Alabama State Standards for Arts Education: Grade 9
AL.1.1. Dance: Movement Elements and Skills.
1.1.1. Proficient: Students will demonstrate appropriate body alignment and placement in locomotive and axial skills.
1.1.2. Proficient: Students will perform dances accurately to a variety of rhythm patterns.
1.1.3. Proficient: Students will demonstrate increased kinesthetic awareness in technical skills. (Body alignment; Musicality; Movement through space; Movement quality and performance)
1.1.4. Proficient: Students will perform dance sequences in style and disciplines of well-known choreographers.
1.1.5. Proficient: Students will demonstrate a variety of dynamics in dance compositions.
1.1.6. Proficient: Students will perform memorized dance sequences.
1.1.7. Proficient: Students will perform warm-up patterns that demonstrate increasing technical skills necessary for a variety of dance styles.
1.1.8. Proficient: Students will describe the elements and skills of dance using appropriate vocabulary.
1.1.9. Proficient: Students will demonstrate increased proficiency in performance skills. (Projection; Stage presence; Memory; Interpretation; Focus; Musicality)
1.1.10. Proficient: Students will demonstrate technical skills with a high degree of musicality, expression, and clarity.
1.1.11. Advanced: Students will Replicate dance sequences from famous scenes from musical productions.
1.1.12. Advanced: Students will demonstrate proper body alignment while performing advanced turns into a connecting movement phrase.
AL.1.2. Dance: Creation/Production /Evaluation.
1.2.13. Proficient: Students will create dances in a specific dance discipline using a combination of simple and complex steps.
1.2.14. Proficient: Students will develop peer-evaluation and self-evaluation skills.
1.2.15. Proficient: Students will formulate compositions emphasizing change in spatial designs or floor patterns.
1.2.16. Proficient: Students will create dance compositions that change the degree of energy in various parts of the composition.
1.2.17. Proficient: Students will create compositions using different compositional forms.
1.2.18. Proficient: Students will incorporate spatial design, levels, and pattern repetitions when changing an existing study from a solo to a trio.
1.2.19. Proficient: Students will create dance studies in the styles of well-known choreographers.
1.2.20. Proficient: Students will create a composition that depicts the image and mood of a common emotional event in daily life.
1.2.21. Proficient: Students will critique professionally choreographed works identifying the emotional elements exhibited.
1.2.22. Proficient: Students will explore the use of nonverbal communication skills. (Observer - receiver; Participant - initiator)
1.2.23. Advanced: Students will create a dance for production including costuming, lighting, sound, and make-up.
AL.1.3. Dance: History/Culture.
1.3.24. Proficient: Students will choreograph dance sequences relating to historical and/or current social issues.
1.3.25. Proficient: Students will describe similarities and differences in steps and movement styles of folk and/or classical dances from various cultures.
1.3.26. Proficient: Students will research the different roles of male and female dancers over time and across cultures.
1.3.27. Proficient: Students will compare the role and significance of dance in different social, historical, cultural, and political contexts.
1.3.28. Advanced: Students will demonstrate the cultural and historical context of dances representing ethnic groups of the community.
AL.1.4. Dance: Interdisciplinary.
1.4.29. Proficient: Students will connect choreography to other core disciplines.
1.4.30. Proficient: Students will analyze the role of dance in a variety of cultures and time periods.
1.4.31. Proficient: Students will discuss the value of personal lifestyle choices and the effect those choices have on endurance and performance of a dance.
1.4.32. Proficient: Students will discuss benefits of dance as a lifetime skill.
1.4.33. Proficient: Students will discuss the benefits of studying dance to personal health.
1.4.34. Proficient: Students will comprehend the importance of the warm-up to prepare the mind and body for dance.
1.4.35. Proficient: Students will explain strategies employed to prevent dance injuries.
1.4.36. Proficient: Students will apply principles of anatomy, kinesiology, and physics to facilitate safe use of the body.
1.4.37. Proficient: Students will demonstrate concepts of math, language arts, and history in student-choreographed works.
