Identify dance, music, theatre, and visual arts as the four arts disciplines.

5.) Demonstrate the ability to stop, go, freeze, and move safely on cue.

•  Moving in self space and general space

- self space--reaching in all directions without touching other persons or objects,

- general space--moving across the floor without touching other persons

•  Performing simple movements with varying degrees of energy
Examples: punching lightly, punching strongly

•  Demonstrating movement using a steady beat
  Example: moving to the regular beat of a drum

•  Performing at varying tempos
Examples: moving slowly, moving quickly

6.) Identify purposes for which people dance.

Examples: celebrations, rituals, performances, social gatherings

7.) Identify elements of movement that relate to other subject areas.

Examples: identifying geometric shapes made with the body, including squares, circles, and triangles; identifying relative locations in dance using positional terms such as over, under, around, above, and through

8.) Identify healthy food choices for a dancer.

9.) Utilize design software to illustrate elements of space.

Example: drawing floor patterns, shapes, and relative location using a paint program

Arts Education, Grade K, Music, 2006

1.) Sing simple songs alone and with others following the contour of melody.

•  Memorizing songs
2.) Demonstrate responses to nonverbal conducting cues.

Examples: sit, stand, listen, sing, start, stop

3.) Imitate a steady beat while playing various rhythm instruments.

•  Recognizing the presence or absence of a steady beat
4.) Echo short rhythm patterns consisting of quarter notes, quarter rests, and paired eighth notes.

5.) Improvise four-beat melodies using "la," "sol," and "mi."

6.) Create expressive movement to folk songs, folk games, lullabies, and marches.

Examples: skipping to "Skip to My Lou," marching to "Yankee Doodle"

•  Expressing musical ideas using creative movement and body percussion
7.) Identify similarities and differences in familiar songs, including fast or slow and loud or soft.

Example: comparing a march to a lullaby

8.) Identify like and unlike phrases presented aurally in a piece of music.

9.) Identify solo or group performances by sound.

10.) Identify sets of two and three beats.

11.) Recognize differences between adult and children's voices.

12.) Demonstrate singing and speaking voices.

Example: singing and reciting the alphabet

13.) Recognize holiday songs and simple songs from other cultures and countries.


- holiday--"Jingle Bells,"

- other cultures and countries--"Frère Jacques"

14.) Identify various rhythm instruments by sight.

15.) Differentiate high and low vocal sounds through vocal exploration.

Example: producing aurally the sounds of a bird and a cow

16.) Identify the seven letters of the musical alphabet.

Arts Education, Grade K, Theatre, 2006

1.) Identify body, mind, and voice as the three tools of classroom drama.

2.) Distinguish among personal space, partner space, and group space.


- personal space--moving through space with self-control;

- partner space--participating in appropriate shoulder-to-shoulder reading;

- group space--moving through space, respecting the personal space of others

3.) Pantomime a variety of roles in real-life and make-believe through guided dramatic play.

Example: imitating movements of animals, people, and objects

4.) Identify appropriate audience behavior in a variety of settings.

Example: comparing behavior at a ballgame with behavior at a religious ceremony

5.) Identify the beginning, middle, and end of a story.

•  Identifying characters and setting in a story or theatrical performance
6.) Identify a variety of dramatic productions.

Examples: musical, movie, theatrical performance, circus, puppet show

•  Identifying technological tools used to create a dramatic production
Examples: cameras, computers, audio and video recorders

7.) Respond on cue, verbally and physically, to an oral reading.

Examples: patting chest and slapping legs for horse trotting, quacking like a duck, howling like a wolf

8.) Identify ways the arts enhance cultural celebrations.

Examples: songs, dances, decorations

9.) Identify theatre, music, dance, and visual arts as the four arts disciplines.

10.) Identify real and pretend stories.


- real--Mike Venezia's Getting to know the World's Greatest Artist: Monet,

- pretend--The Three Little Pigs

Arts Education, Grade K, Visual Arts, 2006

1.) Use selected materials to produce works of art.

Examples: water-soluble paint, clay

•  Creating works of art using a variety of traditional processes
Examples: crayon-resist paintings, folding and curling different kinds of paper

•  Creating two- and three-dimensional art forms
Examples: finger paintings, paper collages, clay pinch pots

•  Recognizing safe and proper use and care of basic tools, materials, and supplies, including scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay
Example: properly holding and using scissors to cut paper

2.) Use line, shape, color, texture, and repetition to produce works of art.


- line--curved, straight, jagged, zigzag, bumpy, wavy;

- shape--circle, triangle, square;

- color--primary, secondary;

- texture--rough, smooth, soft, furry;

- repetition--pattern

3.) Create works of art to communicate ideas and moods.

•  Producing expressive portraits
4.) Identify line, shape, color, texture, and repetition in works of art.

•  Identifying similarities and differences in works of art
Examples: shape, color, size

•  Identifying media used in a work of art
Examples: paint, clay, crayons

5.) Identify moods, feelings, and emotions generated by a work of art.

Examples: happiness, sadness

6.) Identify artistic characteristics of cultures, times, and places.


- cultures--designs on tribal masks of Africa and carnival masks of Brazil,

- times--line quality of prehistoric cave drawings,

- places--architectural design of medieval castles in Europe

7.) Identify examples of visual arts within the community.

Examples: architecture, murals, environmental sculptures, digital media productions

8.) Identify works of art viewed by using digital media tools and products.

Example: using the Internet to participate in interactive museum programs

9.) Identify similarities among the visual arts and other disciplines.


- language arts--viewing illustrations in literary selections by authors or illustrators such as Eric Carle, Gerald McDermott, and Dr. Seuss;

- social studies--identifying similarities and differences in clothing styles worn by people of various time periods, cultures, and professions

Arts Education, Grade 1, Dance, 2006

1.) Demonstrate movement in various tempos, rhythms, and meters.

Example Image

•  Combining various tempos
Example: progressing from a slow swing to a fast swing

2.) Demonstrate the element of space through movement involving size, level, shape, direction, and pathways.


- size--creating a small shape;

- level--moving in a high, middle, and low level;

- shape--creating curved and straight lines;

- direction--performing forward movements;

- pathways--skipping in a circle

•  Demonstrating laterality
Example: distinguishing right side from left side

•  Demonstrating isolated movements of various body parts
Examples: leading with ear, circling with hip, jabbing with knee, flexing the foot

3.) Demonstrate movement that has a relationship to a person, place, or object.

Examples: skipping around a box, crawling under a partner, sliding near a wall, focusing on a general or specific object while moving

•  Demonstrating leading, following, mirroring, and sculpturing
4.) Create movement with varying degrees of energy.

•  Creating sequences with a beginning, middle, and end
•  Improvising movement based on concepts, ideas, and feelings
Examples: creating sly movements for the wolf in The Three Little Pigs, creating waddling movements for ducklings in Make Way for Ducklings

5.) Demonstrate proper body alignment for the head, shoulders, hips, and feet while standing.

6.) Demonstrate basic even and uneven locomotor movements.


- even movements--walking, running, leaping, hopping, jumping;

- uneven movements--skipping, galloping, sliding

7.) Describe movement that reflects contrasting elements of time, space, and energy.

•  Identifying beginning, middle, and end of movement sequences
•  Relating movement to concepts, ideas, and feelings
8.) Identify movement qualities in music.

Examples: lightness in George Frideric Handel's Water Music, heaviness in Edvard Grieg's In the Hall of the Mountain King

9.) Identify choreographic elements in a dance.

Example: dance with a clear beginning, middle, and end that can be repeated

10.) Demonstrate the ability to move safely through general space without touching others.

•  Demonstrating locomotor movements safely while holding hands with a partner
11.) Demonstrate traditional American dances in various cultures.

Examples: Virginia reel, heel-toe polka, Cotton-Eyed Joe

•  Describing the use of the Internet to discover traditional dances
12.) Explain how adequate rest, nutrition, and exercise affect dancers.

13.) Demonstrate concepts from other content areas through movement.

Examples: performing a dance relating to weather in science, creating a consonant and vowel dance relating to English language arts content, creating an addition dance relating to mathematics content, creating a dance using characters from a Jacob Lawrence painting relating to visual arts content

Arts Education, Grade 1, Music, 2006

1.) Sing songs from various cultures and countries within an age-appropriate vocal range, using clear vocal tones.

•  Singing short melodic passages that indicate upward and downward movement in a melody
Example: singing "Hot Cross Buns"

•  Singing expressively using appropriate dynamics and tempo
Examples: piano (p), forte (f)

•  Matching pitch
•  Distinguishing between accompanied and unaccompanied songs
2.) Improvise four-beat melodies using "mi," "re," and "do."

3.) Demonstrate rhythm patterns by reading quarter notes, quarter rests, paired eighth notes, and half notes, including playing them on various rhythm instruments.

•  Clapping repeated rhythm patterns in familiar songs
•  Performing accompaniments on pitched or nonpitched percussion instruments using a steady beat
•  Improvising a response to a simple rhythmic pattern
4.) Demonstrate vocal responses to conductor cues for loud and soft.

5.) Identify melodic direction on the musical staff.

Examples: upward, downward, same

6.) Identify notes as being line note or space note on a musical staff.

7.) Identify by sight and sound the difference between a note and a rest.

8.) Identify musical phrases in a song presented aurally.

Example: "Twinkle, Twinkle, Little Star"

9.) Use creative movement to express the mood of musical selections.

Examples: skipping happily, tiptoeing when scared

10.) Identify duple meter as strong-weak beat organization.

11.) Identify AB form in a musical selection.

12.) Identify long and short musical sounds.

13.) Distinguish between low and high sounds produced by voices or instruments.


- low pitch--kettle drum, man's voice;

- high pitch--triangle, woman's voice

14.) Identify the number of lines and spaces on the treble clef staff.

15.) Describe how vibrations produce musical sounds.

Arts Education, Grade 1, Theatre, 2006

1.) Explain how the body, mind, and voice are used in classroom drama.

2.) Use personal space, partner space, and group space in an appropriate manner.


- personal space--working individually in a space,

- partner space--working as part of a pair in an identified space,

- group space--moving through a space without physically coming in contact with one another

3.) Demonstrate ways that voice, space, and movement are used to create emotions, characters, or objects.


- voice--using loud voices to suggest surprise,

- space--standing apart from a group to suggest sadness,

- speed--moving quickly to represent excitement

4.) Depict simple stories and situations through the use of puppetry.

5.) Portray individual characters from an oral reading in literature.

Example: Goldilocks in Goldilocks and the Three Bears

6.) Portray people from the community as characters in a dramatic activity.

Examples: fireman, police officer, teacher, mayor

7.) Retell the sequence of events in a story or theatrical performance.

•  Identifying characters and setting in a story or theatrical performance
•  Identifying reasons for liking or disliking a particular aspect of a story
8.) Relate a personal experience to an incident in a dramatic production.

Example: comparing personal joy upon going home from school to Dorothy's feelings upon going home from Oz

9.) Demonstrate behavior appropriate to specific types of performances.

Examples: cheering at a pep rally, listening attentively during a symphony performance

10.) Identify an occupation from each arts discipline.


- dance--ballerina,

- music--music teacher,

- theatre--actor,

- visual arts--portrait painter

11.) Demonstrate ways the arts are used in cultural celebrations.

Examples: making masks for Mardi Gras, making rain sticks for a rain dance, making a piñata for a Cinco de Mayo celebration

12.) Identify the technology used to create a theatrical production.

Arts Education, Grade 1, Visual Arts, 2006

1.) Create works of art using a variety of techniques.

Example: creating prints and collages using found objects

•  Creating works of art using a variety of subject matter, including still life paintings and portraits
Examples: still life painting of fruit in a bowl, family portraits

•  Producing three-dimensional works of art
Examples: found-object sculptures, clay sculptures such as pinch pots

2.) Apply primary, secondary, and neutral colors; line direction; form; and space to create works of art.


- primary and secondary colors--mixing primary colors to achieve secondary colors in paintings of aliens,

- neutral colors--creating and painting sculptures similar to Charles Lucas' outdoor sculpture The New Breed,

- line direction--creating paintings similar to Piet Mondrian's Broadway Boogie Woogie,

- form--creating a work of art similar to Frederick Roth's sculpture Columbia Lion,

- space--creating figures using found objects such as spools and cardboard tubes

3.) Identify neutral colors, form, and space in works of art.


