Indiana State Standards for Arts Education:
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
IN.K.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
K.1.1. Identify elements of theatre in everyday life, such as relationships (characters), clothes (costumes), locations (setting).
K.1.2. Recognize and discuss theatre as an expression and record of the human experience told through stories, songs, and dances.
K.1.3. Identify the many types of live presentations (film, television, and electronic technology) through history and culture.
K.1.4. Explore the element of time through movement using tempo and rhythm.
IN.K.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
K.2.1. Recognize and discuss cultural traditions in stories, songs, fairy tales, fables, and nursery rhymes.
K.2.2. Explore the difference between improvised and learned movement.
K.2.3. Understand and demonstrate that dance has a beginning, middle, and end.
IN.K.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
K.3.1. Identify and describe the character, plot, and setting in stories.
K.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.
K.3.3. Explore the different ways that humans move.
IN.K.4. Dance: Analysis, Culture, and History: Students reflect upon, evaluate, and analyze dance experiences.
K.4.1. Make use of age-appropriate theatre vocabulary to critique what they see, hear, and understand.
K.4.2. Speculate on the meaning of a performance.
K.4.3. Describe observed dance movement activities using one dance element.
IN.K.5. Dance: Analysis, Culture, and History: Students understand and demonstrate dance from diverse cultures and historical periods.
K.5.1. Respond to plays, stories, songs, fairy tales, fables, and nursery rhymes.
K.5.2. Explore dances from various cultures.
IN.K.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.
K.6.1. Dramatize stories by pretending (improvisation).
K.6.2. Create and present original stories.
IN.K.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.
K.7.1. Use classroom materials to create visual environments for creative play.
K.7.2. Use family, school, and community resources to gather information about the appearance of a specific environment.
IN.K.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
K.8.1. Observe and discuss the appearance and characteristics of people, creatures, and things.
K.8.2. Imitate or create people, creatures, or things based on observation.
IN.K.1. Music: Singing alone and with others: Students sing in a group on pitch and with a steady tempo. Students sing a variety of songs from memory.
K.1.1. Match and echo a given pattern of a limited range of pitches.
K.1.2. Sing a short song accurately, from memory, and with a steady beat.
IN.K.2. Music: Playing an instrument alone and with others: Students play short rhythmic and melodic patterns with body sounds or on an instrument. Students maintain a steady tempo while playing in a group.
K.2.1. Echo a short rhythmic pattern played by the teacher.
K.2.2. Maintain a steady beat.
IN.K.3. Music: Reading, notating and interpreting music: Students begin to read basic rhythmic notation.
K.3.1. Read and perform a short pattern of quarter notes and eighth notes by clapping or by vocalizing using syllables.
IN.K.4. Music: Improvising melodies and accompaniments: Students improvise musical responses to rhythms and pitch patterns given by the teacher. They improvise using instruments, body sounds, or electronic sounds.
K.4.1. Create simple rhythms on an instrument or by using body sounds.
K.4.2. Respond to teacher-played phrases by playing back a similar phrase.
IN.K.5. Music: Composing and arranging music within specified guidelines: Students create a short melodic or rhythmic pattern. They use several sound sources when composing.
K.5.1. Invent a short melodic or rhythmic pattern with the instructor's guidance.
K.5.2. Help arrange a piece using many kinds of sounds, including instruments, body sounds, sounds from everyday objects, or electronic sounds.
IN.K.6. Music: Listening to, analyzing, and describing music: Students distinguish between a speaking voice and a singing voice. They know the difference between the volume levels of loud and soft. They can also distinguish between fast and slow musical pace. Students in Kindergarten move to music and use movement to show what is heard in the music.
K.6.1. Identify a voice as a speaking voice or singing voice.
K.6.2. After hearing one song sung at a loud level and sung again at a soft level, identify each as being either loud or soft.
K.6.3. Explore the use of sound effects and the voice to express character, feelings, and mood.
K.6.4. Use hand motions to indicate a musical element or concept.
IN.K.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students begin to identify similarities and differences in the meanings of terms used in more than one art form. They identify differences between music activities and other classroom activities.
K.7.1. Use terms such as: plain or fancy, same or different, bright or dark, in music class and art class.
K.7.2. Talk about how music class is similar to or different from other classroom activities.
IN.K.8. Music: Understanding music in relation to history and culture: Students identify how music is used in daily life.
K.8.1. Name sources of music that can be heard in daily situations.
IN.K.9. Music: Evaluating music and music performances: Students understand the importance of proper concert behavior in a variety of settings.
K.9.1. Discover what actors do and find examples in the local community, film, or television.
IN.K.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
K.1.1. Understand that art is a visual record of human ideas and has a history as old as humankind.
K.1.2. Speculate on the function of a work of art.
K.1.3. Identify simple icons and subject matter in works of art.
IN.K.2. Visual Arts: Responding to Art: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
K.2.1. Recognize that art from one artist has a similar look or style.
K.2.2. Identify and distinguish between realistic and non-objective works of art.
IN.K.3. Visual Arts: Responding to Arts: Criticism: Students describe, research, and interpret works of art and artifacts.
K.3.1. Describe sensory, formal, technical, and expressive properties in works of art.
K.3.2. Speculate on meaning in a work of art based on personal response and properties in the work.
K.3.3. Use appropriate art vocabulary.
IN.K.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.
K.4.1. Know that critics are people who study the work of artists and share their ideas so we can see more in the work.
IN.K.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss the nature of art and aesthetic issues concerning the meaning and significance of art.
K.5.1. Demonstrate curiosity and personal insight through observing and reflecting on a work of art.
K.5.2. Identify art as visual objects made by humans and distinguish between human-made objects and objects from nature.
IN.K.6. Visual Arts: Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
K.6.1. Distinguish between realistic and non-objective works of art and recognize the identifying characteristics of both.
K.6.2. Reflect on personal response when determining preference.
IN.K.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
K.7.1. Use objects or animals from real world as subject matter for artwork.
K.7.2. Create art that expresses personal ideas, interests, and feelings.
K.7.3. Develop personal symbols to express ideas.
IN.K.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.
K.8.1. Recognize and use elements (such as shape, line, color, and texture) and principles (such as repetition) in their work.
K.8.2. Discriminate between types of shapes (geometric), colors (primary/secondary hues), lines (characteristics), and textures (tactile) in their work and the work of others.
IN.K.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
K.9.1. Distinguish between two dimensional and three dimensional works of art
K.9.2. Identify and use media and processes to express ideas, experiences, and stories including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.
K.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
IN.K.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
K.10.1. Experience live theatre.
K.10.2. Manipulate a variety of media.
K.10.3. Respect their work and the work of others.
IN.K.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.
K.11.1. Use a dramatization to understand a concept from another discipline.
IN.K.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
K.12.1. Find other art forms used in theatre pieces.
K.12.2. Visit local museums, exhibits, and experience visiting artists in the schools.
IN.K.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
K.13.1. Begin to distinguish between products and processes of the visual arts and other disciplines.
K.13.2. Create a work of art using subject matter, concepts, or sign systems (such as words or numbers) of another discipline.
IN.K.14. Visual Arts: Integrated Studies: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.
K.14.1. Begin to distinguish between products and processes of the visual arts and other art forms.
K.14.2. Create a work of art using subject matter, concepts, or sign systems (such as words or numbers) of two art forms.
IN.K.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
K.1.1. Identify elements of theatre in everyday life, such as relationships (characters), clothes (costumes), locations (setting).
K.1.2. Recognize and discuss theatre as an expression and record of the human experience told through stories, songs, and dances.
K.1.3. Identify the many types of live presentations (film, television, and electronic technology) through history and culture.
IN.K.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
K.2.1. Recognize and discuss cultural traditions in stories, songs, fairy tales, fables, and nursery rhymes.
IN.K.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
K.3.1. Identify and describe the character, plot, and setting in stories.
K.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.
IN.K.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
K.4.1. Make use of age-appropriate theatre vocabulary to critique what they see, hear, and understand.
K.4.2. Speculate on the meaning of a performance.
IN.K.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
K.5.1. Respond to plays, stories, songs, fairy tales, fables, and nursery rhymes.
IN.K.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
K.6.1. Dramatize stories by pretending (improvisation).
K.6.2. Create and present original stories.
K.6.3. Explore the use of sound effects and the voice to express character, feelings, and mood.
IN.K.7. Theatre: Creative Process: Students utilize imagination and research to design, and implement the elements of a visual environment.
K.7.1. Use classroom materials to create visual environments for creative play.
K.7.2. Use family, school, and community resources to gather information about the appearance of a specific environment.
IN.K.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
K.8.1. Observe and discuss the appearance and characteristics of people, creatures, and things.
K.8.2. Imitate or create people, creatures, or things based on observation.
K.8.3. Discuss stories to understand character relationships.
IN.K.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.
K.9.1. Discover what actors do and find examples in the local community, film, or television.
IN.K.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
K.10.1. Experience live theatre.
IN.K.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines, such as language arts, social studies, humanities, science, and technology.
K.11.1. Use a dramatization to understand a concept from another discipline.
IN.K.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
K.12.1. Find other art forms used in theatre pieces.
IN.1.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
1.1.1. Identify elements of theatre in everyday life, such as relationships (characters), clothes (costumes), locations (setting).
1.1.2. Recognize and discuss theatre as an expression and record of the human experience told through stories, songs, and dances.
1.1.3. List qualities of various types of live presentations (film, television, and electronic technology).
1.1.4. Explore the element of time through movement using tempo and rhythm.
IN.1.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
1.2.1. Recognize and discuss cultural traditions in stories, songs, fairy tales, fables, and nursery rhymes.
1.2.2. Explore the difference between improvised and learned movement using different styles of music.
1.2.3. Identify and demonstrate that dance has a beginning, middle, and end.
IN.1.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
1.3.1. Identify and describe the character, plot, and setting in stories.
1.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.
1.3.3. Explore the different ways that humans move.
IN.1.4. Dance: Analysis, Culture, and History: Students reflect upon, evaluate, and analyze dance experiences.
1.4.1. Make use of age-appropriate theatre vocabulary to critique what they see, hear, and understand.
1.4.2. Speculate on the meaning of a performance.
1.4.3. Describe observed dance movement activities using one dance element.
IN.1.5. Dance: Analysis, Culture, and History: Students understand and demonstrate dance from diverse cultures and historical periods.
1.5.1. Respond to plays, stories, songs, fairy tales, fables, and nursery rhymes.
1.5.2. Identify and explore dance from various cultures.
IN.1.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.
1.6.1. Dramatize stories using improvisation and theatre games.
1.6.2. Collaborate to create and present original stories.
IN.1.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.
1.7.1. Use classroom materials to create visual environments for creative play.
1.7.2. Use family, school, and community resources to gather information about the appearance of a specific environment.
IN.1.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
1.8.1. Observe and discuss the appearance and characteristics of people, creatures, and things.
1.8.2. Imitate or create people, creatures, or things based on observation.
IN.1.1. Music: Singing alone and with others: Students sing with a group on pitch and with the rhythm and tempo requested. They use good posture. Students in first grade sing expressively using dynamic contrasts. They sing from memory songs of different cultures.
1.1.1. Match a given pitch or a simple pitch pattern.
1.1.2. Sing on pitch while maintaining a steady beat.
1.1.3. Sing high and low pitches.
1.1.4. Sing loudly and softly with correct posture as taught by the instructor.
1.1.5. Sing a short memorized song in a foreign language.
IN.1.2. Music: Playing an instrument alone and with others: Students perform basic rhythmic and melodic patterns on rhythmic and melodic instruments. They maintain a steady tempo and play with a group.
1.2.1. Echo a given pitch or rhythmic pattern.
1.2.2. Play a simple ostinato.
1.2.3. Keep a steady beat on a percussion instrument.
1.2.4. Play an instrument with a group.
IN.1.3. Music: Reading, notating and interpreting music: Students read and notate basic notation in simple meters or groupings using a system of numbers or syllables. They identify and notate musical symbols and terms.
1.3.1. Read, notate, and perform quarter and eighth notes in groupings of two or four
1.3.2. Read and use movement to demonstrate the effect of a quarter rest.
1.3.3. Identify a musical staff and bar lines.
1.3.4. Read given pitch patterns using solfege syllables or numbers.
IN.1.4. Music: Improvising melodies and accompaniments: Students improvise rhythmic and melodic phrases that sound similar to those played by a teacher. They improvise using many sound sources, including sounds from the classroom, body sounds, and sounds from electronic sources.
1.4.1. Respond, either on an instrument or by singing, to teacher given 'questions.'
1.4.2. Invent and perform a short ostinato either on an instrument or vocally.
IN.1.5. Music: Composing and arranging music within specified guidelines: Students create music that will go with readings. They create short melodic or rhythmic patterns, using a variety of sound sources.
1.5.1. Compose a melodic or rhythmic pattern using traditional or non-traditional sounds.
IN.1.6. Music: Listening to, analyzing, and describing music: Students depict changes in music being heard, either through movement or verbal response. They also begin to identify musical pitches as being in a high or low range. They describe qualities of musical examples after listening to them. Students use correct terminology as terms are introduced in class.
1.6.1. Depict changes such as from fast to slow or soft to loud through using movement, verbal description, or symbols.
1.6.2. Identify the sound of high versus low pitches by using hand motions.
1.6.3. Explore the use of sound effects and the voice to express character, feelings, and mood.
1.6.4. Identify the sound of an orchestra as opposed to that of a choir or brass ensemble.
1.6.5. Use movements to show the meaning of the terms crescendo (gradually louder) and decrescendo (gradually softer).
IN.1.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the meanings of terms used in more than one art form. They also identify similarities among different subject areas and the arts.
1.7.1. Name terms or ideas that are used the same way in music, art, dance, or theatre.
1.7.2. Name ideas that are used differently in music, art, dance, or theatre.
IN.1.8. Music: Understanding music in relation to history and culture: Students identify musical works from other cultures. They also name various uses of music in everyday life.
1.8.1. Identify a folk song or instrument from America and one from another country.
1.8.2. Compare and contrast folk dances from two countries of the world.
1.8.3. Discuss stories to understand and describe character relationships.
IN.1.9. Music: Evaluating music and music performances: Students talk about what they hear in music.
1.9.1. Identify the various jobs people do in the theatre, such as actor, usher, box office attendant, stagehand, and carpenter.
IN.1.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
1.1.1. Understand that art reflects the culture of its origin.
1.1.2. Identify works of art and artifacts used in the customs, festivals, and celebrations of various cultures.
1.1.3. Identify similar themes and subject matter in works of art and artifacts from various cultures.
IN.1.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
1.2.1. Recognize and be familiar with selected works of art by identifying the artist.
1.2.2. Identify and distinguish between realistic and non-objective works of art.
1.2.3. Identify similar themes and subject matter in works of art and artifacts from various cultures.
IN.1.3. Visual Arts: Responding to Arts: Criticism: Students describe, research, and interpret works of art and artifacts.
1.3.1. Compare two works of art of similar subject matter and describe sensory, formal, technical, and expressive properties.
1.3.2. Speculate on meaning in works of art and support answers with personal response, properties found in the work, and background information.
1.3.3. Use appropriate art vocabulary.
IN.1.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.
1.4.1. Listen to a critic, artist, or historian talk about art.
IN.1.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss the nature of art and aesthetic issues concerning the meaning and significance of art.
1.5.1. Observe and reflect on a work of art and share personal responses with peers; demonstrate curiosity.
1.5.2. Define art as things made by humans for the purpose of visual pleasure or communication.
IN.1.6. Visual Arts: Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
1.6.1. Identify artwork made from the philosophy that art is at its best when it shows us the real world (imitationalism).
1.6.2. Identify and share personal preferences in art and recognize that people have different preferences.
IN.1.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
1.7.1. Demonstrate observational skills in artworks.
1.7.2. Create artwork about self, family, and personal experiences.
1.7.3. Identify and use symbols to express ideas.
IN.1.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.
1.8.1. Identify and apply elements (line, shape, form, texture, and color) and principles (repetition and variety) in their work.
1.8.2. Discriminate between types of shape (geometric and organic), colors (primary and secondary), lines (characteristics and qualities), textures (tactile and visual), and space (placement/overlapping/composition), in their work and the works of others.
IN.1.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
1.9.1. Distinguish between two dimensional and three dimensional works of art.
1.9.2. Identify visual characteristics of a medium.
1.9.3. Identify and use media and processes to express ideas, experiences, and stories including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.
1.9.4. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
IN.1.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
1.10.1. Experience live theatre.
1.10.2. Discuss what makes theatre a unique activity.
1.10.3. Respect their work and the work of others.
IN.1.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.
1.11.1. Use a theatre technique to understand a concept from another discipline.
IN.1.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
1.12.1. Describe the ways other art forms enhance a theatre piece.
1.12.2. Visit local museums, exhibits, and experience visiting artists in the school.
IN.1.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
1.13.1. Identify and distinguish between products and subject matter of visual art and other disciplines (language arts, math, science, social studies).
1.13.2. Demonstrate the ability to create a work of art utilizing concepts, subject matter, or the sign systems (words, numbers) of another discipline.
IN.1.14. Visual Arts: Integrated Studies: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.
1.14.1. Identify and distinguish between products and processes of visual art and other art forms (dance, theater, music).
1.14.2. Demonstrate the ability to create an integrated work utilizing concepts, subject matter, and sign systems (image, movement, sound, words) of art and another art form.
IN.1.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
1.1.1. Identify elements of theatre in everyday life, such as relationships (characters), clothes (costumes), locations (setting).
1.1.2. Recognize and discuss theatre as an expression and record of the human experience told through stories, songs, and dances.
1.1.3. List qualities of various types of live presentations (film, television, and electronic technology).
IN.1.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
1.2.1. Recognize and discuss cultural traditions in stories, songs, fairy tales, fables, and nursery rhymes.
IN.1.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
1.3.1. Identify and describe the character, plot, and setting in stories.
1.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.
IN.1.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
1.4.1. Make use of age-appropriate theatre vocabulary to critique what they see, hear, and understand.
1.4.2. Speculate on the meaning of a performance.
IN.1.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
1.5.1. Respond to plays, stories, songs, fairy tales, fables, and nursery rhymes.
IN.1.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
1.6.1. Dramatize stories using improvisation and theatre games.
1.6.2. Collaborate to create and present original stories.
1.6.3. Explore the use of sound effects and the voice to express character, feelings, and mood.
IN.1.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
1.7.1. Use classroom materials to create visual environments for creative play.
1.7.2. Use family, school, and community resources to gather information about the appearance of a specific environment.
IN.1.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
1.8.1. Observe and discuss the appearance and characteristics of people, creatures, and things.
1.8.2. Imitate or create people, creatures, or things based on observation.
1.8.3. Discuss stories to understand and describe character relationships.
IN.1.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.
1.9.1. Identify the various jobs people do in the theatre, such as actor, usher, box office attendant, stagehand, and carpenter.
IN.1.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
1.10.1. Experience live theatre.
1.10.2. Discuss what makes theatre a unique activity.
IN.1.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
1.11.1. Use a theatre technique to understand a concept from another discipline.
IN.1.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
1.12.1. Describe the ways other art forms enhance a theatre piece.
IN.2.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
2.1.1. Identify elements of theatre in everyday life, such as relationships (characters), clothes (costumes), locations (setting).
2.1.2. Explore theatre as a reflection of the culture and history of communities.
2.1.3. Compare and contrast the differences between live and recorded performances.
2.1.4. Demonstrate and identify the element of time through movement using tempo and rhythm.
IN.2.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
2.2.1. Explore the different ways stories can be told.
2.2.2. Demonstrate the ability to repeat an improvised movement using a prop.
2.2.3. Identify, demonstrate, and create floor pathways.
IN.2.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
2.3.1. Identify and describe the character, plot, and setting in stories.
2.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.
2.3.3. Explore the use of sounds and the voice to express character, feelings, and mood.
IN.2.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
2.4.1. Use age-appropriate theatre vocabulary to critique what they see, hear, and understand.
2.4.2. Speculate on the meaning of a performance of a play or story.
2.4.3. Describe observed dance movement activities using two dance elements.
IN.2.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
2.5.1. Respond to stories and plays. What did you think? How did you feel? Should we go see more plays like this one?
2.5.2. Identify and demonstrate dances from various cultures.
2.5.3. Identify and explore dance in a particular culture and historical period.
IN.2.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.
2.6.1. Dramatize short stories using improvisation and theatre games.
2.6.2. Collaboratively improvise scenes based on personal experiences.
IN.2.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.
2.7.1. Conceive and draw an imagined visual environment.
2.7.2. Arrange the classroom furniture to reflect the layout of a real place.
IN.2.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
2.8.1. Based on an observation of a person or animal, write a 'behavior outline' describing specific movements and characteristics.
2.8.2. Through physical actions, depict a human or animal character.
IN.2.1. Music: Singing alone and with others: Students sing independently or in groups, on pitch and using the indicated rhythm and tempo. They sing with good diction, tone, and posture. Students also sing expressively through the use of proper dynamic contrasts. They sing ostinatos and a variety of songs from many styles and cultures from memory.
2.1.1. Sing with a clear, singing tone quality.
2.1.2. Sing a capella with appropriate dynamics and phrasing.
2.1.3. Sing a memorized song in a foreign language.
2.1.4. Maintain a steady beat while singing or speaking an ostinato.
IN.2.2. Music: Playing an instrument alone and with others: Students perform accurate pitches, rhythms, and dynamic levels with a steady tempo. They echo and perform easy rhythmic and melodic patterns accurately. They also perform a variety of repertoire, either alone or in groups.
2.2.1. Play a given pitch pattern.
2.2.2. Play an easy ostinato.
2.2.3. Play a short melody using appropriate dynamic levels.
2.2.4. Maintain a steady beat on a percussion instrument.
IN.2.3. Music: Reading, notating and interpreting music: Students in second grade read basic rhythmic and melodic notation. They use a system (syllables, numbers or letters) to read simple pitch notation. They also use standard symbols to notate rhythms, pitches, articulations, and dynamics in simple patterns presented by the teacher.
2.3.1. Read and write half, quarter, and eighth notes in two or four-beat groupings.
2.3.2. Read and write quarter and half rests.
2.3.3. Identify pitch patterns using either syllables or numbers.
2.3.4. Create spontaneous dialogue to express feelings.
2.3.5. Identify the dynamic markings for crescendo and diminuendo, as well as the symbols for staccato, legato, repeat sign, and a tie.
IN.2.4. Music: Improvising melodies and accompaniments: Students improvise 'answers' to given rhythmic or melodic phrases. They improvise simple rhythmic and melodic accompaniments, using instruments, classroom or body sounds, and electronic sounds.
2.4.1. Respond on a melodic instrument to teacher given phrases.
2.4.2. Create a simple ostinato using an instrument or a sound from the classroom.
IN.2.5. Music: Composing and arranging music within specified guidelines: Students create music to accompany readings or dramas. They create short melodic and rhythmic phrases with guidelines from the instructor and use a variety of sound sources when composing.
2.5.1. Create a short phrase or melody with the teacher's guidance, and record it either on tape or by using the student's invented notation.
2.5.2. Arrange a short piece using a variety of sounds from traditional or non-traditional sources.
2.5.3. Help create a piece that could accompany a poem or introduce a play.
IN.2.6. Music: Listening to, analyzing, and describing music: Students discuss and describe aural examples of music of other cultures. They use proper terms to explain musical instruments and performances. They also identify the sounds of the families of stringed instruments heard in an orchestra. Students respond through movement to prominent musical events while listening to music.
2.6.1. Use movements to indicate changes in the music being heard.
2.6.2. Assemble a collection of musical terms and their meanings.
2.6.3. Identify by sight and sound the types of families of instruments.
2.6.4. Use movement to indicate what is meant by the terms crescendo, decrescendo, andante and allegro.
IN.2.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the meanings of common terms used in the various arts. They also identify similarities among different subject areas and the arts.
2.7.1. Tell how concepts such as repetition and contrast are used in the fine arts.
2.7.2. List common themes found in all subject areas.
2.7.3. Show how the arts are studied in ways common to other subjects.
IN.2.8. Music: Understanding music in relation to history and culture: Students identify familiar examples of music from various eras, styles, or cultures. They identify uses of music in daily life and describe the roles of musicians in many settings.
2.8.1. Name a piece of music that is from the current time-period and one from another time period.
2.8.2. Compare and contrast two or more dances from various countries of the world.
2.8.3. Read a short play and discuss the relationships and behaviors of its characters.
2.8.4. Discuss the roles of musicians in everyday settings.
IN.2.9. Music: Evaluating music and music performances: Students develop criteria for musical quality. They explain, using proper terminology, personal preferences for specific musical works and styles. They also understand the importance of proper concert behavior in a variety of concert settings.
2.9.1. Identify the various jobs people do behind the scenes, such as light board operator, sound board operator, stage manager, and stage hands.
2.9.2. Discuss proper audience behavior for different styles of music.
IN.2.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
2.1.1. Identify connections between works of art and artifacts and the culture from which they originated.
2.1.2. Identify works of art and artifacts used in celebrations, festivals, and customs from selected cultures and describe their function.
2.1.3. Identify similar subject matter in works of art from various cultures and time-periods.
IN.2.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
2.2.1. Identify the artists of selected works of art.
2.2.2. Distinguish between realistic and non-objective works of art.
2.2.3. Identify common themes and subject matter in works of art and artifacts from various cultures.
IN.2.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
2.3.1. Describe sensory, formal, technical, and expressive properties in works of art.
2.3.2. Speculate on meaning in works of art based on personal response, properties in the work, and background information.
2.3.3. Use appropriate art vocabulary.
IN.2.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.
2.4.1. Listen to a critic speak about art and identify his or her point of view.
IN.2.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
2.5.1. Construct personal meaning through critical inquiry into a work of art and listen to alternative responses to others.
2.5.2. Identify and discuss major questions about the nature of art; such as, is all art beautiful? What is beauty? Can art be machine-made? Does art always reflect feelings or mood?
IN.2.6. Visual Arts: Responding to Art: Aesthetics: Theorize about art and make informed judgments.
2.6.1. Identify works of art made from the philosophy that art is best when it shows the organization of elements (formalism).
