High School Fine Arts Colorado Standards

Movement, Technique, and Performance

Demonstrate intermediate dance technique, vocabulary, and skill in various styles with a range of dynamics and emerging artistic expression.

Refine kinesthetic alignment to demonstrate appropriate and safe dance technique.

Apply the qualities required for dynamic expression in movement.

Perform movement sequences with clarity of movement, attention to detail and artistic expression.

Demonstrate alignment and control while moving.

Apply body self-awareness to safe body movement.

Examine how healthful strategies (e.g., nutrition, injury prevention, emotional health, overall functioning) and safe body-use practices are essential for the dancer.

Examine how kinesthetic principles and various body systems (e.g., cardiovascular, respiratory, musculoskeletal) relate to the dancing body.

Maintain organization and self-awareness of the body while moving (e.g., balance, coordination, flexibility, alignment, core strength).

Explore movement that develops a wide range of motion, muscular flexibility, strength, and endurance. Explore different body conditioning techniques.

Perform dances that communicate a specific intent and identify production elements that enhance performance.

Collaborate to refine dances and clearly communicate intent.

Adapt to and communicate about varying performance areas.

Identify and define various roles within a dance production.

Create, Compose, and Choreograph

Compare a variety of stimuli to expand movement vocabulary and artistic expression through improvisational movement.

Apply movement in various combinations.

Apply basic improvisational skills and techniques.

Identify reasons for movement and structural choices.

Adapt ideas to fit the needs of their group and community.

Create, Compose, and Choreograph

Create, refine, and perform dance studies which demonstrate clarity of artistic intent.

Utilize multiple movement sequences with a variety of choreographic forms and techniques.

Compare and articulate the creative choices made in choreography.

Historical and Cultural Context

Identify, demonstrate, and arrange movements and terminology consistent with various eras and cultures.

Observe and describe movements from various cultures and eras using existing knowledge.

Identify and perform movements specific to various cultures and eras.

Use era and culturally specific themes and movements in creating sequences.

Identify, with supporting evidence, historical and cultural aspects of dance.

Research historical contexts which contributed to the development of different dance styles.

Discuss movement characteristics or movement qualities in a specific era or culture.

Identify and discuss dances performed by people in various localities or communities.

Reflect, Connect, and Respond

Interpret meaning in dance created by self and others.

Critique self and peers’ application of stimuli, various choreographic forms, clarity of intent and artistic expression.

Compare and contrast the use of movement and choreographic structure to convey intent and meaning.

Describe specific differences and similarities among genres and artists.

Compare and contrast dance with other art forms, school subjects, professions, and the community.

Analyze the relationships between subjects such as music, visual art, language arts, math, science, and others with dance.

Analyze the similarities and differences between subjects such as music, visual art, language arts, math, science, and others with dance.

Analyze the impact of dance within individual communities.

Movement, Technique, and Performance

Demonstrate dance technique, vocabulary, and skill in various styles with proficiency and artistic expression.

Use the broadest range of movement and vocabulary possible for artistic and expressive clarity.

Demonstrate phrasing with and without musical accompaniment using multiple and complex rhythms or sounds.

Confidently perform alone and with others to establish intentional relationships with dancers and the environment.

Apply and evaluate kinesthetic awareness to create healthful practices in dance.

Research healthful strategies essential for dancers and modify personal practice based on findings.

Investigate how kinesthetic principles and various body systems, such as muscles and bones, relate to the dancing body.

Maintain optimal alignment and adjust the placement and shifting energy of the body while traveling through space.

Develop personal conditioning practices, using different body conditioning techniques, that improve range of motion, muscular flexibility, strength, and endurance to enhance performance.

Apply body-mind principles to technical dance skills in complex movement.

Create and implement production strategies that correlate with performance intention.

Analyze and re-evaluate personal goals to enhance performance strategies and practices.

Create designs for the production of a performance while selecting and executing the ideas that would intensify and heighten the intent of the dances.

Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances.

Model performance etiquette and performance practices during class, rehearsal, and performance.

Create, Compose, and Choreograph

Apply and analyze movement to explore personal preferences and possibilities through improvisation.

Use improvisation tools to develop new pathways to creating and communicating.

Apply advanced improvisational skills and techniques.

Evaluate and refine personal preferences and possibilities for movement.

Adapt ideas to fit the needs of their group and community.

Demonstrate fluency in creative processes both independently and with a group.

Refine and transform choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others.

Develop creative process strategies that consider complex relationships of movement components and/or diverse choreographic sources for a dance composition.

Analyze, evaluate, and synthesize the impact of choices made during the revision process to deepen the intention of the choreography.

Historical and Cultural Context

Compose, perform, and critique dance works that are era or culturally specific.

Discuss, embody, and describe dance technique and movement vocabulary specific to a culture.