- neutral colors--Georges Braques' Cubist still life paintings,

- form--Pueblo Indian ceramic storyteller sculptures,

- space--Alexander Calder's mobiles

4.) Recognize similarities and differences in media, visual and tactile characteristics, and natural or man-made forms used in artwork.


- media--differences between tempera and watercolor paints,

- visual and tactile characteristics--Jacob Lawrence's collages versus Frank Stella's and George Seurat's paintings,

- natural or man-made forms--texture of pine cone versus texture of concrete block

5.) Describe moods, feelings, and emotions depicted by a work of art.

Examples: dark room representing loneliness, sunny sky representing cheerfulness

6.) Recognize artistic characteristics of various cultures, times, and places.


- cultures--dots in Aboriginal dream paintings,

- times--fashion depicted in Early American paintings,

- places--pyramids of Egypt

•  Using digital media to view works of art
Example: using a CD-ROM to view characteristics of works of art

7.) Identify visual arts professions within a community.

Examples: landscape architects, sculptors, interior designers, museum curators

Arts Education, Grade 2, Dance, 2006

1.) Perform movement in rhythmic patterns that combine various tempos.

Examples: slow - fast - fast - slow, fast - medium - fast - slow

•  Demonstrating accented movement on the down beat of a measure
Example Image

2.) Demonstrate the ability to work with a group to create a sculpture using the spatial elements of low, middle, and high levels.

•  Demonstrating multiple possibilities for moving in and out of a sculpture
3.) Demonstrate symmetrical design through leading, following, mirroring, and shaping.

Example: creating movements that illustrate the mathematical concepts of sliding, turning, and flipping

4.) Perform two or more movements of body parts simultaneously.

Example: swinging arm while stomping foot

•  Sharing weight with a partner while connecting body parts
Examples: leaning away from partner while holding hands, leaning toward partner while standing back-to-back

5.) Demonstrate changing movement with a range of dynamics.

Example: walking lightly, then gradually changing to stomping

6.) Demonstrate proper body alignment while performing a plié.

7.) Demonstrate shift of support from one foot to the other.

Example: shifting weight in steps such as tombé and ball change

8.) Create sequences that have a beginning, middle, and end, with and without rhythmic accompaniment.

•  Improvising movement based on rhythms from various sounds
Example: moving to sounds of birds chirping, persons whispering, leaves crunching underfoot

9.) Identify the role of a choreographer.

10.) Recognize how dance element choices create a kinesthetic response.

Examples: describing angular lines as strong, describing curved lines as inviting

11.) Identify locomotor and nonlocomotor movements in filmed dance.

Example: identifying locomotor movements, including running and splashing, and nonlocomotor movements, including swaying and shuddering, in Gene Kelley's performance of "Singing in the Rain"

12.) Describe safe ways to move with a partner while dancing.

13.) Demonstrate traditional world dances.

Examples: Chinese Ribbon Dance, Hungarian czardas

14.) Explain how good nutrition and safety enhance the ability to dance.


- good nutrition--eating a balanced diet to provide ample energy for dancing,

- safety--wearing proper footwear to prevent injuries

•  Describing sequentially correct warm-up procedures, including raising body temperature and activating joints, then strengthening and stretching muscles
15.) Relate dance concepts to similar and contrasting concepts in other content areas.

Example: relating body directions to compass directions, relating expressions of emotion in dance through energy and in visual arts through line

Arts Education, Grade 2, Music, 2006

1.) Sing on pitch using good posture.

•  Singing simple melodic ostinati
2.) Improvise eight-beat melodies using "la," "so," "mi," "re," and "do."

3.) Perform accompaniments to poems, rhymes, stories, dramatizations, and songs using pitched instruments.

•  Demonstrating rhythm patterns by reading quarter notes, quarter rests, paired eighth notes, and half notes
•  Selecting appropriate classroom instruments to create musical accompaniments
•  Singing songs representative of other cultures and countries
•  Performing folk dances appropriate for age level to music from various cultures.
Example: Chinese ribbon dance

•  Playing simple rhythmic ostinati
4.) Identify music terms related to tempo changes in music, including accelerando and ritardando.

5.) Identify triple meter as strong-weak-weak beat organization.

6.) Identify ABA form in a musical selection.

Examples: creating pictures that use shapes to illustrate patterns, comparing musical forms to visual arts

7.) Identify steps, leaps, and repeated notes in printed music.

8.) Identify American patriotic songs.

Examples: "Star Spangled Banner," "America," "God Bless America"

9.) Classify rhythm instruments by method of tone production, including striking, shaking, scraping, and ringing.

10.) Identify letter names of lines and spaces on the treble clef staff.

Example: naming the spaces on a blank treble clef staff

11.) Identify the difference between a verse and a refrain in a familiar musical selection.

12.) Identify dynamic markings of forte (f) and piano (p).

13.) Distinguish between various vocal and instrumental timbres.

Examples: male and female voices, simple classroom instruments

Arts Education, Grade 2, Theatre, 2006

1.) Demonstrate ways to use the body and voice to communicate character actions, emotions, and sounds in a drama.


- character actions--shrug, shudder;

- emotions--laughter, tears;

- sounds--fist pounding on table top, door slamming

•  Differentiating between verbal and nonverbal sounds

- verbal--"Stop!,"

- nonverbal--"Grrr"

2.) Demonstrate locomotor and nonlocomotor movements that suggest specific images or ideas.


- locomotor--walking across a space,

- nonlocomotor--standing tall like a tree

3.) Create classroom dramatizations based on personal experiences, imagination, literature, heritage, and history; including characters, settings, dialogues, and situations.

4.) Describe different elements in a dramatization.

Example: characters building suspense

•  Identifying characters, settings, problem, and solution in a drama
•  Describing character traits, including appearance, actions, and choices
•  Using appropriate theatre vocabulary
Examples: character, plot, setting, pantomime

5.) Communicate in an appropriate manner regarding aspects of a dramatization.


- appropriate--"That costume was from the wrong time period."

- inappropriate--"That costume was ugly."

6.) 6. Identify common topics and ideas in stories from different cultures and historical periods.


- good versus evil--The Lion King, The Wizard of Oz;

- finding your gift--The Indian Paintbrush, Just the Thing for Geraldine;

- beware of strangers--Little Red Riding Hood, Lon Po Po

7.) Identify diverse world cultures through various artistic representations.


- European--British, Irish, and Scottish accents;

- Native American--blanket weaving;

- Mexican--Mexican Hat Dance, piñata

8.) Describe how the arts communicate ideas in different ways.

Example: differences in the portrayal of friendship in A Charlie Brown Christmas and in the visual print The Banjo Player

9.) Use simple technology to enhance a classroom dramatization.

Examples: tape recorders, digital cameras, computer programs

Arts Education, Grade 2, Visual Arts, 2006

1.) Apply a variety of procedures, methods, and subject matter in the production of two-dimensional works of art, including landscapes, still lifes, and relief prints.

Example: producing paintings, drawings, and relief prints of family life and neighborhood play

•  Producing three-dimensional works of art
Example: pinching and pulling clay to create clay dinosaurs

•  Demonstrating appropriate safety, care, and use of printmaking and sculptural materials and equipment
Examples: printmaking inks, carving instruments, wire sculptures

2.) Apply analogous and intermediate colors, symmetrical balance, and geometric and organic shapes in the production of works of art.

Examples: monoprint of butterfly, landscapes with intermediate color schemes, Georgia O'Keeffe's flower images in pastel drawings

3.) Express ideas, feelings, and moods through traditional and digital media in creating works of art.

Examples: showing happiness by using traditional media such as crayons or paints in the production of a portrait based on Paul Klee's Senecio or Head of a Man, using digital drawing and painting programs to generate ideas in the production of a fantasy cityscape

4.) Explain similarities and differences in works of art, including color schemes, symmetrical balance, and geometric and organic shapes.

Examples: naming similarities and differences in works by Eric Carle and Peter Max depicting butterflies, discussing organic shapes in Henry Moore's sculpture Working Model for Oval with Points and geometric shapes in David Smith's Cubi series sculptures

5.) Describe the media technique used in a specific work of art.

Example: describing the technique of pointillism used by Georges Seurat in A Sunday on La Grande Jatte

•  Identifying the technique of spatial relationships, including foreground, middle ground, and background
Example: identifying overlapping shapes that create depth in Grant Wood's landscapes

6.) Relate moods, feelings, and emotions generated by a work of art to life experiences.

Example: relating happy moods and feelings of children at play as depicted in Winslow Homer's Snap the Whip to those of contemporary neighborhood children at play

7.) Describe artistic styles of various cultures, times, and places.


- cultures--Japanese painting techniques,

- times--mosaics of the Roman Empire,

- places--architectural structures of the Middle East and Russia

•  Describing ways in which visual arts connect to other disciplines
Example: describing Edgar Degas' ballerina works in relation to dance, Pablo Picasso's Three Musicians in relation to instrumental music, and George Rouault's clowns in relation to costumes in theatre productions

8.) Identify ways art reflects and records history.

Examples: pictographs created by Plains Indians, glyphs created by Mayan Indians, paintings and sculptures of the American West created by Frederic Remington

•  Using digital media to view works of art

Arts Education, Grade 3, Dance, 2006

1.) Apply musical concepts to movement, including tempo, beat, accent, meter, and rhythm.

•  Identifying meter signatures in musical selections
•  Improvising movement that illustrates the timbre of music
Examples: floating movement to soft music, sharp movement to strong music

2.) Demonstrate sequences of movements that combine elements of space, including shape, level, direction, and relationships.

Examples: creating parallel lines with the arms, creating 45 degree angles with the legs, filling negative space

3.) Differentiate symmetry and asymmetry through dance.

4.) Differentiate the energy found in movements, including bound, free, strong, and light.


- bound--moving as if trapped in a small box,

- free--moving as if playing in an open field,

- strong--jabbing elbows through space,

- light--walking as if on a cloud

5.) Demonstrate proper body alignment while moving.

•  Demonstrating the ability to move from a balanced position to an off-balanced position
6.) Analyze movement for content.

Example: asking questions, including who, what, when, where, why, and how

•  Identifying ways that lighting, costuming, sound effects, makeup, props, and sets enhance dance productions
•  Locating the audience, backdrop, and orchestra of a performance space
7.) Identify the elements of space, time, and energy in video productions involving dance.

Examples: using words identifying spatial relationships such as over, under, around, through, and between to describe how Scarecrow and Dorothy dance down the yellow brick road in The Wizard of Oz; identifying elements of dance in video streaming available on dance company Web sites

8.) Demonstrate safe ways to move while dancing with a group.

•  Connecting to others with various body parts, including elbows, knees, toes, and head
9.) Explain the purposes of ritual, social, and theatre dance.


- ritual--enhancing ceremonies,

- social--strengthening communities,

- theatre--inspiring an audience

•  Relating regional dances to climate and culture

- climate--Native American rain and sun dances,

- culture--Russian wedding dance

10.) Apply concepts from other content areas while improvising movement.

Example: improvising a dance that illustrates the movement of the continental plates

•  Explain the importance of proper warm-up for dancers.

Arts Education, Grade 3, Music, 2006

1.) Demonstrate proper vocal technique by using pure head tone, good posture, and correct rhythm.

•  Using appropriate dynamics while singing expressively
•  Singing rounds
•  Singing songs of other cultures and countries
2.) Sing melodic ostinati to create harmony.

3.) Improvise eight-beat melodies using "la," "so," "mi," "re," "do," and quarter-note and eighth-note rhythms.

4.) Play rhythm patterns, including whole notes and dotted half notes using pitched or nonpitched instruments or by clapping.

5.) Perform rhythmic ostinati while others are singing a melody.

•  Identifying the components of a chord
6.) Demonstrate melodic contour through creative movement.

Example: using gestures or drawings to indicate upward and downward direction of melody

Example Image

8.) Identify ABC form in musical selections.

9.) Identify meter according to strong and weak beat organization.

Example Image

10.) Identify music symbols found on the staff, including the treble clef, meter signatures, bar lines, measures, double bar line, and repeat signs.

•  Defining terms associated with printed music, including fermata, slur, fine, and da capo (D.C.)
11.) Identify the four families of instruments in an orchestra.

12.) Identify music terms related to dynamics in music, including fortissimo (ff) and pianissimo (pp).