2.6.2. Reflect on personal response when determining preference.
IN.2.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
2.7.1. Demonstrate refined observational skills in the production of artwork.
2.7.2. Create artwork about self, family, pets, and personal experiences.
2.7.3. Create and use symbols in their work to communicate meaning.
IN.2.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.
2.8.1. Identify and apply elements (line, shape, form, texture, and color) and principles (repetition, variety, rhythm, proportion) in their work.
2.8.2. Discriminate between types of shape (geometric and organic), colors (primary and secondary), lines (characteristics and qualities), textures (tactile and visual), and space (placement/overlapping/negative/positive/size), in their work and the works of others.
IN.2.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
2.9.1. Identify visual characteristics of a medium.
2.9.2. Identify and use media, techniques, and processes to effectively communicate ideas, experiences, and stories including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fiber, Mixed Media, and New Media.
2.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
IN.2.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
2.10.1. Experience live theatre.
2.10.2. Identify local theatre activities and how they add to the life of the community.
2.10.3. Demonstrate respect for their work and the work of others.
IN.2.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.
2.11.1. Create a theatre piece that helps explain a relationship.
IN.2.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
2.12.1. Use another art form to create a theatre piece.
2.12.2. Visit local museums, exhibits, and experience visiting artists in the school.
IN.2.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
2.13.1. Identify similarities and connections between concepts and subject matter of visual art and other disciplines.
2.13.2. Demonstrate the ability to create a work of art utilizing concepts, subject matter, or the sign systems (such as words or numbers) of another discipline.
IN.2.14. Visual Arts: Integrated Studies: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.
2.14.1. Identify similarities and connections between concepts and subject matter of visual art and other art forms (dance, theater, or music).
2.14.2. Demonstrate ability to create an integrated work utilizing concepts, subject matter, and sign systems (image, movement, sound, or words) of art and another art form.
IN.2.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
2.1.1. Identify elements of theatre in everyday life, such as relationships (characters), clothes (costumes), locations (setting).
2.1.2. Explore theatre as a reflection of the culture and history of communities.
2.1.3. Compare and contrast the differences between live and recorded performances.
IN.2.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
2.2.1. Explore the different ways stories can be told.
IN.2.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
2.3.1. Identify and describe the character, plot, and setting in stories.
2.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.
2.3.3. Explore the use of sounds and the voice to express character, feelings, and mood.
2.3.4. Create spontaneous dialogue to express feelings.
IN.2.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
2.4.1. Use age-appropriate theatre vocabulary to critique what they see, hear, and understand.
2.4.2. Speculate on the meaning of a performance of a play or story.
IN.2.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
2.5.1. Respond to stories and plays. What did you think? How did you feel? Should we go see more plays like this one?
IN.2.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
2.6.1. Dramatize short stories using improvisation and theatre games.
2.6.2. Collaboratively improvise scenes based on personal experiences.
IN.2.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
2.7.1. Conceive and draw an imagined visual environment.
2.7.2. Arrange the classroom furniture to reflect the layout of a real place.
IN.2.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
2.8.1. Based on an observation of a person or animal, write a 'behavior outline' describing specific movements and characteristics.
2.8.2. Through physical actions, depict a human or animal character.
2.8.3. Read a short play and discuss the relationships and behaviors of its characters.
IN.2.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.
2.9.1. Identify the various jobs people do behind the scenes, such as light board operator, sound board operator, stage manager, and stage hands.
IN.2.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
2.10.1. Experience live theatre.
2.10.2. Identify local theatre activities and how they add to the life of the community.
IN.2.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
2.11.1. Create a theatre piece that helps explain a relationship.
IN.2.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
2.12.1. Use another art form to create a theatre piece.
IN.3.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
3.1.1. Explore the ways people in the past have used performance or ritual to communicate.
3.1.2. Examine the dynamic relationship between community, culture, and the theatre.
3.1.3. Examine the value of theatre as a means of integrating history and culture.
3.1.4. Demonstrate and identify the element of time through movement using tempo, rhythm, duration, and pattern.
IN.3.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
3.2.1. Recognize the differences between literary forms such as prose or scripted plays.
3.2.2. Identify the various ways that a story could be performed.
3.2.3. Utilize all dance elements (body, space, force, and time) to create and demonstrate floor pathways.
IN.3.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
3.3.1. Identify and describe character, plot, theme, and setting in stories.
3.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.
3.3.3. Identify and demonstrate similarities and differences between dance and human movement.
IN.3.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
3.4.1. Use selected criteria to critique what they see, hear, and understand. Hear the dialogue.' or 'I liked it when the hero saved the little girl.'
3.4.2. Speculate on the meaning of a performance.
3.4.3. Describe observed dance movement activities using three dance elements.
3.4.4. Describe how an observed dance utilized choreographic principles, processes, or structures.
IN.3.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
3.5.1. Recognize and respond to the unique qualities of the theatre experience.
3.5.2. Demonstrate an increased awareness of dances from various cultures.
3.5.3. Identify and demonstrate dances from two different historical periods.
IN.3.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.
3.6.1. Dramatize stories using improvisation and theatre games.
3.6.2. Collaboratively improvise scenes based on personal experiences.
IN.3.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.
3.7.1. Conceive and draw or write a description of an imagined visual environment.
3.7.2. Arrange the classroom furniture to reflect the layout of a real place.
IN.3.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
3.8.1. Based on an observation of a person or animal, create a character profile describing specific movements and characteristics.
3.8.2. Through physical actions, depict a human or animal character.
IN.3.1. Music: Singing alone and with others: Students sing independently, with a clear tone and on pitch. They sing with correct rhythm, diction, and posture, while maintaining a steady tempo. They also sing expressively with appropriate dynamics and phrasing. Students in third grade sing from memory songs of various styles and cultures, along with ostinatos and partner songs. They sing in groups, blending vocal sounds, dynamic levels, and responding to the conductor.
3.1.1. Sing warm-up exercises while listening for good diction, posture, and tone quality.
3.1.2. Sing a capella (unaccompanied) with appropriate dynamics and phrasing.
3.1.3. Sing a memorized song that emphasizes the cultural heritage of class members.
3.1.4. Sing an ostinato or partner song while maintaining a steady tempo.
3.1.5. Follow the conductor.
IN.3.2. Music: Playing an instrument alone and with others: Students perform on pitch and in rhythm independently and with a steady tempo. They echo rhythmic or melodic patterns accurately and perform a variety of pieces expressively. They also perform in groups, play accompaniments, and respond to a conductor's motions.
3.2.1. Play a given pitch pattern.
3.2.2. Echo rhythmic or melodic patterns.
3.2.3. Play an easy ostinato accompaniment independently.
3.2.4. Maintain a steady beat on a percussion instrument.
3.2.5. Play a short melody using appropriate dynamics.
3.2.6. Play an instrument with a group, following the cues of a conductor.
IN.3.3. Music: Reading, notating and interpreting music: Students read music notation in simple meters or groupings, using a system of syllables, numbers, or letters. They correctly name symbols and terms referring to dynamics, tempo, articulation, and perform them correctly when they appear in the music. They also use standard symbols to notate meter, rhythm, pitch, articulation, and dynamics.
3.3.1. Read and write whole, half, quarter, and eighth notes and rests in 2/4 and 4/4 time signatures.
3.3.2. Read pitch notation by the letter names on the lines and spaces of the treble clef.
3.3.3. Identify melodic direction in written pitch notation as moving up or down by steps or skips.
3.3.4. Identify and explain dynamic markings for forte, mezzo forte, mezzo piano, piano, crescendo and diminuendo (decrescendo).
3.3.5. Identify and explain the symbols for a fermata, octave, and D.C. al fine.
IN.3.4. Music: Improvising melodies and accompaniments: Students improvise musical responses that sound similar to the rhythmic and melodic phrases given by the instructor. They improvise simple melodies and rhythmic and melodic ostinato accompaniments, using traditional sounds, sounds from the classroom, body sounds such as clapping, or electronic sounds.
3.4.1. Respond on a melodic or rhythmic instrument to teacher given phrases.
3.4.2. Create simple rhythmic or melodic ostinatos on a traditional or non-traditional instrument.
3.4.3. Invent short songs or pieces using several types of sounds.
IN.3.5. Music: Composing and arranging music within specified guidelines: Students create music to accompany readings or dramas. They create short songs and instrumental pieces with help from the instructor, using a variety of sound sources.
3.5.1. Create a song with the teacher's guidance, and record it either on tape or by notating it.
3.5.2. Notate a short melody.
3.5.3. Play a short melody using traditional or non-traditional sounds.
IN.3.6. Music: Listening to, analyzing, and describing music: Students identify simple musical forms when they are heard. They discuss and describe aural examples of music of many cultures, using proper terms as they are learned. They also identify the sounds of instruments. Students in third grade respond through movement to musical events while listening to music.
3.6.1. Diagram musical forms such as AB or ABA.
3.6.2. Use movement to indicate changes in the form of the music, and talk about those changes.
3.6.3. Explore the use of sounds and the voice to express character, feelings, and mood.
3.6.4. Create spontaneous dialogue to express feelings.
3.6.5. Use movements to demonstrate understanding of the musical events being heard.
IN.3.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the meanings of common terms used in all of the arts. They describe ways that the arts involve ideas that can apply to many situations.
3.7.1. Compare and contrast two or more meanings of terms used in the arts.
3.7.2. Relate ideas learned or discussed in music to other situations in life.
IN.3.8. Music: Understanding music in relation to history and culture: Students identify familiar examples of music of another historical period or culture. They identify the uses of music and the roles of musicians in daily life.
3.8.1. Identify familiar pieces of music from other eras.
3.8.2. Identify a piece of music from a cultural background in addition to those represented in the class.
3.8.3. Read a play and discuss the relationships and behaviors of its characters.
IN.3.9. Music: Evaluating music and music performances: Students develop criteria for musical quality. They discuss personal preferences for specific musical works.
3.9.1. Discover what designers, directors, and playwrights do in the theatre.
3.9.2. Discuss likes and dislikes of musical examples using familiar musical terms.
IN.3.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
3.1.1. Identify visual clues in works of art and artifacts that reflect characteristics of a given culture and speculate on where, when, and by whom the work was made.
3.1.2. Speculate on the function or purpose of a work of art and make connections to the culture.
3.1.3. Identify themes and symbols in works of art from various cultures and time-periods.
IN.3.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
3.2.1. Recognize and be familiar with works of art from a variety of cultures and identify artist and clues to the culture.
3.2.2. Identify and distinguish between realistic, abstract, and non-objective works of art.
3.2.3. Describe clues found in a work of art or artifact that determine if the work is old or new.
IN.3.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
3.3.1. Identify and describe sensory, formal, technical, and expressive properties in the work.
3.3.2. Construct meaning in works of art based on personal response, properties found in the work and background information about the work.
3.3.3. Use appropriate art vocabulary.
IN.3.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.
3.4.1. Listen to multiple responses to a work of art by people from the art world (historians, critics, philosophers, curators) then identify criteria used by these people in making informed judgments.
IN.3.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
3.5.1. Respond to a work of art and examine alternate responses of peers to discriminate between statements of facts and those of opinion.
3.5.2. Discuss questions about art and know that all cultures have different beliefs about beauty and art.
IN.3.6. Visual Arts: Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
3.6.1. Identify artwork made from the artist's philosophy that art is at its best when it evokes strong emotions from viewers (emotionalism).
3.6.2. Reflect on personal response to a work of art and identify personal preference.
IN.3.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
3.7.1. Demonstrate observational skills in the production of artwork.
3.7.2. Create artwork that communicates personal ideas and experiences.
3.7.3. Demonstrate ability to successfully generate a variety of symbols, and select and refine a symbol that communicates the idea.
IN.3.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.
3.8.1. Apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis) in their work that effectively communicates their ideas.
3.8.2. Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary), lines (characteristics and qualities), textures (tactile and visual), and space (placement/overlapping/negative/positive/size), in their work and the works of others.
IN.3.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
3.9.1. Identify differences between media and the visual characteristics of each medium.
3.9.2. Identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.
3.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
IN.3.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
3.10.1. Experience live theatre.
3.10.2. Discuss how theatre adds to community life.
3.10.3. Demonstrate respect for their work and the work of others.
IN.3.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.
3.11.1. Create a theatre piece that integrates principles and ideals of American society.
IN.3.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
3.12.1. Incorporate two other art forms into the creation of a theatre piece.
3.12.2. Visit local museums, exhibits, art performances, and experience visiting artists in the school.
IN.3.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
3.13.1. Identify and compare similar concepts or principles found in art and across disciplines (such as symmetry, pattern, or celebration).
3.13.2. Demonstrates the ability to create a work of art integrating concepts, subject matter, or the sign systems (such as words or numbers) of another discipline.
IN.3.14. Visual Arts: Integrated Studies: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.
3.14.1. Identify and compare similar concepts or principles found in visual art and other art forms.
3.14.2. Demonstrate ability to create an integrated work integrating concepts, processes, and sign systems (such as images, movement, sound, or words) of several art forms.
IN.3.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
3.1.1. Explore the ways people in the past have used performance or ritual to communicate.
3.1.2. Examine the dynamic relationship between community, culture, and the theatre.
3.1.3. Examine the value of theatre as a means of integrating history and culture.
IN.3.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
3.2.1. Recognize the differences between literary forms such as prose or scripted plays.
3.2.2. Identify the various ways that a story could be performed.
IN.3.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
3.3.1. Identify and describe character, plot, theme, and setting in stories.
3.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.
IN.3.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
3.4.1. Use selected criteria to critique what they see, hear, and understand. Hear the dialogue.' or 'I liked it when the hero saved the little girl.'
3.4.2. Speculate on the meaning of a performance.
IN.3.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
3.5.1. Recognize and respond to the unique qualities of the theatre experience.
IN.3.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
3.6.1. Dramatize stories using improvisation and theatre games.
3.6.2. Collaboratively improvise scenes based on personal experiences.
3.6.3. Explore the use of sounds and the voice to express character, feelings, and mood.
3.6.4. Create spontaneous dialogue to express feelings.
IN.3.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
3.7.1. Conceive and draw or write a description of an imagined visual environment.
3.7.2. Arrange the classroom furniture to reflect the layout of a real place.
IN.3.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
3.8.1. Based on an observation of a person or animal, create a character profile describing specific movements and characteristics.
3.8.2. Through physical actions, depict a human or animal character.
3.8.3. Read a play and discuss the relationships and behaviors of its characters.
IN.3.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.
3.9.1. Discover what designers, directors, and playwrights do in the theatre.
IN.3.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
3.10.1. Experience live theatre.
3.10.2. Discuss how theatre adds to community life.
IN.3.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
3.11.1. Create a theatre piece that integrates principles and ideals of American society.
IN.3.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
3.12.1. Incorporate two other art forms into the creation of a theatre piece.
IN.4.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
4.1.1. Explore the unique way theatre can be used to understand the history of Indiana and its people.
4.1.2. Trace the development of theatre in Indiana.
4.1.3. Examine the value of theatre as a means of integrating history and culture.
4.1.4. Demonstrate and identify the element of time through movement using tempo, rhythm, duration, pattern, accent, and syncopation.
IN.4.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
4.2.1. Discover the ways that Indiana heritage is preserved theatrically.
4.2.2. Explore the works of Indiana writers and playwrights.
4.2.3. View examples of Indiana history and culture in performance.
IN.4.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
4.3.1. Discuss and classify character, plot, theme, and setting in stories.
4.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.
4.3.3. Identify and demonstrate differences between gesture/pantomime and dance.
IN.4.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
4.4.1. Develop selected criteria to critique what they see, hear, and understand.
4.4.2. Speculate on the meaning of a performance.
4.4.3. Articulate what changes they would suggest in a performance.
4.4.4. Describe how an observed dance utilized choreographic principles, processes, or structures.
4.4.5. Speculate on the meaning of a dance performance.
IN.4.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
4.5.1. Recognize and respond to the unique qualities of the theatre experience.
4.5.2. Learn a dance utilizing a cultural resource in the local community.
4.5.3. Investigate and demonstrate a dance from an historical period.
IN.4.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.
4.6.1. Create a short dramatic scene from narrative literature.
4.6.2. Collaboratively improvise scenes based on relationships and social situations.
IN.4.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.
4.7.1. Conceive, draw, and build a simple imagined environment.
4.7.2. Apply research to the process of developing a simple, dramatic environment.
IN.4.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
4.8.1. Observe skilled actors.
4.8.2. Create and present an age-appropriate character in a real- life situation.
IN.4.1. Music: Singing alone and with others: Students sing independently, with a clear tone and on pitch. They sing with correct rhythm, diction, and posture, while maintaining a steady tempo. They also sing expressively with appropriate dynamics and phrasing. Students in third grade sing from memory songs of various styles and cultures, along with ostinatos and partner songs. They sing in groups, blending vocal sounds, dynamic levels, and responding to the conductor.
4.1.1. Sing warm-ups that stress control of breath and tone.
4.1.2. Match pitch and pitch patterns while singing.
4.1.3. Sing a capella (unaccompanied) with proper diction, well-defined phrasing, and expressive detail, such as accents (bodily movements), and dynamic contrasts.
4.1.4. Sing memorized songs that reflect American culture as well as other cultures.
4.1.5. Maintain an independent part when singing an ostinato, round, or partner song while keeping a steady tempo.
4.1.6. Follow the gestures of a conductor.
IN.4.2. Music: Playing an instrument alone and with others: Students perform on one instrument independently, alone, and in groups. They correctly echo or perform easy rhythmic, melodic, or chordal patterns. Students also perform a variety of music expressively, accurately, and with an appropriate tone quality. They perform in groups, blending instrumental sounds, matching dynamic levels, and following a conductor.
4.2.1. Play an instrument using the correct means of producing sound.
4.2.2. Play an ostinato part independently.
4.2.3. Play short rhythms, melodic patterns, and chordal patterns, either by reading or echoing (back) what is played.
4.2.4. Play a melody or pattern with the correct rhythm, tempo, and dynamics.
4.2.5. Play instrumental pieces of many types and styles.
4.2.6. Follow the cues of a conductor.
IN.4.3. Music: Reading, notating and interpreting music: Students read and notate music in simple meters and in treble and bass clef. They identify and correctly interpret symbols and terms for dynamics, tempo, articulation, and basic key signatures while playing.
4.3.1. Read, play, and notate patterns of whole, half, dotted half, quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, and 4/4 time signatures.
4.3.2. Read given pitch patterns in treble or bass clef using letter names of the pitches, including successful identification of the keys of C and G major. Interpret the symbols for sharps and naturals, and correctly play and notate them.
4.3.3. Accurately read and notate musical symbols for fortissimo and pianissimo, D.S., ties, slurs, and tempo markings such as, accelerando and ritardando.
IN.4.4. Music: Improvising melodies and accompaniments: Students improvise rhythmic and melodic accompaniments to a known melody. They improvise simple rhythmic variations of familiar songs.
4.4.1. Create a rhythmic ostinato accompaniment to a given melody.
4.4.2. Create a melodic ostinato to accompany a song.
4.4.3. Create a rhythmic variation within a melody.
IN.4.5. Music: Composing and arranging music within specified guidelines: Students create and arrange music to go with readings or dramas. They create short songs or instrumental pieces and use a variety of sound sources when composing.
4.5.1. Create an original piece.
4.5.2. Perform an original composition on instruments.
IN.4.6. Music: Listening to, analyzing, and describing music: Students identify simple music forms when heard. They discuss and describe aural examples of music of many styles and cultures, using appropriate musical terms when doing so. They identify the sounds of orchestral and band instruments. They also respond through movement to selected musical events while listening to music.
4.6.1. Diagram musical forms such as AB, ABA, or rondos.
4.6.2. Identify by sight and sound various instruments.
4.6.3. Investigate and create characters and plots from a variety of resources.
4.6.4. Explore the use of sounds and the voice to express character, feelings, and mood.
IN.4.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the meanings of common terms used in the fine arts. They identify similarities and differences in the meanings of common terms used between the arts and other subject areas.
4.7.1. Compare and contrast two or more meanings of terms used in the arts, such as unity, variety, repetition, and contrast.
4.7.2. Compare the science of sound as it relates to stringed and percussion instruments.
4.7.3. Name ways that study of the arts differs from the study of other subjects.
IN.4.8. Music: Understanding music in relation to history and culture: Students: Students identify examples of familiar music by historical period. They describe how elements of music are used in music of various cultures, and compare the roles of musicians in other cultures.
4.8.1. Identify the historical period to which a famous work studied in class belongs.
4.8.2. Compare and contrast musical examples from different cultures.
4.8.3. Read plays to examine character dynamics and relationships.
IN.4.9. Music: Evaluating music and music performances: Students develop criteria for musical quality. They explain personal preferences for musical works and styles, using proper music terminology as it is learned. They evaluate the quality and effectiveness of their own and others' compositions and performances. They also learn importance of proper concert behavior.
4.9.1. Identify various opportunities in theatre-related careers both on and offstage.
4.9.2. Discuss likes and dislikes using familiar musical terms.
4.9.3. Evaluate musical works and performances using a class-written rubric or another evaluation tool.
4.9.4. Discuss appropriate audience behavior within different musical settings.
IN.4.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
4.1.1. Identify the relationship between a work of art and the geography and characteristics of the culture; and identify where, when, and by whom the work was made (focus: Indiana history).
4.1.2. Research and identify the function of a work of art or artifact and make connections to the culture (artifacts from Indiana).
4.1.3. Identify symbols or icons in works of art (icons of Indiana).
IN.4.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
4.2.1. Recognize and be familiar with selected works of art from various cultures and identify artist and culture.
4.2.2. Identify styles of works of art as belonging to a specific culture and place.
4.2.3. Distinguish between contemporary and traditional works of art and identify characteristics of both.
IN.4.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
4.3.1. Analyze sensory, formal, technical, and expressive properties in a work of art.
4.3.2. Construct meaning based on properties found in the work, personal response, and research on the work and its context.
4.3.3. Use appropriate art vocabulary.
IN.4.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.
4.4.1. Identify criteria used by art critics in determining excellence in a work of art.
4.4.2. Apply criteria in making informed judgments.
IN.4.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
4.5.1. Personally respond to a work of art and examine alternative responses from peers to form a logical hypothesis.
4.5.2. Discuss and raise questions about the nature of art, reflect on these discussions, defend personal viewpoints.
IN.4.6. Visual Arts: Responding to Art: Aesthetics: Theorize about art and make informed judgments .
4.6.1. Understand that artists have different philosophies or theories when creating art and discriminate between works created from different theories (imitationalism, formalism, or emotionalism).
4.6.2. Understand that personal preference is one of many criteria used in making informed judgments.
IN.4.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
4.7.1. Demonstrate refined observational skills in their work.
4.7.2. Create a work that communicates personal ideas, experiences, or emotions.
4.7.3. Identify and use a variety of symbols and subject matter that clearly communicate ideas.
IN.4.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.
4.8.1. Apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis) in work that effectively communicates their ideas.
4.8.2. Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, tints, and shades), lines (characteristics, quality), textures (tactile and visual), and space (placement, perspective, overlap, negative, positive, size), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others.
IN.4.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
4.9.1. Identify differences between media and the visual characteristics of each medium.
4.9.2. Identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.
4.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
IN.4.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
4.10.1. Take a backstage tour of a theatre.
4.10.2. Analyze the theatrical nature of familiar Indiana cultural events.
4.10.3. Demonstrate respect for their work and the work of others.
IN.4.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.
4.11.1. Create a theatre piece exploring human relationships.
4.11.2. Identify and compare similar concepts or principles found in theatre and another discipline.
IN.4.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
4.12.1. Analyze the ways a live performance is enhanced by the integration of other art forms.
4.12.2. Analyze and respond to art at local museums, exhibits, arts performances, and exhibited by visiting artists in the school.
IN.4.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
4.13.1. Begin to distinguish between products and processes of visual art and other disciplines.
4.13.2. Create a work of art using subject matter, concepts, or sign systems (words, numbers) of another discipline.
IN.4.14. Visual Arts: Integrated Studies: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.
4.14.1. Begin to distinguish between products and subject matter of visual art and other art forms.
4.14.2. Create an artwork using processes and sign systems (imagery, movement, sound, words) of two art forms.
IN.4.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
4.1.1. Explore the unique way theatre can be used to understand the history of Indiana and its people.
4.1.2. Trace the development of theatre in Indiana.
4.1.3. Examine the value of theatre as a means of integrating history and culture.
IN.4.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
4.2.1. Discover the ways that Indiana heritage is preserved theatrically.
4.2.2. Explore the works of Indiana writers and playwrights.
4.2.3. View examples of Indiana history and culture in performance.
IN.4.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
4.3.1. Discuss and classify character, plot, theme, and setting in stories.
4.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.
IN.4.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
4.4.1. Develop selected criteria to critique what they see, hear, and understand.
4.4.2. Speculate on the meaning of a performance.
4.4.3. Articulate what changes they would suggest in a performance.
IN.4.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
4.5.1. Recognize and respond to the unique qualities of the theatre experience.
IN.4.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
4.6.1. Create a short dramatic scene from narrative literature.
4.6.2. Collaboratively improvise scenes based on relationships and social situations.
4.6.3. Investigate and create characters and plots from a variety of resources.
4.6.4. Explore the use of sounds and the voice to express character, feelings, and mood.
4.6.5. Create spontaneous dialogue to express feelings.
IN.4.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
4.7.1. Conceive, draw, and build a simple imagined environment.
4.7.2. Apply research to the process of developing a simple, dramatic environment.
IN.4.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
4.8.1. Observe skilled actors.
4.8.2. Create and present an age-appropriate character in a real- life situation.
4.8.3. Read plays to examine character dynamics and relationships.
IN.4.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.