Recognize one’s own cultural, personal, and historical biases when analyzing dance from a culture different from one’s own.

Identify commonalities and differences in dance technique and vocabulary across cultures.

Create a dance using historically and culturally specific movements.

Draw connections between cultures and eras through dance research.

Compare and synthesize contrasting viewpoints and identify the tensions between them.

Analyze dance as a reflection of culture and society.

Reflect, Connect, and Respond

Critique, analyze, reflect upon, and understand dance using applicable technique and vocabulary.

Analyze dances using appropriate language of movement, technical terminology, and critical response.

Articulate personal connections to a dance.

Critique the structure, technique, and choreographic intent of a dance.

Analyze and demonstrate the connections between other art forms, school subjects, professions, and community roles with dance.

Analyze and synthesize the use of school subjects such as music, visual art, language arts, math, science, and others and in dance.

Discover and analyze career opportunities integrating dance with the surrounding communities.

Demonstrate and articulate how communities and dance impact each other

Movement, Technique, and Performance

Demonstrate developing dance technique, vocabulary and skills in various styles while displaying a wide range of movement dynamics and exploring artistic expression.

Use focus of eyes while demonstrating a range of movement and vocabulary.

Perform dance phrases of different lengths that use various tempos and rhythms.

Embody technical dance skills to explore artistic expression.

Perform movements in relation to other dancers, objects, and environment.

Embody alignment and control while moving.

Examine how healthful strategies (e.g., nutrition, injury prevention, emotional health, overall functioning) and safe body-use practices are essential for the dancer.

Examine how kinesthetic principles and various body systems (e.g., cardiovascular, respiratory, musculoskeletal) relate to the dancing body.

Maintain organization and self-awareness of the body while moving (e.g., balance, coordination, flexibility, alignment, core strength).

Explore movement that develops a wide range of motion, muscular flexibility, strength, and endurance. Explore different body conditioning techniques.

Identify and explore production strategies that correlate with performance intention.

Articulate personal performance goals and practice to reach goals.

Collaborate with peers to enhance dance choreography and performance.

Apply production terminology and collaborate to design and execute production elements that contribute to the artistic intent of a dance performance.

Create, Compose, and Choreograph

Use contrasting stimuli to develop artistic expression through improvisational movement.

Arrange movement to convey artistic intent.

Apply intermediate improvisational skills and techniques.

Select and justify personal preferences for movement and structural choices.

Adapt ideas to fit the needs of their group and community.

Exploring different creative processes both independently and with a group that shows intent.

Implement movement from a variety of stimuli to develop an original piece of choreography.

Articulate the creative process used for making choreography.

Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others.

Historical and Cultural Context

Arrange, demonstrate, and critique era and culturally specific movement sequences.

Discuss, embody, and describe dance technique and movement vocabulary specific to a culture.

Communicate how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of people.

Use era and culturally specific themes and movements in creating sequences.

Recognize one’s own cultural, personal, and historical biases when analyzing dance from a culture different from one’s own.

Identify, with supporting evidence, historical and cultural aspects of two or more dance forms.

Analyze and discuss how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people.

Formulate possible reasons why similarities and differences in movement are developed in relation to the ideas and perspectives of the people.

Reflect, Connect, and Respond

Reflect upon the meaning of dance created by others and explain the intent of dance created by oneself.

Respond to dances using appropriate dance language.

Explain how artistic expression is achieved through relationships between movement, dance technique and context.

Cite evidence in the dance to support their interpretations using dance terminology.

Identify the choreographic structure, cultural origin, and technique of the dance viewed.

Identify how other art forms, school subjects, professions, and community roles are used in dance.

Demonstrate the use of school subjects such as music, visual art, language arts, math, science, and others and in dance.

Investigate career opportunities in dance.

Predict how dance impacts communities.

Movement, Technique, and Performance

Demonstrate developing dance technique, vocabulary, and skill in various styles with emerging dynamic expression.

Demonstrate kinesthetic alignment appropriate to the genre.

Distinguish the qualities required for dynamic expression in movement.

Perform movement sequences with clarity of movement and attention to detail.

Develop alignment and control while moving.

Apply self-awareness to safe body movement.

Examine how healthful strategies (e.g., nutrition, injury prevention, emotional health, overall functioning) and safe body-use practices are essential for the dancer.

Examine how kinesthetic principles and various body systems (e.g., cardiovascular, respiratory, musculoskeletal) relate to the dancing body.

Develop organization and self-awareness of the body while moving (e.g., balance, coordination, flexibility, alignment, core strength).

Explore movement that develops a wide range of motion, muscular flexibility, strength, and endurance.

Develop movement strategies to perform a specific intent.

Collaborate to refine dances and clearly communicate intent.

Communicate to establish clear rehearsal and performance expectations.

Create, Compose, and Choreograph

Improvise movement based on both existing knowledge and new discoveries.

