California State Standards for Arts Education:

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

CA.1.0. Dance: Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance: Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

1.1. Development of Motor Skills and Technical Expertise: Build the range and capacity to move in a variety of ways.

1.2. Development of Motor Skills and Technical Expertise: Perform basic locomotor skills (e.g., walk, run, gallop, jump, hop, and balance).

1.3. Comprehension and Analysis of Dance Elements: Understand and respond to a wide range of opposites (e.g., high/low, forward/backward, wiggle/freeze).

1.4. Development of Dance Vocabulary: Perform simple movements in response to oral instructions (e.g., walk, turn, reach).

CA.2.0. Dance: Creative Expression: Creating, Performing, and Participating in Dance: Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

2.1. Creation/Invention of Dance Movements: Create movements that reflect a variety of personal experiences (e.g., recall feeling happy, sad, angry, excited).

2.2. Creation/Invention of Dance Movements: Respond to a variety of stimuli (e.g., sounds, words, songs, props, and images) with original movements.

2.3. Creation/Invention of Dance Movements: Respond spontaneously to different types of music, rhythms, and sounds.

CA.3.0. Dance: Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Dance: Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

3.1. Development of Dance: Name and perform folk/traditional dances from the United States and other countries.

CA.4.0. Dance: Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Dance: Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

4.1. Description, Analysis, and Criticism of Dance: Explain basic features that distinguish one kind of dance from another (e.g., speed, force/energy use, costume, setting, music).

CA.5.0. Dance: Connections, Relationships, Applications: Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

5.1. Connections and Applications Across Disciplines: Give examples of the relationship between everyday movement in school and dance movement.

CA.1.0. Music: Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music: Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

1.1. Read and Notate Music: Use icons or invented symbols to represent beat.

1.2. Listen to, Analyze, and Describe Music: Identify and describe basic elements in music (e.g., high/low, fast/slow, loud/soft, beat).

CA.2.0. Music: Creative Expression: Creating, Performing, and Participating in Music: Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

2.1. Apply Vocal and Instrumental Skills: Use the singing voice to echo short melodic patterns.

2.2. Apply Vocal and Instrumental Skills: Sing age-appropriate songs from memory.

2.3. Apply Vocal and Instrumental Skills: Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

2.4. Compose, Arrange, and Improvise: Create accompaniments, using the voice or a variety of classroom instruments.

CA.3.0. Music: Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Music: Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

3.1. Role of Music: Identify the various uses of music in daily experiences.

3.2. Diversity of Music: Sing and play simple singing games from various cultures.

3.3. Diversity of Music: Use a personal vocabulary to describe voices and instruments from diverse cultures.

3.4. Diversity of Music: Use developmentally appropriate movements in responding to music from various genres and styles (rhythm, melody).

CA.4.0. Music: Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Music: Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

4.1. Derive Meaning: Create movements that correspond to specific music.

4.2. Derive Meaning: Identify, talk about, sing, or play music written for specific purposes (e.g., work song, lullaby).

CA.5.0. Music: Connections, Relationships, Applications: Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

5.1. Connections and Applications: Use music, together with dance, theatre, and the visual arts, for storytelling.

5.2. Careers and Career-Related Skills: Identify and talk about the reasons artists have for creating dances, music, theatre pieces, and works of visual art.

CA.1.0. Theatre: Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre: Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as actor, character, cooperation, setting, the five senses, and audience, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Identify differences between real people and imaginary characters.

CA.2.0. Theatre: Creative Expression: Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.

2.1. Development of Theatrical Skills: Perform imitative movements, rhythmical activities, and theatre games (freeze, statues, and mirrors).

2.2. Creation/Invention in Theatre: Perform group pantomimes and improvisations to retell familiar stories.

2.3. Creation/Invention in Theatre: Use costumes and props in role playing.

CA.3.0. Theatre: Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Theatre: Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre.

3.1. Role and Cultural Significance of Theatre: Retell or dramatize stories, myths, fables, and fairy tales from various cultures and times.

3.2. Role and Cultural Significance of Theatre: Portray different community members, such as firefighters, family, teachers, and clerks, through role-playing activities.

CA.4.0. Theatre: Aesthetic Valuing: Responding to, Analyzing, and Critiquing Theatrical Experiences: Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities.

4.1. Critical Assessment of Theatre: Respond appropriately to a theatrical experience as an audience member.

4.2. Derivation of Meaning from Works of Theatre: Compare a real story with a fantasy story.

CA.5.0. Theatre: Connections, Relationships, Applications: Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.

5.1. Connections and Applications: Dramatize information from other content areas. Use movement and voice, for example, to reinforce vocabulary, such as fast, slow, in, on, through, over, under.

5.2. Careers and Career-Related Skills: Demonstrate the ability to participate cooperatively in performing a pantomime or dramatizing a story.

CA.1.0. Visual Arts: Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts: Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Recognize and describe simple patterns found in the environment and works of art.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Name art materials (e.g., clay, paint, and crayons) introduced in lessons.

1.3. Analyze Art Elements and Principles of Design: Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, emphasizing line, color, and shape/form.

CA.2.0. Visual Arts: Creative Expression: Creating, Performing, and Participating in the Visual Arts: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

2.1. Skills, Processes, Materials, and Tools: Use lines, shapes/forms, and colors to make patterns.

2.2. Skills, Processes, Materials, and Tools: Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper in creating a three-dimensional construction.

2.3. Skills, Processes, Materials, and Tools: Make a collage with cut or torn paper shapes/forms.

2.4. Communication and Expression Through Original Works of Art: Paint pictures expressing ideas about family and neighborhood.

2.5. Communication and Expression Through Original Works of Art: Use lines in drawings and paintings to express feelings.

2.6. Communication and Expression Through Original Works of Art: Use geometric shapes/forms (circle, triangle, square) in a work of art.

2.7. Create a three-dimensional form, such as a real or imaginary animal.

CA.3.0. Visual Arts: Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

3.1. Role and Development of the Visual Arts: Describe functional and non-utilitarian art seen in daily life; that is, works of art that are used versus those that are only viewed.

3.2. Role and Development of the Visual Arts: Identify and describe works of art that show people doing things together.

3.3. Diversity of the Visual Arts: Look at and discuss works of art from a variety of times and places.

CA.4.0. Visual Arts: Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works in the Visual Arts: Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

4.1. Derive Meaning: Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture).

4.2. Derive Meaning: Describe what is seen (including both literal and expressive content) in selected works of art.

4.3. Make Informed Judgments: Discuss how and why they made a specific work of art.

4.4. Make Informed Judgments: Give reasons why they like a particular work of art they made, using appropriate art vocabulary.

CA.5.0. Visual Arts: Connections, Relationships, Applications: Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

5.1. Connections and Applications: Draw geometric shapes/forms (e.g., circles, squares, triangles) and repeat them in dance/movement sequences.

5.2. Connections and Applications: Look at and draw something used every day (e.g., scissors, toothbrush, fork) and describe how the object is used.

5.3. Visual Literacy: Point out images (e.g., photographs, paintings, murals, ceramics, sculptures) and symbols found at home, in school, and in the community, including national and state symbols and icons.

5.4. Careers and Career-Related Skills: Discuss the various works of art (e.g., ceramics, paintings, sculpture) that artists create and the type of media used.

1.1. Development of Motor Skills and Technical Expertise: Demonstrate the ability to vary control and direct force/energy used in basic locomotor and axial movements (e.g., skip lightly, turn strongly, fall heavily).

1.3. Comprehension and Analysis of Dance Elements: Name basic locomotor and axial movements (e.g., skip, slide, stretch, roll).

1.4. Development of Dance Vocabulary: Perform simple movements in response to oral instructions (e.g., walk, turn, reach).

2.1. Creation/Invention of Dance Movements: Use improvisation to discover movements in response to a specific movement problem (e.g., find a variety of ways to walk; create five types of circular movement).

2.2. Creation/Invention of Dance Movements: Respond in movement to a wide range of stimuli (e.g., music, books, pictures, rhymes, fabrics, props).

2.3. Creation/Invention of Dance Movements: Create a short movement sequence with a beginning, a middle, and an end.

2.4. Creation/Invention of Dance Movements: Create shapes and movements at low, middle, and high levels.

2.5. Creation/Invention of Dance Movements: Imitate simple movement patterns.

2.6. Communication of Meaning in Dance: Express basic emotional qualities (e.g., angry, sad, excited, happy) through movement.

2.7. Communication of Meaning in Dance: Perform improvised movement ideas for peers.

2.8. Development of Partner and Group Skills: Work with others in a group to solve a specific dance problem (e.g., design three shapes high, medium, and low; create slow and fast movements).

3.1. Development of Dance: Name and perform folk/traditional dances from other countries.

3.2. Development of Dance: Describe aspects of the style, costumes, and music of a dance.

3.3. Development of Dance: List commonalities among basic locomotor movements in dances from various countries.

3.4. History and Function of Dance: Identify where and when people dance.

4.1. Description, Analysis, and Criticism of Dance: Use basic dance vocabulary to identify and describe a dance observed or performed (e.g., shapes, levels, directions, tempo/fast-slow).

4.2. Meaning and Impact of Dance: Describe the experience of dancing two different dances (e.g., Seven Jumps, La Raspa).

4.3. Meaning and Impact of Dance: Describe how they communicate an idea or a mood in a dance (e.g., with exaggerated everyday gesture or emotional energies).

5.1. Connections and Applications Across Disciplines: Demonstrate curricular concepts through dance (e.g., growth cycle, animal movement).

5.2. Connections and Applications Across Disciplines: Give examples of how dance relates to other subjects (e.g., mathematics shape, counting; language arts beginning, middle, and end).

1.1. Read and Notate Music: Read, write, and perform simple patterns of rhythm and pitch, using beat, rest, and divided beat (two sounds on one beat).

1.2. Listen to, Analyze, and Describe Music: Identify simple musical forms (e.g., phrase, AB, echo).

1.3. Listen to, Analyze, and Describe Music: Identify common instruments visually and aurally in a variety of music.

2.1. Apply Vocal and Instrumental Skills: Sing with accuracy in a developmentally appropriate range.

2.2. Apply Vocal and Instrumental Skills: Sing age-appropriate songs from memory.

2.3. Apply Vocal and Instrumental Skills: Play simple accompaniments on classroom instruments.

2.4. Compose, Arrange, and Improvise: Improvise simple rhythmic accompaniments, using body percussion or classroom instruments.

3.1. Role of Music: Recognize and talk about music and celebrations of the cultures represented in the school population.

3.2. Diversity of Music: Sing and play simple singing games from various cultures.

3.3. Diversity of Music: Use a personal vocabulary to describe voices, instruments, and music from diverse cultures.

3.4. Diversity of Music: Use developmentally appropriate movements in responding to music from various genres, periods, and styles (rhythm, melody, form).

4.1. Derive Meaning: Create movements to music that reflect focused listening.

4.2. Derive Meaning: Describe how ideas or moods are communicated through music.

5.1. Connections and Applications: Recognize and explain how people respond to their world through music.

5.2. Careers and Career-Related Skills: Describe how the performance of songs and dances improves after practice and rehearsal.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of the theatre, such as play, plot (beginning, middle, and end), improvisation, pantomime, stage, character, and audience, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Observe and describe the traits of a character.

2.1. Development of Theatrical Skills: Demonstrate skills in pantomime, tableau, and improvisation.

2.2. Creation/Invention in Theatre: Dramatize or improvise familiar simple stories from classroom literature or life experiences, incorporating plot (beginning, middle, and end) and using a tableau or a pantomime.

3.1. Role and Cultural Significance of Theatre: Identify the cultural and geographic origins of stories.

3.2. History of Theatre: Identify theatrical conventions, such as props, costumes, masks, and sets.

3.3. History of Theatre: Describe the roles and responsibilities of audience and actor.

4.1. Critical Assessment of Theatre: Describe what was liked about a theatrical work or a story.

4.2. Derivation of Meaning from Works of Theatre: Identify and discuss emotional reactions to a theatrical experience.

5.1. Connections and Applications: Apply the theatrical concept of beginning, middle, and end to other content areas. For example, act out the life cycle of a butterfly.

5.2. Careers and Career-Related Skills: Demonstrate the ability to work cooperatively in presenting a tableau, an improvisation, or a pantomime.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Describe and replicate repeated patterns in nature, in the environment, and in works of art.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Distinguish among various media when looking at works of art (e.g., clay, paints, drawing materials).

1.3. Analyze Art Elements and Principles of Design: Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture.

2.1. Skills, Processes, Materials, and Tools: Use texture in two-dimensional and three-dimensional works of art.

2.2. Skills, Processes, Materials, and Tools: Mix secondary colors from primary colors and describe the process.

2.3. Skills, Processes, Materials, and Tools: Demonstrate beginning skill in the manipulation and use of sculptural materials (clay, paper, and paper mache) to create form and texture in works of art.

