California State Standards for Arts Education: Grade 10

CA.1.0. Dance (Proficient): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance: Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

1.1. Development of Motor Skills and Technical Expertise: Demonstrate refined physical coordination when performing movement phrases (e.g., alignment, agility, balance, strength).

1.2. Development of Motor Skills and Technical Expertise: Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent.

1.3. Development of Motor Skills and Technical Expertise: Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).

1.4. Comprehension and Analysis of Dance Elements: Demonstrate clarity of intent while applying kinesthetic principles for all dance elements.

1.5. Development of Dance Vocabulary: Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy).

CA.2.0. Dance (Proficient): Creative Expression: Creating, Performing, and Participating in Dance: Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

2.1. Creation/Invention of Dance Movements: Create a body of works of dance demonstrating originality, unity, and clarity of intent.

2.2. Application of Choreographic Principles and Processes to Creating Dance: Identify and apply basic music elements (e.g., rhythm, meter, tempo, timbre) to construct and perform dances.

2.3. Application of Choreographic Principles and Processes to Creating Dance: Design a dance that utilizes an established dance style or genre.

2.4. Communication of Meaning in Dance: Perform original works that employ personal artistic intent and communicate effectively.

2.5. Communication of Meaning in Dance: Perform works by various dance artists communicating the original intent of the work while employing personal artistic intent and interpretation.

2.6. Development of Partner and Group Skills: Collaborate with peers in the development of choreography in groups (e.g., duets, trios, small ensembles).

2.7. Development of Partner and Group Skills: Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.

CA.3.0. Dance (Proficient): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Dance: Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

3.1. Development of Dance: Identify and perform folk/traditional, social, and theatrical dances with appropriate stylistic nuances.

3.2. Development of Dance: Describe ways in which folk/traditional, social, and theatrical dances reflect their specific cultural context.

3.3. History and Function of Dance: Explain how the works of dance by major choreographers communicate universal themes and sociopolitical issues in their historical/cultural contexts (e.g., seventeenth-century Italy, eighteenth-century France, the women's suffrage movement, dance in the French courts, Chinese cultural revolution).

3.4. Diversity of Dance: Explain how dancers from various cultures and historical periods reflect diversity and values (e.g., ethnicity, gender, body types, and religious intent).

CA.4.0. Dance (Proficient): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Dance: Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

4.1. Description, Analysis, and Criticism of Dance: Describe how the qualities of a theatrical production contribute to the success of a dance performance (e.g., music, lighting, costuming, text, set design).

4.2. Description, Analysis, and Criticism of Dance: Apply criteria-based assessments appropriate to various dance forms (e.g., concert jazz, street, liturgical).

4.3. Description, Analysis, and Criticism of Dance: Defend personal preferences about dance styles and choreographic forms, using criteria-based assessment.

4.4. Meaning and Impact of Dance: Research and identify dances from different historic periods or cultures and make connections between social change and artistic expression in dance.

4.5. Meaning and Impact of Dance: Identify and evaluate the advantages and limitations of viewing live and recorded dance performances.

CA.5.0. Dance (Proficient): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

5.1. Connections and Applications Across Disciplines: Demonstrate effective use of technology for recording, analyzing, and creating dances.

5.2. Connections and Applications Across Disciplines: Apply concepts from anatomy, physiology, and physics to the study and practice of dance techniques.

5.3. Development of Life Skills and Career Competencies: Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.

5.4. Development of Life Skills and Career Competencies: Explain how participation in dance develops creative skills for lifelong learning and well-being that are interpersonal and intrapersonal.

5.5. Development of Life Skills and Career Competencies: Examine the training, education, and experience needed to pursue dance career options (e.g., performer, choreographer, dance therapist, teacher, historian, critic, filmmaker).

CA.1.0. Music (Proficient): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music: Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

1.1. Read and Notate Music: Read an instrumental or vocal score of up to four staves and explain how the elements of music are used.

1.2. Read and Notate Music: Transcribe simple songs when presented aurally into melodic and rhythmic notation (level of difficulty: 1 on a scale of 1-6).