13.) Identify the musical alphabet ascending on lines and spaces from middle C to G above the staff.

Example Image

Arts Education, Grade 3, Theatre, 2006

1.) Use the primary tools of mind, body, and voice in an appropriate characterization for a simple classroom production.

2.) Identify the purpose of movement in a dramatic production.

•  Using high-, medium-, and low-level areas in space
Examples: leaping for joy, running in fear, kneeling to be knighted, slithering like a snake

•  Using body sculpture or the freeze technique to create a tableau by freezing the action of a scene
3.) Create ideas for alternate settings, characters, and endings for a dramatic production.

•  Staging classroom dramatizations in a variety of ways
  Examples: protean staging, Reader's Theatre

•  Demonstrating movement to explore thoughts, feelings, and roles from literature, life, and history
Examples: Native American rain and cloud dances, Russian wedding dance

•  Working cooperatively in a group setting to plan a dramatic production
4.) Dramatize universal subjects and ideas in stories from different cultures.


- friendship--Charlotte's Web, The Secret Garden;

- greed--Why the Sky is Far Away, A Christmas Carol

•  Depicting characters from diverse historical periods and cultures
Examples: Johnny Appleseed, Pocohantas, Harriet Tubman

•  Explaining how theatre reflects life
5.) Identify an emotion evoked by performers during a production.

6.) Identify different elements in a theatrical performance.

•  Describing characters, their relationships, and their environments
•  Analyzing a classroom dramatization or theatre production to determine how movement, music, and visual elements are used to enhance mood
Examples: joy in finding gold at the end of the rainbow; fear when the big, bad wolf appears

•  Distinguishing between appropriate and inappropriate audience behavior

- appropriate--applauding,

- inappropriate--booing in a noninteractive production

•  Explaining differences between audience space and performance space
7.) Evaluate the effectiveness of the theatrical elements of a performance using accurate, respectful, supportive, and constructive comments.

8.) Describe effects that sounds, movements, and visual images have on an audience.

9.) Identify various forms of dramatic media and ways in which they have evolved over time.

Examples: theatre, film, television, electronic media

10.) Identify ways in which the arts are used for personal pleasure and enrichment.

Examples: plays, art exhibits, concerts

11.) Illustrate concepts from other content areas through the use of dramatization.

Examples: acting out simple machines studied in science, depicting the migration of animals or people studied in science or social studies, illustrating Reader's Theatre from reading and English language arts classes

Arts Education, Grade 3, Visual Arts, 2006

1.) Utilize a variety of processes and media in the production of artwork.

Examples: producing a drawing using markers and crayons, creating a painting using watercolors and pastels on watercolor paper

•  Utilizing digital processes to produce works of art
Example: using a paint program to design a digital quilt

2.) Produce works of art depicting genre subject matter.

Examples: interiors in the paintings of Benny Andrews and Pieter Brueghel, landscapes of Grandma Moses (Anna Mary Robertson), portraits of daily life by Norman Rockwell

3.) Apply the elements of art and principles of design, including complementary and monochromatic color schemes, value, contrast, and asymmetrical balance in works of art.

Examples: using positive and negative space or complementary color schemes to create contrast in designs, using gray scales, mixing white to create tints and black to create shades

4.) Create symbolic works of art to communicate ideas.

Example: using personal symbols to create a medieval family crest or heraldry

5.) Demonstrate appropriate safety, care, and use of art materials and equipment.

6.) Compare works of art in terms of complementary color schemes, value, contrast, and asymmetrical balance.

Example: comparing elements of art and principles of design used to depict water in Winslow Homer's Gulf Stream and Katsushika Hokusai's The Great Wave

7.) Identify symbols and signs depicting specific ideas, moods, feelings, and emotions generated by a work of art.

Examples: sign depicting theme of love in Robert Indiana's Love sculpture, raising of the flag in the National Iwo Jima Memorial Monument generating feelings of patriotism

8.) Identify ideas and feelings expressed by individual artists in works of art.

Examples: feeling of triumph in Emmanuel Leutze's painting George Washington Crossing the Delaware, feeling of happiness in Robert Henri's Laughing Child

9.) Contrast artistic styles of various cultures, times, and places.


- cultures--Asian landscapes versus Albert Bierstadt's American landscapes,

- times--art deco interiors versus minimalist interiors,

- places--paintings of covered bridges in rural areas versus suspension bridges in urban areas

•  Using digital media to compare artistic styles of various works of art
•  Identifying symbols from different cultures, times, and places that portray common themes
Examples: color purple relating to royalty, arrow or spear symbolizing the hunt

Arts Education, Grade 4, Dance, 2006

1.) Create movement that reflects musical qualities.

Examples: sharp movement as staccato, slow movement as legato

2.) Duplicate combinations of movement sequences without assistance.

Example: performing dance steps in line dances, square dances, classical ballet, and modern dance in correct sequence as demonstrated by an instructor

3.) Demonstrate proper body alignment while performing movement skills.

Examples: jumping, leaping, hopping

4.) Demonstrate contrasting elements of effort, including focus, time, and weight.


- focus--moving directly to a designated spot in a room, moving indirectly as if blown by the wind;

- time--moving quickly in one direction, moving as slowly as possible;

- weight--moving strongly creating a stomp, moving lightly on tiptoe

5.) Create a dance using production elements, including simple props, costumes, and appropriate music.

6.) Solve a variety of movement problems.

Examples: creating a sad dance using a fast tempo, creating a happy dance using a strong force

•  Improvising shapes and movements that require partial and mutual support
7.) Explain ways in which silence, sound, music, or words affect the meaning of a dance.

8.) Identify ways in which technology is used to preserve dance.

Examples: DVD, photography, 8-millimeter film, dance notation software

9.) Analyze a dance work to determine meaning, message, or ideas conveyed.

Example: identifying conflict and resolution in Swan Lake

10.) Utilize safe practices when participating in movement activities.

Examples: remaining aware of other dancers' positions and movements, coordinating movements with other dancers, maintaining control of movement

11.) Identify stage directions, including upstage right, downstage left, and center stage.

Example Image

•  Demonstrating movements that use stage directions
12.) Summarize the role dance has played throughout the history of Alabama.

•  Explaining the importance of dance in Native American cultures
Example: performing the Eagle Dance as representative of the soaring flight of the eagle in Native American communities

13.) Explain possible connections between dance concepts and concepts from other content areas.

Example: explaining how student-created artwork in visual arts, music, and theatre may be translated to dance

•  Demonstrating the difference between pantomime and dance
14.) Describe the importance of proper personal hygiene for a dancer.

Arts Education, Grade 4, Music, 2006

1.) Perform a varied repertoire of music using vocal technique, pure head tone, good diction, good posture, proper pitch and rhythm, and breath control.

•  Singing intervals within the major pentatonic scale
Example Image

•  Singing legato and staccato
•  Singing songs of other cultures and countries
•  Singing using a variety of dynamics
2.) Sing in rounds or canons to create harmony.

•  Singing partner songs
3.) Improvise eight-beat melodies using "sol," "mi," "la," "re," and "do" with half notes, quarter notes, quarter rests, and syncopation.

4.) Perform simple chord progression on pitched instruments.

Example: I, V, I

5.) Perform simple melodies on pitched instruments.

Examples: recorders, barred instruments, keyboards

6.) Perform rhythm patterns, including syncopation and eighth- and sixteenth-note combinations on various rhythm instruments.

•  Playing melodic and rhythmic ostinati
7.) Create new words for familiar songs, indicating phrase structure.

8.) Improvise pentatonic melodies using a variety of sound sources, including electronic sources.

9.) Identify ledger-line notes C and B below the treble staff.

10.) Identify theme and variations in musical selections.

11.) Identify melodic sequences in a melody.

Example: motif from first movement of Ludwig von Beethoven's Symphony No. 5

12.) Classify orchestral instruments by family.

•  Identifying individual instruments by sight
•  Identifying individual instruments by sound
13.) Recognize styles of twentieth-century music.

Examples: jazz, pop, country

Arts Education, Grade 4, Theatre, 2006

1.) Demonstrate ways in which an actor communicates character and emotions.

Examples: body posture, movement, voice, facial expression

•  Explaining how music and sound are used to communicate emotion
Examples: pitch, tone, volume

•  Exhibiting concentration, recall, and memorization of sequencing to create a characterization
•  Combining physical shapes, levels, and facial expressions to depict emotions and moods of characters
2.) Improvise short scenes while working cooperatively in groups, including the use of role play.

3.) Describe the function in musical theatre of each arts discipline.


- dance--movement, dance sequences;

- music--score, lyrics;

- theatre--acting, production;

- visual arts--scenic design

4.) Identify the elements of a scripted drama, including dialogue, character, plot, and setting.

•  Identifying conflict in a dramatic situation as it unfolds through dialogue
•  Analyzing the choice of setting and characters to determine authenticity
Example: Africa as the necessary setting for The Lion King

•  Demonstrating ways movement communicates characters and emotions
5.) Identify thoughts and feelings evoked by a performance.

Examples: Alice in Wonderland--imagining what it would be like to live in a wonderland, Annie--feeling triumph for Annie as she becomes part of a family

•  Connecting performances to personal feelings or experiences
•  Evaluating the effectiveness of artistic choices made in a production
•  Explaining the concepts of aesthetics and empathy
6.) Evaluate audience behavior of self and others to determine appropriateness.

7.) Evaluate the use of lighting, costumes, sound effects, makeup, props, and sets for effectiveness in a performance.

8.) Identify ways in which theatre reflects the social values and accomplishments of a culture.

•  Describing ways in which the arts play a role in everyday life
Examples: landscape design, advertising jingles, dances, movies

9.) Identify dramatic works written by and about Alabama and Alabamians.

Examples: Kathryn T. Windham's Julia Tutwiler, William Gibson's The Miracle Worker

10.) Recognize the various roles and responsibilities of those involved in staging a theatrical production.


- playwright--writes the script,

- actor--interprets the part,

- director--instructs the actor

11.) Identify possible connections between theatre concepts and concepts from other content areas.

Example: explaining how student-created work in visual arts, music, and dance may be translated to theatre

12.) Use the computer to research and identify works in literature that have been translated into theatrical productions.

Examples: The Lion, the Witch, and the Wardrobe; Charlotte's Web; Peter Pan; The Polar Express; books from the "Harry Potter" series

Arts Education, Grade 4, Visual Arts, 2006

1.) Produce two- and three-dimensional works of art with a variety of traditional and digital processes, materials, subject matter, and techniques.


- processes--using a digital camera to create images to be digitally altered;

- materials--creating papier-mâché animals;

- subject matter--creating portraits, landscapes, still lifes, interiors, or seascapes;

- techniques--layering materials such as cardboard, rubber, fabric, paper clips, and papers to create a collagraph

2.) Use traditional and digital media in the production of graphic design to communicate ideas and feelings.

Example: designing posters, book covers, or logos on the themes of recycling, drug awareness, or endangered species

3.) Apply the elements of art and principles of design, including rhythm, movement, and emphasis, in the creation of works of art.

Examples: producing collages or paintings similar to those of Romare Bearden and Piet Mondrian that were inspired by music, creating works of art similar to Diego Rivera's works that were inspired by everyday life experiences in Mexico

4.) Describe how the elements of art and principles of design, including rhythm, movement, and emphasis, are used in a specific work of art.

Examples: movement as depicted in the use of line and painting techniques in Wassily Kandinsky's abstract works, emphasis as depicted in Giorgio de Chirico's The Nostalgia of the Infinite, rhythm as depicted in Jackson Pollock's Autumn Rhythm, movement in Glenna Goodacre's sculpture Puddle Jumpers

•  Critiquing works of art orally or in writing, using the elements of art and principles of design
Example: reflecting upon the creative process and success of personal works of art in an electronic portfolio

5.) Describe functions of art within the total environment, including functional sculptures, urban improvement, and transportation.


- functional sculptures--fountains, benches, playground equipment;

- urban improvement--murals on walls;

- transportation--bridges

6.) Compare different interpretations of the same subject or theme in art.

Example: landscapes by Impressionist and Hudson River School artists

7.) Utilize community resources to identify works of art from various cultures, times, and places.

Examples: guest artists, artists-in-residence, museums, libraries, universities

8.) Identify works of art from various artists that were inspired by the environments in which they were created.

