High School Fine Arts TEKS Standards

High School Level IV Art

High School Level III Art

High School Level II Art

The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artworks. The student is expected to:

use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;

identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;

identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and

explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.

The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;

apply design skills in creating practical applications, clarifying presentations, and examining consumer choices in order to make successful design decisions;

use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;

create original artwork to communicate thoughts, feelings, ideas, or impressions;

collaborate to create original works of art; and

select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.

The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

examine selected historical periods or styles of art to identify general themes and trends;

analyze specific characteristics in artwork from a variety of cultures;

collaborate on community-based art projects; and

examine and research career, entrepreneurial, and avocational opportunities in art.

The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;

evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

use responses to artwork critiques to make decisions about future directions in personal work;

construct a physical or electronic portfolio by evaluating and analyzing personal original artworks to provide evidence of learning; and

select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:

analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving problems, create multiple solutions, and think imaginatively;

compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;

compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and

explore the suitability of art media and processes and select those appropriate to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artwork.

The student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;

solve visual problems and develop multiple solutions for designing ideas, creating practical applications, clarifying presentations, and evaluating consumer choices in order to make successful design decisions;

use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;

create original artwork to communicate thoughts, feelings, ideas, or impressions;

collaborate to create original works of art; and

select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.

The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

research selected historical periods, artists, general themes, trends, and styles of art;

distinguish the correlation between specific characteristics and influences of various cultures and contemporary artwork;

collaborate on community-based art projects; and

examine, research, and develop a plan of action for relevant career, entrepreneurial, and avocational art opportunities within a global economy.

The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

interpret, evaluate, and justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on evaluation of developmental progress, competency in problem solving, and a variety of visual ideas;

evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

analyze personal artwork in order to create a written response such as an artist's statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and measure of uniqueness;

use responses to artwork critiques to make decisions about future directions in personal work;

construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and

select and analyze original artwork, portfolios, and exhibitions to demonstrate innovation and provide examples of in-depth exploration of qualities such as aesthetics; formal, historical, and cultural contexts; intentions; and meanings.

The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:

consider concepts and themes for personal artwork that integrate an extensive range of visual observations, experiences, and imagination;

compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;

compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and

discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive art vocabulary.

The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

produce an original body of artwork that integrates information from a variety of sources, including original sources, and demonstrates sustained self-directed investigations into specific themes such as a series or concentration of works;

evaluate and justify design ideas and concepts to create a body of personal artwork;

use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;

create original artwork to communicate thoughts, feelings, ideas, or impressions;

collaborate to create original works of art; and

create artwork, singularly and in a series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.

The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

research and report on selected historical periods, artists, general themes, trends, and styles of art;

analyze and evaluate the influence of contemporary cultures on artwork;

collaborate on community-based art projects; and

examine, research, and develop a plan of action for relevant career or entrepreneurial art opportunities within a global economy, justifying the choice.

The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

develop evaluative criteria to justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on a high level of creativity and expertise in one or more art areas;

evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

analyze personal artwork in order to create a written response such as an artist's statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and the measure of uniqueness;

use responses to artwork critiques to make decisions about future directions in personal work;

construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and

evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.

High School Level II Art

The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artworks. The student is expected to:

use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;

identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;

identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and

explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.

The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;

apply design skills in creating practical applications, clarifying presentations, and examining consumer choices in order to make successful design decisions;

use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;

create original artwork to communicate thoughts, feelings, ideas, or impressions;

collaborate to create original works of art; and

select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.

The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

examine selected historical periods or styles of art to identify general themes and trends;

analyze specific characteristics in artwork from a variety of cultures;

collaborate on community-based art projects; and

examine and research career, entrepreneurial, and avocational opportunities in art.

The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;

evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

use responses to artwork critiques to make decisions about future directions in personal work;

construct a physical or electronic portfolio by evaluating and analyzing personal original artworks to provide evidence of learning; and

select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

High School Level III Art

The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:

analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving problems, create multiple solutions, and think imaginatively;

compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;

compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and

explore the suitability of art media and processes and select those appropriate to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artwork.

The student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;

solve visual problems and develop multiple solutions for designing ideas, creating practical applications, clarifying presentations, and evaluating consumer choices in order to make successful design decisions;

use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;

create original artwork to communicate thoughts, feelings, ideas, or impressions;

collaborate to create original works of art; and

select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.

The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

research selected historical periods, artists, general themes, trends, and styles of art;

distinguish the correlation between specific characteristics and influences of various cultures and contemporary artwork;

collaborate on community-based art projects; and

examine, research, and develop a plan of action for relevant career, entrepreneurial, and avocational art opportunities within a global economy.

The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

interpret, evaluate, and justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on evaluation of developmental progress, competency in problem solving, and a variety of visual ideas;

evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

analyze personal artwork in order to create a written response such as an artist's statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and measure of uniqueness;

use responses to artwork critiques to make decisions about future directions in personal work;

construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and

select and analyze original artwork, portfolios, and exhibitions to demonstrate innovation and provide examples of in-depth exploration of qualities such as aesthetics; formal, historical, and cultural contexts; intentions; and meanings.

High School Level IV Art

The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:

consider concepts and themes for personal artwork that integrate an extensive range of visual observations, experiences, and imagination;

compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;

compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and

discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive art vocabulary.

The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

produce an original body of artwork that integrates information from a variety of sources, including original sources, and demonstrates sustained self-directed investigations into specific themes such as a series or concentration of works;

evaluate and justify design ideas and concepts to create a body of personal artwork;

use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;

create original artwork to communicate thoughts, feelings, ideas, or impressions;

collaborate to create original works of art; and

create artwork, singularly and in a series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.

The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

research and report on selected historical periods, artists, general themes, trends, and styles of art;

analyze and evaluate the influence of contemporary cultures on artwork;

collaborate on community-based art projects; and

examine, research, and develop a plan of action for relevant career or entrepreneurial art opportunities within a global economy, justifying the choice.

The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

develop evaluative criteria to justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on a high level of creativity and expertise in one or more art areas;

evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

analyze personal artwork in order to create a written response such as an artist's statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and the measure of uniqueness;

use responses to artwork critiques to make decisions about future directions in personal work;

construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and

evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.

Dance Level I

The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

define basic kinesthetic and spatial awareness individually and in groups;

identify a comprehensive understanding of health, safety, and wellness for dancers;

recognize knowledge of dance genres, styles, and vocabulary; and

identify images found in the environment through movement.

The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

explain basic principles of proper body alignment;

explore, improvise, and demonstrate original movement during the creative process;

express ideas and emotions through movement; and

create basic compositional forms using fundamental dance elements for choreographic processes.

The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

perform memorized movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

identify the effective use of dance elements in practice and performance;

perform basic compositional forms using fundamental choreographic processes; and

understand the principles of an effective warm-up and cool-down, implementing elements of proper conditioning for performing skills.

The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

perform the characteristics of dances from several diverse cultures or historical periods;

perform dance phrases or dances from several time periods with an understanding of historical and social contexts;

identify historical figures in dance history and their significance; and

identify dance in various media and content areas.

The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

incorporate appropriate movement vocabulary when identifying qualities and discussing meaning of performance or production in dance;

demonstrate appropriate audience behavior and etiquette in the classroom and at performances;

identify relationships between dance and other content areas; and

identify knowledge and skills of technology in dance.

Dance Level II

The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

demonstrate kinesthetic and spatial awareness individually and in groups;

expand a comprehensive understanding of health, safety, and wellness for dancers;

demonstrate effective knowledge of dance genres, styles, and vocabulary; and

interpret details in movement in natural and constructed environments.

The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

expand a comprehensive understanding of principles of proper body alignment;

explore, improvise, and perform original movement during the creative process;

expand the expression of ideas and emotions through movement; and

create enhanced compositional forms using fundamental dance elements for choreographic processes.

The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

perform extended movement patterns with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

demonstrate the elements of dance effectively;

perform enhanced compositional forms using sound choreographic processes; and

implement an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

analyze dances of various cultures or historical periods;

choreograph short dance phrases that exhibit an understanding of various historical periods and social contexts;

perform dances in various media and content areas; and

interpret historical and cultural dance forms using technology.

The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

identify characteristics of a variety of dances;

analyze qualities of performance and proper etiquette in dance;

identify similarities of form and expression in dance and other content areas; and

apply knowledge and skills of technology in dance.

Dance Level III

The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

analyze kinesthetic and spatial awareness individually and in groups;

distinguish a comprehensive understanding of health, safety, and wellness for dancers;

compare knowledge and skills of dance genres, styles, and vocabulary; and

differentiate designs and images in natural and constructed environments.

The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

create dance studies using original movement based on theme and variation;

experiment, improvise, and perform original movement during the creative process;

compare and contrast the expression of ideas and emotions through movement; and

differentiate compositional forms using intermediate dance elements for choreographic processes.

The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

perform and examine memorized complex movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

execute a wide range of dynamics in quality movement;

perform with projection, confidence, and expression when executing dance movements; and

distinguish an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

compare similarities and differences in steps, styles, and traditions from various cultures or historical periods;

recognize and evaluate dances as they relate to various historical periods and social contexts;

create and experiment with dances in various media and content areas; and

research historical and cultural dance forms using technology.

The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

compare characteristics and qualities of a variety of dances;

analyze dance from a variety of perspectives such as those of dance critic, performer, choreographer, and audience member;

understand the relationship of dance performance skills and other content areas; and

experiment with knowledge and skills of technology through a dance portfolio.

Dance Level IV

The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

evaluate kinesthetic and spatial awareness individually and in groups;

develop a working knowledge of health, safety, and wellness for dancers;

demonstrate and evaluate a working knowledge and skills of dance genres, styles, and vocabulary; and

create designs and images found in natural and constructed environments.

The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

create and improvise dance studies using original movement based on theme and variation to successfully communicate an idea;

improvise, construct, and evaluate original movement studies;

evaluate the expression of ideas and emotions through movement; and

design compositional forms implementing advanced dance elements for choreographic processes.

The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

assess performance of memorized complex movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

perform dance movements with a refined sense of musicality and expressiveness and a wide range of spatial qualities;

evaluate the performance of projection, confidence, and expression in the movement; and

design an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

evaluate choreography in dances from various cultures or historical periods;

research and create a project using technology to illustrate an understanding of significant dance events or historical figures in appropriate social, historical, and cultural contexts;

improvise and construct dances in various media and content areas; and

evaluate historical and cultural dance forms using technology.

The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

evaluate personal dance compositions and the work of others;

create and reconstruct a choreographic study using varied media and environments;

create a portfolio based on personal artistic works, performance works, or research; and

perform and evaluate a choreographic study using varied media and environments.

Dance Level IV

Dance Level III

Dance Level II

Dance Level I

The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

define basic kinesthetic and spatial awareness individually and in groups;

identify a comprehensive understanding of health, safety, and wellness for dancers;

recognize knowledge of dance genres, styles, and vocabulary; and

identify images found in the environment through movement.

The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

explain basic principles of proper body alignment;

explore, improvise, and demonstrate original movement during the creative process;

express ideas and emotions through movement; and

create basic compositional forms using fundamental dance elements for choreographic processes.

The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

perform memorized movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

identify the effective use of dance elements in practice and performance;

perform basic compositional forms using fundamental choreographic processes; and

understand the principles of an effective warm-up and cool-down, implementing elements of proper conditioning for performing skills.

The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

perform the characteristics of dances from several diverse cultures or historical periods;

perform dance phrases or dances from several time periods with an understanding of historical and social contexts;

identify historical figures in dance history and their significance; and

identify dance in various media and content areas.

The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

incorporate appropriate movement vocabulary when identifying qualities and discussing meaning of performance or production in dance;

demonstrate appropriate audience behavior and etiquette in the classroom and at performances;

identify relationships between dance and other content areas; and

identify knowledge and skills of technology in dance.

The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

demonstrate kinesthetic and spatial awareness individually and in groups;

expand a comprehensive understanding of health, safety, and wellness for dancers;

demonstrate effective knowledge of dance genres, styles, and vocabulary; and

interpret details in movement in natural and constructed environments.

The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

expand a comprehensive understanding of principles of proper body alignment;

explore, improvise, and perform original movement during the creative process;

expand the expression of ideas and emotions through movement; and

create enhanced compositional forms using fundamental dance elements for choreographic processes.

The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

perform extended movement patterns with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

demonstrate the elements of dance effectively;

perform enhanced compositional forms using sound choreographic processes; and

implement an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

analyze dances of various cultures or historical periods;

choreograph short dance phrases that exhibit an understanding of various historical periods and social contexts;

perform dances in various media and content areas; and

interpret historical and cultural dance forms using technology.

The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

identify characteristics of a variety of dances;

analyze qualities of performance and proper etiquette in dance;

identify similarities of form and expression in dance and other content areas; and

apply knowledge and skills of technology in dance.

The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

analyze kinesthetic and spatial awareness individually and in groups;

distinguish a comprehensive understanding of health, safety, and wellness for dancers;

compare knowledge and skills of dance genres, styles, and vocabulary; and

differentiate designs and images in natural and constructed environments.

The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

create dance studies using original movement based on theme and variation;

experiment, improvise, and perform original movement during the creative process;

compare and contrast the expression of ideas and emotions through movement; and

differentiate compositional forms using intermediate dance elements for choreographic processes.

The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

perform and examine memorized complex movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

execute a wide range of dynamics in quality movement;

perform with projection, confidence, and expression when executing dance movements; and

distinguish an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

compare similarities and differences in steps, styles, and traditions from various cultures or historical periods;

recognize and evaluate dances as they relate to various historical periods and social contexts;

create and experiment with dances in various media and content areas; and

research historical and cultural dance forms using technology.

The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

compare characteristics and qualities of a variety of dances;

analyze dance from a variety of perspectives such as those of dance critic, performer, choreographer, and audience member;

understand the relationship of dance performance skills and other content areas; and

experiment with knowledge and skills of technology through a dance portfolio.