Experiment with movement elements in a variety of combinations.

Develop basic improvisational skills and techniques.

Identify patterns, connections, and individual creative choices through improvisation.

Adapt ideas to fit the needs of oneself or group.

Create dance studies alone or in groups using a variety of themes and structures that have an intent.

Create, revise, and perform dance sequences that demonstrate various dance techniques and individuality.

Create, revise, and perform dances with a clear beginning, middle, and end utilizing transitions that serve the artistic intent.

Identify and compare the creative choices made in choreography.

Historical and Cultural Context

Demonstrate and explore arranging movements and terminology consistent with different eras and cultures.

Observe and describe movements from various cultures and eras using existing knowledge.

Perform movements specific to various cultures and eras.

Compare and contrast dances from various cultures.

Identify, with supporting evidence, elements of a dance form’s era and culture.

Identify and examine dances of the past and dances of the present.

Identify similarities and differences of dances in cultures.

Identify and draw conclusions about contributions of dance to its culture or era.

Reflect, Connect, and Respond

Explain theme, meaning, and structure in a variety of dances.

Identify and describe the movement content of a particular dance work and the effect each component has on the work.

Compare and contrast a variety of performances.

Discover the relationship of dance to other art forms, school subjects, professions, and the community.

Explore how dance relates to a variety of other academic content areas.

Describe the impact of dance in a variety of social media settings.

Analyze how arts in the community are related to one another.

Movement, Technique, and Performance

Demonstrate developing dance technique, vocabulary, and skills in various styles with emerging artistic expression.

Use a range of movement and vocabulary to demonstrate artistic expression.

Demonstrate phrasing with and without musical accompaniment using various rhythms and sounds.

Perform with others to establish relationships with dancers and the environment.

Identify and apply anatomical principles and healthful practices to a range of technical dance skills.

Evaluate and apply healthful strategies (e.g., nutrition, injury prevention, emotional health, overall functioning) and safe body-use practices that are essential for the dancer.

Demonstrate anatomical terms (e.g., muscles, bones, tendons, ligaments, joint articulations) as they relate to dance. Apply kinesthetic principles and various body systems.

Demonstrate body coordination while moving (e.g., balance, coordination, flexibility, alignment, core strength).

Explore movement that develops a wide range of motion, muscular flexibility, strength, and endurance. Explore different body conditioning techniques.

Develop production strategies that correlate with performance intention.

Create and apply personal goals to enhance performance strategies and practices.

Collaborate with peers on rehearsal processes.

Evaluate possible designs for the production elements of a performance and select and execute the ideas that would intensify and heighten the artistic intent of the dances.

Model performance etiquette and performance practices during class, rehearsal, and performance.

Create, Compose, and Choreograph

Experiment with movement to explore personal preferences and possibilities through improvisation.

Investigate individual connections with movement.

Apply intermediate/advanced improvisational skills and techniques.

Evaluate personal preferences and possibilities for movement.

Adapt ideas to fit the needs of their group and community.

Demonstrate creative processes both independently and with a group.

Refine choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others.

Analyze the process and the relationship between the stimuli and the movement.

Analyze and evaluate impact of choices made in the revision process.

Historical and Cultural Context

Arrange, perform, and critique era and culturally specific movement sequences.

Discuss, embody, and describe dance technique and movement vocabulary specific to a culture.

Recognize one’s own cultural, personal, and historical biases when analyzing dance from a culture different from one’s own.

Identify commonalities and differences in dance technique and vocabulary across cultures.

Use era and culturally specific themes and movements in creating sequences.

Research and differentiate cultural and historical dance forms and traditions.

Compare and contrast dance from different cultures across time.

Analyze cultural traditions and historical eras as represented through dance.

Reflect, Connect, and Respond

Critique and respond to dance with awareness of vocabulary and technique.

Respond to dances using appropriate language of movement and technical terminology.

Reflect on personal connections to the dance.

Analyze the structure, technique, and choreographic intent of the dance viewed.

Demonstrate the connections between other art forms, school subjects, professions, and community roles with dance.

Integrate the use of school subjects such as music, visual art, language arts, math, science, and others and in dance.

Investigate career opportunities integrating dance with the surrounding communities.

Articulate connections between dance and their social activities and communities.

Create

Generate and conceptualize artistic ideas and work.

Apply basic research to construct ideas about the visual composition of a drama/theatre work.

Explore the impact of technology on design choices in a drama/theatre work.

Generate ideas about a character that are believable and authentic using script analysis.

Organize and develop artistic ideas and work.

Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.

Investigate the collaborative nature of the actor, director, playwright, and designers to explore their interdependent roles in a drama/theatre work.

Connect artistic ideas to personal experience and varied perspectives.

Investigate how cultural perspectives, community ideas, and personal beliefs impact a drama/theatre work.

