dance music theatre visual arts - p-12

Students will actively engage in the processes that constitute

creation and performance in the arts (dance, music, theatre,

and visual arts) and participate in various roles in the arts.

STANDARD

1Creating,

Performing, and

Participating in

The Arts

Dance

Music

Theatre

VisualArts

Perform set dance forms in formal and informal contexts and will improvise, create, andperform dances based on their own movement ideas. They will demonstrate an under-standing of choreographic principles, processes, and structures and of the roles of vari-ous participants in dance productions.

Students will:

Compose original music and perform music written by others. They will understandand use the basic elements of music in their performances and compositions. Studentswill engage in individual and group musical and music-related tasks, and will describethe various roles and means of creating, performing, recording, and producing music.

Create and perform theatre pieces as well as improvisational drama. They will under-stand and use the basic elements of theatre in their characterizations, improvisations,and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, andproducing theatre.

Make works of art that explore different kinds of subject matter, topics, themes, andmetaphors. Students will understand and use sensory elements, organizational princi-ples, and expressive images to communicate their own ideas in works of art. Studentswill use a variety of art materials, processes, mediums, and techniques, and use appro-priate technologies for creating and exhibiting visual art works.

COMMENCEMENT

• perform movements and dances thatrequire demonstration of complex stepsand patterns as well as an understand-ing of contextual meanings

• create dance studies and full choreogra-phies based on identified and selecteddance movement vocabulary

• apply a variety of choreographicprocesses and structures as appropriateto plan a duet or ensemble performance

INTERMEDIATE

• know and demonstrate a range of move-ment elements and skills (such as bal-ance, alignment, elevation, and landing)and basic dance steps, positions, andpatterns

• dance a range of forms from free impro-visation to structured choreography

• create or improvise dance phrases, stud-ies, and dances, alone and/or in collabo-ration with others, in a variety of con-texts

• demonstrate the ability to take variousroles in group productions and perfor-mances

ELEMENTARY

• identify and demonstrate movement ele-ments and skills (such as bend, twist,slide, skip, hop)

• demonstrate ways of moving in relationto people, objects, and environments inset dance forms

• create and perform simple dances basedon their own movement ideas

Creating, Performing andParticipating in The Arts

COMMENCEMENT MAJOR SEQUENCE

• use a variety of sources to find dance ideas

• select dance structures for use in choreographic projects

• perform dances requiring use of more sophisticated performance elements such asdynamics, phrasing, musicality, expression

• use a variety of choreographic approaches with any number of dancers, props, andperformance spaces

• demonstrate ability to work effectively as dancer, choreographer, director, costumer,lighting designer, manager

Dance

Standard 1

Students:

COMMENCEMENT

• compose simple pieces for at least twomediums, including computers (MIDI)and other electronic instruments. (Piecesmay combine music with other art formssuch as dance, theatre, visual arts, orfilm/video.)

• sing and/or play recreational instru-ments accurately, expressively, and withgood tone quality, pitch, duration, loud-ness, technique, and (singing) diction

• use common symbols (notation) to per-form music on recreational instruments

• identify and describe the roles, process-es, and actions needed to produce pro-fessional concerts and musical theatreproductions

• explain the commercial-music roles ofproducer, recordist, public relationsdirector, recording company executive,contractor, musicians, union officials,performers, etc.

INTERMEDIATE

• compose simple pieces that reflect aknowledge of melodic, rhythmic, har-monic, timbrel, and dynamic elements

• sing and/or play, alone and in combina-tion with other voice or instrumentparts, a varied repertoire of folk, art, andcontemporary songs, from notation,with a good tone, pitch, duration, andloudness

• improvise short musical compositionsthat exhibit cohesiveness and musicalexpression

• in performing ensembles, read moder-ately easy/ moderately difficult music(New York State School Music Association[NYSSMA] level III-IV) and respondappropriately to the gestures of the con-ductor