1.4.38. Advanced: Students will analyze the influence of other disciplines on choreography.
1.4.39. Advanced: Students will analyze important dance events in the twentieth century focusing on social, historical, cultural, and political contexts.
1.4.40. Advanced: Students will discuss challenges facing professional performers in maintaining healthy life styles.
AL.1.5. Dance: Technology.
1.5.41. Proficient: Students will examine the value of the use of computers in dance choreography.
1.5.42. Proficient: Students will demonstrate the use of the video camera as an evaluation tool for self and others.
1.5.43. Proficient: Students will use commercially created computer disk dance instruction.
1.5.44. Proficient: Students will create music for student choreography by using drum machines, computers, and recorder/mixers with voice-over capacity.
1.5.45. Proficient: Students will Do floor pattern diagrams by using the computer to place students.
1.5.46. Advanced: Students will explore the use of technology in the creation of dance composition.
1.5.47. Advanced: Students will explore the use of technology to obtain information related to dance research, resources, and dance careers.
AL.2.1. Vocal, Choral Music Levels III and IV: Sing, and Read.
2.1.1. Students will sing a varied repertoire alone, with others, and in small and large group ensembles using proper vocal techniques. (Posture; Breath control; Tonal production; Diction; Articulation; Intonation)
2.1.2. Students will interpret notes, rests, and meter signature.
2.1.3. Students will recognize and demonstrate standard terms. (Pitch; Dynamics; Rhythm; Tempo; Articulation; Expression)
2.1.4. Students will sight-sing four-part literature.
2.1.5. Students will sing a variety of diverse genres, cultures, and languages demonstrating their interpretative and expressive qualities.
AL.2.2. Vocal, Choral Music Levels III and IV: Analyze, Describe.
2.2.6. Students will analyze and describe significant changes in a musical score while (listening; performing)
2.2.7. Students will describe the elements of music and expressive vocal devices in the music of diverse genres, cultures, and languages.
2.2.8. Students will perform a variety of vocal styles and forms from various time periods and ethnic groups.
2.2.9. Students will Distinguish and perform the aesthetic characteristics of vocal composition. (Tension and release; Expression; Unity and contrast; Variety; Timbre)
AL.2.3. Vocal, Choral Music Levels III and IV: Create, Improvise, and Compose.
2.3.10. Students will improvise melodic embellishments to a given melody.
2.3.11. Students will create and perform rhythmic and melodic variations.
2.3.12. Students will create and perform harmonic accompaniment.
2.3.13. Students will compose songs using aesthetic characteristics of vocal composition.
2.3.14. Students will create and sing melodies to be sung over rhythmic ostinatos.
2.3.15. Students will utilize technological advancements to enhance performance and composition.
2.3.16. Students will exhibit appropriate audience behavior.
2.3.17. Students will exhibit appropriate performance behavior.
AL.2.4. Vocal, Choral Music Levels III and IV: Evaluate.
2.4.18. Students will apply the vocal technique established criteria for evaluating performance.
2.4.19. Students will evaluate musical compositions in terms of aesthetic qualities.
AL.2.5. Vocal, Choral Music Levels III and IV: Connect.
2.5.20. Students will describe distinguishing characteristics of performance songs. (Historical period; Style; Language; Cultural genre; Composer)
2.5.21. Students will compare the artistic principles of vocal music to those of other arts disciplines.
2.5.22. Students will discuss the importance and roles of vocal music in other cultures.
2.5.23. Students will analyze the role vocal performers serve in our culture.
2.5.24. Students will examine the origins and development of American vocal music genres.
AL.3.1. Instrumental Music Level I: Read.
3.1.1. Students will read whole, half, quarter, eighth, and dotted notes and rests in and allay breve meter signatures.
3.1.2. Students will sight-read accurately simple melodies.
3.1.3. Students will sight-read appropriate clefs.
AL.3.2. Instrumental Music Level I: Perform.
3.2.4. Students will perform accurately on at least one instrument alone and in large and small ensembles with good posture, good playing position, and good breath as well as bow or stick control.
3.2.5. Students will perform a varied repertoire of beginning instrumental literature on at least one string, wind, or percussion instrument.
