Connecticut State Standards for Arts Education:

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate nonlocomotor movements (such as bend, twist, stretch, swing, sway).

1.2. Students demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning.

1.3. Students demonstrate understanding of spatial concepts through, for example: shape-making at low, middle and high levels; defining and maintaining personal space; and demonstrating movements in straight and curved pathways.

1.4. Students demonstrate accuracy in moving to a musical beat and responding to changes in tempo.

1.5. Students identify and demonstrate basic dynamic contrasts (slow/quick, gentle/strong).

1.6. Students demonstrate kinesthetic awareness and concentration in performing movement skills.

1.7. Students demonstrate accuracy in memorizing and reproducing simple movement phrases.

1.8. Students observe and describe the movement elements (action, space, dynamics) in a brief movement study.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use improvisation to discover and invent movement and to solve movement problems.

2.2. Students create a sequence or simple dance with a beginning, middle and end, both with and without a rhythmic accompaniment, and identify each of these sequence parts.

2.3. Students create a dance phrase, repeat it, and then vary it (making changes in the time, space, and/or force/energy).

2.4. Students demonstrate the ability to work effectively alone and with a partner.

2.5. Students demonstrate the following partner skills: copying, leading and following, mirroring.

2.6. Students improvise, create and perform simple dances based on concepts suggested by the teacher and their own feelings and ideas.

2.7. Students identify and describe the choreographic structure of their own dances in simple terms.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures).

3.2. Students take an active role in a class discussion about interpretations of and reactions to dances that are either produced in class or viewed in the theatre or on video.

3.3. Students present their own dances to peers and discuss their meanings with confidence.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students explore, discover and realize multiple solutions to a given movement problem, choose their favorite solution and discuss the reasons for their choice.

4.2. Students observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways.

4.3. Students demonstrate appropriate audience behavior in watching dance performances, and discuss their opinions about the dances with their peers in a supportive and constructive way.

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students perform folk dances from various cultures with competence and confidence.

5.2. Students perform a dance from a resource in their own community, and describe the cultural and/or historical context (how and why this dance is/was performed).

5.3. Students answer questions about dance in a particular culture and time period (for example: In colonial America, why and in what settings did people dance? What did the dances look like?).

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students identify at least three personal goals to improve themselves as dancers.

6.2. Students describe the skeleton and how it works in simple terms.

6.3. Students explain how healthful practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science).

7.2. Students respond to a dance using another art form, and explain the connections between the dance and their response to it (for example, making a painting about a dance and describing the connections).

7.3. Students video record a simple dance (after collaborative planning in small groups) which successfully shows the concept or idea that drives the dance.

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo.

1.2. Students sing expressively, with appropriate dynamics, phrasing and interpretation.

1.3. Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

1.4. Students sing ostinatos, partner songs and rounds.

1.5. Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.

2.2. Students perform easy rhythmic, melodic and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments.

2.3. Students perform expressively a varied repertoire of music representing diverse genres and styles.

2.4. Students echo short rhythms and melodic patterns.

2.5. Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.

2.6. Students perform independent instrumental parts while other students sing or play contrasting parts.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise 'answers' in the same style to given rhythmic and melodic phrases.

3.2. Students improvise simple rhythmic and melodic ostinato accompaniments.

3.3. Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

3.4. Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students create and arrange music to accompany readings or dramatizations.

4.2. Students create and arrange short songs and instrumental pieces within specified guidelines.

4.3. Students use a variety of sound sources when composing.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

5.2. Students use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys.

5.3. Students identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing.

5.4. Students use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students identify simple music forms when presented.

6.2. Students demonstrate perceptual skills by moving in response to, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures.

6.3. Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.

6.4. Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.

6.5. Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students devise criteria for evaluating performances and compositions.

7.2. Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students identify similarities and differences in the meanings of common terms used in the various arts.

8.2. Students identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students identify by genre or style aural examples of music from various historical periods and cultures.

9.2. Students describe in simple terms how elements of music are used in music examples from various cultures of the world.

9.3. Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

9.4. Students identify and describe roles of musicians in various music settings and cultures.

9.5. Students demonstrate audience behavior appropriate for the context and style of music performed.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students collaborate to select inter-related characters, environments and situations for classroom dramatizations.

1.2. Students improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students imagine and clearly describe characters, their relationships and their environments.

2.2. Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo and tone for different characters.

2.3. Students assume roles (based on personal experience and heritage, imagination, literature and history) in classroom dramatizations.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students design the playing space to communicate characters and action in specific locales.

3.2. Students collaborate to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes and makeup.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students communicate information to peers about people, events, time and place related to classroom dramatizations.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe visual, aural, oral and kinetic elements in theatre, dance, music and visual arts.

6.2. Students compare how ideas and emotions are expressed in theatre, dance, music and visual arts.

6.3. Students select movement, music or visual elements to enhance the mood of a classroom dramatization.

6.4. Students identify connections between theatre and other disciplines in the curriculum.

6.5. Students identify various careers available to theatre artists.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students identify and describe the visual, aural, oral and kinetic elements of classroom dramatizations and dramatic performances.

7.2. Students explain how the wants and needs of characters are similar to and different from their own.

7.3. Students articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those performances.

7.4. Students analyze classroom dramatizations and, using appropriate terminology, constructively suggest (1) alternative ideas for dramatizing roles, arranging environments and developing situations and (2) means of improving the collaborative processes of planning, playing, responding and evaluating.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students identify and compare similar characters and situations in stories and dramas from and about various cultures, create classroom dramatizations based on these stories and dramas, and discuss how theatre reflects life.

8.2. Students identify and compare the various cultural settings and reasons for creating dramas and attending theatre.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students differentiate between a variety of media, techniques and processes.

1.2. Students describe how different media, techniques and processes cause different effects and personal responses.

1.3. Students use different media, techniques and processes to communicate ideas, feelings, experiences and stories.

1.4. Students use art media and tools in a safe and responsible manner.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students identify the different ways visual characteristics are used to convey ideas.

2.2. Students describe how different expressive features, and ways of organizing them, cause different responses.

2.3. Students use the elements of art and principles of design to communicate ideas.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students discuss a variety of sources for art content.

3.2. Students select and use subject matter, symbols and ideas to communicate meaning.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students recognize that the visual arts have a history and a variety of cultural purposes and meanings.

4.2. Students identify specific works of art as belonging to particular styles, cultures, times and places.

4.3. Students create art work that demonstrates understanding of how history or culture can influence visual art.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students identify various purposes for creating works of art.

5.2. Students describe visual characteristics of works of art using visual art terminology.

5.3. Students recognize that there are different responses to specific works of art.

5.4. Students describe their personal responses to specific works of art using visual art terminology.

5.5. Students identify possible improvements in the process of creating their own work.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students identify connections between characteristics of the visual arts and other arts disciplines.

6.2. Students identify connections between the visual arts and other disciplines in the curriculum.

6.3. Students describe how the visual arts are combined with other arts in multimedia work.

6.4. Students demonstrate understanding of how the visual arts are used in the world around us.

6.5. Students recognize that works of visual art are produced by artisans and artists working in different cultures, times and places.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate nonlocomotor movements (such as bend, twist, stretch, swing, sway).

1.2. Students demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning.

1.3. Students demonstrate understanding of spatial concepts through, for example: shape-making at low, middle and high levels; defining and maintaining personal space; and demonstrating movements in straight and curved pathways.

1.4. Students demonstrate accuracy in moving to a musical beat and responding to changes in tempo.

1.5. Students identify and demonstrate basic dynamic contrasts (slow/quick, gentle/strong).

1.6. Students demonstrate kinesthetic awareness and concentration in performing movement skills.

1.7. Students demonstrate accuracy in memorizing and reproducing simple movement phrases.

1.8. Students observe and describe the movement elements (action, space, dynamics) in a brief movement study.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use improvisation to discover and invent movement and to solve movement problems.

2.2. Students create a sequence or simple dance with a beginning, middle and end, both with and without a rhythmic accompaniment, and identify each of these sequence parts.

2.3. Students create a dance phrase, repeat it, and then vary it (making changes in the time, space, and/or force/energy).

2.4. Students demonstrate the ability to work effectively alone and with a partner.

2.5. Students demonstrate the following partner skills: copying, leading and following, mirroring.

2.6. Students improvise, create and perform simple dances based on concepts suggested by the teacher and their own feelings and ideas.

2.7. Students identify and describe the choreographic structure of their own dances in simple terms.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures).

3.2. Students take an active role in a class discussion about interpretations of and reactions to dances that are either produced in class or viewed in the theatre or on video.

3.3. Students present their own dances to peers and discuss their meanings with confidence.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students explore, discover and realize multiple solutions to a given movement problem, choose their favorite solution and discuss the reasons for their choice.

4.2. Students observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways.

4.3. Students demonstrate appropriate audience behavior in watching dance performances, and discuss their opinions about the dances with their peers in a supportive and constructive way.

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students perform folk dances from various cultures with competence and confidence.

5.2. Students perform a dance from a resource in their own community, and describe the cultural and/or historical context (how and why this dance is/was performed).

5.3. Students answer questions about dance in a particular culture and time period (for example: In colonial America, why and in what settings did people dance? What did the dances look like?).

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students identify at least three personal goals to improve themselves as dancers.

6.2. Students describe the skeleton and how it works in simple terms.

6.3. Students explain how healthful practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science).

7.2. Students respond to a dance using another art form, and explain the connections between the dance and their response to it (for example, making a painting about a dance and describing the connections).

7.3. Students video record a simple dance (after collaborative planning in small groups) which successfully shows the concept or idea that drives the dance.

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo.

1.2. Students sing expressively, with appropriate dynamics, phrasing and interpretation.

1.3. Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

1.4. Students sing ostinatos, partner songs and rounds.

1.5. Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.

2.2. Students perform easy rhythmic, melodic and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments.

2.3. Students perform expressively a varied repertoire of music representing diverse genres and styles.

2.4. Students echo short rhythms and melodic patterns.

2.5. Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.

2.6. Students perform independent instrumental parts while other students sing or play contrasting parts.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise 'answers' in the same style to given rhythmic and melodic phrases.

3.2. Students improvise simple rhythmic and melodic ostinato accompaniments.

3.3. Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

3.4. Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students create and arrange music to accompany readings or dramatizations.

4.2. Students create and arrange short songs and instrumental pieces within specified guidelines.

4.3. Students use a variety of sound sources when composing.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

5.2. Students use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys.

5.3. Students identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing.

5.4. Students use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students identify simple music forms when presented.

6.2. Students demonstrate perceptual skills by moving in response to, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures.

6.3. Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.

6.4. Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.

6.5. Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students devise criteria for evaluating performances and compositions.

7.2. Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students identify similarities and differences in the meanings of common terms used in the various arts.

8.2. Students identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students identify by genre or style aural examples of music from various historical periods and cultures.

9.2. Students describe in simple terms how elements of music are used in music examples from various cultures of the world.

9.3. Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

9.4. Students identify and describe roles of musicians in various music settings and cultures.

9.5. Students demonstrate audience behavior appropriate for the context and style of music performed.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students collaborate to select inter-related characters, environments and situations for classroom dramatizations.

1.2. Students improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students imagine and clearly describe characters, their relationships and their environments.

2.2. Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo and tone for different characters.

2.3. Students assume roles (based on personal experience and heritage, imagination, literature and history) in classroom dramatizations.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students design the playing space to communicate characters and action in specific locales.

3.2. Students collaborate to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes and makeup.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students communicate information to peers about people, events, time and place related to classroom dramatizations.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe visual, aural, oral and kinetic elements in theatre, dance, music and visual arts.

