Vermont State Standards for Arts Education: Grade 8
VT.A7-8.D. Dance Skill Development
A7-8:1. Students show skill development when creating dance by:
A7-8:1.1. Solving increasingly complex movement challenges involving several movement concepts with a group.
A7-8:1.2. Using movement to express complex ideas (including abstract) and narrative.
A7-8:1.3. Using dance elements reflecting various musical rhythms, styles, dynamics, ideas and themes in choreography.
A7-8:1.4. Improvising new movements and manipulating learned movements using the elements of dance to choreograph studies.
A7-8:1.5. Producing a multiple part sequence of nonlocomotor and locomotor movements.
A7-8:2. Students perform/communicate through dance by:
A7-8:2.1. Demonstrating memorization and accurate reproduction of a multiple part movement sequence to a complex beat in solo, duet, trio, quartet and ensemble.
A7-8:2.2. Demonstrating consistency and reliability in the qualities/dynamics of movement (e.g., sustained/percussive, strong force/light force, bound/free flow, direct/indirect).
A7-8:2.3. Recognizing and demonstrating qualities/dynamics of movement (e.g., sustained/percussive, strong force/light force, bound/free-flow, direct/indirect).
A7-8:2.4. Moderating projection based on piece and audience.
A7-8:2.5. Reflecting the mood and style of the dance piece.
A7-8:3. Students show understanding of dance concepts and vocabulary by:
A7-8:3.1. Identifying or demonstrating dance concepts of space, energy, gesture, time, form, genre.
A7-8:3.2. Structured improvising.
A7-8:3.3. Demonstrating moving to a variety of rhythms.
A7-8:3.4. Applying space concepts.
A7-8:3.5. Identifying and demonstrating dance movements (e.g., dynamics, manipulation, tempo, projection, expression, orientation, reordering, variation).
A7-8:3.6. Identifying theme and dance form (e.g., narrative, canon, call and response, pattern [ABA]).
VT.A7-8.M. Music Skill Development
A7-8:4. Students show skill development when creating music by:
A7-8:4.1. Improvising using various techniques for developing musical ideas (e.g., pentatonic, blues and major and minor scales, riffs, motifs).
A7-8:4.2. Composing and arranging using a variety of traditional, non-traditional and electronic media; using the elements of music within specified guidelines; demonstrating unity, variety, tension and release and appropriate voicing.
A7-8:5. Students perform/communicate through music by:
A7-8:5.1. Singing solos and two and three part literature with a more varied repertoire (e.g., various cultures and styles) and a degree of difficulty of levels 2-3 (see NYSSMA Manual).
A7-8:5.2. Playing a musical instrument with a more varied repertoire (e.g., various culture and styles) alone and with others and a degree of difficulty of levels 2-3 (see NYSSMA Manual)
A7-8:5.3. Responding to the cues of the conductor (e.g., steady beat, tempo, start and stop, dynamics, cues, expression, accents, articulation).
A7-8:6. Students show understanding of music concepts and vocabulary by:
A7-8:6.1. Describing aural examples of music using appropriate terminology (e.g., pitch, rhythm, tempo, dynamics, form, timbre, texture, articulation, harmony, phrasing, style).
A7-8:6.2. Reading and notating music at the level of difficulty of 2 on a scale of 1-6 (See NYSSMA Manual).
VT.A7-8.T. Theater Skill Development
A7-8:7. Students show skill development when creating theater by:
A7-8:7.1. Demonstrating development of character using physical and vocal expression.
A7-8:7.2. Designing or identifying designs that support and/or enhance character.
A7-8:7.3. Developing a character using non-verbal techniques (e.g. dance, mime, physical comedy, stage combat (wrestling, sword play, physical confrontation).
A7-8:8. Students perform/communicate through theater by:
A7-8:8.1. Presenting a rehearsed or scene.
A7-8:8.2. Adjusting voice tone/level and timing before an audience.
A7-8:8.3. Communicating with parents, being prepared, and on time.
A7-8:8.4. Appropriate, safe use of hand tools (e.g., cordless drill, stapler, hammer, etc.).
A7-8:8.5. Presenting necessary study guide material for your audience.
A7-8:8.6. Identifying use of line, space, color and texture in production design.
A7-8:9. Students show understanding of theater concepts and vocabulary by:
A7-8:9.1. Describing stage architecture (i.e., proscenium, thrust, arena, fourth wall).
A7-8:9.2. Identifying motivation and conflict.
A7-8:9.3. Describing what is involved in arts management, marketing, promotion.
A7-8:9.4. Explaining the roles of production staff.
A7-8:9.5. Recognizing and label acting styles, genre, sensory language, physical comedy, dialogue and monologue, nonverbal skills.
VT.A7-8.V. Visual Arts Skill Development
A7-8:10. Students show skill development when creating art by:
A7-8:10.1. Using personal observation to refine the visual representation of objects in their drawings and paintings (e.g., proportion, shading techniques, color relationships).
A7-8:10.2. Selecting art tools and materials for specific purposes.