1.3. Read and Notate Music: Sight-read music accurately and expressively (level of difficulty: 3 on a scale of 1-6).

1.4. Listen to, Analyze, and Describe Music: Analyze and describe the use of musical elements and expressive devices (e.g., articulation, dynamic markings) in aural examples in a varied repertoire of music representing diverse genres, styles, and cultures.

1.5. Listen to, Analyze, and Describe Music: Identify and explain a variety of compositional devices and techniques used to provide unity, variety, tension, and release in aural examples.

1.6. Listen to, Analyze, and Describe Music: Analyze the use of form in a varied repertoire of music representing diverse genres, styles, and cultures.

CA.2.0. Music (Proficient): Creative Expression: Creating, Performing, and Participating in Music: Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

2.1. Apply Vocal and Instrumental Skills: Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, vowel shape, and articulation written and memorized, by oneself and in ensembles (level of difficulty: 4 on a scale of 1-6).

2.2. Apply Vocal and Instrumental Skills: Sing music written in three or four parts with and without accompaniment.

2.3. Apply Vocal and Instrumental Skills: Sing in small ensembles, with one performer for each part.

2.4. Apply Vocal and Instrumental Skills: Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 4 on a scale of 1-6).

2.5. Apply Vocal and Instrumental Skills: Perform on an instrument in small ensembles, with one performer for each part.

2.6. Compose, Arrange, and Improvise: Compose music, using musical elements for expressive effect.

2.7. Compose, Arrange, and Improvise: Compose and arrange music for voices or various acoustic or digital/electronic instruments, using appropriate ranges for traditional sources of sound.

2.8. Compose, Arrange, and Improvise: Arrange pieces for voices and instruments other than those for which the pieces were originally written.

2.9. Compose, Arrange, and Improvise: Improvise harmonizing parts, using an appropriate style.

2.10. Compose, Arrange, and Improvise: Improvise original melodies over given chord progressions.

CA.3.0. Music (Proficient): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Music: Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

3.1. Role of Music: Identify the sources of musical genres of the United States, trace the evolution of those genres, and cite well-known musicians associated with them.

3.2. Role of Music: Explain the various roles that musicians perform, identify representative individuals who have functioned in each role, and explain their activities and achievements.

3.3. Diversity of Music: Describe the differences between styles in traditional folk genres within the United States.

3.4. Diversity of Music: Perform music from various cultures and time periods.

3.5. Diversity of Music: Classify, by genre or style and historical period or culture, unfamiliar but representative aural examples of music and explain the reasoning for the classification.

CA.4.0. Music (Proficient): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Music: Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

4.1. Analyze and Critically Assess: Develop specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply those criteria in personal participation in music.

4.2. Analyze and Critically Assess: Evaluate a performance, composition, arrangement, or improvisation by comparing each with an exemplary model.

4.3. Derive Meaning: Explain how people in a particular culture use and respond to specific musical works from that culture.

4.4. Derive Meaning: Describe the means used to create images or evoke feelings and emotions in musical works from various cultures.

CA.5.0. Music (Proficient): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

5.1. Connections and Applications: Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts.

5.2. Connections and Applications: Analyze the role and function of music in radio, television, and advertising.

5.3. Careers and Career-Related Skills: Research musical careers in radio, television, and advertising.

CA.1.0. Theatre (Proficient): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre: Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as acting values, style, genre, design, and theme, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Document observations and perceptions of production elements, noting mood, pacing, and use of space through class discussion and reflective writing.

CA.2.0. Theatre (Proficient): Creative Expression: Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.

2.1. Development of Theatrical Skills: Make acting choices, using script analysis, character research, reflection, and revision through the rehearsal process.

2.2. Creation/Invention in Theatre: Write dialogues and scenes, applying basic dramatic structure: exposition, complication, conflict, crises, climax, and resolution.

2.3. Creation/Invention in Theatre: Design, produce, or perform scenes or plays from a variety of theatrical periods and styles, including Shakespearean and contemporary realism.

CA.3.0. Theatre (Proficient): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Theatre: Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre.

3.1. Role and Cultural Significance of Theatre: Identify and compare how film, theatre, television, and electronic media productions influence values and behaviors.

3.2. Role and Cultural Significance of Theatre: Describe the ways in which playwrights reflect and influence their culture in such works as Raisin in the Sun, Antigone, and the Mahabarata.