The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

evaluate kinesthetic and spatial awareness individually and in groups;

develop a working knowledge of health, safety, and wellness for dancers;

demonstrate and evaluate a working knowledge and skills of dance genres, styles, and vocabulary; and

create designs and images found in natural and constructed environments.

The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

create and improvise dance studies using original movement based on theme and variation to successfully communicate an idea;

improvise, construct, and evaluate original movement studies;

evaluate the expression of ideas and emotions through movement; and

design compositional forms implementing advanced dance elements for choreographic processes.

The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

assess performance of memorized complex movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

perform dance movements with a refined sense of musicality and expressiveness and a wide range of spatial qualities;

evaluate the performance of projection, confidence, and expression in the movement; and

design an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

evaluate choreography in dances from various cultures or historical periods;

research and create a project using technology to illustrate an understanding of significant dance events or historical figures in appropriate social, historical, and cultural contexts;

improvise and construct dances in various media and content areas; and

evaluate historical and cultural dance forms using technology.

The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

evaluate personal dance compositions and the work of others;

create and reconstruct a choreographic study using varied media and environments;

create a portfolio based on personal artistic works, performance works, or research; and

perform and evaluate a choreographic study using varied media and environments.

use technology to communicate and present findings in a clear and coherent manner.

articulate connections in theatre skills and experiences to higher education and careers outside of the theatre; and

articulate career and avocational opportunities in theatre, television, film, or industries such as design, construction, management, theatre education, and arts administration and evaluate the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

evaluate film, television, or other media in written or oral form with precise and specific observations of technical elements using appropriate vocabulary;

evaluate live theatre in written and oral form with precise and specific observations of technical elements using appropriate vocabulary;

offer and receive constructive criticism of designs or construction projects by peers and self;

defend the design and technical elements of theatre as an art form and evaluate self as a creative being;

model appropriate behavior of technical staff at various types of live performances;

use a resume and portfolio of works created in technical theatre;

Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

predict future innovations and contributions of the United States to the performing arts.

articulate the impact of multicultural heritage of United States drama and theatre and identify key figures, works, and trends in technical theatre; and

articulate the impact of cultural heritages of world drama and theatre and identify key figures, works, and trends in technical theatre;

articulate the impact of live theatre, film, television, and electronic media on contemporary society;

defend historical or cultural accuracy in theatrical design;

Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

demonstrate an understanding of management skills in a theatre production such as house manager, stage manager, marketing manager, or producer.

develop skills to supervise safe use of sound equipment; and

develop skills to supervise safe use of lighting equipment such as instruments, dimmers, and controllers;

develop skills to supervise safe use of the basic techniques of costume construction and make-up application;

develop skills to supervise safe construction of scenery;

model effective and safe use of tools and materials in scenery and property construction;

Creative expression: production. The student focuses on a specific area of technical theatre production concepts and skills. The student is expected to demonstrate an understanding of and skills in scenery, props, lighting, costumes and makeup, sound, or theatre management. The student is expected to:

model communication methods between directors and designers such as prompt book, costume plot, light plot, makeup, theatre management, property list, design renderings, and models.

model creativity as it relates to personal expression in technical theatre and design; and

model collaboration and leadership skills;

demonstrate leadership skills in an area of the production team;

demonstrate creativity in the design of a theatrical product;

analyze technical elements in various theatrical styles and genres;

Creative expression: performance. The student develops and demonstrates technical theatre skills through the pre-production processes from concept (script or original idea) to performance. The student is expected to:

read scripts and apply basic script analysis techniques to technical theatre elements.

use and model safe theatre practices such as personal safety, fire safety, tool safety, shop safety, and handling emergencies in the theatre; and

use and create established theatre systems such as the production calendar, tech rehearsals, and production staff roles;

demonstrate a working knowledge of the technical elements of theatre such as types of stages, stage areas, fly systems, curtains, front of house, dressing rooms, and storage;

demonstrate proper and regular use of standard vocabulary in costumes, lights, makeup, theatre management, properties, scenery, and sound;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

Technical Theatre, Level IV (One Credit)

use technology to communicate and present findings in a clear and coherent manner.

articulate connections in theatre skills and experiences to higher education and careers outside of the theatre; and

articulate career and avocational opportunities in theatre, television, film, or industries such as design, construction, management, theatre education, and arts administration and evaluate the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

evaluate film, television, or other media in written or oral form with precise and specific observations of technical elements using appropriate vocabulary;

evaluate live theatre in written and oral form with precise and specific observations of technical elements using appropriate vocabulary;

offer and receive constructive criticism of designs or construction projects by peers and self;

apply the design and technical elements of theatre as an art form and evaluate self as a creative being;

demonstrate appropriate behavior of technical staff at various types of live performances;

construct a resume and portfolio of works created in technical theatre;

Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

demonstrate a working knowledge of the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.

analyze the multicultural heritage of United States drama and theatre and identify key figures, works, and trends in dramatic literature; and

illustrate how technology has changed theatre such as how stage lighting has progressed from limelight to digital light;

demonstrate a working knowledge of the historical development, discoveries, and periods in theatre architecture and stage technology such as Latin American marionettes, Greek amphitheater, Asian Noh and Kabuki theatre, Italian Renaissance innovation, and Indian puppet theatre and their influences on modern theatre;

synthesize the cultural heritages of world drama and theatre and identify key figures, works, and trends in dramatic literature;

synthesize the impact of live theatre, film, television, and electronic media on contemporary society;

demonstrate a working knowledge of historical or cultural accuracy from research in theatrical design;

Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

create and interpret technical theatre documents such as light plots, costume plots, renderings, ground plans, and cue sheets.

identify various production roles in all technical areas such as designer, master carpenter, draper, cutter, and master electrician; and

designing stage properties;

implementing and refining scenic painting techniques; or

demonstrating stage management techniques such as build a promptbook, call cues, and record blocking;

designing marketing products for theatrical productions;

demonstrating an understanding of the physics of acoustics and sound through the design of sound;

designing lighting and using electrical theory and practice as it applies to theatrical lighting;

designing and building or pulling and altering costumes;

demonstrating design and building techniques of scenery;

develop theatre production skills by:

identify and safely use specialized tools and materials in technical theatre;

Creative expression: production. The student focuses on a specific area of technical theatre production concepts and skills. The student demonstrates an understanding of and skills in scenery, props, lighting, costumes and makeup, sound, or theatre management. The student is expected to:

practice the basics of measurement and scale applied to drafting, design, or construction.

interpret technical theatre documents used by directors and designers to communicate such as costume plot, light plot, makeup chart, prompt book, property list, design renderings, and models; and

develop creativity as it relates to personal expression in technical theatre and design;

defend the importance of collaboration and leadership skills;

manage and work collaboratively with the production team such as designers, director, crew members, playwright, and stage manager;

apply the elements of color in design such as color theory, the science of color and light, and the color palette;

apply the principles of composition, including unity, harmony, contrast, variation, balance, proportion, and emphasis;

apply the principles of design, including lines, shape, mass, measure, position, color, and texture;

apply the design process, including analysis, research, incubation/selection, implementation, and evaluation, to a theatrical product such as a rendering, model, or sketch;

identify and use technical elements in various theatrical styles and genres;

Creative expression: performance. The student develops and demonstrates technical theatre skills through the pre-production processes from concept (script or original idea) to performance. The student is expected to:

read scripts and apply basic script analysis techniques to technical theatre elements.

use and model safe theatre practices such as personal safety, fire safety, tool safety, shop safety, and handling emergencies in the theatre; and

create and use established theatre systems such as the production calendar, tech rehearsals, and production staff roles;

demonstrate a working knowledge of the technical elements of theatre such as types of stages, stage areas, fly systems, curtains, front of house, dressing rooms, and storage;

demonstrate proper use of standard vocabulary in costumes, lights, makeup, theatre management, properties, scenery, and sound;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the world using elements of drama and conventions of theatre. The student is expected to:

Technical Theatre, Level III (One Credit)

use technology to communicate and present findings in a clear and coherent manner.

connect theatre skills and experiences to higher education and careers outside of the theatre; and

explore career and avocational opportunities in theatre, television, film, or industries such as design, construction, management, theatre education, and arts administration and evaluate the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

evaluate film, television, or other media in written or oral form with precise and specific observations of technical elements using appropriate vocabulary;

evaluate live theatre in written and oral form with precise and specific observations of technical elements using appropriate vocabulary;

offer and receive constructive criticism of designs or construction projects by peers and self;

recognize the design and technical elements of theatre as an art form and evaluate self as a creative being;

analyze and apply appropriate behavior of technical staff at various types of live performances;

compile materials to construct a resume and portfolio of works created in technical theatre;

Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

identify and understand the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.

understand the multicultural heritage of United States drama and theatre and identify key figures, works, and trends in technical theatre; and

illustrate how technology has changed theatre such as how stage lighting has progressed from limelight to digital light;

explain the historical development, discoveries, and periods in theatre architecture and stage technology influences such as Latin American marionettes, Greek amphitheater, Asian Noh and Kabuki theatre, Italian Renaissance innovation, and Indian puppet theatre and their influences on modern theatre;

analyze the cultural heritages of world drama and theatre and identify key figures, works, and trends in technical theatre;

analyze the impact of live theatre, film, television, and electronic media on contemporary society;

apply historical or cultural accuracy from research in theatrical design;

Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

read and interpret technical theatre documents such as light plots, costume plots, renderings, ground plans, and cue sheets.

identifying and applying stage properties practices such as buy, borrow, build, and organize; and

identifying and applying scenic painting techniques; or

practicing stage management techniques such as build a promptbook, call cues, and record blocking;

identifying marketing products for theatrical productions;

recording, editing, or creating sound effects;

identifying electrical theory and practice as it applies to theatrical lighting;

hanging and focusing lighting instruments and using dimmers and controllers;

building or pulling and altering costumes using safe costume construction techniques;

building scenery such as two-dimensional flats and three-dimensional stairs;

develop theatre production skills by:

identify and safely use technical theatre tools, equipment, and materials;

Creative expression: production. The student focuses on a specific area of technical theatre production concepts and skills. The student demonstrates an understanding of and skills in scenery, props, lighting, costumes and makeup, sound, or theatre management. The student is expected to:

practice proper measurement and scale as applied to design or construction.

demonstrate understanding of communication methods between directors and designers such as prompt book, costume plot, light plot, makeup, theatre management, property list, design renderings, and models; and

recognize the elements of color in design such as color theory, the science of color and light, and the color palette;

recognize the principles of composition, including unity, harmony, contrast, variation, balance, proportion, and emphasis;

recognize the principles of design, including lines, shape, mass, measure, position, color, and texture;

apply the design process, including analysis, research, incubation/selection, implementation, and evaluation, to a theatrical product such as a rendering, model, and sketch;

identify and use technical elements in various theatrical styles and genres;

Creative expression: performance. The student develops and demonstrates technical theatre skills through the pre-production processes from concept (script or original idea) to performance. The student is expected to:

read and analyze scripts to determine technical theatre elements.

use safe theatre practices such as personal safety, fire safety, tool safety, shop safety, and handling emergencies in the theatre; and

use established theatre systems such as the production calendar, tech rehearsals, and production staff roles;

identify the technical elements of theatre such as types of stages, stage areas, fly systems, curtains, front of house, dressing rooms, and storage;

demonstrate proper use of standard vocabulary in costumes, lights, makeup, theatre management, properties, scenery, and sound;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the world using elements of drama and conventions of theatre. The student is expected to:

Technical Theatre, Level II (One Credit)

use technology to communicate and present findings in a clear and coherent manner.

connect theatre skills and experiences to higher education and careers; and

evaluate film, television, or other media in written or oral form with precise and specific observations of technical elements using appropriate vocabulary;

evaluate live theatre in written and oral form with precise and specific observations of technical elements using appropriate vocabulary;

recognize the design and technical elements of theatre as an art form and evaluate self as a creative being;

recognize appropriate behavior at various types of live performances;

understand the use of resumes and portfolios in technical theatre;

Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

identify and understand the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.

understand the cultural heritage of world drama and theatre and identify key figures, works, and trends in dramatic literature; and

identify the impact of live theatre, film, television, and electronic media on contemporary society;

conduct research to establish historical and cultural accuracy in theatrical design;

Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

recognize the roles of theatre management such as house management and stage management.

identify the safe use of sound equipment; and

identify the safe use of the basic techniques of costume construction and make-up application;

identify the safe use of lighting equipment such as instruments, dimmers, and controllers;

identify the safe use of tools and materials in scenery and property construction;

Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

apply the basic skills of measurement in construction.

recognize communication methods between directors and designers such as prompt book, costume plot, light plot, makeup, theatre management, property list, design renderings, and models; and

define creativity as it relates to personal expression in technical theatre and design;

articulate the importance of collaboration and leadership skills;

identify the production team such as designers, director, crew members, playwright, and stage manager and their duties;

recognize the design process of analysis, research, incubation/selection, implementation, and evaluation to a theatrical product such as a rendering, model, and sketch;

recognize the function of technical elements in various theatrical styles and genres;

Creative expression: performance. The student develops and demonstrates technical theatre skills through the pre-production processes from concept (script or original idea) to performance. The student is expected to:

read scripts and apply basic script analysis techniques to technical theatre elements.

recognize safe theatre practices such as personal safety, fire safety, tool safety, shop safety, and handling emergencies in the theatre; and

recognize theatre systems such as the production calendar, tech rehearsals, and production staff roles;

recognize the technical elements of theatre such as types of stages, stage areas, fly systems, curtains, front of house, dressing rooms, and storage;

define standard vocabulary in costumes, lights, makeup, theatre management, properties, scenery, and sound;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

Technical Theatre, Level I (One Credit)

document and present information in a clear and coherent manner using technology to build a resume or portfolio.

relate musical theatre skills and experiences to higher education and careers outside of the theatre; and

experiment with a career opportunity in musical theatre, musical film, or other musical media and analyze the training, skills, self-discipline, and artistic discipline needed for personal success;

evaluate musical theatre, musical film, or other musical media using precise musical theatre vocabulary;

appraise self and peer performance using constructive criticism;

compare the nature of musical theatre elements to other musical media;

defend musical theatre as a creative art form;

evaluate and practice appropriate audience behavior at various types of performances;