Explore how personal, cultural, global, and historic belief systems affect creative choices in a drama/theatre work.

Refine towards completion of artistic work.

Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.

Explore physical, vocal, and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

Refine technical design choices to support the story and emotional impact of a devised or scripted drama/theatre work.

Perform

Select, analyze, and interpret artistic work for presentation.

Examine how character relationships assist in telling the story of a drama/theatre work.

Shape artistic choices using given circumstances in a drama/theatre work.

Develop and refine artistic techniques, choices, and work for presentation.

Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.

Use research and script analysis to discover the impact design has for a drama/theatre production.

Connect artistic work with audience, community, and ensemble.

Apply creative processes to tell stories in a scripted drama/theatre work to connect with audience, community, and ensemble.

Convey meaning through the presentation of artistic work.

Perform/present a scripted drama/theatre work for a specific audience.

Critically Respond

Perceive and analyze artistic work.

Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

Interpret intent and meaning in artistic work.

Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.

Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.

Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.

Connect artistic experiences to our world; past, present, and future.

Implement fundamental theatre research methods to better understand the social and cultural background of a drama/theatre work.

Connect drama/theatre knowledge, skills, training, and self-discipline needed to pursue career and technical opportunities in theatre to personal skills and goals.

Apply criteria to evaluate artistic work.

Examine a drama/theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.

Evaluate the aesthetics of the production elements in a drama/theatre work.

Adapt a drama/theatre work to impact a specific audience.

Create

Generate and conceptualize artistic ideas and work.

Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work.

Understand and apply technology to design solutions for a drama/theatre work.

Develop a character that is believable and authentic in a drama/theatre work based on personal experiences and knowledge.

Organize and develop artistic ideas and work.

Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.

Cooperate as a creative team to make interpretive choices for a drama/theatre work.

Connect artistic ideas to personal experience and varied perspectives.

Choose and interpret a drama/theatre work to connect and question beliefs.

Make creative choices based on connections with the selected topic

Integrate connections and knowledge from different art forms and disciplines to develop a drama/theatre work.

Refine towards completion of artistic work.

Analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work through the use of the rehearsal process.

Revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/theatre work by using research and script analysis.

Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.

Perform

Select, analyze, and interpret artistic work for presentation.

Analyze how unique choices shape believable and sustainable drama/theatre work.

Assess how essential text information, research from various sources, and the director’s concept influence artistic choices in a drama/theatre work.

Develop and refine artistic techniques, choices, and work for presentation.

Refine a range of acting skills to build a believable and sustainable drama/theatre performance.

Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.

Connect artistic work with audience, community, and ensemble.

Execute creative processes to tell stories in a scripted drama/theatre work, to connect with audience, community, and ensemble.

Convey meaning through the presentation of artistic work.

Present a drama/theatre work using creative processes that shape the production for a specific audience.

Critically Respond

Perceive and analyze artistic work.

Respond to what is seen, felt, and heard in a drama/theatre work to critique artistic choices and justify meaningful feedback based on historical, cultural, and personal context.

Interpret intent and meaning in artistic work.

Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.

Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding.

Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.

Connect artistic experiences to our world; past, present, and future.

Explore how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.

Connect drama/theatre knowledge, skills, training, and self-discipline needed to pursue career and technical opportunities outside of theatre.

Apply criteria to evaluate artistic work.

Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.

Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.

Verify how a drama/theatre work communicates for a specific purpose and audience.

Create

Generate and conceptualize artistic ideas and work.

Synthesize knowledge from a variety of dramatic forms, theatrical conventions and technologies to create the visual composition of a drama/theatre work.

Create a complete design for a drama/theatre work that incorporates all elements of technology.

Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic in a drama/theatre work.

Organize and develop artistic ideas and work.

Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions.

Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

Connect artistic ideas to personal experience and varied perspectives.

Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.

Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data on ensemble, community.

Refine towards completion of artistic work.

Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.

Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.

Connect technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.

Perform

Select, analyze, and interpret artistic work for presentation.

Apply reliable research of directors’ styles to form unique choices for a directorial concept in a drama/theatre work.

Formulate an approach to artistic choices in a drama/theatre work based on a variety of researched techniques.

Develop and refine artistic techniques, choices, and work for presentation.

Perform and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.

Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theatre production.

Connect artistic work with audience, community, and ensemble.

Effectively execute creative processes to tell stories in a devised or scripted drama/theatre work, to connect with audience, community, and ensemble.

Convey meaning through the presentation of artistic work.

Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.

Critically Respond

Perceive and analyze artistic work.

Respond to what is seen, felt, and heard in a drama/theatre work to analyze artistic choices and justify meaningful feedback based on historical, cultural, and personal context.

Interpret intent and meaning in artistic work.

Revise personal work and interpret the work of others when participating in or observing a drama/theatre work using detailed supporting evidence and appropriate criteria.

