Missouri State Standards for Arts Education: Grade 11

MO.I.A. Dance (History Strand): Students who study the historical and social context of dance become more fully integrated members of the increasingly multicultural communities. They learn not only dance movements but the surrounding influences and issues of the cultures they are investigating.

I.A.1. Know basic dance steps, position, and patterns for dances from two different styles or traditions (e.g., ballet, square, Ghanaian, Middle Eastern, modern). (FA 5)

I.A.1.a. Perform or discuss with clarity and visual assistance the traditions and techniques of a classical dance form (e.g., Balinese dance, or ballet) (2.1)

I.A.1.b. Identify and demonstrate longer and more complex steps and patterns from two different dance styles/traditions (2.5) (FA 2)

I.A.1.c. Identify from resources in one's own community (such as people, books, videos) a folk dance from a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with one's peers (2.3)

I.A.2. Know the role of dance in at least two different non-European cultures or time periods. ( FA 5)

I.A.2.a. Create a time line illustrating important dance events in the twentieth century, placing them in their social/historical/cultural/ political contexts (1.8) (FA 4)

I.A.3. Know modern-day dance trends in at least one cultural context. (FA 5)

I.A.3.a. Using a computer word-processing program, create twenty-five questions about dance and dancers in world history (2.7)

I.A.4. Know similarities and differences between two contemporary theatrical forms of dance. (FA 5)

I.A.4.a. Compare and contrast the role and significance of dance in two different world cultures, such as: Western European and Native American (2.4)

MO.I.B. Dance (Criticism/Analysis Strand): Students who learn to observe dance and extract the content from movement also learn that there are many possible 'right' answers to a problem. They learn not to stop with the simplest, most superficial response but to look for more interesting connections and possibilities.

I.B.1. Know at least three choreographers from world dance history who have used at least one choreographic form listed in these standards, and be familiar with at least one dance by each choreographer. (FA 2, 4)

I.B.1.a. Analyze the style of a choreographer or cultural form, then create a dance in that style (2.5)

I.B.2. Know how dance and dancers are portrayed in contemporary media. (FA 2, 4)

I.B.2.a. Analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media (2.4) (FA 5)

I.B.3. Know advanced dance composition terms such as motif, theme and variations, palindrome, chance, structured improvisation, form and function, and stream of consciousness. (FA 2)

I.B.3.a. Create a dance and revise it over time, articulating the reasons for the artistic decisions and what was lost and gained by those decisions (4.1) (FA 3)

I.B.4. Know commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements, and ways of communicating meaning. (FA 2, 4)

I.B.4.a. Establish a set of aesthetic criteria and apply it in evaluating their own work and that of others (4.1) (FA 3)

I.B.4.b. Discuss how skills developed in dance are applicable to a variety of careers outside of the dance world (4.8)

MO.I.C. Dance (Aesthetics Strand): Students also need to learn the many ways in which movement can hold meaning, how dance differs from other movement activities, and how dance has communicated and preserved cultural values and traditions over the millennia.

I.C.1. Know how personal experience influences the interpretation of a dance. (FA 3)

I.C.1.a. Reflect upon their own progress and personal growth during their study of dance (3.3)

I.C.1.b. Compare and contrast how meaning is communicated in an example of one's own choreographic work and a work by another student (2.3)

I.C.2. Know several ways in which an artist's personal preconceptions and social or economical pressures can affect the creation of a dance. (FA 3)

I.C.2.a. Create a dance that effectively communicates a contemporary social theme (2.5) (FA 1)

I.C.2.b. Accurately describe how a choreographer manipulates and develops the basic movement content in a dance (3.1)

I.C.3. Know that a dance creates and conveys meaning by considering the dance from a variety of perspectives.

I.C.3.a. Formulate and answer critical questions such as: What is it that makes a particular dance, that dance? How much can one change a dance before it becomes a different dance? (3.1)

I.C.3.b. Formulate and answer questions about how movement choices communicates abstract ideas in dance (2.4)

MO.I.D. Dance (Product/Performance Strand): Dance students learn physical skills as well as the language describing those skills. Students must also understand the elements of dance as the dancer's 'toolbox.' They learn how to move safely and with awareness of the complex marvels of the human body.