Critical evaluation and response. The student responds to and evaluates musical theatre performances. The student is expected to:

defend the influences of musical theatre forms such as theatre, television, and film on past and present society.

depict musical theatre as a reflection of life in particular times, places, and cultures; and

justify musical theatre as an original American art form;

conduct concentrated studies on historical and cultural influences on and developments in musical theatre;

Historical and cultural relevance. The student relates musical theatre to history, society, and culture. The student is expected to:

cast and direct a musical theatre or musical media production.

create musical production plans such as research, rehearsal plans, technical designs, blocking, choreography, and solo and ensemble musical numbers; and

model safe and effective use of technical elements of musical theatre;

Creative expression: production. The student applies design, directing, choreography, and musical theatre production concepts and skills. The student is expected to:

collaborate to produce material related to musical theatre such as monologues, scenes, lyrics, or choreography to convey meaning to the audience through live performance or other media forms.

create and sustain believable characters through acting, singing, and dancing; and

analyze lyrics of a song as a monologue, dialogue, or ensemble scene for interpretation, characterization, and physicalization;

model proper voice usage and correct vocal production skills such as vocal placement, vocal phrasing, vocal tone production, and vocal consistency in a performance situation;

analyze characterization in musical theatre styles;

defend creativity as it relates to self and ensemble in musical theatre;

model appropriate safety measures in vocalization, dance movement, and theatrical movement;

Creative expression: performance. The student interprets characters through acting, singing, and dance using voice and body expressively and creates dramatizations called for in a musical script. The student is expected to:

collaborate effectively with all artistic partners in a musical theatre production.

perform a multi-dimensional character from a musical incorporating singing, dancing, and acting; and

model professional audition techniques such as musical selection, monologue performance, dance and movement, and the relationship between accompanist and performer;

develop appropriate singing technique in vocalized solo and ensemble repertoire to effectively express thoughts, feelings, and actions;

develop effective use of voice and diction in spoken dialogue to effectively express thoughts, feelings, and actions;

choreograph various dance genres such as ballet, tap, jazz, ballroom, and Broadway in a musical theatre performance;

arrange stage movement in a musical theatre performance;

create and lead theatrical, dance, and vocal music preparation and warm-up techniques;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama, dance, music, and the conventions of musical theatre. The student is expected to:

Musical Theatre, Level IV (One Credit)

document and present information in a clear and coherent manner using technology in a resume or portfolio format.

relate musical theatre skills and experiences to higher education and careers outside of the theatre; and

experiment with a career opportunity in musical theatre, musical film, or other musical media and analyze the training, skills, self-discipline, and artistic discipline needed for personal success;

discuss musical theatre, musical film, or other musical media using precise musical theatre vocabulary;

evaluate self and peer performance using constructive criticism;

evaluate the interdependence of all musical theatre elements such as dramatic spoken text, vocalized text, dance, costuming, set design, lighting, and sound;

defend musical theatre as a creative art form and evaluate self as a creative being;

model appropriate audience behavior at various types of performances;

Critical evaluation and response. The student responds to and evaluates musical theatre performances. The student is expected to:

articulate the influences of musical theatre forms such as theatre, television, and film on past and present society.

defend musical theatre as a reflection of life in particular times, places, and cultures; and

experiment with contemporary forms of musical theatre such as new composers and their composition styles, multicultural styles, practices and principles of contemporary musical theatre, and popular musical theatre;

examine the historical development of musical theatre as a uniquely American art form;

articulate historical and cultural influences and developments on musical theatre;

Historical and cultural relevance. The student relates musical theatre to history, society, and culture. The student is expected to:

collaborate with others to perform a role such as actor, director, choreographer, designer, technician, and editor in a musical theatre or musical media production.

demonstrate responsibility and creative problem solving as a leader in one or more areas of musical theatre or musical media production such as actor, director, choreographer, and musical director; and

create musical production plans such as rehearsal plans, technical designs, blocking, choreography, and solo and ensemble musical numbers;

model safe and effective use of technical elements of musical theatre;

Creative expression: production. The student applies design, directing, choreography, and musical theatre production concepts and skills. The student is expected to:

collaborate to produce material related to musical theatre such as monologues, scenes, lyrics, or choreography to convey meaning to the audience through live performance or other media forms.

analyze lyrics of a song as a monologue, dialogue, or ensemble scene for interpretation, characterization, vocalization, and dance; and

model proper voice usage and correct vocal production skills such as vocal placement, vocal phrasing, vocal tone production, and vocal consistency in a performance situation;

create and sustain believable characters through acting, singing, and dancing;

appraise creativity as it relates to self and ensemble in musical theatre;

apply appropriate safety measures in vocalization, dance movement, and theatrical movement;

Creative expression: performance. The student interprets characters through acting, singing, and dance using voice and body expressively and creates dramatizations called for in a musical script. The student is expected to:

employ the language of musical theatre such as stage terminology, elements of musical theatre, or theatrical conventions.

collaborate effectively with all artistic partners in a musical theatre production; and

perform a character from a musical incorporating physical, intellectual, and emotional dimensions;

analyze the dramatic structure of musical theatre;

model professional audition techniques such as musical selection, monologue performance, dance and movement, and the relationship between accompanist and performer;

develop acting techniques in song, dance, and spoken dialogue;

develop stage movement, pantomime, and dance skills in various genres such as ballet, tap, jazz, ballroom, and Broadway;

create theatrical, dance, and vocal music preparation and warm-up techniques;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama, dance, music, and the conventions of musical theatre. The student is expected to:

Musical Theatre, Level III (One Credit)

document and present information in a clear and coherent manner using technology in a resume or portfolio format.

relate musical theatre skills and experiences to higher education and careers outside of the theatre; and

evaluate career and avocational opportunities in musical theatre, musical film, and musical television, justifying choice(s), and analyze the training, skills, self-discipline, and artistic discipline needed for success;

evaluate the interdependence of all musical theatre elements such as dramatic spoken text, vocalized text, dance, costuming, set design, lighting, and sound;

evaluate musical theatre in written and oral form with precise and specific observations on intent, structure, effectiveness, and value using appropriate evaluative theatre vocabulary;

appraise self and peer performance with constructive criticism;

describe musical theatre as an art form and evaluate self as a creative being;

evaluate and practice appropriate audience behavior at various types of performances;

Critical evaluation and response. The student responds to and evaluates musical theatre performances. The student is expected to:

relate the influences of musical theatre forms such as theatre, television, and film on past and present society.

depict musical theatre as a reflection of life in particular times, places, and cultures; and

investigate the contemporary development of musical theatre such as new composers and their composition styles, multicultural influences, practices and principles of contemporary musical theatre, advances in the creation of contemporary or popular musical theatre, and impact of musical theatre on the world's economic and performing arts scene as an international art form;

investigate historical and cultural developments in musical theatre;

investigate the historical development of musical theatre as a uniquely American art form;

analyze historical and cultural influences on musical theatre;

Historical and cultural relevance. The student relates musical theatre to history, society, and culture. The student is expected to:

collaborate with others to perform a role such as actor, director, designer, technician, and editor in a musical theatre or musical media production.

demonstrate responsibility and creative problem solving in one or more areas of musical theatre production such as acting, technical theatre, and theatre management; and

analyze musical production plans such as research, rehearsal plans, technical designs, blocking, choreography, and solo and ensemble musical numbers;

analyze the responsibilities of the director, musical director, and choreographer to the composer and librettist's intent;

apply safe and effective use of technical elements of musical theatre;

Creative expression: production. The student applies design, directing, choreography, and musical theatre production concepts and skills. The student is expected to:

compose material related to musical theatre such as monologues, scenes, lyrics, or choreography to convey meaning to the audience through live performance or other media forms.

create and sustain believable characters through characterization, vocalization, and dance; and

analyze lyrics for characterization, vocalization, and dance;

apply proper voice usage and correct vocal production skills such as vocal placement, vocal phrasing, vocal tone production, and vocal consistency in a performance situation;

analyze characterization in musical theatre styles;

explore creativity as it relates to self and ensemble in musical theatre;

apply appropriate safety measures in vocalization, dance movement, and theatrical movement;

Creative expression: performance. The student interprets characters through acting, singing, and dance using voice and body expressively and creates dramatizations called for in a musical script. The student is expected to:

collaborate with all artistic partners such as playwrights, composers, directors, musical directors, choreographers, actors, designers, technicians, and audience.

analyze a character from a libretto, describing physical, intellectual, emotional, and social dimensions; and

employ the language of musical theatre such as stage terminology, elements of musical theatre, or theatrical conventions;

analyze the dramatic structure of musical theatre;

develop professional audition techniques such as musical selections, monologue performance, dance and movement, and the relationship between accompanist and performer;

develop acting techniques in song, dance, and spoken dialogue;

develop stage movement, pantomime, and dance skills in various genres such as ballet, tap, jazz, ballroom, and Broadway;

develop and practice theatrical, dance, and vocal music preparation and warm-up techniques;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama, dance, music, and the conventions of musical theatre. The student is expected to:

Musical Theatre, Level II (One Credit)

recognize the value of presenting information in a clear and coherent manner using technology in a resume or portfolio format.

connect musical theatre skills and experiences to higher education and careers outside of the theatre; and

explore career and avocational opportunities in musical theatre, musical film, and musical television, justifying choice(s) and analyze the training, skills, self-discipline, and artistic discipline needed for success;

evaluate musical theatre in written and oral form with precise and specific observations on intent, structure, effectiveness, and value using appropriate evaluative theatre vocabulary;

offer and receive constructive criticism of peer performances;

recognize musical theatre as an art form and evaluate self as a creative being;

analyze and apply appropriate audience behavior at various types of performances;

Critical evaluation and response. The student responds to and evaluates musical theatre performances. The student is expected to:

recognize the influences of musical theatre forms such as theatre, television, and film on past and present society.

appreciate musical theatre as a reflection of life in particular times, places, and cultures; and

identify the contemporary development of musical theatre as an international art form such as new composers and their composition styles, multicultural influences, practices and principles of contemporary musical theatre, advances in the creation of contemporary or popular musical theatre, and impact of musical theatre on the world's economic and performing arts scene;

identify historical and cultural developments in musical theatre;

identify the historical development of musical theatre as a uniquely American art form;

study historical and cultural influences on musical theatre;

Historical and cultural relevance. The student relates musical theatre to history, society, and culture. The student is expected to:

perform a role and collaborate with others to tell a story through live musical theatre or media performance.

recognize musical production plans such as rehearsal plans, technical designs, blocking, choreography, and solo and ensemble musical numbers; and

identify the responsibilities of the director, musical director, and choreographer to the composer and librettist's intent;

recognize safe and effective use of technical elements of musical theatre;

Creative expression: production. The student applies design, directing, choreography, and musical theatre production concepts and skills. The student is expected to:

interpret lyrics for characterization, vocalization, and dance.

identify proper voice usage and correct vocal production skills such as vocal placement, vocal phrasing, vocal tone production, and vocal consistency in a performance situation; and

recognize characterization in musical theatre and scripts of various genres and styles;

define creativity as it relates to personal expression in musical theatre;

identify appropriate safety measures in vocalization, dance movement, and theatrical movement;

Creative expression: performance. The student interprets characters through acting, singing, and dance using voice and body expressively and creates dramatizations called for in a musical script. The student is expected to:

describe the interdependence of all theatrical elements.

define and give examples of the language of musical theatre such as stage terminology, elements of musical theatre, or theatrical conventions; and

compare the dramatic structure of musical theatre to musical film and musical television productions;

recognize the professional audition process;

identify acting techniques in song, dance, and spoken dialogue;

recognize stage movement, pantomime, and dance skills in various genres such as ballet, tap, jazz, ballroom, and Broadway;

develop and practice theatrical, dance, and vocal music preparation and warm-up techniques;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama, dance, music, and the conventions of musical theatre. The student is expected to:

Musical Theatre, Level I (One Credit)

create a personal resume or portfolio of theatrical experience.

appraise personal theatre skills and experiences to opportunities in higher education and careers outside of the theatre; and

employ technology such as portfolios, research projects, and journals to communicate and present findings in a clear and coherent manner;

evaluate selected career and avocational opportunities such as theatre education, arts administration, performance, design, management, playwriting, and dramatic criticism in theatre, film, television, and other media and analyze the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

compare and contrast the elements and communication methods of theatre, film, music, art, dance, or other media in a specific culture or historical period;

apply evaluation concepts to performances, and compare and contrast literary and dramatic criticism of theatre, film, television, or other media;

defend theatre as an art form and value self as a creative being;

evaluate and practice appropriate audience behavior at various types of performances;

Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology or electronic media.

research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature; and

research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature;

employ and evaluate the impact of live theatre, film, television, and other media in contemporary society;

analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors;

evaluate historical and cultural influences on theatre;

Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

apply expertise in one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.

demonstrate leadership by casting and directing a long scene or a short play, producing a unified theatrical production; and

analyze production plans that include research, rehearsal plans, technical designs, and blocking;

demonstrate understanding of a director's responsibility to the author's intent, script, actors, designers, technicians, and audience;

analyze and evaluate dramatic texts and direct brief scenes;

experiment with the technical elements of theatre safely and effectively in improvisation or scripted scenes or plays;

Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

create individually or devise collaboratively imaginative scripts and scenarios.

interpret scripted scenes of various styles to portray believable characters; and

analyze and interpret characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions;

demonstrate creativity as it relates to self and ensemble and its effect on audience;

model safe, appropriate techniques to allow for physical, vocal, and emotional expression;

Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

develop and model memorization skills.

evaluate the interdependence of all theatrical elements; and

evaluate theatrical conventions of various cultural and historical periods;

compare the structure of theatre to that of film, television, and other media;

model proper techniques such as diction, inflection, and projection in the use of effective voice;

devise and model stage movement;

create and demonstrate theatre preparation and warm-up techniques;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

Theatre, Level IV (One Credit)

create a personal resume or portfolio of theatrical experience.

