High School Fine Arts B.E.S.T. Standards

Actively participate in effortful learning both individually and collectively.

Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.

Analyze challenges and identify solutions for three-dimensional structural problems.

Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.

Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.

Compare artwork, architecture, designs, and/or models to understand how technical and utilitarian components impact aesthetic qualities.

Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.

Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications.

Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-anddemand, market location, and potential earnings.

Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.

Use appropriately cited sources to document research and present information on visual culture.

Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.

Describe the significance of major artists, architects, or masterworks to understand their historical influences.

Research the history of art in public places to examine the significance of the artwork and its legacy for the future.

Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.

Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.

Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.

Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.

Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

Demonstrate effective and accurate use of art vocabulary throughout the art-making process.

Demonstrate organizational skills to influence the sequential process when creating artwork.

Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional artworks.

Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.

Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.

Develop competence and dexterity, through practice, in the use of processes, tools, and techniques for various media.

Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making process.

Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art.

Use and maintain tools and equipment to facilitate the creative process.

Mathematicians who apply mathematics to real-world contexts:

Mathematicians who assess the reasonableness of solutions: Estimate to discover possible solutions.

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others: Communicate mathematical ideas, vocabulary and methods effectively.

Mathematicians who complete tasks with mathematical fluency:

Mathematicians who demonstrate understanding by representing problems in multiple ways:

Mathematicians who participate in effortful learning both individually and with others:

Cite evidence to explain and justify reasoning.

Read and comprehend grade-level complex texts proficiently.

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

Use the accepted rules governing a specific format to create quality work.

Use appropriate voice and tone when speaking or writing.

English language learners communicate for social and instructional purposes within the school setting.

Actively participate in effortful learning both individually and collectively.

Analyze the problem in a way that makes sense given the task.

Ask questions that will help with solving the task.

Build perseverance by modifying methods as needed while solving a challenging task.

Stay engaged and maintain a positive mindset when working to solve tasks.

Help and support each other when attempting a new method or approach.

Demonstrate understanding by representing problems in multiple ways.

Build understanding through modeling and using manipulatives.

Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.

Progress from modeling problems with objects and drawings to using algorithms and equations.

Express connections between concepts and representations.

Choose a representation based on the given context or purpose.

Complete tasks with mathematical fluency.

Select efficient and appropriate methods for solving problems within the given context.

Maintain flexibility and accuracy while performing procedures and mental calculations.

Complete tasks accurately and with confidence.

Adapt procedures to apply them to a new context.

Use feedback to improve efficiency when performing calculations.

Engage in discussions that reflect on the mathematical thinking of self and others.

Analyze the mathematical thinking of others.

Compare the efficiency of a method to those expressed by others.

Recognize errors and suggest how to correctly solve the task.

Justify results by explaining methods and processes.

Construct possible arguments based on evidence.

Use patterns and structure to help understand and connect mathematical concepts.

Focus on relevant details within a problem.

Create plans and procedures to logically order events, steps or ideas to solve problems.

Decompose a complex problem into manageable parts.

Relate previously learned concepts to new concepts.

Look for similarities among problems.

Connect solutions of problems to more complicated large-scale situations.

Assess the reasonableness of solutions.

Use benchmark quantities to determine if a solution makes sense.

Check calculations when solving problems.

Verify possible solutions by explaining the methods used.

Evaluate results based on the given context.

Apply mathematics to real-world contexts.

Connect mathematical concepts to everyday experiences.

Use models and methods to understand, represent and solve problems.

Perform investigations to gather data or determine if a method is appropriate.

Redesign models and methods to improve accuracy or efficiency.

Integrate curiosity, range of interests, attentiveness, complexity, and artistic intention in the art-making process to demonstrate self-expression.

Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.

Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.

Assess the challenges and outcomes associated with the media used in a variety of one’s own works.

Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.

Make connections between timelines in other content areas and timelines in the visual arts.

Demonstrate flexibility and adaptability throughout the innovation process to focus and re-focus on an idea, deliberately delaying closure to promote creative risk-taking.

Use technological tools to create art with varying effects and outcomes.

Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and- demand, market location, and potential earnings.

Apply rules of convention to create purposeful design.

Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.

Apply background knowledge and personal interpretation to discuss cross-cultural connections among various artworks and the individuals, groups, cultures, events, and/or traditions they reflect.

Analyze and compare works in context, considering economic, social, cultural, and political issues, to define the significance and purpose of art.

Describe the significance of major artists, architects, or masterworks to understand their historical influences.

Identify transitions in art media, technique, and focus to explain how technology has changed art throughout history.

Synthesize knowledge and skills learned from non-art content areas to support the processes of creation, interpretation, and analysis.

Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.

Solve aesthetic problems, through convergent and divergent thinking, to gain new perspectives.

Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

Investigate the use of technology and other resources to inspire art-making decisions. VA.912.S.1.4: Demonstrate effective and accurate use of art vocabulary throughout the art-making process. VA.912.S.1.6: Describe processes and techniques used to record visual imagery.

Focus on visual information and processes to complete the artistic concept.

Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional artworks.

Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.

Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making process.

Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art.

Use and maintain tools and equipment to facilitate the creative process.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Careers in and related to the arts significantly and positively impact local and global economies.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

Historical and Global Connections

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Participatory

Research and reflect on historically significant and/or exemplary works of dance as inspiration for creating with artistic intent.

Apply replication, physical rehearsal, and cognitive rehearsal to aid in the mental and physical retention of patterns, complex steps, and sequences performed by another dancer.

Develop and articulate criteria for use in critiquing dance, drawing on background knowledge and personal experience, to show independence in one's response.

Weigh and discuss the personal significance of using both physical and cognitive rehearsal over time to strengthen one's own retention of patterns, complex steps, and sequences for rehearsal and performance.

Identify artistic intent of the choreographer/performer within a variety of dance performances.

Process, sequence, and demonstrate new steps accurately with energy, expression, and clarity.

Use defined criteria to critique dance performances.

Indicate the intent of the performer from a variety of dance examples.

Re-create movement in short sequences with energy, expression, and clarity.

Use a teacher-selected criterion to critique selected elements of dance performances.

Identify the artistic intent of the choreographer/performer within a variety of dance performances.

Re-create movement sequences with energy, expression, and clarity.

Use a teacher-selected criterion to critique dance performances.

Analyze movement from varying perspectives and experiment with a variety of creative solutions to solve technical or choreographic challenges.

Make informed critical assessments of the quality and effectiveness of one's own technique and performance quality, based on criteria developed from a variety of sources, to support personal competence and artistic growth.

Develop a plan to improve technique, performance quality, and/or compositional work with artistic intent.

Evaluate nuances of movement and their relationship to style, choreographic elements, and/or other dancers, and apply this knowledge to alter personal performance.

Use defined criteria to analyze and adjust a variety of personal performances.

Use a teacher-selected criterion to evaluate a variety of dance performances.

Use teacher-selected criteria to evaluate and adjust personal performances.

Critique the quality and effectiveness of performances based on exemplary models and self-established criteria.

Assess artistic or personal challenges, holistically and in parts, to explore and weigh potential solutions to problems in technique or composition.

Use defined criteria to evaluate a variety of dance performances.

Use defined criteria to analyze and adjust a variety of personal performances.

Use a teacher-selected criterion to respond to a variety of dance performances.

Use a teacher-selected criterion to assess a variety of dance performances.

Use a teacher-selected criterion to evaluate a variety of dance performances.

Use feedback from self and others to adjust a variety of personal dance performances.

Study and/or perform exemplary works by choreographers who use new and emerging technology to stimulate the imagination.

Imagine, then describe and/or demonstrate, ways to incorporate new, emerging, or familiar technology in the creation of an innovative dance project or product.

Employ acquired knowledge to stimulate creative risk-taking and broaden one's own dance technique, performance, and choreography.

Demonstrate the use of a variety of technology tools to produce, store, or view dance performances as a citizen, consumer, or worker.

Use selected technology tools to access dance as a citizen, consumer, or worker.

Use selected technology tools to access dance as a citizen, consumer, or worker.

Individually or collaboratively demonstrate the use of selected technology tools to produce, store, or experience dance performances as a citizen, consumer, or worker.

Individually or collaboratively demonstrate the use of selected technology tools to produce, store, or experience dance performances as a citizen, consumer, or worker.

Investigate and report potential careers, requirements for employment, markets, potential salaries, and the degree of competition in dance and dance-related fields.

Investigate local, regional, state, national, and global resources to support dance-related work and study.

Research the breadth and depth to which a dance company or performing arts center enhances the local and regional economy.

Identify the individual and communal economic impact of employment opportunities in or related to dance.

Analyze employment and leisure opportunities in or relating to dance and pair with the necessary skills and training.

Recognize an employment opportunity in or related to dance.

Distinguish employment and leisure opportunities that are dance-related vs. non-dance related.

Connect an individual and communal economic impact with employment opportunities in or related to dance.

Connect employment and leisure opportunities in or relating to dance with the necessary skills, training, or prerequisites.