I.D.1. Know the choreographic definition of terms such as contrast, transition, reordering, dynamics, positive and negative space, complementary designs. (FA 1)

I.D.1.a. Choreograph a dance for two or more dancers with coherence and aesthetic unity, demonstrating an understanding of choreographic principles, processes and structures (2.5)

I.D.2. Know the basic terminology of at least one type of dance chosen from world cultures, such as ballet, jazz, modern, or flamenco dance. (FA 1)

I.D.2.a. Accurately identify and demonstrate basic dance steps, position, and patterns for dances from at least one tradition (such as ballet, folk, Ghanaian, Middle Eastern, or Modern dance) (1.9) (FA 5)

I.D.2.b. Perform technical skills with artistic expression, demonstrating basic levels of clarity, musicality, rhythmic acuity, projection, and stylistic nuance (2.1)

I.D.2.c. Use improvisation to generate movement for choreography (2.5)

I.D.3. Know alternative fitness and warm-up methods, such as yoga, t'ai-chi, aerobics, weight training, and others. (FA 1)

I.D.3.a. Discuss ways in which dance training can benefit all human beings, regardless of their interest in pursuing a career in dance (4.7)

I.D.4. Know the basic outline of a dance technique class, including technical elements, sequence, and terminology as well as the structure elements of warm-up, floor work, centre work, and phrases/combinations. (FA 1)

I.D.4.a. Refine technique through self-evaluation and correction (3.1) (FA 1)

I.D.5. Know the effects of health choices such as diet, exercise and drug use on the body. (FA 1)

I.D.5.a. Be able to write an essay or deliver a lecture on the effects of steroid use on the human body in both the short and long periods of time (3.2) (FA 3)

I.D.6. Know appropriate uses of the technology available to assist the choreographer in the modern world, including video, computers, audio, lighting, lasers, and others. (FA 1)

I.D.6.a. Demonstrate a basic familiarity with the theater environment, including backstage behavior, basic lighting and sound functions, and the names of the parts of the theater (1.9)

I.D.6.b. Use appropriate computer software to create sample dance organization budgets (2.7)

I.D.7. Know how to properly care and heal, minor to major, dance injuries. (FA1)

I.D.7.a. Assess the severity of an injury and take proper steps to minimize further injury (3.4)

I.D.8. Know related career field options. (FA 1)

I.D.8.a. Demonstrate basic skills pertinent to the lighting, costumes, sets, and administration of dance

MO.II.A. Music (History Strand): The history of music can be divided into specific areas, reflected by specific exemplary composers and performers and examples of works they produced that represent major styles of music. Students should develop an appreciation for these musicians, their products, and their relationships to the culture, sequentially throughout the different grade levels.

II.A.1. Know the elements of and the techniques used to create and perform musical works that represent contemporary and historical Western and non-Western styles, and know exemplary composers and performers of these styles. (FA 5)

II.A.1.a. Compare selected musical works, composers, or performers by indicating musical elements and techniques used in the works or by the composers or performers that categorize them by style or historical context (1.6; 3.1) (FA 2)

II.A.2. Know how national influences are affected in various forms of music, modes of performance, and individual composers and performers, both contemporary and historical. (FA 5)

II.A.2.a. Describe how national influences, throughout history, affect various musical works, composers, and performers (2.4; 4.1) (FA 5)

II.A.3. Know the similar and contrasting elements and techniques used to express ethnic influences in musical works by composers and performers in the United States and in other world cultures. (FA 5)

II.A.3.a. Compare musical works, composers, or performers of different ethnic influences by distinguishing the similar and different musical elements and techniques utilized (1.5; 2.4) (FA 3)

II.A.4. Know how the various functions of music have developed throughout history and in different social climates. (FA 5)

II.A.4.a. Trace the historical development of several musical works conceived to perform a specific function (1.2; 2.1) (FA 5)

MO.II.B. Music (Criticism/Analysis Strand): When listening/ critiquing skills are acquired by students, they can identify (a) characteristics which can be appreciated in their present state and (b) characteristics which need to be altered or replaced.