3.3. History of Theatre: Identify key figures, works, and trends in world theatrical history from various cultures and time periods.

CA.4.0. Theatre (Proficient): Aesthetic Valuing: Responding to, Analyzing, and Critiquing Theatrical Experiences: Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities.

4.1. Critical Assessment of Theatre: Compare a traditional interpretation of a play with a nontraditional interpretation and defend the merits of the different interpretations.

4.2. Derivation of Meaning from Works of Theatre: Report on how a specific actor used drama to convey meaning in his or her performances.

CA.5.0. Theatre (Proficient): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.

5.1. Connections and Applications: Describe how skills acquired in theatre may be applied to other content areas and careers.

5.2. Careers and Career-Related Skills: Manage time, prioritize responsibilities, and meet completion deadlines for a production as specified by group leaders, team members, or directors.

5.3. Careers and Career-Related Skills: Demonstrate an understanding of the professional standards of the actor, director, scriptwriter, and technical artist, such as the requirements for union membership.

CA.1.0. Visual Arts (Proficient): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts: Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Describe the principles of design as used in works of art, focusing on dominance and subordination.

1.3. Analyze Art Elements and Principles of Design: Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

1.4. Analyze Art Elements and Principles of Design: Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

1.5. Impact of Media Choice: Analyze the material used by a given artist and describe how its use influences the meaning of the work.

1.6. Impact of Media Choice: Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.

CA.2.0. Visual Arts (Proficient): Creative Expression: Creating, Performing, and Participating in the Visual Arts: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

2.1. Skills, Processes, Materials, and Tools: Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.2. Skills, Processes, Materials, and Tools: Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.

2.3. Skills, Processes, Materials, and Tools: Develop and refine skill in the manipulation of digital imagery (either still or video).

2.4. Skills, Processes, Materials, and Tools: Review and refine observational drawing skills.

2.5. Communication and Expression Through Original Works of Art: Create an expressive composition, focusing on dominance and subordination.

2.6. Communication and Expression Through Original Works of Art: Create a two or three-dimensional work of art that addresses a social issue.

CA.3.0. Visual Arts (Proficient): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

3.1. Role and Development of the Visual Arts: Identify similarities and differences in the purposes of art created in selected cultures.

3.2. Role and Development of the Visual Arts: Identify and describe the role and influence of new technologies on contemporary works of art.

3.3. Diversity of the Visual Arts: Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

3.4. Diversity of the Visual Arts: Discuss the purposes of art in selected contemporary cultures.

CA.4.0. Visual Arts (Proficient): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works in the Visual Arts: Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

4.1. Derive Meaning: Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

4.2. Derive Meaning: Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.

4.3. Make Informed Judgments: Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.

4.4. Make Informed Judgments: Articulate the process and rationale for refining and reworking one of their own works of art.

4.5. Make Informed Judgments: Employ the conventions of art criticism in writing and speaking about works of art.

CA.5.0. Visual Arts (Proficient): Connections, Relationships, Applications: Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

5.1. Connections and Applications: Design an advertising campaign for a theatre or dance production held at a school, creating images that represent characters and major events in the production.

5.2. Connections and Applications: Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

5.3. Visual Literacy: Compare and contrast the ways in which different media (television, newspapers, magazines) cover the same art exhibition.

5.4. Careers and Career-Related Skills: Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).

CA.1.0. Dance (Advanced): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance: Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

1.1. Development of Motor Skills and Technical Expertise: Demonstrate highly developed physical coordination and control when performing complex locomotor and axial movement phrases from a variety of genres (e.g., refined body articulation, agility, balance, strength).

1.2. Development of Motor Skills and Technical Expertise: Perform in multiple dance genres, integrating an advanced level of technical skill and clear intent.

1.3. Development of Motor Skills and Technical Expertise: Memorize and perform complicated works of dance at a level of professionalism (i.e., a high level of refinement).

1.4. Comprehension and Analysis of Dance Elements: Apply a wide range of kinesthetic communication, demonstrating clarity of intent and stylistic nuance.

1.5. Development of Dance Vocabulary: Select specific dance vocabulary to describe movement and dance elements in great detail.