relate theatre skills and experiences to higher education and careers outside of the theatre; and

use technology such as portfolios, research projects, and journals to document and present information in a clear and coherent manner;

make judgments about selected career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre, film, television, and other media and analyze the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

compare communication methods of theatre with those of art, music, dance, and other media;

apply the concepts of evaluation to performances and evaluate theatre, film, television, and other media with depth and complexity using appropriate vocabulary;

recognize theatre as an art form and evaluate self as a creative being;

compare behavior at various types of performances and practice appropriate audience etiquette;

Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.

research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature; and

research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature;

employ and evaluate the impact of live theatre, film, television, and other media in contemporary society;

analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors;

evaluate historical and cultural influences on theatre;

Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.

perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance; and

develop and model memorization skills.

evaluate the interdependence of all theatrical elements; and

evaluate theatrical conventions of various cultural and historical periods;

compare the structure of theatre to that of film, television, and other media;

cast and direct duet scenes;

analyze and evaluate dramatic texts as a basis for technical discussions, considering themes, settings, times, literary styles, genres, and characters;

experiment with technical elements of theatre safely and effectively in improvisation or scripted scenes or plays;

Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

integrate two or more art or media forms in a performance.

write dialogue that reveals character motivation, advances plot, provides exposition, and reveals theme; and

experiment with improvisation and scripted scenes of various styles to portray believable characters;

analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions;

analyze creativity as it relates to self and ensemble and its effect on audience;

employ safe, appropriate techniques to allow for physical, vocal, and emotional expression;

Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

develop and practice memorization skills.

evaluate the interdependence of all theatrical elements; and

distinguish between the theatrical conventions of theatre, film, television, and other media;

analyze and evaluate dramatic structure and genre;

distinguish the proper techniques such as diction, inflection, and projection in the use of voice;

experiment with stage movement;

apply theatre preparation and warm-up techniques effectively;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

Theatre, Level III (One Credit)

connect theatre skills and experiences to higher education and careers outside of the theatre.

use technology such as portfolios, research projects, and journals to document and present information in a clear and coherent manner; and

examine career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre or other media and evaluate the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

evaluate the treatment of artistic elements such as theme, character, setting, and action in theatre, musical theatre, dance, art, music, or other media and integrate more than one art form in informal presentations;

offer and receive constructive criticism of peer performances;

analyze theatre as an art form and evaluate self as a creative being;

evaluate and apply appropriate audience etiquette at various types of performances;

Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.

research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature; and

research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature;

analyze and evaluate the impact of live theatre, film, television, and electronic media in contemporary society;

analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors;

analyze historical and cultural influences on theatre;

Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

develop responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.

perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance; and

analyze characters, themes, duties, and elements of a script to determine artistic roles and technical assignments;

read and analyze cultural, social, and political aspects of a script to determine technical elements;

develop and practice safe and effective stagecraft skills;

Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

create, write, devise, and refine original monologues, improvisations, scenes, or vignettes to convey meaning to the audience through live performance or media forms.

develop physical techniques consistently to express thoughts, feelings, and actions non-verbally; and

apply physical, intellectual, emotional, and social interactions to portray believable characters and convey a story when applying acting concepts, skills, and techniques;

demonstrate effective voice and diction to express thoughts and feelings;

explore creativity as it relates to self and ensemble;

model safe, appropriate techniques to allow for physical, vocal, and emotional expression;

Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

develop and practice memorization skills.

relate the interdependence of all theatrical elements; and

identify examples of theatrical conventions in theatre, film, television, and electronic media;

analyze dramatic structure and genre;

demonstrate effective voice and diction;

develop and practice stage movement techniques consistently to express thoughts, feelings, and actions non-verbally;

develop and practice theatre warm-up techniques;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

Theatre, Level II (One Credit)

connect theatre skills and experiences to higher education and careers outside of the theatre.

use technology such as electronic portfolios, research projects, and journals to document and present information in a clear and coherent manner; and

explore career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre or media and evaluate the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

evaluate film, television, or other media in written or oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value;

evaluate live theatre in written and oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value;

offer and receive constructive criticism of peer performances;

recognize theatre as an art form and evaluate self as a creative being;

analyze and apply appropriate behavior at various types of live performances;

Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.

appreciate the multicultural heritage of United States drama and theatre and identify key figures, works, and trends in dramatic literature; and

appreciate the cultural heritages of world drama and theatre and identify key figures, works, and trends in dramatic literature;

identify the impact of live theatre, film, television, and electronic media on contemporary society;

relate historical and cultural influences on theatre;

portray theatre as a reflection of life in particular times, places, and cultures;

Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

demonstrate responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.

perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others in a production role to tell a story through live theatre or media performance; and

apply technical knowledge and skills safely to create or operate theatrical elements such as scenery, properties, lighting, sound, costumes, makeup, current technology, or publicity;

develop and practice technical theatre skills;

Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

create, write, and refine original monologues, improvisations, scenes, or vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms.

employ physical techniques consistently to express thoughts, feelings, and actions non-verbally; and

use physical, intellectual, emotional, and social awareness to portray believable characters and convey a story when applying acting concepts, skills, and techniques;

employ effective voice and diction to express thoughts and feelings;

define creativity as it relates to personal expression;

demonstrate safe use of the voice and body;

Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

identify and recognize the importance of safe theatre practices.

identify the principles of improvisation; and

identify and practice memorization skills;

define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, actors, designers, technicians, and audience;

analyze and describe the interdependence of all theatrical elements;

demonstrate a working knowledge of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions;

analyze characters by describing attributes such as physical, intellectual, emotional, and social dimensions through reading scripts of published plays;

develop and practice effective voice and diction to express thoughts and feelings;

develop and practice stage movement techniques such as mime, pantomime, stage combat, Laban, Lecoq, or Viewpoints consistently to express thoughts, feelings, and actions non-verbally;

develop and practice theatre preparation and warm-up techniques;

understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall;

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

Theatre, Level I (One Credit)

evaluate musical performances by comparing them to exemplary models.

develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and

design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

practice informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in formal and informal settings. The student is expected to:

identify and explore tools for college and career preparation such as social media applications, repertoire lists, and audition and interview techniques.

identify and explore the impact of technologies, ethical issues, and economic factors on music, musicians, and performances; and

identify and explore the relationship between music and other academic disciplines;

identify and describe the uses of music in societies and cultures;

identify music-related vocations and avocations;

compare and contrast music by genre, style, culture, and historical period;

Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

notate or record original musical phrases.

create original musical phrases; and

Creative expression. The student creates original music within specified guidelines. The student is expected to:

exhibit and explain appropriate performance techniques for formal and informal concerts or recording sessions.

demonstrate understanding of correct intonation; and

demonstrate understanding of correct dynamics and phrasing;

demonstrate understanding of correct articulation and rhythmic accuracy;

create, examine, or perform a repertoire of music representing a variety of styles, including those from diverse cultures;

demonstrate, create, or apply characteristic sounds appropriate for the genre;

Creative expression. The student, individually and in groups, makes music of an appropriate level of difficulty in a variety of genres from notation, recording, or by memory as appropriate. The student is expected to:

demonstrate music-making skills such as appropriate use of technology in recording, notating, editing, manipulating, arranging, Standard Motion Picture Time Encryption (SMPT), and emergent technologies.

demonstrate cognitive skills, including observance of key signature and modalities, while studying or producing music at an appropriate level of difficulty; and

interpret music symbols and expressive terms referring to concepts such as dynamics, tempo, and articulation as appropriate;

read and notate or record and produce music that incorporates rhythmic patterns in simple, compound, and asymmetric meters as appropriate;

read notation systems or manipulate sounds as appropriate to the course of study;

Foundations: music literacy. The student reads and notates music using an appropriate notation system. The student is expected to:

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

explore elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, form, dynamics, and timbre through literature selected for performance; and

define concepts of rhythm and meter using appropriate terminology and counting system;

define concepts of music notation, intervals, and chord structure using appropriate terminology;

identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

experience and explore exemplary musical examples using technology and available live performances;

Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

Music Studies (One Credit)

evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

develop processes for self-evaluation and select tools for personal artistic improvement; and

create and apply specific criteria for offering constructive feedback using a variety of musical performances;

create and apply specific criteria for evaluating performances of various musical styles;

exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

Critical evaluation and response. The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:

generate tools for college and career preparation such as curricula vitae, electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, and audition and interview techniques.

analyze and evaluate the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

explain a variety of music and music-related career options;

define the relationships between music content and concepts and other academic disciplines;

evaluate the relevance of music to societies and cultures;

discriminate representative examples of music by genre, style, culture, and historical period;

Historical cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.

demonstrate application of dynamics and phrasing while sight reading; and

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading;

demonstrate observance of multiple key signatures and changing modalities while sight reading;

demonstrate correct articulation and rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

exhibit mature, characteristic sound appropriate for the genre while sight reading;

Creative expression. The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an increasing level of difficulty in a variety of styles. The student is expected to:

create and notate or record original musical phrases at an increasing level of difficulty.

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

demonstrate observance of key signatures and modalities;

demonstrate rhythmic accuracy using complex patterns at an appropriate tempo;

analyze and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate mature, characteristic sound appropriate for the genre;

Creative expression. The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an increasing level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive, affective, and psychomotor skills. The student is expected to:

interpret music symbols and expressive terms.

read and notate music that incorporates advanced melodies and rhythms; and

Foundations: music literacy. The student reads and notates music using an appropriate notation system. The student is expected to:

analyze and apply health and wellness concepts related to music practice such as body mechanics, repetitive motion injury prevention, first-aid training, hearing protection, vocal health, hydration, and appropriate hygienic practices.

analyze concepts of music such as rhythm, meter, melody, harmony, texture, key, expression markings, dynamics, and timbre using literature selected for performance; and

analyze musical styles and genres such as cantata, opera, zydeco, motet, hip-hop, symphony, anthem, march, beats, musical theatre, gospel jazz, and spirituals;

analyze concepts of balance and blend using appropriate terminology;

analyze musical forms in music selected for performance and listening;

analyze concepts of rhythm and meter using appropriate terminology and counting system;

analyze concepts of music notation, intervals, and chord structure using appropriate terminology;

analyze advanced musical textures while using a melodic reading system;

evaluate exemplary musical examples using technology and available live performances;

Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

Music, Level IV (One Credit)

evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and

create and apply specific criteria for offering constructive feedback using a variety of music performances;

create and apply specific criteria for evaluating performances of various musical styles;

exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

Critical evaluation and response. The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:

generate tools for college and career preparation such as electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, auditions, and interview techniques.

analyze and evaluate the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

analyze music-related career options;

define the relationships between music content and concepts and other academic disciplines;

explore the relevance of music to societies and cultures;

classify representative examples of music by genre, style, culture, and historical period;

Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.

demonstrate application of dynamics and phrasing while sight reading; and

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading;

demonstrate observance of multiple key signatures and changing modalities while sight reading;

demonstrate correct articulation and rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

exhibit mature, characteristic sound appropriate for the genre while sight reading;

Creative expression. The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an increasing level of difficulty in a variety of styles. The student is expected to:

create and notate or record original musical phrases at an appropriate level of difficulty.

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

demonstrate observance of key signatures and modalities;

demonstrate rhythmic accuracy using appropriate tempo;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate mature, characteristic sound appropriate for the genre;

Creative expression. The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an increasing level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive, affective, and psychomotor skills. The student is expected to:

interpret music symbols and expressive terms referring to style, dynamics, tempo, and articulation.

read and notate music that incorporates melody and rhythm; and

Foundations: music literacy. The student reads and notates music using an appropriate notation system. The student is expected to:

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

compare and contrast concepts of music such as rhythm, meter, melody, harmony, texture, key, expression markings, dynamics, and timbre using literature selected for performance; and

compare and contrast musical styles and genres such as cantata, opera, zydeco, motet, hip-hop, symphony, anthem, march, beats, musical theatre, gospel jazz, and spirituals;

compare and contrast concepts of balance and blend using appropriate terminology;

compare and contrast musical forms such as song, binary, ternary, rondo, and sonata-allegro selected for performance and listening;

compare and contrast concepts of rhythm and meter using appropriate terminology and counting system;

compare and contrast concepts of music notation, intervals, and chord structure using appropriate terminology;

explore musical textures such as monophony, homophony, and polyphony while using a melodic reading system;

evaluate exemplary musical examples using technology and available live performances;

Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

Music, Level III (One Credit)

evaluate musical performances by comparing them to exemplary models.

develop processes for self-evaluation and select tools for personal artistic improvement; and

design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

exhibit informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in formal and informal settings. The student is expected to:

identify and explore tools for college and career preparation such as personal performance recordings, social media applications, repertoire lists, auditions, and interview techniques.

identify and explore the impact of technologies, ethical issues, and economic factors on music, musicians, and performances; and

identify music-related vocations and avocations;

identify and explore the relationships between music and other academic disciplines;

define uses of music in societies and cultures;

compare and contrast music by genre, style, culture, and historical period;

Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.

demonstrate application of dynamics and phrasing while sight reading; and

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading;

demonstrate observance of multiple key signatures and changing modalities while sight reading;

demonstrate correct articulation and rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

demonstrate, refine, and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

exhibit increasingly mature, characteristic sound appropriate for the genre while sight reading;

Creative expression. The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an increasing level of difficulty in a variety of styles. The student is expected to:

create and notate or record original musical phrases at an appropriate level of difficulty.

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

demonstrate observance of key signatures and modalities;

demonstrate rhythmic accuracy using appropriate tempo;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate increasingly mature, characteristic sound appropriate for the genre;

Creative expression. The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an increasing level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive, affective, and psychomotor skills. The student is expected to:

interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.

read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and

Foundations: music literacy. The student reads and notates music using an appropriate notation system. The student is expected to:

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

compare and contrast concepts of music such as rhythm, meter, melody, harmony, key, expression markings, dynamics, and timbre; and

compare and contrast concepts of balance and blend using appropriate terminology;

compare and contrast musical forms such as song, binary, ternary, and rondo selected for performance and listening;

compare and contrast concepts of rhythm and meter using appropriate terminology and counting system;

compare and contrast concepts of music notation, intervals, and chord structure using appropriate terminology;

compare and contrast melodic and harmonic parts using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

compare and contrast exemplary musical examples using technology and available live performances;

Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

Music, Level II (One Credit)

evaluate musical performances by comparing them to exemplary models.

develop processes for self-evaluation and select tools for personal artistic improvement; and

design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

identify and explore tools for college and career preparation such as social media applications, repertoire lists, auditions, and interview techniques.

identify and explore the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

identify and explore the relationship between music and other academic disciplines;

identify and describe the uses of music in societies and cultures;

identify music-related vocations and avocations;

compare and contrast music by genre, style, culture, and historical period;

Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics while sight reading.