II.B.1. Know that as common practices are established in music, composers and performers move beyond them to continually surprise and challenge the listener. Examples would include changing and irregular meters, modulation, irregular modulation and atonality. These elements as well as harmonic dissonance and unusual timbre create the tension and release patterns which give music its vitality. (FA 2)

II.B.1.a. Discuss the elements contributing to expression in examples of music presented in aural and written form (2.4)

II.B.1.b. Further expand knowledge of forms in order to identify more complex forms (1.6) (FA 4)

II.B.2. Know that new instruments (e.g., synthesizers) allow users to develop new waveforms and envelopes to create unusual timbres. (FA 2)

II.B.2.a. Identify scientific characteristics (acoustic properties) of sound (1.10)

II.B.3. Know that different cultural events have different functions and consequently different audience expectations allowing audience members to know how and why to react. (FA 2)

II.B.3.a. Contrast/compare the reasons for different audience behavior in various settings (4.1) (FA 5)

MO.II.C. Music (Aesthetics Strand): Through practice with expressive elements, students have a chance to create and refine their own performances, improvisations and compositions. This process develops a heightened sense of awareness of quality which subsequently allows students to analyze and evaluate aesthetic qualities of objects in their environment.

II.C.1. Know how to compare pieces from their own environment and use technology and analysis techniques to justify why selected pieces are worthy of attention. These analyses should include the expressive qualities of the pieces. (FA 3)

II.C.1.a. Select music from a variety of styles found in daily life and use music vocabulary to document reasons for listening choices (1.10)

II.C.2. Know how to critique their own playing and composing for presence or lack of aesthetic components and alter the performance in subsequent presentations to enhance the quality of the pieces. (FA 3)

II.C.2.a. Select and defend expressive ways of producing music in personal performances and compositions (2.4)

MO.II.D. Music (Product/Performance Strand): The study of music performance can give students a lifetime of satisfying experiences. Through singing or playing an instrument, students develop individual and group problem-solving skills which are interdisciplinary translating to all areas of life.

II.D.1. Know that the elements of proper vocal/sound production (posture, breath control, diction) and/or instrumental sound production (posture, breath control, bow, stick, or embouchure control, articulation) affect the quality of musical performance. (FA 1)

II.D.1.a. Demonstrate continuing technical development of vocal or instrumental proficiency when singing or playing an instrument, alone and in small and large ensembles, accurately and independently, with expression and technical accuracy (1.5; 1.6; 2.2; 2.5; 3.7; 4.6) (FA 1, 2, 3)

II.D.2. Know that vocal/instrumental music scores are written in individual voice/instrument parts. (FA 1)

II.D.2.a. Sing and/or play music written in 4 or more parts (1.6; 2.2; 2.5; 4.6) (FA 1, 2, 3)

II.D.3. Know that accurate interpretation of complex standard notation symbols for pitch, rhythm, dynamics, tempo, diction/articulation, and expression provides access to increasingly difficult music. (FA 1)

II.D.3.a. Read and perform individual parts in a vocal or instrumental ensemble from increasingly complex musical scores (1.6; 2.2; 2.5; 3.4; 4.6) (FA 1, 2, 3)

II.D.4. Know that both traditional (standard) and nontraditional (20th century or their own invention) notation apply to the creation and improvisation or music. (FA 1)

II.D.4.a. Improvise on a familiar tune using a chosen performance medium (1.6; 1.8; 2.2; 2.5; 3.1; 3.4; 3.7; 4.6) (FA 1, 2, 3)

II.D.4.b. Improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major key signatures using a chosen medium (1.5; 1.6; 2.2; 2.5; 3.4; 3,7; 4.6) (FA 1, 2, 3)

