Arizona State Standards for Arts Education: Grade 9

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

1AM-P1. Students know and are able to sing/perform with expression and technical accuracy a large and varied solo and ensemble repertoire with level of difficulty 4 on a scale of 1-6, including some songs performed from memory and without accompaniment.

PO 1. Perform pieces of various styles for an audience with improved expression (e.g., dynamics, phrasing) and technical accuracy (e.g., breath support, pitch, diction).

PO 2. Sing/play numerous pieces of music in various styles (e.g., spirituals, folk songs, madrigals, jazz, baroque, contemporary).

1AM-P2. Students know and are able to recognize (by sight/ear) chord structures and the chords in standard harmonic progressions.

PO 1. Identify chord qualities (e.g., major/minor, augmented/diminished).

PO 2. Identify chord progressions and/or modulations taken from selected musical passages.

1AM-P3. Students know and are able to demonstrate the ability to read a score of up to four staves, in two or more clefs.

PO 1. Identify various musical notation symbols (i.e., note names, phrasing, articulation) used in a score.

PO 2. Identify chord structure (i.e., harmony) from a four-part score.

1AM-P4. Students know and are able to sight-read music accurately and expressively with level of difficulty 3 on a scale of 1-6.

1AM-P5. Students know and are able to improvise stylistically appropriate harmonizing parts, rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys, and original melodies over given chord progressions, each in a consistent style, meter and tonality.

PO 1. Identify the elements that define a style.

PO 2. Improvise using elements from a given style.

1AM-P6. Students know and are able to compose music in several distinct styles, demonstrating creativity in using elements of music for expressive effect.

1AM-P7. Students know and are able to compose and arrange pieces for voices or instruments other than those for which the pieces were written, in ways that preserve or enhance the expressive effect of the music.

PO 1. Notate arrangements using either traditional or non-traditional notation.

PO 2. Explain technical and artistic considerations used in the score (e.g., bowing, breath marks, ranges).

1AM-P8. Students know and are able to understand the basic concepts of music theory.

PO 1. Read music using standard notation.

PO 2. Write music using standard notation.

PO 3. Analyze selected musical excerpts.

PO 4. Identify form in music (e.g., rondo, theme and variation, binary).

1AM-P9. Students know and are able to understand and demonstrate the range and playing system of at least one instrument or demonstrate the range and expressive possibilities of the voice (e.g., soprano, alto, tenor or bass).

1AM-P10. Students know and are able to develop and sustain a portfolio of created work demonstrating the progression of knowledge and skills.

PO 1. Produce evidence of continued musical growth (e.g., concert program, audio/video recordings, compositions, analysis).

PO 2. Identify personal future goals through a letter or essay.

AZ.2. Music (Proficiency): 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-Pl. Students know and are able to classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music; explain reasoning behind their classifications.

2AM-P2. Students know and are able to identify sources of American music genres (e.g., blues, Broadway musical, swing, gospel), trace the evolution of those genres, and cite well-known musicians in each.

2AM-P3. Students know and are able to analyze and interpret how technological and scientific advances in music and other disciplines (e.g., history of the printing press on music publishing, instrument manufacturing, computer-assisted composition and arranging, advances in studio recording techniques) influence the creation of work.

2AM-P4. Students know and are able to compare and describe the influence on music of economic, political, social and literacy aspects of at least two time periods or cultures.

2AM-P5. Students know and are able to identify various roles (e.g., teacher, transmitter of cultural traditions, entertainer) that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

PO 1. List job qualifications and educational requirements of various roles.

PO 2. Identify persons in various musical fields who meet above stated qualifications.

AZ.3. Music (Proficiency): 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-P1. Students know and are able to demonstrate extensive knowledge of musical terminology by comparing those terms with terms and usage in literature, history and the other arts.

3AM-P2. Students know and are able to identify and explain compositional devices and techniques (e.g., unity and variety, tension and release) in a musical selection; give examples of other works that make similar uses of these devices and techniques.

3AM-P3. Students know and are able to explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.

PO 1. Identify skills needed in other disciplines.

PO 2. Identify skills needed for student discipline.

PO 3. Compare/contrast previously identified skills (e.g., science and acoustics, breathing and anatomy, tone, color and visual arts).

3AM-P4. Students know and are able to identify specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations; apply these criteria to personal participation in music.