4.9.1. Identify various opportunities in theatre-related careers both on and offstage.
IN.4.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
4.10.1. Take a backstage tour of a theatre.
4.10.2. Analyze the theatrical nature of familiar Indiana cultural events.
IN.4.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
4.11.1. Create a theatre piece exploring human relationships.
4.11.2. Identify and compare similar concepts or principles found in theatre and another discipline.
IN.4.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
4.12.1. Analyze the ways a live performance is enhanced by the integration of other art forms.
IN.5.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
5.1.1. Explore the connection between theatre history of North America and its people.
5.1.2. Identify various theatrical practices throughout North American history.
5.1.3. Examine the value of theatre as a means of integrating history and culture.
5.1.4. Demonstrate increased awareness of the element of time by utilizing various time components through movement.
IN.5.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
5.2.1. Examine dramatic genres (comedy, tragedy, melodrama, and farce).
5.2.2. Observe a performance of musical theatre and discuss its American heritage.
5.2.3. Create phrases of movement with transitions using symmetry, asymmetry, AB, and ABA forms.
IN.5.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
5.3.1. Classify and explain character, plot, theme, and setting in various stories.
5.3.2. Identify and explore theatrical elements that may affect the interpretation of a dance.
5.3.3. Create dance movements from everyday movements and gestures.
IN.5.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
5.4.1. Develop selected criteria to critique what they see, hear, and understand.
5.4.2. Speculate on the meaning of a performance.
5.4.3. Articulate what they would do differently in a performance.
5.4.4. Analyze a dance looking at choreographic principles, processes, and structures, and the effect of theatrical elements.
5.4.5. Compare opinions on the meaning of a dance performance.
IN.5.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
5.5.1. Recognize and respond to the unique qualities of the theatre experience.
5.5.2. Research and demonstrate a dance that represents a culture from the local community.
5.5.3. Identify and demonstrate a folk, social, or theatrical dance from a specific historical period.
IN.5.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.
5.6.1. Adapt prose into a short play.
5.6.2. Investigate and create characters and plots from a variety of resources.
IN.5.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.
5.7.1. Study a play or story and then visualize, draw, and build a realistic theatrical environment.
5.7.2. Describe and demonstrate how dance is related to other disciplines (language arts, mathematics, science, social studies).
IN.5.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
5.8.1. Interact with skilled actors.
5.8.2. Create and present an age-appropriate character in a real- life situation.
IN.5.1. Music: Singing alone and with others: Students sing independently, with a clear tone and on pitch. They sing with correct rhythm, diction, and posture, while maintaining a steady tempo. They also sing expressively with appropriate dynamics and phrasing. Students in third grade sing from memory songs of various styles and cultures, along with ostinatos and partner songs. They sing in groups, blending vocal sounds, dynamic levels, and responding to the conductor.
5.1.1. Sing warm-ups that stress diction, posture, and an appropriate singing tone.
5.1.2. Sing a round with appropriate dynamics, phrasing and interpretations. Maintain an independent part and keep a steady beat.
5.1.3. Sing a memorized song in a foreign language.
5.1.4. Follow the conductor.
IN.5.2. Music: Playing an instrument alone and with others: Students perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students perform in groups, blending instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts.
5.2.1. Play an ostinato part independently.
5.2.2. Play a melody or rhythm in the proper tempo, using appropriate dynamics.
5.2.3. Play an accompaniment to a class or group song.
5.2.4. Play a variety of music of various cultures and styles.
5.2.5. Maintain an independent part on an instrument in a group while following the conductor.
IN.5.3. Music: Reading, notating and interpreting music: Students read and write musical notation in simple meters. They identify symbols and musical terms referring to dynamics, tempo, and articulation, and interpret them correctly while performing.
5.3.1. Read and notate whole, half, dotted half, quarter, eighth and sixteenth notes and rests in 2/4, 3/4, and 4/4 meter signatures.
5.3.2. Read given pitch patterns in treble and bass clef, including ledger lines and correctly interpreting the symbol for a flat.
5.3.3. Accurately play or sing music according to the indicated dynamics, tempo, and articulation.
5.3.4. Correctly identify the key signatures of C, F, and G major.
5.3.5. Write down short musical passages.
IN.5.4. Music: Improvising melodies and accompaniments: Students improvise simple harmonies to accompany pieces or songs. They improvise rhythmic and melodic ostinatos, as well as rhythmic or melodic variations on familiar melodies or themes. Students improvise short, unaccompanied melodies over a given rhythmic pattern.
5.4.1. Create a simple accompaniment using a harmonic or classroom instrument.
5.4.2. Create a rhythmic or melodic ostinato to play against a melody.
5.4.3. Invent a variation to a well-known melody or phrase.
5.4.4. Echo patterns in various styles.
IN.5.5. Music: Composing and arranging music within specified guidelines: Students create an original composition according to the instructor's guidelines. They set the composition to words and perform it.
5.5.1. Create a composition in duple meter.
5.5.2. Set a composition to words.
5.5.3. Perform or sing an original composition.
IN.5.6. Music: Listening to, analyzing, and describing music: Students identify music forms when they are heard. They discuss music of various styles and cultures, using proper terminology when doing so. Students identify the sounds of various instruments and voices. They also use movement to respond to musical traits or events as they are heard.
5.6.1. Identify musical forms such as AB, ABA, rondos, and variations when they are heard.
5.6.2. Discuss similarities and differences between music of various styles and cultures.
5.6.3. Explore the use of sounds and the voice to express character, feelings, and mood.
5.6.4. Create spontaneous dialogue to express feelings.
5.6.5. Use movement to respond to musical events.
IN.5.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the meanings of terms common to other arts disciplines. They describe ways that music is related to other subject areas.
5.7.1. Compare and contrast two or more meanings of terms used in the various arts, such as imagination, unity, repetition, or contrast.
5.7.2. Describe ways that music is related to other subjects.
5.7.3. Talk about something you have learned about life through your study of music.
IN.5.8. Music: Understanding music in relation to history and culture: Students identify examples of American music from various styles and historical periods when heard. They describe how musical elements are used in music of our own culture as well as other cultures. Students recognize the uses of music in everyday life and the roles of musicians in society.
5.8.1. Identify familiar works by composers such as Aaron Copland and George Gershwin.
5.8.2. Describe the use of musical elements in music from other parts of the world and compare it to the uses of musical elements in American music.
5.8.3. Read plays to examine character dynamics and relationships.
5.8.4. Compare the roles of musicians in other cultures to their roles in our society.
IN.5.9. Music: Evaluating music and music performances: Students develop a list of criteria that exemplify musical quality. They use appropriate terms to explain preferences for musical works and styles. They also constructively evaluate the quality of their own and others' works and performances.
5.9.1. Discover the skills needed to be an actor.
5.9.2. Identify a wide variety of professions that use the talents and training of actors, such as voice-overs, commercials, amusement park entertainment, and public relations.
5.9.3. Evaluate the quality of your own and others' works and performances.
IN.5.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
5.1.1. Identify the relationship between a work of art and the geography and characteristics of the culture, and identify where, when, why, and by whom the work was made (Focus: North America).
5.1.2. Identify and compare works of art and artifacts with similar functions.
5.1.3. Identify themes and symbols used in works of art and artifacts throughout history that portray universal ideas and beliefs.
IN.5.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
5.2.1. Identify and be familiar with a range of selected works of art identifying artists, culture, style, and period.
5.2.2. Identify distinguishing characteristics of style in individual artists work and art movements.
5.2.3. Begin to identify works of art and artifacts from major periods or movements of Western art and place on a chronological time line.
IN.5.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
5.3.1. Analyze the artist's use of sensory, formal, technical, and expressive properties in a work of art.
5.3.2. Construct meaning in the work based on personal response, properties found in the work, and background information on the context of the work.
5.3.3. Use appropriate art vocabulary.
IN.5.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.
5.4.1. Listen to multiple critiques of works of art by peers, teachers, people from the art world and identify criteria used.
5.4.2. Apply criteria based on properties found in the work and research from the historical context of the work to make informed judgments.
IN.5.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
5.5.1. Identify problems or puzzles in a work of art or aesthetic issue, construct a hypothesis, and evaluate alternate hypotheses.
5.5.2. Identify and analyze a variety of well reasoned points of view on aesthetic issues (censorship, plagiarism) and develop a personal point of view.
IN.5.6. Visual Arts: Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
5.6.1. Identify artwork made from the artist's philosophy that art is at its best when it moves people to act for the betterment of society (instrumentalism).
5.6.2. Understand that personal preference is one of many criteria used in making judgments about art.
IN.5.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
5.7.1. Demonstrate refined observational skills through accurate rendering of representational objects and subject matter from life.
5.7.2. Utilize new interests, current events, or personal experiences as subject matter in the work.
5.7.3. Generate symbols and subject matter and borrow ideas from an artist's work in order to communicate ideas.
IN.5.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.
5.8.1. Apply elements (line, shape, form, texture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in work that effectively communicates their ideas.
5.8.2. Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middleground, foreground, placement, perspective, overlap, negative, converging lines positive, size, color), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others.
IN.5.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
5.9.1. Discriminate between visual characteristics of a variety of media and selectively use these in their work.
5.9.2. Identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.
5.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
IN.5.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
5.10.1. Observe a rehearsal or other behind-the-scenes activity of a local, professional, community, or high school play.
5.10.2. Identify and apply criteria for assessment in their work, in peer critiques, and in self assessment.
5.10.3. Demonstrate respect for their work and the work of others.
IN.5.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.
5.11.1. Create a theatre piece that explores a social issue.
5.11.2. Identify and compare similar concepts or principles found in theatre and another discipline, such as mathematics.
IN.5.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
5.12.1. Create a theatre piece by utilizing students' collaborative talents in each of the various arts.
5.12.2. Visit, analyze, and respond to art at local museums, exhibitions, performances, and exhibited by visiting artists in the school.
5.12.3. Identify ways in which the arts are supported in the community.
IN.5.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
5.13.1. Compare characteristics of a theme, historical period, or event through the multiple perspectives of different disciplines.
5.13.2. Create products or performances (debates, critiques, papers) that communicate in-depth knowledge gained through integrated study of a theme, historical period, or event.
IN.5.14. Visual Arts: Integrated Studies: Students understand the connections between many art forms including dance, theater, music, visual arts, and media arts.
5.14.1. Compare characteristics of a theme, historical period, or event through the multiple perspectives of different art forms.
5.14.2. Create products or performances (debates, critiques, papers, artwork) that communicate in-depth knowledge gained through integrated study of a theme, historical period, or event.
IN.5.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
5.1.1. Explore the connection between theatre history of North America and its people.
5.1.2. Identify various theatrical practices throughout North American history.
5.1.3. Examine the value of theatre as a means of integrating history and culture.
IN.5.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
5.2.1. Examine dramatic genres (comedy, tragedy, melodrama, and farce).
5.2.2. Observe a performance of musical theatre and discuss its American heritage.
IN.5.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
5.3.1. Classify and explain character, plot, theme, and setting in various stories.
IN.5.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
5.4.1. Develop selected criteria to critique what they see, hear, and understand.
5.4.2. Speculate on the meaning of a performance.
5.4.3. Articulate what they would do differently in a performance.
IN.5.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
5.5.1. Recognize and respond to the unique qualities of the theatre experience.
IN.5.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
5.6.1. Adapt prose into a short play.
5.6.2. Investigate and create characters and plots from a variety of resources.
5.6.3. Explore the use of sounds and the voice to express character, feelings, and mood.
5.6.4. Create spontaneous dialogue to express feelings.
IN.5.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
5.7.1. Study a play or story and then visualize, draw, and build a realistic theatrical environment.
IN.5.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
5.8.1. Interact with skilled actors.
5.8.2. Create and present an age-appropriate character in a real- life situation.
5.8.3. Read plays to examine character dynamics and relationships.
IN.5.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.
5.9.1. Discover the skills needed to be an actor.
5.9.2. Identify a wide variety of professions that use the talents and training of actors, such as voice-overs, commercials, amusement park entertainment, and public relations.
IN.5.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
5.10.1. Observe a rehearsal or other behind-the-scenes activity of a local, professional, community, or high school play.
IN.5.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
5.11.1. Create a theatre piece that explores a social issue.
5.11.2. Identify and compare similar concepts or principles found in theatre and another discipline, such as mathematics.
IN.5.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
5.12.1. Create a theatre piece by utilizing students' collaborative talents in each of the various arts.
IN.6.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
6.1.1. Explore how the roots of theatre began in ancient Greece and flourished through other eras and regions.
6.1.2. Identify the ways in which many cultures have used theatre to communicate ideas.
6.1.3. Demonstrate increased awareness of the element of force by combining three or more force components.
6.1.4. Demonstrate increased awareness of the element of time by listening to a sound source and creating movement using various time components.
6.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness with spatial awareness.
IN.6.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
6.2.1. Identify historical periods and their theatrical styles.
6.2.2. Improvise, choreograph, and present dance sequences based on students' ideas or concepts from other sources.
6.2.3. Utilize previously learned choreographic structures to create movement phrases adding call and response, accumulation, and theme and variations.
IN.6.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
6.3.1. Explain the use of character, plot, and setting in classroom dramatizations and/or formal productions.
6.3.2. Demonstrate an increased awareness of how interpretation of a dance can be changed or affected by theatrical elements like music, sound, spoken word, props, lighting, scenery, or costumes.
6.3.3. Demonstrate knowledge of movement by creating dance sequences from everyday movements and gestures.
IN.6.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
6.4.1. Develop criteria to critique what they see, hear, and understand.
6.4.2. Speculate on the meaning of a theatrical production.
6.4.3. Evaluate and critique a dance based on dance elements, choreographic principles, processes, structures, and theatrical elements.
6.4.4. Students develop their own aesthetic perspective by reflecting on the personal and artistic significance of a dance combined with knowledge of how choreography is constructed.
IN.6.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
6.5.1. Reflect on the qualities of the visual and aural production and how they create the viewer's reaction to the theatre experience. Audience response created the quality of a festive occasion.
6.5.2. Compare the character's conflict or problems to the real life concerns of the audience.
6.5.3. Identify and demonstrate a folk, social, or theatrical dance from a specific historical period.
IN.6.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.
6.6.1. Improvise scenes from literature.
6.6.2. Write a scripted play based on a theme.
IN.6.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.
6.7.1. Study a play or story and visualize, draw, and build a simple realistic theatrical environment for it.
6.7.2. Create a dance movement sequence using concepts or ideas from other disciplines (language arts, mathematics, science, social studies).
IN.6.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
6.8.1. Interact with a skilled actor in a collaborative exercise.
6.8.2. Write and perform dialogue for characters from familiar stories.
IN.6.1. Music: Singing alone and with others: Students sing independently, with a clear tone and on pitch. They sing with correct rhythm, diction, and posture, while maintaining a steady tempo. They also sing expressively with appropriate dynamics and phrasing. Students in third grade sing from memory songs of various styles and cultures, along with ostinatos and partner songs. They sing in groups, blending vocal sounds, dynamic levels, and responding to the conductor.
6.1.1. Sing warm-ups that stress diction, posture, pitch, breath control, and attention to the conductor.
6.1.2. Sing a capella in small or large ensembles, with appropriate dynamics, phrasing, and articulation.
6.1.3. Sing a variety of songs of many cultures and styles from memory, including ostinatos, partner songs, and rounds.
6.1.4. Sing music written in two parts.
IN.6.2. Music: Playing an instrument alone and with others: Students perform a variety of works on one instrument accurately, expressively, and independently, alone or in a group, following the directions of a conductor. They perform or echo easy rhythmic, melodic, and chordal patterns accurately. They also perform independent instrumental parts while other students play or sing contrasting parts.
6.2.1. Echo a short pattern on a rhythmic or melodic instrument.
6.2.2. Play a given pitch pattern, rhythm pattern, or ostinato part, using appropriate tempo and dynamics while watching a conductor.
6.2.3. Play a pattern of I and V chords.
6.2.4. Play a melody on a recorder or another melodic instrument, using the dynamics and tempo indicated by the conductor or the score.
6.2.5. Play a variety of music expressively and independently of others.
IN.6.3. Music: Reading, notating and interpreting music: Students read, perform, and notate music notation in simple meters, plus 6/8 meter. They identify and correctly observe symbols and terms for dynamics, tempo, and articulation while playing. Students in grade six sight-read melodies in treble and bass clef.
6.3.1. Read and notate whole, half, dotted half, quarter, dotted quarter, eighth, eighth note triplets, dotted eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4 meter signatures. Read and notate eighth, dotted quarter and dotted half notes within a 6/8-meter signature.
6.3.2. Read given pitch patterns using solfege, numbers, or letter names. Notate the major scale pattern of half steps and whole steps.
6.3.3. Sight-read simple melodies in treble and bass clefs.
IN.6.4. Music: Improvising melodies and accompaniments: Students invent simple melodic, rhythmic, or harmonic accompaniments to a piece or excerpt. They devise simple melodic embellishments to known melodies. Students also improvise short, unaccompanied melodies to be played or sung over given accompaniments.
6.4.1. Create a pattern of I, IV and V chords to accompany a song.
6.4.2. Create a rhythmic or melodic ostinato to play against a given melody.
6.4.3. Invent a rhythmic or melodic embellishment to a known theme.
IN.6.5. Music: Composing and arranging music within specified guidelines: Students create and arrange music to accompany readings or dramas. They use several sound sources when composing or arranging.
6.5.1. Create a short piece or song to accompany a drama or reading, using duple meter, at least ten to twelve measures long.
6.5.2. Create or assist in creating a fully original composition.
6.5.3. Select instruments or sounds to be added to a piece being written.
IN.6.6. Music: Listening to, analyzing, and describing music: Students identify musical forms when they are heard, as well as the sound of a major or minor tonality (key). They listen to examples of music that derive from various cultures and styles, and discuss them using appropriate musical terms. They also identify the sounds of voices and musical instruments. Students respond to musical events through movement.
6.6.1. Diagram musical forms such as AB, ABA, ballads, rondos, theme and variation, and canons or fugues.
6.6.2. Upon listening to and performing numerous examples of works in major and minor keys correctly identify examples as major or minor.
6.6.3. Explore the use of sounds and the voice to express character, feelings, and mood.
6.6.4. Write a description of a musical work studied, using appropriate terms.
6.6.5. Use movement to represent the musical qualities or changes heard in a piece.
IN.6.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the terms used in the arts. They name similarities and differences in the terms used in music and in other subject areas.
6.7.1. Compare and contrast two or more meanings of terms used in the arts, such as unity and variety.
6.7.2. Compare and contrast common terms used in music and other subject areas.
6.7.3. Study a particular musical style and explore its relevance to other art forms.
IN.6.8. Music: Understanding music in relation to history and culture: Students develop an understanding of the relationship of music to the historical period in which it was composed. They describe how the elements of music are used in examples from world cultures. They also discuss the uses of music in everyday life and throughout history.
6.8.1. Research the historical origins of musical styles as well as the cultures that produced them.
6.8.2. Discuss suitable music for various occasions.
6.8.3. Compare and contrast the different roles of musicians in many cultures and settings.
IN.6.9. Music: Evaluating music and music performances: Students develop criteria for high musical quality. They explain personal preferences for musical styles and pieces using proper terminology. They also constructively evaluate the quality of their performances and the performances of others. The students discuss the importance of proper concert behavior and demonstrate it.
6.9.1. Discover the skills needed to be a playwright.
6.9.2. Identify a wide variety of professions related to playwriting, such as novelist, critic, journalist, promoter, poet, and screenwriter.
6.9.3. Discuss appropriate audience behavior for musical events and exhibit that behavior at a public concert.
IN.6.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
6.1.1. Analyze the relationship between a work of art and the history, geography, and technology of the culture, and identify what, when, where, and by whom the work was made.
6.1.2. Identify how the roles and relationships of artists and patrons have affected the creation of works of art.
6.1.3. Identify icons in contemporary works and analyze how icons reflect the culture.
IN.6.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
6.2.1. Identify and be familiar with a range of works of art from major periods identifying artist, culture, style, and aspects from the historical context of the work.
6.2.2. Identify distinguishing characteristics of style in the work of individual artists and art movements.
6.2.3. Identify and compare works of art and artifacts from major periods on a chronological time line.
IN.6.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
6.3.1. Analyze the artist's use of sensory, formal, technical, and expressive properties in a work of art for meaning.
6.3.2. Construct meaning and support well-developed interpretations of works of art with evidence from the work, personal response, and research.
6.3.3. Use appropriate art vocabulary.
IN.6.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.
6.4.1. Identify a variety of criteria used to judge works of art across cultures.
6.4.2. Understand that personal preference is one of many criteria used in determining excellence in works of art; and, make informed judgments based on personal response, properties found in the work, and research.
IN.6.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
6.5.1. Identify problems or puzzles in a work of art or aesthetic issue, construct a well-reasoned hypothesis, and evaluate the adequacy of alternative hypotheses.
6.5.2. Analyze the nature of art through logical reasoning skills and debate on issues such as beauty, censorship, and definitions of art.
IN.6.6. Visual Arts: Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
6.6.1. Identify unconventional works that can be identified as art only by the fact that they are in a museum or gallery (institutionalism).
6.6.2. Reflect on personal responses to a work of art and surrounding issues, and identify personal preference.
IN.6.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
6.7.1. Produce art that demonstrates refined observational skills in drawing from life.
6.7.2. Demonstrate the ability to utilize personal interests, current events, media or techniques as sources for expanding their artwork.
6.7.3. Discriminate and select from a variety of symbols, subject matter, and ideas to clearly communicate ideas.
IN.6.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.
6.8.1. Apply elements (line, shape, form, texture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in work that effectively communicates their ideas.
6.8.2. Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middle ground, foreground, placement, perspective, overlap, negative, converging lines positive, size, color), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others.
IN.6.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
6.9.1. Utilize the visual characteristics and expressive features of a given medium to enhance meaning in their work.
6.9.2. Demonstrate appropriate use of different media, techniques, and processes to communicate themes and ideas in their work including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.
6.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
IN.6.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
6.10.1. Volunteer to assist a theatre company (post flyers or posters, stuff envelopes, locate props).
6.10.2. Identify and apply criteria for assessment in their work, in peer critiques, and in self assessment.
6.10.3. Demonstrate respect for their work and the work of others.
IN.6.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.
6.11.1. Create a theatre piece that states and supports a position.
6.11.2. Identify and compare similar concepts or principles found in theatre and another discipline, such as civics and government.
IN.6.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
6.12.1. Incorporate multiple art forms to more effectively communicate ideas.
6.12.2. Analyze and critique art seen at local museums, exhibits, arts performances, and exhibited by visiting artist in the schools.
6.12.3. Identify ways in which the arts are supported in Indiana.
IN.6.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
6.13.1. Compare similar themes, concepts, or time periods through the multiple perspectives of art and other disciplines.
6.13.2. Create an integrated art product or performance and analyze how integration of disciplines enhances learning.
IN.6.14. Visual Arts: Integrated Studies: Students understand the connections between many art forms including dance, theater, music, visual arts, and media arts.
6.14.1. Analyze how two or more art forms are used together to communicate ideas.
6.14.2. Create an integrated product or performance using two or more art forms to communicate meaning.
IN.6.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
6.1.1. Explore how the roots of theatre began in ancient Greece and flourished through other eras and regions.
6.1.2. Identify the ways in which many cultures have used theatre to communicate ideas.
IN.6.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
6.2.1. Identify historical periods and their theatrical styles.
IN.6.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
6.3.1. Explain the use of character, plot, and setting in classroom dramatizations and/or formal productions.
IN.6.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
6.4.1. Develop criteria to critique what they see, hear, and understand.
6.4.2. Speculate on the meaning of a theatrical production.
IN.6.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
6.5.1. Reflect on the qualities of the visual and aural production and how they create the viewer's reaction to the theatre experience. Audience response created the quality of a festive occasion.
6.5.2. Compare the character's conflict or problems to the real life concerns of the audience.
IN.6.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
6.6.1. Improvise scenes from literature.
6.6.2. Write a scripted play based on a theme.
6.6.3. Explore the use of sounds and the voice to express character, feelings, and mood.
IN.6.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
6.7.1. Study a play or story and visualize, draw, and build a simple realistic theatrical environment for it.
IN.6.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
6.8.1. Interact with a skilled actor in a collaborative exercise.
6.8.2. Write and perform dialogue for characters from familiar stories.
IN.6.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.
6.9.1. Discover the skills needed to be a playwright.
6.9.2. Identify a wide variety of professions related to playwriting, such as novelist, critic, journalist, promoter, poet, and screenwriter.
IN.6.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
6.10.1. Volunteer to assist a theatre company (post flyers or posters, stuff envelopes, locate props).
IN.6.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
6.11.1. Create a theatre piece that states and supports a position.
6.11.2. Identify and compare similar concepts or principles found in theatre and another discipline, such as civics and government.
IN.6.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
6.12.1. Incorporate multiple art forms to more effectively communicate ideas.
IN.7.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
7.1.1. Explore the impact of culture and tradition on Asian and African theatre.
7.1.2. Describe and compare universal characters and situations in dramas from various cultures and periods.
7.1.3. Demonstrate knowledge of the element of force by accurately performing a wide range and combination of force components through movement.
7.1.4. Demonstrate knowledge of the element of time by accurately performing combinations of all the time components through movement.
7.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness and spatial awareness with force components.
IN.7.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
7.2.1. Distinguish among differences between western and non-western theatre.
7.2.2. Read excerpts from two non-Western plays and discuss their cultural contexts.
7.2.3. Using previously learned choreographic structures, create movement phrases adding canon and rondo.
IN.7.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
7.3.1. Explore thematic and character elements of a play.
7.3.2. Demonstrate and incorporate various theatrical elements with dance to communicate a topic of personal significance.
7.3.3. Create and present a dance sequence based on the use of abstracted everyday movement and gestures.
IN.7.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
7.4.1. Use age-appropriate theatre vocabulary to critique and evaluate the effectiveness of theatrical productions.
7.4.2. Reflect on the quality of self and peer performances.
7.4.3. Evaluate a dance from your own personal knowledge of dance composition including visual and emotional impact, skill of performers, creativity, and choreographer's intent.
7.4.4. Establish personal aesthetic perspectives based on prior knowledge and experiences.
IN.7.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
7.5.1. Understand the meaning of a theatrical production and evaluate its importance to the world and to them selves.
7.5.2. Compare the character's conflict or problems to the real life concerns of the audience.
7.5.3. Create a dance inspired by folk, social, or theatrical dance as it evolved from one historical period to another.
IN.7.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.