2.4. Communication and Expression Through Original Works of Art: Plan and use variations in line, shape/form, color, and texture to communicate ideas or feelings in works of art.

2.5. Communication and Expression Through Original Works of Art: Create a representational sculpture based on people, animals, or buildings.

2.6. Communication and Expression Through Original Works of Art: Draw or paint a still life, using secondary colors.

2.7. Communication and Expression Through Original Works of Art: Use visual and actual texture in original works of art.

2.8. Communication and Expression Through Original Works of Art: Create artwork based on observations of actual objects and everyday scenes.

3.1. Role and Development of the Visual Arts: Recognize and discuss the design of everyday objects from various time periods and cultures.

3.2. Role and Development of the Visual Arts: Identify and describe various subject matter in art (e.g., landscapes, seascapes, portraits, still life).

3.3. Diversity of the Visual Arts: View and then describe art from various cultures.

3.4. Diversity of the Visual Arts: Identify art objects from various cultures (e.g., Japanese screen painting, Mexican tin art, African masks) and describe what they have in common and how they differ.

4.1. Derive Meaning: Discuss works of art created in the classroom, focusing on selected elements of art (e.g., shape/form, texture, line, color).

4.2. Derive Meaning: Identify and describe various reasons for making art.

4.3. Make Informed Judgments: Describe how and why they made a selected work of art, focusing on the media and technique.

4.4. Make Informed Judgments: Select something they like about their work of art and something they would change.

5.1. Connections and Applications: Clap out rhythmic patterns found in the lyrics of music and use symbols to create visual representations of the patterns.

5.2. Connections and Applications: Compare and contrast objects of folk art from various time periods and cultures.

5.3. Visual Literacy: Identify and sort pictures into categories according to the elements of art emphasized in the works (e.g., color, line, shape/form, texture).

5.4. Careers and Career-Related Skills: Describe objects designed by artists (e.g., furniture, appliances, cars) that are used at home and at school.

1.1. Development of Motor Skills and Technical Expertise: Show a variety of combinations of basic locomotor skills (e.g., walk and run, gallop and jump, hop and skip, slide and roll).

1.2. Development of Motor Skills and Technical Expertise: Show a variety of combinations of axial movements (e.g., swing and balanced shapes, turn and stretch, bend and twist).

1.3. Comprehension and Analysis of Dance Elements: Perform short movement problems, emphasizing the element of time (e.g., varied tempos, rhythmic patterns, counting).

1.4. Comprehension and Analysis of Dance Elements: Expand the ability to incorporate spatial concepts with movement problems.

1.5. Development of Dance Vocabulary: Name a large number of locomotor and axial movements used in dance.

2.1. Creation/Invention of Dance Movements: Create and improvise movement patterns and sequences.

2.2. Creation/Invention of Dance Movements: Demonstrate multiple solutions in response to a given movement problem (e.g., In how many ways can you travel from point A to point B?).

2.3. Application of Choreographic Principles and Processes to Creating Dance: Create a simple sequence of movement with a beginning, a middle, and an end, incorporating level and directional changes.

2.4. Application of Choreographic Principles and Processes to Creating Dance: Create shapes and movements, using fast and slow tempos.

2.5. Application of Choreographic Principles and Processes to Creating Dance: Develop a dance phrase that has a sense of unity.

2.6. Communication of Meaning in Dance: Create, memorize, and perform original expressive movements for peers.

2.7. Development of Partner and Group Skills: Work cooperatively in small and large groups.

2.8. Development of Partner and Group Skills: Demonstrate partner skills (e.g., imitating and leading/following).

3.1. Development of Dance: Name and perform social and traditional dances from various cultures.

3.2. Development of Dance: Explain commonalities among basic locomotor and axial movements in dances from various countries.

3.3. Development of Dance: Name and perform rhythms from different cultures (e.g., through clapping, stamping, using whole body movement).

3.4. History and Function of Dance: Describe dances seen in celebrations and community events.

4.1. Description, Analysis, and Criticism of Dance: Use basic dance vocabulary to name and describe a dance observed or performed (e.g., levels, rhythm patterns, type of energy).

4.2. Description, Analysis, and Criticism of Dance: Describe how the movement in dances of peers communicates ideas or moods to the viewer (e.g., ocean environment or a sad or joyous dance).

4.3. Meaning and Impact of Dance: Describe the similarities and differences in performing various dances (e.g., direction changes, steps, type of energy and tempo).

5.1. Connections and Applications Across Disciplines: Use literature to inspire dance ideas (e.g., poem, cartoon, nursery rhyme).

5.2. Connections and Applications Across Disciplines: Demonstrate language arts concepts through dance (e.g., show different punctuation marks through movement).

5.3. Development of Life Skills and Career Competencies: Describe how choreographers create dances.

5.4. Development of Life Skills and Career Competencies: Describe how dancing requires good health-related habits (e.g., adequate nutrition, water, and rest; proper preparation for physical activity).

1.1. Read and Notate Music: Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes, and rests.

1.2. Read and Notate Music: Read, write, and perform simple patterns of pitch, using solfege.

1.3. Listen to, Analyze, and Describe Music: Identify ascending/descending melody and even/uneven rhythm patterns in selected pieces of music.

1.4. Listen to, Analyze, and Describe Music: Identify simple musical forms, emphasizing verse/refrain, AB, ABA.

1.5. Listen to, Analyze, and Describe Music: Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music.

2.1. Apply Vocal and Instrumental Skills: Sing with accuracy in a developmentally appropriate range.

2.2. Apply Vocal and Instrumental Skills: Sing age-appropriate songs from memory.

2.3. Apply Vocal and Instrumental Skills: Play rhythmic ostinatos on classroom instruments.

2.4. Compose, Arrange, and Improvise: Improvise simple rhythmic and melodic accompaniments, using voice and a variety of classroom instruments.

3.1. Role of Music: Identify the uses of specific music in daily or special events.

3.2. Diversity of Music: Sing simple songs and play singing games from various cultures.

3.3. Diversity of Music: Describe music from various cultures.

4.1. Analyze and Critically Assess: Use the terminology of music in discussing individual preferences for specific music.

4.2. Derive Meaning: Create developmentally appropriate movements to express pitch, tempo, form, and dynamics in music.

4.3. Derive Meaning: Identify how musical elements communicate ideas or moods.

4.4. Derive Meaning: Respond to a live performance with appropriate audience behavior.

5.1. Connections and Applications: Identify similar themes in stories, songs, and art forms (e.g., patterns, texture).

5.2. Careers and Career-Related Skills: Identify and discuss who composes and performs music.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as plot (beginning, middle, and end), scene, sets, conflict, script, and audience, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Use body and voice to improvise alternative endings to a story.

2.1. Development of Theatrical Skills: Perform in group improvisational theatrical games that develop cooperative skills and concentration.

2.2. Creation/Invention in Theatre: Retell familiar stories, sequencing story points and identifying character, setting, and conflict.

2.3. Creation/Invention in Theatre: Use improvisation to portray such concepts as friendship, hunger, or seasons.

2.4. Creation/Invention in Theatre: Create costume pieces, props, or sets for a theatrical experience.

3.1. Role and Cultural Significance of Theatre: Identify theatre and storytelling forms from different cultures.

3.2. History of Theatre: Identify universal characters in stories and plays from different periods and places.

4.1. Critical Assessment of Theatre: Critique an actor's performance as to the use of voice, gesture, facial expression, and movement to create character.

4.2. Critical Assessment of Theatre: Respond to a live performance with appropriate audience behavior.

4.3. Derivation of Meaning from Works of Theatre: Identify the message or moral of a work of theatre.

5.1. Connections and Applications: Use problem-solving and cooperative skills in dramatizing a story, a current event, or a concept from another subject area.

5.2. Careers and Career-Related Skills: Demonstrate the ability to participate cooperatively in the different jobs required to create a theatrical production.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Perceive and describe repetition and balance in nature, in the environment, and in works of art.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Perceive and discuss differences in mood created by warm and cool colors.

1.3. Analyze Art Elements and Principles of Design: Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.

2.1. Skills, Processes, Materials, and Tools: Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils.

2.2. Skills, Processes, Materials, and Tools: Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera.

2.3. Communication and Expression Through Original Works of Art: Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture.

2.4. Communication and Expression Through Original Works of Art: Create a painting or drawing, using warm or cool colors expressively.

2.5. Communication and Expression Through Original Works of Art: Use bilateral or radial symmetry to create visual balance.

3.1. Role and Development of the Visual Arts: Explain how artists use their work to share experiences or communicate ideas.

3.2. Role and Development of the Visual Arts: Recognize and use the vocabulary of art to describe art objects from various cultures and time periods.

3.3. Diversity of the Visual Arts: Identify and discuss how art is used in events and celebrations in various cultures, past and present, including the use in their own lives.

4.1. Derive Meaning: Compare ideas expressed through their own works of art with ideas expressed in the work of others.

4.2. Derive Meaning: Compare different responses to the same work of art.

4.3. Make Informed Judgments: Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded.

4.4. Make Informed Judgments: Use appropriate vocabulary of art to describe the successful use of an element of art in a work of art.

5.1. Connections and Applications: Use placement, overlapping, and size differences to show opposites (e.g., up/down, in/out, over/under, together/apart, fast/slow, stop/go).

5.2. Connections and Applications: Select and use expressive colors to create mood and show personality within a portrait of a hero from long ago or the recent past.

5.3. Visual Literacy: Identify pictures and sort them into categories according to expressive qualities (e.g., theme and mood).

5.4. Careers and Career-Related Skills: Discuss artists in the community who create different kinds of art (e.g., prints, ceramics, paintings, sculpture).

1.1. Development of Motor Skills and Technical Expertise: Combine and perform basic locomotor skills, moving on a specific pathway (e.g., skip in circles, slide in zigzags, run in a variety of linear paths). Combine and perform locomotor and axial movements (e.g., walk and turn, stretch and slide).

1.2. Development of Motor Skills and Technical Expertise: Demonstrate the ability to start, change, and stop movement.

1.3. Comprehension and Analysis of Dance Elements: Perform short movement problems, emphasizing the element of force/energy (e.g., swing, melt, explode, quiver).

1.4. Comprehension and Analysis of Dance Elements: Expand the ability to incorporate spatial and time concepts in movement problems (e.g., select and combine three locomotor movements traveling in three different path-ways and using three different tempos).

1.5. Development of Dance Vocabulary: Describe dance elements used in personal work and that of others.

2.1. Creation/Invention of Dance Movements: Create and perform complex improvised movement patterns, dance sequences, and studies.

2.2. Creation/Invention of Dance Movements: Improvise and select multiple possibilities to solve a given movement problem (e.g., find four different ways to combine a turn, stretch, and jump).

2.3. Application of Choreographic Principles and Processes to Creating Dance: Create a sequence that has a beginning, a middle, and an end. Name and refine the parts of the sequence.

2.4. Application of Choreographic Principles and Processes to Creating Dance: Create a wide variety of shapes and movements, using different levels in space.

2.5. Communication of Meaning in Dance: Perform dances to communicate personal meaning, using focus and expression.

2.6. Communication of Meaning in Dance: Compare and contrast the role of the performer with that of a member of the audience.

2.7. Development of Partner and Group Skills: Demonstrate a variety of partner skills (e.g., imitation, leading/following, mirroring).

2.8. Development of Partner and Group Skills: Create, memorize, and perform original movement sequences with a partner or a small ensemble.

3.1. Development of Dance: Describe commonalities among and differences between dances from various countries.

3.2. Development of Dance: Describe and demonstrate ceremonial and folk/traditional dances that show work activities (e.g., harvesting, fishing, weaving).

3.3. History and Function of Dance: Explain the function of dance in ceremonial and social community events in Native American cultures.

3.4. History and Function of Dance: Describe how costumes and shoes influence dance movement.

3.5. Diversity of Dance: Name and demonstrate dances of Native Americans.

4.1. Description, Analysis, and Criticism of Dance: Name specific criteria to assess the quality of a dance performance of peers (e.g., focus, level of personal involvement, physical control).

4.2. Description, Analysis, and Criticism of Dance: Explain and demonstrate what it means to be a good audience member.

4.3. Meaning and Impact of Dance: Explain how a performers dance skills contribute to communication of ideas and moods when performing a dance (e.g., focus, strength, coordination).

5.1. Connections and Applications Across Disciplines: Explain relationships between dance elements and other subjects (e.g., spatial path-ways maps and grids; geometric shapes body shapes).

5.2. Connections and Applications Across Disciplines: Describe how dancing develops physical and mental well-being (e.g., control, flexibility, posture, strength, risk taking).

5.3. Development of Life Skills and Career Competencies: Explain how the time management, problem solving, and self-discipline skills required for composing a dance apply to other school activities.

5.4. Development of Life Skills and Career Competencies: Give examples of ways in which the activities of professionals in the performing arts are similar to each other (e.g., observing discipline, practicing skills, rehearsing performances).