Shape personal responses to drama/theatre work by utilizing new understandings of cultures and contexts.

Support and explain aesthetics, preferences and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.

Connect artistic experiences to our world; past, present, and future.

Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.

Connect personal knowledge, skills, training, and self-discipline needed to pursue personal career goals in theatre.

Apply criteria to evaluate artistic work.

Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choice.

Analyze and evaluate varied aesthetic interpretations of production elements for the same drama/theatre work.

Compare and debate the connection between a drama/theatre work and contemporary issues that may impact audiences.

Expression of Music

Perform/Demonstrate contrasting pieces of music, making complex interpretive and expressive choices.

Perform/Demonstrate contrasting pieces of music with accurate rhythms. (See Skill Level A in Appendix)

Perform/Demonstrate contrasting pieces of music with accurate pitches and intonation. (See Skill Level A in Appendix)

Perform/Demonstrate contrasting pieces of music with expressive qualities. (See Skill Level A in Appendix)

Perform/Demonstrate music accurately and expressively, demonstrating self-evaluation and personal interpretation.

Perform/Demonstrate with effective technique using consistent tone quality, intonation, balance, diction/articulation and phrasing. (See Skill Level A in Appendix)

Respond to leader’s cues while singing or playing in an ensemble.

Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, balance, blend, and phrasing). (See Skill Level A in Appendix)

Synthesize multiple sources of feedback to develop and implement personal practice cycles to refine performance.

Define valid criteria for informed aesthetic judgments and apply those criteria to unfamiliar musical works and performances.

Apply self-reflection process to refine musical performance.

Creation of Music

Create music using melodic, harmonic and rhythmic elements to convey intent.

Create/Compose music incorporating level-appropriate melody, harmony, and form. (See Skill Level A in the Appendix)

Improvise a solo vocally and/or instrumentally using varied rhythmic and melodic patterns. (See Skill Level A in the Appendix)

Arrange music: level-appropriate melody, harmony, and form/structure. (See Skill Level A in the Appendix)

Theory of Music

Read and notate level-appropriate music accurately and expressively.

Identify by name or function and notate musical symbols. (See Skill Level A in the Appendix)

Sight-read, observing musical symbols, tempo indications, expressive indications, and technical indications. (See Skill Level A in the Appendix)

[Notate melodic and/or rhythmic patterns of two to four measures. (See Skill Levels A in the Appendix)

Analyze structure, use of musical elements, and expressive choices within musical creations.

Compare notation among different musical creations.

Analyze a musical excerpt and describe the creator’s application of musical structures and elements. (See Skill Level A in the Appendix)

Aurally identify and differentiate musical elements within musical excerpts.

Listen to and notate melodies with rhythm.

Listen to, identify, and demonstrate chords and intervals.

Aurally recall a complex melodic phrase.

Aurally identify music by genre, style, historical period or culture.

Classify and describe aural examples of music from a given musical genre and explain the reasoning for the classification

Response to Music

Respond to musical performances or creations and communicate those artistic choices using informed criteria.

Analyze and interpret the intention of different musical elements throughout culturally diverse musical creations and performances.

Listen to a performance and evaluate various musical elements.

Explain interpretations of musical creations as they connect with musicians’ intent and communicative choices.

Describe and analyze the contributions of music on various cultures.

Analyze how specific musical creations influence and are influenced by interactions between social and cultural groups.

Analyze the present and historical relationships between music and shifts in culture.

Compare the use of musical characteristics across multiple and diverse cultures.

Analyze music influenced by two or more cultures for structure, style, and cultural context (e.g., connections, spirituality, traditions, language, community, etc.).

Contrast performance styles and/or techniques between two or more cultures and describe the intent and application of each.

Research and present the music of multiple and diverse cultures for indicators of cultural identity (e.g., connections, spirituality, traditions, language, community, etc.)

Describe and analyze the contributions of music on historical periods and cultural and social contexts.

Analyze examples of music associated with a specific historical event and describe how music may have contributed to the outcome of the event.

Analyze the evolution of music and other arts and their relationship to history and social movements.

Expression of Music

Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.

Perform/Demonstrate music with accurate rhythms. (See Skill Level I in Appendix)

Perform/Demonstrate music with accurate pitches and intonation. (See Skill Level I in Appendix)

Perform/Demonstrate music with expressive qualities. (See Skill Level I in Appendix)

Perform/Demonstrate music in two or more parts accurately and with effective technique in order to convey intent.

Perform/Demonstrate with effective technique using consistent tone quality, intonation, balance, diction/articulation and phrasing appropriate for the piece of music chosen. (See Skill Level I in Appendix)

Respond to written or visual cues for tempo, dynamics, and time signatures. (See Skill Level I in Appendix)

Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, balance, blend, and phrasing). (See Skill Level I in Appendix)

Apply self-reflection to create criteria and refine the individual and/or ensemble performances.