• identify and use, in individual andgroup experiences, some of the roles,processes, and actions for performingand composing music of their own andothers, and discuss ways to improvethem


• compose a collection of works for wind, string, percussion, vocal, keyboard, or electronic media that demonstrates an understand-ing and application of the musical elements and music-related technology

• monitor and adjust their performance and compositional techniques, identifying strengths and areas for improvements

• improvise and arrange extended musical compositions that exhibit cohesiveness and musical expression

• in choral and instrumental ensembles, read difficult/very difficult music (New York State School Music Association [NYSSMA] level V-VI); exhibit independent control over tone quality, intonation, rhythm, dynamics, balance, blend, expression, and articulation; andrespond appropriately to the gestures of the conductor

• adopt at least two of the roles they identify as needed (composer, arranger, copyist, conductor, performer, announcer, instrumentmaker or provider, program annotator, recordist) to produce the performance of a musical composition in the classroom

• in performing groups, produce musical performances by peer-led small ensembles and sections of larger ensembles

Music

Creating, Performing andParticipating in The Arts

ELEMENTARY

• create short pieces consisting of soundsfrom a variety of traditional, electronic,and nontraditional sound sources

• sing songs and play instruments, main-taining tone quality, pitch, rhythm,tempo, and dynamics; perform themusic expressively; and sing or playsimple repeated patterns (ostinatos) withfamiliar songs, rounds, partner songs,and harmonizing parts

• read simple standard notation in perfor-mance, and follow vocal or keyboardscores in listening

• in performing ensembles, read veryeasy/easy music (New York State SchoolMusic Association [NYSSMA] level I-II)and respond appropriately to the ges-tures of the conductor

• identify and use, in individual andgroup experiences, some of the roles,processes, and actions used in perform-ing and composing music of their ownand others

Standard 1

Students:

COMMENCEMENT

• write monologues and scenes to com-municate ideas and feelings

• enact experiences through pantomime,improvisation, play writing, and scriptanalysis

• use language, techniques of sound pro-duction (articulation, enunciation, dic-tion, and phrasing), techniques of body,movement, posture, stance, gesture, andfacial expression and analysis of script topersonify character(s); interact with oth -ers in improvisation, rehearsal, and per-formance; and communicate ideas andfeelings

• design and build props, sets, and cos-tumes to communicate the intent of theproduction

• make acting, directing, and design choic-es that support and enhance the intentof the class, school, and/or communityproductions

INTERMEDIATE

• use improvisation and guided play writ-ing to communicate ideas and feelings

• imitate various experiences throughpantomime, play making, dramatic play,story dramatization, storytelling, roleplaying, improvisation and guided playwriting

• use language, voice, gesture, movementand observation to create character andinteract with others in improvisation,rehearsal, and performance

• create props, scenery, and costumesthrough individual and group effort

• identify and use, in individual andgroup experiences, some of the roles,processes, and actions for performingand creating theatre pieces and improvi-sational drama within the school/ com-munity, and discuss ways to improvethem

ELEMENTARY

• use creative drama to communicateideas and feelings

• imitate experiences through pantomime,play making, dramatic play, storydramatization, story telling, and roleplaying

• use language, voice, gesture, movement,and observation to express their experi-ences and communicate ideas and feel-ings

• use basic props, simple set pieces, andcostume pieces to establish place, time,and character for the participants

• identify and use in individual and groupexperiences some of the roles, processes,and actions for performing and creatingtheatre pieces and improvisationaldrama


• write plays to communicate their ideas and feelings

• collaborate in the development of original works which reflect life experiences

• use vocal, movement, and body techniques to create complex characters in mono-logues, oral interpretation, and scene study

• create props, scenery, and costumes for different styles of plays

• carry out acting, directing, and design choices which support and enhance the intentof a production

Theatre

Standard 1 Creating, Performing andParticipating in The Arts

Students:

COMMENCEMENT

• create a collection of art work, in avariety of mediums, based oninstructional assignments and indi-vidual and collective experiences toexplore perceptions, ideas, andviewpoints

• create art works in which they useand evaluate different kinds ofmediums, subjects, themes, sym-bols, metaphors, and images

• demonstrate an increasing level ofcompetence in using the elementsand principles of art to create artworks for public exhibition

• reflect on their developing work todetermine the effectiveness of select-ed mediums and techniques for con-veying meaning and adjust theirdecisions accordingly

INTERMEDIATE

• produce a collection of art works, ina variety of mediums, based on arange of individual and collectiveexperiences

• know and use a variety of sourcesfor developing and conveying ideas,images, themes, symbols, andevents in their creation of art

• use the elements and principles ofart to communicate specific mean-ings to others in their art work

• during the creative process, reflecton the effectiveness of selectedmediums or techniques to conveyintended meanings

• identify and use, in individual andgroup experiences, some of the rolesand means for designing, produc-ing, and exhibiting art works anddiscuss ways to improve them

ELEMENTARY

• experiment and create art works, in avariety of mediums (drawing, painting,sculpture, ceramics, printmaking, video,and computer graphics), based on arange of individual and collective expe-riences

• develop their own ideas and imagesthrough the exploration and creation ofart works based on themes, symbols,and events

• understand and use the elements andprinciples of art (line, color, texture,shape) in order to communicate theirideas

• reveal through their own art workunderstanding of how art mediums andtechniques influence their creative deci-sions

• identify and use, in individual andgroup experiences, some of the roles andmeans for designing, producing, andexhibiting art works


• produce comprehensive and well organized commencement portfolios of their work

• reveal through their work a broad investigation of a variety of individual ideas and atleast one theme explored imaginatively and in depth

• give evidence that they have developed an emerging personal style

• use selected mediums and techniques and select the most appropriate mediums andtechniques to communicate their ideas

VisualArts

Standard 1 Creating, Performing andParticipating in The Arts

Students:

STANDARD

2Knowing

and Using ArtsMaterials

andResources

Students will be knowledgeable about and make use of thematerials and resources available for participation in thearts in various roles.

New York State Museum

Dance

Music

Theatre

VisualArts

Know how to access dance and dance-related material from libraries, resource centers,museums, studios, and performance spaces. Students will know various career possibil-ities in dance and recreational opportunities to dance. Students will attend dance eventsand participate as appropriate within each setting.

Use traditional instruments, electronic instruments, and a variety of nontraditionalsound sources to create and perform music. They will use various resources to expandtheir knowledge of listening experiences, performance opportunities, and/or informa-tion about music. Students will identify opportunities to contribute to their communi-ties’ music institutions, including those embedded in other institutions (church choirs,industrial music ensembles, etc.). Students will know the vocations and avocationsavailable to them in music.

Know the basic tools, media, and techniques involved in theatrical production. Studentswill locate and use school, community, and professional resources for theatre experi-ences. Students will understand the job opportunities available in all aspects of theatre.

Know and use a variety of visual arts materials, techniques, and processes. Students willknow about resources and opportunities for participation in visual arts in the commu-nity (exhibitions, libraries, museums, galleries) and use appropriate materials (art repro-ductions, slides, print materials, electronic media). Students will be aware of vocationaloptions available in the visual arts.

Students will:

COMMENCEMENT

• use dance technologies without signifi-cant supervision

• are familiar with techniques of researchabout dance

• know about regional performancevenues which present dance and how topurchase tickets and access informationabout events

• know about educational requirements ofdance-related careers

• identify major muscles and bones andhow they function in dance movement

INTERMEDIATE

• demonstrate knowledge of sources forunderstanding dance technologies: live,print, video, computer, etc.