3AM-P5. Students know and are able to compare the materials, technologies, media and processes of music with those of other arts disciplines and subject areas to create and analyze artworks.

3AM-P6. Students know and are able to evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models.

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

1AV-P1. Students know and are able to create works of art that apply media, techniques and processes with controlled skill, craftsmanship, confidence, understanding and sensitivity.

PO 1. Apply media, techniques and processes with controlled skill in artwork.

PO 2. Create artwork demonstrating skill and craftsmanship and a sensitivity to the media.

PO 3. Assess progression of skill, craftsmanship, confidence, understanding and sensitivity through an established criteria in one's own artwork.

1AV-P2. Students know and are able to demonstrate extensive knowledge of skills and techniques in at least one visual art form.

PO 1. Explain the skills and techniques necessary to complete an artwork in one visual artform.

PO 2. Demonstrate proficiency of various techniques within the chosen visual art form.

PO 3. Produce a body of artwork demonstrating an extensive knowledge of skills and techniques in a particular visual art form.

1AV-P3. Students know and are able to reflect on and articulate reasons for artistic decisions.

PO 1. State reasons for making artistic decisions.

PO 2. Evaluate the success or areas for improvement seen in the artwork.

PO 3. Justify the evaluation of the artwork.

1AV-P4. Students know and are able to sustain a portfolio of created work demonstrating the progression of knowledge and skills.

PO 1. Develop a portfolio that reflects a progression of work related to a specific criteria of knowledge and skills.

PO 2. Analyze the knowledge and skills illustrated in the portfolio.

PO 3. Evaluate the success of the portfolio based on the identified knowledge and skills.

AZ.2. Visual Arts (Proficiency): 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-P1. Students know and are able to analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art.

PO 1. Determine the factors responsible for influencing works of art.

PO 2. Analyze the ways in which a work of art expresses a point of view of the time and place in which it was created.

2AV-P2. Students know and are able to describe the function and meaning of specific art objects within varied cultures, times and places.

PO 1. Research a specific art object for its function and meaning within the culture chosen.

PO 2. Compare and contrast the function or meaning of similar art images/objects of various cultures and times.

PO 3. Compare images used today, from various times and cultures, for purposes and meanings other than originally intended.

2AV-P3. Students know and are able to analyze and interpret how technological and scientific advances in the visual arts and other disciplines (e.g., humanities, science, mathematics) influence the creation of work.

PO 1. Classify technological and scientific advancements within a given time period.

PO 2. Identify artworks relevant to those technological and scientific advancements.

PO 3. Debate the significance of the advancements as they influence the creation of works.

PO 4. Predict possible influences of future advancements in technology and science on the creation of artwork.

PO 5. Defend one's own hypothesis based on current and historical trends within art.

2AV-P4. Students know and are able to identify and evaluate the role of the visual arts and artists in business, industry, technology and the community.

PO 1. Identify the roles of artists in business, industry, technology and the community.

PO 2. Evaluate the roles of artists in business, industry, technology and the community.

PO 3. Identify the roles of the visual arts in business, industry, technology and the community.

PO 4. Evaluate the roles of the visual arts in business, industry, technology and the community.

2AV-P5. Students know and are able to analyze contemporary art issues and influences on own work and that of others.

PO 1. Identify contemporary issues that exist in art (e.g., through schools, museums, galleries, Internet access and art critics).

PO 2. Recognize influences of contemporary art issues in their collected body of artworks.

PO 3. Articulate the influences of contemporary art issues in their collected body of work.

AZ.3. Visual Arts (Proficiency): 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-P1. Students know and are able to identify and critique the reasons for the success or need for improvement in a progression of their own works.

PO 1. Identify the reasons for success in one's own artwork.

PO 2. Justify the reasons for success in one's own artwork.

PO 3. Evaluate the need for improvement in one's own artwork.

PO 4. Synthesize the information into a progression of one's own works.

3AV-P2. Students know and are able to compare and explain the power of the visual arts to communicate universal concepts (e.g., love, birth, death, truth, fear) throughout time and across cultures.

PO 1. Identify the characteristics of the visual arts to communicate universal concepts throughout time and across cultures.

PO 2. Use the characteristics of universal concepts to explain a particular artwork.