II.D.4.c. Utilize diverse traditional, nontraditional, and/or electronic sound sources to improvise or compose (1.5; 1.6; 1.8; 2.2; 2.5; 3.4; 3.7) (FA 1, 2, 3)

II.D.5. Know that both traditional (voice and instruments) and nontraditional (environmental sounds, household items such as pots and pans, hardware, etc.) apply to the creation and improvisation of music. (FA 1)

II.D.5.a. Compose alterations and variations in existing notation and/or notation of their own invention for traditional and nontraditional sound sources (1.6; 1.8; 2.2; 2.5; 3.4; 3.7) (FA 1, 2, 3)

MO.III.A. Theatre (History Strand): History involves the study of historical and cultural settings for the arts, including socioeconomic, political, ethnic, religious and philosophical considerations. Students should communicate knowledge about the role of the arts in differing cultures. Students should develop an understanding of culture and ethnic diversity.

III.A.1. Know how to evaluate and synthesize cultural and historical information to support artistic choices. (FA 5)

III.A.1.a. Compare how similar themes are treated in drama from various cultures and historical periods (1.2) (FA 5)

III.A.1.b. Illustrate with informal performances (2.1; 2.5) (FA 2)

III.A.1.c. Discuss how theatre can reveal universal concepts (1.7) (FA 4)

III.A.2. Know the emotional and social impact of dramatic events in their lives, in the community and in other cultures. (FA 5)

III.A.2.a. Understand context by evaluating the role of theatrical endeavors in the past and in the present (1.10) (FA 5)

III.A.3. Know and compare the lives, works and influence of representative theatrical artists in various cultures and historical periods, such as Shakespeare, Moliere, Sophocles, Ibsen, Wilde, Shaw, O'Neill. (FA 5)

III.A.3.a. Identify and research cultural, historical, and symbolic clues in dramatic texts (2.4) (FA 5)

III.A.3.b. Evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions (3.7) (FA 2)

III.A.4. Know the cultural and historical sources pertaining to American theatre and musical theatre. (FA 5)

III.A.4.a. Investigate cultural and historical sources of American theatre and musical theatre (3.2) (FA 5)

III.A.5. Know various aspects of theatre productions through classroom and out-of-classroom theatrical activities.

III.A.5.a. Analyze the effect of their own cultural experiences on their dramatic work (3.3) (FA 3)

MO.III.B. Theatre (Criticism/Analysis Strand): The student should recognize, understand and apply the terminology or vocabulary of theatre. In order to develop criticism, young students need consistent instructional opportunities to examine a wide variety of forms.

III.B.1. Know the basic nature, materials, elements and means of communicating in theatre, dramatic media, musical theatre, dance, music and the visual arts. (FA 2)

III.B.1.a. Demonstrate characteristics and compare the presentation of characters, environments and actions in theatre and related arts (2.3) (FA 3)

III.B.2. Know how to modify nondramatic art forms to enhance the expression of ideas and emotions in the theatre. (FA 2)

III.B.2.a. Illustrate the integration of several arts media in informal presentations (2.1) (FA 4)

III.B.3. Know and integrate art forms by analyzing traditional theatre, dance, music, visual arts and new art forms. (FA 2)

III.B.3.a. Describe and compare the functions and interaction of performing and visual artists and audience members in theatre, dramatic media, musical theatre, dance, music and visual arts (2.6) (FA 4)

III.B.4. Know and effectively incorporate preparation and evaluation criteria. (FA 2)

III.B.4.a. Clarify personal reactions to several art forms (4.4) (FA 3)

MO.III.C. Theatre (Aesthetics Strand): Students develop the ability to make informed judgments regarding theatre. Theatre students compare/contrast. They interpret and find meaning. They articulate, identify, define and defend criteria for one's preferences and judgments. Students understand the interdependence of works in the arts with the broader worlds of ideas and actions.