• demonstrate knowledge of how humanstructure and function affect movementin parts of dances and dances that theyknow or have choreographed

• demonstrate knowledge ofaudience/performer responsibilities andrelationships in dance

• demonstrate knowledge of differences inperformance venue and the events pre-sented in each

ELEMENTARY

• demonstrate knowledge of danceresources in video, photography, print,and live performance

• understand the concept of live perfor-mance and appropriate conduct

• demonstrate a knowledge of dance-relat-ed careers (e.g., dancer, choreographer,composer, lighting designer, historian,teacher)


• use technologies to research, create, perform, or communicate about dance

• understand the roles of dancers, audience, and creators in a variety of dance formsand contexts

• participate in, or observe, dance events outside of school

• know about educational requirements of dance-related careers and how to preparefor possible entrance into those fields

• know about good nutrition, injury prevention, and how to care for the body

Dance

Knowing and Using Arts Materials and ResourcesStandard 2

Students:

COMMENCEMENT

• use traditional, electronic, and nontradi-tional media for composing, arranging,and performing music

• describe and compare the various ser-vices provided by community organiza-tions that promote music performanceand listening

• use print and electronic media, includ-ing recordings, in school and communi-ty libraries to gather and report informa-tion on music and musicians

• identify and discuss the contributions oflocal experts in various aspects of musicperformance, production, and scholar-ship

• participate as a discriminating memberof an audience when listening to perfor-mances from a variety of genres, forms,and styles

• understand a broad range of careeropportunities in the field of music,including those involved with funding,producing, and marketing musicalevents

INTERMEDIATE

• use the computer or video to examinedance routines.including electronic ones,in composing and performing simplepieces

• use school and community resources todevelop information on music and musi-cians

• use current technology to create, pro-duce and record/playback music

• identify a community-based musicalinterest or role and explain the skills,knowledge, and resources necessary topursue the interest or adopt the role

• demonstrate appropriate listening andother participatory responses to music ofa variety of genres and cultures

• investigate some career options relatedto their musical interests

ELEMENTARY

• use classroom and nontraditional instru-ments in performing and creating music

• construct instruments out of material notcommonly used for musical instruments

• use current technology to manipulatesound

• identify the various settings in whichthey hear music and the variousresources that are used to produce musicduring a typical week; explain why theparticular type of music was used

• demonstrate appropriate audiencebehavior, including attentive listening,in a variety of musical settings in andout of school

• discuss ways that music is used by vari-ous members of the community


• develop a classified and annotated directory of nearby music-related estab-lishments such as instrument and music retailers, instrument makers andrepair persons, recording studios, union representatives, etc.

• identify ways that they have contributed to the support of the musical groupsof which they are members

• explain opportunities available to them for further musical growth and pro-fessional development in higher education and community institutions

Music

Standard 2 Knowing and Using Arts Materials and Resources

Students:

COMMENCEMENT

• use theatre technology skills and facili-ties in creating a theatrical experience

• use school and community resources,including library/media centers, muse-ums and theatre professionals, as part ofthe artistic process leading to production

• visit local theatrical institutions andattend theatrical performances in theirschool and community as an individualand part of a group

• understand a broad range of voca-tions/avocations in performing, produc-ing, and promoting theatre

INTERMEDIATE

• visit theatre technology facilities, includ-ing the local high school facility, andinteract with professionals and theatrestudents to learn about theatre technolo-gy (e.g., lighting, staging, sound, etc.)

• use the school or communitylibrary/media centers and otherresources to develop information on var-ious theatre-related topics

• know about local theatrical institutions,attend performances in school and in thecommunity, and demonstrate appropri-ate audience behavior

• discuss vocations/avocations with the-atre professionals and identify the skillsand preparation necessary for theatrevocations/avocations

ELEMENTARY

• theaters, theatre-related facilities, and/ortouring companies to observe aspects oftheatrical production

• use the library/media center of theirschool or community to find storydramatization material or other theatre-related materials and to view videotapesof performances

• attend theatrical performances in theirschool and demonstrate appropriateaudience behavior