6.2. Students compare how ideas and emotions are expressed in theatre, dance, music and visual arts.

6.3. Students select movement, music or visual elements to enhance the mood of a classroom dramatization.

6.4. Students identify connections between theatre and other disciplines in the curriculum.

6.5. Students identify various careers available to theatre artists.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students identify and describe the visual, aural, oral and kinetic elements of classroom dramatizations and dramatic performances.

7.2. Students explain how the wants and needs of characters are similar to and different from their own.

7.3. Students articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those performances.

7.4. Students analyze classroom dramatizations and, using appropriate terminology, constructively suggest (1) alternative ideas for dramatizing roles, arranging environments and developing situations and (2) means of improving the collaborative processes of planning, playing, responding and evaluating.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students identify and compare similar characters and situations in stories and dramas from and about various cultures, create classroom dramatizations based on these stories and dramas, and discuss how theatre reflects life.

8.2. Students identify and compare the various cultural settings and reasons for creating dramas and attending theatre.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students differentiate between a variety of media, techniques and processes.

1.2. Students describe how different media, techniques and processes cause different effects and personal responses.

1.3. Students use different media, techniques and processes to communicate ideas, feelings, experiences and stories.

1.4. Students use art media and tools in a safe and responsible manner.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students identify the different ways visual characteristics are used to convey ideas.

2.2. Students describe how different expressive features, and ways of organizing them, cause different responses.

2.3. Students use the elements of art and principles of design to communicate ideas.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students discuss a variety of sources for art content.

3.2. Students select and use subject matter, symbols and ideas to communicate meaning.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students recognize that the visual arts have a history and a variety of cultural purposes and meanings.

4.2. Students identify specific works of art as belonging to particular styles, cultures, times and places.

4.3. Students create art work that demonstrates understanding of how history or culture can influence visual art.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students identify various purposes for creating works of art.

5.2. Students describe visual characteristics of works of art using visual art terminology.

5.3. Students recognize that there are different responses to specific works of art.

5.4. Students describe their personal responses to specific works of art using visual art terminology.

5.5. Students identify possible improvements in the process of creating their own work.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students identify connections between characteristics of the visual arts and other arts disciplines.

6.2. Students identify connections between the visual arts and other disciplines in the curriculum.

6.3. Students describe how the visual arts are combined with other arts in multimedia work.

6.4. Students demonstrate understanding of how the visual arts are used in the world around us.

6.5. Students recognize that works of visual art are produced by artisans and artists working in different cultures, times and places.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate nonlocomotor movements (such as bend, twist, stretch, swing, sway).

1.2. Students demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning.

1.3. Students demonstrate understanding of spatial concepts through, for example: shape-making at low, middle and high levels; defining and maintaining personal space; and demonstrating movements in straight and curved pathways.

1.4. Students demonstrate accuracy in moving to a musical beat and responding to changes in tempo.

1.5. Students identify and demonstrate basic dynamic contrasts (slow/quick, gentle/strong).

1.6. Students demonstrate kinesthetic awareness and concentration in performing movement skills.

1.7. Students demonstrate accuracy in memorizing and reproducing simple movement phrases.

1.8. Students observe and describe the movement elements (action, space, dynamics) in a brief movement study.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use improvisation to discover and invent movement and to solve movement problems.

2.2. Students create a sequence or simple dance with a beginning, middle and end, both with and without a rhythmic accompaniment, and identify each of these sequence parts.

2.3. Students create a dance phrase, repeat it, and then vary it (making changes in the time, space, and/or force/energy).

2.4. Students demonstrate the ability to work effectively alone and with a partner.

2.5. Students demonstrate the following partner skills: copying, leading and following, mirroring.

2.6. Students improvise, create and perform simple dances based on concepts suggested by the teacher and their own feelings and ideas.

2.7. Students identify and describe the choreographic structure of their own dances in simple terms.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures).

3.2. Students take an active role in a class discussion about interpretations of and reactions to dances that are either produced in class or viewed in the theatre or on video.

3.3. Students present their own dances to peers and discuss their meanings with confidence.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students explore, discover and realize multiple solutions to a given movement problem, choose their favorite solution and discuss the reasons for their choice.

4.2. Students observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways.

4.3. Students demonstrate appropriate audience behavior in watching dance performances, and discuss their opinions about the dances with their peers in a supportive and constructive way.

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students perform folk dances from various cultures with competence and confidence.

5.2. Students perform a dance from a resource in their own community, and describe the cultural and/or historical context (how and why this dance is/was performed).

5.3. Students answer questions about dance in a particular culture and time period (for example: In colonial America, why and in what settings did people dance? What did the dances look like?).

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students identify at least three personal goals to improve themselves as dancers.

6.2. Students describe the skeleton and how it works in simple terms.

6.3. Students explain how healthful practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science).

7.2. Students respond to a dance using another art form, and explain the connections between the dance and their response to it (for example, making a painting about a dance and describing the connections).

7.3. Students video record a simple dance (after collaborative planning in small groups) which successfully shows the concept or idea that drives the dance.

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo.

1.2. Students sing expressively, with appropriate dynamics, phrasing and interpretation.

1.3. Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

1.4. Students sing ostinatos, partner songs and rounds.

1.5. Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.

2.2. Students perform easy rhythmic, melodic and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments.

2.3. Students perform expressively a varied repertoire of music representing diverse genres and styles.

2.4. Students echo short rhythms and melodic patterns.

2.5. Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.

2.6. Students perform independent instrumental parts while other students sing or play contrasting parts.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise 'answers' in the same style to given rhythmic and melodic phrases.

3.2. Students improvise simple rhythmic and melodic ostinato accompaniments.

3.3. Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

3.4. Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students create and arrange music to accompany readings or dramatizations.

4.2. Students create and arrange short songs and instrumental pieces within specified guidelines.

4.3. Students use a variety of sound sources when composing.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

5.2. Students use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys.

5.3. Students identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing.

5.4. Students use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students identify simple music forms when presented.

6.2. Students demonstrate perceptual skills by moving in response to, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures.

6.3. Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.

6.4. Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.

6.5. Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students devise criteria for evaluating performances and compositions.

7.2. Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students identify similarities and differences in the meanings of common terms used in the various arts.

8.2. Students identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students identify by genre or style aural examples of music from various historical periods and cultures.

9.2. Students describe in simple terms how elements of music are used in music examples from various cultures of the world.

9.3. Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

9.4. Students identify and describe roles of musicians in various music settings and cultures.

9.5. Students demonstrate audience behavior appropriate for the context and style of music performed.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students collaborate to select inter-related characters, environments and situations for classroom dramatizations.

1.2. Students improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students imagine and clearly describe characters, their relationships and their environments.

2.2. Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo and tone for different characters.

2.3. Students assume roles (based on personal experience and heritage, imagination, literature and history) in classroom dramatizations.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students design the playing space to communicate characters and action in specific locales.

3.2. Students collaborate to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes and makeup.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students communicate information to peers about people, events, time and place related to classroom dramatizations.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe visual, aural, oral and kinetic elements in theatre, dance, music and visual arts.

6.2. Students compare how ideas and emotions are expressed in theatre, dance, music and visual arts.

6.3. Students select movement, music or visual elements to enhance the mood of a classroom dramatization.

6.4. Students identify connections between theatre and other disciplines in the curriculum.

6.5. Students identify various careers available to theatre artists.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students identify and describe the visual, aural, oral and kinetic elements of classroom dramatizations and dramatic performances.

7.2. Students explain how the wants and needs of characters are similar to and different from their own.

7.3. Students articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those performances.

7.4. Students analyze classroom dramatizations and, using appropriate terminology, constructively suggest (1) alternative ideas for dramatizing roles, arranging environments and developing situations and (2) means of improving the collaborative processes of planning, playing, responding and evaluating.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students identify and compare similar characters and situations in stories and dramas from and about various cultures, create classroom dramatizations based on these stories and dramas, and discuss how theatre reflects life.

8.2. Students identify and compare the various cultural settings and reasons for creating dramas and attending theatre.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students differentiate between a variety of media, techniques and processes.

1.2. Students describe how different media, techniques and processes cause different effects and personal responses.

1.3. Students use different media, techniques and processes to communicate ideas, feelings, experiences and stories.

1.4. Students use art media and tools in a safe and responsible manner.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students identify the different ways visual characteristics are used to convey ideas.

2.2. Students describe how different expressive features, and ways of organizing them, cause different responses.

2.3. Students use the elements of art and principles of design to communicate ideas.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students discuss a variety of sources for art content.

3.2. Students select and use subject matter, symbols and ideas to communicate meaning.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students recognize that the visual arts have a history and a variety of cultural purposes and meanings.

4.2. Students identify specific works of art as belonging to particular styles, cultures, times and places.

4.3. Students create art work that demonstrates understanding of how history or culture can influence visual art.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students identify various purposes for creating works of art.

5.2. Students describe visual characteristics of works of art using visual art terminology.

5.3. Students recognize that there are different responses to specific works of art.

5.4. Students describe their personal responses to specific works of art using visual art terminology.

5.5. Students identify possible improvements in the process of creating their own work.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students identify connections between characteristics of the visual arts and other arts disciplines.

6.2. Students identify connections between the visual arts and other disciplines in the curriculum.

6.3. Students describe how the visual arts are combined with other arts in multimedia work.

6.4. Students demonstrate understanding of how the visual arts are used in the world around us.

6.5. Students recognize that works of visual art are produced by artisans and artists working in different cultures, times and places.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate nonlocomotor movements (such as bend, twist, stretch, swing, sway).

1.2. Students demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning.

1.3. Students demonstrate understanding of spatial concepts through, for example: shape-making at low, middle and high levels; defining and maintaining personal space; and demonstrating movements in straight and curved pathways.

1.4. Students demonstrate accuracy in moving to a musical beat and responding to changes in tempo.

1.5. Students identify and demonstrate basic dynamic contrasts (slow/quick, gentle/strong).

1.6. Students demonstrate kinesthetic awareness and concentration in performing movement skills.

1.7. Students demonstrate accuracy in memorizing and reproducing simple movement phrases.

1.8. Students observe and describe the movement elements (action, space, dynamics) in a brief movement study.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use improvisation to discover and invent movement and to solve movement problems.

2.2. Students create a sequence or simple dance with a beginning, middle and end, both with and without a rhythmic accompaniment, and identify each of these sequence parts.

2.3. Students create a dance phrase, repeat it, and then vary it (making changes in the time, space, and/or force/energy).

2.4. Students demonstrate the ability to work effectively alone and with a partner.

2.5. Students demonstrate the following partner skills: copying, leading and following, mirroring.

2.6. Students improvise, create and perform simple dances based on concepts suggested by the teacher and their own feelings and ideas.

2.7. Students identify and describe the choreographic structure of their own dances in simple terms.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures).

3.2. Students take an active role in a class discussion about interpretations of and reactions to dances that are either produced in class or viewed in the theatre or on video.

3.3. Students present their own dances to peers and discuss their meanings with confidence.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students explore, discover and realize multiple solutions to a given movement problem, choose their favorite solution and discuss the reasons for their choice.

4.2. Students observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways.

4.3. Students demonstrate appropriate audience behavior in watching dance performances, and discuss their opinions about the dances with their peers in a supportive and constructive way.

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students perform folk dances from various cultures with competence and confidence.

5.2. Students perform a dance from a resource in their own community, and describe the cultural and/or historical context (how and why this dance is/was performed).

5.3. Students answer questions about dance in a particular culture and time period (for example: In colonial America, why and in what settings did people dance? What did the dances look like?).

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students identify at least three personal goals to improve themselves as dancers.

6.2. Students describe the skeleton and how it works in simple terms.

6.3. Students explain how healthful practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science).

7.2. Students respond to a dance using another art form, and explain the connections between the dance and their response to it (for example, making a painting about a dance and describing the connections).

7.3. Students video record a simple dance (after collaborative planning in small groups) which successfully shows the concept or idea that drives the dance.