III.C.1. Construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate to current personal, national and international issues. (FA 3)

III.C.1.a. Compare, critique and construct meanings from informal and formal theatre, film, television and electronic media productions (2.3; 2.4; 3.5) (FA 3)

III.C.2. Know and use effects of publicity, study guides, programs and physical environments to elicit audience response and appreciation of dramatic performances. (FA 3)

III.C.2.a. Examine the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances (2.6; 4.6; 4.8) (FA 3)

III.C.3. Know their own and others' collaborative efforts and artistic choices in informal and formal production. (FA 3)

III.C.3.a. Analyze and critique the whole and the parts of dramatic performances, taking into account the context and constructively suggest alternative artistic choices (2.2; 2.3; 2.4) (FA 1, 2, 3)

III.C.4. Known their own person aesthetic criteria for critiquing dramatic texts and events that compares perceived artistic intent with the final aesthetic achievement. (FA 3, 4)

III.C.4.a. Articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compares perceived artistic intent with the final aesthetic achievement (2.4; 3.7) (FA 1, 2, 3)

MO.III.D. Theatre (Product/Performance Strand): Students grow in their ability to comprehend their world when they experience the arts. As they create theatrical productions, they learn how to express themselves and how to communicate with others. Students develop manipulative and organizational skills through active engagement with the arts.

III.D.1. Know how to communicate and sustain characters in improvisations and informal or formal productions. (FA 1)

III.D.1.a. Improvise, write and refine scripts based on personal experience and heritage, imagination, literature and history (2.1; 3.3) (FA 5)

III.D.2. Know artistic interpretations for informal or formal productions. (FA 1)

III.D.2.a. Construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience (2.1; 3.2) (FA 1)

III.D.2.b. Design coherent stage management, promotional and business plans (3.8) (FA 1)

III.D.3. Know the basic physical and chemical properties of the technical aspects of theatre (light, color, electricity, paint and makeup). (FA 1)

III.D.3.a. Apply technical knowledge and skills to collaboratively and safely create functional scenery, properties, lighting, sound, costumes and makeup (4.6; 4.7) (FA 1)

III.D.4. Know a variety of dramatic texts from cultural and historical perspectives to determine production requirements. (FA 1)

III.D.4.a. Justify selections of text, interpretation and visual and aural artistic choices (3.4) (FA 1)

III.D.4.b. Develop designs that use visual and aural elements to convey environments that clearly support the text (3.7) (FA 2)

III.D.5. Know how to interpret dramatic texts and organizing and conducting rehearsals for informal or formal productions. (FA 1)

III.D.5.a. Effectively communicate directorial choices to a small ensemble for improvised or scripted scenes (4.6) (FA 1)

III.D.6. Know and demonstrate various classical and contemporary acting techniques and methods. (FA 1)

III.D.6.a. Analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genre and media (1.8) (FA 3)

III.D.7. Know theatrical careers for vocational or avocational enjoyment. (FA 1)

III.D.7.a. Determine attributes, interests and talents necessary for potential theatrical careers (1.10; 2.6; 4.8) (FA 3)

MO.IV.A. Visual Arts (History Strand): As students move from kindergarten through the early grades, they develop skills of observation and they learn to examine the objects and events of their lives in historical progression.

IV.A.1. Know that a variety of cultural themes and artistic styles exist. (FA 4, 5)

IV.A.1.a. Analyze themes in works of art from different times and cultures (1.9) (FA 4, 5)

IV.A.2. Know that throughout history, artists have made significant contributions to society. (FA 4, 5)

IV.A.2.a. Identify artists who have achieved regional, national, and international recognition; the roles they have played as well as the ways their works have influenced thinking (1.4) (FA 5)

IV.A.3. Know a variety of ways in which historical and current issues are addressed in the world of art. (FA 4, 5)

IV.A.3.a. Describe how artists' styles and the content of their works are influenced by past and present cultures (1.10; 3.5) (FA 4, 5)

IV.A.3.b. Describe the function and meanings of specific art objects from varied cultures, times, and places. (2.4) (FA 2, 4, 5)