• speak with theatre professionals abouthow they prepare for and perform theirjobs


• identify current technologies, published scripted material, and print and electronicresources available for theatrical productions

• identify college and/or community opportunities in theatre after graduation and therequirements for application or participation

• cooperate in an ensemble as performers, designers, technicians, and managers to cre-ate a theatrical production

• design an individualized study program (i.e., internship, mentorship, research project)in a chosen theatre, film, or video vocation/avocation and share the information withthe class

Theatre


Students:

COMMENCEMENT

• select and use mediums and processesthat communicate intended meaning intheir art works, and exhibit competencein at least two mediums

• use the computer and electronic mediato express their visual ideas and demon-strate a variety of approaches to artisticcreation

• interact with professional artists andparticipate in school- and community-sponsored programs by art organiza-tions and cultural institutions

• understand a broad range of voca-tions/avocations in the field of visualarts, including those involved with cre-ating, performing, exhibiting, and pro-moting art

INTERMEDIATE

• develop skills with a variety of art mate-rials and competence in at least onemedium

• use the computer and other electronicmedia as designing tools and to commu-nicate visual ideas

• take advantage of community opportu -nities and cultural institutions to learnfrom professional artists, look at originalart, and increase their understanding ofart

• understand the variety of careers relatedto the visual arts and the skills necessaryto pursue some of them

ELEMENTARY

• understand the characteristics of variousmediums (two-dimensional, three-dimensional, electronic images) in orderto select those that are appropriate fortheir purposes and intent

• develop skills with electronic media as ameans of expressing visual ideas

• know about some cultural institutions(museums and galleries) and communi-ty opportunities (art festivals) for look-ing at original art and talking to visitingartists, to increase their understandingof art

• give examples of adults who make theirliving in the arts professions


• develop Commencement Portfolios that show proficiency in one ormore mediums and skill in using and manipulating the computerand other electronic media

• prepare a portfolio that meets the admission requirements of select-ed institutions

• understand the preparation required for particular art professionsand acquire some skills of those professions through internshipswith local galleries, museums, advertising agencies, architecturalfirms, and other institutions

VisualArts


Students:

STANDARD

Responding To and

AnalyzingWorks of Art

Students will respond critically to a variety of works in thearts, connecting the individual work to other works and toother aspects of human endeavor and thought.

Dance

Music

Theatre

VisualArts

Express through written and oral language their understanding, interpretation, andevaluation of dances they see, do, and read about. Students will acquire the criticalvocabulary to talk and write about a variety of dance forms.

Demonstrate the capacity to listen to and comment on music. They will relate their crit-ical assertions about music to its aesthetic, structural, acoustic, and psychological quali-ties. Students will use concepts based on the structure of music’s content and context torelate music to other broad areas of knowledge. They will use concepts from other dis-ciplines to enhance their understanding of music.

Reflect on, interpret, and evaluate plays and theatrical performances, both live andrecorded, using the language of dramatic criticism. Students will analyze the meaningand role of theatre in society. Students will identify ways in which drama/theatre con-nects to film and video, other arts, and other disciplines.

Reflect on, interpret, and evaluate works of art, using the language of art criticism.Students will analyze the visual characteristics of the natural and built environment andexplain the social, cultural, psychological, and environmental dimensions of the visualarts. Students will compare the ways in which a variety of ideas, themes, and conceptsare expressed through the visual arts with the ways they are expressed in other disci-plines.

