Arizona State Standards for Arts Education: Grade 7

AZ.1. Music (Essentials): Creating Art: Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

1AM-E1. Students know and are able to expand note-reading ability to include sixteenth and dotted notes, and rests in 6/8, 3/8, and alla breve (cut time) meter signatures.

PO 1. Read patterns using the above elements.

PO 2. Demonstrate patterns using the above elements.

PO 3. Write patterns using the above elements.

1AM-E2. Students know and are able to articulate notes on the page (e.g., letters [a, b, c, d, e, f, g], numbers [1, 2, 3, etc.], syllables [do, re, mi, etc.]).

PO 1. Read notation based upon major and minor tonalities.

1AM-E3. Students know and are able to sing/perform accurately and with good breath control, tone quality, posture and technique.

PO 1. Perform with appropriate tone quality.

1AM-E4. Students know and are able to sing/play in ensemble or alone, with expression and technical accuracy, a varied repertoire of musical literature with level of difficulty 3 on a scale of 1-6, including some songs performed from memory.

PO 1. Sing/play numerous pieces of music in various styles (e.g., spirituals, folk songs) withimproved expression (e.g., dynamics, phrasing) and technical accuracy (e.g., breath support, pitch, diction).

PO 2. Sing music without accompaniment (a capella) if stylistically appropriate.

1AM-E5. Students know and are able to recognize and perform the major and minor scale structures.

PO 1. Identify pattern of whole and half-steps in the major and minor scales (melodic).

PO 2. Notate major/minor scales.

PO 3. Sing/play major and minor scales.

1AM-E6. Students know and are able to sight-read accurately and expressively music with level of difficulty 2 on a scale of 1-6.

PO 1. Sight-read at level of difficulty 2.

1AM-E7. Students know and are able to improvise simple harmonic accompaniments and melodies.

PO 1. Identify sub-dominant chords.

PO 2. Play an improvised harmonic accompaniment using tonic, dominant, and sub-dominant.

PO 3. Sing and/or play an improvised melody based on a three-chord progression.

1AM-E8. Students know and are able to compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance.

PO 1. Create a 4, 8, or 16 bar piece using standard notation.

1AM-E9. Students know and are able to identify and demonstrate the basic physical and scientific properties of the technical aspects of music (e.g., acoustics, resonance, intervals, materials used in the construction of instruments, computer keyboards and workstations, Musical Instrument Digital Interface [MIDI], Computer Assisted Musical Instruction [CAMI], mathematics, human anatomy).

PO 1. Identify the harmonic series.

PO 2. Explain the effect the harmonic series has on the timbre of an instrument.

PO 3. Compare/contrast an instrument's construction with its sound.

1AM-E10. Students know and are able to use a variety of traditional (e.g., voices, instruments) and non-traditional (e.g., paper tearing, clapping, finger snapping, pencil tapping) sound sources and electronic media when composing and arranging.

AZ.2. Music (Essentials): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AM-E1. Students know and are able to analyze the uses of dynamics, pitch, duration, melodic contour, structure, timbre, and tempo in aural examples representing diverse genres and cultures.

PO 1. Identify the musical elements (listed in above concept) used in a musical score.

PO 2. Compare/contrast the musical elements of various genres and cultures.

2AM-E2. Students know and are able to describe and classify by genre and style listening examples of high quality; explain the characteristics that cause those selections to be exemplary.

PO 1. Identify characteristics of an exemplary performance.

PO 2. Evaluate the difference between an adequate and an exemplary performance.

2AM-E3. Students know and are able to discuss diverse functions which music serves.

PO 1. Compare/contrast music's function in various settings.

2AM-E4. Students know and are able to compare the roles of musicians (e.g., music video performer, symphony conductor, opera soloist, gospel choir singer, recording artist, film score composer/ arranger, church organist, Apache violinist) according to the various functions and the conditions under which music is performed.

PO 1. Describe how two or more roles could be used to achieve a performance.