IV.A.4. Know that there are numerous functions for the visual arts within our communities. (FA 4, 5)

IV.A.4.a. Identify and describe artistic contributions made by local community members (2.1; 2.4) (FA 2, 3, 5)

IV.A.5. Know that situations in contemporary life frequently relate to the historical and cultural contexts of the visual arts. (FA 4, 5)

IV.A.5.a. Discuss contemporary trends in American art as a reflection of diverse developments in our culture (2.3) (FA 4, 5)

IV.A.5.b. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art (1.2) (FA 4, 5)

IV.A.6. Know how the visual arts can assist in developing an in-depth understanding of the world in which students live. (FA 4, 5)

IV.A.6.a. Analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions and using such conclusions to inform their own art-making

MO.IV.B. Visual Arts (Criticism/Analysis Strand): Students understand and evaluate influences of literature, cultural traditions, and other art forms in crafting a global visual art heritage. Students study techniques for interpreting and critiquing artworks from different times and cultures. Students continue to learn how to express subtle differences when looking at and responding to works of art.

IV.B.1. Know the vocabularies and concepts associated with various types of visual art works. (FA 2)

IV.B.1.a. Reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture (1.9) (FA 2, 3, 4, 5)

IV.B.1.b. Compare the materials, technologies, and processes of the visual arts to those of other arts disciplines (1.5) (FA 2, 4)

IV.B.2. Know processes for evaluating final products in terms of media, methods, and choices. (FA 2)

IV.B.2.a. Identify and discuss media used by artists to create works of art (3.4) (FA 1)

IV.B.2.b. Differentiate and analyze subtle characteristics of visual arts between two or more works of art from different artists/cultures (1.9) (FA 2, 5)

IV.B.3. Know how to communicate in various visual, oral, and written formats. (FA 2)

IV.B.3.a. Describe works of art in ways that show knowledge of organizational principles and context (personal, social, cultural, historical) (1.9) (FA 2, 5)

IV.B.3.b. Apply subjects, symbols and ideas in their artworks and use the skills gained to solve problems in daily life (3.3) (FA 1, 5)

IV.B.4. Know about career opportunities in the visual arts. (FA 2)

IV.B.4.a. Understand that individuals 'make their living' as producing painters, graphic artists, designers, craftspeople, museum curators, restorers, art critics, etc. (4.8) (FA 1)

MO.IV.C. Visual Arts (Aesthetics Strand): Through examination of their own work and that of other people, times, and places, students learn to unravel the essence of artwork and to appraise its purpose and value. Students continue to learn about and develop their own criteria for analyzing and responding to art.

IV.C.1. Know processes for posing questions that effectively examine works of art. (FA 3)

IV.C.1.a. Explain and defend personal responses to works of art (2.2; 4.1) (FA 3)

IV.C.1.b. Illustrate how responses to artworks may be both positive and negative. (2.3) (FA 3)

IV.C.1.c. Describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts (2.4; 4.1) (FA 2, 3, 4, 5)

IV.C.1.d. Identify intentions of those creating artworks, explore the implications of various purposes and justify their analyses of purposes in particular works (3.6) (FA 3, 5)

IV.C.2. Know that art works may be classified as representational, nonobjective, or abstract. (FA 3)

IV.C.2.a. Examine artworks for comparison among theme, style, and subject matter (1.10) (FA 2, 3, 4, 5)

IV.C.3. Know more sophisticated ideas about visual relationships. (FA 3)

IV.C.3.a. Analyze relationships between form, function, and media in works of art (1.6) (FA 2)

IV.C.3.b. Compare and contrast visual and tactile qualities in works of art (1.6) (FA 2)

IV.C.4. Know processes for evaluating artists character and aesthetic qualities in works of art, nature, and human-made environments. (FA 3)

IV.C.4.a. Compare the visual qualities of varied manufactured products (1.6) (FA 2)

IV.C.4.b. Reflect analytically on various interpretations as a means for understanding and evaluating works of visual art (1.7) (FA 3)