3.2.6. Students will perform with proficiency solo and ensemble literature appropriate to the individual developmental level.
3.2.7. Students will demonstrate basic knowledge of fundamental musical structure through performance of scales, arpeggios and rudiments.
AL.3.3. Instrumental Music Level I: Listen, Describe.
3.3.8. Students will demonstrate awareness of basic expressive musical symbols.
3.3.9. Students will analyze and describe significant changes in a musical score. (Reading; listening)
AL.3.4. Instrumental Music Level I: Create.
3.4.10. Students will improvise simple melodic embellishments to a given melody.
3.4.11. Students will compose harmonic accompaniment to be played with a melody.
AL.3.5. Instrumental Music Level I: Evaluate.
3.5.12. Students will discuss the musical means used by a performed instrumental work to evoke feelings and emotions.
3.5.13. Students will evaluate the quality of self and others' performances using established criteria. (Tone; Intonation; Technique; Balance; Blend)
3.5.14. Students will exhibit appropriate audience behavior.
3.5.15. Students will exhibit appropriate performance behavior.
AL.3.6. Instrumental Music Level I: Connect.
3.6.16. Students will relate music to history and culture.
3.6.17. Students will discuss ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of instrumental music.
3.6.18. Students will recognize multicultural musical styles as they relate to various historical periods and their relationships to beginning instrumental performance literature.
AL.4.1. Instrumental Music Level II: Read.
4.1.1. Students will read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in and alla breve meter signatures.
4.1.2. Students will sight-read accurately and expressively simple melodies.
4.1.3. Students will sight-read appropriate clefs while keeping a steady beat.
AL.4.2. Instrumental Music Level II: Perform.
4.2.4. Students will perform accurately on at least one instrument alone and in large and small ensembles with good posture, good playing position, and good breath as well as bow or stick control.
4.2.5. Students will perform a varied repertoire of intermediate level instrumental literature on at least one string, wind, or percussion instrument.
4.2.6. Students will perform with proficiency solo and ensemble literature appropriate to the individual developmental level.
4.2.7. Students will demonstrate basic knowledge of fundamental musical structure through performance of scales, arpeggios and rudiments.
AL.4.3. Instrumental Music Level II: Listen, Describe.
4.3.8. Students will demonstrate awareness of basic expressive musical symbols.
4.3.9. Students will aurally discriminate pitches.
4.3.10. Students will analyze and describe significant changes in a musical score. (Listening; Performing; Reading)
AL.4.4. Instrumental Music Level II: Create.
4.4.11. Students will improvise melodic embellishments to a given melody.
4.4.12. Students will create and perform rhythmic and melodic variations.
4.4.13. Students will compose harmonic accompaniment to a melody.
AL.4.5. Instrumental Music Level II: Evaluate.
4.5.14. Students will discuss the musical means used by a performed instrumental work to evoke feelings and emotions.
4.5.15. Students will evaluate the quality of self and others' performances using established criteria. (Tone; Intonation; Technique; Balance; Blend)
4.5.16. Students will exhibit appropriate audience behavior.
4.5.17. Students will exhibit appropriate performance behavior.
AL.4.6. Instrumental Music Level II: Connect.
4.6.18. Students will relate the importance and roles of instrumental music in other cultures.
4.6.19. Students will discuss ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of instrumental music.
4.6.20. Students will recognize multicultural musical styles as they relate to various historical periods and their relationships to intermediate performance literature.
AL.5.1. Instrumental Music Level III: Read.
5.1.1. Students will read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in and alla breve meter signatures.
5.1.2. Students will sight-read accurately and expressively advanced melodies and middle school performance literature.
5.1.3. Students will sight-read appropriate clefs while keeping a steady beat.
5.1.4. Students will recognize and demonstrate standard terms. (Pitch; Dynamics; Rhythm; Tempo; Articulation; Expression)
AL.5.2. Instrumental Music Level III: Perform.
5.2.5. Students will perform accurately on at least one instrument alone and in large and small ensembles with good posture, good playing position, and good breath as well as bow or stick control.