1.1. Read and Notate Music: Read, write, and perform simple rhythmic patterns using eighth notes, quarter notes, half notes, dotted half notes, whole notes, and rests.

1.2. Read and Notate Music: Read, write, and perform pentatonic patterns, using solfege.

1.3. Listen to, Analyze, and Describe Music: Identify melody, rhythm, harmony, and timbre in selected pieces of music when presented aurally.

1.4. Listen to, Analyze, and Describe Music: Identify visually and aurally the four families of orchestral instruments and male and female adult voices.

1.5. Listen to, Analyze, and Describe Music: Describe the way in which sound is produced on various instruments.

1.6. Listen to, Analyze, and Describe Music: Identify simple musical forms (e.g., AABA, AABB, round).

2.1. Apply Vocal and Instrumental Skills: Sing with accuracy in a developmentally appropriate range.

2.2. Apply Vocal and Instrumental Skills: Sing age-appropriate songs from memory, including rounds, partner songs, and ostinatos.

2.3. Apply Vocal and Instrumental Skills: Play rhythmic and melodic ostinatos on classroom instruments.

2.4. Compose, Arrange, and Improvise: Create short rhythmic and melodic phrases in question-and-answer form.

3.1. Role of Music: Identify the uses of music in various cultures and time periods.

3.2. Diversity of Music: Sing memorized songs from diverse cultures.

3.3. Diversity of Music: Play memorized songs from diverse cultures.

3.4. Diversity of Music: Identify differences and commonalities in music from various cultures.

4.1. Analyze and Critically Assess: Select and use specific criteria in making judgments about the quality of a musical performance.

4.2. Derive Meaning: Create developmentally appropriate movements to express pitch, tempo, form, and dynamics.

4.3. Derive Meaning: Describe how specific musical elements communicate particular ideas or moods in music.

5.1. Connections and Applications: Identify the use of similar elements in music and other art forms (e.g., form, pattern, rhythm).

5.2. Careers and Career-Related Skills: Identify what musicians and composers do to create music.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as character, setting, conflict, audience, motivation, props, stage areas, and blocking, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Identify who, what, where, when, and why (the Five Ws) in a theatrical experience.

2.1. Development of Theatrical Skills: Participate in cooperative script writing or improvisations that incorporate the Five Ws.

2.2. Creation/Invention in Theatre: Create for classmates simple scripts that demonstrate knowledge of basic blocking and stage areas.

3.1. Role and Cultural Significance of Theatre: Dramatize different cultural versions of similar stories from around the world.

3.2. History of Theatre: Identify universal themes in stories and plays from different periods and places.

4.1. Critical Assessment of Theatre: Develop and apply appropriate criteria or rubrics for evaluating a theatrical experience.

4.2. Derivation of Meaning from Works of Theatre: Compare the content or message in two different works of theatre.

5.1. Connections and Applications: Use problem-solving and cooperative skills to dramatize a story or a current event from another content area, with emphasis on the Five Ws.

5.2. Careers and Career-Related Skills: Develop problem-solving and communication skills by participating collaboratively in theatrical experiences.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Perceive and describe rhythm and movement in works of art and in the environment.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Describe how artists use tints and shades in painting.

1.3. Develop Perceptual Skills and Visual Arts Vocabulary: Identify and describe how foreground, middle ground, and background are used to create the illusion of space.

1.4. Develop Perceptual Skills and Visual Arts Vocabulary: Compare and contrast two works of art made by the use of different art tools and media (e.g., watercolor, tempera, computer).

1.5. Analyze Art Elements and Principles of Design: Identify and describe elements of art in works of art, emphasizing line, color, shape/form, texture, space, and value.

2.1. Skills, Processes, Materials, and Tools: Explore ideas for art in a personal sketchbook.

2.2. Skills, Processes, Materials, and Tools: Mix and apply tempera paints to create tints, shades, and neutral colors.

2.3. Communication and Expression Through Original Works of Art: Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.

2.4. Communication and Expression Through Original Works of Art: Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.

2.5. Communication and Expression Through Original Works of Art: Create an imaginative clay sculpture based on an organic form.

2.6. Communication and Expression Through Original Works of Art: Create an original work of art emphasizing rhythm and movement, using a selected printing process.

3.1. Role and Development of the Visual Arts: Compare and describe various works of art that have a similar theme and were created at different time periods.

3.2. Role and Development of the Visual Arts: Identify artists from his or her own community, county, or state and discuss local or regional art traditions.

3.3. Role and Development of the Visual Arts: Distinguish and describe representational, abstract, and nonrepresentational works of art.

3.4. Diversity of the Visual Arts: Identify and describe objects of art from different parts of the world observed in visits to a museum or gallery (e.g., puppets, masks, containers).

3.5. Diversity of the Visual Arts: Write about a work of art that reflects a student's own cultural background.

4.1. Derive Meaning: Compare and contrast selected works of art and describe them, using appropriate vocabulary of art.

4.2. Make Informed Judgments: Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done to improve them.

4.3. Make Informed Judgments: Select an artist's work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities.

5.1. Connections and Applications: Describe how costumes contribute to the meaning of a dance.

5.2. Connections and Applications: Write a poem or story inspired by their own works of art.

5.3. Visual Literacy: Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas.

5.4. Careers and Career-Related Skills: Describe how artists (e.g., architects, book illustrators, muralists, industrial designers) have affected people's lives.

1.1. Development of Motor Skills and Technical Expertise: Demonstrate mental concentration and physical control in performing dance skills.

1.2. Development of Motor Skills and Technical Expertise: Demonstrate the ability to use smooth transitions when connecting one movement phrase to another.

1.3. Comprehension and Analysis of Dance Elements: Demonstrate increased range and use of space, time, and force/energy concepts (e.g., pulse/accents, melt/collapse, weak/strong).

1.4. Comprehension and Analysis of Dance Elements: Explain the principles of variety, contrast, and unity and apply to a dance sequence.

1.5. Development of Dance Vocabulary: Describe a specific movement, using appropriate dance vocabulary.

1.6. Development of Dance Vocabulary: Identify, define, and use phrasing in dances learned or observed.

2.1. Creation/Invention of Dance Movements: Create, develop, and memorize set movement patterns and sequences.

2.2. Creation/Invention of Dance Movements: Improvise extended movement phrases.

2.3. Application of Choreographic Principles and Processes to Creating Dance: Describe, discuss, and analyze the process used by choreographers to create a dance.

2.4. Application of Choreographic Principles and Processes to Creating Dance: Create a dance study that has a beginning, a middle, and an end. Review, revise, and refine.

2.5. Communication of Meaning in Dance: Convey a range of feelings through shape/postures and movements when performing for peers.

2.6. Communication of Meaning in Dance: Perform improvised movement and dance studies with focus and expression.

2.7. Development of Partner and Group Skills: Demonstrate additional partner and group skills (e.g., imitating, leading/following, mirroring, calling/responding, echoing).

3.1. Development of Dance: Perform and identify dances from various countries with different arrangements of dancers (e.g., lines, circles, couples).

3.2. Development of Dance: Name the musical accompaniment and explain how it relates to the dances they have studied.

3.3. History and Function of Dance: Perform and describe dances that reflect the geographical place in which the dances are performed (e.g., deserts, rain forests, islands).

3.4. Diversity of Dance: Perform and identify folk/traditional and social dances from California history.

4.1. Description, Analysis, and Criticism of Dance: Use dance vocabulary to describe unique characteristics of dances they have watched or performed from countries studied in the history social science curriculum (e.g., rhythms, spatial patterns, gestures, intent).

4.2. Description, Analysis, and Criticism of Dance: Name and use specific criteria in assessing personal and professional dance choreography (e.g., contrast, phrasing, unity).

4.3. Meaning and Impact of Dance: Describe ways in which a dancer effectively communicates ideas and moods (strong technique, projection, and expression).

4.4. Meaning and Impact of Dance: List the expectations the audience has for a performer and vice versa.

5.1. Connections and Applications Across Disciplines: Explain how dance practice relates to and uses the vocabulary of other art subjects (e.g., positive and negative space, shape, line, rhythm, character).

5.2. Connections and Applications Across Disciplines: Describe how dancing develops strength, flexibility, and endurance in accordance with physical education standards.

5.3. Connections and Applications Across Disciplines: Demonstrate a recognition of personal space and respect for the personal space of others.

5.4. Development of Life Skills and Career Competencies: Analyze the choreographic process and its relation to the writing process (e.g., brain-storming, exploring and developing ideas, putting ideas into a form, sequencing).

1.1. Read and Notate Music: Read, write, and perform melodic notation for simple songs in major keys, using solfege.

1.2. Read and Notate Music: Read, write, and perform diatonic scales.

1.3. Read and Notate Music: Read, write, and perform rhythmic notation, including sixteenth notes, dotted notes, and syncopation (e.g., eighth/quarter/eighth note and eighth-rest/quarter/eighth note).

1.4. Listen to, Analyze, and Describe Music: Describe music according to its elements, using the terminology of music.

1.5. Listen to, Analyze, and Describe Music: Classify how a variety of instruments from diverse cultures produce sound (e.g., idiophone, aerophone, chordaphone, membranophone).

1.6. Listen to, Analyze, and Describe Music: Recognize and describe aural examples of musical forms, including rondo.

2.1. Apply Vocal and Instrumental Skills: Sing a varied repertoire of music from diverse cultures, including rounds, descants, and songs with ostinatos, alone and with others.

2.2. Apply Vocal and Instrumental Skills: Use classroom instruments to play melodies and accompaniments from a varied repertoire of music from diverse cultures, including rounds, descants, and ostinatos, by oneself and with others.

2.3. Compose, Arrange, and Improvise: Compose and improvise simple rhythmic and melodic patterns on classroom instruments.

3.1. Role of Music: Explain the relationship between music and events in history.

3.2. Diversity of Music: Identify music from diverse cultures and time periods.

3.3. Diversity of Music: Sing and play music from diverse cultures and time periods.

3.4. Diversity of Music: Compare musical styles from two or more cultures.

3.5. Diversity of Music: Recognize the influence of various cultures on music in California.

4.1. Analyze and Critically Assess: Use specific criteria when judging the relative quality of musical performances.

4.2. Derive Meaning: Describe the characteristics that make a performance a work of art.

5.1. Connections and Applications: Identify and interpret expressive characteristics in works of art and music.

5.2. Connections and Applications: Integrate several art disciplines (dance, music, theatre, or the visual arts) into a well-organized presentation or performance.

5.3. Connections and Applications: Relate dance movements to express musical elements or represent musical intent in specific music.

5.4. Careers and Career-Related Skills: Evaluate improvement in personal musical performances after practice or rehearsal.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as plot, conflict, climax, resolution, tone, objectives, motivation, and stock characters, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Identify a character's objectives and motivations to explain that character's behavior.

1.3. Comprehension and Analysis of the Elements of Theatre: Demonstrate how voice (diction, pace, and volume) may be used to explore multiple possibilities for a live reading. Examples: I want you to go. I want you to go. I want you to go.

2.1. Development of Theatrical Skills: Demonstrate the emotional traits of a character through gesture and action.

2.2. Creation/Invention in Theatre: Retell or improvise stories from classroom literature in a variety of tones (gossipy, sorrowful, comic, frightened, joyful, sarcastic).

2.3. Creation/Invention in Theatre: Design or create costumes, props, makeup, or masks to communicate a character in formal or informal performances.

3.1. Role and Cultural Significance of Theatre: Identify theatrical or storytelling traditions in the cultures of ethnic groups throughout the history of California.

3.2. History of Theatre: Recognize key developments in the entertainment industry in California, such as the introduction of silent movies, animation, radio and television broadcasting, and interactive video.

4.1. Critical Assessment of Theatre: Develop and apply appropriate criteria or rubrics for critiquing performances as to characterization, diction, pacing, gesture, and movement.

4.2. Critical Assessment of Theatre: Compare and contrast the impact on the audience of theatre, film, television, radio, and other media.

4.3. Derivation of Meaning from Works of Theatre: Describe students' responses to a work of theatre and explain what the scriptwriter did to elicit those responses.

5.1. Connections and Applications: Dramatize events in California history.

5.2. Connections and Applications: Use improvisation and dramatization to explore concepts in other content areas.

5.3. Careers and Career-Related Skills: Exhibit team identity and commitment to purpose when participating in theatrical experiences.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Perceive and describe contrast and emphasis in works of art and in the environment.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Describe how negative shapes/forms and positive shapes/forms are used in a chosen work of art.

1.3. Develop Perceptual Skills and Visual Arts Vocabulary: Identify pairs of complementary colors (e.g., yellow/violet; red/green; orange/blue) and discuss how artists use them to communicate an idea or mood.

1.4. Develop Perceptual Skills and Visual Arts Vocabulary: Describe the concept of proportion (in face, figure) as used in works of art.

