Kansas State Standards for Arts Education: Grade 7

KS.1. Dance (Proficient): Identifying and Demonstrating Movement Elements and Skills in Performing Dance

1.1. The student understands the body in motion and explains the underlying principles.

1.1.1. The student demonstrates the following movement skills and explains their underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.

1.1.2. The student demonstrates increasing kinesthetic awareness, concentration, and focus while performing movement skills.

1.1.3. The student demonstrates static and dynamic alignment.

1.1.4. The student applies an understanding of flexibility.

1.1.5. The student recognizes and demonstrates the laws of motion, such as gravity and momentum, while exploring movement.

1.2. The student builds dance vocabulary through the understanding of steps and how they combine.

1.2.1. The student accurately identifies and executes basic dance steps, positions, and patterns from different forms, such as ballet, square, West African, Middle Eastern, and modern.

1.2.2. The student demonstrates accurate memorization and reproduction of movement sequences from various dance styles.

1.2.3. The student combines various movements or elements of dance to create a short dance phrase.

1.3. The student develops kinesthetic awareness and understanding of spatial design.

1.3.1. The student examines space through design, shape, level, focus, direction, and pathway.

1.3.2. The student accurately transfers a spatial pattern from the visual to the kinesthetic.

1.3.3. The student creates a dance study that incorporates three elements of spatial design.

1.4. The student develops an aural awareness of the relationship between movement, time, and music.

1.4.1. The student accurately transfers a rhythmic pattern from the aural to the kinesthetic.

1.4.2. The student explores and represents meter in music through movement.

1.4.3. The student creates a movement study that employs an irregular meter, such as 5/4 or 7/8.

1.5. The student understands, demonstrates, and applies the expressive dynamics of movement.

1.5.1. The student identifies and clearly demonstrates a range of dynamics/movement qualities.

1.5.2. The student creates a movement study using three or more dynamic qualities.

1.5.3. The student recreates a movement phrase by changing the dynamic elements.

1.6. The student understands action and movement elements observed in a dance and appropriate movement/dance vocabulary.

1.6.1. The student identifies and describes specific movements in a dance.

1.6.2. The student identifies and describes how a dance uses time.

1.6.3. The student identifies and describes how a dance uses spatial form.

1.6.4. The student identifies and describes how a dance uses dynamic elements.

1.6.5. The student identifies and describes how a dance relates to its accompanying music.

KS.2. Dance (Proficient): Understanding Choreographic Principles, Processes, and Structures

2.1. The student understands basic choreographic principles.

2.1.1. The student accurately defines the principles of contrast and transition.

2.1.2. The student clearly demonstrates the principles of contrast and transition, order, and repetition, in composition work.

2.1.3. The student demonstrates understanding of the elements of spatial design in movement.

2.1.4. The student identifies the use of time, space, shape, and dynamics in other dancer's compositions.

2.1.5. The student identifies ways other disciplines inspire movement.

2.1.6. The student demonstrates the following skills: (a) leading, (b) following, (c) echoing, and (d) mirroring.

2.1.7. The student observes and explains how different accompaniments, such as sound, music, or spoken text can affect the meaning of a dance.

2.2. The student experiences and understands basic choreographic processes.

2.2.1. The student responds through improvisation to various motivational stimuli.

2.2.2. The student works with both assigned and self-generated themes in choreography.

2.2.3. The student creates a plan to approach a choreographic problem.

2.2.4. The student effectively demonstrates the processes of reordering and chance procedures.

2.2.5. The student works effectively alone, cooperatively with a partner, and in small groups during the choreographic process.

2.2.6. The student evaluates the use or nonuse of musical accompaniment to enhance a dance composition.

2.2.7. The student evaluates the use of lighting, costumes, and/or props to enhance a dance composition.

2.2.8. The student creates a dance study using weight dependency and support, counter-tension, and counter-balance.

2.2.9. The student creates a dance study generated from emotion, everyday gestures, ideas, or concepts.

2.3. The student understands choreographic structures and forms.

2.3.1. The student demonstrates the structures and forms of AB, ABA, canon, call and response, and narrative.

2.3.2. The student counts music measures and uses tally marks to create a written form of notation that can be referred to while choreographing.