AZ.3. Music (Essentials): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AM-E1. Students know and are able to devise and apply criteria for evaluating performances and compositions.

PO 1. Compare/contrast performances of similar and different musical genre.

3AM-E2. Students know and are able to describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with music.

PO 1. Describe how the various musical elements could foster learning in other disciplines (e.g., periodic table).

3AM-E3. Students know and are able to analyze and demonstrate the use of the elements of music (e.g., in live and recorded performance, verbal discussion).

PO 1. Create a story utilizing the elements of music.

AZ.1. Visual Arts (Essentials): Creating Art: Students know and apply the arts, disciplines, techniques and processes to communicate in original or interpretive work.

1AV-E1. Students know and are able to choose the most appropriate media, techniques, and processes to enhance communication of one's own ideas and experiences.

PO 1. Create artwork using the most appropriate techniques and processes to communicateideas and experiences.

PO 2. Analyze the effectiveness of the characteristics of the specific media used to enhance the communication of experiences and ideas.

1AV-E2. Students know and are able to demonstrate increasing technical ability and skill to complete visual arts assignments.

PO 1. Demonstrate technical ability and skill to complete visual arts assignments.

PO 2. Demonstrate improvement of technical ability and skill in a sequence of one's own artwork.

PO 3. Produce a portfolio demonstrating improved technical ability and skill.

1AV-E3. Students know and are able to identify and demonstrate the basic physical and scientific properties of the technical aspects of visual arts media (e.g., glazes, paints, printing equipment, photo papers/chemicals, fiber dyes, kilns, cameras, computer software and hardware, mathematics, light, tensile strength).

PO 1. Identify basic physical and scientific properties of the technical aspects of visual artsmedia.

PO 2. Demonstrate, within one's own artworks, the basic physical and scientific properties of the technical aspects of visual arts media.

1AV-E4. Students know and are able to continue to expand knowledge and use of different arts media, acquiring several new techniques.

PO 1. Compare different arts media and techniques.

PO 2. Select a combination of known techniques and apply them in new and different wayscreating artworks.

1AV-E5. Students know and are able to investigate and sequence multiple visual solutions to a given problem, making revisions and articulating the rationale for the best solutions.

PO 1. Analyze factors leading to a successful resolution of an artistic problem.

PO 2. State rationale for the choices or options selected in resolving the artistic problem.

AZ.2. Visual Arts (Essentials): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time, and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AV-E1. Students know and are able to use subjects, themes and symbols that demonstrate knowledge of contexts, values and aesthetics to communicate intended meaning in their artworks.

PO 1. State meaning of symbols and subject matter based on their values and preferences.

PO 2. Predict the intended meanings of symbols and subject matter to the viewing audience.

PO 3. Evaluate one's own work based on the success of communicating their intendedmeaning.

2AV-E2. Students know and are able to identify and investigate visual arts careers and qualifications, noting the personal and work attributes required to succeed.

PO 1. Determine careers in the visual arts.

PO 2. Research a particular career choice for qualifications necessary.

PO 3. List one's own personal strengths and interests and match those with existing arts careers.

2AV-E3. Students know and are able to identify and compare the characteristics of artworks that share similar subject matter, historical periods or cultural context.

PO 1. Categorize subject matter based on cultural or historical content.

PO 2. Differentiate the similarities in their artwork with characteristics of cultural groupsor historical periods.

2AV-E4. Students know and are able to describe the role art plays in culture and how it reflects, records and shapes history in various times, places and traditions.

PO 1. Categorize art images/objects for one's own social, economic, political, geographic,and/or cultural purposes.

PO 2. Appraise the social, economic, political, geographic, and/or cultural purpose of one's own work.

AZ.3. Visual Arts (Essentials): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AV-E1. Students know and are able to compare and contrast the various purposes for creating art.

PO 1. Analyze purposes for creating art.

PO 2. Compare various purposes for creating art.

PO 3. Contrast various purposes for creating art.