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading; and

demonstrate observance of key signature and modalities while sight reading;

demonstrate rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

demonstrate psychomotor and kinesthetic skills such as use of appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

demonstrate mature, characteristic sound appropriate for the genre while sight reading;

Creative expression. The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an appropriate level of difficulty in a variety of styles. The student is expected to:

create and notate or record original musical phrases.

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

demonstrate observance of key signature and modalities;

demonstrate rhythmic accuracy using appropriate tempo;

demonstrate psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate mature, characteristic sound appropriate for the genre;

Creative expression. The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an appropriate level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive and psychomotor skills. The student is expected to:

interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.

read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and

Foundations: music literacy. The student reads and writes music notation using an appropriate notation system. The student is expected to:

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

explore elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, form, dynamics, and timbre through literature selected for performance; and

define concepts of rhythm and meter using appropriate terminology and counting system;

define concepts of music notation, intervals, and chord structure using appropriate terminology;

identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

experience and explore exemplary musical examples using technology and available live performances;

Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

Music, Level I (One Credit)

perform and evaluate a choreographic study using varied media and environments.

create a portfolio based on personal artistic works, performance works, or research; and

create and reconstruct a choreographic study using varied media and environments;

evaluate personal dance compositions and the work of others;

Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

evaluate historical and cultural dance forms using technology.

improvise and construct dances in various media and content areas; and

research and create a project using technology to illustrate an understanding of significant dance events or historical figures in appropriate social, historical, and cultural contexts;

evaluate choreography in dances from various cultures or historical periods;

Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

design an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

evaluate the performance of projection, confidence, and expression in the movement; and

perform dance movements with a refined sense of musicality and expressiveness and a wide range of spatial qualities;

assess performance of memorized complex movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

Creative expression: performance. The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

design compositional forms implementing advanced dance elements for choreographic processes.

evaluate the expression of ideas and emotions through movement; and

improvise, construct, and evaluate original movement studies;

create and improvise dance studies using original movement based on theme and variation to successfully communicate an idea;

Creative expression: artistic process. The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

create designs and images found in natural and constructed environments.

demonstrate and evaluate a working knowledge and skills of dance genres, styles, and vocabulary; and

develop a working knowledge of health, safety, and wellness for dancers;

evaluate kinesthetic and spatial awareness individually and in groups;

Foundations: perception. The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

Dance, Level IV (One Credit)

experiment with knowledge and skills of technology through a dance portfolio.

understand the relationship of dance performance skills and other content areas; and

analyze dance from a variety of perspectives such as those of dance critic, performer, choreographer, and audience member;

compare characteristics and qualities of a variety of dances;

Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

research historical and cultural dance forms using technology.

create and experiment with dances in various media and content areas; and

recognize and evaluate dances as they relate to various historical periods and social contexts;

compare similarities and differences in steps, styles, and traditions from various cultures or historical periods;

Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

distinguish an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

perform with projection, confidence, and expression when executing dance movements; and

execute a wide range of dynamics in quality movement;

perform and examine memorized complex movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

Creative expression: performance. The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

differentiate compositional forms using intermediate dance elements for choreographic processes.

compare and contrast the expression of ideas and emotions through movement; and

experiment, improvise, and perform original movement during the creative process;

create dance studies using original movement based on theme and variation;

Creative expression: artistic process. The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

differentiate designs and images in natural and constructed environments.

compare knowledge and skills of dance genres, styles, and vocabulary; and

distinguish a comprehensive understanding of health, safety, and wellness for dancers;

analyze kinesthetic and spatial awareness individually and in groups;

Foundations: perception. The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

Dance, Level III (One Credit)

apply knowledge and skills of technology in dance.

identify similarities of form and expression in dance and other content areas; and

analyze qualities of performance and proper etiquette in dance;

identify characteristics of a variety of dances;

Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

interpret historical and cultural dance forms using technology.

perform dances in various media and content areas; and

choreograph short dance phrases that exhibit an understanding of various historical periods and social contexts;

analyze dances of various cultures or historical periods;

Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

implement an effective warm-up and cool-down, implementing the elements of proper conditioning for performing skills.

perform enhanced compositional forms using sound choreographic processes; and

demonstrate the elements of dance effectively;

perform extended movement patterns with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

Creative expression: performance. The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

create enhanced compositional forms using fundamental dance elements for choreographic processes.

expand the expression of ideas and emotions through movement; and

explore, improvise, and perform original movement during the creative process;

expand a comprehensive understanding of principles of proper body alignment;

Creative expression: artistic process. The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

interpret details in movement in natural and constructed environments.

demonstrate effective knowledge of dance genres, styles, and vocabulary; and

expand a comprehensive understanding of health, safety, and wellness for dancers;

demonstrate kinesthetic and spatial awareness individually and in groups;

Foundations: perception. The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

Dance, Level II (One Credit)

identify knowledge and skills of technology in dance.

identify relationships between dance and other content areas; and

demonstrate appropriate audience behavior and etiquette in the classroom and at performances;

incorporate appropriate movement vocabulary when identifying qualities and discussing meaning of performance or production in dance;

Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society. The student is expected to:

identify dance in various media and content areas.

identify historical figures in dance history and their significance; and

perform dance phrases or dances from several time periods with an understanding of historical and social contexts;

perform the characteristics of dances from several diverse cultures or historical periods;

Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity. The student is expected to:

understand the principles of an effective warm-up and cool-down, implementing elements of proper conditioning for performing skills.

perform basic compositional forms using fundamental choreographic processes; and

identify the effective use of dance elements in practice and performance;

perform memorized movement sequences with rhythmical accuracy in dance genres and styles such as ballet, modern dance, tap, jazz, musical theatre dance, and world dance forms;

Creative expression: performance. The student demonstrates knowledge and execution of technical dance skills in a variety of dance genres and styles through performing. The student is expected to:

create basic compositional forms using fundamental dance elements for choreographic processes.

express ideas and emotions through movement; and

explore, improvise, and demonstrate original movement during the creative process;

explain basic principles of proper body alignment;

Creative expression: artistic process. The student develops knowledge and skills of dance elements, choreographic processes, and forms in a variety of dance genres and styles. The student is expected to:

identify images found in the environment through movement.

recognize knowledge of dance genres, styles, and vocabulary; and

identify a comprehensive understanding of health, safety, and wellness for dancers;

define basic kinesthetic and spatial awareness individually and in groups;

Foundations: perception. The student develops an awareness of the body's movement using sensory information while dancing. The student is expected to:

Dance, Level I (One Credit)

evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.

construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and

use responses to artwork critiques to make decisions about future directions in personal work;

analyze personal artwork in order to create a written response such as an artist's statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and the measure of uniqueness;

evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

develop evaluative criteria to justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on a high level of creativity and expertise in one or more art areas;

Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

examine, research, and develop a plan of action for relevant career or entrepreneurial art opportunities within a global economy, justifying the choice.

collaborate on community-based art projects; and

analyze and evaluate the influence of contemporary cultures on artwork;

research and report on selected historical periods, artists, general themes, trends, and styles of art;

Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

create artwork, singularly and in a series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.

collaborate to create original works of art; and

create original artwork to communicate thoughts, feelings, ideas, or impressions;

use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;

evaluate and justify design ideas and concepts to create a body of personal artwork;

produce an original body of artwork that integrates information from a variety of sources, including original sources, and demonstrates sustained self-directed investigations into specific themes such as a series or concentration of works;

Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive art vocabulary.

compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and

compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;

consider concepts and themes for personal artwork that integrate an extensive range of visual observations, experiences, and imagination;

Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:

Art, Level IV (One Credit)

select and analyze original artwork, portfolios, and exhibitions to demonstrate innovation and provide examples of in-depth exploration of qualities such as aesthetics; formal, historical, and cultural contexts; intentions; and meanings.

construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and

use responses to artwork critiques to make decisions about future directions in personal work;

analyze personal artwork in order to create a written response such as an artist's statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and measure of uniqueness;

evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

interpret, evaluate, and justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on evaluation of developmental progress, competency in problem solving, and a variety of visual ideas;

Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

examine, research, and develop a plan of action for relevant career, entrepreneurial, and avocational art opportunities within a global economy.

collaborate on community-based art projects; and

distinguish the correlation between specific characteristics and influences of various cultures and contemporary artwork;

research selected historical periods, artists, general themes, trends, and styles of art;

Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.

collaborate to create original works of art; and

create original artwork to communicate thoughts, feelings, ideas, or impressions;

use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;

solve visual problems and develop multiple solutions for designing ideas, creating practical applications, clarifying presentations, and evaluating consumer choices in order to make successful design decisions;

create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;

Creative expression. The student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

explore the suitability of art media and processes and select those appropriate to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artwork.

compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and

compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;

analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving problems, create multiple solutions, and think imaginatively;

Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:

Art, Level III (One Credit)

select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

construct a physical or electronic portfolio by evaluating and analyzing personal original artworks to provide evidence of learning; and

use responses to artwork critiques to make decisions about future directions in personal work;

evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;

Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

examine and research career, entrepreneurial, and avocational opportunities in art.

collaborate on community-based art projects; and

analyze specific characteristics in artwork from a variety of cultures;

examine selected historical periods or styles of art to identify general themes and trends;

Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.

collaborate to create original works of art; and

create original artwork to communicate thoughts, feelings, ideas, or impressions;

use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;

apply design skills in creating practical applications, clarifying presentations, and examining consumer choices in order to make successful design decisions;

create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;

Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.

identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and

identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;

use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;

Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artworks. The student is expected to:

Art, Level II (One Credit)

select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and

evaluate and analyze artwork using a verbal or written method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork;

interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;

Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

compare and contrast career and avocational opportunities in art.

collaborate on community-based art projects; and

describe general characteristics in artwork from a variety of cultures, which might also include personal identity and heritage;

compare and contrast historical and contemporary styles while identifying general themes and trends;

Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

demonstrate effective use of art media and tools in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, and digital art and media.

collaborate to create original works of art; and

create original artwork to communicate thoughts, feelings, ideas, or impressions;

use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;

communicate a variety of applications for design solutions;

use visual solutions to create original artwork by problem solving through direct observation, original sources, experiences, narrations, and imagination;

Creative expression. The student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

make judgments about the expressive properties such as content, meaning, message, and metaphor of artwork using art vocabulary accurately.

identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and

identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;

consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;

Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:

Art, Level I (One Credit)

Subchapter F. High School

Music Studies

High School Music Level IV

High School Music Level III

High School Music Level II

High School Music Level I

The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

experience and explore exemplary musical examples using technology and available live performances;

identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

define concepts of music notation, intervals, and chord structure using appropriate terminology;

define concepts of rhythm and meter using appropriate terminology and counting system;

explore elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, form, dynamics, and timbre through literature selected for performance; and

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

The student reads and writes music notation using an appropriate notation system. The student is expected to:

read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and

interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.

The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an appropriate level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive and psychomotor skills. The student is expected to:

demonstrate mature, characteristic sound appropriate for the genre;

demonstrate psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate rhythmic accuracy using appropriate tempo;

demonstrate observance of key signature and modalities;

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

create and notate or record original musical phrases.

The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an appropriate level of difficulty in a variety of styles. The student is expected to:

demonstrate mature, characteristic sound appropriate for the genre while sight reading;

demonstrate psychomotor and kinesthetic skills such as use of appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

demonstrate rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

demonstrate observance of key signature and modalities while sight reading;

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading; and

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics while sight reading.

The student relates music to history, culture, and the world. The student is expected to:

compare and contrast music by genre, style, culture, and historical period;

identify music-related vocations and avocations;

identify and describe the uses of music in societies and cultures;

identify and explore the relationship between music and other academic disciplines;

identify and explore the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

identify and explore tools for college and career preparation such as social media applications, repertoire lists, auditions, and interview techniques.

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

develop processes for self-evaluation and select tools for personal artistic improvement; and

evaluate musical performances by comparing them to exemplary models.

The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

compare and contrast exemplary musical examples using technology and available live performances;

compare and contrast melodic and harmonic parts using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

compare and contrast concepts of music notation, intervals, and chord structure using appropriate terminology;

compare and contrast concepts of rhythm and meter using appropriate terminology and counting system;

compare and contrast musical forms such as song, binary, ternary, and rondo selected for performance and listening;

compare and contrast concepts of balance and blend using appropriate terminology;

compare and contrast concepts of music such as rhythm, meter, melody, harmony, key, expression markings, dynamics, and timbre; and

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

The student reads and notates music using an appropriate notation system. The student is expected to:

read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and

interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.

The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an increasing level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive, affective, and psychomotor skills. The student is expected to:

demonstrate increasingly mature, characteristic sound appropriate for the genre;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate rhythmic accuracy using appropriate tempo;

demonstrate observance of key signatures and modalities;

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

create and notate or record original musical phrases at an appropriate level of difficulty.

The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an increasing level of difficulty in a variety of styles. The student is expected to:

exhibit increasingly mature, characteristic sound appropriate for the genre while sight reading;

demonstrate, refine, and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

demonstrate correct articulation and rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

demonstrate observance of multiple key signatures and changing modalities while sight reading;

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading;

demonstrate application of dynamics and phrasing while sight reading; and

demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.

The student relates music to history, culture, and the world. The student is expected to:

compare and contrast music by genre, style, culture, and historical period;

define uses of music in societies and cultures;

identify and explore the relationships between music and other academic disciplines;

identify music-related vocations and avocations;

identify and explore the impact of technologies, ethical issues, and economic factors on music, musicians, and performances; and

identify and explore tools for college and career preparation such as personal performance recordings, social media applications, repertoire lists, auditions, and interview techniques.