2.3.3. The student creates movement phrases that demonstrate compositional design elements, including symmetry, asymmetry, balance, line, pathway, levels, focus, and dynamics.

2.3.4. The student develops a movement study that demonstrates theme and variation.

KS.3. Dance (Proficient): Understanding Dance as a Way to Create and Communicate Meaning

3.1. The student understands the difference between functional and expressive movement.

3.1.1. The student identifies abstraction and realism in other art forms and relates these principles to dance.

3.1.2. The student abstracts movement regarding its gestures and actions.

3.1.3. The student compares and contrasts pantomiming and abstract gesture.

3.1.4. The student communicates an idea through both movement and pantomime.

3.1.5. The student uses and explains how different accompaniments, such as sound, music, and spoken text, can affect the expressive meaning of a dance.

3.1.6. The student explains how lighting and costuming can contribute to the expressive meaning of dance.

3.2. The student comprehends how different styles of dance communicate.

3.2.1. The student interprets different styles of dance.

3.2.2. The student identifies the elements of different styles of dance that create meaning.

3.2.3. The student explores an idea in different styles.

3.2.4. The student participates in dances from cultures other than his/hers, and compares and contrasts the meaning communicated by each.

3.2.5. The student observes dances by people of varied cultural backgrounds and discusses the meaning communicated in each.

KS.4. Dance (Proficient): Applying and Demonstrating Critical and Creative Thinking Skills in Dance

4.1. The student identifies movement problems and demonstrates multiple solutions to those problems.

4.1.1. The student views dances and identifies their movement problems.

4.1.2. The student creates a movement problem and demonstrates multiple solutions, such as moving from one place to another.

4.1.3. The student responds to solutions both selected and assigned.

4.1.4. The student compares and contrasts his/her solutions with the solutions of others.

4.1.5. The student defends a chosen solution for a movement problem.

4.1.6. The student analyzes solutions in regards to their effectiveness for their related problem.

4.2. The student recognizes and interprets how contextual aspects of dance impact choreography.

4.2.1. The student identifies contextual aspects of dance.

4.2.2. The student determines how the environment impacts and generates differences in dances.

4.2.3. The student describes the artistic process regarding dance choreography.

4.2.4. The student describes how a particular dance compares to the choreographer's stated intent for the dance.

4.2.5. The student creates a set of criteria for evaluating a dance's ability to effectively communicate its intended message.

4.3. The student identifies and knows the aesthetic criteria for evaluating dance.

4.3.1. The student discusses, explores, and identifies the basic elements of the form and content of a dance.

4.3.2. The student identifies and describes aesthetic criteria used in dance, such as movement qualities, rhythm and tempo, originality, visual and/or emotional impact, variety and contrast.

4.3.3. The student effectively compares compositional works in regard to aesthetic criteria.

4.3.4. The student demonstrates appropriate audience behavior while watching dance performances.

4.3.5. The student uses appropriate dance vocabulary to discuss observed works.

KS.5. Dance (Proficient): Demonstrating and Understanding Dance in Various Cultures and Historical Periods

5.1. The student comprehends the historical context of dance within his/her own culture or community.

5.1.1. The student researches the role of dance in his/her community or ancestral roots.

5.1.2. The student researches the historical context of dance within his/her community or culture.

5.1.3. The student reflects on why he/she does or does not dance in relationship to why his/her ancestor's danced.

5.1.4. The student creates a group dance study that expresses contextual aspects of each member's community or cultural background.

5.1.5. The student analyzes how the dance of his/her culture or community has influenced the trends in dance today.

5.1.6. The student describes and interprets the history of dance in Kansas.

5.1.7. The student learns and demonstrates respect for cultural diversity in the study and practice of dance.

5.2. The student learns and competently performs traditional and/or classical and understands the similarities and differences in steps and movement styles.