5.2.6. Students will perform with proficiency a large and varied repertoire of instrumental literature with a level of difficulty appropriate to middle school instrumental programs.
5.2.7. Students will perform with proficiency solo and ensemble literature appropriate to the individual developmental level.
5.2.8. Students will perform a variety of styles and forms from various time periods and ethnic groups.
AL.5.3. Instrumental Music Level III: Listen, Describe.
5.3.9. Students will demonstrate awareness of basic expressive musical symbols.
5.3.10. Students will demonstrate extensive knowledge of fundamental musical structure through performance of scales/arpeggios and/or rudiments.
5.3.11. Students will aurally discriminate pitches.
5.3.12. Students will analyze and describe significant changes in a musical score. (Listening; Performing; Reading)
AL.5.4. Instrumental Music Level III: Create.
5.4.13. Students will improvise melodic embellishments to a given melody.
5.4.14. Students will create and perform rhythmic and melodic variations.
5.4.15. Students will compose harmonic accompaniment to a melody.
5.4.16. Students will utilize technological advancements to enhance performance and composition.
AL.5.5. Instrumental Music Level III: Evaluate.
5.5.17. Students will evaluate the musical means used by a performed instrumental work to evoke feelings and emotions.
5.5.18. Students will evaluate a given musical work and performance in terms of its aesthetic qualities.
5.5.19. Students will evaluate the quality of personal and others' performances using established criteria. (Tone; Intonation; Technique; Balance; Blend; Interpretation)
5.5.20. Students will exhibit appropriate audience behavior.
5.5.21. Students will exhibit appropriate performance behavior.
AL.5.6. Instrumental Music Level III: Connect.
5.6.22. Students will analyze multicultural musical styles as they relate to various historical periods and their relationships to middle school performance literature.
5.6.23. Students will discuss ways in which the principles and subject matter outside the arts are interrelated to those of instrumental music.
5.6.24. Students will describe the elements of music and expressive instrumental devices in the music of diverse genres, cultures, and languages.
AL.6.1. Instrumental Music Level IV: Read.
6.1.1. Students will read whole, half, quarter, eighth, sixteenth, thirty-second, and dotted notes and rests in and alla breve meter signatures.
6.1.2. Students will sight-read accurately and expressively advanced melodies and high school performance literature.
6.1.3. Students will interpret standard terms related to (Pitch; Dynamics; Rhythm; Tempo; Articulation; Expression)
AL.6.2. Instrumental Music Level IV: Perform.
6.2.4. Students will perform on at least one instrument accurately alone and in large and small ensembles. (Posture; Breath control; Tonal production; Diction; Articulation; Intonation)
6.2.5. Students will perform with proficiency a large and varied repertoire of instrumental literature with a level of difficulty appropriate to high school band programs.
6.2.6. Students will perform with proficiency solo and ensemble literature appropriate to the individual developmental level.
6.2.7. Students will perform a variety of instrumental styles and forms from various time periods and ethnic groups.
AL.6.3. Instrumental Music Level IV: Listen, Describe.
6.3.8. Students will demonstrate a comprehensive knowledge of expressive musical symbols through instrumental performance.
6.3.9. Students will demonstrate extensive knowledge of fundamental musical structure through performance of scale, arpeggios, and rudiments.
6.3.10. Students will describe pitches aurally.
6.3.11. Students will analyze and describe significant changes in a musical score. (Listening; Performing; Reading)
AL.6.4. Instrumental Music Level IV: Create.
6.4.12. Students will improvise simple melodic embellishments to a given melody.
6.4.13. Students will compose instrumental rhythmic and melodic variations of given melodies.
6.4.14. Students will compose harmonic accompaniment to a melody using I, IV, V, VI chords.
6.4.15. Students will utilize technological advancements to enhance performance and composition.
AL.6.5. Instrumental Music Level IV: Evaluate.