CA.2.0. Dance (Advanced): Creative Expression: Creating, Performing, and Participating in Dance: Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

2.1. Creation/Invention of Dance Movements: Create a diverse body of works of dance, each of which demonstrates originality, unity, clarity of intent, and a dynamic range of movement.

2.2. Application of Choreographic Principles and Processes to Creating Dance: Use dance structures, musical forms, theatrical elements, and technology to create original works.

2.3. Application of Choreographic Principles and Processes to Creating Dance: Notate dances, using a variety of systems (e.g., labanotation, motif writing, personal systems).

2.4. Communication of Meaning in Dance: Perform a diverse range of works by various dance artists, maintaining the integrity of the work while applying personal artistic expression.

2.5. Development of Partner and Group Skills: Collaborate with peers in the development of complex choreography in diverse groupings (e.g., all male, all female, people standing with people sitting).

2.6. Development of Partner and Group Skills: Teach to peers a variety of complex movement patterns and phrases.

CA.3.0. Dance (Advanced): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Dance: Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

3.1. Development of Dance: Identify, analyze, and perform folk/traditional, social, and theatrical dances with technically and appropriate stylistic nuances.

3.2. Development of Dance: Analyze the role dancers and choreographers play in the interpretation of dances in various historical and cultural settings.

3.3. History and Function of Dance: Compare and contrast universal themes and sociopolitical issues in a variety of dances from different cultural contexts and time periods.

3.4. Diversity of Dance: Explain how dancers and choreographers reflect roles, work, and values in selected cultures, countries, and historical periods.

CA.4.0. Dance (Advanced): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Dance: Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

4.1. Description, Analysis, and Criticism of Dance: Critique dance works to improve choreographic structure and artistic presence.

4.2. Description, Analysis, and Criticism of Dance: Use selected criteria to compare, contrast, and assess various dance forms (e.g., concert jazz, street, liturgical).

4.3. Description, Analysis, and Criticism of Dance: Analyze evolving personal preferences about dance styles and choreographic forms to identify change and development in personal choices.

4.4. Meaning and Impact of Dance: Research and assess how specific dance works change because of the impact of historic and cultural influences on their interpretations (e.g., because of the loss of lives in war, Fancy Dancing, once performed only by men, is now also performed by women).

4.5. Meaning and Impact of Dance: Evaluate how aesthetic principles apply to choreography designed for technological media (e.g., film, video, TV, computer imaging).

CA.5.0. Dance (Advanced): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

5.1. Connections and Applications Across Disciplines: Demonstrate effective knowledge and skills in using audiovisual equipment and technology creating, recording, and producing dance.

5.2. Connections and Applications Across Disciplines: Compare the study and practice of dance techniques to motion, time, and physical principles from scientific disciplines (e.g., muscle and bone identification and usage; awareness of matter, space, time, and energy/force).

5.3. Development of Life Skills and Career Competencies: Synthesize information from a variety of health-related resources to maintain physical and emotional health.

5.4. Development of Life Skills and Career Competencies: Determine the appropriate training, experience, and education needed to pursue a variety of dance and dance-related careers.

CA.1.0. Music (Advanced): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music: Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

1.1. Read and Notate Music: Read a full instrument or vocal score and describe how the elements of music are used.

1.2. Read and Notate Music: Transcribe simple songs into melodic and rhythmic notation when presented aurally (level of difficulty: 2 on a scale of 1-6).

1.3. Read and Notate Music: Sight-read music accurately and expressively (level of difficulty: 4 on a scale of 1-6).

1.4. Listen to, Analyze, and Describe Music: Analyze and describe significant musical events perceived and remembered in a given aural example.

1.5. Listen to, Analyze, and Describe Music: Analyze and describe the use of musical elements in a given work that makes it unique, interesting, and expressive.

1.6. Listen to, Analyze, and Describe Music: Compare and contrast the use of form, both past and present, in a varied repertoire of music from diverse genres, styles, and cultures.

CA.2.0. Music (Advanced): Creative Expression: Creating, Performing, and Participating in Music: Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

2.1. Apply Vocal and Instrumental Skills: Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, vowel shape, and articulation written and memorized, by oneself and in ensembles (level of difficulty: 5 on a scale of 1-6).