PO 3. Compare the power of the visual arts to communicate universal concepts.

3AV-P3. Students know and are able to identify intentions of those creating artworks, compare the implications of the various purposes, and justify analysis of purposes in particular works.

PO 1. Identify and analyze an artist's intentions in an artwork.

PO 2. Justify the analysis of the artist's intention.

PO 3. Compare the implications of the intent of various artworks.

3AV-P4. Students know and are able to compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines and subject areas to create and analyze artworks.

PO 1. Identify connections (material, technologies, media, and processes) in the visual arts with other arts disciplines and subject areas.

PO 2. Analyze artworks to determine connections (material, technologies, media, and processes) between disciplines.

PO 3. Analyze the use of material, technologies, media, and processes among other disciplines in the creation of works of art.

3AV-P5. Students know and are able to analyze and interpret the effectiveness of contemporary artistic expressions in at least one visual art form, school, or style.

PO 1. Interpret the artistic expressions in at least one contemporary visual art form, school/movement, or style (e.g., art form, painting; school/movement, Abstract Expressionism; style, action painting [Jackson Pollock], color field painting [Rothko]).

PO 2. Analyze the effectiveness of contemporary artistic expressions in at least one visual art form, school/movement, or style.

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

1AT-P1. Students know and are able to construct original scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.

PO 1. Construct an original or adapted dramatic piece or monologue, scene or short play that develops character, human interaction, conflict and resolution.

PO 2. Use collaboration among playwright, actors, director and designers to develop and rewrite the text.

1AT-P2. Students know and are able to compare and demonstrate various acting techniques and methods, individually or in an ensemble, to create and sustain characters that communicate with audiences.

PO 1. Compare, in writing, various acting techniques and methods (e.g., classical style, Commedia del Arte, Konstantin Stanislavski, Stanford Meisner, Viola Spolin, Dorothy Heathcoate).

PO 2. Demonstrate at least two acting techniques and/or methods.

PO 3. Use imaginative movement, gesture, and vocalization to communicate subtext.

PO 4. Use character analysis to create believable characters in at least two different acting styles.

1AT-P3. Students know and are able to analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements and develop designs that use visual and aural elements to convey environments that clearly support the text.

1AT-P4. Students know and are able to apply technical knowledge and skills to safely create functional scenery, properties, lighting, sound, costumes and makeup.

PO 1. Follow established safety regulations.

PO 2. Use technical and design knowledge, keeping in mind budgetary considerations, to design, construct, or operate scenery; design, mount, or control lighting; select, record, and control sound; select, design, construct, or alter costumes; design, apply makeup.

1AT-P5. Students know and are able to lead small groups in researching and planning a scene and rehearsing the scene for performance.

PO 1. Analyze text for physical, social, and psychological dimensions of the characters.

PO 2. Research and conceptualize a scene or play (as director and designer).

PO 3. Direct a scene or play (e.g., blocking, staging, characterization).

PO 4. Use rehearsal techniques (e.g., memorization, pacing, polishing work) to prepare for a presentation.

1AT-P6. Students know and are able to develop and sustain a portfolio of created work demonstrating the progression of knowledge and skills.

PO 1. Organize the components of a portfolio including resume, head shot, letters of recommendation, and samples of designs.

PO 2. Use self assessment skills to demonstrate improvement.

AZ.2. Theatre (Proficiency): 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-P1. Students know and are able to research and use cultural, historical, and symbolic clues to develop an interpretation of, and to make visual and sound production choices for, an improvisation or scripted scene; justify these choices.

PO 1. Research historical context of a script as a basis for interpretation and design.

PO 2. Research pertinent cultural, social and political conditions as a basis for interpretationand design.

PO 3. Explain the relationship between stage configuration, script requirements and actingstyles in different historical periods.

PO 4. Design/choose appropriate visual and sound elements for an improvisation/scriptedscene.

2AT-P2. Students know and are able to compare how similar themes are treated in drama of different genres and styles from various cultural and historical periods; illustrate with classroom performances and discuss how theatre can reveal universal concepts.

PO 1. Research and explain different theatrical approaches to themes as a basis forproduction concepts.

PO 2. Perform scripted scenes or improvisations from at least two different styles/genres(e.g., historical: Greek, Noh, Elizabethan, Commedia del Arte, Ritual Drama; genre: tragedy, farce, melodrama, realism, absurdism).