1.5. Analyze Art Elements and Principles of Design: Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space, value), emphasizing form, as they are used in works of art and found in the environment.

2.1. Skills, Processes, Materials, and Tools: Use shading (value) to transform a two-dimensional shape into what appears to be a three-dimensional form (e.g., circle to sphere).

2.2. Skills, Processes, Materials, and Tools: Use the conventions of facial and figure proportions in a figure study.

2.3. Skills, Processes, Materials, and Tools: Use additive and subtractive processes in making simple sculptural forms.

2.4. Skills, Processes, Materials, and Tools: Use fibers or other materials to create a simple weaving.

2.5. Communication and Expression Through Original Works of Art: Use accurate proportions to create an expressive portrait or a figure drawing or painting.

2.6. Communication and Expression Through Original Works of Art: Use the interaction between positive and negative space expressively in a work of art.

2.7. Communication and Expression Through Original Works of Art: Use contrast (light and dark) expressively in an original work of art.

2.8. Communication and Expression Through Original Works of Art: Use complementary colors in an original composition to show contrast and emphasis.

3.1. Role and Development of the Visual Arts: Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).

3.2. Diversity of the Visual Arts: Identify and discuss the content of works of art in the past and present, focusing on the different cultures that have contributed to California's history and art heritage.

3.3. Diversity of the Visual Arts: Research and describe the influence of religious groups on art and architecture, focusing primarily on buildings in California both past and present.

4.1. Derive Meaning: Describe how using the language of the visual arts helps to clarify personal responses to works of art.

4.2. Derive Meaning: Identify and describe how a person's own cultural context influences individual responses to works of art.

4.3. Derive Meaning: Discuss how the subject and selection of media relate to the meaning or purpose of a work of art.

4.4. Make Informed Judgments: Identify and describe how various cultures define and value art differently.

4.5. Make Informed Judgments: Describe how the individual experiences of an artist may influence the development of specific works of art.

5.1. Connections and Applications: Select a nonobjective painting, work in small groups to interpret it through dance/movement, and then write a paragraph reporting on the arts experience.

5.2. Connections and Applications: Identify through research twentieth-century artists who have incorporated symmetry as a part of their work and then create a work of art, using bilateral or radial symmetry.

5.3. Visual Literacy: Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about a historical event.

5.4. Careers and Career-Related Skills: Read biographies and stories about artists and summarize the readings in short reports, telling how the artists mirrored or affected their time period or culture.

1.1. Development of Motor Skills and Technical Expertise: Demonstrate focus, physical control (e.g., proper alignment, balance), and coordination in performing locomotor and axial movement.

1.2. Development of Motor Skills and Technical Expertise: Name and use a wide variety of movements (e.g., isolations/whole body).

1.3. Comprehension and Analysis of Dance Elements: Demonstrate a greater dynamic range in movement utilizing space, time, and force/energy concepts.

1.4. Comprehension and Analysis of Dance Elements: Incorporate the principles of variety, contrast, and unity with dance studies.

1.5. Development of Dance Vocabulary: Use appropriate dance vocabulary to describe dances.

2.1. Creation/Invention of Dance Movements: Create, memorize, and perform complex sequences of movement with greater focus, force/energy, and intent.

2.2. Creation/Invention of Dance Movements: Invent multiple possibilities to solve a given movement problem and analyze problem-solving strategies and solutions.

2.3. Application of Choreographic Principles and Processes to Creating Dance: Describe and incorporate simple dance forms in dance studies (e.g., AB form, canon).

2.4. Application of Choreographic Principles and Processes to Creating Dance: Demonstrate principles of opposing weight and force/energy, balance and counterbalance, or cantilever.

2.5. Communication of Meaning in Dance: Convey a wide range of feeling and expression through gestures, posture, and movement.

2.6. Development of Partner and Group Skills: Demonstrate cooperation, collaboration, and empathy in working with partners and in groups (e.g., leading/following, mirroring, calling/responding, echoing, opposing).

3.1. Development of Dance: Describe how and why a traditional dance may be changed when performed on stage for an audience.

3.2. History and Function of Dance: Identify and perform folk/traditional, social, and theatrical dances done by Americans in the eighteenth and nineteenth centuries.

3.3. Diversity of Dance: Select traditional dances that men, women, or children perform and explain the purpose(s) of the dances.

4.1. Description, Analysis, and Criticism of Dance: Use dance vocabulary to identify and support personal preferences for dances observed or performed.

4.2. Description, Analysis, and Criticism of Dance: Apply specific criteria to analyze and assess the quality of a dance performance by well-known dancers or dance companies (e.g., technical skill, musicality, dynamics, mood).

4.3. Meaning and Impact of Dance: Identify the special and challenging characteristics of the experience of dancing for an audience.

4.4. Meaning and Impact of Dance: Explain how outstanding dancers affect audience members emotionally or intellectually.

5.1. Connections and Applications Across Disciplines: Describe how historical events relate to dance forms (e.g., the rebellion of the 1960s was represented in popular social dances with a move from partners to individual expression).

5.2. Connections and Applications Across Disciplines: Describe how dancing requires good health-related habits (e.g., individual and group goals for flexibility, strength, endurance, stress management, nutrition).

5.3. Connections and Applications Across Disciplines: Cite examples of the use of technology in the performing arts.

5.4. Development of Life Skills and Career Competencies: Demonstrate social skills that enable students to become leaders/teachers and followers/learners.

1.1. Read and Notate Music: Read, write, and perform simple melodic notation in treble clef in major and minor keys.

1.2. Read and Notate Music: Read, write, and perform major and minor scales.

1.3. Read and Notate Music: Read, write, and perform rhythmic notation, including quarter-note triplets and tied syncopation.

1.4. Listen to, Analyze, and Describe Music: Analyze the use of music elements in aural examples from various genres and cultures.

1.5. Listen to, Analyze, and Describe Music: Identify vocal and instrumental ensembles from a variety of genres and cultures.

1.6. Listen to, Analyze, and Describe Music: Identify and describe music forms, including theme and variations and twelve-bar blues.

2.1. Apply Vocal and Instrumental Skills: Sing a varied repertoire of music, including rounds, descants, and songs with ostinatos and songs in two-part harmony, by oneself and with others.

2.3. Compose, Arrange, and Improvise: Compose, improvise, and perform basic rhythmic, melodic, and chordal patterns independently on classroom instruments.

3.1. Role of Music: Describe the social functions of a variety of musical forms from various cultures and time periods (e.g., folk songs, dances).

3.2. Diversity of Music: Identify different or similar uses of musical elements in music from diverse cultures.

3.3. Diversity of Music: Sing and play music from diverse cultures and time periods.

3.4. Diversity of Music: Describe the influence of various cultures and historical events on musical forms and styles.

3.5. Diversity of Music: Describe the influences of various cultures on the music of the United States.

4.1. Analyze and Critically Assess: Identify and analyze differences in tempo and dynamics in contrasting music selections.

4.2. Derive Meaning: Develop and apply appropriate criteria to support personal preferences for specific musical works.

5.1. Connections and Applications: Explain the role of music in community events.

5.2. Careers and Career-Related Skills: Identify ways in which the music professions are similar to or different from one another.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as sense memory, script, cue, monologue, dialogue, protagonist, and antagonist, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Identify the structural elements of plot (exposition, complication, crisis, climax, and resolution) in a script or theatrical experience.

2.1. Development of Theatrical Skills: Participate in improvisational activities to explore complex ideas and universal themes in literature and life.

2.2. Development of Theatrical Skills: Demonstrate the use of blocking (stage areas, levels, and actor's position, such as full front, quarter, profile, and full back) in dramatizations.

2.3. Creation/Invention in Theatre: Collaborate as an actor, director, scriptwriter, or technical artist in creating formal or informal theatrical performances.

3.1. Role and Cultural Significance of Theatre: Select or create appropriate props, sets, and costumes for a cultural celebration or pageant.

3.2. Role and Cultural Significance of Theatre: Interpret how theatre and storytelling forms (past and present) of various cultural groups may reflect their beliefs and traditions.

3.3. History of Theatre: Analyze ways in which theatre, television, and film play a part in our daily lives.

3.4. History of Theatre: Identify types of early American theatre, such as melodrama and musical theatre.

4.1. Critical Assessment of Theatre: Develop and apply appropriate criteria for critiquing the work of actors, directors, writers, and technical artists in theatre, film, and video.

4.2. Derivation of Meaning from Works of Theatre: Describe devices actors use to convey meaning or intent in commercials on television.

5.1. Connections and Applications: Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history social science.

5.2. Careers and Career-Related Skills: Identify the roles and responsibilities of performing and technical artists in theatre, film, television, and electronic media.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Identify and describe the principles of design in visual compositions, emphasizing unity and harmony.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Identify and describe characteristics of representational, abstract, and nonrepresentational works of art.

1.3. Analyze Art Elements and Principles of Design: Use their knowledge of all the elements of art to describe similarities and differences in works of art and in the environment.

2.1. Skills, Processes, Materials, and Tools: Use one-point perspective to create the illusion of space.

2.2. Skills, Processes, Materials, and Tools: Create gesture and contour observational drawings.

2.3. Skills, Processes, Materials, and Tools: Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer-generated art, digital photography, or videography).

2.4. Communication and Expression Through Original Works of Art: Create an expressive abstract composition based on real objects.

2.5. Communication and Expression Through Original Works of Art: Assemble a found object sculpture (as assemblage) or a mixed media two-dimensional composition that reflects unity and harmony and communicates a theme.

2.6. Communication and Expression Through Original Works of Art: Use perspective in an original work of art to create a real or imaginary scene.

2.7. Communication and Expression Through Original Works of Art: Communicate values, opinions, or personal insights through an original work of art.

3.1. Role and Development of the Visual Arts: Describe how local and national art galleries and museums contribute to the conservation of art.

3.2. Role and Development of the Visual Arts: Identify and describe various fine, traditional, and folk arts from historical periods worldwide.

3.3. Diversity of the Visual Arts: Identify and compare works of art from various regions of the United States.

3.4. Diversity of the Visual Arts: View selected works of art from a major culture and observe changes in materials and styles over a period of time.

4.1. Derive Meaning: Identify how selected principles of design are used in a work of art and how they affect personal responses to and evaluation of the work of art.

4.2. Derive Meaning: Compare the different purposes of a specific culture for creating art.

4.3. Make Informed Judgments: Develop and use specific criteria as individuals and in groups to assess works of art.

4.4. Make Informed Judgments: Assess their own works of art, using specific criteria, and describe what changes they would make for improvement.

5.1. Connections and Applications: Use linear perspective to depict geometric objects in space.

5.2. Visual Literacy: Identify and design icons, logos, and other graphic devices as symbols for ideas and information.

5.3. Careers and Career-Related Skills: Research and report on what various types of artists (e.g., architects, designers, graphic artists, animators) produce and how their works play a role in our everyday environment.

1.1. Development of Motor Skills and Technical Expertise: Demonstrate focus, physical control, coordination, and accurate reproduction in performing locomotor and axial movement.

1.2. Development of Motor Skills and Technical Expertise: Incorporate a variety of force/energy qualities into executing a full range of movements.

1.3. Comprehension and Analysis of Dance Elements: Identify and use force/energy variations when executing gesture and locomotor and axial movements.

1.4. Comprehension and Analysis of Dance Elements: Use the principles of contrast, unity, and variety in phrasing in dance studies and dances.

1.5. Development of Dance Vocabulary: Describe and analyze movements observed and performed, using appropriate dance vocabulary.

2.1. Creation/Invention of Dance Movements: Invent multiple possibilities to solve a given movement problem and develop the material into a short study.

2.2. Creation/Invention of Dance Movements: Compare and demonstrate the difference between imitating movement and creating original material.

2.3. Application of Choreographic Principles and Processes to Creating Dance: Describe and incorporate dance forms in dance studies.

2.4. Application of Choreographic Principles and Processes to Creating Dance: Demonstrate the ability to coordinate movement with different musical rhythms and styles (e.g., ABA form, canon).

2.5. Application of Choreographic Principles and Processes to Creating Dance: Use the elements of dance to create short studies that demonstrate the development of ideas and thematic material.

2.6. Communication of Meaning in Dance: Demonstrate an awareness of the body as an instrument of expression when rehearsing and performing.

2.7. Communication of Meaning in Dance: Revise, memorize, and rehearse dance studies for the purpose of performing for others.

2.8. Development of Partner and Group Skills: Demonstrate an ability to cooperate and collaborate with a wide range of partners and groups (e.g., imitating, leading/following, mirroring, calling/responding, echoing, sequence building).

3.1. Development of Dance: Compare and contrast features of dances already performed from different countries.

3.2. History and Function of Dance: Explain the importance and function of dance in students' lives.

3.3. Diversity of Dance: Explain the various ways people have experienced dance in their daily lives (e.g., Roman entertainments, Asian religious ceremonies, baby naming in Ghana, Latin American celebrations).