The student listens to, responds to, and evaluates music and musical performance in formal and informal settings. The student is expected to:

exhibit informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

develop processes for self-evaluation and select tools for personal artistic improvement; and

evaluate musical performances by comparing them to exemplary models.

The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

evaluate exemplary musical examples using technology and available live performances;

explore musical textures such as monophony, homophony, and polyphony while using a melodic reading system;

compare and contrast concepts of music notation, intervals, and chord structure using appropriate terminology;

compare and contrast concepts of rhythm and meter using appropriate terminology and counting system;

compare and contrast musical forms such as song, binary, ternary, rondo, and sonata-allegro selected for performance and listening;

compare and contrast concepts of balance and blend using appropriate terminology;

compare and contrast musical styles and genres such as cantata, opera, zydeco, motet, hip-hop, symphony, anthem, march, beats, musical theatre, gospel jazz, and spirituals;

compare and contrast concepts of music such as rhythm, meter, melody, harmony, texture, key, expression markings, dynamics, and timbre using literature selected for performance; and

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

The student reads and notates music using an appropriate notation system. The student is expected to:

read and notate music that incorporates melody and rhythm; and

interpret music symbols and expressive terms referring to style, dynamics, tempo, and articulation.

The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an increasing level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive, affective, and psychomotor skills. The student is expected to:

demonstrate mature, characteristic sound appropriate for the genre;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate rhythmic accuracy using appropriate tempo;

demonstrate observance of key signatures and modalities;

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

create and notate or record original musical phrases at an appropriate level of difficulty.

The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an increasing level of difficulty in a variety of styles. The student is expected to:

exhibit mature, characteristic sound appropriate for the genre while sight reading;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

demonstrate correct articulation and rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

demonstrate observance of multiple key signatures and changing modalities while sight reading;

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading;

demonstrate application of dynamics and phrasing while sight reading; and

demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.

The student relates music to history, culture, and the world. The student is expected to:

classify representative examples of music by genre, style, culture, and historical period;

explore the relevance of music to societies and cultures;

define the relationships between music content and concepts and other academic disciplines;

analyze music-related career options;

analyze and evaluate the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

generate tools for college and career preparation such as electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, auditions, and interview techniques.

The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:

exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

create and apply specific criteria for evaluating performances of various musical styles;

create and apply specific criteria for offering constructive feedback using a variety of music performances;

develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and

evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

evaluate exemplary musical examples using technology and available live performances;

analyze advanced musical textures while using a melodic reading system;

analyze concepts of music notation, intervals, and chord structure using appropriate terminology;

analyze concepts of rhythm and meter using appropriate terminology and counting system;

analyze musical forms in music selected for performance and listening;

analyze concepts of balance and blend using appropriate terminology;

analyze musical styles and genres such as cantata, opera, zydeco, motet, hip-hop, symphony, anthem, march, beats, musical theatre, gospel jazz, and spirituals;

analyze concepts of music such as rhythm, meter, melody, harmony, texture, key, expression markings, dynamics, and timbre using literature selected for performance; and

analyze and apply health and wellness concepts related to music practice such as body mechanics, repetitive motion injury prevention, first-aid training, hearing protection, vocal health, hydration, and appropriate hygienic practices.

The student reads and notates music using an appropriate notation system. The student is expected to:

read and notate music that incorporates advanced melodies and rhythms; and

interpret music symbols and expressive terms.

The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an increasing level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive, affective, and psychomotor skills. The student is expected to:

demonstrate mature, characteristic sound appropriate for the genre;

analyze and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate rhythmic accuracy using complex patterns at an appropriate tempo;

demonstrate observance of key signatures and modalities;

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

create and notate or record original musical phrases at an increasing level of difficulty.

The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an increasing level of difficulty in a variety of styles. The student is expected to:

exhibit mature, characteristic sound appropriate for the genre while sight reading;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

demonstrate correct articulation and rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

demonstrate observance of multiple key signatures and changing modalities while sight reading;

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading;

demonstrate application of dynamics and phrasing while sight reading; and

demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.

The student relates music to history, culture, and the world. The student is expected to:

discriminate representative examples of music by genre, style, culture, and historical period;

evaluate the relevance of music to societies and cultures;

define the relationships between music content and concepts and other academic disciplines;

explain a variety of music and music-related career options;

analyze and evaluate the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

generate tools for college and career preparation such as curricula vitae, electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, and audition and interview techniques.

The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:

exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

create and apply specific criteria for evaluating performances of various musical styles;

create and apply specific criteria for offering constructive feedback using a variety of musical performances;

develop processes for self-evaluation and select tools for personal artistic improvement; and

evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

experience and explore exemplary musical examples using technology and available live performances;

identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

define concepts of music notation, intervals, and chord structure using appropriate terminology;

define concepts of rhythm and meter using appropriate terminology and counting system;

explore elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, form, dynamics, and timbre through literature selected for performance; and

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

The student reads and notates music using an appropriate notation system. The student is expected to:

read notation systems or manipulate sounds as appropriate to the course of study;

read and notate or record and produce music that incorporates rhythmic patterns in simple, compound, and asymmetric meters as appropriate;

interpret music symbols and expressive terms referring to concepts such as dynamics, tempo, and articulation as appropriate;

demonstrate cognitive skills, including observance of key signature and modalities, while studying or producing music at an appropriate level of difficulty; and

demonstrate music-making skills such as appropriate use of technology in recording, notating, editing, manipulating, arranging, Standard Motion Picture Time Encryption (SMPT), and emergent technologies.

The student, individually and in groups, makes music of an appropriate level of difficulty in a variety of genres from notation, recording, or by memory as appropriate. The student is expected to:

demonstrate, create, or apply characteristic sounds appropriate for the genre;

create, examine, or perform a repertoire of music representing a variety of styles, including those from diverse cultures;

demonstrate understanding of correct articulation and rhythmic accuracy;

demonstrate understanding of correct dynamics and phrasing;

demonstrate understanding of correct intonation; and

exhibit and explain appropriate performance techniques for formal and informal concerts or recording sessions.

The student creates original music within specified guidelines. The student is expected to:

create original musical phrases; and

notate or record original musical phrases.

The student relates music to history, culture, and the world. The student is expected to:

compare and contrast music by genre, style, culture, and historical period;

identify music-related vocations and avocations;

identify and describe the uses of music in societies and cultures;

identify and explore the relationship between music and other academic disciplines;

identify and explore the impact of technologies, ethical issues, and economic factors on music, musicians, and performances; and

identify and explore tools for college and career preparation such as social media applications, repertoire lists, and audition and interview techniques.

The student listens to, responds to, and evaluates music and musical performance in formal and informal settings. The student is expected to:

practice informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and

evaluate musical performances by comparing them to exemplary models.

High School Music Level I

The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

experience and explore exemplary musical examples using technology and available live performances;

identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

define concepts of music notation, intervals, and chord structure using appropriate terminology;

define concepts of rhythm and meter using appropriate terminology and counting system;

explore elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, form, dynamics, and timbre through literature selected for performance; and

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

The student reads and writes music notation using an appropriate notation system. The student is expected to:

read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and

interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.

The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an appropriate level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive and psychomotor skills. The student is expected to:

demonstrate mature, characteristic sound appropriate for the genre;

demonstrate psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate rhythmic accuracy using appropriate tempo;

demonstrate observance of key signature and modalities;

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

create and notate or record original musical phrases.

The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an appropriate level of difficulty in a variety of styles. The student is expected to:

demonstrate mature, characteristic sound appropriate for the genre while sight reading;

demonstrate psychomotor and kinesthetic skills such as use of appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

demonstrate rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

demonstrate observance of key signature and modalities while sight reading;

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading; and

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics while sight reading.

The student relates music to history, culture, and the world. The student is expected to:

compare and contrast music by genre, style, culture, and historical period;

identify music-related vocations and avocations;

identify and describe the uses of music in societies and cultures;

identify and explore the relationship between music and other academic disciplines;

identify and explore the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

identify and explore tools for college and career preparation such as social media applications, repertoire lists, auditions, and interview techniques.

The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

develop processes for self-evaluation and select tools for personal artistic improvement; and

evaluate musical performances by comparing them to exemplary models.

High School Music Level II

The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

compare and contrast exemplary musical examples using technology and available live performances;

compare and contrast melodic and harmonic parts using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

compare and contrast concepts of music notation, intervals, and chord structure using appropriate terminology;

compare and contrast concepts of rhythm and meter using appropriate terminology and counting system;

compare and contrast musical forms such as song, binary, ternary, and rondo selected for performance and listening;

compare and contrast concepts of balance and blend using appropriate terminology;

compare and contrast concepts of music such as rhythm, meter, melody, harmony, key, expression markings, dynamics, and timbre; and

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

The student reads and notates music using an appropriate notation system. The student is expected to:

read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and

interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.

The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an increasing level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive, affective, and psychomotor skills. The student is expected to:

demonstrate increasingly mature, characteristic sound appropriate for the genre;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate rhythmic accuracy using appropriate tempo;

demonstrate observance of key signatures and modalities;

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

create and notate or record original musical phrases at an appropriate level of difficulty.

The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an increasing level of difficulty in a variety of styles. The student is expected to:

exhibit increasingly mature, characteristic sound appropriate for the genre while sight reading;

demonstrate, refine, and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

demonstrate correct articulation and rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

demonstrate observance of multiple key signatures and changing modalities while sight reading;

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading;

demonstrate application of dynamics and phrasing while sight reading; and

demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.

The student relates music to history, culture, and the world. The student is expected to:

compare and contrast music by genre, style, culture, and historical period;

define uses of music in societies and cultures;

identify and explore the relationships between music and other academic disciplines;

identify music-related vocations and avocations;

identify and explore the impact of technologies, ethical issues, and economic factors on music, musicians, and performances; and

identify and explore tools for college and career preparation such as personal performance recordings, social media applications, repertoire lists, auditions, and interview techniques.

The student listens to, responds to, and evaluates music and musical performance in formal and informal settings. The student is expected to:

exhibit informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

develop processes for self-evaluation and select tools for personal artistic improvement; and

evaluate musical performances by comparing them to exemplary models.

High School Music Level III

The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

evaluate exemplary musical examples using technology and available live performances;

explore musical textures such as monophony, homophony, and polyphony while using a melodic reading system;

compare and contrast concepts of music notation, intervals, and chord structure using appropriate terminology;

compare and contrast concepts of rhythm and meter using appropriate terminology and counting system;

compare and contrast musical forms such as song, binary, ternary, rondo, and sonata-allegro selected for performance and listening;

compare and contrast concepts of balance and blend using appropriate terminology;

compare and contrast musical styles and genres such as cantata, opera, zydeco, motet, hip-hop, symphony, anthem, march, beats, musical theatre, gospel jazz, and spirituals;

compare and contrast concepts of music such as rhythm, meter, melody, harmony, texture, key, expression markings, dynamics, and timbre using literature selected for performance; and

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

The student reads and notates music using an appropriate notation system. The student is expected to:

read and notate music that incorporates melody and rhythm; and

interpret music symbols and expressive terms referring to style, dynamics, tempo, and articulation.

The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an increasing level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive, affective, and psychomotor skills. The student is expected to:

demonstrate mature, characteristic sound appropriate for the genre;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate rhythmic accuracy using appropriate tempo;

demonstrate observance of key signatures and modalities;

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

create and notate or record original musical phrases at an appropriate level of difficulty.

The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an increasing level of difficulty in a variety of styles. The student is expected to:

exhibit mature, characteristic sound appropriate for the genre while sight reading;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

demonstrate correct articulation and rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

demonstrate observance of multiple key signatures and changing modalities while sight reading;

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading;

demonstrate application of dynamics and phrasing while sight reading; and

demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.

The student relates music to history, culture, and the world. The student is expected to:

classify representative examples of music by genre, style, culture, and historical period;

explore the relevance of music to societies and cultures;

define the relationships between music content and concepts and other academic disciplines;

analyze music-related career options;

analyze and evaluate the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

generate tools for college and career preparation such as electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, auditions, and interview techniques.

The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:

exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

create and apply specific criteria for evaluating performances of various musical styles;

create and apply specific criteria for offering constructive feedback using a variety of music performances;

develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and

evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

High School Music Level IV

The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

evaluate exemplary musical examples using technology and available live performances;

analyze advanced musical textures while using a melodic reading system;

analyze concepts of music notation, intervals, and chord structure using appropriate terminology;

analyze concepts of rhythm and meter using appropriate terminology and counting system;

analyze musical forms in music selected for performance and listening;

analyze concepts of balance and blend using appropriate terminology;

analyze musical styles and genres such as cantata, opera, zydeco, motet, hip-hop, symphony, anthem, march, beats, musical theatre, gospel jazz, and spirituals;

analyze concepts of music such as rhythm, meter, melody, harmony, texture, key, expression markings, dynamics, and timbre using literature selected for performance; and

analyze and apply health and wellness concepts related to music practice such as body mechanics, repetitive motion injury prevention, first-aid training, hearing protection, vocal health, hydration, and appropriate hygienic practices.

The student reads and notates music using an appropriate notation system. The student is expected to:

read and notate music that incorporates advanced melodies and rhythms; and

interpret music symbols and expressive terms.

The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an increasing level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive, affective, and psychomotor skills. The student is expected to:

demonstrate mature, characteristic sound appropriate for the genre;

analyze and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

demonstrate rhythmic accuracy using complex patterns at an appropriate tempo;

demonstrate observance of key signatures and modalities;

demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

create and notate or record original musical phrases at an increasing level of difficulty.

The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an increasing level of difficulty in a variety of styles. The student is expected to:

exhibit mature, characteristic sound appropriate for the genre while sight reading;

refine and apply psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

demonstrate correct articulation and rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

demonstrate observance of multiple key signatures and changing modalities while sight reading;

demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading;

demonstrate application of dynamics and phrasing while sight reading; and

demonstrate accurate intonation while sight reading using concepts such as vowel shapes, ensemble blend, and just intonation.