2AT-P3. Students know and are able to identify and compare the lives, works and influences of representative theatre artists in several cultures and historical periods.

PO 1. Identify representative theatre artists in several cultures and historical periods (e.g.,playwrights: Aristophanes, William Shakespeare, Henrik Ibsen, David Henry Hwang;actors: Thespis, Marcel Marceau, Sarah Bernhardt, Sidney Poitier; directors: JulieTaymore, Steven Spielberg; designers: Ming Cho Lee, Ben Nye).

PO 2. Compare the lives, works, and influences of representative theatre artists.

2AT-P4. Students know and are able to analyze the effects of their own cultural experiences on their dramatic work; explain how culture affects the content and production values of theatre, television and films created by others.

PO 1. Identify one's own cultural experiences.

PO 2. Use understanding of personal culture to analyze its effect on one's own dramatic work.

PO 3. Analyze the influence of least two other cultures on the content and production valuesof theatre, television and film.

2AT-P5. Students know and are able to analyze and interpret how technological and scientific advances in theatre and other disciplines (e.g., humanities, science, mathematics) influence the creation of work.

PO 1. Identify the effect technological and scientific advances (e.g., electricity, wirelessmicrophones, the computer) have had on design and production in theatre and otherdisciplines.

PO 2. Evaluate the technical aspects of a production as determined by spectacledemands/needs of script.

PO 3. Incorporate the use of technological advances in theatre and other disciplines increating theatre.

AZ.3. Theatre (Proficiency): 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-P1. Students know and are able to construct social meanings from classroom and formal productions from a variety of cultural and historical periods, and relate to current personal, national and international issues.

PO 1. Explain the relationship between a production's concept and current personal, national and/or international issues.

PO 2. Compare a production's concept with its original historical and cultural context.

PO 3. Analyze theatre's capacity for societal and personal self-examination and change.

PO 4. Compare the theatre arts (e.g., theatre, film, television) to the society which createdthem.

3AT-P2. Students know and are able to develop criteria for analyzing and evaluating script, acting, design and direction based on artistic choices in traditional theatre, film and new art forms.

PO 1. Develop appropriate criteria for artistic analysis and evaluation of script, acting,design and direction.

PO 2. Use personally developed criteria to evaluate the overall quality of a production.

3AT-P3. Students know and are able to analyze, critique, and refine the whole and the parts of dramatic performances taking into account the context, and constructively suggest alternative artistic choices.

PO 1. Analyze, in context, the separate elements (e.g., acting, costuming, lighting, directing)of a dramatic performance.

PO 2. Critique the impact of each of these elements on the production as a whole.

PO 3. Suggest and justify alternative artistic choices and predict their effects on theproduction.

3AT-P4. Students know and are able to compare the materials, technologies, media, and processes of theatre with those of other arts disciplines and subject areas to create and analyze artworks.

PO 1. Compare and contrast theatre materials, media, technologies, and processes withother art forms.

PO 2. Create a performance or design that integrates typical theatre techniques with thetechniques of at least one other arts discipline.

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

1AD-P1. Students know and are able to demonstrate a synthesis of skeletal alignment, articulation of body parts, strength, flexibility, agility and coordination in locomotor and nonlocomotor/axial movements.

PO 1. Perform a complex movement combination which remains stationary.

PO 2. Perform a complex movement sequence which travels through space.

1AD-P2. Students know and are able to demonstrate rhythmic acuity and projection while performing dance skills.

PO 1. Dance a movement phrase to various rhythms/meters.

PO 2. Identify the rhythmic structure of various musical examples.

PO 3. Demonstrate artistic expression (e.g., confidence, energy) while performing a movement phrase or dance.

1AD-P3. Students know and are able to create and perform combinations in a variety of dynamic ranges and movement qualities.

PO 1. Choreograph dance combinations utilizing varied ranges of space, time and/or force.

PO 2. Demonstrate several movement qualities in a choreographed work.

1AD-P4. Students know and are able to expand kinesthetic memory to include extended movement sequences.

PO 1. Demonstrate the ability to vary movement sequences (e.g. reverse, rewind).

PO 2. Explore a series of progressively longer movement sequences.

PO 3. Perform a complete dance.