Identify and apply self-reflection of criteria to rehearse, refine, and determine when the music is ready to perform.

Construct and show self-reflection process to refine musical performance

Creation of Music

Create increasingly complex music with melodic and/or rhythmic ideas to convey intent.

Create/Compose a melodic and/or rhythmic composition with structure parameters using a variety of notation methods (e.g., written, iconic, electronic, recording). (See Skill Level I in the Appendix)

Improvise melodic or rhythmic musical ideas over an accompaniment. (See Skill Level I in the Appendix)

Arrange an existing piece with or without accompaniment. (See Skill Level I in the Appendix)

Theory of Music

Read, notate, and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.

Identify by name or function, and notate musical symbols. (See Skill Level I in the Appendix)

Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See Skill Level I in the Appendix)

Notate melodic and/or rhythmic patterns. (See Skill Level in the Appendix)

Analyze structure, use of musical elements, and expressive choices within musical creations.

Describe the way in which elements of music and form are manipulated and how it informs the response to music.

Analyze a musical excerpt and describe the creator’s application of musical structures and elements. (See Skill Level I in the Appendix)

Aurally identify and differentiate elements of music including simple tonal and/or rhythmic relationships.

Listen to a rhythmic phrase and notate the accurate rhythm.

Listen to two diatonic tones and identify the interval from a given starting pitch.

Aurally identify a variety of tonalities.

Aurally identify and differentiate characteristics of musical styles/genres.

Listen to several pieces of music. Describe each genre based on multiple musical characteristics such as form/structure, instrumentation, lyrical content, and vocal or instrumental nuances.

Response to Music

Respond to music by comparing two or more musical performances or compositions using teacher created criteria.

Apply prescribed criteria used in evaluating various kinds of musical performances.

Compare two performances of the same work and discuss the comparison.

Interpret contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities within genres, cultures, and historical periods convey expressive intent.

Identify and describe the ways in which music is consumed in society

Explain, citing evidence, how musical concepts, design, and contexts affect the way social groups respond to music.

Describe, citing evidence, the social influences on personal music preferences.

Compare uses for music around the world in a culturally responsive manner.

Reflect on and discuss the roles and impact various musics plays in one’s life and the lives of others.

Identify and explore music that is culturally relevant to one’s identity

Identify and describe the ways in which music is selected for use in a variety of historical periods and cultural and societal contexts.

Analyze music from a historical period. Describe how accurately or inaccurately it depicts or reflects upon the events of the period.

Identify how different historical contexts can result in different music performances and interpretations.

Expression of Music

Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.

Perform/Demonstrate music with accurate rhythms. (See Skill Level N in Appendix)

Perform/Demonstrate music with accurate pitches and intonation. (See Skill Level N in Appendix)

Perform/Demonstrate music with expressive qualities. (See Skill Level N in Appendix)

Perform/Demonstrate music in unison and two-parts accurately and with effective technique in order to convey intent.

Perform/Demonstrate with effective technique and using consistent tone quality, intonation, balance, diction/articulation, and phrasing appropriate for the piece of music chosen. (See Skill Level N in Appendix)

Respond to written or visual cues for tempo, simple dynamics, and time signatures. (See Skill Level N in Appendix)

Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, balance, blend, and phrasing). (See Skill Level N in Appendix)

Apply teacher and peer critiques and self-reflection to refine individual and/or ensemble performances.

Identify and apply teacher and peer feedback to rehearse, refine, and determine when a piece is ready to perform.

Apply self-reflection process to refine musical performance

Creation of Music

Create simple melodic and rhythmic ideas to convey intent.

Create/Compose melodic and rhythmic musical ideas within structured parameters using a variety of notation methods (e.g., written, iconic, electronic, recording). (See Skill Level N in the Appendix)

Improvise basic melodic or rhythmic phrases over accompaniment. (See Skill Level N in the Appendix)

Arrange an existing piece by changing one musical element. (See Skill Level N in the Appendix)

Theory of Music

Read, notate, and identify musical symbols by name or function for rhythm, pitch, articulation, and dynamics.

Identify by name or function, and notate musical symbols. (See Skill Level N in the Appendix)

Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See Skill Level N in the Appendix)

Notate melodic and/or rhythmic patterns. (See Skill Level N in the Appendix)

Analyze structure, use of musical elements, and expressive choices within musical creations.

Identify how the use of repetition, similarities and contrasts inform the response to music.

Analyze a musical excerpt and describe the creator’s application of musical structures and elements.

Aurally identify and differentiate elements of a piece of music.

Listen to a simple rhythmic phrase and notate the accurate rhythm.

Aurally recall a simple melodic phrase.

Aurally compare and contrast different tonalities.

Aurally identify musical styles/genres.