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo.

1.2. Students sing expressively, with appropriate dynamics, phrasing and interpretation.

1.3. Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

1.4. Students sing ostinatos, partner songs and rounds.

1.5. Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.

2.2. Students perform easy rhythmic, melodic and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments.

2.3. Students perform expressively a varied repertoire of music representing diverse genres and styles.

2.4. Students echo short rhythms and melodic patterns.

2.5. Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.

2.6. Students perform independent instrumental parts while other students sing or play contrasting parts.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise 'answers' in the same style to given rhythmic and melodic phrases.

3.2. Students improvise simple rhythmic and melodic ostinato accompaniments.

3.3. Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

3.4. Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students create and arrange music to accompany readings or dramatizations.

4.2. Students create and arrange short songs and instrumental pieces within specified guidelines.

4.3. Students use a variety of sound sources when composing.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

5.2. Students use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys.

5.3. Students identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing.

5.4. Students use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students identify simple music forms when presented.

6.2. Students demonstrate perceptual skills by moving in response to, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures.

6.3. Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.

6.4. Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.

6.5. Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students devise criteria for evaluating performances and compositions.

7.2. Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students identify similarities and differences in the meanings of common terms used in the various arts.

8.2. Students identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students identify by genre or style aural examples of music from various historical periods and cultures.

9.2. Students describe in simple terms how elements of music are used in music examples from various cultures of the world.

9.3. Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

9.4. Students identify and describe roles of musicians in various music settings and cultures.

9.5. Students demonstrate audience behavior appropriate for the context and style of music performed.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students collaborate to select inter-related characters, environments and situations for classroom dramatizations.

1.2. Students improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students imagine and clearly describe characters, their relationships and their environments.

2.2. Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo and tone for different characters.

2.3. Students assume roles (based on personal experience and heritage, imagination, literature and history) in classroom dramatizations.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students design the playing space to communicate characters and action in specific locales.

3.2. Students collaborate to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes and makeup.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students communicate information to peers about people, events, time and place related to classroom dramatizations.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe visual, aural, oral and kinetic elements in theatre, dance, music and visual arts.

6.2. Students compare how ideas and emotions are expressed in theatre, dance, music and visual arts.

6.3. Students select movement, music or visual elements to enhance the mood of a classroom dramatization.

6.4. Students identify connections between theatre and other disciplines in the curriculum.

6.5. Students identify various careers available to theatre artists.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students identify and describe the visual, aural, oral and kinetic elements of classroom dramatizations and dramatic performances.

7.2. Students explain how the wants and needs of characters are similar to and different from their own.

7.3. Students articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those performances.

7.4. Students analyze classroom dramatizations and, using appropriate terminology, constructively suggest (1) alternative ideas for dramatizing roles, arranging environments and developing situations and (2) means of improving the collaborative processes of planning, playing, responding and evaluating.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students identify and compare similar characters and situations in stories and dramas from and about various cultures, create classroom dramatizations based on these stories and dramas, and discuss how theatre reflects life.

8.2. Students identify and compare the various cultural settings and reasons for creating dramas and attending theatre.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students differentiate between a variety of media, techniques and processes.

1.2. Students describe how different media, techniques and processes cause different effects and personal responses.

1.3. Students use different media, techniques and processes to communicate ideas, feelings, experiences and stories.

1.4. Students use art media and tools in a safe and responsible manner.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students identify the different ways visual characteristics are used to convey ideas.

2.2. Students describe how different expressive features, and ways of organizing them, cause different responses.

2.3. Students use the elements of art and principles of design to communicate ideas.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students discuss a variety of sources for art content.

3.2. Students select and use subject matter, symbols and ideas to communicate meaning.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students recognize that the visual arts have a history and a variety of cultural purposes and meanings.

4.2. Students identify specific works of art as belonging to particular styles, cultures, times and places.

4.3. Students create art work that demonstrates understanding of how history or culture can influence visual art.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students identify various purposes for creating works of art.

5.2. Students describe visual characteristics of works of art using visual art terminology.

5.3. Students recognize that there are different responses to specific works of art.

5.4. Students describe their personal responses to specific works of art using visual art terminology.

5.5. Students identify possible improvements in the process of creating their own work.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students identify connections between characteristics of the visual arts and other arts disciplines.

6.2. Students identify connections between the visual arts and other disciplines in the curriculum.

6.3. Students describe how the visual arts are combined with other arts in multimedia work.

6.4. Students demonstrate understanding of how the visual arts are used in the world around us.

6.5. Students recognize that works of visual art are produced by artisans and artists working in different cultures, times and places.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate nonlocomotor movements (such as bend, twist, stretch, swing, sway).

1.2. Students demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning.

1.3. Students demonstrate understanding of spatial concepts through, for example: shape-making at low, middle and high levels; defining and maintaining personal space; and demonstrating movements in straight and curved pathways.

1.4. Students demonstrate accuracy in moving to a musical beat and responding to changes in tempo.

1.5. Students identify and demonstrate basic dynamic contrasts (slow/quick, gentle/strong).

1.6. Students demonstrate kinesthetic awareness and concentration in performing movement skills.

1.7. Students demonstrate accuracy in memorizing and reproducing simple movement phrases.

1.8. Students observe and describe the movement elements (action, space, dynamics) in a brief movement study.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use improvisation to discover and invent movement and to solve movement problems.

2.2. Students create a sequence or simple dance with a beginning, middle and end, both with and without a rhythmic accompaniment, and identify each of these sequence parts.

2.3. Students create a dance phrase, repeat it, and then vary it (making changes in the time, space, and/or force/energy).

2.4. Students demonstrate the ability to work effectively alone and with a partner.

2.5. Students demonstrate the following partner skills: copying, leading and following, mirroring.

2.6. Students improvise, create and perform simple dances based on concepts suggested by the teacher and their own feelings and ideas.

2.7. Students identify and describe the choreographic structure of their own dances in simple terms.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures).

3.2. Students take an active role in a class discussion about interpretations of and reactions to dances that are either produced in class or viewed in the theatre or on video.

3.3. Students present their own dances to peers and discuss their meanings with confidence.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students explore, discover and realize multiple solutions to a given movement problem, choose their favorite solution and discuss the reasons for their choice.

4.2. Students observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways.

4.3. Students demonstrate appropriate audience behavior in watching dance performances, and discuss their opinions about the dances with their peers in a supportive and constructive way.

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students perform folk dances from various cultures with competence and confidence.

5.2. Students perform a dance from a resource in their own community, and describe the cultural and/or historical context (how and why this dance is/was performed).

5.3. Students answer questions about dance in a particular culture and time period (for example: In colonial America, why and in what settings did people dance? What did the dances look like?).

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students identify at least three personal goals to improve themselves as dancers.

6.2. Students describe the skeleton and how it works in simple terms.

6.3. Students explain how healthful practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science).

7.2. Students respond to a dance using another art form, and explain the connections between the dance and their response to it (for example, making a painting about a dance and describing the connections).

7.3. Students video record a simple dance (after collaborative planning in small groups) which successfully shows the concept or idea that drives the dance.

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo.

1.2. Students sing expressively, with appropriate dynamics, phrasing and interpretation.

1.3. Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

1.4. Students sing ostinatos, partner songs and rounds.

1.5. Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.

2.2. Students perform easy rhythmic, melodic and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments.

2.3. Students perform expressively a varied repertoire of music representing diverse genres and styles.

2.4. Students echo short rhythms and melodic patterns.

2.5. Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.

2.6. Students perform independent instrumental parts while other students sing or play contrasting parts.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise 'answers' in the same style to given rhythmic and melodic phrases.

3.2. Students improvise simple rhythmic and melodic ostinato accompaniments.

3.3. Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

3.4. Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students create and arrange music to accompany readings or dramatizations.

4.2. Students create and arrange short songs and instrumental pieces within specified guidelines.

4.3. Students use a variety of sound sources when composing.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

5.2. Students use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys.

5.3. Students identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing.

5.4. Students use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students identify simple music forms when presented.

6.2. Students demonstrate perceptual skills by moving in response to, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures.

6.3. Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.

6.4. Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.

6.5. Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students devise criteria for evaluating performances and compositions.

7.2. Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students identify similarities and differences in the meanings of common terms used in the various arts.

8.2. Students identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students identify by genre or style aural examples of music from various historical periods and cultures.

9.2. Students describe in simple terms how elements of music are used in music examples from various cultures of the world.

9.3. Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

9.4. Students identify and describe roles of musicians in various music settings and cultures.

9.5. Students demonstrate audience behavior appropriate for the context and style of music performed.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students collaborate to select inter-related characters, environments and situations for classroom dramatizations.

1.2. Students improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students imagine and clearly describe characters, their relationships and their environments.

2.2. Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo and tone for different characters.

2.3. Students assume roles (based on personal experience and heritage, imagination, literature and history) in classroom dramatizations.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students design the playing space to communicate characters and action in specific locales.

3.2. Students collaborate to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes and makeup.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students communicate information to peers about people, events, time and place related to classroom dramatizations.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe visual, aural, oral and kinetic elements in theatre, dance, music and visual arts.

6.2. Students compare how ideas and emotions are expressed in theatre, dance, music and visual arts.

6.3. Students select movement, music or visual elements to enhance the mood of a classroom dramatization.

6.4. Students identify connections between theatre and other disciplines in the curriculum.

6.5. Students identify various careers available to theatre artists.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students identify and describe the visual, aural, oral and kinetic elements of classroom dramatizations and dramatic performances.

7.2. Students explain how the wants and needs of characters are similar to and different from their own.

7.3. Students articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those performances.

7.4. Students analyze classroom dramatizations and, using appropriate terminology, constructively suggest (1) alternative ideas for dramatizing roles, arranging environments and developing situations and (2) means of improving the collaborative processes of planning, playing, responding and evaluating.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students identify and compare similar characters and situations in stories and dramas from and about various cultures, create classroom dramatizations based on these stories and dramas, and discuss how theatre reflects life.

8.2. Students identify and compare the various cultural settings and reasons for creating dramas and attending theatre.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students differentiate between a variety of media, techniques and processes.

1.2. Students describe how different media, techniques and processes cause different effects and personal responses.

1.3. Students use different media, techniques and processes to communicate ideas, feelings, experiences and stories.

1.4. Students use art media and tools in a safe and responsible manner.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students identify the different ways visual characteristics are used to convey ideas.

2.2. Students describe how different expressive features, and ways of organizing them, cause different responses.

2.3. Students use the elements of art and principles of design to communicate ideas.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students discuss a variety of sources for art content.

3.2. Students select and use subject matter, symbols and ideas to communicate meaning.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students recognize that the visual arts have a history and a variety of cultural purposes and meanings.

4.2. Students identify specific works of art as belonging to particular styles, cultures, times and places.

4.3. Students create art work that demonstrates understanding of how history or culture can influence visual art.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students identify various purposes for creating works of art.

5.2. Students describe visual characteristics of works of art using visual art terminology.

5.3. Students recognize that there are different responses to specific works of art.

5.4. Students describe their personal responses to specific works of art using visual art terminology.

5.5. Students identify possible improvements in the process of creating their own work.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students identify connections between characteristics of the visual arts and other arts disciplines.

6.2. Students identify connections between the visual arts and other disciplines in the curriculum.

6.3. Students describe how the visual arts are combined with other arts in multimedia work.

6.4. Students demonstrate understanding of how the visual arts are used in the world around us.

6.5. Students recognize that works of visual art are produced by artisans and artists working in different cultures, times and places.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing.

1.2. Students identify and demonstrate longer and more complex steps and patterns.

1.3. Students transfer a spatial pattern from the visual to the kinesthetic.

1.4. Students transfer a rhythmic pattern from sound to movement.

1.5. Students identify and demonstrate a range of dynamics/movement qualities.

1.6. Students demonstrate increasing kinesthetic awareness, concentration and focus in performing a range of movement skills.