2.2. Apply Vocal and Instrumental Skills: Sing music written in four parts with and without accompaniment.

2.3. Apply Vocal and Instrumental Skills: Sing in small ensembles, with one performer for each part (level of difficulty: 5 on a scale of 1-6).

2.4. Apply Vocal and Instrumental Skills: Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 5 on a scale of 1-6).

2.5. Apply Vocal and Instrumental Skills: Perform in small instrumental ensembles with one performer for each part (level of difficulty: 5 on a scale of 1-6).

2.6. Compose, Arrange, and Improvise: Compose music in distinct styles.

2.7. Compose, Arrange, and Improvise: Compose and arrange music for various combinations of voice and acoustic and digital/electronic instruments, using appropriate ranges and traditional and nontraditional sound sources.

2.8. Compose, Arrange, and Improvise: Create melodic and rhythmic improvisations in a style or genre within a musical culture (e.g., gamelan, jazz, and mariachi).

CA.3.0. Music (Advanced): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Music: Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

3.1. Role of Music: Analyze how the roles of musicians and composers have changed or remained the same throughout history.

3.2. Role of Music: Identify uses of music elements in nontraditional art music (e.g., atonal, twelve-tone, serial).

3.3. Role of Music: Compare and contrast the social function of a variety of music forms in various cultures and time periods.

3.4. Diversity of Music: Perform music from a variety of cultures and historical periods.

3.5. Diversity of Music: Compare and contrast instruments from a variety of cultures and historical periods.

3.6. Diversity of Music: Compare and contrast musical styles within various popular genres in North America and South America.

3.7. Diversity of Music: Analyze the stylistic features of a given musical work that define its aesthetic traditions and its historical or cultural context.

3.8. Diversity of Music: Compare and contrast musical genres or styles that show the influence of two or more cultural traditions.

CA.4.0. Music (Advanced): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Music: Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

4.1. Analyze and Critically Assess: Compare and contrast how a composer's intentions result in a work of music and how that music is used.

4.2. Derive Meaning: Analyze and explain how and why people in a particular culture use and respond to specific musical works from their own culture.

4.3. Derive Meaning: Compare and contrast the musical means used to create images or evoke feelings and emotions in works of music from various cultures.

CA.5.0. Music (Advanced): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

5.1. Connections and Applications: Explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated.

5.2. Connections and Applications: Analyze the process for arranging, underscoring, and composing music for film and video productions.

5.3. Careers and Career-Related Skills: Identify and explain the various factors involved in pursuing careers in music.

CA.1.0. Theatre (Advanced): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre: Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as genre, style, acting values, theme, and design, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Research, analyze, or serve as the dramaturg for a play in collaboration with the director, designer, or playwright.

1.3. Comprehension and Analysis of the Elements of Theatre: Identify the use of metaphor, subtext, and symbolic elements in scripts and theatrical productions.

CA.2.0. Theatre (Advanced): Creative Expression: Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.

2.1. Development of Theatrical Skills: Make acting choices, using script analysis, character research, reflection, and revision to create characters from classical, contemporary, realistic, and nonrealistic dramatic texts.

2.2. Creation/Invention in Theatre: Improvise or write dialogues and scenes, applying basic dramatic structure (exposition, complication, crises, climax, and resolution) and including complex characters with unique dialogue that motivates the action.

2.3. Creation/Invention in Theatre: Work collaboratively as designer, producer, or actor to meet directorial goals in scenes and plays from a variety of contemporary and classical playwrights.

CA.3.0. Theatre (Advanced): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Theatre: Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre.

3.1. Role and Cultural Significance of Theatre: Research and perform monologues in various historical and cultural contexts, using accurate and consistent physical mannerisms and dialect.

3.2. History of Theatre: Analyze the impact of traditional and nontraditional theatre, film, television, and electronic media on society.

3.3. History of Theatre: Perform, design, or direct theatre pieces in specific theatrical styles, including classics by such playwrights as Sophocles, Shakespeare, Lope de Vega, Aphra Behn, Moliere, and Chekhov.

3.4. History of Theatre: Compare and contrast specific styles and forms of world theatre. For example, differentiate between Elizabethan comedy and Restoration farce.

CA.4.0. Theatre (Advanced): Aesthetic Valuing: Responding to, Analyzing, and Critiquing Theatrical Experiences: Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities.