3

Students will:

COMMENCEMENT

• make comparisons of the nature andprinciples of dance to other arts

• analyze and describe similarities anddifferences in different dance forms andstyles

• describe and compare a variety of chore-ographic approaches used in the cre-ation of dances

INTERMEDIATE

• demonstrate knowledge of the technicallanguage used in discussing dance per-formances

• demonstrate knowledge of choreograph-ic principles and processes

• express to others their understanding ofspecific dance performances, includingperceptions, descriptions, analyses,interpretations, and evaluations

ELEMENTARY

• demonstrate knowledge of words andsymbols (kinetic, visual, tactile, auraland olfactory) that describe movement

• express to others their understanding ofspecific dance performances, usingappropriate language to describe whatthey have seen and heard


• express to others theories about the nature of dance and the underlying assumptionsthat people have about dance

• describe and analyze similarities and differences between individual performances,and between forms and styles of dance, past and present

• describe and defend an explanation of why people dance, based on experience indance, witnessing others, and studying contexts

Dance

Responding To and Analyzing Works of ArtStandard 3

Students:

COMMENCEMENT

• through listening, analyze and evaluatetheir own and others’ performances,improvisations, and compositions andsuggest improvements

• read and write critiques of music thatdisplay a broad knowledge of musicalelements, genres, and styles

• use anatomical and other scientific termsto explain the musical effectiveness ofvarious sound sources— traditional,nontraditional, and electronic

• use appropriate technical and socio-cul-tural terms to describe musical perfor-mances and compositions

• identify and describe the contributionsof both locally and internationallyknown exemplars of high quality in themajor musical genres

• explain how performers, composers, andarrangers make artistic decisions

INTERMEDIATE

• through listening, analyze and evaluatetheir own and others’ performances,improvisations, and compositions byidentifying and comparing them withsimilar works and events

• use appropriate terms to reflect a work-ing knowledge of the musical elements

• demonstrate a basic awareness of thetechnical skills musicians must developto produce an aesthetically acceptableperformance

• use appropriate terms to reflect a work-ing knowledge of social-musical func-tions and uses (appropriate choices ofmusic for common ceremonies and otherevents)

• use basic scientific concepts to explainhow music-related sound is produced,transmitted through air, and perceived

• use terminology from music and otherarts to analyze and compare the struc-tures of musical and other artistic andliterary works

ELEMENTARY

• through listening, identify the strengthsand weaknesses of specific musicalworks and performances, including theirown and others’

• describe the music in terms related tobasic elements such as melody, rhythm,harmony, dynamics, timbre, form, style,etc.

• discuss the basic means by which thevoice and instruments can alter pitch,loudness, duration, and timbre

• describe the music’s context in termsrelated to its social and psychologicalfunctions and settings (e.g., roles of par-ticipants, effects of music, uses of musicwith other events or objects, etc.)

• describe their understandings of particu-lar pieces of music and how they relateto their surroundings


• assess, describe, and evaluate the development of their personal contributions to theirown, their school’s, and their community’s musical life by appropriately using musicaland socio-cultural terms and concepts (contributions and skills of musicians, functionsof music in society, etc.)

• demonstrate a practical knowledge of sound production and architectural acoustics topredict the general effects on sound of room shapes, building construction practices,and common absorbers

Music

Standard 3 Responding To and Analyzing Works of Art

Students:

COMMENCEMENT

• articulate an understanding, interpreta-tion, and evaluation of a theatre piece asdrama and as a realized production,using appropriate critical vocabulary

• evaluate the use of other art forms in atheatre production

• explain how a theatrical productionexemplifies major themes and ideasfrom other disciplines

INTERMEDIATE

• use the techniques and vocabulary oftheatre criticism, both written and oral,to discuss theatre experiences andimprove individual and group perfor-mances

• examine and discuss the use of other artforms in a theatre production

• explain how drama/theatre experiencesrelate to other literary and artistic events

ELEMENTARY

• discuss their understanding, interpreta-tion, and evaluation of a theatrical per-formance, using basic theatre terminolo-gy

• identify the use of other art forms in the-atre productions

• explain the relationship of theatre to filmand video


• develop a critical vocabulary through the reading and discussion of professional criti-cism

• explain the meaning and societal function of different types of productions

• design a plan for improving performances, using past and present critiques

• explore various other art forms and technologies, using them in theatre projects