1.7. Students memorize and reproduce movement sequences and dances.

1.8. Students describe the movement elements observed in a dance, using appropriate movement/dance vocabulary.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use improvisation to generate movement for choreography.

2.2. Students create sequences and simple dances that demonstrate the principles of, for example, repetition, contrast, transition and climax.

2.3. Students demonstrate successfully the structures or forms of AB, ABA, canon, call and response, and narrative.

2.4. Students demonstrate the ability to work cooperatively in pairs and small groups during the choreographic process.

2.5. Students demonstrate the following partner skills: creating contrasting and complementary shapes, taking and supporting weight, balance and counter-balance.

2.6. Students describe and analyze the choreographic structure of dance viewed in class, in the theatre, or on video.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students effectively demonstrate the difference between pantomiming and creating abstract meaning through dance movement.

3.2. Students observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance.

3.3. Students demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance.

3.4. Students explain the meaning of one of their own dances.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students create a movement idea and demonstrate multiple interpretations, choose the most effective and discuss the reasons for their choice.

4.2. Students compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities).

4.3. Students identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast, clarity of idea).

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students competently perform folk, traditional and/or classical dances from various cultures or time periods, and describe similarities and differences in steps and movement styles.

5.2. Students competently perform folk, social and/or theatrical dances from a broad spectrum of 20th century America.

5.3. Students learn from resources (such as people, books and videos) in their own community a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with their peers.

5.4. Students describe the role of dance in at least two different cultures or time periods.

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals.

6.2. Students identify major muscle groups and how they work together to produce movement.

6.3. Students create their own warm-up and discuss how that warm-up prepares the body and mind for expressive purposes.

6.4. Students explain strategies to prevent dance injuries.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, pattern).

7.2. Students create a dance project that explores and expresses important ideas from another arts discipline (such as foreground and background, or color, in visual art).

7.3. Students video record a dance produced in class, intensifying or changing the meaning of the dance through the recording process.

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.

1.2. Students sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6, including some songs performed from memory.

1.3. Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed.

1.4. Students sing music written in two and three parts.

1.5. Students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed from memory.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position and good breath, bow or stick control.

2.2. Students perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 to 6.

2.3. Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed.

2.4. Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

2.5. Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3, on a scale of 1 to 6, including some solos performed from memory.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise simple harmonic accompaniments.

3.2. Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.

3.3. Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance.

4.2. Students arrange simple pieces for voices or instruments other than those for which the pieces were written.

4.3. Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures.

5.2. Students read at sight simple melodies in both the treble and bass clefs.

5.3. Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression.

5.4. Students use standard notation to record their musical ideas and the musical ideas of others.

5.5. Students who participate in a performing ensemble or class will, in addition, sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students describe specific music events in a given aural example, using appropriate terminology.

6.2. Students analyze the uses of elements of music in aural examples representing diverse genres and cultures.

6.3. Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.

7.2. Students evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students compare in two or more arts 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.

8.2. Students describe ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.

8.3. Students identify a variety of music-related careers.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

9.2. Students classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary.

9.3. Students compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically performed.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students individually and in groups, develop characters, environments and actions that create tension and suspense.

1.2. Students refine and record dialogue and action.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students analyze dramatic text to discover, articulate and justify character motivation.

2.2. Students invent character behaviors based on the observation of interactions, ethical choices and emotional responses of people.

2.3. Students use acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that reflect artistic choices.

2.4. Students in an ensemble, interact as the invented characters.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students describe and use the relationship among scenery, properties, lighting, sound, costumes and makeup in creating an environment appropriate for the drama.

3.2. Students analyze improvised and scripted scenes for technical requirements.

3.3. Students develop the environment using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources.

3.4. Students work collaboratively and safely to select and create elements of scenery, properties, lighting and sound to signify environments, and costumes and makeup to suggest character.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students demonstrate social, group and consensus skills by leading small groups in planning visual and aural elements and in rehearsing improvised and scripted scenes.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students apply research from print and nonprint sources to script writing, acting, design and directing choices.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe characteristics and compare the presentation of characters, environments and actions in theatre, dance and visual arts.

6.2. Students incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes.

6.3. Students express and compare personal reactions to several art forms.

6.4. Students describe and compare the functions and interaction of performing artists, visual artists and audience members in theatre, dance, music and visual arts.

6.5. Students describe ways in which the principles and subject matter of theater and other arts disciplines taught in school are inter-related.

6.6. Students explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk taking, sympathy and empathy apply in theatre and daily life.

6.7. Students explain the knowledge, skills and discipline needed to pursue careers and avocational opportunities in theatre.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances.

7.2. Students articulate and support the meanings constructed from dramatic performances.

7.3. Students use articulated criteria to describe, analyze and constructively evaluate the effectiveness of artistic choices in dramatic performances.

7.4. Students describe and evaluate the effectiveness of students' contributions (as playwrights, actors, designers and directors) to the collaborative process of developing improvised and scripted scenes.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students describe and compare universal characters and situations in dramas from and about various cultures and historical periods, create improvised and scripted scenes based on these universal characters and situations, and discuss how theatre reflects a culture.

8.2. Students analyze the emotional and social impact of dramatic events in their lives, in the community and in other cultures.

8.3. Students explain how culture affects the content and design elements of dramatic performances.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective.

1.2. Students improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contemporary art media, techniques and processes (two-dimensional and three-dimensional, including media/technology).

1.3. Students use different media, techniques and processes (two-dimensional and three-dimensional, including media/technology) to communicate ideas, feelings, experiences and stories.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students use ways of arranging visual characteristics and reflect upon what makes them effective in conveying ideas.

2.2. Students recognize and reflect on the effects of arranging visual characteristics in their own and others' work.

2.3. Students select and use the elements of art and principles of design to improve communication of their ideas.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students consider, select from and apply a variety of sources for art content in order to communicate intended meaning.

3.2. Students consider and compare the sources for subject matter, symbols and ideas in their own and others' work.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists.

4.2. Students describe and place a variety of specific significant art objects by artist, style and historical and cultural context.

4.3. Students analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students compare and contrast purposes for creating works of art.

5.2. Students describe and analyze visual characteristics of works of art using visual art terminology.

5.3. Students compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures.

5.4. Students describe their own responses to, and interpretations of, specific works of art.

5.5. Students reflect on and evaluate the quality and effectiveness of their own and others' work using specific criteria (e.g., technique, formal and expressive qualities, content).

5.6. Students describe/analyze their own artistic growth over time in relation to specific criteria.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students compare the characteristics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context.

6.2. Students describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are interrelated.

6.3. Students combine the visual arts with another art form to create coherent multimedia work.

6.4. Students apply visual arts knowledge and skills to solve problems common in daily life.

6.5. Students identify various careers that are available to artists.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing.

1.2. Students identify and demonstrate longer and more complex steps and patterns.

1.3. Students transfer a spatial pattern from the visual to the kinesthetic.

1.4. Students transfer a rhythmic pattern from sound to movement.

1.5. Students identify and demonstrate a range of dynamics/movement qualities.

1.6. Students demonstrate increasing kinesthetic awareness, concentration and focus in performing a range of movement skills.

1.7. Students memorize and reproduce movement sequences and dances.

1.8. Students describe the movement elements observed in a dance, using appropriate movement/dance vocabulary.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use improvisation to generate movement for choreography.

2.2. Students create sequences and simple dances that demonstrate the principles of, for example, repetition, contrast, transition and climax.

2.3. Students demonstrate successfully the structures or forms of AB, ABA, canon, call and response, and narrative.

2.4. Students demonstrate the ability to work cooperatively in pairs and small groups during the choreographic process.

2.5. Students demonstrate the following partner skills: creating contrasting and complementary shapes, taking and supporting weight, balance and counter-balance.

2.6. Students describe and analyze the choreographic structure of dance viewed in class, in the theatre, or on video.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students effectively demonstrate the difference between pantomiming and creating abstract meaning through dance movement.

3.2. Students observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance.

3.3. Students demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance.

3.4. Students explain the meaning of one of their own dances.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students create a movement idea and demonstrate multiple interpretations, choose the most effective and discuss the reasons for their choice.

4.2. Students compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities).

4.3. Students identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast, clarity of idea).

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students competently perform folk, traditional and/or classical dances from various cultures or time periods, and describe similarities and differences in steps and movement styles.

5.2. Students competently perform folk, social and/or theatrical dances from a broad spectrum of 20th century America.

5.3. Students learn from resources (such as people, books and videos) in their own community a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with their peers.

5.4. Students describe the role of dance in at least two different cultures or time periods.

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals.

6.2. Students identify major muscle groups and how they work together to produce movement.

6.3. Students create their own warm-up and discuss how that warm-up prepares the body and mind for expressive purposes.

6.4. Students explain strategies to prevent dance injuries.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, pattern).

7.2. Students create a dance project that explores and expresses important ideas from another arts discipline (such as foreground and background, or color, in visual art).

7.3. Students video record a dance produced in class, intensifying or changing the meaning of the dance through the recording process.

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.

1.2. Students sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6, including some songs performed from memory.

1.3. Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed.

1.4. Students sing music written in two and three parts.

1.5. Students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed from memory.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position and good breath, bow or stick control.

2.2. Students perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 to 6.

2.3. Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed.

2.4. Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

2.5. Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3, on a scale of 1 to 6, including some solos performed from memory.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise simple harmonic accompaniments.

3.2. Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.

3.3. Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance.

4.2. Students arrange simple pieces for voices or instruments other than those for which the pieces were written.

4.3. Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures.

5.2. Students read at sight simple melodies in both the treble and bass clefs.

5.3. Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression.

5.4. Students use standard notation to record their musical ideas and the musical ideas of others.

5.5. Students who participate in a performing ensemble or class will, in addition, sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students describe specific music events in a given aural example, using appropriate terminology.

6.2. Students analyze the uses of elements of music in aural examples representing diverse genres and cultures.

6.3. Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.

7.2. Students evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students compare in two or more arts 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.

8.2. Students describe ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.

8.3. Students identify a variety of music-related careers.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

9.2. Students classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary.

9.3. Students compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically performed.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students individually and in groups, develop characters, environments and actions that create tension and suspense.

1.2. Students refine and record dialogue and action.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students analyze dramatic text to discover, articulate and justify character motivation.

2.2. Students invent character behaviors based on the observation of interactions, ethical choices and emotional responses of people.

2.3. Students use acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that reflect artistic choices.

2.4. Students in an ensemble, interact as the invented characters.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students describe and use the relationship among scenery, properties, lighting, sound, costumes and makeup in creating an environment appropriate for the drama.

3.2. Students analyze improvised and scripted scenes for technical requirements.

3.3. Students develop the environment using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources.

3.4. Students work collaboratively and safely to select and create elements of scenery, properties, lighting and sound to signify environments, and costumes and makeup to suggest character.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students demonstrate social, group and consensus skills by leading small groups in planning visual and aural elements and in rehearsing improvised and scripted scenes.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students apply research from print and nonprint sources to script writing, acting, design and directing choices.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe characteristics and compare the presentation of characters, environments and actions in theatre, dance and visual arts.

6.2. Students incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes.

6.3. Students express and compare personal reactions to several art forms.

6.4. Students describe and compare the functions and interaction of performing artists, visual artists and audience members in theatre, dance, music and visual arts.

6.5. Students describe ways in which the principles and subject matter of theater and other arts disciplines taught in school are inter-related.

6.6. Students explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk taking, sympathy and empathy apply in theatre and daily life.

6.7. Students explain the knowledge, skills and discipline needed to pursue careers and avocational opportunities in theatre.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances.

