A. Define pitch, rate, volume, articulation/enthusiasm.
B. Demonstrate proper articulation.
C. Associate a range of emotions with varieties in pitch, rate, and volume.
D. Adopt pitch, rate and volume to character's age, personality, emotion.
E. Demonstrate proper breathing techniques.
A. Demonstrate basic body movements including crosses, turns, sitting, standing, climbing/descending stairs, opening/closing doors, and entering/exiting.
B. Demonstrate proper stage strategy as it relates to movement.
A. Read and judge dramatic literature based on personal experience.
A. Score a script.
A. Demonstrate advanced stage movements including faints/falls, lifting/carrying, and pulling/dragging.
A. Evaluate staging, acting, and blocking of live performance.
A. Define/identify origins of theater terms.
A. Identify and distinguish theater periods and cultures.
A. Write a story.
B. Create a dialogue.
C. Incorporate stage directions.
A. Personalize characters in poetry and prose.
B. Distinguish voices of characters within poetry and prose.
A. Recognize the role and responsibilities of the director.
B. Recognize the roles of the cast.
A. Define and recognize the function/purpose of staging, costuming, makeup, sound properties, lighting, and set design.
B. Apply theatrical makeup to suit characters' age and gender.
A. Demonstrate and apply memorization techniques.
B. Demonstrate respect for director, actors, and technical crew.
C. Develop and apply concentration skills.
D. Recognize a cue.
A. Recognize the roles of the technical crew.
A. Create interesting stage pictures.
B. Justify each actor's movements.
C. Create a blocking diagram.
A. Cast a play.
B. Create a production schedule.
C. Delegate technical tasks.
D. Direct actors.
A. Identify primary and secondary colors.
B. Compares textures.
C. Recognizes geometric and organic shapes and forms.
D. Identifies different lines in their surroundings.
E. Understands that shape is 2-D and form is 3-D.
A. Identifies positive and negative space, depth, movement, contrast and value (light and dark).
A. Classify the artworks that are 2-dimensional and 3-dimensional.
A. Define and describe the seven elements and seven principles of design. {Elements = value, color, form, shape, line, space, texture. Principles = contrast, rhythm, unity, emphasis, pattern, movement, balance}.
B. Plan and produce original artworks using the elements and principles of design.
A. Recreate the process of linear and atmospheric perspective through teacher directed activities.
B. Define and illustrate various color schemes such as mono chromatic, warm color, cool color, analogous, complimentary, color triads, and neutrals as well as qualities of color.
C. Define and recreate shading techniques through teacher directed activities.
D. Plan and create an original composition incorporating various drawing techniques.
A. Identify the elements and principles of design.
B. Recognize how the elements and principles affect the visual environment.
A. Distinguish between the right and left brain functions.
A. Use proper terms in individual/group discussion.
B. Utilize vocabulary for a particular area of study.
A. Mix and use primary and secondary colors in art.
B. Use lines to create shapes and uses a variety of textures.
C. Repeat a design in sequence to form a pattern.
D. Create original and imaginative artworks expressing own ideas and feelings.
E. Paint, paste, draw, model, construct, and cut with art tools and materials.
A. Create artworks using overlapping.
B. Produce and use light and dark, bright and dull colors.
C. Organize colors, shapes/forms, lines, and textures to create the appearance of movement in artworks.
D. Create artworks which demonstrate an awareness of details observed in the environment.
A. Use materials and techniques such as drawing, painting, collage, and printmaking to create 2-dimensional art.
B. Use materials such as clay, found objects, paper mache , and paper to create 3-dimensional artworks.
A. Demonstrate skill using several media for painting.
B. Understand the process of printmaking and create an original print.
C. Show elementary ability to manipulate various drawing materials: pencils, pen and ink, marker, to create artworks.
D. Learn and use processes needed to create crafts.
E. Manipulate sculpture media to understand 3-dimensional form and learn about spatial balance.
A. Apply concepts about printmaking to the business and manufacturing world.
B. List and discuss various jobs that use painting skills.
C. Examine careers that need drawing skills.
D. Evaluate the benefits of having knowledge of sculptural form in spatial relationships.
E. Identify the products used from the craft fields and evaluate the aesthetic qualities of various crafts.
A. Employ the use of various media techniques and processes in creating artwork.
B. Produce artwork specifically for the creation of a portfolio.
C. Produce fine arts such as but not limited to: drawing, sculpture, painting, ceramics, and printmaking.
D. Produce graphic arts but not limited to: illustration, computer art, and video art.
E. Produce fine crafts but not limited to: fabric design, jewelry making, weaving, and papermaking.
A. Use materials and tools appropriately.
B. Demonstrate proper safety practices.
C. Formulate alternative use of media.
A. Identify objects, subjects and events in artworks.
B. Express verbally thoughts and meanings regarding artworks of other artists.
A. Identify objects, subjects, and events in artworks.
B. Express verbally thoughts and meanings regarding artworks of other artists.
A. Describe and identify how experiences and environmental influences affect the development of a culture's art.
A. Discuss the history and style of selected time periods and/or civilizations.
B. Create original artworks that reflect an understanding of those specific time periods and/or
civilizations.