5.2.1. The student understands the contextual aspects of a traditional and a classical dance.

5.2.2. The student competently performs a traditional and a contemporary dance from a culture or time period other than their own.

5.2.3. The student teaches the dance learned in indicator two.

5.2.4. The student compares and contrasts the similarities and differences in steps and movement styles of traditional and contemporary dances.

5.2.5. The student compares and contrasts the similarities and differences in steps and movement styles of dances from two different cultures.

5.2.6. The student performs steps and movement styles of dances from different cultures, times, and places.

KS.6. Dance (Proficient): Making Connections Between Dance and Other Disciplines

6.1. The student understands conceptual and thematic relationships between dance and other disciplines.

6.1.1. The student uses movement to reinforce a concept from another discipline, such as time in math.

6.1.2. The student documents the connections between dance and visual arts, drama, and music.

6.1.3. The student creates a dance study that reveals an understanding of a shared concept between dance and another discipline, such as pattern or migration in dance and science.

6.1.4. The student researches the use of literary forms as themes for dance.

6.1.5. The student prepares a bibliography of dance resource materials.

6.1.6. The student explains contextual connections between dance forms from a region and that region's geography, climate, social customs, and/or other qualities.

6.1.7. The student compares and contrasts dance elements with elements of other arts.

6.1.8. The student represents concepts from other subjects through creative movement.

6.2. The student distinguishes how dance is affected by media technologies.

6.2.1. The student compares and contrasts the aesthetic impact of dances observed through various means.

6.2.2. The student using media technologies, views, and evaluates dances.

6.2.3. The student examines and evaluates the role of the media in preserving historic dance forms.

6.2.4. The student examines and evaluates the role of the media in seeing and understanding world dance.

6.3. The student learns about and understands dance and dance-related careers as a career option.

6.3.1. The student researches and evaluates various dance careers, such as dance journalism.

6.3.2. The student identifies how dance can positively impact potential career choices.

KS.7. Dance (Proficient): Making Connections between Dance and Healthful Living

7.1. The student comprehends and applies knowledge of how dance enhances his/her health and physical, emotional, and mental well-being.

7.1.1. The student records his/her feelings and progress as an artist and dancer.

7.1.2. The student sets goals to improve him/herself as a dancer and steps they will take to reach those goals.

7.1.3. The student defines ways that attending dance performances or events enriches peoples' lives.

7.1.4. The student describes ways that behaviors used in dancing may be applied in other aspects of life.

7.2. The student effectively communicates how lifestyle choices affect the dancer.

7.2.1. The student identifies his/her personal strengths and weaknesses as a dancer.

7.2.2. The student explains how food choices affect the body in regard to dance.

7.2.3. The student explains how alcohol and drugs affect the body in regard to dance.

7.2.4. The student describes how exercise affects the body and its various systems in regard to dance.

7.2.5. The student documents the values of discipline and dedication to his/her dance education.

7.2.6. The student explains strategies to prevent dance injuries to themselves and others.

7.2.7. The student demonstrates and practices injury prevention techniques.

7.2.8. The student creates his/her warm-ups and discusses how warm-ups prepare the body and mind for expressive purposes.

7.2.9. The student defines how the requirements of being a dancer relate to making responsible choices about physical and emotional health.

KS.1. Music (Intermediate): Singing, alone and with others, a varied repertoire of music

1.1. The student sings accurately and with good breath control throughout her/his singing range, alone and in small and large ensembles.

1.1.1. The student sings accurately with a supported tone throughout her/his vocal range while singing alone and in small and large ensembles.

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

1.2.1. The student uses vocal techniques required for expressive performance of vocal literature of level two music in a classroom setting.

1.3. The student sings music representing diverse genres and cultures, with expression appropriate for the work being performed.

1.3.1. The student applies appropriate stylistic elements needed to perform authentically the music of various genres and cultures.

1.4. The student sings music written in two and three parts.

1.4.1. The student independently sings harmony in songs of two and three parts.

1.5. The student sings with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory (choral ensemble).

1.5.1. The student uses vocal techniques required for expressive performance of vocal literature of level three in a choral ensemble.