Demonstrate leadership and responsibility through designing choreography, planning rehearsals, or directing a dance piece.

Use accurate anatomical terminology to identify planes, regions, bones, muscles, and tissues.

Synthesize information and make use of a variety of experiences and resources from outside dance class to inform and inspire one's work as a dancer.

Demonstrate preparedness to audition for schools, companies, and/or commercial work in dance.

Design a repertory list and/or résumé for application to higher education or the workforce that highlights marketable skills and knowledge gained through dance training.

Demonstrate knowledge of basic anatomy, the vertebral structure, physiology, and kinesiology related to dance technique and conditioning.

Practice conditioning methods that complement the physical instrument, and determine the degree of personal improvement in established dance techniques.

Create and follow a plan to meet deadlines for projects to show initiative and self-direction.

Demonstrate effective teamwork and accountability, using compromise, collaboration, and conflict resolution, to set and achieve goals as required in the work environment.

Choreograph, plan rehearsals, direct, and produce a concert piece; and evaluate the results to demonstrate artistic ability, leadership, and responsibility.

Prioritize, monitor, and complete tasks related to individual and collaborative dance projects.

Create, interpret, and respond to a variety of dance that integrates experiences or resources from outside dance class.

Analyze postsecondary opportunities in or relating to dance and pair with the necessary skills and training.

Apply safe practices or injury prevention related to dance performances.

Complete tasks related to individual and collaborative dance projects.

Create, interpret, or respond to a variety of dance.

Recognize a postsecondary opportunity to participate in dance activities.

Recognize safe practices or injury prevention related to dance performances.

Organize and complete tasks related to individual and collaborative dance projects.

Create, interpret, or respond to a variety of dance that integrates experiences or resources from outside dance class.

Identify postsecondary opportunities to participate in dance activities and pair with the necessary skills, training, or prerequisites.

Identify safe practices or injury prevention related to dance performances.

Explore and select music from a broad range of cultures to accompany, support, and/or inspire choreography.

Study dance works created by artists of diverse backgrounds, and use their work as inspiration for performance or creating new works.

Adhere to copyright laws for choreography and music licensing to show respect for the intellectual property of others.

Observe, practice, and/or discuss a broad range of historical, cultural, or social dances to broaden a personal perspective of the world.

Research the purposes, past and present, of dance in varied cultures and document its social and political impact on cultures over time.

Survey specific, exemplary repertory and summarize why it has been judged, over time, as having a high level of technique, aesthetic appeal, cultural influence, and/or social value.

Compare influences of dance on cultures over time.

Identify when choreography and music must be purchased.

Compare exemplary repertory with those less highly valued.

Recognize a variety of culturally significant dances.

Recognize that choreography and music are the property of others.

Recognize differences between two performances of the same piece.

Recognize the influence of dance on culture.

Recognize when choreography and music must be purchased.

Recognize that some repertory is more valued than others.

Survey cultural trends and historically significant events, in parallel with the history of dance, to understand how each helped shape dance as an art form.

Explore how perceptions of gender, race, age, and physical ability have challenged dance artists in various cultures, and how changing perceptions have affected dance as an art form.

Hypothesize how dance will look in the future and defend that hypothesis, based on history and social trends, to show understanding of their importance to the development of dance.

Compare dance works from different choreographers, cultures, and historical periods.

Recognize a variety of significant dances.

Identify similarities and differences in dance from different choreographers, cultures, and historical periods.

Compare the creative processes used by a choreographer with those used by other creative individuals, noting the connections in the way they conceive, create, and/or present their work.

Explain the importance of story or internal logic in dance and identify commonalities with other narrative formats.

Explain the importance of proper nutrition, injury prevention, and safe practices to optimal performance and the life-long health of a dancer.

Improvise or choreograph and share a dance piece that demonstrates and kinesthetically reinforces understanding of a process studied in another content area.

Use, proficiently and accurately, the world language(s) appropriate to the study of a dance genre.

Transfer skills and knowledge from other disciplines and curriculum to and from dance.

Apply safe practices or injury prevention related to dance performances.

Use vocabulary appropriate to the study of a dance genre.

Use a variety of dance movements to represent information from other fields.

Recognize selected safe practices or injury prevention related to dance performances.

Use selected dance vocabulary.

Transfer selected skills and knowledge from other disciplines and curriculum to dance.

Identify safe practices or injury prevention related to dance performances.

Use vocabulary common to the study of dance.

Compare dances of different styles, genres, and forms to show understanding of how the different structures and movements give the dance identity.

Apply standards of class and performance etiquette consistently to attain optimal working conditions.

Dissect or assemble a step, pattern, or combination to show understanding of the movement, terminology, and progression.

Analyze, design, and facilitate an instructional sequence to show understanding of how the structure of dance classes relates to the overall development of the dancer.

Construct a dance that uses specific choreographic structures to express an idea and show understanding of continuity and framework.

Compare characteristics of two dance forms.

Demonstrate, without prompting, procedures expected in class, rehearsal, and performance with independence.

Dissect a dance step or combination to reveal the underlying steps and positions.

Construct a dance step or combination using specified choreographic structures to express an idea.

Recognize a characteristic of a variety of dance forms.

Practice specified procedures and audience etiquette.

Recognize specified elements of dance in planned dance pieces to show awareness of structure.

Identify characteristics of a variety of dance forms.

Demonstrate specified procedures and audience etiquette.

Investigate the positions, initiations, and movements within a given step.

Re-create a dance step or combination using specified choreographic structures to express an idea.

Manipulate elements, principles of design, or choreographic devices creatively to make something new, and evaluate the effectiveness of the changes.

Observe and research innovative artists and their bodies of work to identify and analyze how they departed from convention.

Create or adapt a dance piece for potential installation in a variety of venues or with a different set of performers.

Create a new dance sequence by changing an element, principle of design, or choreographic device in a familiar sequence.

Compare the form and structure of a variety of dances created by innovative artists.

Modify elements in a dance piece to adapt to a different venue or performer.

Recognize familiar dance patterns.

Recognize a selected dance genre.

Recognize an appropriate accommodation, given a specified venue or performer.

Re-create dance sequences adapted from familiar sequences.

Recognize dance characteristics of selected innovative artists.

Revise an element in a dance piece to accommodate a venue or performer.

Perform dance pieces to express feelings, ideas, cultural identity, music, and other abstract concepts through movements, steps, pantomime, and gestures.

Use imagery, analogy, and metaphor to improve body alignment and/or enhance the quality of movements, steps, phrases, or dances.

Investigate and describe, using accurate dance terminology, the purposes, possible variations, and connections of dance vocabulary.

Devise and/or use a method of recording or documenting choreography to remember and archive works.

Use accurate dance and theatre terminology to communicate effectively with teachers, directors, dancers, and technical crews.

Perform a dance piece to express feelings and ideas through movements and gestures.

Use dance and theatre terminology to communicate to performers and technical crews.

Demonstrate the use of a variety of technology tools to store or view dance performances.

Contribute to a collaborative performance to express feelings and ideas through movements.

Communicate with artists and technicians to support performances.

Use selected technology tools to experience dance performances.

Re-create dance movements that express feelings and ideas.

Use selected dance and theatre terminology to communicate to performers and technical crews.

Individually or collaboratively demonstrate the use of selected technology tools to store or experience dance performances.

Synthesize a variety of choreographic principles and structures to create a dance.

Generate choreographic ideas through improvisation and physical brainstorming.

Identify muscular and skeletal structures that facilitate or inhibit rotation, flexion, and/or extension.

Create dance studies using dance vocabulary and innovative movement.

Create, re-create, and refine a variety of dance performances.

Identify muscular and skeletal structures involved in rotation, flexion, and/or extension.

Contribute to the creation or re-creation and refinement of a variety of dance performances.

Isolate movement of selected body parts.

Re-create and refine selected dance performances.

Recognize muscular or skeletal structures involved in movement.

Sustain focused attention, respect, and discipline during class, rehearsal, and performance.

Apply corrections and concepts from previously learned steps to different material to improve processing of new information.

Demonstrate ability to manipulate, reverse, and reorganize combinations to increase complexity of sequences.

Demonstrate retention of directions, corrections, and memorization of dance from previous rehearsals and classes.

Sustain focused attention, respect, and discipline during class and performances.

Transfer corrections or concepts from the execution of one class exercise to another.

Rehearse to improve the performance quality of dance pieces.

Demonstrate focus and concentration while listening to instructions and observing others' movement.

Use teacher and peer feedback to revise performance of movement sequences.

Re-create movement in short sequences to improve technique and performance in choreographed pieces.

Display attention, cooperation, and focus during class and performance.

Adapt and apply ensemble corrections to personal work.

Re-create movement sequences to improve technique and performance in choreographed pieces.

Articulate and consistently apply principles of alignment to axial, locomotor, and non-locomotor movement.

Articulate and consistently apply principles of alignment to ballet barre, center, and across-the-floor combinations.

Move with agility and coordination, alone and relative to others, to perform developmentally and technically appropriate ballet vocabulary in combinations.