7.2. Students articulate and support the meanings constructed from dramatic performances.

7.3. Students use articulated criteria to describe, analyze and constructively evaluate the effectiveness of artistic choices in dramatic performances.

7.4. Students describe and evaluate the effectiveness of students' contributions (as playwrights, actors, designers and directors) to the collaborative process of developing improvised and scripted scenes.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students describe and compare universal characters and situations in dramas from and about various cultures and historical periods, create improvised and scripted scenes based on these universal characters and situations, and discuss how theatre reflects a culture.

8.2. Students analyze the emotional and social impact of dramatic events in their lives, in the community and in other cultures.

8.3. Students explain how culture affects the content and design elements of dramatic performances.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective.

1.2. Students improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contemporary art media, techniques and processes (two-dimensional and three-dimensional, including media/technology).

1.3. Students use different media, techniques and processes (two-dimensional and three-dimensional, including media/technology) to communicate ideas, feelings, experiences and stories.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students use ways of arranging visual characteristics and reflect upon what makes them effective in conveying ideas.

2.2. Students recognize and reflect on the effects of arranging visual characteristics in their own and others' work.

2.3. Students select and use the elements of art and principles of design to improve communication of their ideas.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students consider, select from and apply a variety of sources for art content in order to communicate intended meaning.

3.2. Students consider and compare the sources for subject matter, symbols and ideas in their own and others' work.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists.

4.2. Students describe and place a variety of specific significant art objects by artist, style and historical and cultural context.

4.3. Students analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students compare and contrast purposes for creating works of art.

5.2. Students describe and analyze visual characteristics of works of art using visual art terminology.

5.3. Students compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures.

5.4. Students describe their own responses to, and interpretations of, specific works of art.

5.5. Students reflect on and evaluate the quality and effectiveness of their own and others' work using specific criteria (e.g., technique, formal and expressive qualities, content).

5.6. Students describe/analyze their own artistic growth over time in relation to specific criteria.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students compare the characteristics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context.

6.2. Students describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are interrelated.

6.3. Students combine the visual arts with another art form to create coherent multimedia work.

6.4. Students apply visual arts knowledge and skills to solve problems common in daily life.

6.5. Students identify various careers that are available to artists.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing.

1.2. Students identify and demonstrate longer and more complex steps and patterns.

1.3. Students transfer a spatial pattern from the visual to the kinesthetic.

1.4. Students transfer a rhythmic pattern from sound to movement.

1.5. Students identify and demonstrate a range of dynamics/movement qualities.

1.6. Students demonstrate increasing kinesthetic awareness, concentration and focus in performing a range of movement skills.

1.7. Students memorize and reproduce movement sequences and dances.

1.8. Students describe the movement elements observed in a dance, using appropriate movement/dance vocabulary.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use improvisation to generate movement for choreography.

2.2. Students create sequences and simple dances that demonstrate the principles of, for example, repetition, contrast, transition and climax.

2.3. Students demonstrate successfully the structures or forms of AB, ABA, canon, call and response, and narrative.

2.4. Students demonstrate the ability to work cooperatively in pairs and small groups during the choreographic process.

2.5. Students demonstrate the following partner skills: creating contrasting and complementary shapes, taking and supporting weight, balance and counter-balance.

2.6. Students describe and analyze the choreographic structure of dance viewed in class, in the theatre, or on video.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students effectively demonstrate the difference between pantomiming and creating abstract meaning through dance movement.

3.2. Students observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance.

3.3. Students demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance.

3.4. Students explain the meaning of one of their own dances.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students create a movement idea and demonstrate multiple interpretations, choose the most effective and discuss the reasons for their choice.

4.2. Students compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities).

4.3. Students identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast, clarity of idea).

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students competently perform folk, traditional and/or classical dances from various cultures or time periods, and describe similarities and differences in steps and movement styles.

5.2. Students competently perform folk, social and/or theatrical dances from a broad spectrum of 20th century America.

5.3. Students learn from resources (such as people, books and videos) in their own community a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with their peers.

5.4. Students describe the role of dance in at least two different cultures or time periods.

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals.

6.2. Students identify major muscle groups and how they work together to produce movement.

6.3. Students create their own warm-up and discuss how that warm-up prepares the body and mind for expressive purposes.

6.4. Students explain strategies to prevent dance injuries.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, pattern).

7.2. Students create a dance project that explores and expresses important ideas from another arts discipline (such as foreground and background, or color, in visual art).

7.3. Students video record a dance produced in class, intensifying or changing the meaning of the dance through the recording process.

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.

1.2. Students sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6, including some songs performed from memory.

1.3. Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed.

1.4. Students sing music written in two and three parts.

1.5. Students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed from memory.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position and good breath, bow or stick control.

2.2. Students perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 to 6.

2.3. Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed.

2.4. Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

2.5. Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3, on a scale of 1 to 6, including some solos performed from memory.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise simple harmonic accompaniments.

3.2. Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.

3.3. Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance.

4.2. Students arrange simple pieces for voices or instruments other than those for which the pieces were written.

4.3. Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures.

5.2. Students read at sight simple melodies in both the treble and bass clefs.

5.3. Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression.

5.4. Students use standard notation to record their musical ideas and the musical ideas of others.

5.5. Students who participate in a performing ensemble or class will, in addition, sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students describe specific music events in a given aural example, using appropriate terminology.

6.2. Students analyze the uses of elements of music in aural examples representing diverse genres and cultures.

6.3. Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.

7.2. Students evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students compare in two or more arts 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.

8.2. Students describe ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.

8.3. Students identify a variety of music-related careers.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

9.2. Students classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary.

9.3. Students compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically performed.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students individually and in groups, develop characters, environments and actions that create tension and suspense.

1.2. Students refine and record dialogue and action.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students analyze dramatic text to discover, articulate and justify character motivation.

2.2. Students invent character behaviors based on the observation of interactions, ethical choices and emotional responses of people.

2.3. Students use acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that reflect artistic choices.

2.4. Students in an ensemble, interact as the invented characters.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students describe and use the relationship among scenery, properties, lighting, sound, costumes and makeup in creating an environment appropriate for the drama.

3.2. Students analyze improvised and scripted scenes for technical requirements.

3.3. Students develop the environment using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources.

3.4. Students work collaboratively and safely to select and create elements of scenery, properties, lighting and sound to signify environments, and costumes and makeup to suggest character.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students demonstrate social, group and consensus skills by leading small groups in planning visual and aural elements and in rehearsing improvised and scripted scenes.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students apply research from print and nonprint sources to script writing, acting, design and directing choices.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe characteristics and compare the presentation of characters, environments and actions in theatre, dance and visual arts.

6.2. Students incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes.

6.3. Students express and compare personal reactions to several art forms.

6.4. Students describe and compare the functions and interaction of performing artists, visual artists and audience members in theatre, dance, music and visual arts.

6.5. Students describe ways in which the principles and subject matter of theater and other arts disciplines taught in school are inter-related.

6.6. Students explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk taking, sympathy and empathy apply in theatre and daily life.

6.7. Students explain the knowledge, skills and discipline needed to pursue careers and avocational opportunities in theatre.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances.

7.2. Students articulate and support the meanings constructed from dramatic performances.

7.3. Students use articulated criteria to describe, analyze and constructively evaluate the effectiveness of artistic choices in dramatic performances.

7.4. Students describe and evaluate the effectiveness of students' contributions (as playwrights, actors, designers and directors) to the collaborative process of developing improvised and scripted scenes.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students describe and compare universal characters and situations in dramas from and about various cultures and historical periods, create improvised and scripted scenes based on these universal characters and situations, and discuss how theatre reflects a culture.

8.2. Students analyze the emotional and social impact of dramatic events in their lives, in the community and in other cultures.

8.3. Students explain how culture affects the content and design elements of dramatic performances.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective.

1.2. Students improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contemporary art media, techniques and processes (two-dimensional and three-dimensional, including media/technology).

1.3. Students use different media, techniques and processes (two-dimensional and three-dimensional, including media/technology) to communicate ideas, feelings, experiences and stories.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students use ways of arranging visual characteristics and reflect upon what makes them effective in conveying ideas.

2.2. Students recognize and reflect on the effects of arranging visual characteristics in their own and others' work.

2.3. Students select and use the elements of art and principles of design to improve communication of their ideas.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students consider, select from and apply a variety of sources for art content in order to communicate intended meaning.

3.2. Students consider and compare the sources for subject matter, symbols and ideas in their own and others' work.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists.

4.2. Students describe and place a variety of specific significant art objects by artist, style and historical and cultural context.

4.3. Students analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students compare and contrast purposes for creating works of art.

5.2. Students describe and analyze visual characteristics of works of art using visual art terminology.

5.3. Students compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures.

5.4. Students describe their own responses to, and interpretations of, specific works of art.

5.5. Students reflect on and evaluate the quality and effectiveness of their own and others' work using specific criteria (e.g., technique, formal and expressive qualities, content).

5.6. Students describe/analyze their own artistic growth over time in relation to specific criteria.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students compare the characteristics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context.

6.2. Students describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are interrelated.

6.3. Students combine the visual arts with another art form to create coherent multimedia work.

6.4. Students apply visual arts knowledge and skills to solve problems common in daily life.

6.5. Students identify various careers that are available to artists.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing.

1.2. Students identify and demonstrate longer and more complex steps and patterns.

1.3. Students transfer a spatial pattern from the visual to the kinesthetic.

1.4. Students transfer a rhythmic pattern from sound to movement.

1.5. Students identify and demonstrate a range of dynamics/movement qualities.

1.6. Students demonstrate increasing kinesthetic awareness, concentration and focus in performing a range of movement skills.

1.7. Students memorize and reproduce movement sequences and dances.

1.8. Students describe the movement elements observed in a dance, using appropriate movement/dance vocabulary.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use improvisation to generate movement for choreography.

2.2. Students create sequences and simple dances that demonstrate the principles of, for example, repetition, contrast, transition and climax.

2.3. Students demonstrate successfully the structures or forms of AB, ABA, canon, call and response, and narrative.

2.4. Students demonstrate the ability to work cooperatively in pairs and small groups during the choreographic process.

2.5. Students demonstrate the following partner skills: creating contrasting and complementary shapes, taking and supporting weight, balance and counter-balance.

2.6. Students describe and analyze the choreographic structure of dance viewed in class, in the theatre, or on video.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students effectively demonstrate the difference between pantomiming and creating abstract meaning through dance movement.

3.2. Students observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance.

3.3. Students demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance.

3.4. Students explain the meaning of one of their own dances.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students create a movement idea and demonstrate multiple interpretations, choose the most effective and discuss the reasons for their choice.

4.2. Students compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities).

4.3. Students identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast, clarity of idea).

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students competently perform folk, traditional and/or classical dances from various cultures or time periods, and describe similarities and differences in steps and movement styles.

5.2. Students competently perform folk, social and/or theatrical dances from a broad spectrum of 20th century America.

5.3. Students learn from resources (such as people, books and videos) in their own community a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its context with their peers.

5.4. Students describe the role of dance in at least two different cultures or time periods.

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals.

6.2. Students identify major muscle groups and how they work together to produce movement.

6.3. Students create their own warm-up and discuss how that warm-up prepares the body and mind for expressive purposes.

6.4. Students explain strategies to prevent dance injuries.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, pattern).

7.2. Students create a dance project that explores and expresses important ideas from another arts discipline (such as foreground and background, or color, in visual art).

7.3. Students video record a dance produced in class, intensifying or changing the meaning of the dance through the recording process.

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.

1.2. Students sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6, including some songs performed from memory.

1.3. Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed.

1.4. Students sing music written in two and three parts.

1.5. Students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed from memory.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position and good breath, bow or stick control.