7.6.1. Generate dialogue for a simple scene using improvisation.
7.6.2. Use fictional or non-fictional resources to create a short script.
IN.7.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.
7.7.1. Draw, write a description, or find images to convey a specific play's setting and mood.
7.7.2. Study a play or story, and visualize, draw, and create a simple theatrical environment for it.
IN.7.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
7.8.1. Demonstrate basic stage movement.
7.8.2. Observe human behavior and depict it through improvisation.
IN.7.1. Music: Singing alone and with others: Students sing as a group accurately and expressively. They sing with a steady tone, consistent breath control throughout their vocal ranges, clear diction, and good posture.
7.1.1. Sing a given melody on pitch and in tempo, with attention to dynamic contrasts and phrasing that appropriately express the lyrics.
7.1.2. Sing a given melody clearly, with sustained breath support, proper pronunciation, and while standing or sitting up straight.
IN.7.2. Music: Playing an instrument alone and with others: Students perform on an instrument accurately and independently, alone and in a group. They play simple melodies by ear.
7.2.1. Play a given rhythmic or melodic pattern on an instrument.
7.2.2. Play a melody while other students play an accompaniment.
7.2.3. Play an accompaniment while others play a melody.
IN.7.3. Music: Reading, notating and interpreting music: Students read music notation in simple meters. They identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
7.3.1. Demonstrate the ability to read music notation either verbally or through performing.
7.3.2. Use appropriate musical terminology when discussing music.
IN.7.4. Music: Improvising melodies and accompaniments: Students create a simple harmonic accompaniment to enhance a given melody. They also create a short melody over a given accompaniment.
7.4.1. Create a harmonic accompaniment.
7.4.2. Improvise a melody to go with a given rhythmic accompaniment.
IN.7.5. Music: Composing and arranging music within specified guidelines: Students compose short pieces with the instructor's guidance.
7.5.1. Compose a simple piece of music that is in 2/4 or 4/4 meter, and utilizes traditional or non-traditional notation.
IN.7.6. Music: Listening to, analyzing, and describing music: Students describe and analyze aural examples of music using correct musical terms pertaining to form, meter, rhythm, basic keys, and simple harmonic progressions.
7.6.1. Identify the form of a musical example.
7.6.2. Identify different instruments when hearing a musical example.
7.6.3. Identify soprano, alto, tenor, or bass voices when hearing an example of vocal music.
7.6.4. Identify prominent rhythm patterns heard in a musical example.
7.6.5. Identify and discuss the melodic features and the tonal aspects of a musical example.
7.6.6. Utilize simple music terminology.
IN.7.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students apply the musical and non-musical skills learned in music study to other life situations. They describe similarities among different art forms across cultures. Students also observe and discuss similarities among different disciplines and the arts.
7.7.1. Explain the importance of group participation, perseverance, and commitment in musical and non-musical settings.
7.7.2. Describe how universal themes such as that of tragedy can be communicated in music, art, dance, or theatre.
7.7.3. Describe the similarities between other subject areas and the arts.
IN.7.8. Music: Understanding music in relation to history and culture: Students learn works from other historical eras and other cultures. They identify the uses of music in daily life. They also compare and contrast the uses of music and musicians in world cultures.
7.8.1. Name the composer and the historical era of a familiar musical example.
7.8.2. Identify the role and importance of music in daily life.
7.8.3. Read plays to understand character relationships.
IN.7.9. Music: Evaluating music and music performances: Students develop criteria for musical quality. They make informed judgments on the quality of musical works and performances, and discuss ways that musical works are meaningful to them.
7.9.1. Discover the skills needed to be a theatrical designer.
7.9.2. Identify a wide variety of professions related to theatrical design, such as fashion designer, interior decorator, make- up artist, architect, engineer, and electrician.
7.9.3. As part of a class project, keep a journal of personal responses to musical works.
IN.7.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
7.1.1. Identify who, what, when, where, and why a work was made; and analyze the relationship between a work of art and the history, politics, and technology of the culture.
7.1.2. Research and compare works of art to identify similarities and differences in function or purpose.
7.1.3. Identify, compare, and contrast themes, symbols, and ideas that represent various cultural groups.
IN.7.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
7.2.1. Identify and be familiar with a range of works of art from major periods of Western art identifying artist, culture, style, and aspects from the historical context of the work.
7.2.2. Research and identify how changes in beliefs, customs, and technology affect artists' styles of work.
7.2.3. Match major works of art throughout time with the approximate time-period or movement and defend choices.
IN.7.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
7.3.1. Analyze the artist's use of sensory, formal, technical, and expressive properties in a work of art.
7.3.2. Construct meaning and support well-developed interpretations of the work with personal response, research, and properties found in the work.
7.3.3. Expand on and use appropriate art vocabulary.
IN.7.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.
7.4.1. Identify and define the role of the art critic.
7.4.2. Apply criteria in making informed judgments about works of art and defend these judgments.
IN.7.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
7.5.1. Refine personal response to works of art, identify problems or puzzles, and form hypotheses or well-supported viewpoints.
7.5.2. Identify conflicting viewpoints in discussions on the nature of art and try to resolve these conflicts through logical reasoning.
IN.7.6. Visual Arts: Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
7.6.1. Understand that artists have different philosophies when creating art; and, identify and discriminate between works made from different philosophies (imitationalism, formalism, emotionalism, instrumentalism, and institutionalism).
7.6.2. Present logical defense of personal viewpoints or preferences in art.
IN.7.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
7.7.1. Demonstrate refined observational skills in drawing from life which present accurately rendered subject matter.
7.7.2. Demonstrate ability to utilize personal interests, current events, experiences, imagery, media, or methods as sources for expanding their artwork.
7.7.3. Discriminate and select from a variety of symbols, subject matter, and ideas to clearly communicate personal statements.
IN.7.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.
7.8.1. Apply elements (line, shape, form, texture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in work that effectively communicates their ideas.
7.8.2. Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, warm, cool, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middleground, foreground, placement, one and two point perspective, overlap, negative, converging lines positive, size, color), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others.
IN.7.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
7.9.1. Select and utilize the visual characteristics and expressive features of a given medium to enhance meaning in their work.
7.9.2. Demonstrate appropriate use of different media, techniques, and processes to communicate themes and ideas in their work including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.
7.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
IN.7.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
7.10.1. Become familiar with a play and see a local production of it.
7.10.2. Identify connections between their work and similar works of art for the purpose of identifying criteria and revising and refining of their work.
7.10.3. Demonstrate respect for their work and the work of others.
IN.7.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.
7.11.1. Create a theatre piece that explores a controversial issue.
7.11.2. Identify the ways theatre encourages cooperation in seeking solutions to mutual problems.
IN.7.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
7.12.1. Utilize recorded or live theatre performances to analyze the integrated use of the arts.
7.12.2. Examine and critique art at local museums, galleries, performance centers, or exhibitions in the community.
7.12.3. Identify ways one can become actively involved in supporting the arts in the community.
IN.7.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
7.13.1. Compare similar themes, concepts, or time periods between art and other disciplines.
7.13.2. Create an integrated product or performance and analyze how integration of disciplines enhances knowledge.
IN.7.14. Visual Arts: Integrated Studies: Students understand the connections between many art forms including dance, theater, music, visual arts, and media arts.
7.14.1. Analyze how two or more art forms are used to communicate ideas.
7.14.2. Create an integrated work of art using two or more art forms.
IN.7.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
7.1.1. Explore the impact of culture and tradition on Asian and African theatre.
7.1.2. Describe and compare universal characters and situations in dramas from various cultures and periods.
IN.7.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
7.2.1. Distinguish among differences between western and non-western theatre.
7.2.2. Read excerpts from two non-Western plays and discuss their cultural contexts.
IN.7.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
7.3.1. Explore thematic and character elements of a play.
IN.7.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
7.4.1. Use age-appropriate theatre vocabulary to critique and evaluate the effectiveness of theatrical productions.
7.4.2. Reflect on the quality of self and peer performances.
IN.7.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
7.5.1. Understand the meaning of a theatrical production and evaluate its importance to the world and to them selves.
7.5.2. Compare the character's conflict or problems to the real life concerns of the audience.
IN.7.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
7.6.1. Generate dialogue for a simple scene using improvisation.
7.6.2. Use fictional or non-fictional resources to create a short script.
IN.7.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
7.7.1. Draw, write a description, or find images to convey a specific play's setting and mood.
7.7.2. Study a play or story, and visualize, draw, and create a simple theatrical environment for it.
IN.7.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
7.8.1. Demonstrate basic stage movement.
7.8.2. Observe human behavior and depict it through improvisation.
7.8.3. Read plays to understand character relationships.
IN.7.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.
7.9.1. Discover the skills needed to be a theatrical designer.
7.9.2. Identify a wide variety of professions related to theatrical design, such as fashion designer, interior decorator, make- up artist, architect, engineer, and electrician.
IN.7.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
7.10.1. Become familiar with a play and see a local production of it.
IN.7.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
7.11.1. Create a theatre piece that explores a controversial issue.
7.11.2. Identify the ways theatre encourages cooperation in seeking solutions to mutual problems.
IN.7.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
7.12.1. Utilize recorded or live theatre performances to analyze the integrated use of the arts.
IN.8.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
8.1.1. Analyze theatre's depiction of early American history.
8.1.2. Explain and demonstrate how culture affects theatre performances and styles.
8.1.3. Demonstrate knowledge of the element of force by accurately performing a wide range and combination of force components through movement.
8.1.4. Demonstrate knowledge of the element of time by accurately performing combinations of all the time components through movement.
8.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness, spatial awareness, force components, and time components.
IN.8.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
8.2.1. Delineate the differences between melodramatic and realistic acting styles.
8.2.2. Compare and contrast the dramatic style and form of melodramatic and realistic American plays.
8.2.3. Utilize and manipulate various compositional structures and/or choreographic forms in dance compositions.
IN.8.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
8.3.1. Scrutinize a character's actions and the consequences they create.
8.3.2. Examine how the plot and dialogue of a play contribute to its overall impact.
8.3.3. Create and present a dance composition based on the use of abstracted everyday movement.
IN.8.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
8.4.1. Use age-appropriate theatre vocabulary to develop a rubric for critiquing and evaluating the effectiveness of theatrical productions.
8.4.2. Differentiate the strengths and weaknesses of self and peer performances.
8.4.3. Identify and define personal aesthetic criteria for evaluating the art of dance.
IN.8.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
8.5.1. Understand the use of technical elements of a production and evaluate their effect on the meaning of a production.
8.5.2. Apply a play's conflict or problems to the political and social concerns of the contemporary world.
8.5.3. Create and demonstrate the evolution of folk, social, or theatrical dance as it progresses from one historical period to another.
IN.8.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.
8.6.1. Generate dialogue for a short scene using improvisation.
8.6.2. Use fictional or non-fictional sources to create a short script.
IN.8.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.
8.7.1. Draw or find images appropriate to a specific play's setting and mood.
8.7.2. Based on research of a play or story, visualize, draw, and create an environment for the stage.
IN.8.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
8.8.1. Discover the physical tools used for acting.
8.8.2. Observe and depict human behavior through group improvisation.
IN.8.1. Music: Singing alone and with others: Students sing accurately and expressively with good breath control, diction, and posture, both alone and in small groups.
8.1.1. Sing a given melody correctly while maintaining a steady beat, consistent vocal tone, proper pronunciation, and expressive use of dynamics and phrasing.
8.1.2. Sing alone or as part of a group while standing or sitting straight.
IN.8.2. Music: Playing an instrument alone and with others: Students play an instrument accurately and independently. They play simple melodies and accompaniments by ear and perform instrumental parts while others play or sing.
8.2.1. Echo melodic and rhythmic patterns on an instrument.
8.2.2. Play a melody while other students play an accompaniment.
8.2.3. Play an accompaniment to a given melody.
IN.8.3. Music: Reading, notating and interpreting music: Students read and notate rhythmic notation in various meters. They read and notate pitches in treble and bass clef. Students in Grade 8 identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
8.3.1. Demonstrate the ability to read music notation in compound meter.
8.3.2. Demonstrate the ability to use musical notation to replicate a musical idea.
8.3.3. Use appropriate musical terminology when discussing music.
IN.8.4. Music: Improvising melodies and accompaniments: Students improvise simple short melodies, alone or accompanied, using a steady tempo and a consistent meter. They improvise simple accompaniments.
8.4.1. Create a simple ostinato accompaniment.
8.4.2. Create a short melody over a given rhythmic accompaniment.
IN.8.5. Music: Composing and arranging music within specified guidelines: Students compose music with the instructor's guidance. They use the elements of music to create unity and variety in the composition.
8.5.1. Write a short piece of music in simple or compound meter, and with a selected set of pitches.
8.5.2. Use the selected pitches and rhythms to create unity and variety in a composition.
8.5.3. Perform the piece that was composed.
IN.8.6. Music: Listening to, analyzing, and describing music: Students identify musical forms when they are heard. They talk about specific musical events heard, and using proper terminology, they define and use the musical elements of meter, rhythm, pitch, tonality, intervals, chords, and basic harmonic progressions. Students also identify vocal characteristics, musical sounds, and instruments originating from other cultures.
8.6.1. Identify a musical work as being in rondo, theme and variation, or ABA form.
8.6.2. Upon listening to several examples correctly identify the musical events such as crescendo, decrescendo, accelerando, ritardando, piano or forte, and instrumental sounds, using the correct terminology.
8.6.3. Demonstrate knowledge of meter, rhythm, tonality, chords, and simple harmonic progressions.
8.6.4. Discuss the vocal qualities commonly heard in singers, such as use of vibrato, tone quality, or use of breath while singing.
8.6.5. Identify common elements of rhythm, dynamics, and tone color in several musical examples from various cultures.
8.6.6. Demonstrate knowledge of instrumental sounds from other cultures.
IN.8.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities among the various arts. They discuss similarities among other subject areas and the arts. Students also apply non-musical skills learned through music study to other life settings.
8.7.1. Discuss similarities among the arts in every culture.
8.7.2. Discuss ways in which the arts are similar to other subject areas.
IN.8.8. Music: Understanding music in relation to history and culture: Students identify works and composers of other historical eras. They identify examples of musical genres and styles. Students also understand the impact of historical events upon music, and discuss the uses of music. Students explore the variety of musical careers and the role of artists within the community.
8.8.1. Identify the historical period during which musical works being studied were written.
8.8.2. Communicate about the impact of historical events upon music.
8.8.3. Read plays to understand character development, motivation, and relationships.
8.8.4. Discuss the uses of music and the roles of musicians within our culture and other world cultures.
8.8.5. Research the variety and availability of careers in music today.
IN.8.9. Music: Evaluating music and music performances: Students develop criteria for what defines musical quality, and constructively evaluate performances or compositions.
8.9.1. Discover the skills needed to be a director.
8.9.2. Identify a wide variety of professions related to directing such as, television or film director, stage manager, producer, and artistic director.
IN.8.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
8.1.1. Analyze who, what, when, where, and why a work was made; and the relationship of a work of art to the historical, environmental, technological, and political contexts of the culture in which it was created.
8.1.2. Analyze how the function of art in our society has changed over time.
8.1.3. Identify ways in which artists from culturally diverse backgrounds have used personal iconography and life experiences in their artwork.
IN.8.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
8.2.1. Identify and be familiar with a range of works from Western and non-Western cultures identifying culture, style, and aspects from the historical context of the work.
8.2.2. Identify common stylistic features from art of one culture or time period.
8.2.3. Understand the relationship of chronology to the development of styles throughout art history and match works to approximate time periods or events in history.
IN.8.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
8.3.1. Analyze artist's use of sensory, formal, technical, and expressive properties in a work of art.
8.3.2. Construct meaning and support well-developed interpretations of the work with personal response, research, and properties found in the work.
8.3.3. Expand on and use appropriate art vocabulary.
IN.8.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.
8.4.1. Identify and define the role of the art critic.
8.4.2. Apply criteria in making informed judgments about works of art and defend these judgments.
IN.8.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
8.5.1. Demonstrate thoughtful reflection, identify problems or puzzles in art, form hypotheses, and judge the adequacy of alternative hypotheses.
8.5.2. Analyze and defend positions on the nature of art and aesthetic issues such as forgery, censorship, beauty, and definitions of art.
IN.8.6. Visual Arts: Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
8.6.1. Understand that artists have different philosophies when creating art; and identify and discriminate between works made from different philosophies (imitationalism, formalism, emotionalism, instrumentalism, and institutionalism).
8.6.2. Present logical defense of personal viewpoints or preferences in art.
8.6.3. Identify the role of the aesthetician.
IN.8.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
8.7.1. Create works of art based on sensitive observation from real life and personal experience.
8.7.2. Demonstrate ability to utilize personal interests, current events, experiences, imagery, media, or methods as sources for expanding their artwork.
8.7.3. Utilize themes and symbols that demonstrate knowledge of contexts, values, and aesthetics to communicate intended meaning in their work.
IN.8.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.
8.8.1. Apply elements (line, shape, form, texture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in their work to effectively communicate their ideas.
8.8.2. Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, warm, cool, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middleground, foreground, placement, one, two, and three point perspective, overlap, negative, converging lines positive, size, color), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others.
IN.8.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
8.9.1. Selectively utilize the visual characteristics and expressive features of a given medium to enhance meaning in their work.
8.9.2. Demonstrate appropriate use of different media, techniques, and processes to communicate themes and ideas in their work including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.
8.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
IN.8.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
8.10.1. Attend a play or musical and write a critique analyzing the audience's response to the production.
8.10.2. Examine and establish criteria for judging excellence in work and revise and refine work through analysis, synthesis, peer critique, and self-evaluation utilizing established criteria.
8.10.3. Demonstrate respect for their work and the work of others.
IN.8.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.
8.11.1. Trace advancements in technology and their impact on the theatre.
8.11.2. Analyze the ways theatre responds to social changes and cycles.
IN.8.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
8.12.1. Summarize and critique the integrated use of the arts in recorded or live theatre performances.
8.12.2. Examine and critique art at local museums, galleries, performance centers, or exhibitions in the community.
8.12.3. Identify ways one can become actively involved in supporting the arts locally and nationally.
IN.8.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
8.13.1. Analyze connections between the use of skills and processes in art (problem solving, critical thinking, observational skills) and other subject areas, and analyze how integration of disciplines enhances learning.
8.13.2. Create works (artwork, debates, critiques, journals) that communicate in-depth knowledge gained through the power of integrated study.
IN.8.14. Visual Arts: Integrated Studies: Students understand the connections between many art forms including dance, theater, music, visual arts, and media arts.
8.14.1. Analyze how the various art forms are integrated to clearly communicate an idea.
8.14.2. Create an integrated work of art incorporating processes, skills, or sign systems of another art form.
IN.8.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
8.1.1. Analyze theatre's depiction of early American history.
8.1.2. Explain and demonstrate how culture affects theatre performances and styles.
IN.8.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
8.2.1. Delineate the differences between melodramatic and realistic acting styles.
8.2.2. Compare and contrast the dramatic style and form of melodramatic and realistic American plays.
IN.8.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
8.3.1. Scrutinize a character's actions and the consequences they create.
8.3.2. Examine how the plot and dialogue of a play contribute to its overall impact.
IN.8.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
8.4.1. Use age-appropriate theatre vocabulary to develop a rubric for critiquing and evaluating the effectiveness of theatrical productions.
8.4.2. Differentiate the strengths and weaknesses of self and peer performances.
IN.8.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
8.5.1. Understand the use of technical elements of a production and evaluate their effect on the meaning of a production.
8.5.2. Apply a play's conflict or problems to the political and social concerns of the contemporary world.
IN.8.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
8.6.1. Generate dialogue for a short scene using improvisation.
8.6.2. Use fictional or non-fictional sources to create a short script.
IN.8.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
8.7.1. Draw or find images appropriate to a specific play's setting and mood.
8.7.2. Based on research of a play or story, visualize, draw, and create an environment for the stage.
IN.8.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
8.8.1. Discover the physical tools used for acting.
8.8.2. Observe and depict human behavior through group improvisation.
8.8.3. Read plays to understand character development, motivation, and relationships.
IN.8.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.
8.9.1. Discover the skills needed to be a director.
8.9.2. Identify a wide variety of professions related to directing such as, television or film director, stage manager, producer, and artistic director.
IN.8.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
8.10.1. Attend a play or musical and write a critique analyzing the audience's response to the production.
IN.8.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
8.11.1. Trace advancements in technology and their impact on the theatre.
8.11.2. Analyze the ways theatre responds to social changes and cycles.
IN.8.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
8.12.1. Summarize and critique the integrated use of the arts in recorded or live theatre performances.
IN.H.1. Dance (Proficient): Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
H.1.1. Analyze the ways our individual cultural experiences impact our work in the theatre.
H.1.2. Create informal performances which reveal universal, cross-cultural issues and themes.
H.1.3. Perform complex, lengthy combinations and variations with technical skill in a broad dynamic range.
H.1.4. Perform complex, lengthy combinations and variations with technical skill and with attention to musical nuances.
H.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness, spatial awareness, force components, and time components.
H.1.6. Demonstrate the ability to quickly learn and retain complex, lengthy movement combinations and variations.
IN.H.2. Dance (Proficient): Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
H.2.1. Adapt various dramatic forms, production practices, and theatrical traditions across cultures and historical periods to contemporary theatre.
H.2.2. Demonstrate understanding and application of choreographic processes by creating solo or group dances.
H.2.3. Demonstrate understanding and application of choreographic structures or forms, through examining and defining the movement content in a dance.
IN.H.3. Dance (Proficient): Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
H.3.1. Differentiate dramatic works in terms of their form and style, such as Greek Tragedy, French Neoclassical, Theatre of the Absurd, and others.
H.3.2. Analyze the way in which the theme or meaning of a play represents a view or comment on life, using textual evidence to support the claim.
H.3.3. Create and present a completed dance work based on abstract movement.
IN.H.4. Dance (Proficient): Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
H.4.1. Evaluate how well the text or production succeeded based on a developed set of personal aesthetic criteria.
H.4.2. Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to realize further development of the work.
H.4.3. Refine and clarify personal aesthetic criteria for evaluating the art of dance.
IN.H.5. Dance (Proficient): Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
H.5.1. Support emotional and intellectual responses to a variety of classroom, traditional, and non-traditional performances and articulate an individual point of view.
H.5.2. Research the development of dance in various cultures throughout history, and demonstrate understanding through a presentation to the class.
IN.H.6. Dance (Proficient): Healthy Practices: Students demonstrate connections between dance and healthy living.
H.6.1. Synthesizing research of a given period or historical event, create an original monologue or script that includes original characters with unique dialogue that motivates action.
H.6.2. Demonstrate, through practice, a healthy diet for peak athletic dance performance.
H.6.3. Demonstrate knowledge of anatomy for injury prevention.
IN.H.7. Dance (Proficient): Integration: Students integrate dance with the other arts and disciplines outside the arts.
H.7.1. Formulate a design concept from an existing play that reflects an apt interpretation of its text, style, and atmosphere.
H.7.2. Create, analyze, and document an integrated dance project based on curricular subject matter such as psychology, physics, geometry, literature, or history.
IN.H.8. Dance (Proficient): Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
H.8.1. Convey character through specific physical and vocal choices.
H.8.2. Employ a careful process of script analysis in the creation of a character.
IN.H.1. Dance (Advanced): Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
H.1.1. Demonstrate a high level of consistency and reliability in performing technical dance steps and movements from two different styles or traditions.
H.1.2. Accurately demonstrate spatial awareness and pathways in the classroom.
H.1.3. Perform complex, lengthy combinations and variations with technical skill in a broad dynamic range.
H.1.4. Perform complex, lengthy combinations and variations with technical skill and with attention to musical nuances.
H.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness, spatial awareness, force components, and time components.
H.1.6. Demonstrate the ability to quickly learn and retain complex, lengthy movement combinations and variations.
IN.H.2. Dance (Advanced): Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
H.2.1. Demonstrate understanding and application of choreographic principles by creating solo or group dances.
H.2.2. Demonstrate understanding and application of choreographic processes by creating solo or group dances.
H.2.3. Demonstrate understanding and application of choreographic structures or forms, through examining and defining the movement content in a dance.
IN.H.3. Dance (Advanced): Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
H.3.1. Create, present, and explain a dance composition utilizing larger social issues.
H.3.2. Demonstrate the knowledge of theatrical elements through the creation of a dance piece utilizing costumes, lighting, props, and scenery to enhance its interpretation.
H.3.3. Create and present a completed dance work based on abstract movement.
IN.H.4. Dance (Advanced): Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
H.4.1. Develop and maintain a weekly journal of dance experiences that reflects and evaluates self-progression.
H.4.2. Evaluate the art of dance using established and personal aesthetic criteria.
H.4.3. Refine and clarify personal aesthetic criteria for evaluating the art of dance.
IN.H.5. Dance (Advanced): Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
H.5.1. Evaluate and document the role of dance in history.
H.5.2. Research the development of dance in various cultures throughout history, and demonstrate understanding through a presentation to the class.
IN.H.6. Dance (Advanced): Healthy Practices: Students demonstrate connections between dance and healthy living.
H.6.1. Demonstrate an understanding of performance psychology relating to dance.
H.6.2. Demonstrate, through practice, a healthy diet for peak athletic dance performance.
H.6.3. Demonstrate knowledge of anatomy for injury prevention.
IN.H.7. Dance (Advanced): Integration: Students integrate dance with the other arts and disciplines outside the arts.
H.7.1. Create and present a dance that integrates various art forms (visual art, music, theatre).
H.7.2. Create, analyze, and document an integrated dance project based on curricular subject matter such as psychology, physics, geometry, literature, or history.
IN.H.8. Dance (Advanced): Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
H.8.1. Through active participation, support local dance events and communicate the value of dance on both regional and national levels.
H.8.2. Demonstrate a thorough understanding of potential careers in dance.
IN.H.1. Music: Singing alone and with others: Students identify vocal characteristics. They sing a varied repertoire of vocal literature.
H.1.1. Describe various aspects of vocal sounds, including different vocal ranges and the desirable or undesirable aspects of vocal quality.
H.1.2. Sing songs or song excerpts in a style appropriate to each.
H.1.3. Sing alone or with a group, on pitch and in tempo, with clear diction, consistent breath control, and appropriate posture for singing.