Example: Alabama artists inspired by their heritage and environment, including Howard Finster's painting Coke Bottle, Jimmy Lee Sudduth's painting Cotton Pickers, and Frank Fleming's sculpture Storyteller

Arts Education, Grade 5, Dance, 2006

1.) Demonstrate movement to changing elements of time.

Example Image

2.) Use the elements of time, space, and energy to create an effect through dance.

Example: creating the effect of ocean waves by using contrasts in level, size, and tempo

•  Creating movements that change from literal to abstract
Example: "coughing" or "yawning" using different parts of the body

•  Solving dance problems with multiple parameters
  Example: creating a dance using changing levels and varied floor patterns to reflect shoppers at a mall

3.) Demonstrate effort actions, including punch, press, slash, wring, float, flick, dab, and glide.

4.) Demonstrate proper body alignment during elevations.

•  Demonstrating five ways to elevate, including jump, hop, leap, sissonne, and assemblé
Examples: jumping two feet to two feet; hopping one foot to same foot; leaping one foot to other foot; using sissonne, two feet to one foot; using assemblé, one foot to two feet

5.) Demonstrate movements that use stage directions to define facings and pathways.

Example: skipping from upstage left to downstage right while facing downstage

6.) Evaluate dance to determine the effectiveness of the elements of movement.

Examples: developing a rubric to evaluate time, space, and energy; discussing how elements create intent; writing suggestions for changing movement elements

7.) Compare ways in which ideas and emotions are expressed in dance, music, theatre, and visual arts.

Examples: comparing the expression of sadness in Martha Graham's Lamentations to the sadness of Antonín Dvorák's Symphony No. 9 (From the New World), comparing the wonder of childhood in the "Kingdom of the Sweets" in The Nutcracker to the wonder of childhood in the prologue to the symphony Peter and the Wolf.

8.) Utilize rules and strategies for creating safe movement experiences.

Examples: dancers maintaining a distance of an arm's length, stage-left dancers traveling downstage when passing stage-right dancers

9.) Describe dance from the 1400s through the 1800s.

Example: creating a timeline of dances related to social studies and music curricula

•  Identifying different genres of dance
Examples: ballet, modern, jazz, tap

10.) Demonstrate ways to record dance using various modes of technology.

Examples: using a graphing program to plot energy, using dance notation software to record shifts of weight, using a paint program to draw floor patterns, using photography to capture posed shapes, using a video camera to record a class improvisation

•  Describing difficulties encountered when using technology to record dance
11.) Explain methods used by dancers for improving muscle flexibility and strength.

Examples: holding a stretch for thirty seconds, repeating exercises to build muscle strength

•  Explaining principles of proper body alignment
•  Determining effects of eating disorders of dancers
12.) Create a dance project that utilizes concepts from another content area.

•  Collaborating with a group to create a dance with forms of bound and free energy to reflect potential and kinetic energy

Arts Education, Grade 5, Music, 2006

1.) Sing intervals on pitch within a major diatonic scale.

2.) Improvise eight-beat melodies using "la," "sol," "mi," "re," and "do" with a variety of rhythms and phrases.

3.) Play rhythm patterns, including triplets and dotted eighth- and sixteenth-note combinations on pitched and nonpitched instruments.

Example Image

•  Identifying tempo markings such as allegro, presto, largo, and andante
4.) Perform simple melodies on recorders.

5.) Improvise melodies in a major diatonic scale by singing or using a pitched instrument.

6.) Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.

•  Identifying components of a given composition, including harmony, melody, rhythm, texture, form, timbre, and expressive elements
7.) Sing partner songs to create harmony.

•  Singing descants
8.) Demonstrate appropriate use of legato and staccato in a song.

Example Image

10.) Identify ledger-line notes A, B, and C above the treble staff.

11.) Identify whole and half steps of the major diatonic scale in printed music.

•  Identifying intervals of the diatonic scale in printed music
•  Recognizing the difference between major and minor tonality
12.) Identify instruments in an orchestra by sight and sound.

13.) Recognize vocal timbre as soprano, alto, tenor, or bass.

14.) Identify eras of music.

Examples: Baroque, Classical, Romantic, contemporary

•  Identifying composers of each era of music

Arts Education, Grade 5, Theatre, 2006

1.) Identify various roles and responsibilities necessary to effectively stage scenes or dramatic productions.

Examples: writers editing the script, researchers ensuring that costume choices reflect the time period portrayed, directors guiding practices, actors memorizing script parts, critics viewing and critiquing theatre performances, set designers selecting materials reflecting desired setting, audiences responding to production

2.) Select essential design elements to support a dramatic production.

Examples: lighting, costumes, makeup, props

•  Combining physical shapes, levels, and facial expressions to depict emotion and mood of characters
•  Combining physical qualities with vocal qualities, including projection and vocal variety
3.) Produce an original or published scene using an organized rehearsal plan.

Describing the importance of collaboration in a theatrical production, including scheduling, blocking, and set design

4.) Compare theatrical characteristics of pantomime, improvisation, and scripted drama.

5.) Analyze a dramatic performance to identify its intended personal emotional response.

Example: The Miracle Worker encouraging audience to persevere in spite of adversity

•  Using age-appropriate theatre vocabulary to accurately describe theatrical concepts
Examples: dialogue, pitch, tone, volume, set designer, theme, improvisation, script, tableau

6.) Compare ways in which ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts.

Example: comparison of African-American displacement as seen through Jacob Lawrence's The Migration Series paintings, Jewish displacement as portrayed in the movie The Diary of Anne Frank, and displacement of Okies as depicted in selected scenes in the movie The Grapes of Wrath

7.) Describe how audience behavior affects a performance.

8.) Identify conflict in a drama, including man versus man, man versus self, man versus nature, man versus the supernatural, and man versus society.

•  Identifying the message, theme, and purpose in a drama
9.) Describe ways various cultures reflect their beliefs and traditions through theatre and storytelling.


- Indonesian--Javanese puppet theatre,

- Native American--powwow

10.) Identify universal themes in literature.

Examples: love, hate, friendship, loyalty, family

•  Enacting a drama in such a way that its major scenes depict literary accuracy
•  Developing a one-act play around an event in United States history
Examples: Trail of Tears, Civil Rights Movement

Arts Education, Grade 5, Visual Arts, 2006

1.) Utilize the elements of art and principles of design and the structures and functions of art to communicate personal ideas.

  Example: creating a painting, drawing, or sculpture in reaction to world events, drug awareness, or medical issues

•  Creating works of art utilizing a variety of traditional found and recyclable objects
Example: using Samuel "Sambo" Mockbee's architectural structures as motivation to produce recycled structures

•  Producing one-point perspective drawings
Example: drawing cubes using a vanishing point

2.) Apply variety and unity in the production of two- and three-dimensional works of art.

Example: using Joan Miró's Horse Carnival of Harlequins to create a circus, carnival, zoo painting, or diorama

•  Producing moving and stationary sculptures
Examples: mobiles, totem poles, origami paper sculptures, clay coil or slab-built pottery

3.) Explain the elements of art and principles of design, including variety and unity in a work of art.


- variety--shapes and lines in Joan Miró's Composition,

- unity--black lines in Henri Matisse's Purple Robe and Anemones

•  Applying appropriate vocabulary in discussing a work of art
4.) Critique personal works of art orally or in writing according to specified criteria, including elements of art, principals of design, technical skill, and creativity.

•  Organizing the progression of artwork in a personal portfolio
5.) Identify societal values, beliefs, and everyday experiences expressed through works of art.

Examples: satire expressed in editorial cartoons, societal values expressed by the digital animation industry

6.) Describe works of art according to the style of various cultures, times, and places.


- cultures--artistic styles of Native American cultures of the Southwestern and Pacific Northwestern United States,

- times--Asher B. Durand's early nineteenth-century painting Kindred Spirits,

- places--gargoyles and sculptures known as grotesques from European countries

•  Describing ways in which the subject matter of other disciplines is interrelated with the visual arts

- mathematics--Mavrits Cornelis (M. C.) Esher and tesselations;

- language arts--Patricia Pollaco and book illustrations;

- social studies--Matthew Brady and Civil War photography;

- science--transformation of shapes to forms, circles to spheres, squares to cubes, and triangles to pyramids

7.) Associate a particular artistic style with an individual artist.

Examples: Claude Monet with Impressionism, Claes Oldenberg with pop art, Alfred Leslie with photorealism

•  Using traditional and digital media to arrange works of art according to culture, theme, and historical period
Example: arranging works of art within a specific art movement or on a timeline

Arts Education, Grade 6 - 8, Music, 2006

1.) Play melodies on the recorder within an octave range, using a pleasing tone quality.

•  Demonstrating proper posture, hand position, and embouchure for playing a recorder
•  Identifying members of the recorder family
Examples: soprano, alto, tenor, bass

•  Demonstrating proper pitch control of notes in the lower register of the soprano recorder
•  Playing two- and three-part arrangements
2.) Demonstrate a characteristic sound while singing unison or two-part songs.

•  Singing descants to produce harmony
3.) Sight-read rhythm patterns commonly found in middle-level literature.

4.) Sight-read eight-beat, stepwise, and unison melodic patterns.

5.) Compose an eight-measure melody based on a diatonic scale using familiar rhythmic patterns.

6.) Create movement to illustrate the form of a composition.

7.) Describe the characteristics used by the composer in a selected musical example to create a mood or effect.

Example: Edvard Grieg's use of changes in tempo, dynamics, and instrumentation to create excitement in In the Hall of the Mountain King

8.) Identify the names of lines and spaces in the bass clef.

•  Identifying accidentals, including flats, sharps, and naturals
9.) Recognize I, IV, and V chords in C and F major.

•  Creating chordal accompaniments
10.) Identify composite forms, including opera, oratorio, and musical theatre.

11.) Identify polyphonic texture.

12.) Identify the relationship of American music to American history.

Example: "We Shall Overcome" as a symbol of the Civil Rights Movement

13.) Identify characteristic differences in music of various cultures.

Examples: Western music based on diatonic scale, music of the Far East based on pentatonic scale

•  Identifying instruments unique to a specific culture
Examples: bagpipe--Scottish, talking drums--African

•  Identifying ensembles unique to a specific culture

- jazz band--American,

- mariachi band--Mexican,

- steel drums--Jamaican

14.) Identify the relationship between music and other content areas.

Examples: graphing techniques used in music and mathematics to visualize relationships between two variables; investigations used in music and science to explore how sound travels; writing, reading, and diction studied in music and English language arts; specific terms used in music and visual arts for repeated patterns

•  Identifying uses of technology in music
15.) Distinguish between compound duple and simple duple meter.

16.) Identify irregular meters.

Example Image

17.) Demonstrate rhythmic augmentation and diminution in a familiar tune.

Arts Education, Grade 6 - 8, Visual Arts, 2006

1.) Create works of art utilizing a variety of traditional and nontraditional media and techniques.

Examples: torn-paper collage, weaving, wire sculpture, clay relief

•  Applying steps artists use in the production of art, including conceptualizing ideas and forms, refining ideas and forms, and reflecting on and evaluating both the process of production and the product
•  Applying the elements of art and principles of design to the production of two- and three-dimensional artwork

- two-dimensional--monochromatic paintings, found or natural object prints, texture-rubbing compositions;

- three-dimensional--papier-mâchè masks, clay whistles

•  Creating original multimedia works of art
Examples: television broadcasts, digital imaging, multimedia presentations

•  Creating original works of art using observational skills
Examples: drawing a shoe; painting a still life; creating a landscape in mixed-media; creating timed, gesture studies of a figure

2.) Produce works of art using one- and two-point perspectives.

Example: drawing a cityscape or still life of geometric shapes that uses a vanishing point and horizontal line

3.) Apply appropriate vocabulary in discussing a work of art.

Examples: discussing the use of cool colors, organic shapes, and flat perspective in Marc Chagall's Green Violinist; explaining movement in Giacomo Balla's Dynamism of a Dog on a Leash

4.) Discuss strengths and weaknesses of a personal portfolio or other work of art.

•  Defining the four-step process of critical analysis, including describing what is seen, analyzing how each artist arranged the elements of art and principles of design, interpreting expressive intent and purpose, and judging the effectiveness of communication
Example: analyzing Miriam Schapiro's The Poet #2 by asking "What do I see in the painting?," "How did the artist organize the elements of art and principles of design?," "What is the message that the artist is trying to convey?," and "How effective is the artwork?"