3AV-E2. Students know and are able to identify the artistic styles of realistic, abstract and non-objective artworks.

PO 1. Explain characteristics of realistic artworks.

PO 2. Explain characteristics of abstract artworks.

PO 3. Explain characteristics of non-objective artworks.

3AV-E3. Students know and are able to interpret and describe the messages of contemporary and historic artworks in terms of cultural and ethnic influences.

PO 1. Interpret the meaning of contemporary artworks in terms of a particular culture or ethnic background.

PO 2. Interpret the meaning of historical artworks in terms of a particular culture or ethnic background.

PO 3. Suggest the influences of culture on artworks.

3AV-E4. Students know and are able to use art elements and the principles of design to describe the effective communication of ideas in one's own personal work and in the work of master artists.

PO 1. Use the elements of art to describe the effective communication of ideas in one's own personal work.

PO 2. Use the principles of design to describe the effective communication of ideas in one's own personal work.

3AV-E5. Students know and are able to describe and compare own responses and responses of others to works by artists from various eras and cultures.

PO 1. Develop one's own rationale about works from various eras and cultures.

PO 2. Describe the rationale of others about works from various eras and cultures.

PO 3. Compare one's own rationale with the rationale of others about works from various eras and cultures.

3AV-E6. Students know and are able to describe and demonstrate the persuasive power of the visual arts to influence messages used by business, industry and politics.

PO 1. Develop a presentation illustrating the persuasive power of the visual arts to influencemessages used by business, industry and politics.

3AV-E7. Students know and are able to describe ways in which the principles and subject matter of other disciplines in the curriculum are interrelated with visual arts.

PO 1. Explain how the curriculum concepts translate from other disciplines into the visual arts (e.g., measurements in mathematics, writing and public speaking in language arts).

PO 2. Employ the curriculum concepts from other disciplines to the visual arts (e.g., measurements in mathematics, writing, and public speaking in language arts).

3AV-E8. Students know and are able to demonstrate the process and value of critiquing one's own artwork and the work of others, using technology as one means of communicating personal ideas in a variety of forums.

PO 1. Summarize one process of critiquing.

PO 2. Use one process of critiquing to critique one's own work using a computer.

PO 3. Use one process of critiquing to critique the work of others using a computer.

AZ.1. Theatre (Essentials): Creating Art: Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

1AT-E1. Students know and are able to create and script (e.g., through scenarios for improvisations and scripts), both individually and in groups, scenarios that develop tension and suspense between believable, interrelated characters.

PO 1. Create a draft for a short play or screen play with several scenes including subplots and major and minor conflicts.

PO 2. Rewrite a short play or screenplay with insights based on improvisations and/or readings of the draft scripts working for dialogue and action appropriate for characters and situation.

1AT-E2. Students know and are able to demonstrate mental and physical attributes (e.g., concentration, sense recall, and ability to remember lines and cues; breath and vocal control, body alignment, flexibility, and coordination) required to communicate characters different from themselves.

PO 1. Support the relationships with other characters in a role within the scene.

PO 2. Demonstrate fluidity of dialogue when delivering lines and responding to cues.

PO 3. Use vocal techniques (e.g., enunciation, pronunciation, rate, rhythm, tempo, tone, pitch, volume) to create a character.

PO 4. Demonstrate a controlled range of movement to differentiate one character from another.

1AT-E3. Students know and are able to cooperate in an ensemble to rehearse and present improvisations and scripted scenes involving themselves as invented characters.

PO 1. Based on an analysis of the text, describe character motivations, the basic structure of the story, and the role of the environment in the story.

PO 2. Integrate the ideas of student designers and directors in the development of a scene for production, using readily available materials for scenery, props and costumes.

PO 3. Demonstrate the ability to take direction from teacher or student director.

PO 4. Give directions as director or designer (based on an analysis of the text, including placement of characters that utilize all stage areas - upstage, down stage, etc. - and that creates emphasis and contrast).