Develop and maintain flexibility, strength, and stamina for wellness and performance.

Initiate movement transitions and change of weight, in and through space, with clear intention and expression appropriate to one or more dance forms.

Perform dance vocabulary with musicality and sensitivity.

Maintain balance while performing movements that are vertical, off-vertical, or use a reduced base of support.

Use resistance, energy, time, and focus to vary expression and intent.

Move with agility, alone and relative to others, to perform complex dance sequences.

Articulate and apply a stylistically appropriate sense of line to enhance artistry in one or more dance forms.

Demonstrate mastery of dance technique to perform technical skills in complex patterns with rhythmic acuity, musicality, and clear intent, purpose, expression, and accuracy.

Use and maintain principles of alignment in locomotor and non-locomotor movements.

Develop strength, stamina, flexibility, and range of motion through safe practices and knowledge of basic anatomy and physiology.

Apply the mechanics of movement transitions and weight changes.

Use dance technique to perform with musicality and expression.

Change the expression or intention of a dance sequence by manipulating one or more dynamic elements.

Apply a stylistically appropriate sense of line to enhance artistry in one or more dance forms.

Practice the principles of alignment in selected movements.

Perform selected, safe practice exercises for improving posture, strength, flexibility, and range of motion.

Maintain balance during movement transitions.

Replicate a demonstrated rhythm in time to musical accompaniment.

Practice the principles of alignment in locomotor and non-locomotor movements.

Improve posture, strength, flexibility, and range of motion through safe practice exercises.

Practice a variety of movement transitions and weight changes.

Replicate timing, rhythm, and accents demonstrated by the teacher and peers.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Careers in and related to the arts significantly and positively impact local and global economies.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

Historical and Global Connections

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Improvise vocal or instrumental patterns using familiar songs.

Apply listening strategies to promote appreciation and understanding of unfamiliar musical works.

Compare, using correct music vocabulary, the aesthetic impact of two or more performances of a musical work to one's own hypothesis of the composer's intent.

Analyze instruments of the world and classify them by common traits.

Compare and perform a variety of vocal styles and ensembles.

Develop effective sensory strategies and describe how they support appreciation of unfamiliar musical works.

Identify the composer's intent and aesthetic impact of two or more performances.

Identify and perform a variety of vocal styles and ensembles.

Use sensory strategies to support appreciation of unfamiliar musical works.

Recognize the musical intent of two or more performances.

Recognize a variety of instruments.

Contribute to the performance of selected vocal styles and ensembles.

Use appropriate sensory strategies to support appreciation of unfamiliar musical works.

Recognize the aesthetic impact of two or more performances.

Recognize selected instruments of the world.

Recognize and perform selected vocal styles and ensembles.

Evaluate and make appropriate adjustments to personal performance in solo and ensembles.

Evaluate performance quality in recorded and/or live performances.

Evaluate one's own or other's compositions and/or improvisations and generate improvements independently or cooperatively.

Analyze and revise personal performance in solo and ensembles to meet established criteria with guidance from teachers and peers.

Use a teacher-selected criterion to analyze and revise personal performances in solo and ensembles with guidance from teachers and peers.

Use defined criteria to analyze and revise personal performance in solo and ensembles with guidance from teachers and peers.

Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music.

Use defined criteria to evaluate the aesthetic impact of exemplary musical work from a specific period or genre.

Use a teacher-selected criterion to evaluate the aesthetic impact of exemplary musical work from a specific period or genre.

Use teacher-selected criteria to evaluate the aesthetic impact of exemplary musical work from a specific period or genre.

Analyze and evaluate the effect of "traditional" and contemporary technologies on the development of music.

Incorporate or adapt new, emerging, or previously unfamiliar technology to create an innovative composition, music project, or related product.

Demonstrate the use of a variety of technology tools to produce, store, or listen to music as a citizen, consumer, or worker.

Collaboratively demonstrate the use of selected technology tools to produce, store, or listen to music as a citizen, consumer, or worker.

Demonstrate the use of selected technology tools to produce, store, or listen to music as a citizen, consumer, or worker.

Design or refine a résumé for application to higher education or the workforce that highlights marketable skills and knowledge gained through music training.

Analyze the effect of the arts and entertainment industry on the economic and social health of communities and regions.

Compare the organizational structure of a professional orchestra, chorus, quintet, or other ensemble to that of a business.

Analyze employment and leisure opportunities in or relating to music and pair with the necessary skills and training.

Distinguish employment and leisure opportunities that are music-related vs. non-music-related.

Connect employment and leisure opportunities in or relating to music with the necessary skills, training, or prerequisites.

Analyze and describe how meeting one's responsibilities in music offers opportunities to develop leadership skills, and identify personal examples of leadership in school and/or non-school settings.

Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology.

Define, prioritize, monitor, and successfully complete tasks related to individual musical performance or project presentation, without direct oversight, demonstrating skills for use in the workplace.

Design and implement a personal learning plan, related to the study of music, which demonstrates self-assessment, brain-storming, decision-making, and initiative to advance skills and/or knowledge.

Identify personal examples of leadership in school and/or non-school settings.

Practice safe, legal, and responsible acquisition and use of music media, and describe why it is important to do so.

Prioritize, monitor, and complete tasks related to individual and collaborative music projects.

Recognize personal qualities that support success in music that can be applied to other fields.

Individually or collaboratively demonstrate the safe, legal, and responsible use of a selected technology tool to produce or listen to music as a citizen, consumer, or worker.

Contribute to the organization and execution of music projects.

Identify personal qualities that support success in music that can be applied to other fields.

Individually or collaboratively demonstrate the safe, legal, and responsible use of a variety of technology tools to produce, store, or listen to music.

Organize and complete music projects having three or more components.

Investigate and discuss how a culture's traditions are reflected through its music.

Compare the work of, and influences on, two or more exemplary composers in the performance medium studied in class.

Compare two or more works of a composer across performance media.

Analyze how Western music has been influenced by historical and current world cultures.

Analyze music within cultures to gain understanding of authentic performance practices.

Identify how a culture's traditions are supported by music.

Compare stylistic and musical features in works originating from different cultures.

Associate a selected culture's tradition with a piece of music.

Recognize similarities or differences between styles or features of music produced by different cultures.

Recognize how a selected culture's tradition is supported by music.

Identify similarities and differences between styles and features of music produced by different cultures.

Evaluate the social impact of music on specific historical periods.

Analyze current musical trends, including audience environments and music acquisition, to predict possible directions of music.

Analyze the evolution of a music genre.

Examine the effects of developing technology on composition, performance, and acquisition of music.

Examine the social impact of music on historical periods or cultural evolution.

Examine musical trends, including venues for accessing musical performances, to understand the past, present, and future of music.

Examine how technology has changed the way music is created, performed, acquired, and experienced.

Match selected music with significant historical periods or cultural events

Recognize selected technologies to create, perform, acquire, and experience music.

Recognize the social impact of selected music on historical periods or cultural events.

Recognize significant musical developments, including venues for accessing musical performances, to understand that it is dynamic.

Identify a variety of technologies to create, perform, acquire, and experience music.

Apply knowledge of science, math, and music to demonstrate, through an acoustic or digital performance medium, how sound production affects musical performance.

Combine personal interest with skills and knowledge from a non-music class to explore, design, and present a music-based or music-enhanced topic of interest to demonstrate the ability to make transfers across contexts.

Use music to communicate ideas, emotions, or information from non-music contexts.

Use a variety of music to enhance other content areas or contexts.

Use music to enhance the communication of ideas, emotions, or information from non-music contexts.

Evaluate the organizational principles and conventions in musical works and discuss their effect on structure.

Compare performances of a musical work to identify artistic choices made by performers.

Recognize elements of music in different types of music.

Compare musical elements in different types of music.

Transfer accepted composition conventions and performance practices of a specific style to a contrasting style of music.

Transpose melodies into different modalities through performance and composition.

Select and use elements and principles of music composition to create music in different and/or unusual ways.

Create variations for selected melodies.

Select an element to change in a musical piece.

Use a teacher-selected element or principle of music composition to create music in a different and/or unusual way

Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements support, for the listener, the implied meaning of the composer/performer.

Interpret and perform expressive elements indicated by the musical score and/or conductor.

Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.

Perform the expressive elements of a musical work indicated by the musical score and/or conductor and transfer new knowledge and experiences to other musical works.

Recognize how a change in instrumentation or an expressive element affects the mood or emotion of a song.

Identify how instrumentation and expressive elements affect the mood or emotion of a song.

Apply expressive elements to a vocal or instrumental piece.

Improvise rhythmic and melodic phrases over harmonic progressions.

Compose music for voices and/or acoustic, digital, or electronic instruments.

Arrange a musical work by manipulating two or more aspects of the composition.

Perform and notate, independently and accurately, melodies by ear.

Research and report on the impact of MIDI as an industry-standard protocol.

Synthesize music, MIDI, pod-casting, webpage-development, and/or similar technology-based skills to share knowledge.