5.) Define the appropriate technical terminology in creating a work of art.

Example: explaining the terms greenware and bisque-fired when discussing the creation of a piece of pottery

6.) Discuss ways in which the subject matter of other disciplines is connected with the visual arts.

Examples: connection of plants and animals in a rainforest to Henri Rousseau's The Peaceable Kingdom; relationship of music to Wassily Kandinsky's paintings; relationship of measurement, scales, and proportion to Chuck Close's portraits

7.) Describe historical and cultural influences on works of art.


- historical--creating a computer presentation depicting works of art of the Civil War,

- cultural--comparing the impact of racism in Faith Ringgold's Flag Quilt and William Johnson's Moon Over Harlem

•  Identifying various art periods and movements

- periods--comparing Mayan temples and Egyptian pyramids or Renaissance and twentieth-century paintings,

- movements--comparing Impressionism and Cubism or Surrealism and Realism

Arts Education, Grade 6 - 12, Dance:Level I, 2006

1.) Identify various tempos, rhythms, and meters.

•  Identifying changing meter signatures
Example Image

•  Creating dance sequences using rhythmic variations
Example: accenting counts 1, 3, and 5 in a six-count phrase or accenting 1 and 4 in the same six-count phrase

2.) Demonstrate the elements of space, including level, shape, size, direction, and pathways.

•  Identifying symmetrical and asymmetrical shapes and movement
•  Performing movement in relation to other dancers and props
Examples: near, far, over, under, around, between, through

3.) Create a group dance using a variety of compositional forms, including a beginning, middle, and end.

Example: creating AB and ABA forms, call and response, and canon

4.) Solve dance problems through improvisation and dance compositions.

Examples: improvising movement that illustrates a landscape, improvising movement that reflects texture in a painting

•  Demonstrating various levels of energy
5.) Identify the elements of time, space, and energy in improvisations.

6.) Analyze dance productions to determine how light is used to create a desired effect.

Examples: shadow to create mystery, spotlight to create focus

•  Explaining the use of colored lights to create mood
Examples: red light for danger, blue light for coolness

7.) Explain the importance of rehearsal to the safety of the dancer.

8.) Explain principles required for proper body alignment.

Examples: engaging core muscles to lengthen spine, keeping weight centered over the middle of the foot, turning out from the hip

9.) Describe the development of dance in various cultures.

Examples: tracing the origins of American dance forms, including break dancing and hip hop; tracing the origins of Scottish dance forms, including Highland Fling and Sword Dance

10.) Utilize dance to reflect concepts in other content areas.

Example: improvising sequences that relate to specific paintings, drawings, and sculptures

•  Improvising movement in response to a specific narrative
Example: creating four movements in response to a newspaper headline or short story

11.) Identify basic procedures for treating dance injuries.

Example: rest, ice, compression, elevation (RICE)

•  Describing methods of injury prevention
Examples: proper warm-up, balanced nutrition, appropriate rest, recognition of pain as signal for treatment

12.) Describe movable joints in the body.

•  Identifying actions possible at each joint in the body
Example: explaining how the knee is a hinge joint with possible actions of flexion and extension

Arts Education, Grade 6 - 12, Dance:Level II, 2006

1.) Demonstrate movement using rhythmic variations.

Example Image

•  Creating movement sequences with spatial complexity, including changes in focus, body shape, and level
2.) Apply varying levels of energy to improvisations.

•  Differentiating between bound and free energy in movement phrases
Examples: performing bound energy to project anger, using free energy to project joy

3.) Create appropriate lighting using traditional or computerized light programs to accompany a dance.

Examples: suggesting lighting for a class improvisation, designing a lighting chart for a dance production

4.) Analyze movement compositions to determine content and form.

Examples: describing a story represented in a classical ballet mimed sequence, analyzing movement that depicts a variety of feelings and emotions

5.) Demonstrate the ability to record self-evaluations and peer evaluations, aesthetic responses, and compositional methods.

Examples: keeping a dance journal, creating rubrics for evaluations of student works

6.) Demonstrate correct partnering techniques while dancing.

Example: supporting weight of partner while standing side by side

7.) Analyze various dance techniques for correct body alignment.

8.) Describe the historical development of dance, including major personalities and social, political, and economic factors.

Example: discussing the results of research on the Civil Rights Movement and the development of African-American dance from 1950 to the present

9.) Explain behavior that adversely affects the health and safety of a dancer.

Example: explaining the relationship of smoking to stress fractures

10.) Solve a movement problem that reflects concepts from other content areas.

Example: discovering movement sequences that represent mathematical patterns

Arts Education, Grade 6 - 12, Dance:Level III, 2006

1.) Perform rhythmic sequences with contrasting meters.

Example Image

2.) Apply elements of time, space, and energy to choreography and performance.

Examples: creating a dance with contrasting effort actions to project indecision, designing duets and trios from a solo study

3.) Perform warm-up patterns that demonstrate technical skills necessary for a variety of dance styles.


- ballet--barre work,

- modern--floor work

4.) Demonstrate an established dance repertoire, including selections that involve two or more dance techniques.

Examples: dancing traditional world dance pieces, performing Anna Sokolow's Rooms, dancing the "Russian Dance" from The Nutcracker

5.) Produce movement sequences that communicate nonliteral content or ideas.

Example: responding to Pablo Picasso's Three Musicians through movement

6.) Create a dance utilizing multimedia technology.

Examples: recording images within a space to use as inspiration for the creation of movement, locating photographs on a Web site that depict images of conflict, creating dances with dance software, creating a visual presentation of scenery using computer software

7.) Evaluate a dance performance to determine performance skills displayed by the dancer.

Example: critiquing a professional or student performance

8.) Analyze a dance performance to determine the intent of the choreographer.

Examples: discussing the intent of a student choreographer, researching the intent of a master choreographer, analyzing program notes from a live performance

9.) Identify technological developments in the dance profession.

Examples: choreography computer software; interactively controlled video, sound, and light; live dance performances on the John F. Kennedy Center for the Performing Arts Web site

•  Explaining how technological developments have impacted dance
Examples: using software programs for notating movement, incorporating multimedia software and hardware into live performances

10.) Perform partnered sequences with technical proficiency.

Examples: demonstrating leading and following in a cha-cha or supporting and balancing in pas de deux, illustrating equal responsibility for support in contact improvisation

11.) Compare correct body alignment in various dance techniques.

Example: hips leading in fall and recovery compared to hips remaining under shoulders for tombé pas de bourré

12.) Describe the impact of major personalities and historical factors on dance in the twentieth and twenty-first centuries.

Examples: explaining the importance of collaborations between Merce Cunningham, John Cage, and Robert Rauschenberg; interpreting the impact of the events of September 11, 2001, on current artistic works

13.) Explain healthy ways to acquire optimum weight as a dancer.

Example: eating a balanced diet

•  Describing ways dancers avoid eating disorders
•  Explaining appropriate methods for stretching and conditioning muscles
14.) Create a dance that communicates a topic from another content area.

Example: creating a dance that reflects deoxyribonucleic acid (DNA) replication

Arts Education, Grade 6 - 12, Dance:Level IV, 2006

1.) Create dance using a variety of dance technologies.

Example: composing movement using computer software, digital projectors and cameras, and interactive multimedia

2.) Choreograph a dance utilizing a variety of compositional methods.

Examples: using choreography by chance; employing motif and development, including retrograde, fragmentation, inversion, and diminution; using theme and variation

3.) Apply variations in time, space, and energy to choreography and performance.

4.) Demonstrate the ability to increase technical proficiency, including strength, stamina, and consistency.

Examples: dancing the "Garland Dance" from Marius Petipa's The Sleeping Beauty, dancing the role of Laurie in the "Dream Ballet" from the musical Oklahoma!

•  Performing specialized dance techniques
Examples: contact improvisation, Russian traditional dance, pas de deux

5.) Create a dance for production, including costumes, lighting, sound, and makeup.

•  Organizing complete rehearsal and production schedules
6.) Explain how movement elements and production choices affect the impact of choreography.

•  Comparing sound scores and music choices
•  Evaluating master works to determine content, context, and compositional elements
Examples: analyzing Jerome Robbins' The Cage for elements of feminism, analyzing Frederick Ashton's Winter Dreams for parallels to Romanticism

7.) Evaluate choreographic influence on dance works.

Examples: George Balanchine's influence on twentieth-century classical dance, Merce Cunningham's influence on modern dance choreography

8.) Create partnered dance sequences with fluidity and control.

9.) Analyze the development of dance to determine its relationship to political, social, artistic, and scientific developments.

Examples: analyzing Anna Sokolow's Dreams and the impact of the Holocaust, analyzing social injustice in Donald McKayle's Rainbow 'Round My Shoulder

10.) Create a dance project utilizing abstract concepts that bridge content areas.

Examples: translating newspaper text into movement, creating movement based on thoughts or analogies

11.) Create an individual dance-wellness plan.

Example: establishing a calendar that includes exercise and eating plans

12.) Apply kinesiological concepts to dance.

Example: identifying most efficient muscle or muscle groups to perform specific actions

13.) Evaluate performance skills to determine proper alignment, projection, stage presence, memory, interpretation, focus, musicality, and execution.

Arts Education, Grade 6 - 12, Instrumental Music: Level I, 2006

1.) Demonstrate the components necessary for characteristic tone production in the middle register at a mezzo forte level.

Examples: demonstrating correct posture and playing position, adjusting tone quality while playing, forming correct embouchure, beginning tone with correct attack, supporting tone with proper breath support, sustaining tone without wavers in pitch or intensity, releasing tone on pitch

•  Adjusting pitch to a tuning standard
Example: using an electronic tuner to adjust the length of the instrument

2.) Sight-read unison literature in the appropriate clef.

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Example Image

•  Playing notes from the printed page within the appropriate clef
•  Performing music containing the dynamic markings of crescendo, decrescendo, p, mp, mf, and f
•  Performing music that combines the basic articulations of tonguing, slurring, accent, legato, and staccato for winds and détaché, pizzicato, and slurring for strings
•  Performing as a member of a large group and small ensemble with attention to balance and intonation
3.) Perform major scales and their related arpeggios, including concert Bb, Eb, and Ab and chromatic scale from concert Bb to Bb for wind and percussion instruments; scales C, G, and D chromatic scale from concert C to C for strings; and rudiments consisting of five- and nine-stroke rolls, flam, single paradiddle, and flamacue for percussion.

4.) Demonstrate correct fingerings for all notes in the practical range of personal instruments.

5.) Compose an eight-measure melody based on a diatonic scale and written in the practical playing range of an instrument.

•  Transposing a melody into a different key
6.) Demonstrate conducting patterns of four, three, and two beats per measure; entrance cues; and cutoffs.

7.) Identify characteristics of various forms of musical compositions.

Examples: march typically fast and detached, chorale typically slow and connected

8.) Critique live or videotaped performances with respect to tone quality.

9.) Name written pitches on the instrument when given concert pitch.

Example: concert Bb corresponding to written C on a clarinet

10.) Identify the size of the interval between two given notes.

Example: C to E being a 3rd

•  Identifying size and quality of intervals between two given notes
Example: C to E being a major 3rd

11.) Demonstrate appropriate care of personal instruments.

Examples: assembling a clarinet, removing moisture from a flute, applying rosin to a violin bow

12.) Define the elements of music, including melody, rhythm, form, timbre, harmony, and texture.

13.) Identify various composers and stylistic periods of music.


- Johann Sebastian Bach--Baroque period,

- Wolfgang Amadeus Mozart--Classical period

Arts Education, Grade 6 - 12, Instrumental Music: Level II, 2006

1.) Produce a characteristic tone in the middle and low register at all dynamic ranges, releasing a characteristic tone that is tapered and on pitch.

•  Sustaining a tone without wavers in pitch or intensity for 15 seconds on the flute or tuba and for 25 seconds on other wind instruments
2.) Sight-read Grade II literature.

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Example Image

•  Performing music that contains the dynamic markings of crescendo, decrescendo, pp, p, mp, mf, f, and ff
•  Performing music that utilizes the articulations of tonguing, legato, slurring, marcato, tenuto, staccato, and accent for winds and staccato, brush stroke, hooked bowings, matelé, marcato, tremolo, and multiple-note slurs for strings
•  Performing music containing first and second endings, codas, and breath marks
3.) Demonstrate adjustment of pitch on personal instruments while playing with a group.