H.1.4. Sing expressively a variety of vocal literature, utilizing dynamic contrasts, phrasing that fits the musical work, a variety of articulations, and a style appropriate to the piece being sung.
H.1.5. Sing an independent vocal part while maintaining a balance of volume and a blend of vocal quality with other members of the ensemble.
H.1.6. Follow the cues of a conductor.
H.1.7. Sing musical works arranged for a variety of voicings, such as SSATBB or SSAATTBB.
IN.H.2. Music: Playing an instrument alone and with others: Students play by ear simple melodies or accompaniments on an instrument.
H.2.1. Echo melodic, rhythmic or harmonic patterns.
H.2.2. Play a rhythmic or melodic instrument, maintaining tempo, balancing the sound with the rest of the ensemble, and following the conductor.
H.2.3. Perform on an instrument with appropriate posture, playing positions, and control of breath, bow, stick, or fingers.
H.2.4. Play accurately and in tune while maintaining a steady tempo and following the director.
H.2.5. Maintain an independent instrumental part while others play different parts.
H.2.6. Play expressively, incorporating appropriate contrasts of dynamics, phrasing, and articulations in the style of the music being performed.
H.2.7. Students participate in chamber music ensembles and perform exemplary literature of a professional level.
IN.H.3. Music: Reading, notating and interpreting music: Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
H.3.1. Name and explain the meaning of symbols found on a musical score.
H.3.2. Demonstrate the correct use of musical terminology when discussing music.
H.3.3. Accurately perform a musical score by observing all symbols pertaining to pitch, rhythm, dynamics, tempo, articulation, and expressive details.
H.3.4. Read and perform musical excerpts never before seen, in the necessary clefs, in major and minor keys.
H.3.5. Notate rhythms and melodies in simple and compound meters.
H.3.6. Read and accurately perform the contents of a full musical score of four or more staves, demonstrating accurate counting of rhythms, pitch identification, and symbols for articulation or expression.
H.3.7. Accurately interpret nonstandard notation symbols used by some contemporary composers.
IN.H.4. Music: Improvising melodies and accompaniments: Students improvise stylistically appropriate melodies or harmonies.
H.4.1. Create a melody that is compatible with a given chord progression.
H.4.2. Create a harmony for a given melody.
H.4.3. Embellish a melody by means of adding notes or by varying a portion of the rhythmic structure of the melody.
H.4.4. Upon hearing a series of chords being played, invent a melody that will match the chords and the style in which they are being played.
H.4.5. Create a harmony part or chord progression for melodies in styles from various musical eras or cultural traditions.
IN.H.5. Music: Composing and arranging music within specified guidelines: Students compose music creatively and expressively, using elements of music as they do so.
H.5.1. Create short musical works, with assistance by the instructor as needed, to convey an original idea.
H.5.2. Arrange a piece of music or a song in a different manner than originally written.
H.5.3. Create an original composition that skillfully utilizes melodic, harmonic, rhythmic, and formal properties found in exemplary musical works.
H.5.4. Arrange a known work in a new way, using appropriate interpretive effects, and articulations so that the expressive content of the work is preserved.
H.5.5. Compose a work using more than one type of voice or instrument, in a way that fits the range of capabilities for each instrument.
IN.H.6. Music: Listening to, analyzing, and describing music: Students identify basic music forms when heard. They also demonstrate knowledge of vocal and instrumental sounds from different cultures. Students describe specific music events in a given aural example, using appropriate terminology that demonstrates knowledge of the technical vocabulary of music.
H.6.1. Identify musical forms such as AB, ABA, rondo, fugue, or theme and variations when heard.
H.6.2. Use the correct terms when describing events, musical devices, or instruments used within an example from a musical work.
H.6.3. Compare and contrast music of different styles, genres, and time-periods.
H.6.4. Listen to two recordings of a choral work being learned and compare similarities and differences in tempo, dynamic levels, tone quality, and use of accents or articulations for purposes of expression.
H.6.5. Identify compositional devices and musical events heard in choral works being studied, such as cadences, tempo, points of tension and release, and changes of key.
H.6.6. Describe in musical terms the unique features of a choral work.
H.6.7. Identify and describe similar use of formal devices such as key relations, repetition, augmentation and diminution found in choral works including the mass, oratorio, opera chorus, or song cycle.
H.6.8. Compare two performances of a piece being learned and discuss differences in choices of tempo, dynamic variety, balance of instruments, and uses of expressive features.
H.6.9. Describe the musical and compositional features of a piece being studied, including its orchestration, use of various instruments for effect, and use of melodic, rhythmic, and harmonic elements within the work.
H.6.10. Describe in musical terms the unique features of an instrumental work.
H.6.11. Identify and describe similar formal devices as multiple examples of one genre such as string quartet, symphony, serenade, march, tone poem, or suite are heard.
IN.H.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: All Courses: Students describe similarities among different disciplines and the arts. They describe similarities among different art forms across cultures.
H.7.1. Compare and contrast the processes of analysis, inquiry, and creativity used in the arts to their use in other subject areas such as mathematics, literature, and the physical or social.
H.7.2. Compare and contrast artistic processes and principles as they are used within two or more fine arts areas.
H.7.3. List several skills learned in ensembles and relate them to those skills needed in areas such as the work force, church or community group, and other school groups.
H.7.4. Analyze another art form for its use of form, texture, contrast, or use of thematic material, and compare it to a similar analysis of a work of music.
H.7.5. Explain how the roles of creators, performers, and others involved in the arts resemble and differ from one another in the various arts disciplines.
IN.H.8. Music: Understanding music in relation to history and culture: All Courses: Students classify by historical context, genre, and style a varied body of exemplary musical works. They identify sources of American music genres and identify various roles that musicians perform within the surrounding culture. Students also identify the uses of music in daily life as well as within various eras.
H.8.1. Upon hearing works that have been studied, name the genre (such as 'opera'), style, (such as Classical or Jazz) and historical background (period in history, country, and culture) for each, including the composer.
H.8.2. Describe the origins and development of American genres such as jazz, the Broadway musical, and rock music, including well-known composers and performers within each genre.
H.8.3. Create a character by combining, modifying, or adapting various observations.
H.8.4. Improvise a sustainable, original scene with believable characters in recognizable situations.
IN.H.9. Music: Evaluating music and music performances: Students define the concept of musical quality. They evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. Students also demonstrate understanding of the importance of appropriate concert behavior.
H.9.1. Document and create a theatre arts career plan based on a portfolio and investigation of educational possibilities.
H.9.2. Develop a plan for employment or further education through audition, interview, or presentation of a portfolio.
H.9.3. Take part in a class discussion of appropriate concert behavior, attend a concert, and evaluate your own behavior as well as that of the audience.
H.9.4. Apply specific criteria for musical quality to your personal participation in music.
IN.H.1. Visual Arts (Proficient): Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, environmental, technological, and economic issues.
H.1.1. Identify connections between major world events and issues and the ways artists have responded to these through their work.
H.1.2. Identify function and how it relates to the history, aesthetics, and culture of the work.
H.1.3. Identify iconography in an artist's work or a body of work and analyze the meaning.
IN.H.2. Visual Arts (Proficient): Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand how art developed over time.
H.2.1. Recognize works of art and identify them by artist, period, style, and geographic location.
H.2.2. Identify characteristics of style in the work of an artist or movement and describe how style is influenced by the culture and time.
H.2.3. Identify works from major movements and time-periods and place them upon a time line.
IN.H.3. Visual Arts (Proficient): Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
H.3.1. Analyze the effective use of symbols, elements, principles, and media in works of art.
H.3.2. Construct well-supported interpretations of works of art using problem solving and critical inquiry (reflecting on various interpretations, evidence presented in the work, and its cultural context).
H.3.3. Use appropriate art terminology when discussing their own works and the works of others.
IN.H.4. Visual Arts (Proficient): Responding to Arts: Criticism: Students identify and apply standards to make informed judgments about art.
H.4.1. Examine established criteria and develop personal criteria for determining excellence in the work.
H.4.2. Demonstrate the ability to make informed about the characteristics, functions, meaning, and purposes of art and artifacts, and defend these judgments
IN.H.5. Visual Arts (Proficient): Responding to Art: Aesthetics: Students reflect on the nature of art and aesthetic issues concerning the meaning and significance of art.
H.5.1. Identify subtle problems in works of art, form theories about these works, and evaluate alternative hypotheses.
H.5.2. Engage in philosophical inquiry into the nature of art or aesthetic issues alone or with others.
IN.H.6. Visual Arts (Proficient): Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
H.6.1. Identify and apply theories of art when making informed judgments about works of art.
H.6.2. Listen to and read alternative responses to works of art from peers, artists, and philosophers.
H.6.3. Analyze the views of an aesthetician.
IN.H.7. Visual Arts (Proficient): Creating Art: Production: Students observe, select, and use a range of subject matter, symbols, and ideas.
H.7.1. Demonstrate skill in observation from real life (not photographs or flat imagery) to present convincing, accurately rendered objects or subject matter.
H.7.2. Make informed choices about specific subject matter or concepts and defend those choices when given a range of objects or spaces.
H.7.3. Identify the origin, function, and meaning of symbols used in their work.
IN.H.8. Visual Arts (Proficient): Creating Art: Production: Students understand and apply elements and principles of design effectively.
H.8.1. Evaluate the effectiveness of elements and principles in works of art and use this evaluation to inform their own work.
H.8.2. Create works of art that use specific principles to solve visual problems.
IN.H.9. Visual Arts (Proficient): Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
H.9.1. Create artworks that demonstrate skill and understanding of different media, processes, and techniques.
IN.H.10. Visual Arts (Proficient): Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences on one's individual growth and critical aesthetic.
H.10.2. Identify service opportunities for supporting theatre in the community and become actively involved.
H.10.3. Demonstrate respect for one's own work and the work of others.
IN.H.11. Visual Arts (Proficient): Careers and Community: Students recognize a variety of art-related professions and careers in our society.
H.11.1. Associate the creative and analytical principles and techniques of theatre with other disciplines.
H.11.2. Integrate disciplines to create works (scenes, debates, critiques, or journals) that persuasively communicate in-depth knowledge and understanding of a concept.
IN.H.12. Visual Arts (Proficient): Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
H.12.1. Synthesize the creative and analytical principles, themes, and techniques of theatre and other art forms.
H.12.2. Create works that integrate media, processes, and concepts of other art forms to persuasively convey comprehensive knowledge gained through integration.
H.12.3. Know the responsibilities of and the need for individual art patrons in the community.
IN.H.13. Visual Arts (Proficient): Integrated Studies: Students identify and make connections between students' knowledge and skill in art and all other subject areas including humanities, sciences, and technology.
H.13.1. Compare characteristics of visual arts within a particular historical period or style with similar ideas, issues, or themes in other disciplines.
H.13.2. Demonstrate ability to create works (such as artwork, debates, critiques, or journals) that communicate in-depth knowledge gained through the power of integrated study.
IN.H.14. Visual Arts (Proficient): Integrated Studies: Students understand the ways art forms (visual arts, dance, music, theater, and media arts) are related to each other.
H.14.1. Compare the materials, technologies, media, and processes of the visual arts with those of dance, music, media arts, or theater.
H.14.2. Demonstrate the ability to create works that integrate media, processes, concepts, or sign systems (i.e., sound images or words) of other art forms.
IN.H.1. Visual Arts (Advanced): Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, environmental, technological, and economic issues.
H.1.1. Hypothesize about future developments in the arts based on current political, economic, technological, environmental, and historical trends.
H.1.2. Compare works of art for function and identify relationships in terms of history, aesthetics, and culture.
H.1.3. Analyze how forms and icons have been borrowed and modified through the ages.
IN.H.2. Visual Arts (Advanced): Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand how art developed over time.
H.2.1. Analyze common characteristics of works of art and artifacts across time and among cultural groups to analyze and identify influences.
H.2.2. Assign works to time-periods or movements based upon style.
H.2.3. Analyze issues related to chronology and discuss or debate these issues in relation to historical perspective.
IN.H.3. Visual Arts (Advanced): Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
H.3.1. Analyze how the visual organization of the work affects the communication of ideas and suggest alternatives.
H.3.2. Construct insightful, convincing interpretations of works of art by identifying problematic features, forming theories, and evaluating alternative theories.
H.3.3. Use appropriate art terminology when discussing their own works and the works of others.
IN.H.4. Visual Arts (Advanced): Responding to Arts: Criticism: Students identify and apply standards to make informed judgments about art.
H.4.1. Compare and contrast statements about a work of art from people in the art world (historians, critics, artists, curators) with personal criteria.
H.4.2. Demonstrate the ability to make convincing, informed judgments about the characteristics, functions, meaning, and purposes of art and artifacts, and present well-supported defenses of these judgments.
IN.H.5. Visual Arts (Advanced): Responding to Art: Aesthetics: Students reflect on the nature of art and aesthetic issues concerning the meaning and significance of art.
H.5.1. Demonstrate reflection and sustained attention to complex problems in works of art by articulating well-supported hypotheses and judging the adequacy of other hypotheses.
H.5.2. Engage in philosophical inquiry into the nature of art or aesthetic issues alone or with others.
IN.H.6. Visual Arts (Advanced): Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
H.6.1. Identify works of art that are not congruent with established art theories, and explore other theories that could explain them.
H.6.2. Research puzzling works of art that challenge one's personal artistic preferences and identify personal criteria for judging excellence in art.
H.6.3. Analyze and compare writings of aestheticians.
IN.H.7. Visual Arts (Advanced): Creating Art: Production: Students observe, select, and use a range of subject matter, symbols, and ideas.
H.7.1. Demonstrate skill in observation from real life (not photographs or flat imagery) to present convincing, accurately rendered objects or subject matter and demonstrate personal style.
H.7.2. Select subject matter, symbols, and ideas to communicate personal statements and describe the origin of symbols and why they are of value in artworks.
H.7.3. Borrow symbols from art and describe the origin, function, and value of these functions in their personal work.
IN.H.8. Visual Arts (Advanced): Creating Art: Production: Students understand and apply elements and principles of design effectively.
H.8.1. Create multiple solutions in works that demonstrate competence in producing effective relationships between elements, media, and function.
H.8.2. Create works that use specific elements, principles, and functions to solve problems and communicate ideas.
IN.H.9. Visual Arts (Advanced): Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
H.9.1. Begin, define, and solve challenging visual problems, demonstrating skill and in-depth understanding of media and processes.
IN.H.10. Visual Arts (Advanced): Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
H.10.1. Finalize an artistic idea by demonstrating fluency, flexibility, elaboration, and originality.
H.10.2. Initiate and define multiple solutions to visual arts problems by means of reflection, analysis, synthesis, and evaluation.
H.10.3. Demonstrate respect for one's own work and the work of others.
IN.H.11. Visual Arts (Advanced): Careers and Community: Students recognize a variety of art-related professions and careers in our society.
H.11.1. Document and create a visual arts career plan based on portfolio, shadowing of an artist, and an investigation of educational possibilities.
H.11.2. Develop and refine a portfolio based on critiques by oneself, teachers, peers, and through research.
IN.H.12. Visual Arts (Advanced): Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
H.12.1. Identify the knowledge and skills gained in art experiences that transfer to daily life.
H.12.2. Visit and critique art at local and state museums, exhibits, movie theaters, and other arts-related establishments and analyze the effect of these experiences upon daily life.
H.12.3. Identify service opportunities for supporting the arts in the community and become actively involved.
IN.H.13. Visual Arts (Advanced): Integrated Studies: Students identify and make connections between students' knowledge and skill in art and all other subject areas including humanities, sciences, and technology.
H.13.1. Synthesize the creative and analytical principles and techniques of the visual arts and selected other disciplines.
H.13.2. Demonstrate ability to create works (artwork, debates, critiques, or journals) that powerfully communicate in-depth knowledge and understanding of a concept through integrated study.
IN.H.14. Visual Arts (Advanced): Integrated Studies: Students understand the ways art forms (visual arts, dance, music, theater, and media arts) are related to each other.
H.14.1. Synthesize the creative and analytical principles, themes, and techniques of the visual arts and other disciplines.
H.14.2. Demonstrate the ability to create works that integrate media, processes, concepts or sign systems of other art forms in a way that powerfully communicates in-depth knowledge gained through integration.
IN.H.1. Theatre (Proficient): History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
H.1.1. Discover how our individual cultural experiences affect an artist's work in the theatre.
H.1.2. Compare how similar dramatic themes are treated from various cultures and periods.
IN.H.2. Theatre (Proficient): History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
H.2.1. Identify various dramatic forms, production practices, and theatrical traditions.
IN.H.3. Theatre (Proficient): Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
H.3.1. Articulate understanding of a play using elements of dramatic structure (plot, character, theme, language, music, and spectacle).
H.3.2. Analyze the central action of the play and discuss its cause and effect.
IN.H.4. Theatre (Proficient): Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
H.4.1. Evaluate how well the text or production met its intended objectives.
H.4.2. Evaluate the artistic choices of self and the collaborative efforts of peers in classroom dramatizations and formal productions and suggest constructive alternatives.
IN.H.5. Theatre (Proficient): Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
H.5.1. Construct social meanings from classroom dramatizations and formal productions from a variety of cultures and historical periods and relate these to current personal, national, and international issues.
IN.H.6. Theatre (Proficient): Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
H.6.1. Construct imaginative scripts and collaborate with actors to refine scripts so that the story and meaning are conveyed to an audience.
IN.H.7. Theatre (Proficient): Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
H.7.1. Respond to an existing play and translate that response into viable design elements (lights, sound, set, costume, makeup).
IN.H.8. Theatre (Proficient): Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
H.8.1. Recognize and develop the voice and body as the actor's primary instruments.
H.8.2. Analyze a script to discover the clues about inner life of a character.
H.8.3. Utilize observation as a tool in the process of creating a character.
H.8.4. Build characters and portray situations through improvisation.
IN.H.9. Theatre (Proficient): Careers and Community: Students recognize a variety of theatrical careers.
H.9.1. Identify connections between theatre arts education and potential job opportunities in the community.
H.9.2. Identify criteria for admission into various theatre-related professions.
IN.H.10. Theatre (Proficient): Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences.
H.10.2. Recognize the responsibilities and the importance of individual theatre patrons in the community.
IN.H.11. Theatre (Proficient): Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
H.11.1. Compare characteristics of theatre within a particular historical period or style with similar ideas, issues, or themes in other disciplines.
H.11.2. Create works (scenes, debates, critiques, or journals) that demonstrate knowledge of other disciplines through theatre activities.
IN.H.12. Theatre (Proficient): Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
H.12.1. Compare the materials, technologies, media, and processes of theatre with those of dance, music, or visual arts.
H.12.2. Create works that integrate media, processes, and concepts of other art forms.
IN.H.1. Theatre (Advanced): History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
H.1.1. Analyze the ways our individual cultural experiences impact our work in the theatre.
H.1.2. Create informal performances which reveal universal, cross-cultural issues and themes.
IN.H.2. Theatre (Advanced): History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
H.2.1. Adapt various dramatic forms, production practices, and theatrical traditions across cultures and historical periods to contemporary theatre.
IN.H.3. Theatre (Advanced): Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
H.3.1. Differentiate dramatic works in terms of their form and style, such as Greek Tragedy, French Neoclassical, Theatre of the Absurd, and others.
H.3.2. Analyze the way in which the theme or meaning of a play represents a view or comment on life, using textual evidence to support the claim.
IN.H.4. Theatre (Advanced): Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
H.4.1. Evaluate how well the text or production succeeded based on a developed set of personal aesthetic criteria.
H.4.2. Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to realize further development of the work.
IN.H.5. Theatre (Advanced): Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
H.5.1. Support emotional and intellectual responses to a variety of classroom, traditional, and non-traditional performances and articulate an individual point of view.
IN.H.6. Theatre (Advanced): Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
H.6.1. Synthesizing research of a given period or historical event, create an original monologue or script that includes original characters with unique dialogue that motivates action.
IN.H.7. Theatre (Advanced): Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
H.7.1. Formulate a design concept from an existing play that reflects an apt interpretation of its text, style, and atmosphere.
IN.H.8. Theatre (Advanced): Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
H.8.1. Convey character through specific physical and vocal choices.
H.8.2. Employ a careful process of script analysis in the creation of a character.
H.8.3. Create a character by combining, modifying, or adapting various observations.
H.8.4. Improvise a sustainable, original scene with believable characters in recognizable situations.
IN.H.9. Theatre (Advanced): Careers and Community: Students recognize a variety of theatrical careers.
H.9.1. Document and create a theatre arts career plan based on a portfolio and investigation of educational possibilities.
H.9.2. Develop a plan for employment or further education through audition, interview, or presentation of a portfolio.
IN.H.10. Theatre (Advanced): Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences on one's individual growth and critical aesthetic.
H.10.2. Identify service opportunities for supporting theatre in the community and become actively involved.
IN.H.11. Theatre (Advanced): Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
H.11.1. Associate the creative and analytical principles and techniques of theatre with other disciplines.
H.11.2. Integrate disciplines to create works (scenes, debates, critiques, or journals) that persuasively communicate in-depth knowledge and understanding of a concept.
IN.H.12. Theatre (Advanced): Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
H.12.1. Synthesize the creative and analytical principles, themes, and techniques of theatre and other art forms.
H.12.2. Create works that integrate media, processes, and concepts of other art forms to persuasively convey comprehensive knowledge gained through integration.
IN.H.1. Dance (Proficient): Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
H.1.1. Analyze the ways our individual cultural experiences impact our work in the theatre.
H.1.2. Create informal performances which reveal universal, cross-cultural issues and themes.
H.1.3. Perform complex, lengthy combinations and variations with technical skill in a broad dynamic range.
H.1.4. Perform complex, lengthy combinations and variations with technical skill and with attention to musical nuances.
H.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness, spatial awareness, force components, and time components.
H.1.6. Demonstrate the ability to quickly learn and retain complex, lengthy movement combinations and variations.
IN.H.2. Dance (Proficient): Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
H.2.1. Adapt various dramatic forms, production practices, and theatrical traditions across cultures and historical periods to contemporary theatre.
H.2.2. Demonstrate understanding and application of choreographic processes by creating solo or group dances.
H.2.3. Demonstrate understanding and application of choreographic structures or forms, through examining and defining the movement content in a dance.
IN.H.3. Dance (Proficient): Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
H.3.1. Differentiate dramatic works in terms of their form and style, such as Greek Tragedy, French Neoclassical, Theatre of the Absurd, and others.
H.3.2. Analyze the way in which the theme or meaning of a play represents a view or comment on life, using textual evidence to support the claim.
H.3.3. Create and present a completed dance work based on abstract movement.
IN.H.4. Dance (Proficient): Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
H.4.1. Evaluate how well the text or production succeeded based on a developed set of personal aesthetic criteria.
H.4.2. Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to realize further development of the work.
H.4.3. Refine and clarify personal aesthetic criteria for evaluating the art of dance.
IN.H.5. Dance (Proficient): Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
H.5.1. Support emotional and intellectual responses to a variety of classroom, traditional, and non-traditional performances and articulate an individual point of view.
H.5.2. Research the development of dance in various cultures throughout history, and demonstrate understanding through a presentation to the class.
IN.H.6. Dance (Proficient): Healthy Practices: Students demonstrate connections between dance and healthy living.
H.6.1. Synthesizing research of a given period or historical event, create an original monologue or script that includes original characters with unique dialogue that motivates action.
H.6.2. Demonstrate, through practice, a healthy diet for peak athletic dance performance.
H.6.3. Demonstrate knowledge of anatomy for injury prevention.
IN.H.7. Dance (Proficient): Integration: Students integrate dance with the other arts and disciplines outside the arts.
H.7.1. Formulate a design concept from an existing play that reflects an apt interpretation of its text, style, and atmosphere.
H.7.2. Create, analyze, and document an integrated dance project based on curricular subject matter such as psychology, physics, geometry, literature, or history.
IN.H.8. Dance (Proficient): Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
H.8.1. Convey character through specific physical and vocal choices.
H.8.2. Employ a careful process of script analysis in the creation of a character.
IN.H.1. Dance (Advanced): Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
H.1.1. Demonstrate a high level of consistency and reliability in performing technical dance steps and movements from two different styles or traditions.
H.1.2. Accurately demonstrate spatial awareness and pathways in the classroom.
H.1.3. Perform complex, lengthy combinations and variations with technical skill in a broad dynamic range.
H.1.4. Perform complex, lengthy combinations and variations with technical skill and with attention to musical nuances.
H.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness, spatial awareness, force components, and time components.
H.1.6. Demonstrate the ability to quickly learn and retain complex, lengthy movement combinations and variations.
IN.H.2. Dance (Advanced): Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
H.2.1. Demonstrate understanding and application of choreographic principles by creating solo or group dances.
H.2.2. Demonstrate understanding and application of choreographic processes by creating solo or group dances.
H.2.3. Demonstrate understanding and application of choreographic structures or forms, through examining and defining the movement content in a dance.
IN.H.3. Dance (Advanced): Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
H.3.1. Create, present, and explain a dance composition utilizing larger social issues.
H.3.2. Demonstrate the knowledge of theatrical elements through the creation of a dance piece utilizing costumes, lighting, props, and scenery to enhance its interpretation.
H.3.3. Create and present a completed dance work based on abstract movement.
IN.H.4. Dance (Advanced): Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
H.4.1. Develop and maintain a weekly journal of dance experiences that reflects and evaluates self-progression.
H.4.2. Evaluate the art of dance using established and personal aesthetic criteria.
H.4.3. Refine and clarify personal aesthetic criteria for evaluating the art of dance.
IN.H.5. Dance (Advanced): Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
H.5.1. Evaluate and document the role of dance in history.
H.5.2. Research the development of dance in various cultures throughout history, and demonstrate understanding through a presentation to the class.
IN.H.6. Dance (Advanced): Healthy Practices: Students demonstrate connections between dance and healthy living.
H.6.1. Demonstrate an understanding of performance psychology relating to dance.
H.6.2. Demonstrate, through practice, a healthy diet for peak athletic dance performance.
H.6.3. Demonstrate knowledge of anatomy for injury prevention.
IN.H.7. Dance (Advanced): Integration: Students integrate dance with the other arts and disciplines outside the arts.