4.1. Description, Analysis, and Criticism of Dance: Apply knowledge of the elements of dance and the craft of choreography to critiquing (spatial design, variety, contrast, clear structure).

4.2. Description, Analysis, and Criticism of Dance: Propose ways to revise choreography according to established assessment criteria.

4.3. Meaning and Impact of Dance: Discuss the experience of performing personal work for others.

4.4. Meaning and Impact of Dance: Distinguish the differences between viewing live and recorded dance performances.

5.1. Connections and Applications Across Disciplines: Describe how other arts disciplines are integrated into dance performances (e.g., music, lighting, set design).

5.2. Connections and Applications Across Disciplines: Describe the responsibilities a dancer has in maintaining health-related habits (e.g., balanced nutrition, regular exercise, adequate sleep).

5.3. Development of Life Skills and Career Competencies: Identify careers in dance and dance-related fields (e.g., teacher, therapist, videographer, dance critic, choreographer, notator).

1.1. Read and Notate Music: Read, write, and perform intervals and triads.

1.2. Read and Notate Music: Read, write, and perform rhythmic and melodic notation, using standard symbols for pitch, meter, rhythm, dynamics, and tempo in duple and triple meters.

1.3. Read and Notate Music: Transcribe simple aural examples into rhythmic notation.

1.4. Read and Notate Music: Sight-read simple melodies in the treble clef or bass clef.

1.5. Listen to, Analyze, and Describe Music: Analyze and compare the use of musical elements representing various genres and cultures, emphasizing meter and rhythm.

1.6. Listen to, Analyze, and Describe Music: Describe larger music forms (sonata-allegro form, concerto, theme and variations).

2.1. Apply Vocal and Instrumental Skills: Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, good posture, tone quality, and vowel shape written and memorized, by oneself and in ensembles (level of difficulty: 1 on a scale of 1-6).

2.2. Apply Vocal and Instrumental Skills: Sing music written in two parts.

2.3. Apply Vocal and Instrumental Skills: Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 1 on a scale of 1-6).

2.4. Compose, Arrange, and Improvise: Compose short pieces in duple and triple meters.

2.5. Compose, Arrange, and Improvise: Arrange simple pieces for voices or instruments, using traditional sources of sound.

2.6. Compose, Arrange, and Improvise: Improvise simple melodies.

3.1. Role of Music: Compare music from two or more cultures of the world as to the functions the music serves and the roles of musicians.

3.2. Role of Music: Listen to and describe the role of music in ancient civilizations (e.g., Chinese, Egyptian, Greek, Indian, Roman).

3.3. Diversity of Music: Describe distinguishing characteristics of representative musical genres and styles from two or more cultures.

3.4. Diversity of Music: Listen to, describe, and perform music of various styles from a variety of cultures.

3.5. Diversity of Music: Classify by style and genre a number of exemplary musical works and explain the characteristics that make each work exemplary.

4.1. Analyze and Critically Assess: Develop criteria for evaluating the quality and effectiveness of musical performances and compositions, including arrangements and improvisations, and apply the criteria in personal listening and performing.

4.2. Derive Meaning: Explain how various aesthetic qualities convey images, feeling, or emotion.

4.3. Derive Meaning: Identify aesthetic qualities in a specific musical work.

5.1. Connections and Applications: scribe how knowledge of music connects to learning in other subject areas.

5.2. Careers and Career-Related Skills: Identify career pathways in music.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as action/reaction, vocal projection, subtext, theme, mood, design, production values, and stage crew, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Identify how production values can manipulate mood to persuade and disseminate propaganda.

2.1. Development of Theatrical Skills: Participate in improvisational activities, demonstrating an understanding of text, subtext, and context.

2.2. Creation/Invention in Theatre: Use effective vocal expression, gesture, facial expression, and timing to create character.

2.3. Creation/Invention in Theatre: Write and perform scenes or one-act plays that include monologue, dialogue, action, and setting together with a range of character types.

3.1. Role and Cultural Significance of Theatre: Create scripts that reflect particular historical periods or cultures.

3.2. History of Theatre: Differentiate the theatrical traditions of cultures throughout the world, such as those in Ancient Greece, Egypt, China, and West Africa.

4.1. Critical Assessment of Theatre: Develop and apply appropriate criteria for evaluating sets, lighting, costumes, makeup, and props.

4.2. Derivation of Meaning from Works of Theatre: Identify examples of how theatre, television, and film can influence or be influenced by politics and culture.

5.1. Connections and Applications: Use theatrical skills to communicate concepts or ideas from other curriculum areas, such as a demonstration in history social science of how persuasion and propaganda are used in advertising.

5.2. Careers and Career-Related Skills: Research career opportunities in media, advertising, marketing, and interactive Web design.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Identify and describe all the elements of art found in selected works of art (e.g., color, shape/form, line, texture, space, value).

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Discuss works of art as to theme, genre, style, idea, and differences in media.

1.3. Develop Perceptual Skills and Visual Arts Vocabulary: Describe how artists can show the same theme by using different media and styles.

1.4. Analyze Art Elements and Principles of Design: Describe how balance is effectively used in a work of art (e.g., symmetrical, asymmetrical, radial).

2.1. Skills, Processes, Materials, and Tools: Use various observational drawing skills to depict a variety of subject matter.

2.2. Skills, Processes, Materials, and Tools: Apply the rules of two-point perspective in creating a thematic work of art.

2.3. Skills, Processes, Materials, and Tools: Create a drawing, using varying tints, shades, and intensities.

2.4. Communication and Expression Through Original Works of Art: Create increasingly complex original works of art reflecting personal choices and increased technical skill.

2.5. Communication and Expression Through Original Works of Art: Select specific media and processes to express moods, feelings, themes, or ideas.

2.6. Communication and Expression Through Original Works of Art: Use technology to create original works of art.

3.1. Role and Development of the Visual Arts: Research and discuss the role of the visual arts in selected periods of history, using a variety of resources (both print and electronic).

3.2. Role and Development of the Visual Arts: View selected works of art from a culture and describe how they have changed or not changed in theme and content over a period of time.

3.3. Diversity of the Visual Arts: Compare, in oral or written form, representative images or designs from at least two selected cultures.

4.1. Derive Meaning: Construct and describe plausible interpretations of what they perceive in works of art.

4.2. Derive Meaning: Identify and describe ways in which their culture is being reflected in current works of art.

4.3. Make Informed Judgments: Develop specific criteria as individuals or in groups to assess and critique works of art.

4.4. Make Informed Judgments: Change, edit, or revise their works of art after a critique, articulating reasons for their changes.

5.1. Connections and Applications: Research how art was used in theatrical productions in the past and in the present.

5.2. Connections and Applications: Research how traditional characters (such as the trickster) found in a variety of cultures past and present are represented in illustrations.

5.3. Connections and Applications: Create artwork containing visual metaphors that express the traditions and myths of selected cultures.

5.4. Visual Literacy: Describe tactics employed in advertising to sway the viewer's thinking and provide examples.

5.5. Careers and Career-Related Skills: Establish criteria to use in selecting works of art for a specific type of art exhibition.

1.1. Development of Motor Skills and Technical Expertise: Demonstrate increased focus, physical control, coordination, skill, and accurate reproduction in performing locomotor and axial movement.

1.2. Development of Motor Skills and Technical Expertise: Demonstrate increased ability and skill to sustain longer and more complex movement sequences for expression in a variety of dance styles.

1.3. Development of Motor Skills and Technical Expertise: Demonstrate risk taking in generating bigger and stronger movements through space in rehearsal and performance.

1.4. Comprehension and Analysis of Dance Elements: Identify and use a wider range of space, time, and force/energy to manipulate locomotor and axial movements.

1.5. Development of Dance Vocabulary: Use appropriate dance vocabulary to describe everyday gestures and other movements observed in viewing live or recorded dance performances. (Descriptions may take the form of a drawing or video/computer documentation.)

2.1. Creation/Invention of Dance Movements: Create, memorize, and perform improvised movement sequences, dance studies, and choreography with dynamic range and fulfillment.

2.2. Creation/Invention of Dance Movements: Demonstrate the ability to use personal discovery and invention through improvisation and choreography.

2.3. Application of Choreographic Principles and Processes to Creating Dance: Demonstrate the ability to use dance elements to develop dance phrases reflecting various musical rhythms, styles, and dynamics.

2.4. Application of Choreographic Principles and Processes to Creating Dance: Demonstrate skill in using ideas and themes to develop simple dance forms (e.g., rondo, ABA form).

2.5. Communication of Meaning in Dance: Demonstrate performance skill in the ability to interpret and communicate through dance.

2.6. Communication of Meaning in Dance: Collaborate with others in preparing a dance presentation for an audience (short informal dance, lecture/demo, evening concert).

2.7. Development of Partner and Group Skills: Demonstrate increased originality in using partner or group relationships to define spatial floor patterns, shape designs, and entrances and exits.

3.1. Development of Dance: Identify and perform dances from countries studied in the history social science curriculum.

3.2. History and Function of Dance: Explain the function of dance in daily life during specific time periods and in countries being studied in history social science (e.g., North African, Middle Eastern, and Central American dance in ceremonies, social events, traditional settings, and theatrical performances).

3.3. Diversity of Dance: Explain how dance functions among people of different age groups, including their own.

4.1. Description, Analysis, and Criticism of Dance: Demonstrate understanding of the elements of dance and the craft of choreography when critiquing two kinds of dance (e.g., solo, duet).

4.2. Description, Analysis, and Criticism of Dance: Identify assessment criteria used for outstanding performances in different styles of dance (e.g., theatre, social, ceremonial).

4.3. Meaning and Impact of Dance: Explain and analyze the impact of live or recorded music on dance performances. (Recorded music is consistent. Live music can be altered).

4.4. Meaning and Impact of Dance: Explain how different venues influence the experience and impact of dancing (e.g., a studio setting, traditional stage, theater in the round).

5.1. Connections and Applications Across Disciplines: Identify and use different sources to generate ideas for dance compositions (e.g., poetry, photographs, political/social issues).

5.2. Connections and Applications Across Disciplines: Describe how dancing builds physical and emotional well-being (e.g., positive body imaging, physical goals, creative goals, focus/concentration).

5.3. Development of Life Skills and Career Competencies: Appraise how time management, listening, problem-solving, and teamwork skills used with other dancers in composing and rehearsing a dance can be applied to other group activities.

5.4. Development of Life Skills and Career Competencies: Research and compare careers in dance and dance-related fields.

1.1. Read and Notate Music: Read, write, and perform intervals, chordal patterns, and harmonic progressions.

1.2. Read and Notate Music: Read, write, and perform rhythmic and melodic notation in duple, triple, and mixed meters.

1.3. Read and Notate Music: Transcribe simple aural examples into melodic notation.

1.4. Read and Notate Music: Sight-read melodies in the treble or bass clef (level of difficulty: 1 on a scale of 1-6).

1.5. Listen to, Analyze, and Describe Music: Analyze and compare the use of musical elements representing various genres, styles, and cultures, emphasizing tonality and intervals.

1.6. Listen to, Analyze, and Describe Music: Describe larger musical forms (e.g. canon, fugue, suite, ballet, opera, oratorio).

2.1. Apply Vocal and Instrumental Skills: Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, vowel shape, and articulation written and memorized, by oneself and in ensembles (level of difficulty: 2 on a scale of 1-6).

2.2. Apply Vocal and Instrumental Skills: Sing music written in two and three parts.

2.4. Compose, Arrange, and Improvise: Compose short pieces in duple, triple, and mixed meters.

2.5. Compose, Arrange, and Improvise: Compose and arrange simple pieces for voice and instruments, using traditional and nontraditional sound sources, including digital/ electronic media.

2.6. Compose, Arrange, and Improvise: Improvise melodies and harmonic accompaniments.

2.7. Compose, Arrange, and Improvise: Improvise melodic and rhythmic embellishments and variations on given pentatonic melodies.

3.1. Role of Music: Compare music from various cultures as to some of the functions music serves and the roles of musicians.

3.2. Role of Music: Identify and describe the development of music during medieval and early modern times in various cultures (e.g., African, Chinese, European, Islamic, Japanese, South American).

3.3. Diversity of Music: Identify and describe distinguishing characteristics of musical genres and styles from a variety of cultures.

3.4. Diversity of Music: Perform music from diverse genres and cultures.

3.5. Diversity of Music: Identify instruments from a variety of cultures visually and aurally.

3.6. Diversity of Music: Classify by style and genre exemplary musical works and explain the characteristics that make each work exemplary.

4.1. Analyze and Critically Assess: Use criteria to evaluate the quality and effectiveness of musical performances and compositions.

4.2. Analyze and Critically Assess: Apply criteria appropriate for the style or genre of music to evaluate the quality and effectiveness of performances, compositions, arrangements, and improvisations by oneself and others.