A7-8:10.3. Making compositional decisions guided by specific principles, such as balance, movement, emphasis, etc. (e.g., intentional use of color as expressive quality, printmaking, additive/subtractive sculpture, etc.).
A7-8:11. Students demonstrate perform/communicate skills in visual arts by:
A7-8:11.1. Selecting a piece of their own art work for a public exhibition and defending their choice.
A7-8:11.2. Demonstrating individual point of view to create meaning in their work of art.
A7-8:12. Students show understanding of visual arts concepts and vocabulary by:
A7-8:12.1. Describing and integrating elements and principles of design (e.g., emphasis, unity, asymmetry, rhythm, movement, expressive use of color).
A7-8:12.2. Describing and making use of formal and expressive qualities of different media, processes and techniques with appropriate vocabulary (e.g., one and two point perspective, modeling, stippling, cross-hatching, additive and subtractive sculpting).
A7-8:12.3. Identifying and describing different motivations and purposes of artists and their art work, demonstrating an understanding of their context in time and place.
VT.A7-8.RC. Reflection and Critique
A7-8:13. Students describe art using discipline specific vocabulary, for example:
A7-8:13.1. Dance: phrasing, complex meters, positive/negative space, form (ABA, rondos)
A7-8:13.2. Music: pitch; rhythm, tempo, dynamics, form, timbre, texture, articulation, harmony, phrasing, style
A7-8:13.3. Theater: exposition, conflict, action/reaction, production value, focus, scenic concepts, theme
A7-8:13.4. Visual Arts: emphasis, unity asymmetry, rhythm, movement, modeling, stippling, cross-hatching, additive and subtractive sculpting
A7-8:14. Students analyze, interpret, and respond to art by:
A7-8:14.1. Explaining qualities (elements, principles of design, expression) and how they evoke emotion and meaning.
A7-8:14.2. Relating varied interpretations of works of art using some or all of the following (e.g., observation, personal experience, background knowledge, cultural context).
A7-8:14.3. Comparing/contrasting works of art, which may include a student's own work.
A7-8:15. Students critique and revise art by:
A7-8:15.1. Making affirming statements with specific evidence (e.g., The band played with good balance.).
A7-8:15.2. Asking questions about your own work (e.g., How did the clarinet section respond to the tempo change?).
A7-8:15.3. Asking questions of the artist(s) (e.g., Why were the violins sharp in the first passage?).
A7-8:15.4. Suggesting changes (e.g., The drummers might try playing at the edge of the drum head to play softer.).
A7-8:15.5. Discerning and responding to those suggestions that are effective, and justifying aesthetic decisions.
A7-8:15.6. Developing and applying specific criteria, individually or in groups.
VT.A7-8.MC. Making Connections
A7-8:16. Students make connections between/among the arts and disciplines outside the arts by:
A7-8:16.1. Demonstrating ways in which the basic principles and subject matter are applicable (e.g., form, balance, tone, color, unity and variety).
A7-8:16.2. Communicating ideas, concepts, feelings from other disciplines (e.g., show understanding of theatre through dance).
A7-8:17. Students show understanding of how the arts impact life by:
A7-8:17.1. Modeling skills of different arts careers through classroom work or community experiences.
A7-8:17.2. Identifying career pathways in the arts and the skills needed.
A7-8:17.3. Demonstrating an understanding of how the arts contribute to physical and mental health (e.g., self-expression, such as anger, joy, confusion, frustration).
A7-8:18. Students show understanding of how the arts shape and reflect various cultures and times by:
A7-8:18.1. Creating or performing art from different cultures, identifying common subjects, themes and techniques/styles.
A7-8:18.2. Identifying significant artists and their works from various times and places.
A7-8:18.3. Researching and describing how the arts reflect cultural values in various traditions throughout the world.
VT.A7-8.AW. Approach to Work
A7-8:19. Students approach artistic problem solving with an open mind and creative thinking by:
A7-8:19.1. Identifying challenges inherent in the work (e.g., My print is blurred.).
A7-8:19.2. Generating a variety of strategies/techniques to address those challenges (e.g., Should I add more ink? Should I press harder with my baren?).
A7-8:19.3. Considering and trying out these diverse solutions, and employing one appropriate to the work (e.g., I'll add more ink.).
A7-8:20. Students develop effective, personal work habits by:
A7-8:20.1. Demonstrating commitment and a sense of purpose (e.g., persevering to complete quality work, working to personal best).
A7-8:20.2. Demonstrating understanding of health and safety issues related to the arts (e.g., using safe work habits and techniques).
A7-8:20.3. Developing rigorous criteria and setting goals for themselves (e.g., prioritizing responsibilities, managing time/materials, and meeting completion deadlines).
A7-8:20.4. Using a variety of learning strategies (e.g., different practice techniques).
A7-8:21. Students demonstrate appropriate interactions by:
A7-8:21.1. Cooperating in an ensemble, group, or partnership to maintain an environment of safety, confidence, mutual esteem, and support.
A7-8:21.2. Responding constructively as members of an audience/group.