H.7.1. Create and present a dance that integrates various art forms (visual art, music, theatre).
H.7.2. Create, analyze, and document an integrated dance project based on curricular subject matter such as psychology, physics, geometry, literature, or history.
IN.H.8. Dance (Advanced): Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
H.8.1. Through active participation, support local dance events and communicate the value of dance on both regional and national levels.
H.8.2. Demonstrate a thorough understanding of potential careers in dance.
IN.H.1. Music: Singing alone and with others: Students identify vocal characteristics. They sing a varied repertoire of vocal literature.
H.1.1. Describe various aspects of vocal sounds, including different vocal ranges and the desirable or undesirable aspects of vocal quality.
H.1.2. Sing songs or song excerpts in a style appropriate to each.
H.1.3. Sing alone or with a group, on pitch and in tempo, with clear diction, consistent breath control, and appropriate posture for singing.
H.1.4. Sing expressively a variety of vocal literature, utilizing dynamic contrasts, phrasing that fits the musical work, a variety of articulations, and a style appropriate to the piece being sung.
H.1.5. Sing an independent vocal part while maintaining a balance of volume and a blend of vocal quality with other members of the ensemble.
H.1.6. Follow the cues of a conductor.
H.1.7. Sing musical works arranged for a variety of voicings, such as SSATBB or SSAATTBB.
IN.H.2. Music: Playing an instrument alone and with others: Students play by ear simple melodies or accompaniments on an instrument.
H.2.1. Echo melodic, rhythmic or harmonic patterns.
H.2.2. Play a rhythmic or melodic instrument, maintaining tempo, balancing the sound with the rest of the ensemble, and following the conductor.
H.2.3. Perform on an instrument with appropriate posture, playing positions, and control of breath, bow, stick, or fingers.
H.2.4. Play accurately and in tune while maintaining a steady tempo and following the director.
H.2.5. Maintain an independent instrumental part while others play different parts.
H.2.6. Play expressively, incorporating appropriate contrasts of dynamics, phrasing, and articulations in the style of the music being performed.
H.2.7. Students participate in chamber music ensembles and perform exemplary literature of a professional level.
IN.H.3. Music: Reading, notating and interpreting music: Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
H.3.1. Name and explain the meaning of symbols found on a musical score.
H.3.2. Demonstrate the correct use of musical terminology when discussing music.
H.3.3. Accurately perform a musical score by observing all symbols pertaining to pitch, rhythm, dynamics, tempo, articulation, and expressive details.
H.3.4. Read and perform musical excerpts never before seen, in the necessary clefs, in major and minor keys.
H.3.5. Notate rhythms and melodies in simple and compound meters.
H.3.6. Read and accurately perform the contents of a full musical score of four or more staves, demonstrating accurate counting of rhythms, pitch identification, and symbols for articulation or expression.
H.3.7. Accurately interpret nonstandard notation symbols used by some contemporary composers.
IN.H.4. Music: Improvising melodies and accompaniments: Students improvise stylistically appropriate melodies or harmonies.
H.4.1. Create a melody that is compatible with a given chord progression.
H.4.2. Create a harmony for a given melody.
H.4.3. Embellish a melody by means of adding notes or by varying a portion of the rhythmic structure of the melody.
H.4.4. Upon hearing a series of chords being played, invent a melody that will match the chords and the style in which they are being played.
H.4.5. Create a harmony part or chord progression for melodies in styles from various musical eras or cultural traditions.
IN.H.5. Music: Composing and arranging music within specified guidelines: Students compose music creatively and expressively, using elements of music as they do so.
H.5.1. Create short musical works, with assistance by the instructor as needed, to convey an original idea.
H.5.2. Arrange a piece of music or a song in a different manner than originally written.
H.5.3. Create an original composition that skillfully utilizes melodic, harmonic, rhythmic, and formal properties found in exemplary musical works.
H.5.4. Arrange a known work in a new way, using appropriate interpretive effects, and articulations so that the expressive content of the work is preserved.
H.5.5. Compose a work using more than one type of voice or instrument, in a way that fits the range of capabilities for each instrument.
IN.H.6. Music: Listening to, analyzing, and describing music: Students identify basic music forms when heard. They also demonstrate knowledge of vocal and instrumental sounds from different cultures. Students describe specific music events in a given aural example, using appropriate terminology that demonstrates knowledge of the technical vocabulary of music.
H.6.1. Identify musical forms such as AB, ABA, rondo, fugue, or theme and variations when heard.
H.6.2. Use the correct terms when describing events, musical devices, or instruments used within an example from a musical work.
H.6.3. Compare and contrast music of different styles, genres, and time-periods.
H.6.4. Listen to two recordings of a choral work being learned and compare similarities and differences in tempo, dynamic levels, tone quality, and use of accents or articulations for purposes of expression.
H.6.5. Identify compositional devices and musical events heard in choral works being studied, such as cadences, tempo, points of tension and release, and changes of key.
H.6.6. Describe in musical terms the unique features of a choral work.
H.6.7. Identify and describe similar use of formal devices such as key relations, repetition, augmentation and diminution found in choral works including the mass, oratorio, opera chorus, or song cycle.
H.6.8. Compare two performances of a piece being learned and discuss differences in choices of tempo, dynamic variety, balance of instruments, and uses of expressive features.
H.6.9. Describe the musical and compositional features of a piece being studied, including its orchestration, use of various instruments for effect, and use of melodic, rhythmic, and harmonic elements within the work.
H.6.10. Describe in musical terms the unique features of an instrumental work.
H.6.11. Identify and describe similar formal devices as multiple examples of one genre such as string quartet, symphony, serenade, march, tone poem, or suite are heard.
IN.H.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: All Courses: Students describe similarities among different disciplines and the arts. They describe similarities among different art forms across cultures.
H.7.1. Compare and contrast the processes of analysis, inquiry, and creativity used in the arts to their use in other subject areas such as mathematics, literature, and the physical or social.
H.7.2. Compare and contrast artistic processes and principles as they are used within two or more fine arts areas.
H.7.3. List several skills learned in ensembles and relate them to those skills needed in areas such as the work force, church or community group, and other school groups.
H.7.4. Analyze another art form for its use of form, texture, contrast, or use of thematic material, and compare it to a similar analysis of a work of music.
H.7.5. Explain how the roles of creators, performers, and others involved in the arts resemble and differ from one another in the various arts disciplines.
IN.H.8. Music: Understanding music in relation to history and culture: All Courses: Students classify by historical context, genre, and style a varied body of exemplary musical works. They identify sources of American music genres and identify various roles that musicians perform within the surrounding culture. Students also identify the uses of music in daily life as well as within various eras.
H.8.1. Upon hearing works that have been studied, name the genre (such as 'opera'), style, (such as Classical or Jazz) and historical background (period in history, country, and culture) for each, including the composer.
H.8.2. Describe the origins and development of American genres such as jazz, the Broadway musical, and rock music, including well-known composers and performers within each genre.
H.8.3. Create a character by combining, modifying, or adapting various observations.
H.8.4. Improvise a sustainable, original scene with believable characters in recognizable situations.
IN.H.9. Music: Evaluating music and music performances: Students define the concept of musical quality. They evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. Students also demonstrate understanding of the importance of appropriate concert behavior.
H.9.1. Document and create a theatre arts career plan based on a portfolio and investigation of educational possibilities.
H.9.2. Develop a plan for employment or further education through audition, interview, or presentation of a portfolio.
H.9.3. Take part in a class discussion of appropriate concert behavior, attend a concert, and evaluate your own behavior as well as that of the audience.
H.9.4. Apply specific criteria for musical quality to your personal participation in music.
IN.H.1. Visual Arts (Proficient): Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, environmental, technological, and economic issues.
H.1.1. Identify connections between major world events and issues and the ways artists have responded to these through their work.
H.1.2. Identify function and how it relates to the history, aesthetics, and culture of the work.
H.1.3. Identify iconography in an artist's work or a body of work and analyze the meaning.
IN.H.2. Visual Arts (Proficient): Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand how art developed over time.
H.2.1. Recognize works of art and identify them by artist, period, style, and geographic location.
H.2.2. Identify characteristics of style in the work of an artist or movement and describe how style is influenced by the culture and time.
H.2.3. Identify works from major movements and time-periods and place them upon a time line.
IN.H.3. Visual Arts (Proficient): Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
H.3.1. Analyze the effective use of symbols, elements, principles, and media in works of art.
H.3.2. Construct well-supported interpretations of works of art using problem solving and critical inquiry (reflecting on various interpretations, evidence presented in the work, and its cultural context).
H.3.3. Use appropriate art terminology when discussing their own works and the works of others.
IN.H.4. Visual Arts (Proficient): Responding to Arts: Criticism: Students identify and apply standards to make informed judgments about art.
H.4.1. Examine established criteria and develop personal criteria for determining excellence in the work.
H.4.2. Demonstrate the ability to make informed about the characteristics, functions, meaning, and purposes of art and artifacts, and defend these judgments
IN.H.5. Visual Arts (Proficient): Responding to Art: Aesthetics: Students reflect on the nature of art and aesthetic issues concerning the meaning and significance of art.
H.5.1. Identify subtle problems in works of art, form theories about these works, and evaluate alternative hypotheses.
H.5.2. Engage in philosophical inquiry into the nature of art or aesthetic issues alone or with others.
IN.H.6. Visual Arts (Proficient): Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
H.6.1. Identify and apply theories of art when making informed judgments about works of art.
H.6.2. Listen to and read alternative responses to works of art from peers, artists, and philosophers.
H.6.3. Analyze the views of an aesthetician.
IN.H.7. Visual Arts (Proficient): Creating Art: Production: Students observe, select, and use a range of subject matter, symbols, and ideas.
H.7.1. Demonstrate skill in observation from real life (not photographs or flat imagery) to present convincing, accurately rendered objects or subject matter.
H.7.2. Make informed choices about specific subject matter or concepts and defend those choices when given a range of objects or spaces.
H.7.3. Identify the origin, function, and meaning of symbols used in their work.
IN.H.8. Visual Arts (Proficient): Creating Art: Production: Students understand and apply elements and principles of design effectively.
H.8.1. Evaluate the effectiveness of elements and principles in works of art and use this evaluation to inform their own work.
H.8.2. Create works of art that use specific principles to solve visual problems.
IN.H.9. Visual Arts (Proficient): Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
H.9.1. Create artworks that demonstrate skill and understanding of different media, processes, and techniques.
IN.H.10. Visual Arts (Proficient): Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences on one's individual growth and critical aesthetic.
H.10.2. Identify service opportunities for supporting theatre in the community and become actively involved.
H.10.3. Demonstrate respect for one's own work and the work of others.
IN.H.11. Visual Arts (Proficient): Careers and Community: Students recognize a variety of art-related professions and careers in our society.
H.11.1. Associate the creative and analytical principles and techniques of theatre with other disciplines.
H.11.2. Integrate disciplines to create works (scenes, debates, critiques, or journals) that persuasively communicate in-depth knowledge and understanding of a concept.
IN.H.12. Visual Arts (Proficient): Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
H.12.1. Synthesize the creative and analytical principles, themes, and techniques of theatre and other art forms.
H.12.2. Create works that integrate media, processes, and concepts of other art forms to persuasively convey comprehensive knowledge gained through integration.
H.12.3. Know the responsibilities of and the need for individual art patrons in the community.
IN.H.13. Visual Arts (Proficient): Integrated Studies: Students identify and make connections between students' knowledge and skill in art and all other subject areas including humanities, sciences, and technology.
H.13.1. Compare characteristics of visual arts within a particular historical period or style with similar ideas, issues, or themes in other disciplines.
H.13.2. Demonstrate ability to create works (such as artwork, debates, critiques, or journals) that communicate in-depth knowledge gained through the power of integrated study.
IN.H.14. Visual Arts (Proficient): Integrated Studies: Students understand the ways art forms (visual arts, dance, music, theater, and media arts) are related to each other.
H.14.1. Compare the materials, technologies, media, and processes of the visual arts with those of dance, music, media arts, or theater.
H.14.2. Demonstrate the ability to create works that integrate media, processes, concepts, or sign systems (i.e., sound images or words) of other art forms.
IN.H.1. Visual Arts (Advanced): Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, environmental, technological, and economic issues.
H.1.1. Hypothesize about future developments in the arts based on current political, economic, technological, environmental, and historical trends.
H.1.2. Compare works of art for function and identify relationships in terms of history, aesthetics, and culture.
H.1.3. Analyze how forms and icons have been borrowed and modified through the ages.
IN.H.2. Visual Arts (Advanced): Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand how art developed over time.
H.2.1. Analyze common characteristics of works of art and artifacts across time and among cultural groups to analyze and identify influences.
H.2.2. Assign works to time-periods or movements based upon style.
H.2.3. Analyze issues related to chronology and discuss or debate these issues in relation to historical perspective.
IN.H.3. Visual Arts (Advanced): Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
H.3.1. Analyze how the visual organization of the work affects the communication of ideas and suggest alternatives.
H.3.2. Construct insightful, convincing interpretations of works of art by identifying problematic features, forming theories, and evaluating alternative theories.
H.3.3. Use appropriate art terminology when discussing their own works and the works of others.
IN.H.4. Visual Arts (Advanced): Responding to Arts: Criticism: Students identify and apply standards to make informed judgments about art.
H.4.1. Compare and contrast statements about a work of art from people in the art world (historians, critics, artists, curators) with personal criteria.
H.4.2. Demonstrate the ability to make convincing, informed judgments about the characteristics, functions, meaning, and purposes of art and artifacts, and present well-supported defenses of these judgments.
IN.H.5. Visual Arts (Advanced): Responding to Art: Aesthetics: Students reflect on the nature of art and aesthetic issues concerning the meaning and significance of art.
H.5.1. Demonstrate reflection and sustained attention to complex problems in works of art by articulating well-supported hypotheses and judging the adequacy of other hypotheses.
H.5.2. Engage in philosophical inquiry into the nature of art or aesthetic issues alone or with others.
IN.H.6. Visual Arts (Advanced): Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
H.6.1. Identify works of art that are not congruent with established art theories, and explore other theories that could explain them.
H.6.2. Research puzzling works of art that challenge one's personal artistic preferences and identify personal criteria for judging excellence in art.
H.6.3. Analyze and compare writings of aestheticians.
IN.H.7. Visual Arts (Advanced): Creating Art: Production: Students observe, select, and use a range of subject matter, symbols, and ideas.
H.7.1. Demonstrate skill in observation from real life (not photographs or flat imagery) to present convincing, accurately rendered objects or subject matter and demonstrate personal style.
H.7.2. Select subject matter, symbols, and ideas to communicate personal statements and describe the origin of symbols and why they are of value in artworks.
H.7.3. Borrow symbols from art and describe the origin, function, and value of these functions in their personal work.
IN.H.8. Visual Arts (Advanced): Creating Art: Production: Students understand and apply elements and principles of design effectively.
H.8.1. Create multiple solutions in works that demonstrate competence in producing effective relationships between elements, media, and function.
H.8.2. Create works that use specific elements, principles, and functions to solve problems and communicate ideas.
IN.H.9. Visual Arts (Advanced): Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
H.9.1. Begin, define, and solve challenging visual problems, demonstrating skill and in-depth understanding of media and processes.
IN.H.10. Visual Arts (Advanced): Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
H.10.1. Finalize an artistic idea by demonstrating fluency, flexibility, elaboration, and originality.
H.10.2. Initiate and define multiple solutions to visual arts problems by means of reflection, analysis, synthesis, and evaluation.
H.10.3. Demonstrate respect for one's own work and the work of others.
IN.H.11. Visual Arts (Advanced): Careers and Community: Students recognize a variety of art-related professions and careers in our society.
H.11.1. Document and create a visual arts career plan based on portfolio, shadowing of an artist, and an investigation of educational possibilities.
H.11.2. Develop and refine a portfolio based on critiques by oneself, teachers, peers, and through research.
IN.H.12. Visual Arts (Advanced): Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
H.12.1. Identify the knowledge and skills gained in art experiences that transfer to daily life.
H.12.2. Visit and critique art at local and state museums, exhibits, movie theaters, and other arts-related establishments and analyze the effect of these experiences upon daily life.
H.12.3. Identify service opportunities for supporting the arts in the community and become actively involved.
IN.H.13. Visual Arts (Advanced): Integrated Studies: Students identify and make connections between students' knowledge and skill in art and all other subject areas including humanities, sciences, and technology.
H.13.1. Synthesize the creative and analytical principles and techniques of the visual arts and selected other disciplines.
H.13.2. Demonstrate ability to create works (artwork, debates, critiques, or journals) that powerfully communicate in-depth knowledge and understanding of a concept through integrated study.
IN.H.14. Visual Arts (Advanced): Integrated Studies: Students understand the ways art forms (visual arts, dance, music, theater, and media arts) are related to each other.
H.14.1. Synthesize the creative and analytical principles, themes, and techniques of the visual arts and other disciplines.
H.14.2. Demonstrate the ability to create works that integrate media, processes, concepts or sign systems of other art forms in a way that powerfully communicates in-depth knowledge gained through integration.
IN.H.1. Theatre (Proficient): History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
H.1.1. Discover how our individual cultural experiences affect an artist's work in the theatre.
H.1.2. Compare how similar dramatic themes are treated from various cultures and periods.
IN.H.2. Theatre (Proficient): History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
H.2.1. Identify various dramatic forms, production practices, and theatrical traditions.
IN.H.3. Theatre (Proficient): Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
H.3.1. Articulate understanding of a play using elements of dramatic structure (plot, character, theme, language, music, and spectacle).
H.3.2. Analyze the central action of the play and discuss its cause and effect.
IN.H.4. Theatre (Proficient): Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
H.4.1. Evaluate how well the text or production met its intended objectives.
H.4.2. Evaluate the artistic choices of self and the collaborative efforts of peers in classroom dramatizations and formal productions and suggest constructive alternatives.
IN.H.5. Theatre (Proficient): Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
H.5.1. Construct social meanings from classroom dramatizations and formal productions from a variety of cultures and historical periods and relate these to current personal, national, and international issues.
IN.H.6. Theatre (Proficient): Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
H.6.1. Construct imaginative scripts and collaborate with actors to refine scripts so that the story and meaning are conveyed to an audience.
IN.H.7. Theatre (Proficient): Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
H.7.1. Respond to an existing play and translate that response into viable design elements (lights, sound, set, costume, makeup).
IN.H.8. Theatre (Proficient): Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
H.8.1. Recognize and develop the voice and body as the actor's primary instruments.
H.8.2. Analyze a script to discover the clues about inner life of a character.
H.8.3. Utilize observation as a tool in the process of creating a character.
H.8.4. Build characters and portray situations through improvisation.
IN.H.9. Theatre (Proficient): Careers and Community: Students recognize a variety of theatrical careers.
H.9.1. Identify connections between theatre arts education and potential job opportunities in the community.
H.9.2. Identify criteria for admission into various theatre-related professions.
IN.H.10. Theatre (Proficient): Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences.
H.10.2. Recognize the responsibilities and the importance of individual theatre patrons in the community.
IN.H.11. Theatre (Proficient): Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
H.11.1. Compare characteristics of theatre within a particular historical period or style with similar ideas, issues, or themes in other disciplines.
H.11.2. Create works (scenes, debates, critiques, or journals) that demonstrate knowledge of other disciplines through theatre activities.
IN.H.12. Theatre (Proficient): Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
H.12.1. Compare the materials, technologies, media, and processes of theatre with those of dance, music, or visual arts.
H.12.2. Create works that integrate media, processes, and concepts of other art forms.
IN.H.1. Theatre (Advanced): History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
H.1.1. Analyze the ways our individual cultural experiences impact our work in the theatre.
H.1.2. Create informal performances which reveal universal, cross-cultural issues and themes.
IN.H.2. Theatre (Advanced): History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
H.2.1. Adapt various dramatic forms, production practices, and theatrical traditions across cultures and historical periods to contemporary theatre.
IN.H.3. Theatre (Advanced): Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
H.3.1. Differentiate dramatic works in terms of their form and style, such as Greek Tragedy, French Neoclassical, Theatre of the Absurd, and others.
H.3.2. Analyze the way in which the theme or meaning of a play represents a view or comment on life, using textual evidence to support the claim.
IN.H.4. Theatre (Advanced): Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
H.4.1. Evaluate how well the text or production succeeded based on a developed set of personal aesthetic criteria.
H.4.2. Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to realize further development of the work.
IN.H.5. Theatre (Advanced): Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
H.5.1. Support emotional and intellectual responses to a variety of classroom, traditional, and non-traditional performances and articulate an individual point of view.
IN.H.6. Theatre (Advanced): Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
H.6.1. Synthesizing research of a given period or historical event, create an original monologue or script that includes original characters with unique dialogue that motivates action.
IN.H.7. Theatre (Advanced): Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
H.7.1. Formulate a design concept from an existing play that reflects an apt interpretation of its text, style, and atmosphere.
IN.H.8. Theatre (Advanced): Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
H.8.1. Convey character through specific physical and vocal choices.
H.8.2. Employ a careful process of script analysis in the creation of a character.
H.8.3. Create a character by combining, modifying, or adapting various observations.
H.8.4. Improvise a sustainable, original scene with believable characters in recognizable situations.
IN.H.9. Theatre (Advanced): Careers and Community: Students recognize a variety of theatrical careers.
H.9.1. Document and create a theatre arts career plan based on a portfolio and investigation of educational possibilities.
H.9.2. Develop a plan for employment or further education through audition, interview, or presentation of a portfolio.
IN.H.10. Theatre (Advanced): Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences on one's individual growth and critical aesthetic.
H.10.2. Identify service opportunities for supporting theatre in the community and become actively involved.
IN.H.11. Theatre (Advanced): Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
H.11.1. Associate the creative and analytical principles and techniques of theatre with other disciplines.
H.11.2. Integrate disciplines to create works (scenes, debates, critiques, or journals) that persuasively communicate in-depth knowledge and understanding of a concept.
IN.H.12. Theatre (Advanced): Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
H.12.1. Synthesize the creative and analytical principles, themes, and techniques of theatre and other art forms.
H.12.2. Create works that integrate media, processes, and concepts of other art forms to persuasively convey comprehensive knowledge gained through integration.
IN.H.1. Dance (Proficient): Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
H.1.1. Analyze the ways our individual cultural experiences impact our work in the theatre.
H.1.2. Create informal performances which reveal universal, cross-cultural issues and themes.
H.1.3. Perform complex, lengthy combinations and variations with technical skill in a broad dynamic range.
H.1.4. Perform complex, lengthy combinations and variations with technical skill and with attention to musical nuances.
H.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness, spatial awareness, force components, and time components.
H.1.6. Demonstrate the ability to quickly learn and retain complex, lengthy movement combinations and variations.
IN.H.2. Dance (Proficient): Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
H.2.1. Adapt various dramatic forms, production practices, and theatrical traditions across cultures and historical periods to contemporary theatre.
H.2.2. Demonstrate understanding and application of choreographic processes by creating solo or group dances.
H.2.3. Demonstrate understanding and application of choreographic structures or forms, through examining and defining the movement content in a dance.
IN.H.3. Dance (Proficient): Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
H.3.1. Differentiate dramatic works in terms of their form and style, such as Greek Tragedy, French Neoclassical, Theatre of the Absurd, and others.
H.3.2. Analyze the way in which the theme or meaning of a play represents a view or comment on life, using textual evidence to support the claim.
H.3.3. Create and present a completed dance work based on abstract movement.
IN.H.4. Dance (Proficient): Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
H.4.1. Evaluate how well the text or production succeeded based on a developed set of personal aesthetic criteria.
H.4.2. Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to realize further development of the work.
H.4.3. Refine and clarify personal aesthetic criteria for evaluating the art of dance.
IN.H.5. Dance (Proficient): Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
H.5.1. Support emotional and intellectual responses to a variety of classroom, traditional, and non-traditional performances and articulate an individual point of view.
H.5.2. Research the development of dance in various cultures throughout history, and demonstrate understanding through a presentation to the class.
IN.H.6. Dance (Proficient): Healthy Practices: Students demonstrate connections between dance and healthy living.
H.6.1. Synthesizing research of a given period or historical event, create an original monologue or script that includes original characters with unique dialogue that motivates action.
H.6.2. Demonstrate, through practice, a healthy diet for peak athletic dance performance.
H.6.3. Demonstrate knowledge of anatomy for injury prevention.
IN.H.7. Dance (Proficient): Integration: Students integrate dance with the other arts and disciplines outside the arts.
H.7.1. Formulate a design concept from an existing play that reflects an apt interpretation of its text, style, and atmosphere.
H.7.2. Create, analyze, and document an integrated dance project based on curricular subject matter such as psychology, physics, geometry, literature, or history.
IN.H.8. Dance (Proficient): Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
H.8.1. Convey character through specific physical and vocal choices.
H.8.2. Employ a careful process of script analysis in the creation of a character.
IN.H.1. Dance (Advanced): Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
H.1.1. Demonstrate a high level of consistency and reliability in performing technical dance steps and movements from two different styles or traditions.
H.1.2. Accurately demonstrate spatial awareness and pathways in the classroom.
H.1.3. Perform complex, lengthy combinations and variations with technical skill in a broad dynamic range.
H.1.4. Perform complex, lengthy combinations and variations with technical skill and with attention to musical nuances.
H.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness, spatial awareness, force components, and time components.
H.1.6. Demonstrate the ability to quickly learn and retain complex, lengthy movement combinations and variations.
IN.H.2. Dance (Advanced): Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
H.2.1. Demonstrate understanding and application of choreographic principles by creating solo or group dances.
H.2.2. Demonstrate understanding and application of choreographic processes by creating solo or group dances.
H.2.3. Demonstrate understanding and application of choreographic structures or forms, through examining and defining the movement content in a dance.
IN.H.3. Dance (Advanced): Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
H.3.1. Create, present, and explain a dance composition utilizing larger social issues.
H.3.2. Demonstrate the knowledge of theatrical elements through the creation of a dance piece utilizing costumes, lighting, props, and scenery to enhance its interpretation.
H.3.3. Create and present a completed dance work based on abstract movement.
IN.H.4. Dance (Advanced): Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
H.4.1. Develop and maintain a weekly journal of dance experiences that reflects and evaluates self-progression.