The student relates music to history, culture, and the world. The student is expected to:

discriminate representative examples of music by genre, style, culture, and historical period;

evaluate the relevance of music to societies and cultures;

define the relationships between music content and concepts and other academic disciplines;

explain a variety of music and music-related career options;

analyze and evaluate the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

generate tools for college and career preparation such as curricula vitae, electronic portfolios, personal resource lists, performance recordings, social media applications, repertoire lists, and audition and interview techniques.

The student responds to and evaluates written music and musical performance in formal and informal settings. The student is expected to:

exhibit informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

create and apply specific criteria for evaluating performances of various musical styles;

create and apply specific criteria for offering constructive feedback using a variety of musical performances;

develop processes for self-evaluation and select tools for personal artistic improvement; and

evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

Music Studies

The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

experience and explore exemplary musical examples using technology and available live performances;

identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

define concepts of music notation, intervals, and chord structure using appropriate terminology;

define concepts of rhythm and meter using appropriate terminology and counting system;

explore elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, form, dynamics, and timbre through literature selected for performance; and

apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

The student reads and notates music using an appropriate notation system. The student is expected to:

read notation systems or manipulate sounds as appropriate to the course of study;

read and notate or record and produce music that incorporates rhythmic patterns in simple, compound, and asymmetric meters as appropriate;

interpret music symbols and expressive terms referring to concepts such as dynamics, tempo, and articulation as appropriate;

demonstrate cognitive skills, including observance of key signature and modalities, while studying or producing music at an appropriate level of difficulty; and

demonstrate music-making skills such as appropriate use of technology in recording, notating, editing, manipulating, arranging, Standard Motion Picture Time Encryption (SMPT), and emergent technologies.

The student, individually and in groups, makes music of an appropriate level of difficulty in a variety of genres from notation, recording, or by memory as appropriate. The student is expected to:

demonstrate, create, or apply characteristic sounds appropriate for the genre;

create, examine, or perform a repertoire of music representing a variety of styles, including those from diverse cultures;

demonstrate understanding of correct articulation and rhythmic accuracy;

demonstrate understanding of correct dynamics and phrasing;

demonstrate understanding of correct intonation; and

exhibit and explain appropriate performance techniques for formal and informal concerts or recording sessions.

The student creates original music within specified guidelines. The student is expected to:

create original musical phrases; and

notate or record original musical phrases.

The student relates music to history, culture, and the world. The student is expected to:

compare and contrast music by genre, style, culture, and historical period;

identify music-related vocations and avocations;

identify and describe the uses of music in societies and cultures;

identify and explore the relationship between music and other academic disciplines;

identify and explore the impact of technologies, ethical issues, and economic factors on music, musicians, and performances; and

identify and explore tools for college and career preparation such as social media applications, repertoire lists, and audition and interview techniques.

The student listens to, responds to, and evaluates music and musical performance in formal and informal settings. The student is expected to:

practice informed concert etiquette as a performer and an audience member during live and recorded performances in a variety of settings;

design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

develop processes for self-evaluation and select tools for personal artistic improvement such as critical listening and individual and group performance recordings; and

evaluate musical performances by comparing them to exemplary models.

High School Technical Theatre Level IV

High School Technical Theatre Level III

High School Technical Theatre Level II

High School Technical Theatre Level I

High School Musical Theatre Level IV

High School Musical Theatre Level III

High School Musical Theatre Level II

High School Musical Theatre Level I

High School Theatre Level IV

High School Theatre Level III

High School Theatre Level II

High School Theatre Level I

The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall;

develop and practice theatre preparation and warm-up techniques;

develop and practice stage movement techniques such as mime, pantomime, stage combat, Laban, Lecoq, or Viewpoints consistently to express thoughts, feelings, and actions non-verbally;

develop and practice effective voice and diction to express thoughts and feelings;

analyze characters by describing attributes such as physical, intellectual, emotional, and social dimensions through reading scripts of published plays;

demonstrate a working knowledge of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions;

analyze and describe the interdependence of all theatrical elements;

define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, actors, designers, technicians, and audience;

identify and practice memorization skills;

identify the principles of improvisation; and

identify and recognize the importance of safe theatre practices.

The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

demonstrate safe use of the voice and body;

define creativity as it relates to personal expression;

employ effective voice and diction to express thoughts and feelings;

use physical, intellectual, emotional, and social awareness to portray believable characters and convey a story when applying acting concepts, skills, and techniques;

employ physical techniques consistently to express thoughts, feelings, and actions non-verbally; and

create, write, and refine original monologues, improvisations, scenes, or vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms.

The student applies design, directing, and theatre production concepts and skills. The student is expected to:

develop and practice technical theatre skills;

apply technical knowledge and skills safely to create or operate theatrical elements such as scenery, properties, lighting, sound, costumes, makeup, current technology, or publicity;

perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others in a production role to tell a story through live theatre or media performance; and

demonstrate responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.

The student relates theatre to history, society, and culture. The student is expected to:

portray theatre as a reflection of life in particular times, places, and cultures;

relate historical and cultural influences on theatre;

identify the impact of live theatre, film, television, and electronic media on contemporary society;

appreciate the cultural heritages of world drama and theatre and identify key figures, works, and trends in dramatic literature;

appreciate the multicultural heritage of United States drama and theatre and identify key figures, works, and trends in dramatic literature; and

identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.

The student responds to and evaluates theatre and theatrical performances. The student is expected to:

analyze and apply appropriate behavior at various types of live performances;

recognize theatre as an art form and evaluate self as a creative being;

offer and receive constructive criticism of peer performances;

evaluate live theatre in written and oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value;

evaluate film, television, or other media in written or oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value;

explore career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre or media and evaluate the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

use technology such as electronic portfolios, research projects, and journals to document and present information in a clear and coherent manner; and

connect theatre skills and experiences to higher education and careers outside of the theatre.

The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

develop and practice theatre warm-up techniques;

develop and practice stage movement techniques consistently to express thoughts, feelings, and actions non-verbally;

demonstrate effective voice and diction;

analyze dramatic structure and genre;

identify examples of theatrical conventions in theatre, film, television, and electronic media;

relate the interdependence of all theatrical elements; and

develop and practice memorization skills.

The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

model safe, appropriate techniques to allow for physical, vocal, and emotional expression;

explore creativity as it relates to self and ensemble;

demonstrate effective voice and diction to express thoughts and feelings;

apply physical, intellectual, emotional, and social interactions to portray believable characters and convey a story when applying acting concepts, skills, and techniques;

develop physical techniques consistently to express thoughts, feelings, and actions non-verbally; and

create, write, devise, and refine original monologues, improvisations, scenes, or vignettes to convey meaning to the audience through live performance or media forms.

The student applies design, directing, and theatre production concepts and skills. The student is expected to:

develop and practice safe and effective stagecraft skills;

read and analyze cultural, social, and political aspects of a script to determine technical elements;

analyze characters, themes, duties, and elements of a script to determine artistic roles and technical assignments;

perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance; and

develop responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.

The student relates theatre to history, society, and culture. The student is expected to:

analyze historical and cultural influences on theatre;

analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors;

analyze and evaluate the impact of live theatre, film, television, and electronic media in contemporary society;

research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature;

research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature; and

identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.

The student responds to and evaluates theatre and theatrical performances. The student is expected to:

evaluate and apply appropriate audience etiquette at various types of performances;

analyze theatre as an art form and evaluate self as a creative being;

offer and receive constructive criticism of peer performances;

evaluate the treatment of artistic elements such as theme, character, setting, and action in theatre, musical theatre, dance, art, music, or other media and integrate more than one art form in informal presentations;

examine career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre or other media and evaluate the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

use technology such as portfolios, research projects, and journals to document and present information in a clear and coherent manner; and

connect theatre skills and experiences to higher education and careers outside of the theatre.

The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

apply theatre preparation and warm-up techniques effectively;

experiment with stage movement;

distinguish the proper techniques such as diction, inflection, and projection in the use of voice;

analyze and evaluate dramatic structure and genre;

distinguish between the theatrical conventions of theatre, film, television, and other media;

evaluate the interdependence of all theatrical elements; and

develop and practice memorization skills.

The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

employ safe, appropriate techniques to allow for physical, vocal, and emotional expression;

analyze creativity as it relates to self and ensemble and its effect on audience;

analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions;

experiment with improvisation and scripted scenes of various styles to portray believable characters;

write dialogue that reveals character motivation, advances plot, provides exposition, and reveals theme; and

integrate two or more art or media forms in a performance.

The student applies design, directing, and theatre production concepts and skills. The student is expected to:

experiment with technical elements of theatre safely and effectively in improvisation or scripted scenes or plays;

analyze and evaluate dramatic texts as a basis for technical discussions, considering themes, settings, times, literary styles, genres, and characters;

cast and direct duet scenes;

perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance; and

perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.

The student relates theatre to history, society, and culture. The student is expected to:

evaluate historical and cultural influences on theatre;

analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors;

employ and evaluate the impact of live theatre, film, television, and other media in contemporary society;

research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature;

research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature; and

identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.

The student responds to and evaluates theatre and theatrical performances. The student is expected to:

compare behavior at various types of performances and practice appropriate audience etiquette;

recognize theatre as an art form and evaluate self as a creative being;

apply the concepts of evaluation to performances and evaluate theatre, film, television, and other media with depth and complexity using appropriate vocabulary;

compare communication methods of theatre with those of art, music, dance, and other media;

make judgments about selected career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre, film, television, and other media and analyze the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

use technology such as portfolios, research projects, and journals to document and present information in a clear and coherent manner;

relate theatre skills and experiences to higher education and careers outside of the theatre; and

create a personal resume or portfolio of theatrical experience.

The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

create and demonstrate theatre preparation and warm-up techniques;

devise and model stage movement;

model proper techniques such as diction, inflection, and projection in the use of effective voice;

compare the structure of theatre to that of film, television, and other media;

evaluate theatrical conventions of various cultural and historical periods;

evaluate the interdependence of all theatrical elements; and

develop and model memorization skills.

The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

model safe, appropriate techniques to allow for physical, vocal, and emotional expression;

demonstrate creativity as it relates to self and ensemble and its effect on audience;

analyze and interpret characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions;

interpret scripted scenes of various styles to portray believable characters; and

create individually or devise collaboratively imaginative scripts and scenarios.

The student applies design, directing, and theatre production concepts and skills. The student is expected to:

experiment with the technical elements of theatre safely and effectively in improvisation or scripted scenes or plays;

analyze and evaluate dramatic texts and direct brief scenes;

demonstrate understanding of a director's responsibility to the author's intent, script, actors, designers, technicians, and audience;

analyze production plans that include research, rehearsal plans, technical designs, and blocking;

demonstrate leadership by casting and directing a long scene or a short play, producing a unified theatrical production; and

apply expertise in one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.

The student relates theatre to history, society, and culture. The student is expected to:

evaluate historical and cultural influences on theatre;

analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors;

employ and evaluate the impact of live theatre, film, television, and other media in contemporary society;

research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature;

research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature; and

identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology or electronic media.

The student responds to and evaluates theatre and theatrical performances. The student is expected to:

evaluate and practice appropriate audience behavior at various types of performances;

defend theatre as an art form and value self as a creative being;

apply evaluation concepts to performances, and compare and contrast literary and dramatic criticism of theatre, film, television, or other media;

compare and contrast the elements and communication methods of theatre, film, music, art, dance, or other media in a specific culture or historical period;

evaluate selected career and avocational opportunities such as theatre education, arts administration, performance, design, management, playwriting, and dramatic criticism in theatre, film, television, and other media and analyze the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;

employ technology such as portfolios, research projects, and journals to communicate and present findings in a clear and coherent manner;

appraise personal theatre skills and experiences to opportunities in higher education and careers outside of the theatre; and

create a personal resume or portfolio of theatrical experience.

The student develops concepts about self, human relationships, and the environment using elements of drama, dance, music, and the conventions of musical theatre. The student is expected to:

develop and practice theatrical, dance, and vocal music preparation and warm-up techniques;

recognize stage movement, pantomime, and dance skills in various genres such as ballet, tap, jazz, ballroom, and Broadway;

identify acting techniques in song, dance, and spoken dialogue;

recognize the professional audition process;

compare the dramatic structure of musical theatre to musical film and musical television productions;

define and give examples of the language of musical theatre such as stage terminology, elements of musical theatre, or theatrical conventions; and

describe the interdependence of all theatrical elements.

The student interprets characters through acting, singing, and dance using voice and body expressively and creates dramatizations called for in a musical script. The student is expected to:

identify appropriate safety measures in vocalization, dance movement, and theatrical movement;

define creativity as it relates to personal expression in musical theatre;

recognize characterization in musical theatre and scripts of various genres and styles;

identify proper voice usage and correct vocal production skills such as vocal placement, vocal phrasing, vocal tone production, and vocal consistency in a performance situation; and

interpret lyrics for characterization, vocalization, and dance.

The student applies design, directing, choreography, and musical theatre production concepts and skills. The student is expected to:

recognize safe and effective use of technical elements of musical theatre;

identify the responsibilities of the director, musical director, and choreographer to the composer and librettist's intent;

recognize musical production plans such as rehearsal plans, technical designs, blocking, choreography, and solo and ensemble musical numbers; and

perform a role and collaborate with others to tell a story through live musical theatre or media performance.

The student relates musical theatre to history, society, and culture. The student is expected to:

study historical and cultural influences on musical theatre;

identify the historical development of musical theatre as a uniquely American art form;

identify historical and cultural developments in musical theatre;

identify the contemporary development of musical theatre as an international art form such as new composers and their composition styles, multicultural influences, practices and principles of contemporary musical theatre, advances in the creation of contemporary or popular musical theatre, and impact of musical theatre on the world's economic and performing arts scene;

appreciate musical theatre as a reflection of life in particular times, places, and cultures; and

recognize the influences of musical theatre forms such as theatre, television, and film on past and present society.