PO 5. Participate in a formal presentation and/or a film/video that demonstrates ability to portray a character (e.g., through vocal and movement control, concentration, reaction).

1AT-E4. Students know and are able to identify and demonstrate the basic physical and chemical properties of the technical aspects of theatre (e.g., light, color, electricity, paint, set construction and makeup).

PO 1. Demonstrate light as an additive phenomenon (i.e., the primary lighting colors are blue, green, and yellow, and by adding them other colors and white can be created) and paint as subtractive (i.e., pigments in which the primary colors red, blue, and yellow, absorb light and mixing them leads to black).

PO 2. Describe basic characteristics of electricity as it is used to control light (e.g., wattage, voltage and electronic dimmers).

PO 3. Explain the basic differences between oil and water-based makeup and the effect each has on the skin.

1AT-E5. Students know and are able to analyze scenes for artistic and technical requirements; develop design based on musical and visual art principles that meet the requirements of the scene.

PO 1. Create a floor plan for the scene indicating environmental objects and set props; take into account sight lines and character action.

PO 2. Develop a design that communicates story and environment for a theatre, film or video scene (i.e., choices about art elements in the setting, lighting, sound and costumes should convey a unified meaning).

PO 3. Make costume sketches (using figure models if needed) to convey character and character relationships, class, time, culture).

PO 4. Design makeup (given face models) to suggest age and personality of the character.

PO 5. Create a simple light and sound plot indicating cues for changes (based on available equipment).

1AT-E6. Students know and are able to work collaboratively and safely to select and create elements of scenery, properties, lighting, sound, costumes and makeup that will suggest their designs.

PO 1. Use tools correctly (power tools if available and appropriate for the project) when constructing the scenery for the presentation.

PO 2. Use lighting and sound equipment appropriately.

PO 3. Construct costume pieces to enhance characterization and performance.

PO 4. Apply simple suggestive makeup using safe products and procedures.

AZ.2. Theatre (Essentials): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AT-E1. Students know and are able to analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genre and media.

PO 1. Given a dramatic text or media presentation, compare similar characters (e.g., physical, social and emotional dimensions) fromwritten or media sources.

PO 2. Given a dramatic text or media presentation, compare similar characters from two different genres of drama (e.g., comedy, drama,farce).

2AT-E2. Students know and are able to explain and compare the roles and interrelated responsibilities of various personnel involved in theatre, film, television and/or electronic media productions.

PO 1. Explain how theatre/film playwrights, directors, producers, actors, designers worktogether to plan and produce a show.

PO 2. Utilize knowledge of roles and responsibilities of various theatre/film/televisionprofessionals to collaborate on the production of a scene, short video, puppet show.

2AT-E3. Students know and are able to explain how social concepts (e.g., cooperation, communication, collaboration, consensus, self-esteem, risk-taking, sympathy, empathy) apply in theatre and in daily life, literature or history.

PO 1. Discuss ways in which different behaviors might change or resolve the fictionalproblem.

PO 2. Incorporate insights from comparison of character behavior in dramatic literature andproductions to analyze real life situations.

2AT-E4. Students know and are able to apply research to script writing, acting, designing and directing.

PO 1. Refine research skills (e.g., increase sources, analyze sources in more depth).

PO 2. Present selected information from research to the ensemble to support the productionprocess.

PO 3. Develop a production utilizing the most applicable and appropriate researched insights.

2AT-E5. Students know and are able to analyze the emotional and social impact (e.g., historical and contemporary) of performances in their lives and the lives of others).

PO 1. Define differences between the emotional and social impact of a fictional experiencewith real life.

PO 2. Explain how one's own behavior might change in response to a performance (e.g.,drugs or alcohol abuse, criminal behavior, friendship or family relationships).

2AT-E6. Students know and are able to select characters representing various historical periods and cultures from scripts and other sources and illustrate how these characters 1) have similar needs and motivations and 2) reflect the conditions of their time and place.

PO 1. Diagnose and discuss the conditions of time, place, cultural beliefs, class andrelationships that affected character actions.