Listen to a piece of music and identify the style/genre based on musical characteristics such as form/structure, instrumentation, lyrical content, and vocal or instrumental nuances.

Response to Music

Respond to musical performances using prescribed criteria.

Identify criteria used in evaluating various kinds of musical performances.

Employ basic specific music terminology related to elements of performance and evaluation to discuss a music performance.

Interpret a piece of work and explain how creators’ and performers’ application of the elements of music and expressive qualities within genres, cultures, and historical periods convey expressive intent.

Interpret a piece of work from a personal perspective and explain how the musical element affect the emotional state of the listener.

Articulate and explain personal preferences as a music consumer.

Create a program of music (such as a CD mix, playlist, or live performances) and demonstrate the connections to a personal interest or experience for a specific purpose.

Describe, citing evidence, how personal preferences influence music consumerism.

Identify and describe uses for music in different world cultures.

Explain why particular pieces of music are important to one’s family or cultural heritage.

Describe various ways music is used and enjoyed in different cultural traditions.

Identify how music has been used in different historical periods and cultural and social contexts.

Listen to and analyze music from an historical period and describe how the music reflects the context of the period.

Identify and describe how historical context can inform a performance.

Expression of Music

Perform/Demonstrate contrasting pieces of music, making interpretive and expressive choices.

Perform/Demonstrate music with accurate rhythms. (See Skill Level P in Appendix)

Perform/Demonstrate music with accurate pitches and intonation. (See Skill Level P in Appendix)

Perform/Demonstrate music with expressive qualities. (See Skill Level P in Appendix.)

Perform/Demonstrate music in three or more parts accurately and with technique in order to convey intent.

Perform/Demonstrate with effective technique using consistent tone quality, intonation, balance, diction/articulation and phrasing appropriate for the piece of music chosen. (See Skill Level P in Appendix)

Respond to instructor’s cues while singing or playing in an ensemble.

Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre, texture, balance, blend, and phrasing). (See Skill Level P in Appendix)

Apply personal and prescribed criteria to develop a practice cycle.

Identify and apply personally developed criteria to rehearse, refine, and determine when the music is ready to perform.

Cite evidence during self-reflection process to refine musical performance

Creation of Music

Create increasingly complex music using melodic and/or rhythmic ideas with variations to convey intent.

Create/Compose melodic and/or rhythmic musical ideas using patterns and sequencing with multiple parts using a variety of notation methods (e.g., written, iconic, electronic, recording). (See Skill Level P in the Appendix)

Improvise a solo vocally and/or instrumentally over a three-chord pattern using varied rhythmic and melodic patterns. (See Skill Level P in the Appendix)

Arrange an existing vocal or instrumental composition. (See Skill Level P in the Appendix)

Theory of Music

Read, notate, and identify by name or function complex standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.

Identify by name or function and notate musical symbols. (See Skill Level P in the Appendix)

Sight-read, observing all musical symbols, tempo indications, expressive indications, and technical indications. (See Skill Level P in the Appendix)

Notate melodic and/or rhythmic patterns. (See Skill Level P in the Appendix)

Analyze structure, use of musical elements, and expressive choices within musical creations.

Describe the way in which elements of music and form are manipulated and how it informs the response to music.

Analyze a musical excerpt and describe the creator’s application of musical structures and elements. (See Skill Level P in the Appendix)

Aurally identify and differentiate elements of a piece including chords and harmonic progression.

Listen to a rhythmic phrase and notate the accurate rhythm.

Listen to and identify chord changes in harmonic progression.

Listen to and notate a simple, diatonic melody with stepwise motion.

Aurally identify and differentiate characteristics and expressive elements of different musical styles/genres.

Listen to several pieces of music. Create a listening map describing each genre based on multiple musical characteristics such as form/structure, instrumentation, lyrical content, vocal or instrumental nuances, and application of dynamics.

Response to Music

Respond to musical performances or compositions using student-created criteria.

Develop and describe personal criteria for evaluating musical performances.

Listen to a performance and assign a quality rating based on student-created criteria. Explain and justify the rating.

Justify personal interpretations of contrasting pieces of music and explain how creators or performers apply the elements of music and expressive qualities within genres, cultures, and historical periods to convey expressive intent.

Identify and describe ways in which music is selected for use in society.

Apply personally developed criteria for selecting music of contrasting styles for a specific social event.

Describe how entertainment and social media impact personal music preferences.

Identify and describe the social roles of music in a variety of cultural settings.

Identify and describe musical characteristics and performance styles of different world cultures through a global lens.

Classify the use, performance technique, and cultural significance of instruments and vocal techniques specific to local or regional culture.

Construct a personal listening repertoire that represents various styles and cultures.

Compare uses for music in historical events and cultural and social contexts.

Utilize the inquiry method of observation and the language of visual art and design to gather information and determine meaning.