KS.2. Music (Intermediate): Performing on instruments, alone and with others, a varied repertoire of music

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

2.1.1. The student performs alone or in small and large ensembles using correct technique.

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

2.2.1. The student uses instrumental techniques required for accurate and expressive performance of instrumental literature of level 2 music in a classroom setting.

2.3. The student performs music representing diverse genres and cultures, with expression appropriate for the work being performed.

2.3.1. The student applies stylistic elements to perform authentically the music of various genres and cultures.

2.4. The student plays by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

2.4.1. The student performs by ear a simple melody on a melodic instrument.

2.4.2. The student performs by ear a simple accompaniment on a harmonic instrument.

2.5. The student who participates in an instrumental ensemble or class; performs with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos performed from memory.

2.5.1. The student uses instrumental techniques required for expressive performance of level 3 literature in an instrumental ensemble.

2.5.2. The student performs a solo by memory with a level 3 difficulty.

KS.3. Music (Intermediate): Improvising melodies, variations, and accompaniments

3.1. The student improvises simple harmonic accompaniments.

3.1.1. The student improvises a simple harmonic accompaniment.

3.2. The student improvises melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.

3.2.1. The student improvises simple melodic embellishments and variations on a given melody using pentatonic and/or major keys.

3.2.2. The student improvises melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.

3.3. The student improvises short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

3.3.1. The student improvises a short melody within a selected style, meter, and tonality over a given rhythmic accompaniment.

KS.4. Music (Intermediate): Composing and arranging music within specified guidelines

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

4.1.1. The student composes simple pieces demonstrating unity and variety.

4.1.2. The student composes simple pieces using tension and release.

4.1.3. The student composes simple pieces demonstrating the use of balance (ensemble and/or structural).

4.2. The student arranges simple pieces for voices or instruments other than those for which the pieces were written.

4.2.1. The student arranges a simple piece for voices or instruments other than that for which the piece was written.

4.3. The student uses a variety of traditional and non-traditional sound sources and electronic media when composing and arranging.

4.3.1. The student composes and/or arranges a piece using traditional and nontraditional sound sources and electronic music.

KS.5. Music (Intermediate): Reading and notating music

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

5.1.1. The student reads and notates whole, half, quarter, eighth, sixteenth, and dotted notes and corresponding rests in 2/4, 4/4, 3/4, 6/8, 3/8, and alla breve meter signatures.

5.2. The student reads at sight simple melodies in both the treble and bass clefs.

5.2.1. The student sight-reads simple melodies in treble and bass clef.

5.3. The student identifies and defines standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression [interpretation].

5.3.1. The student identifies and defines standard notation symbols.

5.4. The student uses standard notation to record [notate] their musical ideas and the musical ideas of others.

5.4.1. The student creates and notates a short musical phrase using standard notation.

5.4.2. The student notates a dictated short musical phrase using standard notation.

5.5. The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6.

5.5.1. The student sight-reads, accurately and expressively, music with a difficulty level of 2.

KS.6. Music (Intermediate): Listening to, analyzing, and describing music

6.1. The student describes specific music events in a given aural example, using appropriate terminology.

6.1.1. The student describes specific music events in a given aural example, using appropriate terminology.

6.2. The student analyzes the uses of elements of music in aural examples representing diverse genres and cultures

6.2.1. The student analyzes the uses of music elements in aural examples representing diverse genres and cultures.

6.3. The student demonstrates knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in her/his analysis of music.

6.3.1. The student explains the use of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in a given musical selection.

KS.7. Music (Intermediate): Evaluating music and music performed

7.1. The student develops criteria for evaluating the quality and effectiveness of music performances and compositions and applies the criteria in their personal listening and performing.

7.1.1. The student develops criteria for evaluating the quality and the effectiveness of music performances and compositions.

7.1.2. The student applies quality criteria to personal listening, composing and/or performance.

7.2. The student evaluates the quality and effectiveness of her/his and others' performances, compositions, arrangements, and improvisations by applying specific criteria.