2.2. Students perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 to 6.

2.3. Students perform music representing diverse genres and cultures, with expression appropriate for the work being performed.

2.4. Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

2.5. Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3, on a scale of 1 to 6, including some solos performed from memory.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise simple harmonic accompaniments.

3.2. Students improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.

3.3. Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter and tonality.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance.

4.2. Students arrange simple pieces for voices or instruments other than those for which the pieces were written.

4.3. Students use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures.

5.2. Students read at sight simple melodies in both the treble and bass clefs.

5.3. Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression.

5.4. Students use standard notation to record their musical ideas and the musical ideas of others.

5.5. Students who participate in a performing ensemble or class will, in addition, sight-read, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students describe specific music events in a given aural example, using appropriate terminology.

6.2. Students analyze the uses of elements of music in aural examples representing diverse genres and cultures.

6.3. Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.

7.2. Students evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students compare in two or more arts 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.

8.2. Students describe ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.

8.3. Students identify a variety of music-related careers.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

9.2. Students classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exemplary.

9.3. Students compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically performed.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students individually and in groups, develop characters, environments and actions that create tension and suspense.

1.2. Students refine and record dialogue and action.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students analyze dramatic text to discover, articulate and justify character motivation.

2.2. Students invent character behaviors based on the observation of interactions, ethical choices and emotional responses of people.

2.3. Students use acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that reflect artistic choices.

2.4. Students in an ensemble, interact as the invented characters.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students describe and use the relationship among scenery, properties, lighting, sound, costumes and makeup in creating an environment appropriate for the drama.

3.2. Students analyze improvised and scripted scenes for technical requirements.

3.3. Students develop the environment using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources.

3.4. Students work collaboratively and safely to select and create elements of scenery, properties, lighting and sound to signify environments, and costumes and makeup to suggest character.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students demonstrate social, group and consensus skills by leading small groups in planning visual and aural elements and in rehearsing improvised and scripted scenes.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students apply research from print and nonprint sources to script writing, acting, design and directing choices.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe characteristics and compare the presentation of characters, environments and actions in theatre, dance and visual arts.

6.2. Students incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes.

6.3. Students express and compare personal reactions to several art forms.

6.4. Students describe and compare the functions and interaction of performing artists, visual artists and audience members in theatre, dance, music and visual arts.

6.5. Students describe ways in which the principles and subject matter of theater and other arts disciplines taught in school are inter-related.

6.6. Students explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk taking, sympathy and empathy apply in theatre and daily life.

6.7. Students explain the knowledge, skills and discipline needed to pursue careers and avocational opportunities in theatre.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances.

7.2. Students articulate and support the meanings constructed from dramatic performances.

7.3. Students use articulated criteria to describe, analyze and constructively evaluate the effectiveness of artistic choices in dramatic performances.

7.4. Students describe and evaluate the effectiveness of students' contributions (as playwrights, actors, designers and directors) to the collaborative process of developing improvised and scripted scenes.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students describe and compare universal characters and situations in dramas from and about various cultures and historical periods, create improvised and scripted scenes based on these universal characters and situations, and discuss how theatre reflects a culture.

8.2. Students analyze the emotional and social impact of dramatic events in their lives, in the community and in other cultures.

8.3. Students explain how culture affects the content and design elements of dramatic performances.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective.

1.2. Students improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contemporary art media, techniques and processes (two-dimensional and three-dimensional, including media/technology).

1.3. Students use different media, techniques and processes (two-dimensional and three-dimensional, including media/technology) to communicate ideas, feelings, experiences and stories.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students use ways of arranging visual characteristics and reflect upon what makes them effective in conveying ideas.

2.2. Students recognize and reflect on the effects of arranging visual characteristics in their own and others' work.

2.3. Students select and use the elements of art and principles of design to improve communication of their ideas.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students consider, select from and apply a variety of sources for art content in order to communicate intended meaning.

3.2. Students consider and compare the sources for subject matter, symbols and ideas in their own and others' work.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists.

4.2. Students describe and place a variety of specific significant art objects by artist, style and historical and cultural context.

4.3. Students analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students compare and contrast purposes for creating works of art.

5.2. Students describe and analyze visual characteristics of works of art using visual art terminology.

5.3. Students compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures.

5.4. Students describe their own responses to, and interpretations of, specific works of art.

5.5. Students reflect on and evaluate the quality and effectiveness of their own and others' work using specific criteria (e.g., technique, formal and expressive qualities, content).

5.6. Students describe/analyze their own artistic growth over time in relation to specific criteria.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students compare the characteristics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context.

6.2. Students describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are interrelated.

6.3. Students combine the visual arts with another art form to create coherent multimedia work.

6.4. Students apply visual arts knowledge and skills to solve problems common in daily life.

6.5. Students identify various careers that are available to artists.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility and coordination in locomotor and nonlocomotor movements with consistency and reliability.

1.2. Students identify and perform basic dance steps, positions and patterns for dance from two different styles or traditions, demonstrating clarity and stylistic accuracy.

1.3. Students use spatial awareness to heighten artistic expression.

1.4. Students demonstrate rhythmic acuity and musicality.

1.5. Students create and perform combinations and variations in a broad dynamic range.

1.6. Students perform dances confidently, communicating the artistic intention of the choreographer.

1.7. Students memorize and perform a varied repertoire of dances.

1.8. Students describe the characteristics of a particular choreographer's movement vocabulary.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use effectively a range of choreographic processes.

2.2. Students choreograph dances which effectively demonstrate a range of choreographic principles.

2.3. Students demonstrate understanding of structures or forms (such as theme and variation, rondo, round, structured improvisation and chance) through brief dance studies.

2.4. Students choreograph duets and small-group dances demonstrating an understanding of choreographic principles, processes and structures both in collaborative groups and as choreographer/director.

2.5. Students develop an idea independently from initial inception through to presentation for an audience.

2.6. Students describe how a choreographer manipulated and developed the basic movement content in a dance.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students formulate and answer questions about how movement choices communicate abstract ideas in dance.

3.2. Students examine the ways in which a dance creates and conveys meaning by considering the dance from different cultural perspectives.

3.3. Students compare and contrast how meaning is communicated in two of their own dances.

3.4. Students create a dance that effectively communicates a contemporary social theme or a topic of personal significance.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions.

4.2. Students establish a set of artistic criteria and apply it in evaluating their own work and that of others.

4.3. Students compare the work of two contrasting choreographers using a given set of artistic criteria.

4.4. Students analyze the style of a choreographer or cultural form, then create a dance study in that style and evaluate the results in discussion with peers.

4.5. Students formulate and answer their own aesthetic questions (such as: What is it that makes a particular dance that dance? What makes a successful dance successful?).

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students perform or discuss the traditions and technique of a classical dance form.

5.2. Students perform and describe similarities and differences between two contemporary theatrical forms of dance or two folk dance forms.

5.3. Students create a time line illustrating important dance events in the 20th century.

5.4. Students analyze historical and cultural images of the body in dance and compare these to contemporary images.

5.5. Students create and answer questions about dance and dancers prior to the 20th century.

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students reflect upon their own progress and personal growth during their study of dance.

6.2. Students create and demonstrate movement sequences which stretch and strengthen the main muscle groups.

6.3. Students analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media.

6.4. Students effectively communicate how lifestyle choices affect the dancer.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines.

7.2. Students identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements and ways of communicating meaning.

7.3. Students create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form (such as video dance, video/computer-aided live performance, or animation).

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a difficulty level of 4, on a scale of 1 to 6, including some songs performed from memory.

1.2. Students sing ensemble music for up to four parts, with and without accompaniment.

1.3. Students demonstrate well-developed ensemble skills.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6.

2.2. Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

2.3. Students perform in small ensembles with one student on a part.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise stylistically appropriate harmonizing parts.

3.2. Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys.

3.3. Students improvise original melodies over given chord progressions, each in a consistent style, meter and tonality.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect.

4.2. Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

4.3. Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional use of the sound sources.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used.

5.2. Students sight-read, accurately and expressively, music with a difficulty level of 3, on a scale of 1 to 6.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music elements and expressive devices.

6.2. Students demonstrate extensive knowledge of the technical vocabulary of music.

6.3. Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations and apply the criteria in their personal participation in music.

7.2. Students evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts, and cite examples.

8.2. Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.

8.3. Students explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated.

8.4. Students apply music skills and understandings to solve problems relevant to a variety of careers.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music, and explain the reasoning behind their classifications.

9.2. Students identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.

9.3. Students identify various roles musicians perform, cite representative individuals who have functioned in each role, and describe their activities and performances.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genres and media.

2.2. Students compare and demonstrate acting techniques and methods from a variety of periods and styles.

2.3. Students, in an ensemble, create and sustain characters.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students explain the physical and chemical properties of the technical aspects of theatre, such as light, color, electricity, paint and makeup.

3.2. Students analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

3.3. Students develop designs that use visual and aural elements to convey environments that clearly support the text.

3.4. Students apply technical skills and understandings, including scientific and technological advances, to collaboratively and safely create functional scenery, properties, lighting, sound, costumes and makeup.

3.5. Students design coherent stage management, promotional and business practices.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most appropriate.

4.2. Students justify selection of text, interpretation and visual/aural choices.

4.3. Students effectively communicate directorial choices to a small ensemble for improvised or scripted scenes.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students identify and research cultural, historical and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to help make artistic choices for informal and formal productions.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe and compare the materials, elements and means of communicating in theatre, dance, music and the visual arts.

6.2. Students determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre.

6.3. Students illustrate the integration of arts media in informal or formal presentations.

6.4. Students create and solve interdisciplinary problems using theatre.

6.5. Students explore career opportunities in theatre and theatre-related fields.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students construct social meanings from informal and formal productions from a variety of cultures and historical periods, and relate these to current personal, national and international issues.

7.2. Students articulate and justify personal aesthetic criteria for critiquing dramatic texts and events by comparing artistic intent with the final performance.

7.3. Students analyze and critique performances and constructively suggest alternative artistic choices.

7.4. Students constructively evaluate their own and others' collaborative efforts in informal and formal productions.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students compare similar themes in drama from various cultures and historical periods, create informal and formal performances using these themes, and discuss how theatre can reveal universal concepts.

8.2. Students identify and compare the lives, works and influence of representative theatre artists in various cultures and historical periods.

8.3. Students identify cultural and historical sources of American theatre and musical theatre.

8.4. Students analyze the effect of their own cultural experiences on their dramatic work.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood.

1.2. Students conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques and processes.

1.3. Students communicate ideas consistently at a high level of effectiveness in at least one visual arts medium.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students judge the effectiveness of different ways of using visual characteristics in conveying ideas.

2.2. Students apply comprehension and skill in incorporating the elements of art and principles of design to generate multiple solutions to and effectively solve a variety of visual art problems.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students use, record and develop ideas for content over time.

3.2. Students use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students analyze and interpret art works in terms of form, cultural and historical context, and purpose.

4.2. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning.

4.3. Students compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students research and analyze historic meaning and purpose in varied works of art.

5.2. Students reflect critically on various interpretations to better understand specific works of art.

5.3. Students defend personal interpretations using reasoned argument.

5.4. Students apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students analyze and compare characteristics of the visual arts within a particular historical period or style with ideas, issues or themes of that period or style.

6.2. Students compare the creative processes used in the visual arts with the creative processes used in the other arts and non-arts disciplines.

6.3. Students create and solve interdisciplinary problems using multimedia.

6.4. Students apply visual arts skills and understandings to solve problems relevant to a variety of careers.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility and coordination in locomotor and nonlocomotor movements with consistency and reliability.

1.2. Students identify and perform basic dance steps, positions and patterns for dance from two different styles or traditions, demonstrating clarity and stylistic accuracy.