4.) Demonstrate choices of breathing places in a manner that prevents breaking a phrase.

5.) Perform concert C, F, Bb, Eb, and Ab major scales and their related arpeggios for wind and percussion instruments, two octaves on flute and clarinet; concert C, G, D, A, and F major scales and their related arpeggios for strings; and rudiments consisting of five-, seven-, and nine-stroke rolls, flam, flam accent, flam paradiddle, flamacue, ruff, single paradiddle, double paradiddle, and controlled open roll for a snare drum.

•  Performing a chromatic scale for the practical range of a personal instrument
•  Demonstrating the ability to tune the timpani to designated intervals, including perfect 4th and 5th and major 2nd and 3rd when given one note of the interval
6.) Identify characteristically out-of-tune notes on personal instruments.

Example: recognizing notes produced by first- and third-valve combinations on brass instruments as being sharp, notes C# and Db on flutes as being sharp, notes in fifth and seventh partials as being flat

7.) Demonstrate alternate fingerings within the practical range of personal instruments.

8.) Critique live and videotaped performances by professional players to determine the variety of dynamic contrasts and articulations.

•  Identifying standard preparatory conducting beats, release motions, entrance cues, and expressive gestures used by a director
9.) Explain the musical elements used to evoke feelings and emotions with a given instrument.

Example: use of cannon in the 1812 Overture to evoke excitement

10.) List professional artists who play the same instrument as the student.

Examples: Yo-Yo Ma--cello, Winston Marsalis--trumpet

11.) Demonstrate a conducting pattern of six beats per measure, entrance cues, and cutoffs.

12.) Notate from aural dictation rhythms including half notes, quarter notes, and eighth notes.

13.) Discuss the importance of instrumental music in other cultures.

Examples: promoting and exhibiting patriotism, embracing celebration

•  Describing the history of orchestral instruments
14.) Identify the order of flats and sharps in major key signatures.

15.) Demonstrate the construction of a major scale using the whole step-half step pattern.

16.) Construct ascending intervals from a given pitch.

Example: showing A as the note a major 3rd higher than F

•  Constructing descending intervals from a given note
Example: showing D as the note a minor 3rd lower than F

Arts Education, Grade 6 - 12, Instrumental Music: Level III, 2006

1.) Produce a characteristic tone in all registers at a dynamic level of mezzo forte.

•  Demonstrating vibrato as it relates to tonal enrichment for those instruments where vibrato is characteristic
2.) Sight-read Grade III literature.

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Example Image

•  Performing music that contains the dynamic markings of crescendo, decrescendo, pp, p, mp, mf, f, and ff
•  Performing music that utilizes the articulations of tonguing, slurring, marcato, tenuto, staccato, and accents for winds and staccato, brush stroke, hooked bowings, matelé, marcato, tremolo, and multiple-note slurs for strings
3.) Demonstrate proper intonation during crescendo and decrescendo passages.

4.) Demonstrate proper balance when playing as a member of an ensemble.

5.) Demonstrate building and tapering phrases on personal instruments.

6.) Perform major scales and their related arpeggios, including concert C, F, Bb, Eb, Ab, Db, G, and D for wind and percussion instruments, two octaves on flute and clarinet; concert C, F, Bb, Eb, G, D, A, and E for strings; and rudiments consisting of five-, seven-, nine-, eleven-, thirteen-, and seventeen-stroke rolls, flam, flam accent, flam paradiddle, flamacue, ruff, single drag, double drag, single paradiddle, double paradiddle, single ratamacue, triple ratamacue, and controlled long roll at all dynamic levels for percussion.

•  Demonstrating the ability to tune the timpani to the intervals for a perfect 4th and 5th octave, major and minor 2nd, and major and minor 3rd when given one note of the interval
7.) Perform a chromatic scale over the practical range of a personal instrument.

8.) Demonstrate trill fingerings for all notes within the practical range of an instrument.

•  Demonstrating the shifting of position for strings
9.) Demonstrate compositional skills by performing an eight-measure melody based on a diatonic scale, including dynamic and tempo changes.

10.) Evaluate a given musical work for aesthetic qualities using appropriate musical terminology.

Example: comparing the tone quality of a recorded performance by flutist Sir James Galway with the tone quality of a personal flute performance

11.) Notate from aural dictation rhythms including sixteenth- note patterns.

12.) Name all pitches on the grand staff.

13.) Compose a harmonic accompaniment to a given melody using the I, V, and I chords.

14.) Demonstrate appropriate maintenance of a personal instrument, including checking adjustment screws, examining conditions of pads and corks, and replacing strings.

15.) Describe the relationship between music and society.

Examples: patriotic music helping build civic pride, music at various athletic events motivating athletes and fans

Arts Education, Grade 6 - 12, Instrumental Music: Level IV, 2006

1.) Produce a characteristic tone in all registers at all dynamic ranges.

2.) Sight-read Grade IV literature.

•  Counting music in all meter signatures using a counting system
•  Performing music in all meter signatures
•  Performing music containing all dynamic markings
•  Performing music utilizing all articulations, including spiccato, sforzando, louré, and flautando for strings
3.) Perform all major scales, C harmonic minor, A melodic minor, and their related arpeggios, including two octaves for flute, clarinet, and strings.

4.) Demonstrate a combination of mature tone, good pitch center, and proper balance when performing as a member of a group.

5.) Demonstrate compositional skills by creating a sixteen-measure melody over a given accompaniment.

6.) Evaluate in written form a live performance with respect to tone, intonation, balance, technique, interpretation, musical effect, and stage deportment.

7.) Notate from aural dictation rhythms commonly found in triple meters.

8.) Demonstrate the construction of a natural minor scale using the whole step-half step pattern.

9.) Compose a harmonic accompaniment to a given melody using the I, IV, and V chords.

10.) Describe ways in which concepts of music relate to concepts in other disciplines.

  Examples: relationship between ratios in music and ratios in mathematics, relationship between topics in patriotic music to topics in history

•  Comparing music of several cultures of the world
Example: comparing Russian folk music to American folk music

Arts Education, Grade 6 - 12, Theatre: Level I, 2006

1.) Identify basic elements of theatrical training, including vocalization, kinesthetics, and emotional and intellectual processing.

•  Demonstrating ways an actor controls voice through pitch, rate, volume, pronunciation, and enunciation
•  Developing characters through various postures, gestures, and facial expressions
•  Identifying basic stage directions
Examples: upstage, downstage, stage left, stage right, wing

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•  Using high, medium, and low spatial levels to enhance the effectiveness of a scene

- high--standing;

- medium--sitting;

- low--kneeling, crouching

•  Demonstrating a variety of actor positions or profiles
Examples: one fourth, one half, full, back

2.) Describe the acting process, including memorizing, determining, and enacting character objectives and motives; listening; and maintaining concentration.

•  Using the acting process to perform a monologue or dialogue
•  Using improvisation to discover character and motivation
•  Demonstrating understanding of text, subtext, and context through improvisation
•  Identifying the structural elements of plot in a script or production
Examples: exposition, complication, crisis, climax or resolution

3.) Identify basic components of staging a production, including set design, blocking, costumes, lighting, and sound.

•  Selecting sets, props, costumes, lighting, and sounds to support a drama
•  Producing a rehearsal notebook that includes a record of acting choices, directions, and blocking
•  Analyzing the technical parts of a theatre facility and their functions, including flats, platforms, backdrops, cyclorama, and drapery, to determine their roles in effectively staging a production
4.) Explain emotional responses to the whole as well as to the parts of a dramatic performance.

•  Discussing different goals and feelings of characters
•  Comparing character wants and needs to personal wants and needs
5.) Use appropriate theatre vocabulary, including blocking, character, scene, empathy, aesthetics, and enunciation, to describe theatrical experiences.

6.) Explain artistic choices made collaboratively by a group.

•  Choosing special effects to enhance a story
Examples: lighting, sound, technology

7.) Explain legal and ethical ramifications of using another's work in a production, including copyright and intellectual property rights issues.

8.) Compare various theatre styles from different time periods and cultures.

Examples: theatre in ancient Greece, Kabuki in Japan, commedia dell'arte in Italy

•  Designing masks, puppets, props, and sets in a variety of styles
Examples: Japanese shadow puppets, Noh masks

•  Describing the use of literary historical archetypes as dramatic characters
Examples: Greek hero, chivalrous knight in Arthurian legend, Shakespeare's tragic hero

9.) Identify ways the arts influence and are influenced by culture and politics.

Examples: music growing from protests of Vietnam war helping to change public opinion against the war, plays bringing attention to the plight of women who have been ignored and ruled by a male-dominated world

10.) Use theatre skills to communicate ideas from other curriculum areas.

Examples: establishing a Reader's Theatre for poetry readings, writing scripts of historical events, utilizing acting techniques to represent simple machines

11.) Identify job requirements for a variety of theatre and theatre-related careers.

Example: costume designer--responsible for reading script and planning costume design appropriate to period, character, and production concepts

12.) Identify various uses of technology, including the Internet, in theatrical design.

Examples: graphic design software, intelligent lighting

Arts Education, Grade 6 - 12, Theatre: Level II, 2006

1.) Demonstrate use of the body and voice as creative instruments.

Example: depicting old man with hunched shoulders, shaky hands, and trembling voice

•  Demonstrating staging techniques
Examples: stage positions, movement

•  Participating in a variety of subtext vocal exercises accompanied by physical reactions

- "I didn't do that." (Subtext: How dare you ask!)

- "I didn't do that." (Subtext: I promise, not me.)

- "I didn't do that." (Subtext: I'm too sweet to do something like that.)

•  Demonstrating resonance, projection, and articulation through vocal exercises and personal vocal warm-ups
Example: vocal exercise or warm-up--"Articulate the consonants, clearly speak the words, round out the vowel sounds, and then you will be heard."

•  Performing scenarios for pantomime using characters involved in an initial incident, conflict, rising action, climax, or conclusion

- initial incident--raking leaves,

- conflict--gust of wind blowing across leaves

•  Performing stage combat exercises
Example: techniques involving sword play, falling, and fighting

•  Demonstrating spontaneity through improvisation exercises
Example: creating a dialogue in which each actor's line begins with the next consecutive letter of the alphabet to tell a story

2.) Analyze scripts, including dialogue, action, and expository information, to explain and justify character motivation.

•  Depicting behaviors based on interactions, ethical choices, and decisions made by characters
•  Justifying artistic choices made when rewriting an original work
•  Creating an original work in a selected theatrical style
Examples: musical theatre, vaudeville, Greek chorus

3.) Utilize the components of playwriting to create short scenes.

Examples: plot structure, character types, themes, settings, dialogue

•  Illustrating language and action used to define characters
•  Interpreting metaphors, themes, and moods in scripts
•  Adapting student-written scenes for dramatic media
4.) Create scripts that reflect specific periods, events, or cultures.

•  Demonstrating how improvised dialog and scenes can be used to tell stories and develop characters based on a variety of sources
•  Identifying ways plays can represent the time periods in which they are set
Examples: costumes, lighting, set, speech patterns, dialogue

5.) Explain the functions of technical theatre.

Example: roles that scenery, props, lighting, sound, costumes, and makeup play in creating the environment for a play

•  Identifying roles of different members of the production staff

- sound engineer--determining all sound reinforcement, sound effects, and music;

- light designer--designing all lighting requirements;

- stage manager--accepting responsibility for general operations;

- costume designer--designing all costuming needs;

- makeup artist--designing all makeup for characters

•  Developing sound effects to support a production
•  Designing a set for a given piece, including floor plan, set materials, props, lighting, costumes, and sound requirements
6.) Determine criteria necessary to review a theatrical production.

Examples: relationship of theme, plot, and conflict; dramatic elements; appropriate use of theatrical language; quality of acting

7.) Analyze selected texts to determine how they incorporate figurative language and imagery.

Examples: Thornton Wilder's Our Town, August Wilson's Fences, Tennessee Williams' A Streetcar Named Desire, Nilo Cruz's Anna in the Tropics

8.) Use various self-evaluation processes, including journaling, rubrics, and aesthetic responses, to evaluate personal choices and performances.

9.) Explain the impact of social and cultural events on theatre.