Combine and/or create virtual and audio instruments.

Record, mix, and edit a recorded performance.

Score music and use Foley art for a video segment or full video.

Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.

Participate in an improvisation with vocal or instrumental patterns using familiar songs.

Improvise vocal or instrumental patterns using familiar songs.

Improvise rhythmic or melodic phrases to accompany familiar songs and/or standard harmonic progressions.

Apply the ability to memorize and internalize musical structure, accurate and expressive details, and processing skills to the creation or performance of music literature.

Transfer expressive elements and performance techniques from one piece of music to another.

Create or re-create a variety of musical phrases to incorporate in a new musical example.

Match musical patterns or phrases to a variety of musical examples.

Re-create musical phrases or music from a variety of musical examples.

Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic energy.

Sight-read music accurately and expressively to show synthesis of skills.

Transcribe aurally presented songs into melodic and/or rhythmic notation to show synthesis of aural and notational skills.

Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques.

Sing and/or play age-appropriate repertoire expressively.

Sight-read standard exercises and simple repertoire.

Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.

Select melodies and/or accompaniments to perform.

Participate in rehearsal strategies to apply skills or techniques.

Sing rounds, canons, and/or partner songs.

Sight-read notes and/or simple rhythmic phrases.

Select rehearsal strategies to apply skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Careers in and related to the arts significantly and positively impact local and global economies.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

Historical and Global Connections

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Apply listening strategies to promote appreciation and understanding of unfamiliar musical works.

Compare, using correct music vocabulary, the aesthetic impact of two or more performances of a musical work to one's own hypothesis of the composer's intent.

Analyze instruments of the world and classify them by common traits.

Compare and perform a variety of vocal styles and ensembles.

Develop effective sensory strategies and describe how they support appreciation of unfamiliar musical works.

Identify the composer's intent and aesthetic impact of two or more performances.

Identify and perform a variety of vocal styles and ensembles.

Use sensory strategies to support appreciation of unfamiliar musical works.

Recognize the musical intent of two or more performances.

Recognize a variety of instruments.

Contribute to the performance of selected vocal styles and ensembles.

Use appropriate sensory strategies to support appreciation of unfamiliar musical works.

Recognize the aesthetic impact of two or more performances.

Recognize selected instruments of the world.

Recognize and perform selected vocal styles and ensembles.

Evaluate and make appropriate adjustments to personal performance in solo and ensembles.

Evaluate performance quality in recorded and/or live performances.

Evaluate one's own or other's compositions and/or improvisations and generate improvements independently or cooperatively.

Analyze and revise personal performance in solo and ensembles to meet established criteria with guidance from teachers and peers.

Use a teacher-selected criterion to analyze and revise personal performances in solo and ensembles with guidance from teachers and peers.

Use defined criteria to analyze and revise personal performance in solo and ensembles with guidance from teachers and peers.

Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music.

Use defined criteria to evaluate the aesthetic impact of exemplary musical work from a specific period or genre.

Use a teacher-selected criterion to evaluate the aesthetic impact of exemplary musical work from a specific period or genre.

Use teacher-selected criteria to evaluate the aesthetic impact of exemplary musical work from a specific period or genre.

Analyze and evaluate the effect of "traditional" and contemporary technologies on the development of music.

Incorporate or adapt new, emerging, or previously unfamiliar technology to create an innovative composition, music project, or related product.

Demonstrate the use of a variety of technology tools to produce, store, or listen to music as a citizen, consumer, or worker.

Collaboratively demonstrate the use of selected technology tools to produce, store, or listen to music as a citizen, consumer, or worker.

Demonstrate the use of selected technology tools to produce, store, or listen to music as a citizen, consumer, or worker.

Design or refine a résumé for application to higher education or the workforce that highlights marketable skills and knowledge gained through music training.

Analyze the effect of the arts and entertainment industry on the economic and social health of communities and regions.

Compare the organizational structure of a professional orchestra, chorus, quintet, or other ensemble to that of a business.

Analyze employment and leisure opportunities in or relating to music and pair with the necessary skills and training.

Distinguish employment and leisure opportunities that are music-related vs. non-music-related.

Connect employment and leisure opportunities in or relating to music with the necessary skills, training, or prerequisites.

Analyze and describe how meeting one's responsibilities in music offers opportunities to develop leadership skills, and identify personal examples of leadership in school and/or non-school settings.

Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology.

Define, prioritize, monitor, and successfully complete tasks related to individual musical performance or project presentation, without direct oversight, demonstrating skills for use in the workplace.

Design and implement a personal learning plan, related to the study of music, which demonstrates self-assessment, brain-storming, decision-making, and initiative to advance skills and/or knowledge.

Identify personal examples of leadership in school and/or non-school settings.

Practice safe, legal, and responsible acquisition and use of music media, and describe why it is important to do so.

Prioritize, monitor, and complete tasks related to individual and collaborative music projects.

Recognize personal qualities that support success in music that can be applied to other fields.

Individually or collaboratively demonstrate the safe, legal, and responsible use of a selected technology tool to produce or listen to music as a citizen, consumer, or worker.

Contribute to the organization and execution of music projects.

Identify personal qualities that support success in music that can be applied to other fields.

Individually or collaboratively demonstrate the safe, legal, and responsible use of a variety of technology tools to produce, store, or listen to music.

Organize and complete music projects having three or more components.

Investigate and discuss how a culture's traditions are reflected through its music.

Compare the work of, and influences on, two or more exemplary composers in the performance medium studied in class.

Compare two or more works of a composer across performance media.

Analyze how Western music has been influenced by historical and current world cultures.

Analyze music within cultures to gain understanding of authentic performance practices.

Identify how a culture's traditions are supported by music.

Compare stylistic and musical features in works originating from different cultures.

Associate a selected culture's tradition with a piece of music.

Recognize similarities or differences between styles or features of music produced by different cultures.

Recognize how a selected culture's tradition is supported by music.

Identify similarities and differences between styles and features of music produced by different cultures.

Evaluate the social impact of music on specific historical periods.

Analyze current musical trends, including audience environments and music acquisition, to predict possible directions of music.

Analyze the evolution of a music genre.

Examine the effects of developing technology on composition, performance, and acquisition of music.

Examine the social impact of music on historical periods or cultural evolution.

Examine musical trends, including venues for accessing musical performances, to understand the past, present, and future of music.

Examine how technology has changed the way music is created, performed, acquired, and experienced.

Match selected music with significant historical periods or cultural events

Recognize selected technologies to create, perform, acquire, and experience music.

Recognize the social impact of selected music on historical periods or cultural events.

Recognize significant musical developments, including venues for accessing musical performances, to understand that it is dynamic.

Identify a variety of technologies to create, perform, acquire, and experience music.

Apply knowledge of science, math, and music to demonstrate, through an acoustic or digital performance medium, how sound production affects musical performance.

Combine personal interest with skills and knowledge from a non-music class to explore, design, and present a music-based or music-enhanced topic of interest to demonstrate the ability to make transfers across contexts.

Use music to communicate ideas, emotions, or information from non-music contexts.

Use a variety of music to enhance other content areas or contexts.

Use music to enhance the communication of ideas, emotions, or information from non-music contexts.

Evaluate the organizational principles and conventions in musical works and discuss their effect on structure.

Compare performances of a musical work to identify artistic choices made by performers.

Recognize elements of music in different types of music.

Compare musical elements in different types of music.

Transfer accepted composition conventions and performance practices of a specific style to a contrasting style of music.

Transpose melodies into different modalities through performance and composition.

Select and use elements and principles of music composition to create music in different and/or unusual ways.

Create variations for selected melodies.

Select an element to change in a musical piece.

Use a teacher-selected element or principle of music composition to create music in a different and/or unusual way

Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements support, for the listener, the implied meaning of the composer/performer.

Interpret and perform expressive elements indicated by the musical score and/or conductor.

Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.

Perform the expressive elements of a musical work indicated by the musical score and/or conductor and transfer new knowledge and experiences to other musical works.

Recognize how a change in instrumentation or an expressive element affects the mood or emotion of a song.

Identify how instrumentation and expressive elements affect the mood or emotion of a song.

Apply expressive elements to a vocal or instrumental piece.

Improvise rhythmic and melodic phrases over harmonic progressions.

Compose music for voices and/or acoustic, digital, or electronic instruments.

Arrange a musical work by manipulating two or more aspects of the composition.

Perform and notate, independently and accurately, melodies by ear.

Research and report on the impact of MIDI as an industry-standard protocol.

Synthesize music, MIDI, pod-casting, webpage-development, and/or similar technology-based skills to share knowledge.

Combine and/or create virtual and audio instruments.

Record, mix, and edit a recorded performance.

Score music and use Foley art for a video segment or full video.

Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.

Participate in an improvisation with vocal or instrumental patterns using familiar songs.

Improvise vocal or instrumental patterns using familiar songs.

Improvise rhythmic or melodic phrases to accompany familiar songs and/or standard harmonic progressions.