6.5.16. Students will evaluate the musical means used by a performed instrumental work to evoke feelings and emotions.
6.5.17. Students will evaluate a given musical work and performance in terms of its aesthetic qualities.
6.5.18. Students will evaluate the quality of personal and others' performances using established criteria. (Tone; Intonation; Technique; Balance; Blend; Interpretation)
6.5.19. Students will recognize and practice appropriate audience behavior.
6.5.20. Students will recognize and practice appropriate performance behavior.
AL.6.6. Instrumental Music Level IV: Connect.
6.6.21. Students will analyze multicultural musical styles as they relate to various historical periods and to high school instrumental literature.
6.6.22. Students will explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of high school instrumental literature.
6.6.23. Students will relate musical skills and concepts to concepts of other core disciplines.
AL.7.1. Theatre: History.
7.1.1. Students will interpret the impact history and Theatre has had upon each other including available technology. (Students will Incorporate content from courses of study in Social Studies and Language Arts; Interpret Theatre history through dramatic literature.)
7.1.2. Students will compare the influence in Theatre of different historical periods, social issues, historical figures, and cultural groups. (Comparison of American regionalism and foreign and neutral dialects; identifying the contributions of different cultures and historical periods that remain prominent)
7.1.3. Students will research the history of theatrical performance styles to assist with performing dramatic texts.
7.1.4. Students will recognize that some of the world's great writers have written for the stage.
7.1.5. Students will research the history of the modern masters.
7.1.6. Students will research the development in history of the American drama.
7.1.7. Students will research settings, properties, costumes, and make-up that illustrate cultural environments and/or historical periods.
7.1.8. Students will recognize Theatre as a force for social change and a potential cause of action in cultural history.
AL.7.2. Theatre: Criticism.
7.2.9. Students will critique alternative characterization choices.
7.2.10. Students will evaluate and critique vocal work. (Development of criteria; Evaluation of one's own and another's voice; Notation of strengths and weaknesses)
7.2.11. Students will analyze how sensitivity to perceptions and characterizations of their peers affect performance.
7.2.12. Students will accept and adjust to others' creative ideas. (Ineffective responses to criticism; Effective responses to criticism)
7.2.13. Students will analyze how emotional state affects perception.
7.2.14. Students will evaluate the intent, structure, effectiveness, and worth of work of the director.
7.2.15. Students will analyze and evaluate audience responses to productions.
7.2.16. Students will analyze technical elements used to convey the originator's intent.
AL.7.3. Theatre: Aesthetics.
7.3.17. Students will discuss the importance of nonverbal communication.
7.3.18. Students will discuss cultural and social attitudes as they relate to self and others.
7.3.19. Students will explore and understand interdisciplinary relationships among art forms and the way they relate to the study, process, and production of Theatre.
7.3.20. Students will recognize and understand that visuals, sounds, movements, and words are ways of presenting ideas/feelings manifested through all the arts.
7.3.21. Students will experience performances of diverse styles, modes, and genres.
7.3.22. Students will compare and contrast productions with life situations. (Assessing how performances broaden perceptions of the range of human potential; Reflecting upon personal and universal meanings in productions)
7.3.23. Students will analyze motifs, symbols, and metaphors in productions and relate them to personal experiences.
7.3.24. Students will communicate the personal impact of theatrical experiences.
7.3.25. Students will understand the role of Theatre and related areas as an avocation and the way they serve as a means of renewal and recreation.
7.3.26. Students will analyze the relationship of Theatre design to mood, emotions, and social and cultural biases.
7.3.27. Students will analyze scenic design's effect upon audience perspective. (Ideas; Colors; Lines and texture)
7.3.28. Students will demonstrate proper audience behavior.
7.3.29. Students will use divergent thinking in the creative process.
AL.7.4. Theatre: Production.
7.4.30. Students will discuss the process of theatrical production.
7.4.31. Students will analyze the relationships among the theatrical elements: make-up, technical Theatre, performer-management, performer-audience.
7.4.32. Students will understand and practice Theatre as a synthesis of all the arts.
7.4.33. Students will demonstrate responsible behavior and social discipline through successful collaboration in Theatre and related media.
AL.7.5. Theatre: Writing.