1.3. Students use spatial awareness to heighten artistic expression.

1.4. Students demonstrate rhythmic acuity and musicality.

1.5. Students create and perform combinations and variations in a broad dynamic range.

1.6. Students perform dances confidently, communicating the artistic intention of the choreographer.

1.7. Students memorize and perform a varied repertoire of dances.

1.8. Students describe the characteristics of a particular choreographer's movement vocabulary.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use effectively a range of choreographic processes.

2.2. Students choreograph dances which effectively demonstrate a range of choreographic principles.

2.3. Students demonstrate understanding of structures or forms (such as theme and variation, rondo, round, structured improvisation and chance) through brief dance studies.

2.4. Students choreograph duets and small-group dances demonstrating an understanding of choreographic principles, processes and structures both in collaborative groups and as choreographer/director.

2.5. Students develop an idea independently from initial inception through to presentation for an audience.

2.6. Students describe how a choreographer manipulated and developed the basic movement content in a dance.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students formulate and answer questions about how movement choices communicate abstract ideas in dance.

3.2. Students examine the ways in which a dance creates and conveys meaning by considering the dance from different cultural perspectives.

3.3. Students compare and contrast how meaning is communicated in two of their own dances.

3.4. Students create a dance that effectively communicates a contemporary social theme or a topic of personal significance.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions.

4.2. Students establish a set of artistic criteria and apply it in evaluating their own work and that of others.

4.3. Students compare the work of two contrasting choreographers using a given set of artistic criteria.

4.4. Students analyze the style of a choreographer or cultural form, then create a dance study in that style and evaluate the results in discussion with peers.

4.5. Students formulate and answer their own aesthetic questions (such as: What is it that makes a particular dance that dance? What makes a successful dance successful?).

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students perform or discuss the traditions and technique of a classical dance form.

5.2. Students perform and describe similarities and differences between two contemporary theatrical forms of dance or two folk dance forms.

5.3. Students create a time line illustrating important dance events in the 20th century.

5.4. Students analyze historical and cultural images of the body in dance and compare these to contemporary images.

5.5. Students create and answer questions about dance and dancers prior to the 20th century.

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students reflect upon their own progress and personal growth during their study of dance.

6.2. Students create and demonstrate movement sequences which stretch and strengthen the main muscle groups.

6.3. Students analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media.

6.4. Students effectively communicate how lifestyle choices affect the dancer.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines.

7.2. Students identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements and ways of communicating meaning.

7.3. Students create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form (such as video dance, video/computer-aided live performance, or animation).

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a difficulty level of 4, on a scale of 1 to 6, including some songs performed from memory.

1.2. Students sing ensemble music for up to four parts, with and without accompaniment.

1.3. Students demonstrate well-developed ensemble skills.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6.

2.2. Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

2.3. Students perform in small ensembles with one student on a part.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise stylistically appropriate harmonizing parts.

3.2. Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys.

3.3. Students improvise original melodies over given chord progressions, each in a consistent style, meter and tonality.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect.

4.2. Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

4.3. Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional use of the sound sources.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used.

5.2. Students sight-read, accurately and expressively, music with a difficulty level of 3, on a scale of 1 to 6.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music elements and expressive devices.

6.2. Students demonstrate extensive knowledge of the technical vocabulary of music.

6.3. Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations and apply the criteria in their personal participation in music.

7.2. Students evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts, and cite examples.

8.2. Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.

8.3. Students explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated.

8.4. Students apply music skills and understandings to solve problems relevant to a variety of careers.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music, and explain the reasoning behind their classifications.

9.2. Students identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.

9.3. Students identify various roles musicians perform, cite representative individuals who have functioned in each role, and describe their activities and performances.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genres and media.

2.2. Students compare and demonstrate acting techniques and methods from a variety of periods and styles.

2.3. Students, in an ensemble, create and sustain characters.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students explain the physical and chemical properties of the technical aspects of theatre, such as light, color, electricity, paint and makeup.

3.2. Students analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

3.3. Students develop designs that use visual and aural elements to convey environments that clearly support the text.

3.4. Students apply technical skills and understandings, including scientific and technological advances, to collaboratively and safely create functional scenery, properties, lighting, sound, costumes and makeup.

3.5. Students design coherent stage management, promotional and business practices.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most appropriate.

4.2. Students justify selection of text, interpretation and visual/aural choices.

4.3. Students effectively communicate directorial choices to a small ensemble for improvised or scripted scenes.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students identify and research cultural, historical and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to help make artistic choices for informal and formal productions.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe and compare the materials, elements and means of communicating in theatre, dance, music and the visual arts.

6.2. Students determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre.

6.3. Students illustrate the integration of arts media in informal or formal presentations.

6.4. Students create and solve interdisciplinary problems using theatre.

6.5. Students explore career opportunities in theatre and theatre-related fields.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students construct social meanings from informal and formal productions from a variety of cultures and historical periods, and relate these to current personal, national and international issues.

7.2. Students articulate and justify personal aesthetic criteria for critiquing dramatic texts and events by comparing artistic intent with the final performance.

7.3. Students analyze and critique performances and constructively suggest alternative artistic choices.

7.4. Students constructively evaluate their own and others' collaborative efforts in informal and formal productions.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students compare similar themes in drama from various cultures and historical periods, create informal and formal performances using these themes, and discuss how theatre can reveal universal concepts.

8.2. Students identify and compare the lives, works and influence of representative theatre artists in various cultures and historical periods.

8.3. Students identify cultural and historical sources of American theatre and musical theatre.

8.4. Students analyze the effect of their own cultural experiences on their dramatic work.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood.

1.2. Students conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques and processes.

1.3. Students communicate ideas consistently at a high level of effectiveness in at least one visual arts medium.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students judge the effectiveness of different ways of using visual characteristics in conveying ideas.

2.2. Students apply comprehension and skill in incorporating the elements of art and principles of design to generate multiple solutions to and effectively solve a variety of visual art problems.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students use, record and develop ideas for content over time.

3.2. Students use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students analyze and interpret art works in terms of form, cultural and historical context, and purpose.

4.2. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning.

4.3. Students compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students research and analyze historic meaning and purpose in varied works of art.

5.2. Students reflect critically on various interpretations to better understand specific works of art.

5.3. Students defend personal interpretations using reasoned argument.

5.4. Students apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students analyze and compare characteristics of the visual arts within a particular historical period or style with ideas, issues or themes of that period or style.

6.2. Students compare the creative processes used in the visual arts with the creative processes used in the other arts and non-arts disciplines.

6.3. Students create and solve interdisciplinary problems using multimedia.

6.4. Students apply visual arts skills and understandings to solve problems relevant to a variety of careers.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility and coordination in locomotor and nonlocomotor movements with consistency and reliability.

1.2. Students identify and perform basic dance steps, positions and patterns for dance from two different styles or traditions, demonstrating clarity and stylistic accuracy.

1.3. Students use spatial awareness to heighten artistic expression.

1.4. Students demonstrate rhythmic acuity and musicality.

1.5. Students create and perform combinations and variations in a broad dynamic range.

1.6. Students perform dances confidently, communicating the artistic intention of the choreographer.

1.7. Students memorize and perform a varied repertoire of dances.

1.8. Students describe the characteristics of a particular choreographer's movement vocabulary.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use effectively a range of choreographic processes.

2.2. Students choreograph dances which effectively demonstrate a range of choreographic principles.

2.3. Students demonstrate understanding of structures or forms (such as theme and variation, rondo, round, structured improvisation and chance) through brief dance studies.

2.4. Students choreograph duets and small-group dances demonstrating an understanding of choreographic principles, processes and structures both in collaborative groups and as choreographer/director.

2.5. Students develop an idea independently from initial inception through to presentation for an audience.

2.6. Students describe how a choreographer manipulated and developed the basic movement content in a dance.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students formulate and answer questions about how movement choices communicate abstract ideas in dance.

3.2. Students examine the ways in which a dance creates and conveys meaning by considering the dance from different cultural perspectives.

3.3. Students compare and contrast how meaning is communicated in two of their own dances.

3.4. Students create a dance that effectively communicates a contemporary social theme or a topic of personal significance.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions.

4.2. Students establish a set of artistic criteria and apply it in evaluating their own work and that of others.

4.3. Students compare the work of two contrasting choreographers using a given set of artistic criteria.

4.4. Students analyze the style of a choreographer or cultural form, then create a dance study in that style and evaluate the results in discussion with peers.

4.5. Students formulate and answer their own aesthetic questions (such as: What is it that makes a particular dance that dance? What makes a successful dance successful?).

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students perform or discuss the traditions and technique of a classical dance form.

5.2. Students perform and describe similarities and differences between two contemporary theatrical forms of dance or two folk dance forms.

5.3. Students create a time line illustrating important dance events in the 20th century.

5.4. Students analyze historical and cultural images of the body in dance and compare these to contemporary images.

5.5. Students create and answer questions about dance and dancers prior to the 20th century.

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students reflect upon their own progress and personal growth during their study of dance.

6.2. Students create and demonstrate movement sequences which stretch and strengthen the main muscle groups.

6.3. Students analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media.

6.4. Students effectively communicate how lifestyle choices affect the dancer.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines.

7.2. Students identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements and ways of communicating meaning.

7.3. Students create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form (such as video dance, video/computer-aided live performance, or animation).

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a difficulty level of 4, on a scale of 1 to 6, including some songs performed from memory.

1.2. Students sing ensemble music for up to four parts, with and without accompaniment.

1.3. Students demonstrate well-developed ensemble skills.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6.

2.2. Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

2.3. Students perform in small ensembles with one student on a part.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise stylistically appropriate harmonizing parts.

3.2. Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys.

3.3. Students improvise original melodies over given chord progressions, each in a consistent style, meter and tonality.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect.

4.2. Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

4.3. Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional use of the sound sources.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used.

5.2. Students sight-read, accurately and expressively, music with a difficulty level of 3, on a scale of 1 to 6.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music elements and expressive devices.

6.2. Students demonstrate extensive knowledge of the technical vocabulary of music.

6.3. Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations and apply the criteria in their personal participation in music.

7.2. Students evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts, and cite examples.

8.2. Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.

8.3. Students explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated.

8.4. Students apply music skills and understandings to solve problems relevant to a variety of careers.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music, and explain the reasoning behind their classifications.

9.2. Students identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.

9.3. Students identify various roles musicians perform, cite representative individuals who have functioned in each role, and describe their activities and performances.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genres and media.

2.2. Students compare and demonstrate acting techniques and methods from a variety of periods and styles.

2.3. Students, in an ensemble, create and sustain characters.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students explain the physical and chemical properties of the technical aspects of theatre, such as light, color, electricity, paint and makeup.

3.2. Students analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

3.3. Students develop designs that use visual and aural elements to convey environments that clearly support the text.

3.4. Students apply technical skills and understandings, including scientific and technological advances, to collaboratively and safely create functional scenery, properties, lighting, sound, costumes and makeup.

3.5. Students design coherent stage management, promotional and business practices.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most appropriate.

4.2. Students justify selection of text, interpretation and visual/aural choices.

4.3. Students effectively communicate directorial choices to a small ensemble for improvised or scripted scenes.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students identify and research cultural, historical and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to help make artistic choices for informal and formal productions.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe and compare the materials, elements and means of communicating in theatre, dance, music and the visual arts.

6.2. Students determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre.

6.3. Students illustrate the integration of arts media in informal or formal presentations.

6.4. Students create and solve interdisciplinary problems using theatre.

6.5. Students explore career opportunities in theatre and theatre-related fields.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students construct social meanings from informal and formal productions from a variety of cultures and historical periods, and relate these to current personal, national and international issues.

7.2. Students articulate and justify personal aesthetic criteria for critiquing dramatic texts and events by comparing artistic intent with the final performance.