Apply the ability to memorize and internalize musical structure, accurate and expressive details, and processing skills to the creation or performance of music literature.

Transfer expressive elements and performance techniques from one piece of music to another.

Create or re-create a variety of musical phrases to incorporate in a new musical example.

Match musical patterns or phrases to a variety of musical examples.

Re-create musical phrases or music from a variety of musical examples.

Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic energy.

Sight-read music accurately and expressively to show synthesis of skills.

Transcribe aurally presented songs into melodic and/or rhythmic notation to show synthesis of aural and notational skills.

Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques.

Sing and/or play age-appropriate repertoire expressively.

Sight-read standard exercises and simple repertoire.

Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.

Select melodies and/or accompaniments to perform.

Participate in rehearsal strategies to apply skills or techniques.

Sing rounds, canons, and/or partner songs.

Sight-read notes and/or simple rhythmic phrases.

Select rehearsal strategies to apply skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Careers in and related to the arts significantly and positively impact local and global economies.

Participatory

Supported

Analyze character and setting from dramatic text to create real and non-real characters and settings.

Independent

Access Point for Students with Significant Cognitive Disabilities

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

Historical and Global Connections

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Devise an original work based on a global issue that explores various solutions to a problem.

Create, refine, and sustain complex and believable characters for performance through the integration and application of artistic choices based on research, rehearsal, feedback, and refinement.

Justify a response to a theatrical experience through oral or written analysis, using correct theatre terminology.

Research and define the physical/visual elements necessary to create theatrical reality for a specific historical and/or geographical play.

Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.

Respond to theatrical works by identifying and interpreting influences of historical, social, or cultural contexts.

Justify personal perceptions of a director's vision and/or playwright's intent.

Apply the components of aesthetics and criticism to a theatrical performance or design.

Create a performance piece based on a solution to a global issue.

Create a character for a performance-based rehearsal, feedback, and refinement.

Use theatre terminology to justify a personal response to a theatrical performance.

Select the physical/visual elements necessary to create a specific historical and/or geographical play.

Explain specific criteria chosen in the creation of a character that will fulfill anticipated audience response.

Use defined criteria to respond to a variety of theatrical performances.

Describe personal perceptions of a director's vision and/or playwright's intent.

Participate in the creation of a performance piece based on a solution to a global issue.

Change a characteristic in a character for a performance based on feedback.

Identify theatre terminology to communicate a personal response to a theatrical performance.

Identify a physical/visual element necessary to create a specific historical and/or geographical play.

Identify selection of characteristics in the creation of a character for a specific audience.

Use a selected criterion to respond to theatrical performances.

Indicate a director's vision and/or playwright's intent.

Contribute to the creation of a performance piece based on a solution to a global issue.

Re-create a character based rehearsal, feedback, and refinement.

Contribute to the selection of the physical/visual elements necessary to create a specific historical and/or geographical play.

Describe the selection of specific criteria in the creation of a character that will fulfill audience response.

Use a selected criterion to respond to a variety of theatrical performances.

Identify a director's vision and/or playwright's intent.

Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results.

Construct imaginative, complex scripts and revise them in collaboration with actors to convey story and meaning to an audience.

Analyze different types of stage configurations to determine the effects of each as potential production solutions.

Collaborate with a team to outline several potential solutions to a design problem and rank them in order of likely success.

Analyze the effect of rehearsal sessions and/or strategies on refining skills and techniques by keeping a performance or rehearsal journal/log.

Assess a peer's artistic choices in a production as a foundation for one's own artistic growth.

Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.

Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.

Describe possible solutions to production or acting challenges.

Construct imaginative scripts and revise them in collaboration with actors so story and meaning are conveyed to an audience.

Describe the effects of different types of stage configurations as a production solution.

Explain the effect of rehearsals on refining skills in a journal.

Identify the strengths and weaknesses of a peer's performance.

Implement feedback and suggestions from others in future performances.

Contribute to the selection of possible solutions to production.

Collaborate with others to construct imaginative scripts.

Recognize different types of stage configurations.

Identify an effect of rehearsals on refining skills.

Recognize a strength of a peer's performance.

Follow feedback from others on future performances.

Identify possible solutions to production or acting challenges.

Collaborate with others to construct and revise imaginative scripts so story and meaning are conveyed to an audience.

Identify different types of stage configurations for a production solution.

Describe the effect of rehearsals on refining skills in a journal.

Use a selected criterion to describe a peer's performance.

Use feedback from others to refine future performances.

Explore commonalities between works of theatre and other performance media.

Develop and apply criteria to select works for a portfolio and defend one's artistic choices with a prepared analysis.

Critique, based on exemplary models and established criteria, the production values and effectiveness of school, community, and live or recorded professional productions.

Describe similarities between works of theatre and other performance media.

Use a defined rubric to evaluate a variety of theatrical performances.

Recognize similarities between works of theatre and other performance media.

Use a selected criterion to respond to a variety of theatrical performances.

Identify similarities between works of theatre and other performance media.

Use a selected criterion to evaluate a variety of theatrical performances.

Synthesize research, analysis, and imagination to create believable characters and settings.

Solve short conflict-driven scenarios through improvisation.

Stimulate imagination, quick thinking, and creative risk-taking through improvisation to create written scenes or plays.

Research the cause-and-effect relationship between production needs and new and emerging technologies to support creativity and innovation in theatre.

Create, interpret, and respond to theatre that uses improvised storytelling.

Prioritize, monitor, and complete tasks related to individual and collaborative theatrical projects.

Contribute to the creation of real and non-real characters and settings.

Create, interpret, or respond to props, costumes, or dialogue that support a story.

Sequence tasks related to individual and collaborative theatrical projects.

Create real and non-real characters and settings.

Create, interpret, or respond to theatre that uses improvised storytelling.

Organize and complete theatrical projects having three or more components.

Create and maintain a portfolio for a variety of college or job interviews that can be customized for each opportunity.

Assess the skills needed for theatre-related jobs in the community to support career selection.

Work collaboratively with others to survey the theatre activities in the school, community, and/or region to calculate their impact on the economy.

Apply the skills necessary to be an effective director, designer, stage manager, and/or technician in the mounting of a theatrical performance.

Analyze the impact the arts have on local, national, and global economies by researching how businesses use the arts to help them be successful.

Identify the economic impact, individual or communal, of employment opportunities in or related to theatre.

Analyze employment and leisure opportunities in or related to theatre and pair with the necessary skills and training.

Prioritize, monitor, and complete tasks related to individual and collaborative theatrical projects.

React and adapt, in real time, to unexpected situations in public settings.

Sequence tasks related to individual and collaborative theatrical projects.

Adapt to unexpected situations in public settings.

Connect a economic impact, individual or communal, with employment opportunities in or related to theatre.

Connect employment and leisure opportunities in or relating to theatre with the necessary skills, training, or prerequisites.

Organize and complete theatrical projects having three or more components.

React and adapt to unexpected situations in public settings.

Analyze and identify the functions of a successful system of business management for a theatre company and compare them to the systems found in a successful business management system.

Develop a production budget for a hypothetical performance, using real-world numbers, and determine how much to charge the audience in order to cover costs.

Exhibit independence, discipline, and commitment to the theatre process when working on assigned projects and productions.

Discuss how participation in theatre supports development of life skills useful in other content areas and organizational structures.

Monitor the tasks involved in the creative and design processes and analyze ways those processes might be applied in the workforce.

Examine how skills used in putting on a production can be applied in the general work place and design a résumé showing marketable skills for a college or job application.

Use social networking or other communication technology appropriately to advertise for a production or school event.

Use current and emerging technology appropriately to communicate rehearsal information with the cast and crew of a production.

Analyze employment opportunities in or related to theatre and pair with the necessary skills and training.

Balance the cost of production for a hypothetical performance with the cost of a ticket for a hypothetical audience.

Transfer skills and knowledge from theatre to the general work place.

Use social networking for communication of a production or school event.

Distinguish employment opportunities that are theatre-related vs. non-theatre-related.

Recognize that theatrical productions have a cost that has to be recovered by selling tickets to an audience.

Apply a theatre skill or technique to other fields.

Identify a type of social networking or other communication technology.

Connect employment opportunities in or related to theatre with the necessary skills, training, or prerequisites.

Transfer selected skills and knowledge from theatre to the general work place.

Balance the cost of production for a hypothetical performance with the cost of a ticket for a hypothetical audience.

Identify a type of social networking that could be used for communication of a production or school event.

Analyze how playwrights' work reflects the cultural and socio-political framework in which it was created.

Study, rehearse, and discuss a broad range of theatre works by diverse playwrights to enrich one's perspective of the world.

Present a design or perform in the style of a different historical or cultural context to gain appreciation of that time and culture.

Interpret a text through different social, cultural, and historical lenses to consider how perspective and context shape a work and its characters.

Respect the rights of performers and audience members to perform or view controversial work with sensitivity to school and community standards.

Compare theatre works from a variety of playwrights from diverse culture and historical periods.

Perform in different styles from a variety of playwrights from diverse cultures and historical periods.