• explain how theatre can enhance other subjects in the curriculum

• compare and contrast theatre, film, and video

Theatre


Students:

COMMENCEMENT

• use the language of art criticism by read-ing and discussing critical reviews innewspapers and journals and by writingtheir own critical responses to works ofart (either their own or those of others)

• explain the visual and other sensoryqualities in art and nature and their rela-tion to the social environment

• analyze and interpret the ways in whichpolitical, cultural, social, religious, andpsychological concepts and themes havebeen explored in visual art

• develop connections between the waysideas, themes, and concepts areexpressed through the visual arts andother disciplines in everyday life

INTERMEDIATE

• discuss and write their analyses andinterpretations of their own works of artand the art of others, using appropriatecritical language

• identify, analyze, and interpret the visu-al and sensory characteristics that theydiscover in natural and human-madeforms

• compare the ways ideas and conceptsare communicated through visual artwith the various ways that those ideasand concepts are manifested in other artforms

• compare the ways ideas, themes, andconcepts are communicated through thevisual arts in other disciplines, and thevarious ways that those ideas, themes,and concepts are manifested within thediscipline

ELEMENTARY

• explain their reflections about the mean -ings, purposes, and sources of works ofart; describe their responses to the worksand the reasons for those responses

• explain the visual and other sensoryqualities (surfaces, colors, textures,shape, sizes, volumes) found in a widevariety of art works

• explain the themes that are found inworks of visual art and how the artworks are related to other forms of art(dance, music, theatre, etc.)

• explain how ideas, themes, or conceptsin the visual arts are expressed in otherdisciplines (e.g., mathematics, science,literature, social studies, etc.)


• using the language of art criticism, describe the visual and functional characteristics ofworks of art and interpret the relationships of works of art one to another, to describethe impact of the work on the viewer

• demonstrate an understanding of art criticism, art histories, and aesthetic principlesand show their connections to works of art

• give evidence in their Commencement Portfolios that they have researched a theme in-depth and that in their research they have explored the ways the theme has beenexpressed in other disciplinary forms

VisualArts


Students:

STANDARD

Understandingthe CulturalDimensions

andContributions

of The Arts

4Students will develop an understanding of the personal and

cultural forces that shape artistic communication and how

the arts in turn shape the diverse cultures of past and present

society.

Dance

Music

Theatre

VisualArts

Know dances from many cultures and times and recognize their relationship to variouscultural, social, and historic contexts. Students will recognize that dance is performed inmany different cultural settings and serves many functions in diverse societies.

Develop a performing and listening repertoire of music of various genres, styles, andcultures that represent the peoples of the world and their manifestations in the UnitedStates. Students will recognize the cultural features of a variety of musical compositionsand performances and understand the functions of music within the culture.

Gain knowledge about past and pre-sent cultures as expressed through theatre. Theywill interpret how theatre reflects the beliefs, issues, and events of societies past and pre-sent.

Explore art and artifacts from various historical periods and world cultures to discoverthe roles that art plays in the lives of people of a given time and place and to understandhow the time and place influence the visual characteristics of the art work. Students willexplore art to understand the social, cultural, and environmental dimensions of humansociety.

Students will:

COMMENCEMENT

• explain the interaction of performer andaudience in dance as a shared culturalevent

• identify the cultural elements in a vari-ety of dances drawn from the folk andclassical repertories

• recognize specific contributions of danceand dancers to their own lives and topeople in other times and places

INTERMEDIATE

• identify the major dance forms of specif-ic world cultures past and present

• identify some of the major dance artistsfrom diverse cultures

• show how specific dance forms are relat-ed to the culture from which they come


• demonstrate an understanding of dance as a shared cultural event when giving pre-sentations (dance, lecture, video, written report)

• demonstrate a knowledge of cultural elements in dance presentations of folk and clas-sical repertories

• prepare formal presentations that use materials about dance and dancers of othertimes and places