•  Describing ways American history has been reflected in the theatre
Examples: August Wilson's two plays in a ten-part series chronicling the African-American experience, Ma Rainey's Black Bottom and Fences

10.) Identify the major periods of theatre history.

Examples: Greek, medieval, Elizabethan, modern, contemporary

•  Identifying major writers of various historical periods

- Sophocles--Early Greek,

- William Shakespeare--Elizabethan,

- Edward Albee--twentieth century

11.) Apply theatre skills to reflect concepts presented in other curriculum areas.


- social studies--improvisations of historical events,

- English language arts--Reader's Theatre,

- science--movement exercises reflecting movement in simple machines

12.) Identify ways technology has impacted theatre, including American theatre.

Examples: projection screens, computer programs, lighting sequences, computer designs or graphics, surround sound

•  Describing the effect of modern media on live theatre
•  Describing the impact of computers and the Internet on the arts

Arts Education, Grade 6 - 12, Theatre: Level III, 2006

1.) Create characters, situations, and events based on personal experience, literature, historic events, or research to introduce tension and suspense in a theatrical production.

•  Demonstrating exercises for physical and vocal conditioning
•  Performing pantomimes or improvisations using voice, blocking, and gesturing to depict characters and tell a story
2.) Demonstrate an understanding of characterization and scene work through a group performance.

•  Analyzing a scene from a play read in class to adequately portray a character or action
•  Demonstrating understanding of subtext and emotion through vocal and physical work
•  Demonstrating a relationship to other characters in a scene through interaction with and reaction to other characters in the scene
•  Memorizing a scene
•  Performing a scene accurately, including actions designed during the rehearsal process
3.) Create a video that tells a story or depicts an overall theme, including the effective use of modern technology.

•  Using various artistic camera shots, framing techniques, and digital photography to enhance a video
•  Using a storyboard to plan a scene and develop plot, character, and theme
4.) Interpret directional goals in scenes and plays from a variety of playwrights.

•  Analyzing the form and structure of scripts and scenes to identify theme, plot, character functions, subtext, setting, and dialogue
•  Choosing the appropriate acting style for a scene or play
Examples: classical, high comedy, low comedy

5.) Describe the impact various components of technical theatre have on a dramatic production, including lighting, sound, scenery, props, costumes, makeup, and hairstyling.

•  Identifying how technical theatre elements can be effectively used to communicate mood, character, and location in a formal and informal scripted or improvised production
•  Using computer graphics or models for theatrical design
Examples: designing sets, preparing lighting plots

•  Comparing different performance spaces, including arena, proscenium, thrust, and informal venues such as sidewalks and classrooms
•  Comparing stage acting to acting before a camera
6.) Describe theatrical experiences using theatre vocabulary, including genre, style, acting values, themes, and designs.

7.) Critique theatre productions to determine the effectiveness of verbal and nonverbal interpretation, director's intent, audience response, and technical elements.

•  Identifying strengths and weaknesses of one's personal acting voice as well as the voices of other actors
Examples: articulation, volume, dialect, vocal quality, tone, resonance

•  Differentiating between positive and negative responses to criticism

- positive--agreeing with the critic, probing for clarification, compromising;

- negative--being antagonistic, ignoring criticism

8.) Describe the impact of audience behavior on cast performances and the impact of cast performances on audience behavior.

•  Clarifying how production space impacts both the audience and cast members
9.) Describe the impact history and theatre have upon each other.

Example: medieval period impacting morality plays

•  Comparing dramatic texts to historic texts for accurate portrayal of cultural, social, and political ideas and events
•  Depicting cultural environments and historical periods through settings, props, costumes, and makeup
Examples: depiction of fifteenth- and sixteenth-century England by William Shakespeare, reflection of Japanese culture through Kabuki

•  Recognizing the influence of a historic event on the work of a playwright
Example: impact of the French Revolution on Victor Hugo's Les Miserables

10.) Identify major writers of theatre.

•  Comparing scripts of various major writers
Examples: Sophocles' Antigone, Anton Chekhov's The Cherry Orchard, David Auburn's Proof

11.) Identify ways in which theatre originating in different times and cultures can reflect the same theme.

Example: parent-child relationship as depicted in William Shakespeare's Romeo and Juliet and in the movie Steel Magnolias

12.) Compare the fundamental elements used to communicate in dance, music, theatre, dramatic media, and visual arts.

•  Defending theatre as a synthesis of all arts disciplines
Example: identifying the use of scenery, music, and dance in a production

Arts Education, Grade 6 - 12, Theatre: Level IV, 2006

1.) Apply basic dramatic structure, including exposition, complication, crisis, climax, and resolution, in the script writing process.

2.) Direct formal and informal productions by interpreting dramatic texts and organizing and conducting rehearsals.

•  Identifying various schools of thought for coaching and directing
Examples: Konstantin Stanislavski, Lee Strasberg, Viola Spolin, Sanford Meisner, Stella Adler

•  Communicating effectively to a small ensemble the directional choices for improvised or scripted scenes
•  Directing a selection of scenes or a one-act play, assuming all responsibilities of a director
Examples: choosing play, casting, blocking, designing sets

3.) Demonstrate rehearsal techniques, including pacing, polishing, and vocal and physical encoding, with technical proficiency.

4.) Create a multimedia production using advanced technologies.

Example: using a slide show or video clip within a play

•  Developing a director's notebook
•  Planning a rehearsal schedule
•  Staging production with blocking, casting, and technical designs
5.) Analyze classical, contemporary, realistic, and nonrealistic texts to determine character development.

•  Creating characters for a dramatization through script analysis and revision
•  Explaining choices for creation of a character's voice
Example: using high pitch for a child's voice

•  Explaining choices for the creation of a character's physical appearance based on social and psychological dimensions
Example: character skipping and whistling to portray carefree attitude

•  Improvising scenes based on dramatic texts to reveal complex characteristics of characters
6.) Analyze productions that reflect life situations to determine how they broaden the range of human understanding.

•  Identifying personal and universal meaning in a production
•  Relating motifs, symbols, and metaphor to personal experiences
•  Communicating the personal impact of theatrical experiences
Examples: empathy, catharsis, delight

7.) Identify requirements and responsibilities of a dramaturge.

•  Determining appropriate dialect, set, and costume design for the historical period of a play through research
8.) Compare a variety of genres of dramatic literature using complex evaluation and terminology.

•  Identifying the use of metaphor, subtext, and symbolic elements in various genres
9.) Analyze a dramatic work to determine its effectiveness regarding intent, structure, and quality.

10.) Describe the effect of historic events on works of great playwrights and screenwriters.

Example: Arthur Miller's The Crucible reflecting the Salem witch trials and paralleling the social intolerance of the Joseph McCarthy hearings

•  Identifying ways film, theatre, television, and electronic media influence values and behavior

- film--relationship of Rebel Without a Cause to street racing and rebellious teenagers;

- theatre--relationship of All I Need to Know I Learned in Kindergarten to values and behaviors learned as a child;

- television--reflections of strong, caring, family values in 7th Heaven;

- electronic media--impact of video games and compact disk-read-only memory (CD-ROM)

•  Describing ways in which writers reflect and influence culture through their works
Examples: Lorraine Hansberry's A Raisin in the Sun and Harper Lee's To Kill a Mockingbird comparing the cultures of two groups, selected scenes from the movie Grand Canyon addressing the question of whether art influences society or society influences art

11.) Analyze a variety of theatrical styles to ascertain basic commonalities.

Example: comparing traditional and nontraditional theatre such as in a Shakespearian play to a Cirque du Soleil

•  Performing pieces from a variety of playwrights representing different schools of thought and specific theatre styles
Examples: William Shakespeare, Molière (Jean-Baptiste Poquelin), Anton Chekov

•  Comparing directing and acting styles from a variety of periods
Examples: Konstantin Stanislavsky from the nineteenth and early twentieth centuries, Edward Albee from the twentieth and twenty-first centuries, Viola Spolin from the twentieth century

12.) Identify career options in the dramatic arts.

Examples: cinematographer, dramaturge, stage manager

•  Identifying the education, training, and work experience needed to enter an arts field
•  Developing a portfolio for audition purposes

Arts Education, Grade 6 - 12, Vocal Music: Level I, 2006

1.) Demonstrate chest and head voices while singing individually and in groups.

•  Demonstrating correct posture
•  Adjusting tone quality while singing
•  Supporting a tone with proper breath control for 8 beats
•  Singing uniform vowels
•  Enunciating beginning and ending consonants
•  Demonstrating proper vocal technique as a member of a large group
Example: balance and blend of vocal timbre within a group

•  Identifying components of proper vocal health
Examples: maintaining proper hydration and diet, refraining from use of tobacco and drugs

2.) Sight-sing unison literature.

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Example Image

•  Singing standard pitch notation, including letter names, solfège, and numbers in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth
•  Performing scales and their related arpeggios
•  Demonstrating whole- and half-step patterns in the major scale
3.) Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.

•  Performing accurately literature that indicates tempo markings of moderato, ritardando, and a tempo
•  Performing accurately literature that indicates dynamic markings of piano, mezzo piano, mezzo forte, and forte
•  Performing accurately literature that indicates articulation markings of legato and staccato
•  Responding vocally to conductor cues, indicating meter, entrances, and cutoffs
4.) Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.

5.) Create vocal compositions using available and appropriate technology.

6.) Identify various forms of musical compositions.

Examples: strophic, theme and variations

7.) Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.

8.) Analyze a vocal composition to determine how the use of tempo, dynamics, and articulation are used to create a specific mood or effect.

Example: "Hallelujah Chorus" evoking excitement

9.) Write rhythmic dictation composed of eight-beat patterns, including quarter, eighth, and half notes and quarter rests.

10.) Define the elements of music, including rhythm, melody, form, timbre, harmony, and texture.

11.) Describe ways in which concepts of music relate to concepts in other disciplines.

Example: use of rhythm in music, visual arts, dance, and theatre

12.) Identify various composers and stylistic periods of the literature being performed.

Examples: "Psallite" from Michael Praetorius' Musae sioniae, 1609, late Renaissance; "Alleluia" from Johann Sebastian Bach's Cantata No. 142, Baroque period; "Didn't My Lord Deliver Daniel?," traditional spiritual; "All Things Bright and Beautiful," John Rutter, contemporary music

•  Comparing music of several cultures of the world
Examples: Japanese folk song "Sakura, Sakura," South African folk song "Siyahamba," Russian folk song "Tum Balalaika," Mexican folk song "Cielito lindo"

13.) Identify key signatures C, F, and G.

Arts Education, Grade 6 - 12, Vocal Music: Level II, 2006

1.) Produce a characteristic tone throughout the vocal range.

•  Describing the function of the diaphragm as related to singing
•  Singing legato and staccato articulations
•  Supporting tone with proper breath control for 12 beats
•  Singing with correct diction and intonation
2.) Sight-sing two- and three-part literature in treble or bass clef.

•  Identifying the relationship of the key signature to "do" or l
•  Performing music containing the intervals of a 2nd , 3rd , 4th , 5th, and octave
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3.) Sing a varied repertoire of three-part literature, including selections in two languages.

•  Performing accurately literature that indicates tempo markings of allegro, andante, and accelerando
•  Performing accurately literature that indicates dynamic markings of crescendo and decrescendo
•  Performing accurately literature that indicates an accent mark
•  Responding vocally to conductor cues concerning dynamic contrasts
4.) Embellish melodies vocally using neighboring tones.

5.) Critique vocal performances to determine the accuracy of intonation and vocal techniques.

6.) Analyze a musical selection to identify the elements of music.

7.) Write melodic dictation composed of scale degrees 1 through 5 in a diatonic scale.

8.) Describe the importance and impact of vocal music in American history.

Example: songs used as coded information to find a path to freedom during the Civil War

9.) Identify major key signatures up to three flats and sharps.

Arts Education, Grade 6 - 12, Vocal Music: Level III, 2006

1.) Produce a consistent blended vocal sound individually in classroom and public performance groups.

•  Supporting tone with proper breath control for 16 beats
2.) Sight-sing four-part literature.

•  Identifying the chordal structure within a tonal key
•  Performing music containing all intervals in the diatonic scale
•  Counting rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters
3.) Perform a varied repertoire of four-part literature, including selections in three languages.

•  Performing accurately literature that indicates tempo markings of adagio, vivace, and rallentando
•  Performing accurately literature that indicates dynamic markings of pianissimo and fortissimo
•  Performing accurately literature that uses the marking of marcato
•  Responding vocally to conductor cues indicating tempo changes
4.) Improvise harmonies to a diatonic melody.