H.4.2. Evaluate the art of dance using established and personal aesthetic criteria.
H.4.3. Refine and clarify personal aesthetic criteria for evaluating the art of dance.
IN.H.5. Dance (Advanced): Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
H.5.1. Evaluate and document the role of dance in history.
H.5.2. Research the development of dance in various cultures throughout history, and demonstrate understanding through a presentation to the class.
IN.H.6. Dance (Advanced): Healthy Practices: Students demonstrate connections between dance and healthy living.
H.6.1. Demonstrate an understanding of performance psychology relating to dance.
H.6.2. Demonstrate, through practice, a healthy diet for peak athletic dance performance.
H.6.3. Demonstrate knowledge of anatomy for injury prevention.
IN.H.7. Dance (Advanced): Integration: Students integrate dance with the other arts and disciplines outside the arts.
H.7.1. Create and present a dance that integrates various art forms (visual art, music, theatre).
H.7.2. Create, analyze, and document an integrated dance project based on curricular subject matter such as psychology, physics, geometry, literature, or history.
IN.H.8. Dance (Advanced): Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
H.8.1. Through active participation, support local dance events and communicate the value of dance on both regional and national levels.
H.8.2. Demonstrate a thorough understanding of potential careers in dance.
IN.H.1. Music: Singing alone and with others: Students identify vocal characteristics. They sing a varied repertoire of vocal literature.
H.1.1. Describe various aspects of vocal sounds, including different vocal ranges and the desirable or undesirable aspects of vocal quality.
H.1.2. Sing songs or song excerpts in a style appropriate to each.
H.1.3. Sing alone or with a group, on pitch and in tempo, with clear diction, consistent breath control, and appropriate posture for singing.
H.1.4. Sing expressively a variety of vocal literature, utilizing dynamic contrasts, phrasing that fits the musical work, a variety of articulations, and a style appropriate to the piece being sung.
H.1.5. Sing an independent vocal part while maintaining a balance of volume and a blend of vocal quality with other members of the ensemble.
H.1.6. Follow the cues of a conductor.
H.1.7. Sing musical works arranged for a variety of voicings, such as SSATBB or SSAATTBB.
IN.H.2. Music: Playing an instrument alone and with others: Students play by ear simple melodies or accompaniments on an instrument.
H.2.1. Echo melodic, rhythmic or harmonic patterns.
H.2.2. Play a rhythmic or melodic instrument, maintaining tempo, balancing the sound with the rest of the ensemble, and following the conductor.
H.2.3. Perform on an instrument with appropriate posture, playing positions, and control of breath, bow, stick, or fingers.
H.2.4. Play accurately and in tune while maintaining a steady tempo and following the director.
H.2.5. Maintain an independent instrumental part while others play different parts.
H.2.6. Play expressively, incorporating appropriate contrasts of dynamics, phrasing, and articulations in the style of the music being performed.
H.2.7. Students participate in chamber music ensembles and perform exemplary literature of a professional level.
IN.H.3. Music: Reading, notating and interpreting music: Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
H.3.1. Name and explain the meaning of symbols found on a musical score.
H.3.2. Demonstrate the correct use of musical terminology when discussing music.
H.3.3. Accurately perform a musical score by observing all symbols pertaining to pitch, rhythm, dynamics, tempo, articulation, and expressive details.
H.3.4. Read and perform musical excerpts never before seen, in the necessary clefs, in major and minor keys.
H.3.5. Notate rhythms and melodies in simple and compound meters.
H.3.6. Read and accurately perform the contents of a full musical score of four or more staves, demonstrating accurate counting of rhythms, pitch identification, and symbols for articulation or expression.
H.3.7. Accurately interpret nonstandard notation symbols used by some contemporary composers.
IN.H.4. Music: Improvising melodies and accompaniments: Students improvise stylistically appropriate melodies or harmonies.
H.4.1. Create a melody that is compatible with a given chord progression.
H.4.2. Create a harmony for a given melody.
H.4.3. Embellish a melody by means of adding notes or by varying a portion of the rhythmic structure of the melody.
H.4.4. Upon hearing a series of chords being played, invent a melody that will match the chords and the style in which they are being played.
H.4.5. Create a harmony part or chord progression for melodies in styles from various musical eras or cultural traditions.
IN.H.5. Music: Composing and arranging music within specified guidelines: Students compose music creatively and expressively, using elements of music as they do so.
H.5.1. Create short musical works, with assistance by the instructor as needed, to convey an original idea.
H.5.2. Arrange a piece of music or a song in a different manner than originally written.
H.5.3. Create an original composition that skillfully utilizes melodic, harmonic, rhythmic, and formal properties found in exemplary musical works.
H.5.4. Arrange a known work in a new way, using appropriate interpretive effects, and articulations so that the expressive content of the work is preserved.
H.5.5. Compose a work using more than one type of voice or instrument, in a way that fits the range of capabilities for each instrument.
IN.H.6. Music: Listening to, analyzing, and describing music: Students identify basic music forms when heard. They also demonstrate knowledge of vocal and instrumental sounds from different cultures. Students describe specific music events in a given aural example, using appropriate terminology that demonstrates knowledge of the technical vocabulary of music.
H.6.1. Identify musical forms such as AB, ABA, rondo, fugue, or theme and variations when heard.
H.6.2. Use the correct terms when describing events, musical devices, or instruments used within an example from a musical work.
H.6.3. Compare and contrast music of different styles, genres, and time-periods.
H.6.4. Listen to two recordings of a choral work being learned and compare similarities and differences in tempo, dynamic levels, tone quality, and use of accents or articulations for purposes of expression.
H.6.5. Identify compositional devices and musical events heard in choral works being studied, such as cadences, tempo, points of tension and release, and changes of key.
H.6.6. Describe in musical terms the unique features of a choral work.
H.6.7. Identify and describe similar use of formal devices such as key relations, repetition, augmentation and diminution found in choral works including the mass, oratorio, opera chorus, or song cycle.
H.6.8. Compare two performances of a piece being learned and discuss differences in choices of tempo, dynamic variety, balance of instruments, and uses of expressive features.
H.6.9. Describe the musical and compositional features of a piece being studied, including its orchestration, use of various instruments for effect, and use of melodic, rhythmic, and harmonic elements within the work.
H.6.10. Describe in musical terms the unique features of an instrumental work.
H.6.11. Identify and describe similar formal devices as multiple examples of one genre such as string quartet, symphony, serenade, march, tone poem, or suite are heard.
IN.H.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: All Courses: Students describe similarities among different disciplines and the arts. They describe similarities among different art forms across cultures.
H.7.1. Compare and contrast the processes of analysis, inquiry, and creativity used in the arts to their use in other subject areas such as mathematics, literature, and the physical or social.
H.7.2. Compare and contrast artistic processes and principles as they are used within two or more fine arts areas.
H.7.3. List several skills learned in ensembles and relate them to those skills needed in areas such as the work force, church or community group, and other school groups.
H.7.4. Analyze another art form for its use of form, texture, contrast, or use of thematic material, and compare it to a similar analysis of a work of music.
H.7.5. Explain how the roles of creators, performers, and others involved in the arts resemble and differ from one another in the various arts disciplines.
IN.H.8. Music: Understanding music in relation to history and culture: All Courses: Students classify by historical context, genre, and style a varied body of exemplary musical works. They identify sources of American music genres and identify various roles that musicians perform within the surrounding culture. Students also identify the uses of music in daily life as well as within various eras.
H.8.1. Upon hearing works that have been studied, name the genre (such as 'opera'), style, (such as Classical or Jazz) and historical background (period in history, country, and culture) for each, including the composer.
H.8.2. Describe the origins and development of American genres such as jazz, the Broadway musical, and rock music, including well-known composers and performers within each genre.
H.8.3. Create a character by combining, modifying, or adapting various observations.
H.8.4. Improvise a sustainable, original scene with believable characters in recognizable situations.
IN.H.9. Music: Evaluating music and music performances: Students define the concept of musical quality. They evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. Students also demonstrate understanding of the importance of appropriate concert behavior.
H.9.1. Document and create a theatre arts career plan based on a portfolio and investigation of educational possibilities.
H.9.2. Develop a plan for employment or further education through audition, interview, or presentation of a portfolio.
H.9.3. Take part in a class discussion of appropriate concert behavior, attend a concert, and evaluate your own behavior as well as that of the audience.
H.9.4. Apply specific criteria for musical quality to your personal participation in music.
IN.H.1. Visual Arts (Proficient): Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, environmental, technological, and economic issues.
H.1.1. Identify connections between major world events and issues and the ways artists have responded to these through their work.
H.1.2. Identify function and how it relates to the history, aesthetics, and culture of the work.
H.1.3. Identify iconography in an artist's work or a body of work and analyze the meaning.
IN.H.2. Visual Arts (Proficient): Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand how art developed over time.
H.2.1. Recognize works of art and identify them by artist, period, style, and geographic location.
H.2.2. Identify characteristics of style in the work of an artist or movement and describe how style is influenced by the culture and time.
H.2.3. Identify works from major movements and time-periods and place them upon a time line.
IN.H.3. Visual Arts (Proficient): Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
H.3.1. Analyze the effective use of symbols, elements, principles, and media in works of art.
H.3.2. Construct well-supported interpretations of works of art using problem solving and critical inquiry (reflecting on various interpretations, evidence presented in the work, and its cultural context).
H.3.3. Use appropriate art terminology when discussing their own works and the works of others.
IN.H.4. Visual Arts (Proficient): Responding to Arts: Criticism: Students identify and apply standards to make informed judgments about art.
H.4.1. Examine established criteria and develop personal criteria for determining excellence in the work.
H.4.2. Demonstrate the ability to make informed about the characteristics, functions, meaning, and purposes of art and artifacts, and defend these judgments
IN.H.5. Visual Arts (Proficient): Responding to Art: Aesthetics: Students reflect on the nature of art and aesthetic issues concerning the meaning and significance of art.
H.5.1. Identify subtle problems in works of art, form theories about these works, and evaluate alternative hypotheses.
H.5.2. Engage in philosophical inquiry into the nature of art or aesthetic issues alone or with others.
IN.H.6. Visual Arts (Proficient): Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
H.6.1. Identify and apply theories of art when making informed judgments about works of art.
H.6.2. Listen to and read alternative responses to works of art from peers, artists, and philosophers.
H.6.3. Analyze the views of an aesthetician.
IN.H.7. Visual Arts (Proficient): Creating Art: Production: Students observe, select, and use a range of subject matter, symbols, and ideas.
H.7.1. Demonstrate skill in observation from real life (not photographs or flat imagery) to present convincing, accurately rendered objects or subject matter.
H.7.2. Make informed choices about specific subject matter or concepts and defend those choices when given a range of objects or spaces.
H.7.3. Identify the origin, function, and meaning of symbols used in their work.
IN.H.8. Visual Arts (Proficient): Creating Art: Production: Students understand and apply elements and principles of design effectively.
H.8.1. Evaluate the effectiveness of elements and principles in works of art and use this evaluation to inform their own work.
H.8.2. Create works of art that use specific principles to solve visual problems.
IN.H.9. Visual Arts (Proficient): Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
H.9.1. Create artworks that demonstrate skill and understanding of different media, processes, and techniques.
IN.H.10. Visual Arts (Proficient): Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences on one's individual growth and critical aesthetic.
H.10.2. Identify service opportunities for supporting theatre in the community and become actively involved.
H.10.3. Demonstrate respect for one's own work and the work of others.
IN.H.11. Visual Arts (Proficient): Careers and Community: Students recognize a variety of art-related professions and careers in our society.
H.11.1. Associate the creative and analytical principles and techniques of theatre with other disciplines.
H.11.2. Integrate disciplines to create works (scenes, debates, critiques, or journals) that persuasively communicate in-depth knowledge and understanding of a concept.
IN.H.12. Visual Arts (Proficient): Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
H.12.1. Synthesize the creative and analytical principles, themes, and techniques of theatre and other art forms.
H.12.2. Create works that integrate media, processes, and concepts of other art forms to persuasively convey comprehensive knowledge gained through integration.
H.12.3. Know the responsibilities of and the need for individual art patrons in the community.
IN.H.13. Visual Arts (Proficient): Integrated Studies: Students identify and make connections between students' knowledge and skill in art and all other subject areas including humanities, sciences, and technology.
H.13.1. Compare characteristics of visual arts within a particular historical period or style with similar ideas, issues, or themes in other disciplines.
H.13.2. Demonstrate ability to create works (such as artwork, debates, critiques, or journals) that communicate in-depth knowledge gained through the power of integrated study.
IN.H.14. Visual Arts (Proficient): Integrated Studies: Students understand the ways art forms (visual arts, dance, music, theater, and media arts) are related to each other.
H.14.1. Compare the materials, technologies, media, and processes of the visual arts with those of dance, music, media arts, or theater.
H.14.2. Demonstrate the ability to create works that integrate media, processes, concepts, or sign systems (i.e., sound images or words) of other art forms.
IN.H.1. Visual Arts (Advanced): Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, environmental, technological, and economic issues.
H.1.1. Hypothesize about future developments in the arts based on current political, economic, technological, environmental, and historical trends.
H.1.2. Compare works of art for function and identify relationships in terms of history, aesthetics, and culture.
H.1.3. Analyze how forms and icons have been borrowed and modified through the ages.
IN.H.2. Visual Arts (Advanced): Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand how art developed over time.
H.2.1. Analyze common characteristics of works of art and artifacts across time and among cultural groups to analyze and identify influences.
H.2.2. Assign works to time-periods or movements based upon style.
H.2.3. Analyze issues related to chronology and discuss or debate these issues in relation to historical perspective.
IN.H.3. Visual Arts (Advanced): Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
H.3.1. Analyze how the visual organization of the work affects the communication of ideas and suggest alternatives.
H.3.2. Construct insightful, convincing interpretations of works of art by identifying problematic features, forming theories, and evaluating alternative theories.
H.3.3. Use appropriate art terminology when discussing their own works and the works of others.
IN.H.4. Visual Arts (Advanced): Responding to Arts: Criticism: Students identify and apply standards to make informed judgments about art.
H.4.1. Compare and contrast statements about a work of art from people in the art world (historians, critics, artists, curators) with personal criteria.
H.4.2. Demonstrate the ability to make convincing, informed judgments about the characteristics, functions, meaning, and purposes of art and artifacts, and present well-supported defenses of these judgments.
IN.H.5. Visual Arts (Advanced): Responding to Art: Aesthetics: Students reflect on the nature of art and aesthetic issues concerning the meaning and significance of art.
H.5.1. Demonstrate reflection and sustained attention to complex problems in works of art by articulating well-supported hypotheses and judging the adequacy of other hypotheses.
H.5.2. Engage in philosophical inquiry into the nature of art or aesthetic issues alone or with others.
IN.H.6. Visual Arts (Advanced): Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
H.6.1. Identify works of art that are not congruent with established art theories, and explore other theories that could explain them.
H.6.2. Research puzzling works of art that challenge one's personal artistic preferences and identify personal criteria for judging excellence in art.
H.6.3. Analyze and compare writings of aestheticians.
IN.H.7. Visual Arts (Advanced): Creating Art: Production: Students observe, select, and use a range of subject matter, symbols, and ideas.
H.7.1. Demonstrate skill in observation from real life (not photographs or flat imagery) to present convincing, accurately rendered objects or subject matter and demonstrate personal style.
H.7.2. Select subject matter, symbols, and ideas to communicate personal statements and describe the origin of symbols and why they are of value in artworks.
H.7.3. Borrow symbols from art and describe the origin, function, and value of these functions in their personal work.
IN.H.8. Visual Arts (Advanced): Creating Art: Production: Students understand and apply elements and principles of design effectively.
H.8.1. Create multiple solutions in works that demonstrate competence in producing effective relationships between elements, media, and function.
H.8.2. Create works that use specific elements, principles, and functions to solve problems and communicate ideas.
IN.H.9. Visual Arts (Advanced): Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
H.9.1. Begin, define, and solve challenging visual problems, demonstrating skill and in-depth understanding of media and processes.
IN.H.10. Visual Arts (Advanced): Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
H.10.1. Finalize an artistic idea by demonstrating fluency, flexibility, elaboration, and originality.
H.10.2. Initiate and define multiple solutions to visual arts problems by means of reflection, analysis, synthesis, and evaluation.
H.10.3. Demonstrate respect for one's own work and the work of others.
IN.H.11. Visual Arts (Advanced): Careers and Community: Students recognize a variety of art-related professions and careers in our society.
H.11.1. Document and create a visual arts career plan based on portfolio, shadowing of an artist, and an investigation of educational possibilities.
H.11.2. Develop and refine a portfolio based on critiques by oneself, teachers, peers, and through research.
IN.H.12. Visual Arts (Advanced): Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
H.12.1. Identify the knowledge and skills gained in art experiences that transfer to daily life.
H.12.2. Visit and critique art at local and state museums, exhibits, movie theaters, and other arts-related establishments and analyze the effect of these experiences upon daily life.
H.12.3. Identify service opportunities for supporting the arts in the community and become actively involved.
IN.H.13. Visual Arts (Advanced): Integrated Studies: Students identify and make connections between students' knowledge and skill in art and all other subject areas including humanities, sciences, and technology.
H.13.1. Synthesize the creative and analytical principles and techniques of the visual arts and selected other disciplines.
H.13.2. Demonstrate ability to create works (artwork, debates, critiques, or journals) that powerfully communicate in-depth knowledge and understanding of a concept through integrated study.
IN.H.14. Visual Arts (Advanced): Integrated Studies: Students understand the ways art forms (visual arts, dance, music, theater, and media arts) are related to each other.
H.14.1. Synthesize the creative and analytical principles, themes, and techniques of the visual arts and other disciplines.
H.14.2. Demonstrate the ability to create works that integrate media, processes, concepts or sign systems of other art forms in a way that powerfully communicates in-depth knowledge gained through integration.
IN.H.1. Theatre (Proficient): History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
H.1.1. Discover how our individual cultural experiences affect an artist's work in the theatre.
H.1.2. Compare how similar dramatic themes are treated from various cultures and periods.
IN.H.2. Theatre (Proficient): History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
H.2.1. Identify various dramatic forms, production practices, and theatrical traditions.
IN.H.3. Theatre (Proficient): Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
H.3.1. Articulate understanding of a play using elements of dramatic structure (plot, character, theme, language, music, and spectacle).
H.3.2. Analyze the central action of the play and discuss its cause and effect.
IN.H.4. Theatre (Proficient): Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
H.4.1. Evaluate how well the text or production met its intended objectives.
H.4.2. Evaluate the artistic choices of self and the collaborative efforts of peers in classroom dramatizations and formal productions and suggest constructive alternatives.
IN.H.5. Theatre (Proficient): Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
H.5.1. Construct social meanings from classroom dramatizations and formal productions from a variety of cultures and historical periods and relate these to current personal, national, and international issues.
IN.H.6. Theatre (Proficient): Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
H.6.1. Construct imaginative scripts and collaborate with actors to refine scripts so that the story and meaning are conveyed to an audience.
IN.H.7. Theatre (Proficient): Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
H.7.1. Respond to an existing play and translate that response into viable design elements (lights, sound, set, costume, makeup).
IN.H.8. Theatre (Proficient): Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
H.8.1. Recognize and develop the voice and body as the actor's primary instruments.
H.8.2. Analyze a script to discover the clues about inner life of a character.
H.8.3. Utilize observation as a tool in the process of creating a character.
H.8.4. Build characters and portray situations through improvisation.
IN.H.9. Theatre (Proficient): Careers and Community: Students recognize a variety of theatrical careers.
H.9.1. Identify connections between theatre arts education and potential job opportunities in the community.
H.9.2. Identify criteria for admission into various theatre-related professions.
IN.H.10. Theatre (Proficient): Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences.
H.10.2. Recognize the responsibilities and the importance of individual theatre patrons in the community.
IN.H.11. Theatre (Proficient): Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
H.11.1. Compare characteristics of theatre within a particular historical period or style with similar ideas, issues, or themes in other disciplines.
H.11.2. Create works (scenes, debates, critiques, or journals) that demonstrate knowledge of other disciplines through theatre activities.
IN.H.12. Theatre (Proficient): Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
H.12.1. Compare the materials, technologies, media, and processes of theatre with those of dance, music, or visual arts.
H.12.2. Create works that integrate media, processes, and concepts of other art forms.
IN.H.1. Theatre (Advanced): History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
H.1.1. Analyze the ways our individual cultural experiences impact our work in the theatre.
H.1.2. Create informal performances which reveal universal, cross-cultural issues and themes.
IN.H.2. Theatre (Advanced): History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
H.2.1. Adapt various dramatic forms, production practices, and theatrical traditions across cultures and historical periods to contemporary theatre.
IN.H.3. Theatre (Advanced): Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
H.3.1. Differentiate dramatic works in terms of their form and style, such as Greek Tragedy, French Neoclassical, Theatre of the Absurd, and others.
H.3.2. Analyze the way in which the theme or meaning of a play represents a view or comment on life, using textual evidence to support the claim.
IN.H.4. Theatre (Advanced): Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
H.4.1. Evaluate how well the text or production succeeded based on a developed set of personal aesthetic criteria.
H.4.2. Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to realize further development of the work.
IN.H.5. Theatre (Advanced): Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
H.5.1. Support emotional and intellectual responses to a variety of classroom, traditional, and non-traditional performances and articulate an individual point of view.
IN.H.6. Theatre (Advanced): Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
H.6.1. Synthesizing research of a given period or historical event, create an original monologue or script that includes original characters with unique dialogue that motivates action.
IN.H.7. Theatre (Advanced): Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
H.7.1. Formulate a design concept from an existing play that reflects an apt interpretation of its text, style, and atmosphere.
IN.H.8. Theatre (Advanced): Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
H.8.1. Convey character through specific physical and vocal choices.
H.8.2. Employ a careful process of script analysis in the creation of a character.
H.8.3. Create a character by combining, modifying, or adapting various observations.
H.8.4. Improvise a sustainable, original scene with believable characters in recognizable situations.
IN.H.9. Theatre (Advanced): Careers and Community: Students recognize a variety of theatrical careers.
H.9.1. Document and create a theatre arts career plan based on a portfolio and investigation of educational possibilities.
H.9.2. Develop a plan for employment or further education through audition, interview, or presentation of a portfolio.
IN.H.10. Theatre (Advanced): Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences on one's individual growth and critical aesthetic.
H.10.2. Identify service opportunities for supporting theatre in the community and become actively involved.
IN.H.11. Theatre (Advanced): Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
H.11.1. Associate the creative and analytical principles and techniques of theatre with other disciplines.
H.11.2. Integrate disciplines to create works (scenes, debates, critiques, or journals) that persuasively communicate in-depth knowledge and understanding of a concept.
IN.H.12. Theatre (Advanced): Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
H.12.1. Synthesize the creative and analytical principles, themes, and techniques of theatre and other art forms.
H.12.2. Create works that integrate media, processes, and concepts of other art forms to persuasively convey comprehensive knowledge gained through integration.
IN.H.1. Dance (Proficient): Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
H.1.1. Analyze the ways our individual cultural experiences impact our work in the theatre.
H.1.2. Create informal performances which reveal universal, cross-cultural issues and themes.
H.1.3. Perform complex, lengthy combinations and variations with technical skill in a broad dynamic range.
H.1.4. Perform complex, lengthy combinations and variations with technical skill and with attention to musical nuances.
H.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness, spatial awareness, force components, and time components.
H.1.6. Demonstrate the ability to quickly learn and retain complex, lengthy movement combinations and variations.
IN.H.2. Dance (Proficient): Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
H.2.1. Adapt various dramatic forms, production practices, and theatrical traditions across cultures and historical periods to contemporary theatre.
H.2.2. Demonstrate understanding and application of choreographic processes by creating solo or group dances.
H.2.3. Demonstrate understanding and application of choreographic structures or forms, through examining and defining the movement content in a dance.
IN.H.3. Dance (Proficient): Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
H.3.1. Differentiate dramatic works in terms of their form and style, such as Greek Tragedy, French Neoclassical, Theatre of the Absurd, and others.
H.3.2. Analyze the way in which the theme or meaning of a play represents a view or comment on life, using textual evidence to support the claim.
H.3.3. Create and present a completed dance work based on abstract movement.
IN.H.4. Dance (Proficient): Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
H.4.1. Evaluate how well the text or production succeeded based on a developed set of personal aesthetic criteria.
H.4.2. Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to realize further development of the work.
H.4.3. Refine and clarify personal aesthetic criteria for evaluating the art of dance.
IN.H.5. Dance (Proficient): Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
H.5.1. Support emotional and intellectual responses to a variety of classroom, traditional, and non-traditional performances and articulate an individual point of view.
H.5.2. Research the development of dance in various cultures throughout history, and demonstrate understanding through a presentation to the class.
IN.H.6. Dance (Proficient): Healthy Practices: Students demonstrate connections between dance and healthy living.
H.6.1. Synthesizing research of a given period or historical event, create an original monologue or script that includes original characters with unique dialogue that motivates action.
H.6.2. Demonstrate, through practice, a healthy diet for peak athletic dance performance.
H.6.3. Demonstrate knowledge of anatomy for injury prevention.
IN.H.7. Dance (Proficient): Integration: Students integrate dance with the other arts and disciplines outside the arts.
H.7.1. Formulate a design concept from an existing play that reflects an apt interpretation of its text, style, and atmosphere.
H.7.2. Create, analyze, and document an integrated dance project based on curricular subject matter such as psychology, physics, geometry, literature, or history.
IN.H.8. Dance (Proficient): Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
H.8.1. Convey character through specific physical and vocal choices.
H.8.2. Employ a careful process of script analysis in the creation of a character.
IN.H.1. Dance (Advanced): Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
H.1.1. Demonstrate a high level of consistency and reliability in performing technical dance steps and movements from two different styles or traditions.
H.1.2. Accurately demonstrate spatial awareness and pathways in the classroom.
H.1.3. Perform complex, lengthy combinations and variations with technical skill in a broad dynamic range.
H.1.4. Perform complex, lengthy combinations and variations with technical skill and with attention to musical nuances.
H.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness, spatial awareness, force components, and time components.
H.1.6. Demonstrate the ability to quickly learn and retain complex, lengthy movement combinations and variations.