4.3. Derive Meaning: Compare and contrast the differences between one performance of a specific musical work and another performance of the same work.

5.1. Connections and Applications: Identify similarities and differences in the meanings of common terms used in various arts and other subject areas.

5.2. Connections and Applications: Identify and describe how music functions in the media and entertainment industries.

5.3. Careers and Career-Related Skills: Identify various careers for musicians in the entertainment industry.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as playwright, rehearsal, dress rehearsal, run-through, and cold reading, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Identify dramatic elements within a script, such as foreshadowing, crisis, rising action, catharsis, and denouement, using the vocabulary of theatre.

2.1. Development of Theatrical Skills: Use improvisation in rehearsal to discover character and motivation.

2.2. Development of Theatrical Skills: Maintain a rehearsal script/ notebook to record directions and blocking.

2.3. Creation/Invention in Theatre: Create characters, environments, and actions that exhibit tension and suspense.

3.1. Role and Cultural Significance of Theatre: Design and create masks, puppets, props, costumes, or sets in a selected theatrical style drawn from world cultures, such as Javanese shadow puppets or Kabuki masks.

3.2. History of Theatre: Compare and contrast various theatre styles throughout history, such as those of Ancient Greece, Elizabethan theatre, Kabuki theatre, Kathakali dance theatre, and commedia dell'arte.

4.1. Critical Assessment of Theatre: Design and apply appropriate criteria or rubrics for evaluating the effective use of masks, puppetry, makeup, and costumes in a theatrical presentation.

4.2. Derivation of Meaning from Works of Theatre: Explain how cultural influences affect the content or meaning of works of theatre.

5.1. Connections and Applications: Use theatrical skills to communicate concepts or ideas from other curriculum areas, such as creating a musical based on a piece of literature.

5.2. Careers and Career-Related Skills: Demonstrate projection, vocal variety, diction, gesture, and confidence in an oral presentation.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Describe the environment and selected works of art, using the elements of art and the principles of design.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Identify and describe scale (proportion) as applied to two-dimensional and three-dimensional works of art.

1.3. Analyze Art Elements and Principles of Design: Identify and describe the ways in which artists convey the illusion of space (e.g., placement, overlapping, relative size, atmospheric perspective, and linear perspective).

1.4. Analyze Art Elements and Principles of Design: Analyze and describe how the elements of art and the principles of design contribute to the expressive qualities of their own works of art.

2.1. Skills, Processes, Materials, and Tools: Develop increasing skill in the use of at least three different media.

2.2. Skills, Processes, Materials, and Tools: Use different forms of perspective to show the illusion of depth on a two-dimensional surface.

2.3. Skills, Processes, Materials, and Tools: Develop skill in using mixed media while guided by a selected principle of design.

2.4. Skills, Processes, Materials, and Tools: Develop skill in mixing paints and showing color relationships.

2.5. Communication and Expression Through Original Works of Art: Interpret reality and fantasy in original two-dimensional and three-dimensional works of art.

2.6. Communication and Expression Through Original Works of Art: Create an original work of art, using film, photography, computer graphics, or video.

2.7. Communication and Expression Through Original Works of Art: Create a series of works of art that express a personal statement demonstrating skill in applying the elements of art and the principles of design.

3.1. Role and Development of the Visual Arts: Research and describe how art reflects cultural values in various traditions throughout the world.

3.2. Diversity of the Visual Arts: Compare and contrast works of art from various periods, styles, and cultures and explain how those works reflect the society in which they were made.

4.1. Derive Meaning: Explain the intent of a personal work of art and draw possible parallels between it and the work of a recognized artist.

4.2. Derive Meaning: Analyze the form (how a work of art looks) and content (what a work of art communicates) of works of art.

4.3. Make Informed Judgments: Take an active part in a small-group discussion about the artistic value of specific works of art, with a wide range of the viewpoints of peers being considered.

4.4. Make Informed Judgments: Develop and apply specific and appropriate criteria individually or in groups to assess and critique works of art.

4.5. Make Informed Judgments: Identify what was done when a personal work of art was reworked and explain how those changes improved the work.

5.1. Connections and Applications: Study the music and art of a selected historical era and create a multimedia presentation that reflects that time and culture.

5.2. Connections and Applications: Use various drawing skills and techniques to depict lifestyles and scenes from selected civilizations.

5.3. Visual Literacy: Examine art, photography, and other two and three-dimensional images, comparing how different visual representations of the same object lead to different interpretations of its meaning, and describe or illustrate the results.

5.4. Careers and Career-Related Skills: Identify professions in or related to the visual arts and some of the specific skills needed for those professions.

1.1. Development of Motor Skills and Technical Expertise: Demonstrate increased ability and skill to apply the elements of space, time, and force/energy in producing a wide range of dance sequences.

1.2. Development of Motor Skills and Technical Expertise: Demonstrate capacity for centering/shifting body weight and tension/release in performing movement for artistic intent.

1.3. Development of Motor Skills and Technical Expertise: Demonstrate greater technical control in generating bigger and stronger movements through space in rehearsal and performance.

1.4. Comprehension and Analysis of Dance Elements: Analyze gestures and movements viewed in live or recorded professional dance performances and apply that knowledge to dance activities.

1.5. Development of Dance Vocabulary: Identify and analyze the variety of ways in which a dancer can move, using space, time, and force/energy vocabulary.

2.1. Creation/Invention of Dance Movements: Create, memorize, and perform dance studies, demonstrating technical expertise and artistic expression.

2.2. Creation/Invention of Dance Movements: Expand and refine a personal repertoire of dance movement vocabulary.

2.3. Application of Choreographic Principles and Processes to Creating Dance: Apply basic music elements to the making and performance of dances (e.g., rhythm, meter, accents).

2.4. Application of Choreographic Principles and Processes to Creating Dance: Record personal movement patterns and phrases, using a variety of methods (e.g., drawings, graphs, words).

2.5. Communication of Meaning in Dance: Demonstrate performance skill in the ability to project energy and express ideas through dance.

2.6. Communication of Meaning in Dance: Demonstrate the use of personal images as motivation for individual and group dance performances.

2.7. Development of Partner and Group Skills: Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.

3.1. Development of Dance: Compare and contrast specific kinds of dances (e.g., work, courtship, ritual, entertainment) that have been performed.

3.2. History and Function of Dance: Explain the variety of roles dance plays among different socioeconomic groups in selected countries (e.g., royalty and peasants).

3.3. Diversity of Dance: Describe the roles of males and females in dance in the United States during various time periods.

4.1. Description, Analysis, and Criticism of Dance: Identify preferences for choreography and discuss those preferences, using the elements of dance.

4.2. Meaning and Impact of Dance: Explain the advantages and disadvantages of various technologies in the presentation of dance (e.g., video, film, computer, DVD, recorded music).

4.3. Meaning and Impact of Dance: Describe and analyze how differences in costumes, lighting, props, and venues can enhance or detract from the meaning of a dance.

5.1. Connections and Applications Across Disciplines: Identify and compare how learning habits acquired from dance can be applied to the study of other school subjects (e.g., memorizing, researching, practicing).

5.2. Connections and Applications Across Disciplines: Describe how dancing builds positive mental, physical, and health-related practices (e.g., discipline, stress management, anatomic awareness).

5.3. Development of Life Skills and Career Competencies: Research and explain how dancers leave their performing careers to enter into alternative careers.

1.1. Read and Notate Music: Read, write, and perform augmented and diminished intervals, minor chords, and harmonic minor progressions.

1.2. Read and Notate Music: Read, write, and perform rhythmic and melodic notation in duple, triple, compound, and mixed meters.

1.3. Read and Notate Music: Transcribe aural examples into rhythmic and melodic notation.

1.4. Read and Notate Music: Sight-read accurately and expressively (level of difficulty: 2 on a scale of 1-6).

1.5. Listen to, Analyze, and Describe Music: Analyze and compare the use of musical elements representing various genres, styles, and cultures, with an emphasis on chords and harmonic progressions.

1.6. Listen to, Analyze, and Describe Music: Describe larger musical forms (e.g., symphony, tone poem).

1.7. Listen to, Analyze, and Describe Music: Explain how musical elements are used to create specific music events in given aural examples.

2.2. Apply Vocal and Instrumental Skills: Sing music written in two, three, or four parts.

2.4. Compose, Arrange, and Improvise: Compose short pieces in duple, triple, mixed, and compound meters.

2.5. Compose, Arrange, and Improvise: Arrange simple pieces for voices or instruments other than those for which the pieces were written, using traditional and nontraditional sound sources, including digital/ electronic media.

2.6. Compose, Arrange, and Improvise: Improvise melodic and rhythmic embellishments and variations in major keys.

2.7. Compose, Arrange, and Improvise: Improvise short melodies to be performed with and without accompaniment.

3.1. Role of Music: Compare and contrast the functions music serves and the place of musicians in society in various cultures.

3.2. Role of Music: Identify and explain the influences of various cultures on music in early United States history.

3.3. Role of Music: Explain how music has reflected social functions and changing ideas and values.

3.4. Diversity of Music: Compare and contrast the distinguishing characteristics of musical genres and styles from a variety of cultures.

3.5. Diversity of Music: Perform music from diverse genres, cultures, and time periods.

3.6. Diversity of Music: Classify exemplary musical works by style, genre, and historical period and explain why each work is considered exemplary.

4.1. Analyze and Critically Assess: Use detailed criteria for evaluating the quality and effectiveness of musical performances and compositions and apply the criteria to personal listening and performing.

4.2. Analyze and Critically Assess: Apply detailed criteria appropriate for the genre and style of the music to evaluate the quality and effectiveness of performances, compositions, arrangements, and improvisations, by oneself and others.

4.3. Derive Meaning: Explain how and why people use and respond to specific music from different musical cultures found in the United States.

4.4. Derive Meaning: Compare the means used to create images or evoke feelings and emotions in musical works from a minimum of two different musical cultures found in the United States.

5.1. Connections and Applications: Compare in two or more arts forms how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human relationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art.

5.2. Connections and Applications: Describe how music is composed and adapted for use in film, video, radio, and television.

5.3. Careers and Career-Related Skills: Describe the skills necessary for composing and adapting music for use in film, video, radio, and television.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as ensemble, proscenium, thrust, and arena staging, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Identify and analyze recurring themes and patterns (e.g., loyalty, bravery, revenge, redemption) in a script to make production choices in design and direction.

1.3. Comprehension and Analysis of the Elements of Theatre: Analyze the use of figurative language and imagery in dramatic texts.

2.1. Development of Theatrical Skills: Create short dramatizations in selected styles of theatre, such as melodrama, vaudeville, and musical theatre.

2.2. Creation/Invention in Theatre: Perform character-based improvisations, pantomimes, or monologues, using voice, blocking, and gesture to enhance meaning.

3.1. Role and Cultural Significance of Theatre: Describe the ways in which American history has been reflected in theatre (e.g., the ways in which the Industrial Revolution and slavery were portrayed in the minstrel show, the melodrama, and the musical).

3.2. History of Theatre: Identify and explain how technology has changed American theatre (e.g., how stage lighting has progressed from candlelight to gaslight to limelight to electrical light to digital light).

4.1. Critical Assessment of Theatre: Develop criteria and write a formal review of a theatrical production.

4.2. Derivation of Meaning from Works of Theatre: Compare and contrast how works of theatre from different cultures or time periods convey the same or similar content or plot.

5.1. Connections and Applications: Use theatrical skills to present content or concepts in other subject areas, such as creating a video on cellular mitosis.

5.2. Careers and Career-Related Skills: Identify career options in the dramatic arts, such as cinematographer, stage manager, radio announcer, or dramaturg; and research the education, training, and work experience necessary in that field.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Use artistic terms when describing the intent and content of works of art.

1.2. Analyze Art Elements and Principles of Design: Analyze and justify how their artistic choices contribute to the expressive quality of their own works of art.

1.3. Analyze Art Elements and Principles of Design: Analyze the use of the elements of art and the principles of design as they relate to meaning in video, film, or electronic media.

2.1. Skills, Processes, Materials, and Tools: Demonstrate an increased knowledge of technical skills in using more complex two-dimensional art media and processes (e.g., printing press, silk screening, computer graphics software).

2.2. Skills, Processes, Materials, and Tools: Design and create maquettes for three-dimensional sculptures.

2.3. Communication and Expression Through Original Works of Art: Create an original work of art, using film, photography, computer graphics, or video.

2.4. Communication and Expression Through Original Works of Art: Design and create an expressive figurative sculpture.

2.5. Communication and Expression Through Original Works of Art: Select a medium to use to communicate a theme in a series of works of art.

2.6. Communication and Expression Through Original Works of Art: Design and create both additive and subtractive sculptures.

2.7. Communication and Expression Through Original Works of Art: Design a work of public art appropriate to and reflecting a location.

3.1. Role and Development of the Visual Arts: Examine and describe or report on the role of a work of art created to make a social comment or protest social conditions.