7.5.34. Students will analyze the function of a playwright and the process of writing plays.
7.5.35. Students will identify and describe the elements of short plays and scenes. (See Theatre-Related Resources-Form and Structure of Scripts.) (Character; Plot; Setting; Theme)
7.5.36. Students will describe the form and structure of scripts. (Theme; Plot; Functions of characters (foils, protagonists, antagonists, incidental, agent of fate); Subtext)
7.5.37. Students will evaluate plots and themes.
7.5.38. Students will illustrate how language is used to define characters.
7.5.39. Students will interpret metaphors, themes, and moods in scripts.
7.5.40. Students will describe the role of the playwright as an artist collaborating with director, actors, designers, and technicians.
AL.7.6. Theatre: Direction.
7.6.41. Students will identify the role(s) of the director in the Theatre process. (Responsible for creative choices among the actor, technical staff and director; Responsible for unifying the production concept; Responsible to the script, actors, designers, technicians, and audience)
7.6.42. Students will direct in a classroom or formal Theatre setting. (Imagining, visualizing, and analyzing how literature or dramatic text might be played; developing a plan for an entire Theatre production; using appropriate blocking (staging) techniques to realize directorial choices)
7.6.43. Students will Research, understand, and employ established staging conventions appropriate to style and genre.
7.6.44. Students will research and apply stage conventions for traditional and alternative performance spaces.
AL.7.7. Theatre: Design/Technical.
7.7.45. Students will identify the various components of technical Theatre. (Lighting; Sound; Scenery; Properties; Costumes; Make-up; Hair)
7.7.46. Students will identify the technical parts of a theatre facility and their functions.
7.7.47. Students will identify and define the basic types of scenery construction.
7.7.48. Students will describe the construction process of basic types of scenery such as flats or platforms.
7.7.49. Students will differentiate between the construction for life and for Theatre.
7.7.50. Students will identify audience perceptions to be considered in scenic design.
7.7.51. Students will design a production using a production concept as a framework.
7.7.52. Students will apply the basics of technical drawing used in creating renderings and working drawings.
7.7.53. Students will create a scale model from working drawings.
7.7.54. Students will describe the basic process of scenic painting techniques. (Preparation/mixing; Experimentation with techniques; Application)
7.7.55. Students will explain the production concept of using lighting-direction, color, and intensity-to create mood.
7.7.56. Students will explain the roles of costumes in theatrical productions.
7.7.57. Students will design costume sketches using figure drawings.
7.7.58. Students will apply basic principles of complementary and contrasting colors in costume drawings and actual costumes.
7.7.59. Students will construct and coordinate simple costumes and accessories from an assortment of materials and supplies.
7.7.60. Students will analyze and design visual representations.
7.7.61. Students will describe the function and use of sound equipment.
7.7.62. Students will describe how audience perception is considered in sound design.
7.7.63. Students will apply technical knowledge and skills to solve problems safely and collaboratively when creating a production.
7.7.64. Students will describe the physiology of vocal production and functions of vocal mechanisms. (Head; Throat; Thorax region; Diaphragm)
7.7.65. Students will analyze the elements of clear and expressive speech. (Articulation; Pronunciation; Volume; Rate; Intonation; Oral phrasing)
7.7.66. Students will understand the development and use of the vocal instrument in the dramatic process.
7.7.67. Students will demonstrate and explain the importance of projecting the voice audibly, clearly, and without strain.
7.7.68. Students will demonstrate the proper use of a personal vocal warm-up.
7.7.69. Students will analyze the relationship between body and voice.
7.7.70. Students will discuss the use of the body as a creative instrument including pantomime, stage combat, and general movement.
7.7.71. Students will use an integrated approach to acting.
7.7.72. Students will demonstrate understanding of stage movement. ('The Fourth Wall'; Planes; Levels; Stage positions)
7.7.73. Students will use improvisation to explore and create scenes and plays. (Innovating and 'thinking on one's feet' in improvised scenes; Demonstrating plot sequence, themes, and script movement)
7.7.74. Students will identify and research various acting styles.
7.7.75. Students will research various theories and methods of acting.
7.7.76. Students will analyze script for physical, social, and psychological dimensions of characterization.
7.7.77. Students will identify and explain acting conventions used in Theatre. (Asides; Soliloquies; Fade; Voice-overs)
AL.7.8. Theatre: Management/Presenting.
