Visual and Performing Arts

Standard

1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill.

1.1.5.B.1

Identify the elements of music in response to aural prompts and printed music notational systems.

The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy.

1.1.5.B.2

Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures.

Visual and Performing Arts

Standard

1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

Art and culture reflect and affect each other.

1.2.5.A.1

Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs.

Characteristic approaches to content, form, style, and design define art genres.

1.2.5.A.2

Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art.

Sometimes the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre.

1.2.5.A.3

Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

Visual and Performing Arts

Standard

1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

Complex scores may include compound meters and the grand staff.

1.3.5.B.1

Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter.

Proper vocal production and vocal placement improve vocal quality. Harmonizing requires singing ability and active listening skills. Individual voice ranges change with time.

1.3.5.B.2

Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice.

Music composition is governed by prescribed rules and forms that apply to both improvised and scored music.

1.3.5.B.3

Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs.

Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts.

1.3.5.B.4

Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.

Visual and Performing Arts

Standard

1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

A. Aesthetic Responses

Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes).

1.4.5.A.1

Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications.

Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical contexts.

1.4.5.A.2

Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view.

Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design and genre provides the foundation for making value judgments about the arts.

1.4.5.A.3

Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).

B. Critique Methodologies

Identifying criteria for evaluating performances results in deeper understanding of art and art making.

1.4.5.B.1

Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria.

Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion.

1.4.5.B.2

Use evaluative tools, such as rubrics, for self assessment and to appraise the objectivity of critiques by peers.

While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art, each also has its own discipline-specific arts terminology.

1.4.5.B.3

Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art.

Levels of proficiency can be assessed through analyses of how artists apply the elements of art and principles of design.

1.4.5.B.4

Define technical proficiency, using the elements of the arts and principles of design.

Artists and audiences can and do disagree about the relative merits of artwork. When assessing works of dance, music, theatre and visual art, it is important to consider the context for the creation and performance of the work (e.g., Who was the creator? What purpose does the artwork serve? Who is the intended audience?).

1.4.5.B.5

Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art.