The student responds to and evaluates musical theatre performances. The student is expected to:

analyze and apply appropriate audience behavior at various types of performances;

recognize musical theatre as an art form and evaluate self as a creative being;

offer and receive constructive criticism of peer performances;

evaluate musical theatre in written and oral form with precise and specific observations on intent, structure, effectiveness, and value using appropriate evaluative theatre vocabulary;

explore career and avocational opportunities in musical theatre, musical film, and musical television, justifying choice(s) and analyze the training, skills, self-discipline, and artistic discipline needed for success;

connect musical theatre skills and experiences to higher education and careers outside of the theatre; and

recognize the value of presenting information in a clear and coherent manner using technology in a resume or portfolio format.

The student develops concepts about self, human relationships, and the environment using elements of drama, dance, music, and the conventions of musical theatre. The student is expected to:

develop and practice theatrical, dance, and vocal music preparation and warm-up techniques;

develop stage movement, pantomime, and dance skills in various genres such as ballet, tap, jazz, ballroom, and Broadway;

develop acting techniques in song, dance, and spoken dialogue;

develop professional audition techniques such as musical selections, monologue performance, dance and movement, and the relationship between accompanist and performer;

analyze the dramatic structure of musical theatre;

employ the language of musical theatre such as stage terminology, elements of musical theatre, or theatrical conventions;

analyze a character from a libretto, describing physical, intellectual, emotional, and social dimensions; and

collaborate with all artistic partners such as playwrights, composers, directors, musical directors, choreographers, actors, designers, technicians, and audience.

The student interprets characters through acting, singing, and dance using voice and body expressively and creates dramatizations called for in a musical script. The student is expected to:

apply appropriate safety measures in vocalization, dance movement, and theatrical movement;

explore creativity as it relates to self and ensemble in musical theatre;

analyze characterization in musical theatre styles;

apply proper voice usage and correct vocal production skills such as vocal placement, vocal phrasing, vocal tone production, and vocal consistency in a performance situation;

analyze lyrics for characterization, vocalization, and dance;

create and sustain believable characters through characterization, vocalization, and dance; and

compose material related to musical theatre such as monologues, scenes, lyrics, or choreography to convey meaning to the audience through live performance or other media forms.

The student applies design, directing, choreography, and musical theatre production concepts and skills. The student is expected to:

apply safe and effective use of technical elements of musical theatre;

analyze the responsibilities of the director, musical director, and choreographer to the composer and librettist's intent;

analyze musical production plans such as research, rehearsal plans, technical designs, blocking, choreography, and solo and ensemble musical numbers;

demonstrate responsibility and creative problem solving in one or more areas of musical theatre production such as acting, technical theatre, and theatre management; and

collaborate with others to perform a role such as actor, director, designer, technician, and editor in a musical theatre or musical media production.

The student relates musical theatre to history, society, and culture. The student is expected to:

analyze historical and cultural influences on musical theatre;

investigate the historical development of musical theatre as a uniquely American art form;

investigate historical and cultural developments in musical theatre;

investigate the contemporary development of musical theatre such as new composers and their composition styles, multicultural influences, practices and principles of contemporary musical theatre, advances in the creation of contemporary or popular musical theatre, and impact of musical theatre on the world's economic and performing arts scene as an international art form;

depict musical theatre as a reflection of life in particular times, places, and cultures; and

relate the influences of musical theatre forms such as theatre, television, and film on past and present society.

The student responds to and evaluates musical theatre performances. The student is expected to:

evaluate and practice appropriate audience behavior at various types of performances;

describe musical theatre as an art form and evaluate self as a creative being;

appraise self and peer performance with constructive criticism;

evaluate musical theatre in written and oral form with precise and specific observations on intent, structure, effectiveness, and value using appropriate evaluative theatre vocabulary;

evaluate the interdependence of all musical theatre elements such as dramatic spoken text, vocalized text, dance, costuming, set design, lighting, and sound;

evaluate career and avocational opportunities in musical theatre, musical film, and musical television, justifying choice(s), and analyze the training, skills, self-discipline, and artistic discipline needed for success;

relate musical theatre skills and experiences to higher education and careers outside of the theatre; and

document and present information in a clear and coherent manner using technology in a resume or portfolio format.

The student develops concepts about self, human relationships, and the environment using elements of drama, dance, music, and the conventions of musical theatre. The student is expected to:

create theatrical, dance, and vocal music preparation and warm-up techniques;

develop stage movement, pantomime, and dance skills in various genres such as ballet, tap, jazz, ballroom, and Broadway;

develop acting techniques in song, dance, and spoken dialogue;

model professional audition techniques such as musical selection, monologue performance, dance and movement, and the relationship between accompanist and performer;

analyze the dramatic structure of musical theatre;

perform a character from a musical incorporating physical, intellectual, and emotional dimensions;

collaborate effectively with all artistic partners in a musical theatre production; and

employ the language of musical theatre such as stage terminology, elements of musical theatre, or theatrical conventions.

The student interprets characters through acting, singing, and dance using voice and body expressively and creates dramatizations called for in a musical script. The student is expected to:

apply appropriate safety measures in vocalization, dance movement, and theatrical movement;

appraise creativity as it relates to self and ensemble in musical theatre;

create and sustain believable characters through acting, singing, and dancing;

model proper voice usage and correct vocal production skills such as vocal placement, vocal phrasing, vocal tone production, and vocal consistency in a performance situation;

analyze lyrics of a song as a monologue, dialogue, or ensemble scene for interpretation, characterization, vocalization, and dance; and

collaborate to produce material related to musical theatre such as monologues, scenes, lyrics, or choreography to convey meaning to the audience through live performance or other media forms.

The student applies design, directing, choreography, and musical theatre production concepts and skills. The student is expected to:

model safe and effective use of technical elements of musical theatre;

create musical production plans such as rehearsal plans, technical designs, blocking, choreography, and solo and ensemble musical numbers;

demonstrate responsibility and creative problem solving as a leader in one or more areas of musical theatre or musical media production such as actor, director, choreographer, and musical director; and

collaborate with others to perform a role such as actor, director, choreographer, designer, technician, and editor in a musical theatre or musical media production.

The student relates musical theatre to history, society, and culture. The student is expected to:

articulate historical and cultural influences and developments on musical theatre;

examine the historical development of musical theatre as a uniquely American art form;

experiment with contemporary forms of musical theatre such as new composers and their composition styles, multicultural styles, practices and principles of contemporary musical theatre, and popular musical theatre;

defend musical theatre as a reflection of life in particular times, places, and cultures; and

articulate the influences of musical theatre forms such as theatre, television, and film on past and present society.

The student responds to and evaluates musical theatre performances. The student is expected to:

model appropriate audience behavior at various types of performances;

defend musical theatre as a creative art form and evaluate self as a creative being;

evaluate the interdependence of all musical theatre elements such as dramatic spoken text, vocalized text, dance, costuming, set design, lighting, and sound;

evaluate self and peer performance using constructive criticism;

discuss musical theatre, musical film, or other musical media using precise musical theatre vocabulary;

experiment with a career opportunity in musical theatre, musical film, or other musical media and analyze the training, skills, self-discipline, and artistic discipline needed for personal success;

relate musical theatre skills and experiences to higher education and careers outside of the theatre; and

document and present information in a clear and coherent manner using technology in a resume or portfolio format.

The student develops concepts about self, human relationships, and the environment using elements of drama, dance, music, and the conventions of musical theatre. The student is expected to:

create and lead theatrical, dance, and vocal music preparation and warm-up techniques;

arrange stage movement in a musical theatre performance;

choreograph various dance genres such as ballet, tap, jazz, ballroom, and Broadway in a musical theatre performance;

develop effective use of voice and diction in spoken dialogue to effectively express thoughts, feelings, and actions;

develop appropriate singing technique in vocalized solo and ensemble repertoire to effectively express thoughts, feelings, and actions;

model professional audition techniques such as musical selection, monologue performance, dance and movement, and the relationship between accompanist and performer;

perform a multi-dimensional character from a musical incorporating singing, dancing, and acting; and

collaborate effectively with all artistic partners in a musical theatre production.

The student interprets characters through acting, singing, and dance using voice and body expressively and creates dramatizations called for in a musical script. The student is expected to:

model appropriate safety measures in vocalization, dance movement, and theatrical movement;

defend creativity as it relates to self and ensemble in musical theatre;

analyze characterization in musical theatre styles;

model proper voice usage and correct vocal production skills such as vocal placement, vocal phrasing, vocal tone production, and vocal consistency in a performance situation;

analyze lyrics of a song as a monologue, dialogue, or ensemble scene for interpretation, characterization, and physicalization;

create and sustain believable characters through acting, singing, and dancing; and

collaborate to produce material related to musical theatre such as monologues, scenes, lyrics, or choreography to convey meaning to the audience through live performance or other media forms.

The student applies design, directing, choreography, and musical theatre production concepts and skills. The student is expected to:

model safe and effective use of technical elements of musical theatre;

create musical production plans such as research, rehearsal plans, technical designs, blocking, choreography, and solo and ensemble musical numbers; and

cast and direct a musical theatre or musical media production.

The student relates musical theatre to history, society, and culture. The student is expected to:

conduct concentrated studies on historical and cultural influences on and developments in musical theatre;

justify musical theatre as an original American art form;

depict musical theatre as a reflection of life in particular times, places, and cultures; and

defend the influences of musical theatre forms such as theatre, television, and film on past and present society.

The student responds to and evaluates musical theatre performances. The student is expected to:

evaluate and practice appropriate audience behavior at various types of performances;

defend musical theatre as a creative art form;

compare the nature of musical theatre elements to other musical media;

appraise self and peer performance using constructive criticism;

evaluate musical theatre, musical film, or other musical media using precise musical theatre vocabulary;

experiment with a career opportunity in musical theatre, musical film, or other musical media and analyze the training, skills, self-discipline, and artistic discipline needed for personal success;

relate musical theatre skills and experiences to higher education and careers outside of the theatre; and

document and present information in a clear and coherent manner using technology to build a resume or portfolio.

The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

define standard vocabulary in costumes, lights, makeup, theatre management, properties, scenery, and sound;

recognize the technical elements of theatre such as types of stages, stage areas, fly systems, curtains, front of house, dressing rooms, and storage;

recognize theatre systems such as the production calendar, tech rehearsals, and production staff roles;

recognize safe theatre practices such as personal safety, fire safety, tool safety, shop safety, and handling emergencies in the theatre; and

read scripts and apply basic script analysis techniques to technical theatre elements.

The student develops and demonstrates technical theatre skills through the pre-production processes from concept (script or original idea) to performance. The student is expected to:

recognize the function of technical elements in various theatrical styles and genres;

recognize the design process of analysis, research, incubation/selection, implementation, and evaluation to a theatrical product such as a rendering, model, and sketch;

identify the production team such as designers, director, crew members, playwright, and stage manager and their duties;

articulate the importance of collaboration and leadership skills;

define creativity as it relates to personal expression in technical theatre and design;

recognize communication methods between directors and designers such as prompt book, costume plot, light plot, makeup, theatre management, property list, design renderings, and models; and

apply the basic skills of measurement in construction.

The student applies design, directing, and theatre production concepts and skills. The student is expected to:

identify the safe use of tools and materials in scenery and property construction;

identify the safe use of lighting equipment such as instruments, dimmers, and controllers;

identify the safe use of the basic techniques of costume construction and make-up application;

identify the safe use of sound equipment; and

recognize the roles of theatre management such as house management and stage management.

The student relates theatre to history, society, and culture. The student is expected to:

conduct research to establish historical and cultural accuracy in theatrical design;

identify the impact of live theatre, film, television, and electronic media on contemporary society;

understand the cultural heritage of world drama and theatre and identify key figures, works, and trends in dramatic literature; and

identify and understand the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.

The student responds to and evaluates theatre and theatrical performances. The student is expected to:

understand the use of resumes and portfolios in technical theatre;

recognize appropriate behavior at various types of live performances;

recognize the design and technical elements of theatre as an art form and evaluate self as a creative being;

evaluate live theatre in written and oral form with precise and specific observations of technical elements using appropriate vocabulary;

evaluate film, television, or other media in written or oral form with precise and specific observations of technical elements using appropriate vocabulary;

connect theatre skills and experiences to higher education and careers; and

use technology to communicate and present findings in a clear and coherent manner.

The student develops concepts about self, human relationships, and the world using elements of drama and conventions of theatre. The student is expected to:

demonstrate proper use of standard vocabulary in costumes, lights, makeup, theatre management, properties, scenery, and sound;

identify the technical elements of theatre such as types of stages, stage areas, fly systems, curtains, front of house, dressing rooms, and storage;

use established theatre systems such as the production calendar, tech rehearsals, and production staff roles;

use safe theatre practices such as personal safety, fire safety, tool safety, shop safety, and handling emergencies in the theatre; and

read and analyze scripts to determine technical theatre elements.

The student develops and demonstrates technical theatre skills through the pre-production processes from concept (script or original idea) to performance. The student is expected to:

identify and use technical elements in various theatrical styles and genres;

apply the design process, including analysis, research, incubation/selection, implementation, and evaluation, to a theatrical product such as a rendering, model, and sketch;

recognize the principles of design, including lines, shape, mass, measure, position, color, and texture;

recognize the principles of composition, including unity, harmony, contrast, variation, balance, proportion, and emphasis;

recognize the elements of color in design such as color theory, the science of color and light, and the color palette;

demonstrate understanding of communication methods between directors and designers such as prompt book, costume plot, light plot, makeup, theatre management, property list, design renderings, and models; and

practice proper measurement and scale as applied to design or construction.

The student focuses on a specific area of technical theatre production concepts and skills. The student demonstrates an understanding of and skills in scenery, props, lighting, costumes and makeup, sound, or theatre management. The student is expected to:

identify and safely use technical theatre tools, equipment, and materials;

develop theatre production skills by:

building scenery such as two-dimensional flats and three-dimensional stairs;

building or pulling and altering costumes using safe costume construction techniques;

hanging and focusing lighting instruments and using dimmers and controllers;

identifying electrical theory and practice as it applies to theatrical lighting;

identifying and applying stage properties practices such as buy, borrow, build, and organize; and

recording, editing, or creating sound effects;

identifying marketing products for theatrical productions;

practicing stage management techniques such as build a promptbook, call cues, and record blocking;

identifying and applying scenic painting techniques; or

read and interpret technical theatre documents such as light plots, costume plots, renderings, ground plans, and cue sheets.