3.2. Role and Development of the Visual Arts: Compare, contrast, and analyze styles of art from a variety of times and places in Western and non-Western cultures.

3.3. Diversity of the Visual Arts: Identify major works of art created by women and describe the impact of those works on society at that time.

3.4. Diversity of the Visual Arts: Discuss the contributions of various immigrant cultures to the art of a particular society.

4.1. Derive Meaning: Define their own points of view and investigate the effects on their interpretation of art from cultures other than their own.

4.2. Derive Meaning: Develop a theory about the artist's intent in a series of works of art, using reasoned statements to support personal opinions.

4.3. Derive Meaning: Construct an interpretation of a work of art based on the form and content of the work.

4.4. Make Informed Judgments: Develop and apply a set of criteria as individuals or in groups to assess and critique works of art.

4.5. Make Informed Judgments: Present a reasoned argument about the artistic value of a work of art and respond to the arguments put forward by others within a classroom setting.

4.6. Make Informed Judgments: Select a grouping of their own works of art that reflects growth over time and describe the progression.

5.1. Connections and Applications: Select a favorite artist and some of his or her works of art and create a music video that expresses personal ideas and views about the artist.

5.2. Connections and Applications: Create a painting, satirical drawing, or editorial cartoon that expresses personal opinions about current social or political issues.

5.3. Visual Literacy: Demonstrate an understanding of the effects of visual communication media (e.g., television, music videos, film, Internet) on all aspects of society.

5.4. Careers and Career-Related Skills: Work collaboratively with a community artist to create a work of art, such as a mural, and write a report about the skills needed to become a professional artist.

CA.1.0. Dance (Proficient): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance: Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

1.1. Development of Motor Skills and Technical Expertise: Demonstrate refined physical coordination when performing movement phrases (e.g., alignment, agility, balance, strength).

1.2. Development of Motor Skills and Technical Expertise: Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent.

1.3. Development of Motor Skills and Technical Expertise: Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).

1.4. Comprehension and Analysis of Dance Elements: Demonstrate clarity of intent while applying kinesthetic principles for all dance elements.

1.5. Development of Dance Vocabulary: Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy).

CA.2.0. Dance (Proficient): Creative Expression: Creating, Performing, and Participating in Dance: Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

2.1. Creation/Invention of Dance Movements: Create a body of works of dance demonstrating originality, unity, and clarity of intent.

2.2. Application of Choreographic Principles and Processes to Creating Dance: Identify and apply basic music elements (e.g., rhythm, meter, tempo, timbre) to construct and perform dances.

2.3. Application of Choreographic Principles and Processes to Creating Dance: Design a dance that utilizes an established dance style or genre.

2.4. Communication of Meaning in Dance: Perform original works that employ personal artistic intent and communicate effectively.

2.5. Communication of Meaning in Dance: Perform works by various dance artists communicating the original intent of the work while employing personal artistic intent and interpretation.

2.6. Development of Partner and Group Skills: Collaborate with peers in the development of choreography in groups (e.g., duets, trios, small ensembles).

2.7. Development of Partner and Group Skills: Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.

CA.3.0. Dance (Proficient): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Dance: Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

3.1. Development of Dance: Identify and perform folk/traditional, social, and theatrical dances with appropriate stylistic nuances.

3.2. Development of Dance: Describe ways in which folk/traditional, social, and theatrical dances reflect their specific cultural context.

3.3. History and Function of Dance: Explain how the works of dance by major choreographers communicate universal themes and sociopolitical issues in their historical/cultural contexts (e.g., seventeenth-century Italy, eighteenth-century France, the women's suffrage movement, dance in the French courts, Chinese cultural revolution).

3.4. Diversity of Dance: Explain how dancers from various cultures and historical periods reflect diversity and values (e.g., ethnicity, gender, body types, and religious intent).

CA.4.0. Dance (Proficient): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Dance: Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

4.1. Description, Analysis, and Criticism of Dance: Describe how the qualities of a theatrical production contribute to the success of a dance performance (e.g., music, lighting, costuming, text, set design).

4.2. Description, Analysis, and Criticism of Dance: Apply criteria-based assessments appropriate to various dance forms (e.g., concert jazz, street, liturgical).

4.3. Description, Analysis, and Criticism of Dance: Defend personal preferences about dance styles and choreographic forms, using criteria-based assessment.

4.4. Meaning and Impact of Dance: Research and identify dances from different historic periods or cultures and make connections between social change and artistic expression in dance.

4.5. Meaning and Impact of Dance: Identify and evaluate the advantages and limitations of viewing live and recorded dance performances.

CA.5.0. Dance (Proficient): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

5.1. Connections and Applications Across Disciplines: Demonstrate effective use of technology for recording, analyzing, and creating dances.

5.2. Connections and Applications Across Disciplines: Apply concepts from anatomy, physiology, and physics to the study and practice of dance techniques.

5.3. Development of Life Skills and Career Competencies: Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.

5.4. Development of Life Skills and Career Competencies: Explain how participation in dance develops creative skills for lifelong learning and well-being that are interpersonal and intrapersonal.

5.5. Development of Life Skills and Career Competencies: Examine the training, education, and experience needed to pursue dance career options (e.g., performer, choreographer, dance therapist, teacher, historian, critic, filmmaker).

CA.1.0. Music (Proficient): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music: Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

1.1. Read and Notate Music: Read an instrumental or vocal score of up to four staves and explain how the elements of music are used.

1.2. Read and Notate Music: Transcribe simple songs when presented aurally into melodic and rhythmic notation (level of difficulty: 1 on a scale of 1-6).

1.3. Read and Notate Music: Sight-read music accurately and expressively (level of difficulty: 3 on a scale of 1-6).

1.4. Listen to, Analyze, and Describe Music: Analyze and describe the use of musical elements and expressive devices (e.g., articulation, dynamic markings) in aural examples in a varied repertoire of music representing diverse genres, styles, and cultures.

1.5. Listen to, Analyze, and Describe Music: Identify and explain a variety of compositional devices and techniques used to provide unity, variety, tension, and release in aural examples.

1.6. Listen to, Analyze, and Describe Music: Analyze the use of form in a varied repertoire of music representing diverse genres, styles, and cultures.

CA.2.0. Music (Proficient): Creative Expression: Creating, Performing, and Participating in Music: Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

2.2. Apply Vocal and Instrumental Skills: Sing music written in three or four parts with and without accompaniment.

2.3. Apply Vocal and Instrumental Skills: Sing in small ensembles, with one performer for each part.

2.4. Apply Vocal and Instrumental Skills: Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 4 on a scale of 1-6).

2.5. Apply Vocal and Instrumental Skills: Perform on an instrument in small ensembles, with one performer for each part.

2.6. Compose, Arrange, and Improvise: Compose music, using musical elements for expressive effect.

2.7. Compose, Arrange, and Improvise: Compose and arrange music for voices or various acoustic or digital/electronic instruments, using appropriate ranges for traditional sources of sound.

2.8. Compose, Arrange, and Improvise: Arrange pieces for voices and instruments other than those for which the pieces were originally written.

2.9. Compose, Arrange, and Improvise: Improvise harmonizing parts, using an appropriate style.

2.10. Compose, Arrange, and Improvise: Improvise original melodies over given chord progressions.

CA.3.0. Music (Proficient): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Music: Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

3.1. Role of Music: Identify the sources of musical genres of the United States, trace the evolution of those genres, and cite well-known musicians associated with them.

3.2. Role of Music: Explain the various roles that musicians perform, identify representative individuals who have functioned in each role, and explain their activities and achievements.

3.3. Diversity of Music: Describe the differences between styles in traditional folk genres within the United States.

3.4. Diversity of Music: Perform music from various cultures and time periods.

3.5. Diversity of Music: Classify, by genre or style and historical period or culture, unfamiliar but representative aural examples of music and explain the reasoning for the classification.

CA.4.0. Music (Proficient): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Music: Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

4.1. Analyze and Critically Assess: Develop specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply those criteria in personal participation in music.

4.2. Analyze and Critically Assess: Evaluate a performance, composition, arrangement, or improvisation by comparing each with an exemplary model.

4.3. Derive Meaning: Explain how people in a particular culture use and respond to specific musical works from that culture.

4.4. Derive Meaning: Describe the means used to create images or evoke feelings and emotions in musical works from various cultures.

CA.5.0. Music (Proficient): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

5.1. Connections and Applications: Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts.

5.2. Connections and Applications: Analyze the role and function of music in radio, television, and advertising.

5.3. Careers and Career-Related Skills: Research musical careers in radio, television, and advertising.

CA.1.0. Theatre (Proficient): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre: Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as acting values, style, genre, design, and theme, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Document observations and perceptions of production elements, noting mood, pacing, and use of space through class discussion and reflective writing.

CA.2.0. Theatre (Proficient): Creative Expression: Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.

2.1. Development of Theatrical Skills: Make acting choices, using script analysis, character research, reflection, and revision through the rehearsal process.

2.2. Creation/Invention in Theatre: Write dialogues and scenes, applying basic dramatic structure: exposition, complication, conflict, crises, climax, and resolution.

2.3. Creation/Invention in Theatre: Design, produce, or perform scenes or plays from a variety of theatrical periods and styles, including Shakespearean and contemporary realism.

CA.3.0. Theatre (Proficient): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Theatre: Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre.

3.1. Role and Cultural Significance of Theatre: Identify and compare how film, theatre, television, and electronic media productions influence values and behaviors.

3.2. Role and Cultural Significance of Theatre: Describe the ways in which playwrights reflect and influence their culture in such works as Raisin in the Sun, Antigone, and the Mahabarata.

3.3. History of Theatre: Identify key figures, works, and trends in world theatrical history from various cultures and time periods.

CA.4.0. Theatre (Proficient): Aesthetic Valuing: Responding to, Analyzing, and Critiquing Theatrical Experiences: Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities.

4.1. Critical Assessment of Theatre: Compare a traditional interpretation of a play with a nontraditional interpretation and defend the merits of the different interpretations.

4.2. Derivation of Meaning from Works of Theatre: Report on how a specific actor used drama to convey meaning in his or her performances.

CA.5.0. Theatre (Proficient): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.

5.1. Connections and Applications: Describe how skills acquired in theatre may be applied to other content areas and careers.

5.2. Careers and Career-Related Skills: Manage time, prioritize responsibilities, and meet completion deadlines for a production as specified by group leaders, team members, or directors.

5.3. Careers and Career-Related Skills: Demonstrate an understanding of the professional standards of the actor, director, scriptwriter, and technical artist, such as the requirements for union membership.

CA.1.0. Visual Arts (Proficient): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts: Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Describe the principles of design as used in works of art, focusing on dominance and subordination.

1.3. Analyze Art Elements and Principles of Design: Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

1.4. Analyze Art Elements and Principles of Design: Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

1.5. Impact of Media Choice: Analyze the material used by a given artist and describe how its use influences the meaning of the work.

1.6. Impact of Media Choice: Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.

CA.2.0. Visual Arts (Proficient): Creative Expression: Creating, Performing, and Participating in the Visual Arts: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

2.1. Skills, Processes, Materials, and Tools: Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.2. Skills, Processes, Materials, and Tools: Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.

2.3. Skills, Processes, Materials, and Tools: Develop and refine skill in the manipulation of digital imagery (either still or video).

2.4. Skills, Processes, Materials, and Tools: Review and refine observational drawing skills.

2.5. Communication and Expression Through Original Works of Art: Create an expressive composition, focusing on dominance and subordination.

2.6. Communication and Expression Through Original Works of Art: Create a two or three-dimensional work of art that addresses a social issue.

CA.3.0. Visual Arts (Proficient): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

3.1. Role and Development of the Visual Arts: Identify similarities and differences in the purposes of art created in selected cultures.

3.2. Role and Development of the Visual Arts: Identify and describe the role and influence of new technologies on contemporary works of art.

3.3. Diversity of the Visual Arts: Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

3.4. Diversity of the Visual Arts: Discuss the purposes of art in selected contemporary cultures.

CA.4.0. Visual Arts (Proficient): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works in the Visual Arts: Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

4.1. Derive Meaning: Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

4.2. Derive Meaning: Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.

4.3. Make Informed Judgments: Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.

4.4. Make Informed Judgments: Articulate the process and rationale for refining and reworking one of their own works of art.

4.5. Make Informed Judgments: Employ the conventions of art criticism in writing and speaking about works of art.

CA.5.0. Visual Arts (Proficient): Connections, Relationships, Applications: Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

5.1. Connections and Applications: Design an advertising campaign for a theatre or dance production held at a school, creating images that represent characters and major events in the production.

5.2. Connections and Applications: Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

5.3. Visual Literacy: Compare and contrast the ways in which different media (television, newspapers, magazines) cover the same art exhibition.