Apply appropriate audience standards of behavior related to school and community standards.

Recognize a variety of theatrical works.

Recognize different styles in a variety of theatrical works.

Participate in audience response to performances related to school and community standards.

Identify similarities and differences in theatrical work produced by people of different cultures and historical periods.

Identify different styles produced by different cultures and historical periods.

Respond to performances with acceptable behavior related to school and community standards.

Research the correlations between theatrical forms and the social, cultural, historical, and political climates from which they emerged, to form an understanding of the influences that have shaped theatre.

Analyze how the history of American musical theatre is tied to events in U.S. history and popular culture, detailing the ways in which theatre evolved.

Describe the significant works and major contributions of major playwrights, performers, designers, directors, and producers in American musical theatre.

Research and discuss the effects of personal experience, culture, and current events that shape individual response to theatrical works.

Weigh and discuss, based on analysis of dramatic texts, the importance of cultural protocols and historical accuracy for artistic impact.

Research the intent of, and critical reaction to, artists in history who created groundbreaking, innovative, or controversial works.

Apply knowledge of dramatic genres and historical periods to shape the work of performers, directors, and designers.

Explore how gender, race, and age are perceived in plays and how they affect the development of theatre.

Hypothesize how theatre may look in the future and defend that hypothesis, based on historical and social trends, to show understanding of their importance to the development of theatre.

Analyze how events have been portrayed through theatre and film, balancing historical accuracy versus theatrical storytelling.

Create scenes that satirize current political or social events.

Compare influences of culture and history on theatrical productions.

Recognize culturally significant theatrical productions and performers.

Create a simple story based on another content area.

Transfer skills and knowledge from other disciplines and curriculum to theatre.

Recognize a variety of culturally significant theatrical works.

Recognize selected culturally significant theatrical productions.

Contribute to the creation of a simple story based on another content area.

Use theatre to represent information from other fields.

Recognize the influence of culture and history on theatrical productions.

Recognize selected culturally significant theatrical productions and performers.

Re-tell a simple story based on another content area.

Transfer selected skills and knowledge from other disciplines and curriculum to theatre.

Apply critical-thinking and problem-solving skills used in theatre collaboration to develop creative solutions to real-life issues.

Compare the applications of various art forms used in theatre production.

Apply knowledge of non-theatre content areas to enhance presentations of characters, environments, and actions in performance.

Create a routine of wellness and care for the actor's physical being as a performance instrument.

Explain how the social interactions of daily life are manifested in theatre.

Identify similarities in principles and skills used in theatre and other fields.

Identify traditional and emerging technologies for theatre to support creativity and innovation in meeting technical production needs.

Demonstrate maintenance of a health-enhancing level of personal fitness.

Demonstrate cooperative, interpersonal social skills in a variety of classroom and extracurricular activities.

Recognize a similarity in a selected principle or skill used in theatre and other fields.

Recognize selected technologies to support production needs.

Select a health-enhancing activity to promote personal fitness.

Practice cooperative interpersonal social skills in a variety of classroom and extracurricular activities.

Recognize similarities in selected principles and skills used in theatre and other fields.

Identify selected traditional and emerging technologies for theatre to support creativity and innovation in meeting technical production needs.

Participate in the maintenance of a health-enhancing level of personal fitness.

Research and analyze a dramatic text by breaking it down into its basic, structural elements to support development of a directorial concept, characterization, and design.

Compare the conventions of western theatre with eastern theatre practices.

Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions.

Write an original script or a dramatic adaptation of a literary work to demonstrate knowledge of theatrical conventions.

Identify selected principles of dramatic structure to the creation or revision of a dramatic scene.

Explain the methods of communication among directors, designers, stage managers, technicians, and actors used in the creative process.

Apply selected principles of dramatic structure to support a dramatic scene.

Recognize a principle of dramatic structure to the creation or revision of a dramatic scene.

Recall the methods of communication between a director and actors used in the creative process.

Contribute a principle of dramatic structure to support a scene.

Recognize selected principles of dramatic structure to the creation or revision of a dramatic scene.

Describe the methods of communication between a director and actors used in the creative process.

Apply a principle of dramatic structure to support a dramatic scene.

Apply the principles of dramatic structure to the writing of a one-act play.

Perform a scene or monologue in a non-traditional way that stays true to its dramatic structure and can be justified within the script.

Create a non-traditional scenic or costume design of a classical play that visually connects it to another time period.

Construct and perform a pantomime of a complete story, showing a full character arc.

Explain how the contributions and methods of significant individuals from various cultures and historical periods have influenced the creative innovations of theatre, and apply one of their innovations to a theatrical piece in a new way.

Deconstruct a play, using an established theory, to understand its dramatic structure.

Brainstorm a variety of ways to deviate from western rules and conventions in theatre to influence audience and performer experiences.

Create a scene or improvisation to manipulate and challenge the conventions of the performer/audience relationship.

Apply selected principles of dramatic structure to the creation of a dramatic scene.

Apply selected principles of dramatic structure to support a dramatic scene.

Apply selected methods of communication to support a dramatic scene.

Contribute a principle of dramatic structure to the creation of a dramatic scene.

Communicate with artists and technicians to support a dramatic scene.

Apply a principle of dramatic structure to the creation of a dramatic scene.

Apply a principle of dramatic structure to support a dramatic scene.

Apply a selected method of communication to support a dramatic scene.

Analyze the methods of communication among directors, designers, stage managers, technicians, and actors that establish the most effective support of the creative process.

Analyze a variety of theatre and staging configurations to understand their influence on the audience experience and response.

Analyze and demonstrate how to use various media to impact theatrical productions.

Create a performance piece to document a significant issue or event.

Design technical elements to document the progression of a character, plot, or theme.

Apply standard drafting conventions for scenic, lighting, and sound design to create production design documents.

Apply standard conventions of directing, stage management, and design to denote blocking and stage movement for production documentation.

Describe how the staging or technical design for a scene supports the artistic intent.

Recognize how a selected staging or technical design characteristic for a scene supports the artistic intent.

Identify how the staging or technical design for a scene supports the artistic intent.

Describe the interactive effect of audience members and actors on performances.

Describe the Stanislavski Method and its impact on realism in theatrical performance in the 20th century.

Develop criteria that may be applied to the selection and performance of theatrical work.

Compare the artistic content as described by playwrights, actors, designers, and/or directors with the final artistic product and assess the success of the final artistic product using established criteria.

Write monologues, scenes, and/or short plays using principles and elements of writing found in dramatic literature.

Respond appropriately to directorial choices for improvised and scripted scenes.

Interpret dramatic texts, organize and conduct rehearsals, and justify directorial choices for formal and informal productions.

Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.

Describe the proper audience etiquette at live and recorded performances.

Use defined criteria to apply to selection of theatrical performances.

Evaluate and critique theatrical performances of self and others.

Create, re-create, and refine a variety of theatrical performances.

Recognize a characteristic of proper audience etiquette at live and recorded performances.

Use a teacher-selected criterion to apply to selection of theatrical performances.

Indicate preferred theatrical performances.

Contribute to the creation, or re-creation, and refinement of a variety of theatrical performances.

Demonstrate proper audience etiquette at live and recorded performances.

Use a selected criterion to apply to selection of theatrical performances.

Express an opinion about a variety of theatrical performances.

Re-create and refine selected theatrical performances.

Create one or more technical design documents for a theatrical production.

Apply technical knowledge of safety procedures and demonstrate safe operation of theatre equipment, tools, and raw materials.

Demonstrate an understanding of a dramatic work by developing a character analysis for one or more of its major characters and show how the analysis clarifies the character's physical and emotional dimensions.

Sustain a character or follow technical cues in a production piece to show focus.

Perform memorized theatrical literature in contrasting pieces to show ability to apply principles and structure, focus on details of performance, and processing skills to establish successful interpretation, expression, and believability.

Transfer acting and technical skills and techniques from one piece of dramatic text to another.

Create a prompt book to organize dramaturgy, blocking, and play analysis to demonstrate understanding of the production process and the job responsibilities of a director or stage manager.

Strengthen acting skills by engaging in theatre games and improvisations.

Research and defend one's own artistic choices as a designer.

Create or re-create one or more technical design documents for a theatrical production.

Describe physical and emotional qualities that define one or more major characters in a theatrical production.

Refine memorized scenes to establish successful interpretation, expression, and believability.

Describe how casting, staging, or technical design influence artistic intent.

Contribute to the creation or re-creation of one or more technical design documents for a theatrical production.

Recognize a physical or emotional quality that defines one or more major characters in a theatrical production.

Contribute selected lines or actions to scenes to establish successful interpretation, expression, and believability.

Recognize how a selected casting, staging, or technical design characteristic influences artistic intent.

Create or re-create selected components of one or more technical design documents for a theatrical production.

Identify physical and emotional qualities that define one or more major characters in a theatrical production.

Refine memorized scenes to establish successful interpretation, expression, and believability.

Identify how casting, staging, or technical design influences artistic intent.