Utilize the inquiry method of observation and the language of visual art and design to gather information and determine meaning.

Develop observation skills to generate and synthesize ideas and interpret communicated meaning.

Connect and compare information gathered through observation in order to articulate the human experience.

Discern and interpret nuances of meaning and intention of visual art and design across cultural contexts.

Critically analyze the origins of visual art and design across cultures.

Interpret, analyze and explain the influence of multiple contexts found in visual art and design.

Analyze visual art and design traditions to understand the influence of historical and cultural context on works of art and design.

Identify unexplored ideas to gain understanding of works of art.

Research and document visual art, design and architecture identifying various themes that communities experience across cultures and throughout time.

Connect unexplored works of visual art and design to the lives of students.

Identify and analyze innovations in visual art and design from diverse cultures to inform about the present and future works of art.

Analyze and debate the consequences of replicating images or icons that are culturally or spiritually sensitive.

Use artmaking processes as forms of inquiry to develop skills of perception and independent reasoning, and to increase knowledge.

Examine how connotation and denotation are used in visual art and design to express multidimensional concepts.

Compare personal work within the larger discourse of visual art and design practices to identify purpose and function.

Critically analyze selection of materials that inform conceptualization and expression of ideas and aesthetic experience.

Investigate and articulate the aims of disparate art practices to foster critical thinking about visual art and design.

Envision and Critique to Reflect

Use criteria and personal discernment to evaluate works of art and design, taking into consideration the variables that influence how the work is perceived.

Identify concepts, themes and viewpoints that are visible and suggested in a work of art.

Communicate interpretive and evaluative conclusions that justify intention and purpose.

Provide explanations that support critical judgments and discuss the value of competing opinions to support learning.

Determine how knowledge gained from critique may affect the creation or modification of an existing or new work of art.

Utilize critique to analyze and interpret existing or new works of art and apply new learning to the creation or modification of an artwork.

Articulate a personal philosophy of art, understanding various philosophies that have come before.

Critically reflect on how artists work across time to form new patterns of insight.

Document, investigate and synthesize a range of traditional and nontraditional studio practices to articulate intent.

Synthesize research, theory and practice to envision the creation of an artwork.

Develop and defend a personal philosophy of art using informed criteria.

Examine the nature of diverse aesthetic experiences to build a language of representation that can be used to respond to the world.

Analyze and interpret philosophies of Western and non-Western art, taking into consideration the role of the artist, art historian and art critic.

Explore past and present aesthetic experiences to convey perceptions, share interpretations, critique and evaluate works of visual art and design.

Interpret how meaning in works of art are related to the materials and process chosen by the artist.

Recognize how different criteria create contexts that influence the evaluation and assessment of visual works of art and design.

Discuss and debate how society has come to value some works of art over others.

Invent and Discover to Create

Establish a practice of planning and experimentation to advance concepts and technical artistic skills.

Research and generate possible concepts that can be used to build deeper meaning in preparation for making.

Research and consider various iterations of an idea and draft possible solutions using a variety of media.

Practice techniques and improve skills by testing media to consider constraints and potential of materials.

Create works of art that use traditional and contemporary media.

Ideate and build works of art and design to demonstrate growth and proficiency in traditional and new art media.

Examine and evolve potential meanings of an artwork.

Master skills in a variety of media and techniques to create personally meaningful works of art.

Interpret how meaning in works of art is related to the materials and process chosen by the artist.

Resolve artmaking problems by persisting through failure and making revisions.

Articulate and demonstrate that the making and study of art and design can be approached from a variety of perspectives.

Identify how interpretation can be an essential part of the artmaking process to evaluate progress.

Receive and reflect upon feedback and integrate into artwork as needed.

Use knowledge and developed skills to inform future works of visual art and design.

Persevere through the progression of a work to explore and encourage alternative solutions.

Relate and Connect to Transfer

Research and analyze the ways visual artists, designers and scholars express personal views and beliefs and how these perspectives have a social context that enlarges the meaning of an artwork beyond the individual maker.

Research and debate viewpoints found in a variety of resources that focus on and discuss visual art and design.

Discern the complexity of visual art and design to interpret and articulate historical paradigms in cultural context.

Analyze and evaluate how works of art previously created across time and culture can influence the work of practicing artists today.

Develop proficiency in visual communication skills that extends learning to new contexts and disciplines.

Use reasoning to identify problems and conceive solutions in artmaking that demonstrate independent judgment.

Transfer and integrate concepts and skills to inform innovative ideas and solutions.

Utilize the practice of artmaking, and research historical and cultural contexts, to discern between different viewpoints, critique social problems and effect social change.

Demonstrate autonomous meaning-making and problem-solving skills to create works that reveal agency in thinking.

Work collaboratively to share knowledge and apply learning in new and unexpected contexts.

Engage in curating processes that invoke social, cultural and potential discourse.