1AD-P5. Students know and are able to identify and demonstrate a greater length and complexity of steps and patterns from at least two different dance styles/traditions.

PO 1. Identify steps and patterns from specific dance style.

PO 2. Demonstrate at least two combinations, in different styles, using complex steps and patterns.

1AD-P6. Students know and are able to identify and demonstrate a range of choreographic processes (e.g., transition, contrast), structures, and forms (e.g., AB, ABA, canon, theme and variation, chance).

PO 1. Use various processes to choreograph (e.g., music first vs. movement first).

PO 2. Determine the climactic moment within the structure of a complete movement phrase.

PO 3. Identify choreographic form presented.

PO 4. Choreograph using various forms.

1AD-P7. Students know and are able to develop and sustain a portfolio of created works demonstrating the progression of knowledge and skills.

PO 1. Select a variety of samples for a journal, video collage, scrapbook, or rEsumE of dance development.

AZ.2. Dance (Proficiency): 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-P1. Students know and are able to explain how movement choices communicate abstract ideas in dance.

PO 1. Interpret movements that express various feelings and/or ideas.

PO 2. Observe and interpret a dance through verbal or written expression.

2AD-P2. Students know and are able to create a dance that effectively communicates a contemporary social theme.

PO 1. Create an original dance with movements influenced by the traditions of a particular culture.

PO 2. Choreograph a dance based on a theme.

2AD-P3. Students know and are able to select at least two contemporary theatrical forms of dance; demonstrate and describe their similarities and differences.

PO 1. Identify and describe dance styles that are currently seen on TV or stage.

PO 2. Compare contemporary dance styles.

PO 3. Create movement sequences using different contemporary dance styles.

2AD-P4. Students know and are able to demonstrate and discuss the traditions and techniques of classical dance forms.

PO 1. Research the traditions of a classical dance form.

PO 2. Compare and contrast classical dance forms.

PO 3. Create a movement sequence in one classical dance form, then change the same sequence to another classical dance form (e.g., ballet, jazz, modern).

2AD-P5. Students know and are able to analyze and interpret how technological and scientific advances in dance and other disciplines (e.g., humanities, science, mathematics) influence the creation of work.

PO 1. Research technological advances in dance.

PO 2. Research technological advances in other art forms.

PO 3. Analyze how technological advances have influenced the evolution of dance.

2AD-P6. Students know and are able to discuss how skills developed in dance are applicable to a variety of careers.

PO 1. Identify possible career choices related to dance.

PO 2. List skills that are developed through the study of dance and how they relate to other career fields.

2AD-P7. Students know and are able to describe historical differences of two or more dance styles (e.g., social, folk, theatrical).

PO 1. Research two dance styles; list differences.

PO 2. Research the evolution of two or more dance styles.

PO 3. Examine and identify the influence historical events have on the development of dance.

AZ.3. Dance (Proficiency): 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-P1. Students know and are able to explain how personal experience influences the interpretation of a dance.

PO 1. Write a personal interpretation of a dance.

PO 2. Compare interpretational differences of a dance.

PO 3. Justify individual response(s) to a dance.

3AD-P2. Students know and are able to create a dance and revise it over time, articulating the reasons for artistic decisions and what was lost and gained by those decisions.

PO 1. Through periodic showings of original choreography, articulate reasons for changes.

PO 2. Keep a journal throughout the choreographic process.

3AD-P3. Students know and are able to identify specific criteria for making informed critical evaluations of the quality and effectiveness of performances, choreography, and improvisations; apply these criteria to personal participation in dance.

PO 1. List the qualities of a good performer and use as an evaluation checklist.

PO 2. List the qualities of a well-structured dance and use as an evaluation checklist.

PO 3. List the qualities of a successful improvisation and use as an evaluation checklist.

3AD-P4. Students know and are able to analyze the role of dance in contemporary society.

PO 1. Research dance in contemporary society.

PO 2. Identify the roles of dance in today's society.

PO 3. Debate the roles of several dance styles in con-temporary society.

3AD-P5. Students know and are able to reflect upon personal progress (e.g., skill development, personal growth) in performing dance and refine technique through self-evaluation and critiquing.

PO 1. Set and manage goals.

PO 2. Analyze personal dance progress.

PO 3. Develop strategies to improve dance skills.