PO 2. Compare conditions that affected character actions with personal and current socialsituations.

2AT-E7. Students know and are able to describe and compare responses to their own works and works by others.

PO 1. Compare and contrast differences of opinion of the same work of art.

AZ.3. Theatre (Essentials): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AT-E1. Students know and are able to explain and justify the meanings constructed from their and others/ dramatic performances.

PO 1. Explain the effect a plays' conflicts have on the interaction of characters and theresulting themes.

PO 2. Improvise or script a scene based on a discussed theme.

PO 3. Justify the treatment (e.g., choice of characters, environment, action, beginning,middle, ending) of a dramatic theme.

3AT-E2. Students know and are able to describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances.

PO 1. Instruct younger students to prepare them to enjoy and understand a performance.

PO 2. Organize and provide an appropriate environment for an enjoyable performance (e.g.,program, ushers, greeters, prepare audience space).

PO 3. Analyze and critique the audience response to a performance and the effect a studyguide and the environment had on their understanding and enjoyment of theproduction.

3AT-E3. Students know and are able to describe ways in which the principles and subject matter of the curriculum are interrelated with theatre.

PO 1. Create a two-way dialogue with characters from opposing cultures, viewpoints, etc.

PO 2. Role-play an historical or current event.

3AT-E4. Students know and are able to analyze how characters change as a result of events in a drama and identify key messages or themes from a dramatic text or performance.

PO 1. Adapt a story to another time and place.

PO 2. Explain how and why the dramatic elements (e.g., dialogue, setting, lighting,costuming, acting style) change in an adaptation.

PO 3. Create and justify transitions between improvised or scripted scenes in a play.

3AT-E5. Students know and are able to explain own personal criteria for evaluating their dramatic work and the work of others by identifying 1) the basic elements of a drama, and 2) the acting and process of theatrical design.

PO 1. Interpret the importance of time and place in a story.

PO 2. Analyze the interrelationship among character, conflict/problem and resolution.

PO 3. Construct a scenario with a definite beginning, middle and ending.

PO 4. Evaluate the artistic choices (e.g., dialogue, setting, lighting, costuming, acting style)made in a performance.

3AT-E6. Students know and are able to describe and evaluate their sense of the effectiveness of classmates' and others' contributions (e.g., as playwrights, actors, designers, directors) to the collaborative process of improvising, scripting and performing scenes.

PO 1. Analyze the process of cooperation as the role of director is introduced into thedramatic process.

PO 2. Evaluate the effectiveness of classmates' roles within the theatrical process.

AZ.1. Dance (Essentials): Creating Art: Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

1AD-E1. Students know and are able to demonstrate the difference between literal gesture and abstract movement.

PO 1. Recognize and perform the difference between a literal gesture and an abstract movement.

PO 2. Use an emotion (e.g., fear or joy) as the basis to create an abstracted movement phrase.

1AD-E2. Students know and are able to demonstrate and explain alignment, balance, imitation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.

PO 1. Create a movement sequence incorporating weight shift, elevation and landing, and fall and recovery.

PO 2. Demonstrate the concept of alignment.

PO 3. Demonstrate the concept of balance.

1AD-E3. Students know and are able to identify and demonstrate the basic physical and scientific properties (e.g., sound, physics, light, computer software/hardware, mathematics, human anatomy, costume design) of the technical aspects of dance.

PO 1. Identify the large muscle groups of the body.

PO 2. Demonstrate correct use of the large muscle groups of the body.

PO 3. Demonstrate knowledge of technical theatre vocabulary (e.g., sound, lighting, stage directions).

PO 4. Identify technical aspects of a production.

1AD-E4. Students know and are able to identify and demonstrate basic dance steps, positions and patterns for dances from at least two different styles or traditions.

PO 1. Demonstrate a sequence of movements from two different styles of dance (ballet, jazz, modern, tap or ethnic dance).

PO 2. Compare and contrast two different styles of dance.