C. Give examples of art created from the selected time period and/or civilization.
A. Identify skills needed to explore more fully at advanced studies.
A. Trace development of selected 20th Century artists.
B. Trace development of selected art previous to 1900.
A. Identify and apply the four steps of art criticism, which are description, analysis, interpretation, and judgement.
A. Identify career pathways for arts and communication.
A. Read and write rhythmic notation using eighth notes, quarter notes, quarter rests and half notes.
B. Use standard music vocabulary to read and write melodic patterns.
A. Identify simple two and three part forms.
B. Demonstrate aural perception through movement and verbal description.
C. Identify the sounds of a variety of instruments and voices.
A. Read rhythmic notation using eighth, quarter, half and whole notes and rests in 2/4, 3/4, and 4/4 meters.
B. Use a standard system (syllables, numbers or letters) to read simple melodies in treble clef.
C. Identify and interpret in performances symbols and terms referring to dynamics, tempo and articulation.
A. Identify forms presented aurally including rondo and theme and variations.
B. Demonstrate perceptual skills through movement and verbal description.
C. Identify the sounds of a variety of orchestral, folk and ethnic instruments.
D. Use appropriate terminology in explaining music, music notation, instruments, voices, music performances and personal musical preferences.
E. Devise criteria for evaluating music and music performances.
A. Read and notate rhythmic notation using sixteenth, eighth, quarter, half, whole and dotted
notes and rests in 2/4, 3/4, 4/4, 2/2 (¢) and 6/8 meters.
B. Use melodic notation in treble and/or bass clef.
C. Identify and interpret in performances symbols and traditional terms referring to tempo, dynamics, articulation and expression.
D. Name sharps and flats in various key signatures.
A. Use appropriate terminology to explain aural music examples.
B. Analyze the uses of elements (melody, rhythm, harmony, form and tone color).
C. Develop and apply criteria for evaluating the quality and effectiveness of music performances.
A. Identify and differentiate between a melody, its tonal center and its harmonic accompaniment.
A. Replicate the tone quality of a contemporary professional musician and their respective instrument.
A. Perform compositions containing technical difficulty comparable to technically advanced literature.
A. Perform composition containing rhythm difficulty levels comparable to advanced level of literature.
A. Identify and define tempo, dynamic and style/articulation instructions (marking) comparable to an advanced level of literature.
A. Name, identify, and describe the functional components for voice.
B. Describe and correct breath support.
C. Distinguish between head and chest voice.
D. Recognize and describe tone quality which reflects the style and meaning of a composition.
E. Identify and describe ways of maintaining a healthy voice.
A. Name and identify notes on a staff.
B. Recognize rhythm symbols.
C. Recognize symbols and terms for tempo, dynamics, articulation and expression.
A. Notate.
B. Perform.
A. Sing on pitch, with appropriate timbre and diction, and maintain a steady tempo.
B. Sing songs from memory representing styles form diverse cultures.
C. Demonstrate correct playing technique on classroom instruments.
D. Play simple rhythmic and melodic patterns and maintain a steady tempo.
A. Improvise instrumental accompaniments to songs and literature.
B. Create lyrics for existing melodies.
C. Create short pieces of music using voices, instruments and other sound sources.
D. Improvise "answers" to given rhythmic and melodic phrases.
A. Sing with expression and increasing accuracy.
B. Sing from memory songs representing styles from diverse cultures.
C. Sing counter melodies, ostinati (repeated patterns), partner songs and rounds.
D. Perform rhythmic, melodic and chordal patterns.
E. Perform independent instrumental parts.
A. Improvise simple rhythmic and melodic accompaniments.
B. Compose and arrange short songs.
C. Create and arrange music to accompany readings and dramatizations.
A. Read at sight simple melodies.
B. Perform with expression and technical accuracy on at least one wind, percussion or classroom instrument demonstrating good posture, playing position and breath or stick control.
C. Sing a variety of music with expression and increasing technical accuracy.
A. Create short compositions.
B. Use a variety of traditional and nontraditional sound sources to compose and arrange music.
A. Play in tune with correct balance, meaningful phrasing and appropriate tonal color with a performing group.
A. Play in tune with correct balance, meaningful phrasing and appropriate tonal color with a performing group.
A. Describe and perform music from the Classical, Baroque, Romantic, and Contemporary (20th Century) style periods.
A. Sing choral music with appropriate blend.
B. Sing choral music with appropriate balance.
C. Sing choral music with appropriate diction.
D. Sing choral music with appropriate expression.
E. Sing choral music with appropriate intonation.
A. Read melodies in major and minor modes.
B. Read melodies in simple and complex meters.
A. Demonstrate an awareness of music in daily life.
B. Explain personal preferences for specific musical works.
A. Describe ways in which the principles and subject matter of the other arts and disciplines outside the arts are interrelated with music.
B. Describe how the elements of music are used in aural examples of music from various historical periods and cultures.
C. Describe the role of music and musicians in various historical and cultural contexts.
D. Demonstrate appropriate audience behavior.
A. Describe ways in which the principles and subject matter of the other arts and disciplines are interrelated with music.
B. Identify and analyze distinguishing characteristics from a variety of music genres, styles, historical periods and cultures.
C. Identify and describe characteristics that make various kinds of music suitable for various situations.
A. Identify music of a specific culture or historical period and relate its effect/influence on society.
A. Examine music of various cultures.
B. Examine music of various historical periods.
A. Examine various styles and uses of music in daily life.
B. Describe characteristics that make certain types of music suitable for each use in daily life.
C. Examine roles of music in society, past and present.
A. Compare structured forms of music to other art forms.
B. Compare and contrast the historical periods of music and the other arts.