3AD-P6. Students know and are able to compare the materials, technologies, media and processes of dance with those of other arts disciplines and subject areas to create and analyze art-works.

PO 1. Select materials, technologies, media or processes from other subject areas and determine relationships to dance.

PO 2. View a performance/showing of another art form and use aesthetic criteria from dance to evaluate it.

PO 3. Create a dance incorporating other art forms or subject areas.

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

1AM-D1. Students know and are able to sing/perform a large and varied repertoire of solo and ensemble literature with level of difficulty 5 on a scale of 1-6, with expression and technical accuracy.

1AM-D2. Students know and are able to sing music written in more than four parts.

1AM-D3. Students know and are able to sight-read music accurately and expressively with level of difficulty 4 on a scale of 1-6.

1AM-D4. Students know and are able to demonstrate the ability to read a full instrumental or vocal score.

1AM-D5. Students know and are able to describe how the elements of music, transpositions, and clefs are used in a full score.

1AM-D6. Students know and are able to improvise stylistically appropriate harmonizing parts in a variety of styles.

1AM-D7. Students know and are able to improvise original melodies and harmonizing parts in a variety of styles, over given chord progressions, each in a consistent style, meter and tonality.

1AM-D8. Students know and are able to compose/arrange music, demonstrating imagination and technical skill in applying the principles of composition and orchestration.

1AM-D9. Students know and are able to conduct and rehearse a peer group, demonstrating knowledge and understanding of the score.

AZ.2. Music (Distinction-Honors): 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-D1. Students know and are able to interpret non-standard notation symbols used by some twentieth century composers (e.g., John Cage, Varese).

2AM-D2. Students know and are able to identify and describe music genres or styles that show the influence of cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences.

AZ.3. Music (Distinction-Honors): 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-D1. Students know and are able to interpret musical selections through original writing, original dance movement or original visual art.

3AM-D2. Students know and are able to demonstrate independent artistic judgment in devising criteria for evaluating one's own performances and compositions.

3AM-D3. Students know and are able to compare ways in which musical materials are used in a given example to ways in which they are used in other works of the same genre or style.

3AM-D4. Students know and are able to evaluate a given musical work in terms of its aesthetic qualities and explain the musical means used to evoke feelings and emotions.

3AM-D5. Students know and are able to compare the uses of characteristic elements, artistic processes, and organizational principles among music forms and the other arts disciplines in different historical periods and different cultures.

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

1AV-D1. Students know and are able to create, on a regular basis, inventive works of art which solve environmental, industrial, technological and commercial problems.

1AV-D2. Students know and are able to initiate, define and solve challenging visual arts problems using analysis, synthesis and evaluation.

1AV-D3. Students know and are able to communicate ideas regularly at a high level of effectiveness in at least one visual arts medium.

1AV-D4. Students know and are able to create multiple solutions to specific visual arts problems that demonstrate a high level of competence in producing effective relationships between visual form and expression.

1AV-D5. Students know and are able to create a public exhibit of one's own artwork which reflects personal growth as an artist.

AZ.2. Visual Arts (Distinction-Honors): 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-D1. Students know and are able to analyze the origins of specific images in the visual arts and explain their importance and influence.

2AV-D2. Students know and are able to analyze and interpret common and divergent characteristics of artworks evident across time and among cultural groups to formulate analyses, evaluations and interpretations of meaning.

2AV-D3. Students know and are able to compare own analysis and interpretation of the visual arts with those made by critics, historians, aestheticians and artists.

AZ.3. Visual Arts (Distinction-Honors): 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-D1. Students know and are able to demonstrate the ability to compare two or more perspectives concerning the use of organizational principles and functions in the visual arts.

3AV-D2. Students know and are able to analyze the unique characteristics of aesthetic perception as compared with those of general perception, which is only concerned with an immediate like or dislike of an image.

3AV-D3. Students know and are able to demonstrate the ability to make refined and subtle discriminations when analyzing works of art by one's self and/or works by others.

3AV-D4. Students know and are able to analyze and critique (e.g., using descriptors, analogies and metaphors) prominent works of art and the work of emerging artists, using technology as one means of doing so.

AZ.1. Theatre (Distinction-Honors): Creating Art: Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work (Option: Performance or Technical).