Dance

Understanding the CulturalDimensions and Contributions

of The Arts

Standard 4

ELEMENTARY

• identify basic dance movements that aretypical of the major world cultures

• explain the settings and circumstances inwhich dance is found in their lives andthose of others, both past and present

Students:

COMMENCEMENT

• identify from performances or record-ings the cultural contexts of a furthervaried repertoire of folk, art, and con-temporary selections from the basic cul-tures that represent the peoples of theworld

• identify from performances or record-ings the titles and composers and dis-cuss the cultural contexts of well-knownexamples of classical concert music andblues/jazz selections

• relate well-known musical examplesfrom the 17th century onward with thedominant social and historical events

INTERMEDIATE

• identify the cultural contexts of a perfor-mance or recording and perform (withmovement, where culturally appropri-ate) a varied repertoire of folk, art, andcontemporary selections from the basiccultures that represent the peoples of theworld

• identify from a performance or record-ing the titles and composers of well-known examples of classical concertmusic and blues/jazz selections

• discuss the current and past cultural,social, and political uses for the musicthey listen to and perform

• in performing ensembles, read and per-form repertoire in a culturally authenticmanner

ELEMENTARY

• identify when listening, and performfrom memory, a basic repertoire of folksongs/dances and composed songs fromthe basic cultures that represent the peo-ples of the world

• identify the titles and composers of well-known examples of classical concertmusic and blues/jazz selections

• identify the primary cultural, geographi-cal, and historical settings for the musicthey listen to and perform


• analyze music from various cultures on the basis of its functions, giving examples anddescribing uses to which music is put in those cultures

• in performing ensembles, read and perform repertoire in a culturally authentic mannerand use culture-based criteria for assessing performances, their own and others’

Music

Standard 4 Understanding the CulturalDimensions and Contributions

of The Arts

Students:

COMMENCEMENT

• read and view a variety of plays fromdifferent cultures

• using the basic elements of theatre (e.g.,speech, gesture, costume, etc.), explainhow different theatrical productions rep-resent the cultures from which theycome

• articulate the societal beliefs, issues andevents of specific theatrical productions

INTERMEDIATE

• improvise scenes based on informationabout various cultures

• create intercultural celebrations usingprops, settings, and costumes

• explain how drama/theatre experiencesrelate to them-selves and others

ELEMENTARY

• dramatize stories and folk tales fromvarious cultures

• engage in drama/theatre activitiesincluding music, dance, and gameswhich reflect other cultures and ethnicgroups

• discuss how classroom theatre activitiesrelate to their lives


• conduct an in-depth investigation of the works of a given culture or playwright

• create a multicultural theatre festival of excerpts from plays representing various cul-tures

Theatre


of The Arts

Students:

COMMENCEMENT

• analyze works of art from diverse worldcultures and discuss the ideas, issues,and events of the culture that theseworks convey

• examine works of art and artifacts fromUnited States cultures and place themwithin a cultural and historical context

• create art works that reflect a variety ofcultural influences

INTERMEDIATE

• demonstrate how art works and artifactsfrom diverse world cultures reflectaspects of those cultures

• demonstrate the ways in which someparticular art works and artifacts reflectimportant aspects of the diverse culturesof the United States

• create art works that reflect a particularhistorical period of a culture

ELEMENTARY

• look at and discuss a variety of artworks and artifacts from world culturesto discover some important ideas, issues,and events of those cultures

• look at a variety of art works and arti-facts from diverse cultures of the UnitedStates and identify some distinguishingcharacteristics

• create art works that show the influenceof a particular culture


• present a body of work within their portfolio that reflects the influences of variety ofcultural styles

• interpret the meaning of works and artifacts in terms of the cultures that producedthem

• explain how cultural values have been expressed in the visual arts, how art workshave been used to bring about cultural change and how the art of a culture has beeninfluenced by art works coming from outside that culture

VisualArts


of The Arts

Students:

dance music theatre visual arts - p-12

Documents