4.1. Critical Assessment of Theatre: Use complex evaluation criteria and terminology to compare and contrast a variety of genres of dramatic literature.

4.2. Critical Assessment of Theatre: Draw conclusions about the effectiveness of informal and formal productions, films/videos, or electronic media on the basis of intent, structure, and quality of the work.

4.3. Derivation of Meaning from Works of Theatre: Develop a thesis based on research as to why people create theatre.

CA.5.0. Theatre (Advanced): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.

5.1. Connections and Applications: Create projects in other school courses or places of employment, using tools, techniques, and processes from the study and practice of theatre, film/ video, and electronic media.

5.2. Careers and Career-Related Skills: Demonstrate the ability to create rehearsal schedules, set deadlines, organize priorities, and identify needs and resources when participating in the production of a play or scene.

5.3. Careers and Career-Related Skills: Communicate creative, design, and directorial choices to ensemble members, using leadership skills, aesthetic judgment, or problem-solving skills.

5.4. Careers and Career-Related Skills: Develop advanced or entry-level competencies for a career in an artistic or technical field in the theatrical arts.

CA.1.0. Visual Arts (Advanced): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts: Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Discuss a series of their original works of art, using the appropriate vocabulary of art.

1.3. Develop Perceptual Skills and Visual Arts Vocabulary: Analyze their works of art as to personal direction and style.

1.4. Analyze Art Elements and Principles of Design: Research two periods of painting, sculpture, film, or other media and discuss their similarities and differences, using the language of the visual arts.

1.5. Analyze Art Elements and Principles of Design: Compare how distortion is used in photography or video with how the artist uses distortion in painting or sculpture.

1.6. Analyze Art Elements and Principles of Design: Describe the use of the elements of art to express mood in one or more of their works of art.

1.7. Impact of Media Choice: Select three works of art from their art portfolio and discuss the intent of the work and the use of the media.

1.8. Impact of Media Choice: Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.

CA.2.0. Visual Arts (Advanced): Creative Expression: Creating, Performing, and Participating in the Visual Arts: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

2.1. Skills, Processes, Materials, and Tools: Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.

2.2. Skills, Processes, Materials, and Tools: Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.

2.3. Skills, Processes, Materials, and Tools: Assemble and display objects or works of art as a part of a public exhibition.

2.4. Communication and Expression Through Original Works of Art: Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.

2.5. Communication and Expression Through Original Works of Art: Use innovative visual metaphors in creating works of art.

2.6. Communication and Expression Through Original Works of Art: Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.

CA.3.0. Visual Arts (Advanced): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

3.1. Role and Development of the Visual Arts: Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.

3.2. Role and Development of the Visual Arts: Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture.

3.3. Diversity of the Visual Arts: Investigate and discuss universal concepts expressed in works of art from diverse cultures.

3.4. Diversity of the Visual Arts: Research the methods art historians use to determine the time, place, context, value, and culture that produced a given work of art.

CA.4.0. Visual Arts (Advanced): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works in the Visual Arts: Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

4.1. Derive Meaning: Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.

4.2. Derive Meaning: Identify the intentions of artists creating contemporary works of art and explore the implications of those intentions.

4.3. Derive Meaning: Analyze and articulate how society influences the interpretation and message of a work of art.

4.4. Make Informed Judgments: Apply various art-related theoretical perspectives to their own works of art and the work of others in classroom critiques.

4.5. Make Informed Judgments: Construct a rationale for the validity of a specific work of art artwork that falls outside their own conceptions of art.

4.6. Make Informed Judgments: Develop written criteria for the selection of a body of work from their portfolios that represents significant achievements.

CA.5.0. Visual Arts (Advanced): Connections, Relationships, Applications: Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

5.1. Connections and Applications: Speculate on how advances in technology might change the definition and function of the visual arts.

5.2. Visual Literacy: Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

5.3. Careers and Career-Related Skills: Prepare portfolios of their original works of art for a variety of purposes (e.g., review for postsecondary application, exhibition, job application, and personal collection).

5.4. Careers and Career-Related Skills: Investigate and report on the essential features of modern or emerging technologies that affect or will affect visual artists and the definition of the visual arts.