1AD-E5. Students know and are able to transfer accurately a visual pattern to a physical motion (i.e., kinesthetic).

PO 1. Perform body shapes that include angular, curved, twisted, symmetrical, asymmetrical and oppositional designs.

PO 2. Create and follow a floor pattern (i.e., draw a pattern, then produce the pattern in motion).

1AD-E6. Students know and are able to transfer accurately a rhythmic pattern from the aural to a physical motion (i.e., kinesthetic).

PO 1. Create a sound while a partner responds with a movement for that sound.

PO 2. Create movements in response to musical rhythms produced by a partner clapping or playing instruments.

PO 3. Listen to complex rhythmic patterns and then recreate the pattern in movement.

1AD-E7. Students know and are able to demonstrate aesthetic qualities (e.g., creating and contrasting complementary shapes; taking and supporting weight) through partner and small group skills.

PO 1. Demonstrate the dance element of time as it relates to rhythmic aspects (e.g., meter, tempo) of dance music.

PO 2. Demonstrate the dance element of space as it relates to body design and motion (e.g., direction, levels).

PO 3. Demonstrate the dance element of energy as it relates to the body's vitality or power (e.g., intensity, dynamics).

PO 4. Demonstrate how time, space, and energy combine to create moods, feelings and ideas.

AZ.2. Dance (Essentials): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AD-E1. Students know and are able to select and demonstrate folk and/or classical dances from various cultures; describe similarities and differences in steps and movement styles.

PO 1. Create a movement phrase in a specific style.

PO 2. Identify the origins of folk and or classical dance.

PO 3. Identify the functions and meanings of the dances to the culture.

2AD-E2. Students know and are able to devise original warm-ups and discuss how warm-ups prepare the body and mind for expressive purposes and prevent injuries.

PO 1. Perform flexibility exercises and participate in activities that promote cardiovascular and muscular endurance.

PO 2. Participate in activities that develop both stationary and moving balance and control.

PO 3. Demonstrate techniques which increase self-discipline and concentration skills.

2AD-E3. Students know and are able to compare the roles of dancers (e.g., storyteller, performer, teacher, choreographer, artistic director) according to the various functions and the conditions under which dance is performed.

PO 1. Observe several dance performances and identify the various functions performed bypeople involved in creating a dance.

PO 2. Compare the roles of people involved in creating dance.

PO 3. Analyze certain roles from a given dance.

2AD-E4. Students know and are able to discuss how lighting, costuming and different accompaniment can affect the meaning of dance.

PO 1. Identify props and costumes that can be utilized in dance and discuss how they limitor extend the range of body movement.

PO 2. Create a movement phrase to a given piece of music, then perform it to another piece of music and analyze the results.

2AD-E5. Students know and are able to demonstrate respect for the work of others through appropriate audience behavior during dance performances.

PO 1. Demonstrate appropriate audience behavior (e.g., attentiveness, appropriate applause).

AZ.3. Dance (Essentials): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AD-E1. Students know and are able to identify aesthetic criteria (e.g., skill of performers, originality, visual and/or emotional impact, variety and contrast) for evaluating dance.

PO 1. Execute and recognize dance movements which express ideas, feelings, and moods.

PO 2. Evaluate a given dance using identified aesthetic criteria.

3AD-E2. Students know and are able to describe ways in which the principles and subject matter of other disciplines in the curriculum are interrelated with dance.

PO 1. Apply knowledge of dance in history to choose or recreate a dance for a time period or specific country.

PO 2. Identify different ethnic styles of dance and describe how and why they are used.

PO 3. Demonstrate musical pulse, pattern and phrasing through movement.

3AD-E3. Students know and are able to compare and contrast dance compositions in terms of time, space and energy/force.

PO 1. Identify and describe the elements of time, space and energy in a given dance phrase.

PO 2. Identify the similarities and differences of time, space, and energy in two differentdance phrases.

PO 3. Analyze a dance composition by its use of time, space and energy.