5.4. Careers and Career-Related Skills: Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).

CA.1.0. Dance (Advanced): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance: Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

1.1. Development of Motor Skills and Technical Expertise: Demonstrate highly developed physical coordination and control when performing complex locomotor and axial movement phrases from a variety of genres (e.g., refined body articulation, agility, balance, strength).

1.2. Development of Motor Skills and Technical Expertise: Perform in multiple dance genres, integrating an advanced level of technical skill and clear intent.

1.3. Development of Motor Skills and Technical Expertise: Memorize and perform complicated works of dance at a level of professionalism (i.e., a high level of refinement).

1.4. Comprehension and Analysis of Dance Elements: Apply a wide range of kinesthetic communication, demonstrating clarity of intent and stylistic nuance.

1.5. Development of Dance Vocabulary: Select specific dance vocabulary to describe movement and dance elements in great detail.

CA.2.0. Dance (Advanced): Creative Expression: Creating, Performing, and Participating in Dance: Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

2.1. Creation/Invention of Dance Movements: Create a diverse body of works of dance, each of which demonstrates originality, unity, clarity of intent, and a dynamic range of movement.

2.2. Application of Choreographic Principles and Processes to Creating Dance: Use dance structures, musical forms, theatrical elements, and technology to create original works.

2.3. Application of Choreographic Principles and Processes to Creating Dance: Notate dances, using a variety of systems (e.g., labanotation, motif writing, personal systems).

2.4. Communication of Meaning in Dance: Perform a diverse range of works by various dance artists, maintaining the integrity of the work while applying personal artistic expression.

2.5. Development of Partner and Group Skills: Collaborate with peers in the development of complex choreography in diverse groupings (e.g., all male, all female, people standing with people sitting).

2.6. Development of Partner and Group Skills: Teach to peers a variety of complex movement patterns and phrases.

CA.3.0. Dance (Advanced): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Dance: Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

3.1. Development of Dance: Identify, analyze, and perform folk/traditional, social, and theatrical dances with technically and appropriate stylistic nuances.

3.2. Development of Dance: Analyze the role dancers and choreographers play in the interpretation of dances in various historical and cultural settings.

3.3. History and Function of Dance: Compare and contrast universal themes and sociopolitical issues in a variety of dances from different cultural contexts and time periods.

3.4. Diversity of Dance: Explain how dancers and choreographers reflect roles, work, and values in selected cultures, countries, and historical periods.

CA.4.0. Dance (Advanced): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Dance: Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

4.1. Description, Analysis, and Criticism of Dance: Critique dance works to improve choreographic structure and artistic presence.

4.2. Description, Analysis, and Criticism of Dance: Use selected criteria to compare, contrast, and assess various dance forms (e.g., concert jazz, street, liturgical).

4.3. Description, Analysis, and Criticism of Dance: Analyze evolving personal preferences about dance styles and choreographic forms to identify change and development in personal choices.

4.4. Meaning and Impact of Dance: Research and assess how specific dance works change because of the impact of historic and cultural influences on their interpretations (e.g., because of the loss of lives in war, Fancy Dancing, once performed only by men, is now also performed by women).

4.5. Meaning and Impact of Dance: Evaluate how aesthetic principles apply to choreography designed for technological media (e.g., film, video, TV, computer imaging).

CA.5.0. Dance (Advanced): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

5.1. Connections and Applications Across Disciplines: Demonstrate effective knowledge and skills in using audiovisual equipment and technology creating, recording, and producing dance.

5.2. Connections and Applications Across Disciplines: Compare the study and practice of dance techniques to motion, time, and physical principles from scientific disciplines (e.g., muscle and bone identification and usage; awareness of matter, space, time, and energy/force).

5.3. Development of Life Skills and Career Competencies: Synthesize information from a variety of health-related resources to maintain physical and emotional health.

5.4. Development of Life Skills and Career Competencies: Determine the appropriate training, experience, and education needed to pursue a variety of dance and dance-related careers.

CA.1.0. Music (Advanced): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music: Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

1.1. Read and Notate Music: Read a full instrument or vocal score and describe how the elements of music are used.

1.2. Read and Notate Music: Transcribe simple songs into melodic and rhythmic notation when presented aurally (level of difficulty: 2 on a scale of 1-6).

1.3. Read and Notate Music: Sight-read music accurately and expressively (level of difficulty: 4 on a scale of 1-6).

1.4. Listen to, Analyze, and Describe Music: Analyze and describe significant musical events perceived and remembered in a given aural example.

1.5. Listen to, Analyze, and Describe Music: Analyze and describe the use of musical elements in a given work that makes it unique, interesting, and expressive.

1.6. Listen to, Analyze, and Describe Music: Compare and contrast the use of form, both past and present, in a varied repertoire of music from diverse genres, styles, and cultures.

CA.2.0. Music (Advanced): Creative Expression: Creating, Performing, and Participating in Music: Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

2.2. Apply Vocal and Instrumental Skills: Sing music written in four parts with and without accompaniment.

2.3. Apply Vocal and Instrumental Skills: Sing in small ensembles, with one performer for each part (level of difficulty: 5 on a scale of 1-6).

2.5. Apply Vocal and Instrumental Skills: Perform in small instrumental ensembles with one performer for each part (level of difficulty: 5 on a scale of 1-6).

2.6. Compose, Arrange, and Improvise: Compose music in distinct styles.

2.7. Compose, Arrange, and Improvise: Compose and arrange music for various combinations of voice and acoustic and digital/electronic instruments, using appropriate ranges and traditional and nontraditional sound sources.

2.8. Compose, Arrange, and Improvise: Create melodic and rhythmic improvisations in a style or genre within a musical culture (e.g., gamelan, jazz, and mariachi).

CA.3.0. Music (Advanced): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Music: Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

3.1. Role of Music: Analyze how the roles of musicians and composers have changed or remained the same throughout history.

3.2. Role of Music: Identify uses of music elements in nontraditional art music (e.g., atonal, twelve-tone, serial).

3.3. Role of Music: Compare and contrast the social function of a variety of music forms in various cultures and time periods.

3.4. Diversity of Music: Perform music from a variety of cultures and historical periods.

3.5. Diversity of Music: Compare and contrast instruments from a variety of cultures and historical periods.

3.6. Diversity of Music: Compare and contrast musical styles within various popular genres in North America and South America.

3.7. Diversity of Music: Analyze the stylistic features of a given musical work that define its aesthetic traditions and its historical or cultural context.

3.8. Diversity of Music: Compare and contrast musical genres or styles that show the influence of two or more cultural traditions.

CA.4.0. Music (Advanced): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Music: Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

4.1. Analyze and Critically Assess: Compare and contrast how a composer's intentions result in a work of music and how that music is used.

4.2. Derive Meaning: Analyze and explain how and why people in a particular culture use and respond to specific musical works from their own culture.

4.3. Derive Meaning: Compare and contrast the musical means used to create images or evoke feelings and emotions in works of music from various cultures.

CA.5.0. Music (Advanced): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

5.1. Connections and Applications: Explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated.

5.2. Connections and Applications: Analyze the process for arranging, underscoring, and composing music for film and video productions.

5.3. Careers and Career-Related Skills: Identify and explain the various factors involved in pursuing careers in music.

CA.1.0. Theatre (Advanced): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre: Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as genre, style, acting values, theme, and design, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Research, analyze, or serve as the dramaturg for a play in collaboration with the director, designer, or playwright.

1.3. Comprehension and Analysis of the Elements of Theatre: Identify the use of metaphor, subtext, and symbolic elements in scripts and theatrical productions.

CA.2.0. Theatre (Advanced): Creative Expression: Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.

2.1. Development of Theatrical Skills: Make acting choices, using script analysis, character research, reflection, and revision to create characters from classical, contemporary, realistic, and nonrealistic dramatic texts.

2.2. Creation/Invention in Theatre: Improvise or write dialogues and scenes, applying basic dramatic structure (exposition, complication, crises, climax, and resolution) and including complex characters with unique dialogue that motivates the action.

2.3. Creation/Invention in Theatre: Work collaboratively as designer, producer, or actor to meet directorial goals in scenes and plays from a variety of contemporary and classical playwrights.

CA.3.0. Theatre (Advanced): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Theatre: Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre.

3.1. Role and Cultural Significance of Theatre: Research and perform monologues in various historical and cultural contexts, using accurate and consistent physical mannerisms and dialect.

3.2. History of Theatre: Analyze the impact of traditional and nontraditional theatre, film, television, and electronic media on society.

3.3. History of Theatre: Perform, design, or direct theatre pieces in specific theatrical styles, including classics by such playwrights as Sophocles, Shakespeare, Lope de Vega, Aphra Behn, Moliere, and Chekhov.

3.4. History of Theatre: Compare and contrast specific styles and forms of world theatre. For example, differentiate between Elizabethan comedy and Restoration farce.

CA.4.0. Theatre (Advanced): Aesthetic Valuing: Responding to, Analyzing, and Critiquing Theatrical Experiences: Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities.

4.1. Critical Assessment of Theatre: Use complex evaluation criteria and terminology to compare and contrast a variety of genres of dramatic literature.

4.2. Critical Assessment of Theatre: Draw conclusions about the effectiveness of informal and formal productions, films/videos, or electronic media on the basis of intent, structure, and quality of the work.

4.3. Derivation of Meaning from Works of Theatre: Develop a thesis based on research as to why people create theatre.

CA.5.0. Theatre (Advanced): Connections, Relationships, Applications: Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.

5.1. Connections and Applications: Create projects in other school courses or places of employment, using tools, techniques, and processes from the study and practice of theatre, film/ video, and electronic media.

5.2. Careers and Career-Related Skills: Demonstrate the ability to create rehearsal schedules, set deadlines, organize priorities, and identify needs and resources when participating in the production of a play or scene.

5.3. Careers and Career-Related Skills: Communicate creative, design, and directorial choices to ensemble members, using leadership skills, aesthetic judgment, or problem-solving skills.

5.4. Careers and Career-Related Skills: Develop advanced or entry-level competencies for a career in an artistic or technical field in the theatrical arts.

CA.1.0. Visual Arts (Advanced): Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts: Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Discuss a series of their original works of art, using the appropriate vocabulary of art.

1.3. Develop Perceptual Skills and Visual Arts Vocabulary: Analyze their works of art as to personal direction and style.

1.4. Analyze Art Elements and Principles of Design: Research two periods of painting, sculpture, film, or other media and discuss their similarities and differences, using the language of the visual arts.

1.5. Analyze Art Elements and Principles of Design: Compare how distortion is used in photography or video with how the artist uses distortion in painting or sculpture.

1.6. Analyze Art Elements and Principles of Design: Describe the use of the elements of art to express mood in one or more of their works of art.

1.7. Impact of Media Choice: Select three works of art from their art portfolio and discuss the intent of the work and the use of the media.

1.8. Impact of Media Choice: Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.

CA.2.0. Visual Arts (Advanced): Creative Expression: Creating, Performing, and Participating in the Visual Arts: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

2.1. Skills, Processes, Materials, and Tools: Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.

2.2. Skills, Processes, Materials, and Tools: Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.

2.3. Skills, Processes, Materials, and Tools: Assemble and display objects or works of art as a part of a public exhibition.

2.4. Communication and Expression Through Original Works of Art: Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.

2.5. Communication and Expression Through Original Works of Art: Use innovative visual metaphors in creating works of art.

2.6. Communication and Expression Through Original Works of Art: Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.

CA.3.0. Visual Arts (Advanced): Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

3.1. Role and Development of the Visual Arts: Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.

3.2. Role and Development of the Visual Arts: Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture.

3.3. Diversity of the Visual Arts: Investigate and discuss universal concepts expressed in works of art from diverse cultures.

3.4. Diversity of the Visual Arts: Research the methods art historians use to determine the time, place, context, value, and culture that produced a given work of art.

CA.4.0. Visual Arts (Advanced): Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works in the Visual Arts: Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

4.1. Derive Meaning: Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.

4.2. Derive Meaning: Identify the intentions of artists creating contemporary works of art and explore the implications of those intentions.

4.3. Derive Meaning: Analyze and articulate how society influences the interpretation and message of a work of art.

4.4. Make Informed Judgments: Apply various art-related theoretical perspectives to their own works of art and the work of others in classroom critiques.

4.5. Make Informed Judgments: Construct a rationale for the validity of a specific work of art artwork that falls outside their own conceptions of art.

4.6. Make Informed Judgments: Develop written criteria for the selection of a body of work from their portfolios that represents significant achievements.

CA.5.0. Visual Arts (Advanced): Connections, Relationships, Applications: Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

5.1. Connections and Applications: Speculate on how advances in technology might change the definition and function of the visual arts.

5.2. Visual Literacy: Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

5.3. Careers and Career-Related Skills: Prepare portfolios of their original works of art for a variety of purposes (e.g., review for postsecondary application, exhibition, job application, and personal collection).

5.4. Careers and Career-Related Skills: Investigate and report on the essential features of modern or emerging technologies that affect or will affect visual artists and the definition of the visual arts.