7.8.78. Students will understand the areas of Theatre management and their use in play production.
7.8.79. Students will understand the range of Theatre careers and related areas as occupational opportunities.
7.8.80. Students will define qualification and skills required to enter various Theatre and related occupational areas.
7.8.81. Students will explain the functions of Theatre unions, associations, and agents.
7.8.82. Students will demonstrate skills required for career preparation in Theatre and related areas.
AL.8.1. Visual Arts: Technique and Processes.
8.1.1. Proficient: Students will use art materials in a safe and responsible manner that also includes cleaning, storing, and replenishing supplies where applicable.
8.1.2. Proficient: Students will produce artwork employing a diverse range of media, techniques, and processes with proficiency to communicate ideas.
8.1.3. Proficient: Students will use appropriate media, techniques, or processes to solve visual arts problems to communicate ideas.
AL.8.2. Visual Arts: Advanced.
8.2.4. Students will produce artwork of exceptional quality to communicate ideas in at least one visual arts medium.
8.2.5. Students will Initiate, define, and solve visual arts problems independently using higher-order thinking skills such as analysis, synthesis, and evaluation.
AL.8.3. Visual Arts: Design Elements and Principles.
8.3.6. Proficient: Students will demonstrate the ability to form and defend judgments using the principles and elements of design.
8.3.7. Proficient: Students will evaluate the quality of artwork in terms of organizational elements and principles using description, analysis, interpretation, and judgment.
8.3.8. Proficient: Students will use the principles of design and elements of art to solve specific visual arts problems in creating works of art.
8.3.9. Advanced: Students will demonstrate the ability to compare two or more perspectives of the use of design principles and art elements in artwork.
8.3.10. Advanced: Students will defend personal evaluations of different perspectives of the principles and techniques used in a work of art.
8.3.11. Advanced: Students will create multiple solutions to visual arts problems using structural choices (elements) and artistic functions (principles).
AL.8.4. Visual Arts: History and Culture.
8.4.12. Proficient: Students will research the characteristics and purposes of a variety of interrelated historical and cultural works of art.
8.4.13. Proficient: Students will describe the function and explore the meaning of specific art objects from a variety of cultures, times, and places.
8.4.14. Proficient: Students will analyze the historical and cultural influences and aesthetics of selected works of art.
8.4.15. Advanced: Students will use the works of critics, historians, aestheticians, and artists as a basis for interpreting the form, purposes, and relationships of selected works of art.
8.4.16. Advanced: Students will analyze characteristics of works of art that are common to various cultural groups and historical periods.
AL.8.5. Visual Arts: Evaluation.
8.5.17. Proficient: Students will determine ways works of art differ visually, spatially, and functionally and describe how these are related to history and culture.
8.5.18. Proficient: Students will select subjects, symbols, and ideas from daily life to use as subject matter for art.
8.5.19. Proficient: Students will use understanding gained through art research to solve problems illustrating personal experiences, feelings, and beliefs.
8.5.20. Advanced: Students will describe origins of specific images and ideas and explain why they are important in the work being examined and in the artwork of others.
AL.8.6. Visual Arts: Criticism.
8.6.21. Proficient: Students will analyze and justify artists' intentions and purposes in selected works of art.
8.6.22. Proficient: Students will describe specific works and show how they relate to historical and cultural context.
8.6.23. Advanced: Students will research various techniques of communicating meanings, ideas, attitudes, views, and intentions in works of art.
AL.8.7. Visual Arts: Connections.
8.7.24. Proficient: Students will compare themes, issues, and modes of expression of visual arts with other creative disciplines.
8.7.25. Proficient: Students will compare characteristics of visual arts with the ideas, issues, or themes in the humanities or science within a given historical period.
8.7.26. Advanced: Students will compare the creative and analytical processes of the visual arts with selected other arts disciplines, the humanities and the sciences.