IN.H.2. Dance (Advanced): Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
H.2.1. Demonstrate understanding and application of choreographic principles by creating solo or group dances.
H.2.2. Demonstrate understanding and application of choreographic processes by creating solo or group dances.
H.2.3. Demonstrate understanding and application of choreographic structures or forms, through examining and defining the movement content in a dance.
IN.H.3. Dance (Advanced): Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
H.3.1. Create, present, and explain a dance composition utilizing larger social issues.
H.3.2. Demonstrate the knowledge of theatrical elements through the creation of a dance piece utilizing costumes, lighting, props, and scenery to enhance its interpretation.
H.3.3. Create and present a completed dance work based on abstract movement.
IN.H.4. Dance (Advanced): Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
H.4.1. Develop and maintain a weekly journal of dance experiences that reflects and evaluates self-progression.
H.4.2. Evaluate the art of dance using established and personal aesthetic criteria.
H.4.3. Refine and clarify personal aesthetic criteria for evaluating the art of dance.
IN.H.5. Dance (Advanced): Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
H.5.1. Evaluate and document the role of dance in history.
H.5.2. Research the development of dance in various cultures throughout history, and demonstrate understanding through a presentation to the class.
IN.H.6. Dance (Advanced): Healthy Practices: Students demonstrate connections between dance and healthy living.
H.6.1. Demonstrate an understanding of performance psychology relating to dance.
H.6.2. Demonstrate, through practice, a healthy diet for peak athletic dance performance.
H.6.3. Demonstrate knowledge of anatomy for injury prevention.
IN.H.7. Dance (Advanced): Integration: Students integrate dance with the other arts and disciplines outside the arts.
H.7.1. Create and present a dance that integrates various art forms (visual art, music, theatre).
H.7.2. Create, analyze, and document an integrated dance project based on curricular subject matter such as psychology, physics, geometry, literature, or history.
IN.H.8. Dance (Advanced): Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
H.8.1. Through active participation, support local dance events and communicate the value of dance on both regional and national levels.
H.8.2. Demonstrate a thorough understanding of potential careers in dance.
IN.H.1. Music: Singing alone and with others: Students identify vocal characteristics. They sing a varied repertoire of vocal literature.
H.1.1. Describe various aspects of vocal sounds, including different vocal ranges and the desirable or undesirable aspects of vocal quality.
H.1.2. Sing songs or song excerpts in a style appropriate to each.
H.1.3. Sing alone or with a group, on pitch and in tempo, with clear diction, consistent breath control, and appropriate posture for singing.
H.1.4. Sing expressively a variety of vocal literature, utilizing dynamic contrasts, phrasing that fits the musical work, a variety of articulations, and a style appropriate to the piece being sung.
H.1.5. Sing an independent vocal part while maintaining a balance of volume and a blend of vocal quality with other members of the ensemble.
H.1.6. Follow the cues of a conductor.
H.1.7. Sing musical works arranged for a variety of voicings, such as SSATBB or SSAATTBB.
IN.H.2. Music: Playing an instrument alone and with others: Students play by ear simple melodies or accompaniments on an instrument.
H.2.1. Echo melodic, rhythmic or harmonic patterns.
H.2.2. Play a rhythmic or melodic instrument, maintaining tempo, balancing the sound with the rest of the ensemble, and following the conductor.
H.2.3. Perform on an instrument with appropriate posture, playing positions, and control of breath, bow, stick, or fingers.
H.2.4. Play accurately and in tune while maintaining a steady tempo and following the director.
H.2.5. Maintain an independent instrumental part while others play different parts.
H.2.6. Play expressively, incorporating appropriate contrasts of dynamics, phrasing, and articulations in the style of the music being performed.
H.2.7. Students participate in chamber music ensembles and perform exemplary literature of a professional level.
IN.H.3. Music: Reading, notating and interpreting music: Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
H.3.1. Name and explain the meaning of symbols found on a musical score.
H.3.2. Demonstrate the correct use of musical terminology when discussing music.
H.3.3. Accurately perform a musical score by observing all symbols pertaining to pitch, rhythm, dynamics, tempo, articulation, and expressive details.
H.3.4. Read and perform musical excerpts never before seen, in the necessary clefs, in major and minor keys.
H.3.5. Notate rhythms and melodies in simple and compound meters.
H.3.6. Read and accurately perform the contents of a full musical score of four or more staves, demonstrating accurate counting of rhythms, pitch identification, and symbols for articulation or expression.
H.3.7. Accurately interpret nonstandard notation symbols used by some contemporary composers.
IN.H.4. Music: Improvising melodies and accompaniments: Students improvise stylistically appropriate melodies or harmonies.
H.4.1. Create a melody that is compatible with a given chord progression.
H.4.2. Create a harmony for a given melody.
H.4.3. Embellish a melody by means of adding notes or by varying a portion of the rhythmic structure of the melody.
H.4.4. Upon hearing a series of chords being played, invent a melody that will match the chords and the style in which they are being played.
H.4.5. Create a harmony part or chord progression for melodies in styles from various musical eras or cultural traditions.
IN.H.5. Music: Composing and arranging music within specified guidelines: Students compose music creatively and expressively, using elements of music as they do so.
H.5.1. Create short musical works, with assistance by the instructor as needed, to convey an original idea.
H.5.2. Arrange a piece of music or a song in a different manner than originally written.
H.5.3. Create an original composition that skillfully utilizes melodic, harmonic, rhythmic, and formal properties found in exemplary musical works.
H.5.4. Arrange a known work in a new way, using appropriate interpretive effects, and articulations so that the expressive content of the work is preserved.
H.5.5. Compose a work using more than one type of voice or instrument, in a way that fits the range of capabilities for each instrument.
IN.H.6. Music: Listening to, analyzing, and describing music: Students identify basic music forms when heard. They also demonstrate knowledge of vocal and instrumental sounds from different cultures. Students describe specific music events in a given aural example, using appropriate terminology that demonstrates knowledge of the technical vocabulary of music.
H.6.1. Identify musical forms such as AB, ABA, rondo, fugue, or theme and variations when heard.
H.6.2. Use the correct terms when describing events, musical devices, or instruments used within an example from a musical work.
H.6.3. Compare and contrast music of different styles, genres, and time-periods.
H.6.4. Listen to two recordings of a choral work being learned and compare similarities and differences in tempo, dynamic levels, tone quality, and use of accents or articulations for purposes of expression.
H.6.5. Identify compositional devices and musical events heard in choral works being studied, such as cadences, tempo, points of tension and release, and changes of key.
H.6.6. Describe in musical terms the unique features of a choral work.
H.6.7. Identify and describe similar use of formal devices such as key relations, repetition, augmentation and diminution found in choral works including the mass, oratorio, opera chorus, or song cycle.
H.6.8. Compare two performances of a piece being learned and discuss differences in choices of tempo, dynamic variety, balance of instruments, and uses of expressive features.
H.6.9. Describe the musical and compositional features of a piece being studied, including its orchestration, use of various instruments for effect, and use of melodic, rhythmic, and harmonic elements within the work.
H.6.10. Describe in musical terms the unique features of an instrumental work.
H.6.11. Identify and describe similar formal devices as multiple examples of one genre such as string quartet, symphony, serenade, march, tone poem, or suite are heard.
IN.H.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: All Courses: Students describe similarities among different disciplines and the arts. They describe similarities among different art forms across cultures.
H.7.1. Compare and contrast the processes of analysis, inquiry, and creativity used in the arts to their use in other subject areas such as mathematics, literature, and the physical or social.
H.7.2. Compare and contrast artistic processes and principles as they are used within two or more fine arts areas.
H.7.3. List several skills learned in ensembles and relate them to those skills needed in areas such as the work force, church or community group, and other school groups.
H.7.4. Analyze another art form for its use of form, texture, contrast, or use of thematic material, and compare it to a similar analysis of a work of music.
H.7.5. Explain how the roles of creators, performers, and others involved in the arts resemble and differ from one another in the various arts disciplines.
IN.H.8. Music: Understanding music in relation to history and culture: All Courses: Students classify by historical context, genre, and style a varied body of exemplary musical works. They identify sources of American music genres and identify various roles that musicians perform within the surrounding culture. Students also identify the uses of music in daily life as well as within various eras.
H.8.1. Upon hearing works that have been studied, name the genre (such as 'opera'), style, (such as Classical or Jazz) and historical background (period in history, country, and culture) for each, including the composer.
H.8.2. Describe the origins and development of American genres such as jazz, the Broadway musical, and rock music, including well-known composers and performers within each genre.
H.8.3. Create a character by combining, modifying, or adapting various observations.
H.8.4. Improvise a sustainable, original scene with believable characters in recognizable situations.
IN.H.9. Music: Evaluating music and music performances: Students define the concept of musical quality. They evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. Students also demonstrate understanding of the importance of appropriate concert behavior.
H.9.1. Document and create a theatre arts career plan based on a portfolio and investigation of educational possibilities.
H.9.2. Develop a plan for employment or further education through audition, interview, or presentation of a portfolio.
H.9.3. Take part in a class discussion of appropriate concert behavior, attend a concert, and evaluate your own behavior as well as that of the audience.
H.9.4. Apply specific criteria for musical quality to your personal participation in music.
IN.H.1. Visual Arts (Proficient): Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, environmental, technological, and economic issues.
H.1.1. Identify connections between major world events and issues and the ways artists have responded to these through their work.
H.1.2. Identify function and how it relates to the history, aesthetics, and culture of the work.
H.1.3. Identify iconography in an artist's work or a body of work and analyze the meaning.
IN.H.2. Visual Arts (Proficient): Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand how art developed over time.
H.2.1. Recognize works of art and identify them by artist, period, style, and geographic location.
H.2.2. Identify characteristics of style in the work of an artist or movement and describe how style is influenced by the culture and time.
H.2.3. Identify works from major movements and time-periods and place them upon a time line.
IN.H.3. Visual Arts (Proficient): Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
H.3.1. Analyze the effective use of symbols, elements, principles, and media in works of art.
H.3.2. Construct well-supported interpretations of works of art using problem solving and critical inquiry (reflecting on various interpretations, evidence presented in the work, and its cultural context).
H.3.3. Use appropriate art terminology when discussing their own works and the works of others.
IN.H.4. Visual Arts (Proficient): Responding to Arts: Criticism: Students identify and apply standards to make informed judgments about art.
H.4.1. Examine established criteria and develop personal criteria for determining excellence in the work.
H.4.2. Demonstrate the ability to make informed about the characteristics, functions, meaning, and purposes of art and artifacts, and defend these judgments
IN.H.5. Visual Arts (Proficient): Responding to Art: Aesthetics: Students reflect on the nature of art and aesthetic issues concerning the meaning and significance of art.
H.5.1. Identify subtle problems in works of art, form theories about these works, and evaluate alternative hypotheses.
H.5.2. Engage in philosophical inquiry into the nature of art or aesthetic issues alone or with others.
IN.H.6. Visual Arts (Proficient): Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
H.6.1. Identify and apply theories of art when making informed judgments about works of art.
H.6.2. Listen to and read alternative responses to works of art from peers, artists, and philosophers.
H.6.3. Analyze the views of an aesthetician.
IN.H.7. Visual Arts (Proficient): Creating Art: Production: Students observe, select, and use a range of subject matter, symbols, and ideas.
H.7.1. Demonstrate skill in observation from real life (not photographs or flat imagery) to present convincing, accurately rendered objects or subject matter.
H.7.2. Make informed choices about specific subject matter or concepts and defend those choices when given a range of objects or spaces.
H.7.3. Identify the origin, function, and meaning of symbols used in their work.
IN.H.8. Visual Arts (Proficient): Creating Art: Production: Students understand and apply elements and principles of design effectively.
H.8.1. Evaluate the effectiveness of elements and principles in works of art and use this evaluation to inform their own work.
H.8.2. Create works of art that use specific principles to solve visual problems.
IN.H.9. Visual Arts (Proficient): Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
H.9.1. Create artworks that demonstrate skill and understanding of different media, processes, and techniques.
IN.H.10. Visual Arts (Proficient): Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences on one's individual growth and critical aesthetic.
H.10.2. Identify service opportunities for supporting theatre in the community and become actively involved.
H.10.3. Demonstrate respect for one's own work and the work of others.
IN.H.11. Visual Arts (Proficient): Careers and Community: Students recognize a variety of art-related professions and careers in our society.
H.11.1. Associate the creative and analytical principles and techniques of theatre with other disciplines.
H.11.2. Integrate disciplines to create works (scenes, debates, critiques, or journals) that persuasively communicate in-depth knowledge and understanding of a concept.
IN.H.12. Visual Arts (Proficient): Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
H.12.1. Synthesize the creative and analytical principles, themes, and techniques of theatre and other art forms.
H.12.2. Create works that integrate media, processes, and concepts of other art forms to persuasively convey comprehensive knowledge gained through integration.
H.12.3. Know the responsibilities of and the need for individual art patrons in the community.
IN.H.13. Visual Arts (Proficient): Integrated Studies: Students identify and make connections between students' knowledge and skill in art and all other subject areas including humanities, sciences, and technology.
H.13.1. Compare characteristics of visual arts within a particular historical period or style with similar ideas, issues, or themes in other disciplines.
H.13.2. Demonstrate ability to create works (such as artwork, debates, critiques, or journals) that communicate in-depth knowledge gained through the power of integrated study.
IN.H.14. Visual Arts (Proficient): Integrated Studies: Students understand the ways art forms (visual arts, dance, music, theater, and media arts) are related to each other.
H.14.1. Compare the materials, technologies, media, and processes of the visual arts with those of dance, music, media arts, or theater.
H.14.2. Demonstrate the ability to create works that integrate media, processes, concepts, or sign systems (i.e., sound images or words) of other art forms.
IN.H.1. Visual Arts (Advanced): Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, environmental, technological, and economic issues.
H.1.1. Hypothesize about future developments in the arts based on current political, economic, technological, environmental, and historical trends.
H.1.2. Compare works of art for function and identify relationships in terms of history, aesthetics, and culture.
H.1.3. Analyze how forms and icons have been borrowed and modified through the ages.
IN.H.2. Visual Arts (Advanced): Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand how art developed over time.
H.2.1. Analyze common characteristics of works of art and artifacts across time and among cultural groups to analyze and identify influences.
H.2.2. Assign works to time-periods or movements based upon style.
H.2.3. Analyze issues related to chronology and discuss or debate these issues in relation to historical perspective.
IN.H.3. Visual Arts (Advanced): Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.
H.3.1. Analyze how the visual organization of the work affects the communication of ideas and suggest alternatives.
H.3.2. Construct insightful, convincing interpretations of works of art by identifying problematic features, forming theories, and evaluating alternative theories.
H.3.3. Use appropriate art terminology when discussing their own works and the works of others.
IN.H.4. Visual Arts (Advanced): Responding to Arts: Criticism: Students identify and apply standards to make informed judgments about art.
H.4.1. Compare and contrast statements about a work of art from people in the art world (historians, critics, artists, curators) with personal criteria.
H.4.2. Demonstrate the ability to make convincing, informed judgments about the characteristics, functions, meaning, and purposes of art and artifacts, and present well-supported defenses of these judgments.
IN.H.5. Visual Arts (Advanced): Responding to Art: Aesthetics: Students reflect on the nature of art and aesthetic issues concerning the meaning and significance of art.
H.5.1. Demonstrate reflection and sustained attention to complex problems in works of art by articulating well-supported hypotheses and judging the adequacy of other hypotheses.
H.5.2. Engage in philosophical inquiry into the nature of art or aesthetic issues alone or with others.
IN.H.6. Visual Arts (Advanced): Responding to Art: Aesthetics: Students theorize about art and make informed judgments.
H.6.1. Identify works of art that are not congruent with established art theories, and explore other theories that could explain them.
H.6.2. Research puzzling works of art that challenge one's personal artistic preferences and identify personal criteria for judging excellence in art.
H.6.3. Analyze and compare writings of aestheticians.
IN.H.7. Visual Arts (Advanced): Creating Art: Production: Students observe, select, and use a range of subject matter, symbols, and ideas.
H.7.1. Demonstrate skill in observation from real life (not photographs or flat imagery) to present convincing, accurately rendered objects or subject matter and demonstrate personal style.
H.7.2. Select subject matter, symbols, and ideas to communicate personal statements and describe the origin of symbols and why they are of value in artworks.
H.7.3. Borrow symbols from art and describe the origin, function, and value of these functions in their personal work.
IN.H.8. Visual Arts (Advanced): Creating Art: Production: Students understand and apply elements and principles of design effectively.
H.8.1. Create multiple solutions in works that demonstrate competence in producing effective relationships between elements, media, and function.
H.8.2. Create works that use specific elements, principles, and functions to solve problems and communicate ideas.
IN.H.9. Visual Arts (Advanced): Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
H.9.1. Begin, define, and solve challenging visual problems, demonstrating skill and in-depth understanding of media and processes.
IN.H.10. Visual Arts (Advanced): Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
H.10.1. Finalize an artistic idea by demonstrating fluency, flexibility, elaboration, and originality.
H.10.2. Initiate and define multiple solutions to visual arts problems by means of reflection, analysis, synthesis, and evaluation.
H.10.3. Demonstrate respect for one's own work and the work of others.
IN.H.11. Visual Arts (Advanced): Careers and Community: Students recognize a variety of art-related professions and careers in our society.
H.11.1. Document and create a visual arts career plan based on portfolio, shadowing of an artist, and an investigation of educational possibilities.
H.11.2. Develop and refine a portfolio based on critiques by oneself, teachers, peers, and through research.
IN.H.12. Visual Arts (Advanced): Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
H.12.1. Identify the knowledge and skills gained in art experiences that transfer to daily life.
H.12.2. Visit and critique art at local and state museums, exhibits, movie theaters, and other arts-related establishments and analyze the effect of these experiences upon daily life.
H.12.3. Identify service opportunities for supporting the arts in the community and become actively involved.
IN.H.13. Visual Arts (Advanced): Integrated Studies: Students identify and make connections between students' knowledge and skill in art and all other subject areas including humanities, sciences, and technology.
H.13.1. Synthesize the creative and analytical principles and techniques of the visual arts and selected other disciplines.
H.13.2. Demonstrate ability to create works (artwork, debates, critiques, or journals) that powerfully communicate in-depth knowledge and understanding of a concept through integrated study.
IN.H.14. Visual Arts (Advanced): Integrated Studies: Students understand the ways art forms (visual arts, dance, music, theater, and media arts) are related to each other.
H.14.1. Synthesize the creative and analytical principles, themes, and techniques of the visual arts and other disciplines.
H.14.2. Demonstrate the ability to create works that integrate media, processes, concepts or sign systems of other art forms in a way that powerfully communicates in-depth knowledge gained through integration.
IN.H.1. Theatre (Proficient): History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
H.1.1. Discover how our individual cultural experiences affect an artist's work in the theatre.
H.1.2. Compare how similar dramatic themes are treated from various cultures and periods.
IN.H.2. Theatre (Proficient): History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
H.2.1. Identify various dramatic forms, production practices, and theatrical traditions.
IN.H.3. Theatre (Proficient): Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
H.3.1. Articulate understanding of a play using elements of dramatic structure (plot, character, theme, language, music, and spectacle).
H.3.2. Analyze the central action of the play and discuss its cause and effect.
IN.H.4. Theatre (Proficient): Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
H.4.1. Evaluate how well the text or production met its intended objectives.
H.4.2. Evaluate the artistic choices of self and the collaborative efforts of peers in classroom dramatizations and formal productions and suggest constructive alternatives.
IN.H.5. Theatre (Proficient): Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
H.5.1. Construct social meanings from classroom dramatizations and formal productions from a variety of cultures and historical periods and relate these to current personal, national, and international issues.
IN.H.6. Theatre (Proficient): Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
H.6.1. Construct imaginative scripts and collaborate with actors to refine scripts so that the story and meaning are conveyed to an audience.
IN.H.7. Theatre (Proficient): Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
H.7.1. Respond to an existing play and translate that response into viable design elements (lights, sound, set, costume, makeup).
IN.H.8. Theatre (Proficient): Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
H.8.1. Recognize and develop the voice and body as the actor's primary instruments.
H.8.2. Analyze a script to discover the clues about inner life of a character.
H.8.3. Utilize observation as a tool in the process of creating a character.
H.8.4. Build characters and portray situations through improvisation.
IN.H.9. Theatre (Proficient): Careers and Community: Students recognize a variety of theatrical careers.
H.9.1. Identify connections between theatre arts education and potential job opportunities in the community.
H.9.2. Identify criteria for admission into various theatre-related professions.
IN.H.10. Theatre (Proficient): Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences.
H.10.2. Recognize the responsibilities and the importance of individual theatre patrons in the community.
IN.H.11. Theatre (Proficient): Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
H.11.1. Compare characteristics of theatre within a particular historical period or style with similar ideas, issues, or themes in other disciplines.
H.11.2. Create works (scenes, debates, critiques, or journals) that demonstrate knowledge of other disciplines through theatre activities.
IN.H.12. Theatre (Proficient): Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
H.12.1. Compare the materials, technologies, media, and processes of theatre with those of dance, music, or visual arts.
H.12.2. Create works that integrate media, processes, and concepts of other art forms.
IN.H.1. Theatre (Advanced): History and Culture: Students understand the significance of theatre and its relationship to history and cultures.
H.1.1. Analyze the ways our individual cultural experiences impact our work in the theatre.
H.1.2. Create informal performances which reveal universal, cross-cultural issues and themes.
IN.H.2. Theatre (Advanced): History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.
H.2.1. Adapt various dramatic forms, production practices, and theatrical traditions across cultures and historical periods to contemporary theatre.
IN.H.3. Theatre (Advanced): Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.
H.3.1. Differentiate dramatic works in terms of their form and style, such as Greek Tragedy, French Neoclassical, Theatre of the Absurd, and others.
H.3.2. Analyze the way in which the theme or meaning of a play represents a view or comment on life, using textual evidence to support the claim.
IN.H.4. Theatre (Advanced): Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.
H.4.1. Evaluate how well the text or production succeeded based on a developed set of personal aesthetic criteria.
H.4.2. Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to realize further development of the work.
IN.H.5. Theatre (Advanced): Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.
H.5.1. Support emotional and intellectual responses to a variety of classroom, traditional, and non-traditional performances and articulate an individual point of view.
IN.H.6. Theatre (Advanced): Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.
H.6.1. Synthesizing research of a given period or historical event, create an original monologue or script that includes original characters with unique dialogue that motivates action.
IN.H.7. Theatre (Advanced): Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.
H.7.1. Formulate a design concept from an existing play that reflects an apt interpretation of its text, style, and atmosphere.
IN.H.8. Theatre (Advanced): Creative Process: Students develop acting skills through observation, improvisation, and script analysis.
H.8.1. Convey character through specific physical and vocal choices.
H.8.2. Employ a careful process of script analysis in the creation of a character.
H.8.3. Create a character by combining, modifying, or adapting various observations.
H.8.4. Improvise a sustainable, original scene with believable characters in recognizable situations.
IN.H.9. Theatre (Advanced): Careers and Community: Students recognize a variety of theatrical careers.
H.9.1. Document and create a theatre arts career plan based on a portfolio and investigation of educational possibilities.
H.9.2. Develop a plan for employment or further education through audition, interview, or presentation of a portfolio.
IN.H.10. Theatre (Advanced): Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
H.10.1. Attend and critique theatrical productions and analyze the effects of these experiences on one's individual growth and critical aesthetic.
H.10.2. Identify service opportunities for supporting theatre in the community and become actively involved.
IN.H.11. Theatre (Advanced): Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
H.11.1. Associate the creative and analytical principles and techniques of theatre with other disciplines.
H.11.2. Integrate disciplines to create works (scenes, debates, critiques, or journals) that persuasively communicate in-depth knowledge and understanding of a concept.
IN.H.12. Theatre (Advanced): Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
H.12.1. Synthesize the creative and analytical principles, themes, and techniques of theatre and other art forms.
H.12.2. Create works that integrate media, processes, and concepts of other art forms to persuasively convey comprehensive knowledge gained through integration.
1.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
1.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
1.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
1.4. Analysis, Culture, and History: Students reflect upon, evaluate, and analyze dance experiences.
1.5. Analysis, Culture, and History: Students understand and demonstrate dance from diverse cultures and historical periods.
1.6. Healthy Practices: Students demonstrate connections between dance and healthy living.
1.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.
1.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
1.9. Careers and Community: Students recognize a variety of theatrical careers.
1.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
1.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
1.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
2.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
2.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
2.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
2.4. Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
2.5. Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
2.6. Healthy Practices: Students demonstrate connections between dance and healthy living.
2.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.
2.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
2.9. Careers and Community: Students recognize a variety of theatrical careers.
2.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
2.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
2.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
3.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
3.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
3.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
3.4. Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
3.5. Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
3.6. Healthy Practices: Students demonstrate connections between dance and healthy living.
3.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.
3.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
3.9. Careers and Community: Students recognize a variety of theatrical careers.
3.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
3.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
3.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
4.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
4.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
4.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
4.4. Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
4.5. Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
4.6. Healthy Practices: Students demonstrate connections between dance and healthy living.
4.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.
4.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
4.9. Careers and Community: Students recognize a variety of theatrical careers.
4.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
4.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
4.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
5.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
5.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
5.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
5.4. Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
5.5. Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
5.6. Healthy Practices: Students demonstrate connections between dance and healthy living.
5.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.
5.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
5.9. Careers and Community: Students recognize a variety of theatrical careers.
5.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
5.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
5.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
6.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
6.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
6.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
6.4. Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
6.5. Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
6.6. Healthy Practices: Students demonstrate connections between dance and healthy living.
6.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.
6.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
6.9. Careers and Community: Students recognize a variety of theatrical careers.
6.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
6.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
6.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
7.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
7.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
7.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
7.4. Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
7.5. Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
7.6. Healthy Practices: Students demonstrate connections between dance and healthy living.
7.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.
7.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
7.9. Careers and Community: Students recognize a variety of theatrical careers.
7.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
7.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
7.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.
8.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.
8.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.
8.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.
8.4. Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.
8.5. Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.
8.6. Healthy Practices: Students demonstrate connections between dance and healthy living.
8.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.
8.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.
8.9. Careers and Community: Students recognize a variety of theatrical careers.
8.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.
8.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.
8.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.