Articulate, based on research, the rationale for artistic choices in casting, staging, or technical design for a scene from original or scripted material.

Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.

Develop acting skills and techniques in the rehearsal process.

Apply scientific and technological advances to develop visual and aural design elements that complement the interpretation of the text.

Conduct a comparative analysis of acting methods and the teacher-artists who developed them as a foundational guide to acting.

Compare the Stanislavski Method with other acting methods to support development of a personal method.

Demonstrate the audition process by researching and selecting monologues and presenting a memorized selection.

Direct a scene or one-act play.

Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.

Describe how the casting, staging, or technical design for a scene supports the artistic intent.

Demonstrate a variety of theatrical skills and techniques in rehearsal and performance.

Identify similarities and differences between selected acting methods.

Recognize how a selected casting, staging, or technical design characteristic for a scene supports the artistic intent.

Contribute to a variety of theatrical performances.

Recognize a similarity and difference between selected acting methods.

Identify how the casting, staging, or technical design for a scene supports the artistic intent.

Demonstrate selected theatrical skills and techniques in rehearsal and performance.

Recognize similarities and differences between selected acting methods.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Careers in and related to the arts significantly and positively impact local and global economies.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

Historical and Global Connections

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Explore the use of art tools, processes, and media.

Integrate curiosity, range of interests, attentiveness, complexity, and artistic intention in the art-making process to demonstrate self-expression.

Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme.

Evaluate the technical skill, aesthetic appeal, and/or social implication of artistic exemplars to formulate criteria for assessing personal work.

Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.

Analyze how visual information is developed in specific media to create a recorded visual image.

Identify rationale for aesthetic choices in recording visual media.

Analyze challenges and identify solutions for three-dimensional structural problems.

Explain the development of meaning and procedural choices throughout the creative process to defend artistic intention.

Express a range of interests and contextual connections in the art-making process.

Identify qualities of exemplary artworks that are evident and transferable to the judgment of personal work.

Use visual evidence and prior knowledge to analyze multiple interpretations of works of art.

Assess personal artwork during production to refine work and achieve artistic objective.

Use the art-making process to communicate personal interests and self-expression.

Examine exemplary artworks to recognize qualities that make the work unique or appealing.

Use visual information or tactile sensations, prior knowledge, and experience to interpret works of art.

Use defined criteria to analyze and revise artworks.

Integrate ideas during the art-making process to convey meaning in personal works of art.

Examine exemplary artworks to identify qualities that make the work unique or appealing.

Describe observations and apply prior knowledge to interpret visual information and analyze works of art.

Analyze and revise artworks to meet established criteria.

Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.

Assess the works of others, using established or derived criteria, to support conclusions and judgments about artistic progress.

Process and apply constructive criticism as formative assessment for continued growth in art-making skills.

Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.

Develop and use criteria to select works for a portfolio and defend one's artistic choices with a written, oral, and/or recorded analysis.

Investigate the process of developing a coherent, focused concept in a body of work comprised of multiple artworks.

Assess the challenges and outcomes associated with the media used in a variety of one's own works.

Compare artwork, architecture, designs, and/or models to understand how technical and utilitarian components impact aesthetic qualities.

Assess personal artwork during production to refine work and achieve an artistic objective.

Use defined criteria to critique the works of self and others.

Classify artworks by commonalities in methods, media, style, and periods.

Identify and use defined criteria to select works for a portfolio.

Use defined criteria to analyze and revise artworks.

Use a teacher-selected criterion to critique the works of self and others.

Recognize major artistic media and styles.

Use a teacher-selected criterion to select works for a portfolio.

Analyze and revise artworks to meet established criteria.

Use teacher-selected criteria to critique the works of self and others.

Match artworks by methods, media, style, and periods.

Use teacher-selected criteria to select works for a portfolio.

Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.

Develop and apply criteria to determine how aesthetic works are aligned with a personal definition of "art."

Examine relationships among social, historical, literary, and/or other references to explain how they are assimilated into artworks.

Use analytical skills to examine issues in non-visual art contexts.

Make connections between timelines in other content areas and timelines in the visual arts.

Discuss how the aesthetics of artwork and utilitarian objects have changed over time.

Use a defined rubric to evaluate works of art.

Identify social, historical, literary, and/or other references in artworks.

Use a defined rubric to examine issues in non-visual arts contexts.

Identify significant changes in the aesthetics of artwork and utilitarian objects over time.

Use a teacher-selected criterion to respond to a variety of works of art.

Recognize a selected social, historical, literary, or other reference in artwork.

Use teacher-selected criterion to examine issues in non-visual arts contexts.

Select preferred aesthetics of artworks and utilitarian objects.

Use defined criteria to respond to works of art.

Recognize selected social, historical, literary, and/or other references in artworks.

Use a defined criterion to examine issues in non-visual arts contexts.

Recognize selected, significant changes in the aesthetics of artwork and utilitarian objects over time.

Use divergent thinking, abstract reasoning, and various processes to demonstrate imaginative or innovative solutions for art problems.

Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications.

Demonstrate flexibility and adaptability throughout the innovation process to focus and re-focus on an idea, deliberately delaying closure to promote creative risk-taking.

Use technological tools to create art with varying effects and outcomes.

Create a digital or time-based presentation to analyze and compare artists, artworks, and concepts in historical context.

Select and use techniques, structural elements of art, and principles of design to create a variety of artworks in different or unusual ways.

Demonstrate the use of a variety of technology to produce, store, consume, or view art as a citizen, consumer, or worker.

Compare artists from a variety of historic periods, including elements of the lifestyles, and events taking place during that period.

Use a teacher-selected structural element of art or principle of design to create a variety of artworks in different or unusual ways.

Use selected technology to access visual art as a citizen, consumer, or worker.

Identify a variety of historically significant works of art.

Use teacher-selected techniques, structural elements of art, and organizational principles of design to create a variety of artworks in different or unusual ways.

Individually or collaboratively demonstrate the use of selected technology to produce, store, consume, or view art as a citizen, consumer, or worker.

Identify similarities and differences in works of art produced during different historical periods.

Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and-demand, market location, and potential earnings.

Examine a broad spectrum of art-related careers to identify potential employment opportunities that involve construction, management, and/or sale of aesthetic or utilitarian objects.

Analyze the potential economic impact of arts entities to revitalize a community or region.

Research ideas to plan, develop, and market art-related goods, artworks, or services that influence consumer beliefs and behaviors.

Develop a personal artist statement, résumé, presentation, or digital portfolio to interview for an art-related position or exhibition.

Research and discuss the potential of the visual arts to improve aesthetic living.

Evaluate the effects of creating works of art for sale or donation to support local organizations for social or economic causes.

Describe community resources to preserve, restore, exhibit, and view works of art.

Analyze employment and leisure opportunities in or relating to visual art and pair with the necessary skills and training.

Identify the economic impact of employment opportunities in or related to visual art in individuals or communities.

Compare influences of visual art on consumer beliefs and behaviors.

Identify and use defined criteria to select works for a portfolio.

Identify community resources to preserve, restore, exhibit, and view works of art.

Distinguish among jobs that are art-related vs. non-art-related.

Recognize that visual art influences our emotions.

Use a teacher-selected criterion to select personal artwork for a portfolio.

Recognize selected community resources to exhibit and view works of art.

Connect employment and leisure opportunities in or relating to visual art with the necessary skills, training, or prerequisites.

Connect the economic impact with employment opportunities in or related to visual art in individuals or communities.

Recognize how visual art influences our buying behaviors.

Use teacher-selected criteria to select personal artwork for a portfolio.

Recognize selected community resources to preserve, restore, exhibit, and view works of art.

Use technology applications and art skills to promote social and cultural awareness regarding community initiatives and/or concerns.

Apply rules of convention to create purposeful design.

Demonstrate proficiency in creating individual and sequential images, animation, or media in motion with sound to solve visual problems.

Use digital equipment and peripheral devices to record, create, present, and/or share accurate visual images with others.

Examine the rationale for using procedural, analytical, and divergent thinking to achieve visual literacy.

Discuss how the arts help students develop self-reliance and promote collaboration to strengthen leadership capabilities as priorities change.

Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.

Use appropriately cited sources to document research and present information on visual culture.

Identify ethical ways to use appropriation in personal works of art.

Create a body of collaborative work to show artistic cohesiveness, team-building, respectful compromise, and time-management skills.

Combine art and design skills with entrepreneurialism to provide community service and leverage strengths in accomplishing a common objective.

Identify and apply collaborative procedures to coordinate a student or community art event.

Create, interpret, and respond to a variety of visual art that integrates traditional and contemporary technologies.

Demonstrate the use of a variety of technology to produce, store, consume, or view art.

Prioritize, monitor, and complete tasks related to individual and collaborative projects.

Recognize ethical, legal ways to use the art of others in personal products.

Identify rules of convention in purposeful design.

Use a variety of traditional or contemporary technologies to create, interpret, or respond to visual art.

Use selected technology to access visual art.

Sequence and complete two or more steps related to individual or collaborative visual art projects.