IV.C.5. Know the nature of human involvement in art as viewers, creators, and participants. (FA 3)

IV.C.5.a. Discuss why people create (2.4) (FA 3)

IV.C.5.b. Identify and discuss visual images used for communication (1.5; 2.4) (FA 2, 5)

IV.C.5.c. Apply media, techniques, and processes with sufficient confidence and sensitivity so that their intentions can be carried out in speaking or writing (2.1; 2.5) (FA1, 3)

MO.IV.D. Visual Arts (Product/Performance Strand): In grades 9-12, students develop deeper and more profound works of visual art that reflect the maturation of their creative and problem-solving skills. As a component of the Product/Performance strand, students at the high school level continue to develop skills in use of media, techniques, technology, and processes. They study the structures and functions (elements and principles) of art.

IV.D.1. Know how to employ two- and three-dimensional processes at a more sophisticated level. (FA 1, 4)

IV.D.1.a. Demonstrate control of art media in a way that emphasizes good craftsmanship (3.2) (FA 1)

IV.D.1.b. Successfully demonstrate a variety of two-dimensional art techniques (2.5; 3.2; 3.3) (FA 1, 2)

IV.D.1.c. Successfully demonstrate a variety of three-dimensional art techniques using a variety of additive and subtractive processes to connect/ combine materials (2.5; 3.2; 3.3) (FA 1, 2)

IV.D.1.d. Use a variety of techniques (drawing, computers) that demonstrate the use of lines, shapes, forms, and depict the illusion of depth (space) (2.5; 2.7) (FA 1, 2)

IV.D.1.e. Demonstrate competency in a printmaking technique. (2.5; 3.2; 3.3) (FA 1, 2)

IV.D.1.f. Successfully demonstrate a variety of painting techniques (2.5; 3.2; 3.3) (FA 1, 2)

IV.D.1.g. Produce a graphic design that demonstrates effective use of motifs (2.5; 3.2; 3.3) (FA 1, 2)

IV.D.2. Know how to organize the elements and principles of art. (FA 1, 4)

IV.D.2.a. Create effective compositions using specified structures and functions (2.5; 3.2; 3.3) (FA 1, 2)

IV.D.2.b. Create artworks that use organizational principles and functions to solve specific visual arts problems. (2.2; 2.5; 3.1; 3.2; 3.3) (FA 1, 2)

IV.D.3. Know how to employ a wide range of subject matter, symbols, and meaningful images into their artworks. (FA 1, 4)

IV.D.3.a. Identify a variety of sources for ideas and demonstrate how these sources help produce new ideas. (3.4; 4.4) (FA 3, 4)

IV.D.4. Know how the visual arts can be used to reflect their feelings and ideas.

IV.D.4.a. Independently select appropriate materials, tools, and processes to express feelings (1.10; 3.1) (FA 1)

IV.D.4.b. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity so that their intentions are carried out in their artworks (3.2; 3.3) (FA 1, 2)

IV.D.5. Know how to employ a higher level of ability to evaluate their own artworks. (FA 1, 4)

IV.D.5.a. Evaluate the effectiveness of artworks in terms of organizational structures and functions. (2.4; 3.4; 3.7) (FA 2, 3)

IV.D.5.b. Demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art (1.9; 2.4) (FA 2, 3)

IV.D.6. Know the multifaceted interplay of different media, styles, and forms. (FA 1, 4)

IV.D.6.a. Demonstrate, analyze, and explain multiple solutions to an intended outcome (2.1; 2.2) (FA 1, 3)

IV.D.6.b. Conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use (2.5; 3.6) (FA 1, 2)

IV.D.6.c. Effectively prepare artworks for display (2.1; 4.6) ( FA 1)

IV.D.7. Know the techniques and processes used in the creation of their artwork. (FA 1, 4)

IV.D.7.a. Identify and describe problems encountered in art production and develop/demonstrate solutions (3.1; 4.6) (FA 1)