7.3. Students analyze and critique performances and constructively suggest alternative artistic choices.

7.4. Students constructively evaluate their own and others' collaborative efforts in informal and formal productions.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students compare similar themes in drama from various cultures and historical periods, create informal and formal performances using these themes, and discuss how theatre can reveal universal concepts.

8.2. Students identify and compare the lives, works and influence of representative theatre artists in various cultures and historical periods.

8.3. Students identify cultural and historical sources of American theatre and musical theatre.

8.4. Students analyze the effect of their own cultural experiences on their dramatic work.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood.

1.2. Students conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques and processes.

1.3. Students communicate ideas consistently at a high level of effectiveness in at least one visual arts medium.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students judge the effectiveness of different ways of using visual characteristics in conveying ideas.

2.2. Students apply comprehension and skill in incorporating the elements of art and principles of design to generate multiple solutions to and effectively solve a variety of visual art problems.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students use, record and develop ideas for content over time.

3.2. Students use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students analyze and interpret art works in terms of form, cultural and historical context, and purpose.

4.2. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning.

4.3. Students compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students research and analyze historic meaning and purpose in varied works of art.

5.2. Students reflect critically on various interpretations to better understand specific works of art.

5.3. Students defend personal interpretations using reasoned argument.

5.4. Students apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students analyze and compare characteristics of the visual arts within a particular historical period or style with ideas, issues or themes of that period or style.

6.2. Students compare the creative processes used in the visual arts with the creative processes used in the other arts and non-arts disciplines.

6.3. Students create and solve interdisciplinary problems using multimedia.

6.4. Students apply visual arts skills and understandings to solve problems relevant to a variety of careers.

CT.1. Dance: Elements And Skills: Students will identify and perform movement elements and dance skills.

1.1. Students demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility and coordination in locomotor and nonlocomotor movements with consistency and reliability.

1.2. Students identify and perform basic dance steps, positions and patterns for dance from two different styles or traditions, demonstrating clarity and stylistic accuracy.

1.3. Students use spatial awareness to heighten artistic expression.

1.4. Students demonstrate rhythmic acuity and musicality.

1.5. Students create and perform combinations and variations in a broad dynamic range.

1.6. Students perform dances confidently, communicating the artistic intention of the choreographer.

1.7. Students memorize and perform a varied repertoire of dances.

1.8. Students describe the characteristics of a particular choreographer's movement vocabulary.

CT.2. Dance: Choreography: Students will understand choreographic principles, processes and structures.

2.1. Students use effectively a range of choreographic processes.

2.2. Students choreograph dances which effectively demonstrate a range of choreographic principles.

2.3. Students demonstrate understanding of structures or forms (such as theme and variation, rondo, round, structured improvisation and chance) through brief dance studies.

2.4. Students choreograph duets and small-group dances demonstrating an understanding of choreographic principles, processes and structures both in collaborative groups and as choreographer/director.

2.5. Students develop an idea independently from initial inception through to presentation for an audience.

2.6. Students describe how a choreographer manipulated and developed the basic movement content in a dance.

CT.3. Dance: Meaning: Students will understand how dance creates and communicates meaning.

3.1. Students formulate and answer questions about how movement choices communicate abstract ideas in dance.

3.2. Students examine the ways in which a dance creates and conveys meaning by considering the dance from different cultural perspectives.

3.3. Students compare and contrast how meaning is communicated in two of their own dances.

3.4. Students create a dance that effectively communicates a contemporary social theme or a topic of personal significance.

CT.4. Dance: Thinking Skills: Students will apply analytical and evaluative thinking skills in dance.

4.1. Students create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions.

4.2. Students establish a set of artistic criteria and apply it in evaluating their own work and that of others.

4.3. Students compare the work of two contrasting choreographers using a given set of artistic criteria.

4.4. Students analyze the style of a choreographer or cultural form, then create a dance study in that style and evaluate the results in discussion with peers.

4.5. Students formulate and answer their own aesthetic questions (such as: What is it that makes a particular dance that dance? What makes a successful dance successful?).

CT.5. Dance: History And Cultures: Students will demonstrate an understanding of dance in various cultures and historical periods.

5.1. Students perform or discuss the traditions and technique of a classical dance form.

5.2. Students perform and describe similarities and differences between two contemporary theatrical forms of dance or two folk dance forms.

5.3. Students create a time line illustrating important dance events in the 20th century.

5.4. Students analyze historical and cultural images of the body in dance and compare these to contemporary images.

5.5. Students create and answer questions about dance and dancers prior to the 20th century.

CT.6. Dance: Healthful Living: Students will make connections between dance and healthful living.

6.1. Students reflect upon their own progress and personal growth during their study of dance.

6.2. Students create and demonstrate movement sequences which stretch and strengthen the main muscle groups.

6.3. Students analyze historical and cultural images of the body in dance and compare these to images of the body in contemporary media.

6.4. Students effectively communicate how lifestyle choices affect the dancer.

CT.7. Dance: Connections: Students will make connections between dance, other disciplines and daily life.

7.1. Students create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines.

7.2. Students identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements and ways of communicating meaning.

7.3. Students create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or enhanced form (such as video dance, video/computer-aided live performance, or animation).

CT.1. Music: Vocal: Students will sing, alone and with others, a varied repertoire of songs.

1.1. Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a difficulty level of 4, on a scale of 1 to 6, including some songs performed from memory.

1.2. Students sing ensemble music for up to four parts, with and without accompaniment.

1.3. Students demonstrate well-developed ensemble skills.

CT.2. Music: Instrumental: Students will play, alone and with others, a varied repertoire of instrumental music.

2.1. Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6.

2.2. Students perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

2.3. Students perform in small ensembles with one student on a part.

CT.3. Music: Improvisation: Students will improvise melodies, variations and accompaniments.

3.1. Students improvise stylistically appropriate harmonizing parts.

3.2. Students improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys.

3.3. Students improvise original melodies over given chord progressions, each in a consistent style, meter and tonality.

CT.4. Music: Composition: Students will compose and arrange music.

4.1. Students compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect.

4.2. Students arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

4.3. Students compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional use of the sound sources.

CT.5. Music: Notation: Students will read and notate music.

5.1. Students demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used.

5.2. Students sight-read, accurately and expressively, music with a difficulty level of 3, on a scale of 1 to 6.

CT.6. Music: Analysis: Students will listen to, describe and analyze music.

6.1. Students analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music elements and expressive devices.

6.2. Students demonstrate extensive knowledge of the technical vocabulary of music.

6.3. Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques.

CT.7. Music: Evaluation: Students will evaluate music and music performances.

7.1. Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations and apply the criteria in their personal participation in music.

7.2. Students evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models.

CT.8. Music: Connections: Students will make connections between music, other disciplines and daily life.

8.1. Students explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts, and cite examples.

8.2. Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.

8.3. Students explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated.

8.4. Students apply music skills and understandings to solve problems relevant to a variety of careers.

CT.9. Music: History and Cultures: Students will understand music in relation to history and culture.

9.1. Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music, and explain the reasoning behind their classifications.

9.2. Students identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.

9.3. Students identify various roles musicians perform, cite representative individuals who have functioned in each role, and describe their activities and performances.

CT.1. Theatre: Creating: Students will create theatre through improvising, writing and refining scripts.

1.1. Students construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.

CT.2. Theatre: Acting: Students will act by developing, communicating and sustaining characters.

2.1. Students analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genres and media.

2.2. Students compare and demonstrate acting techniques and methods from a variety of periods and styles.

2.3. Students, in an ensemble, create and sustain characters.

CT.3. Theatre: Technical Production: Students will design and produce the technical elements of theatre through artistic interpretation and execution.

3.1. Students explain the physical and chemical properties of the technical aspects of theatre, such as light, color, electricity, paint and makeup.

3.2. Students analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

3.3. Students develop designs that use visual and aural elements to convey environments that clearly support the text.

3.4. Students apply technical skills and understandings, including scientific and technological advances, to collaboratively and safely create functional scenery, properties, lighting, sound, costumes and makeup.

3.5. Students design coherent stage management, promotional and business practices.

CT.4. Theatre: Directing: Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.

4.1. Students develop multiple interpretations and visual and aural production choices for scripts and production ideas and choose those that are most appropriate.

4.2. Students justify selection of text, interpretation and visual/aural choices.

4.3. Students effectively communicate directorial choices to a small ensemble for improvised or scripted scenes.

CT.5. Theatre: Researching and Interpreting: Students will research, evaluate and apply cultural and historical information to make artistic choices.

5.1. Students identify and research cultural, historical and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to help make artistic choices for informal and formal productions.

CT.6. Theatre: Connections: Students will make connections between theatre, other disciplines and daily life.

6.1. Students describe and compare the materials, elements and means of communicating in theatre, dance, music and the visual arts.

6.2. Students determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre.

6.3. Students illustrate the integration of arts media in informal or formal presentations.

6.4. Students create and solve interdisciplinary problems using theatre.

6.5. Students explore career opportunities in theatre and theatre-related fields.

CT.7. Theatre: Analysis, Criticism and Meaning: Students will analyze, critique and construct meanings from works of theatre.

7.1. Students construct social meanings from informal and formal productions from a variety of cultures and historical periods, and relate these to current personal, national and international issues.

7.2. Students articulate and justify personal aesthetic criteria for critiquing dramatic texts and events by comparing artistic intent with the final performance.

7.3. Students analyze and critique performances and constructively suggest alternative artistic choices.

7.4. Students constructively evaluate their own and others' collaborative efforts in informal and formal productions.

CT.8. Theatre: History and Cultures: Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.

8.1. Students compare similar themes in drama from various cultures and historical periods, create informal and formal performances using these themes, and discuss how theatre can reveal universal concepts.

8.2. Students identify and compare the lives, works and influence of representative theatre artists in various cultures and historical periods.

8.3. Students identify cultural and historical sources of American theatre and musical theatre.

8.4. Students analyze the effect of their own cultural experiences on their dramatic work.

CT.1. Visual Arts: Media: Students will understand, select and apply media, techniques and processes.

1.1. Students apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood.

1.2. Students conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques and processes.

1.3. Students communicate ideas consistently at a high level of effectiveness in at least one visual arts medium.

CT.2. Visual Arts: Elements and Principles: Students will understand and apply elements and organizational principles of art.

2.1. Students judge the effectiveness of different ways of using visual characteristics in conveying ideas.

2.2. Students apply comprehension and skill in incorporating the elements of art and principles of design to generate multiple solutions to and effectively solve a variety of visual art problems.

CT.3. Visual Arts: Content: Students will consider, select and apply a range of subject matter, symbols and ideas.

3.1. Students use, record and develop ideas for content over time.

3.2. Students use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning.

CT.4. Visual Arts: History And Cultures: Students will understand the visual arts in relation to history and cultures.

4.1. Students analyze and interpret art works in terms of form, cultural and historical context, and purpose.

4.2. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning.

4.3. Students compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.

CT.5. Visual Arts: Analysis, Interpretation and Evaluation: Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work.

5.1. Students research and analyze historic meaning and purpose in varied works of art.

5.2. Students reflect critically on various interpretations to better understand specific works of art.

5.3. Students defend personal interpretations using reasoned argument.

5.4. Students apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art.

CT.6. Visual Arts: Connections: Students will make connections between the visual arts, other disciplines and daily life.

6.1. Students analyze and compare characteristics of the visual arts within a particular historical period or style with ideas, issues or themes of that period or style.

6.2. Students compare the creative processes used in the visual arts with the creative processes used in the other arts and non-arts disciplines.

6.3. Students create and solve interdisciplinary problems using multimedia.

6.4. Students apply visual arts skills and understandings to solve problems relevant to a variety of careers.