5.) Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.

6.) Write eight-beat rhythmic and melodic dictation.

7.) Demonstrate the use of musical elements in select genres and stylistic periods.

8.) Describe the relationship between music and society.

Example: using a choir to enhance worship services

9.) Identify all major key signatures.

10.) Identify whole- and half-step patterns in minor scales.

Arts Education, Grade 6 - 12, Vocal Music: Level IV, 2006

1.) Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.

2.) Sight-sing fluently multipart literature.

•  Identifying key signatures in all major keys
•  Performing music that contains accidentals
•  Counting rhythm patterns, including syncopation, mixed meters, and irregular meters
•  Performing atonal music
3.) Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.

4.) Perform a varied repertoire of multipart literature, including selections in various languages.

•  Performing accurately tempo markings in the literature being performed
•  Performing accurately dynamic markings in the literature being performed
•  Performing accurately articulation markings in the literature being performed
•  Performing independently solo and ensemble literature
•  Responding vocally to conductor cues
5.) Improvise vocally in various musical styles.

Examples: jazz, blues, gospel

6.) Evaluate vocal performances to identify accuracy of tone and musical effect.

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8.) Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.

9.) Analyze American vocal music genres to identify their origin and development.

10.) Identify various careers in music.

Examples: performer, composer, arranger, sound engineer, music therapist, music educator

11.) Explain the relationship of major keys and key signatures by constructing the circle of fifths.

12.) Identify three forms of minor scales.

Arts Education, Grade 7 - 12, Visual Arts: Level I, 2006

1.) Create original works of art from direct observation.

•  Organizing spatial relationships utilizing linear and atmospheric perspective
•  Creating the illusion of three-dimensional forms through tonal rendering
•  Incorporating traditional categories of subject matter into original works of art
Examples: drawing a still life, painting a landscape, sculpting a portrait

2.) Create original works of art using reflective ideas, personal experiences, and imaginary content.

Examples: reactions to current events, cultural traditions, fantasy

3.) Apply steps artists use in the production of art, including conceptualizing ideas and forms, refining ideas and forms, and reflecting on and evaluating both the process of production and the product.

4.) Apply the elements of art and principles of design to the production of two- and three-dimensional artwork.

5.) Demonstrate the use of traditional, digital, and multimedia techniques to create works of art.

Examples: two-dimensional expression in books, comic strips, and timelines; enhancement of images in a digital imaging program; three-dimensional expression in dioramas, masks, puppets, mobiles, stabiles, scenery, and props

6.) Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.

•  Identifying safety and environmental regulations
7.) Describe personal, sensory, emotional, and intellectual responses to the visual qualities of a work of art.

8.) Evaluate selected works of art to determine the effectiveness of their organization.

•  Describing the subject matter, elements of art, principles of design, media, technique, and style used in selected works of art
•  Analyzing the formal organization of subject matter, elements of art, and principles of design in selected works of art to determine structural relationships
•  Interpreting expressive intentions and purposes in selected works of art
•  Describing the effectiveness of expressive and meaningful communication in selected works of art
9.) Compare works of art with functional and natural objects, aesthetic components, and formal qualities.

Examples: stylized lines in automobiles; shapes and forms of appliances; shape, line, form, volume, and color of a tree

•  Identifying aesthetic components and formal qualities in man-made and natural objects
Examples: comparing a Henry Moore sculpture with bones, comparing David Hockney's Grand Canyon series to rock formations

10.) Utilize specialized terminology from art history, aesthetics, criticism, and production in discussions of works of art.

•  Defining visual arts terminology to include the elements of art and principles of design
•  Describing the intrinsic qualities of a work of art
Example: divisionist color in Camille Pissaro's Impressionist paintings

11.) Describe historical themes, symbols, and styles associated with works of art from various cultures, times, and places, including major periods and movements.

•  Identifying the style associated with selected works of major artists

- Richard Estes--photorealism, Helen Frankenthaler--color field,

- Vincent van Gogh--post-Impressionism

•  Describing the extrinsic context qualities of a work of art
Example: optical color mixing theory as depicted in works by Berthe Morisot such as Jeune Fille au chien (Young Girl with a Dog)

•  Using digital processes or media to identify symbols and styles associated with works of art from various periods
Example: using the Internet to view, collect, or find examples of Renaissance art and architecture

Arts Education, Grade 7 - 12, Visual Arts: Level II, 2006

1.) Create works of art with a variety of visual relationships.

•  Organizing formal relationships in works of art
Examples: color contrasts, differences in shape and size, repetition of textures and patterns

•  Organizing subject relationships in works of art
Examples: mother and child, man-made objects in a landscape

•  Describing how visual relationships create meaning in works of art
2.) Produce works of art using a variety of techniques.

•  Determining the appropriateness of techniques used to create a work of art
•  Demonstrating technical proficiency in the production and presentation of a work of art
Examples: skillful use of printmaking tools, properly matting two-dimensional works of art

3.) Demonstrate safe handling of tools according to studio and environmental practices, procedures, and regulations.

Examples: properly using and disposing of hazardous chemicals or fluids, using flame-retardant cabinets, utilizing ventilation systems

4.) Evaluate student works of art orally or in writing according to specified criteria.

•  Identifying criteria for judging works of art
Examples: craftsmanship, originality, technique, content

•  Comparing a finished personal work of art with its intended content or design
5.) Describe various artistic contributions to environmental and social issues.

Examples: Frederic Olmstead's design of Central Park, Frank Lloyd Wright's Falling Water, Jacob Lawrence's Migration series

•  Explaining the role of works of art placed in the environment
Examples: Maya Lin's Vietnam Veterans Memorial in Washington, D.C.; Lin's Civil Rights Memorial in Montgomery, Alabama; AIDS (acquired immunodeficiency syndrome) Quilt Memorial; Robert Smithson's Spiral Jetty

6.) Produce a reflective narrative that critically analyzes selected works of art.

•  Identifying the elements of art and principles of design
•  Interpreting the subject matter, purpose, and expressive content of a work of art
7.) Use appropriate visual arts terminology in response to works of art, including the elements of art and principles of design.

8.) Describe stylistic characteristics of selected works of art and architecture.

Examples: Raphael's (Raffaello Sanzio) Madonnas in the High Renaissance, Cathedral of Notre Dame in Gothic architecture, Charles Demuth's painting I Saw the Figure Five in Gold

•  Analyzing major works of art and architecture from various cultures, times, and places to understand forms, subjects, themes, and symbols
Examples: Parthenon in Athens, Greece; Kremlin in Moscow, Russia

•  Using a variety of resource media in researching stylistic characteristics of selected art, artists, cultures, times, and places
Example: creating a multimedia presentation, storyboard, poster, or research paper to identify characteristics of Jacob Lawrence's Harlem series paintings

9.) Identify various uses of the visual arts in business and industry.

Examples: developing logos and advertisements, designing buildings and other structures

•  Identifying arts careers in business and industry

- dance--choreographer, dance educator;

- music--conductor, composer;

- theatre--set designer, artistic director;

- visual arts--textile designer, museum curator

10.) Compare ways of producing, responding, and understanding in the visual arts with other arts disciplines, the humanities, and other academic subject areas.

Examples: process of writing compared to process of forming works of art; rhythms in visual arts, dance, and music compared to rhythms in poetry; color theory in art compared to color theory in science

Arts Education, Grade 7 - 12, Visual Arts: Level III, 2006

1.) Create works of art that communicate specific concepts, emotions, and intentions.

•  Selecting appropriate subject matter as a basis for meaningful and expressive compositions
•  Organizing subject matter and formal qualities in a work of art into meaningful and expressive compositions
•  Employing a diverse range of traditional media, digital media, and multimedia; techniques; styles; tools; concepts; and processes in producing meaningful and expressive compositions
•  Producing a thematically related body of work
2.) Employ a diverse range of traditional media, digital media, multimedia, techniques, styles, tools, concepts, and processes in producing meaningful and expressive compositions.

3.) Produce a self-critique of a work in progress.

4.) Demonstrate independent research related to studio work.

Example: researching masks of various cultures to determine emotional and stylistic characteristics that might influence or inspire the making of a mask

•  Maintaining a self-directed sketchbook or journal
5.) Apply the four-step process of critical analysis to works of art, including describing what is seen, analyzing how each artist arranged the elements of art and principles of design, interpreting expressive intent and purpose, and judging the effectiveness of communication.

•  Analyzing selected works of art for visual and functional differences
Example: comparing decorative ceramic vessels and utilitarian pottery

•  Describing visual and functional qualities of composition
•  Producing a reflective narrative that critically analyzes the organizational effectiveness and artistic choices of personal and peer works of art
6.) Respond orally and in writing to ideas of selected critics, historians, aestheticians, and artists.

Example: discussing criteria for valuing works of art from Kenneth Clark's What is a Masterpiece?

7.) Explain purpose, function, and meaning of selected works of art from a variety of cultures, times, and places.

•  Describing characteristics of works of art that are common to a cultural group or historical period

- cultural--use of animals in Eskimo masks, absence of representations of animals or human form in Islamic art;

- historical--inclusion of concepts of war and politics in Francisco de Goya's paintings

•  Comparing works of art with different styles
Examples: Celtic knot designs with rose windows, African masks with Kabuki masks

8.) Compare modes of artistic expression used in art and other academic disciplines.

Examples: comparing improvisation in music, visual arts, dance, and theatre; comparing narrative art to literature, a painting of historic events to social sciences, op art to the science of optics, or tessellations to geometric shapes and designs

9.) Organize research about art, artists, cultures, times, and places into a product or presentation.

Examples: producing a digital presentation comparing the use of logos in advertising, writing a research paper comparing art and its social context

Arts Education, Grade 7 - 12, Visual Arts: Level IV, 2006

1.) Produce a thematically related body of work.

•  Describing the results of researching the works of other artists or cultures for inspiration
2.) Organize subject matter and formal qualities into meaningful and expressive compositions.

•  Generating alternative design solutions to visual arts problems
•  Solving visual arts problems using analysis, synthesis, and evaluation
•  Defending personal choices in creative visual compositions
Examples: oral critiques, written reflections

3.) Assemble a portfolio of personal works of art that includes a concentration in a specific theme or medium.

•  Demonstrating advanced skill with at least three visual arts media
•  Writing an artist's statement for a personal portfolio
•  Documenting personal works of art
Example: using slides or electronic images to depict works of art

4.) Organize an exhibition of works of art, including publicizing an exhibition, composing an exhibition statement, and completing a self-evaluation of an exhibition.

Examples: exhibiting works of art on bulletin boards with content documentation, displaying works of art for competition, showcasing works of art with interdisciplinary connections in media centers

5.) Relate ideas of selected critics, historians, aestheticians, and artists to specific works of art.

Examples: Harold Rosenburg on Willem de Kooning's action paintings; critical writings on contemporary art and artists in local, regional, and national periodicals; Public Broadcasting System's American Masters series on nineteenth-century American authors

6.) Interpret expressive intentions and purposes in selected works of art based on intrinsic and extrinsic conditions.

Example: looking at Vincent Van Gogh's The Night Café and reading his letter to Theo about his intentions in creating the painting

7.) Analyze specific works of art to determine the relationship between intrinsic qualities and historical and cultural context.

Examples: Francisco Goya's The Third of May and the Napoleonic Invasion of Spain, Diego Rivera's murals and the history of Mexico, Bayoux Tapestry and the Battle of Hastings, Native American paintings and the Battle of the Little Bighorn

8.) Analyze artists' choices in order to interpret meanings, ideas, attitudes, views, and intentions in works of art.

Examples: choice of media, subject matter, signs, symbols, source of inspiration

9.) Explain the importance of major works of art and architecture.

•  Describing the stylistic impact of selected works of art
Examples: Claude Monet's Impression, Sunrise; Egyptian obelisk

•  Describing the social, cultural, historical, and political context of selected works of art
Examples: impact of Jacque-Louis David's Oath of the Horatii on French society and painting styles, adoption of Greek temples as architectural models in later cultures

10.) Compare the creative processes of visual arts with other arts disciplines, the humanities, and other academic areas.

Examples: comparing creative problem-solving models with the scientific method, comparing the drafting process in writing with the composition process in visual arts

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