1AT-D1. Students know and are able to write theatre, film, television or electronic media scripts in a variety of traditional and new forms that include original characters with unique dialogue that motivates action.

1AT-D2. Students know and are able to work in an ensemble to create characters for classical, contemporary, realistic, and non-realistic improvisations and scripted plays for the theatre, film, television and/or electronic media productions.

1AT-D3. Students know and are able to research and use cultural, historical and symbolic clues to develop an interpretation and visual and sound production choices for an improvisational or scripted scene; justify these choices; then collaborate as a member of a production team (e.g., as director, designer/technician or actor) to develop aesthetically unified production concepts for classroom or formal theatre, film, television and/or electronic media productions.

1AT-D4. Students know and are able to use standard procedures to efficiently and safely construct and operate technical aspects of theatre, film, television and/or electronic media productions.

1AT-D5. Students know and are able to create and reliably implement production schedules, stage management plans, promotional ideas and business front-of-house procedures for theatre, film, television and/or electronic media productions.

1AT-D6. Students know and are able to conduct auditions, cast actors, direct scenes and hold production meetings to achieve production goals.

1AT-D7. Students know and are able to collaborate with directors to develop unified production concepts that convey the metaphorical nature of the drama for theatre, film, television and/or electronic media productions.

1AT-D8. Students know and are able to collaborate, as a director, with designers and actors to develop aesthetically unified production concepts for theatre, film, television and/or electronic media productions.

1AT-D9. Students know and are able to research and explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film, television and electronic media productions.

AZ.2. Theatre (Distinction-Honors): 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 (Option: Performance or Technical).

2AT-D1. Students know and are able to research, describe and implement appropriate historical and contemporary production designs, techniques and performances from various cultures for classroom and formal theatre, film, television and/or electronic media productions.

2AT-D2. Students know and are able to analyze the social and aesthetic impact of underrepresented theatre, film, television and electronic media artists.

2AT-D3. Students know and are able to compare the interpretive and expressive natures of several theatre forms in specific cultures or historical periods.

2AT-D4. Students know and are able to analyze the relationships among cultural values, freedom of artistic expression, ethics and artistic choices in various cultures and historical periods.

2AT-D5. Students know and are able to analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods; explain influences on contemporary theatre, film, television and electronic media productions.

2AT-D6. Students know and are able to compare and contrast the roles of theatre, film, television and electronic media in the present and in the past.

AZ.3. Theatre (Distinction-Honors): 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 (Option: Performance or Technical).

3AT-D1. Students know and are able to construct personal meanings from non-traditional dramatic performances.

3AT-D2. Students know and are able to critique several dramatic works in terms of other aesthetic philosophies (e.g., Greek drama, French classicism with its unities of time and place, Shakespeare, romantic form, India's classical drama, Japanese Kabuki, modern performance arts).

3AT-D3. Students know and are able to analyze and evaluate critical comments about personal dramatic work, explaining which points are most appropriate to use for further development of the work.

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

1AD-D1. Students know and are able to demonstrate technical skills consistently and reliably with artistic expression including clarity, musicality and stylistic nuance appropriate for various dance styles (e.g., ballet, modern and jazz techniques).

1AD-D2. Students know and are able to choreograph a group dance with coherence and aesthetic unity; design costuming, lighting and stage settings that enhance the choreography.

AZ.2. Dance (Distinction-Honors): 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-D1. Students know and are able to describe how a choreographer manipulates, develops and arranges the basic movement content in a dance.

2AD-D2. Students know and are able to analyze the style of a choreographer or a cultural form.

2AD-D3. Students know and are able to analyze issues of heritage, gender, social/economic class, age and/or disability in relation to dance.

2AD-D4. Students know and are able to analyze twentieth century dance events in their social, historical, cultural and political contexts.

2AD-D5. Students know and are able to compare and contrast the roles and significance of dance in at least two different social, historical, cultural and political contexts.

AZ.3. Dance (Distinction-Honors): 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-D1. Students know and are able to examine ways that a dance creates and conveys meaning by considering the dance from a variety of perspectives.

3AD-D2. Students know and are able to evaluate dances on the basis of aesthetic criteria such as the skill of performers, originality, visual and/or emotional impact, variety and contrast.

3AD-D3. Students know and are able to compare and contrast how personal intent is communicated in choreographic work.