Recognize ownership of visual art.

Recognize selected visual art genres.

Create, interpret, or respond to a variety of visual art that integrates traditional and contemporary technologies.

Individually or collaboratively demonstrate the use of selected technology to produce, store, or view art.

Organize and complete visual art projects having three or more components.

Recognize ownership of visual art that cannot be used in part or whole without permission.

Recognize common elements in visual art genres.

Analyze the impact of social, ecological, economic, religious, and/or political issues on the function or meaning of the artwork.

Describe and analyze the characteristics of a culture and its people to create personal art reflecting daily life and/or the specified environment.

Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.

Examine the significance placed on art forms over time by various groups or cultures compared to current views on aesthetics.

Apply background knowledge and personal interpretation to discuss cross-cultural connections among various artworks and the individuals, groups, cultures, events, and/or traditions they reflect.

Investigate the use of technology and media design to reflect creative trends in visual culture.

Create a timeline for the development of artists' materials to show multiple influences on the use of art media.

Research and report technological developments to identify influences on society.

Analyze and compare works in context, considering economic, social, cultural, and political issues, to define the significance and purpose of art.

Describe the significance of major artists, architects, or masterworks to understand their historical influences.

Compare historical and cultural influences that have inspired artists to produce works of art.

Identify suitable audience behavior needed to view or experience artworks found in school, art exhibits, museums, and/or community venues.

Compare art forms of various cultures and times.

Describe the impact of major technological developments on visual art production and appreciation.

Compare influences of major artists, architects, or masterworks on their culture.

Recognize similar themes in visual art from a variety of cultures and times.

Practice specified procedures and etiquette as part of an art audience.

Associate artwork with the technology used to produce it.

Associate selected artists, architects, or masterworks with examples of their work.

Recognize ideas important to people, groups, cultures, or time periods that are reflected in their artworks.

Recognize similarities and differences between art forms across cultures and times.

Recognize artwork produced by a variety of traditional and contemporary technologies.

Recognize how a major artist, architect, or masterwork influenced culture.

Identify transitions in art media, technique, and focus to explain how technology has changed art throughout history.

Analyze the capacity of the visual arts to fulfill aesthetic needs through artwork and utilitarian objects.

Analyze historical or cultural references in commemorative works of art to identify the significance of the event or person portrayed.

Research the history of art in public places to examine the significance of the artwork and its legacy for the future.

Analyze artwork from a variety of cultures and times to compare the function, significance, and connection to other cultures or times.

Analyze artistic trends to explain the rationale for creating personal adornment, visual culture, and/or design.

Describe how technology has led to the development of new art styles over time.

Explain the impact artwork and utilitarian objects have on the human experience.

Recognize structural elements of art and organizational principles of design to create and respond to artworks.

Recognize an influence of visual art or utilitarian objects on the human experience.

Recognize how technology influences the creation of visual art.

Identify influences of visual art and utilitarian objects on the human experience.

Synthesize knowledge and skills learned from non-art content areas to support the processes of creation, interpretation, and analysis.

Apply the critical-thinking and problem-solving skills used in art to develop creative solutions for real-life issues.

Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.

Apply knowledge and skills from other disciplines and curriculum to visual art.

Use visual art to represent information from other fields.

Apply knowledge and selected skills from other disciplines and curriculum to visual art.

Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.

Use and defend the choice of creative and technical skills to produce artworks.

Research and use the techniques and processes of various artists to create personal works.

Compare and analyze traditional and digital media to learn how technology has altered opportunities for innovative responses and results.

Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.

Create artworks that demonstrate skilled use of media to convey personal vision.

Describe the impact of major technological developments on visual art production and appreciation.

Explore the use of space, scale, and environmental features to create three-dimensional form or the illusion of depth and form.

Use teacher-selected structural elements of art and principles of design to create artworks.

Associate artwork with the technology used to produce it.

Explore and use a variety of visual art media to create three-dimensional form.

Select and use structural elements of art and organizational principles of design to create artworks.

Recognize artwork produced by using a variety of traditional and contemporary technologies.

Re-create three-dimensional form or the illusion of depth and form from a model.

Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.

Solve aesthetic problems, through convergent and divergent thinking, to gain new perspectives.

Investigate an idea in a coherent and focused manner to provide context in the visual arts.

Concentrate on a particular style, theme, concept, or personal opinion to develop artwork for a portfolio, display, or exhibition.

Select various media and techniques to communicate personal symbols and ideas through the organization of the structural elements of art.

Use basic structural elements of art to create and respond to artworks.

Apply basic structural elements of art and organizational principles of design to create artworks with a new meaning.

Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

Create a series of artworks to inform viewers about personal opinions and/or current issues.

Use vocabulary, symbols, and symbolism unique to visual art to communicate and document a variety of ideas in artworks.

Use selected vocabulary, symbols, or symbolism unique to visual art to communicate and document ideas in artworks.

Use selected vocabulary, symbols, and symbolism unique to visual art to communicate and document a variety of ideas in artworks.

Use innovative means and perceptual understanding to communicate through varied content, media, and art techniques.

Investigate the use of technology and other resources to inspire art-making decisions.

Interpret and reflect on cultural and historical events to create art.

Demonstrate effective and accurate use of art vocabulary throughout the art-making process.

Compare the aesthetic impact of images created with different media to evaluate advantages or disadvantages within the art process.

Describe processes and techniques used to record visual imagery.

Manipulate lighting effects, using various media to create desired results.

Use technology to simulate art-making processes and techniques.

Use diverse media and techniques to create paintings that represent various genres and schools of painting.

Manipulate content, media, techniques, and processes to achieve communication with artistic intent.

Use media, technology, and other resources to derive ideas for personal art-making decisions.

Explore various subject matter, themes, and historical or cultural events to develop an image that communicates artistic intent.

Use accurate art vocabulary to explain the art-making process.

Compare the aesthetic impact of images created with different media.

Identify processes and techniques used to record visual imagery.

Demonstrate the use of a variety of technology tools to produce works of art.

Experiment with art tools and media to express ideas.

Use diverse resources to inspire artistic expression and achieve varied results.

Use art exemplars for specified time periods and cultures to inspire personal artworks.

Choose accurate art vocabulary to describe works of art and art processes.

Recognize basic elements and principles to create and respond to visual art.

Recognize selected processes and techniques used to record visual imagery.

Use selected technology to produce works of art.

Manipulate tools and media to enhance communication in personal artworks.

Use media, technology, and other resources to inspire personal art-making decisions.

Create artworks to depict personal, cultural, and/or historical themes.

Use accurate art vocabulary to communicate about works of art and art processes.

Recognize how selected technology influences the aesthetic impact of visual art.

Recognize processes and techniques used to record visual imagery.

Individually or collaboratively demonstrate the use of selected technology tools to produce works of art.

Demonstrate organizational skills to influence the sequential process when creating artwork.

Focus on visual information and processes to complete the artistic concept.

Demonstrate visual-thinking skills to process the challenges and execution of a creative endeavor.

Use information resources to develop concepts representing diversity and effectiveness for using selected media and techniques in a sketchbook or journal.

Demonstrate use of perceptual, observational, and compositional skills to produce representational, figurative, or abstract imagery.

Incorporate skills, concepts, and media to create images from ideation to resolution.

Organize the structural elements of art to achieve artistic goals when producing personal works of art.

Create artwork requiring sequentially ordered procedures and specified media to achieve intended results.

Re-create the organization of selected structural elements of art.

Re-create visual art processes in a given medium.

Create or re-create organizational structures to incorporate in a new work of visual art.

Re-create sequentially ordered procedures to incorporate in a new work of visual art.

Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional artworks.

Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.

Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.

Develop competence and dexterity, through practice, in the use of processes, tools, and techniques for various media.

Create three-dimensional modeled and rendered objects in figurative and nonfigurative digital applications.

Demonstrate a balance between spontaneity and purpose to produce complex works of art with conviction and disciplined craftsmanship.

Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making process.

Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art.

Create multiple works that demonstrate thorough exploration of subject matter and themes.

Develop works with prominent personal vision revealed through mastery of art tasks and tools.

Use and maintain tools and equipment to facilitate the creative process.

Develop color-mixing skills and techniques through application of the principles of heat properties and color and light theory.

Manipulate and embellish malleable or rigid materials to construct representational or abstract forms.

Use two-dimensional, three-dimensional, and/or four-dimensional materials, tools, techniques, and processes to achieve expected results.

Demonstrate understanding of safety and maintenance protocols for media, tools, processes, and techniques.

Demonstrate respect for copyright laws and ownership of intellectual property when creating and producing works of art.

Use two- and three-dimensional materials, tools, and processes to create works of art.

Follow directions for safety procedures and tool maintenance in the art room.

Recognize property ownership of self and others when creating works of art.

Use two- and three-dimensional materials, tools, techniques, and processes to achieve an intended result.

Follow procedures for using tools, media, techniques, and processes safely and responsibly.

Discuss issues related to plagiarism and appropriation of other intellectual property.