7.2.1. The student uses specific criteria to evaluate her/his and others' performances, compositions, arrangements and/or improvisations.

KS.8. Music (Intermediate): Understanding relationships between music, the other arts, and disciplines outside the arts

8.1. The student compares, in two or more arts, how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art.

8.1.1. The student compares and contrasts the unique conceptual elements of two or more art forms as they are used to communicate similar events, scenes, emotions, or ideas.

8.2. The student describes ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

8.2.1. The student describes the interrelationships of the conceptual elements of music and the conceptual elements of several disciplines in the school.

KS.9. Music (Intermediate): Understanding music in relation to history and culture

9.1. The student describes distinguishing characteristics [elements] of representative music genres and styles from a variety of cultures.

9.1.1. The student describes specific characteristics (elements) of genres and styles from various cultures.

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

9.2.1. The student identifies selected repertoire by genre, style, historical period and composer.

9.2.2. The student classifies selected repertoire by genre, style, historical period and composer.

9.2.3. The student explains the characteristics (elements) that cause the repertoire to be considered exemplary.

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

9.3.1. The student compares the function music serves in selected cultures of the world.

9.3.2. The student compares the role of a musician in selected cultures of the world.

9.3.3. The student compares avenues of performance in selected cultures of the world.

KS.1. Theatre (Proficient): Developing Scripts

1.1. The student knows the structural parts of a script.

1.1.1. The student defines the eight basic elements of theatre.

1.1.2. The student labels the parts of a script that pertain to the eight basic elements of theatre.

1.1.3. The student incorporates the eight basic elements of theatre into an original script.

1.2. The student knows how to write, record, and revise improvised dialogue to develop a script.

1.2.1. The student improvises a scene that effectively applies the basic elements of theatre.

1.2.2. The student develops script dialogue based on conflict/resolution from a real life experience.

1.2.3. The student records dialogue in correct script format.

1.2.4. The student edits and revises an original script.

1.2.5. The student uses appropriate stage language when writing a script for presentation.

1.2.6. The student includes stage directions such as exit, enter, etc. when writing an original script.

1.3. The student writes dialogue to create a script.

1.3.1. The student produces script that is a collaborative effort.

1.3.2. The student demonstrates collaboration through group improvisations.

1.3.3. The student independently writes a brief monologue.

1.3.4. The student independently writes a brief script for a scene.

1.3.5. The student uses appropriate script format when writing character dialogue.

KS.2. Theatre (Proficient): Directing Theatrical Activities

2.1. The student works collaboratively with peers to develop a classroom dramatization.

2.1.1. The student teaches and coaches a peer how to perform an in-class monologue.

2.1.2. The student teaches and coaches peers how to perform an in-class scene.

2.1.3. The student leads small groups in selecting visual and aural dramatic elements for a performance.

2.1.4. The student directs rehearsals for improvised or scripted scenes.

2.2. The student recognizes the director's responsibilities from auditions through performances.

2.2.1. The student attends auditions for a production to observe the director in performing duties.

2.2.2. The student lists the responsibilities of a director for a full performance.

2.2.3. The student applies director's duties while assisting with the production process.

KS.3. Theatre (Proficient): Developing Acting Skills

3.1. The student imagines and clearly describes characters and their relationships.

3.1.1. The student applies improvisational acting to creating original characters.

3.1.2. The student role-plays a character who interacts with and responds to a specific situation.

3.1.3. The student compares and contrasts real life characters with fantasy characters.

3.1.4. The student researches and performs characters in real life situations.

3.1.5. The student researches and performs a variety of fantasy characters.

3.1.6. The student spontaneously creates interacting characters and identifies how they relate to one another.

3.1.7. The student creates characters from a published script.

3.1.8. The student identifies points where characters make choices within scenes and how their interaction impacts their choices.

3.1.9. The student demonstrates acting skills such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts to develop characterizations.

3.1.10. The student demonstrates appropriate physical communication of character through gesture, movement, muscular control, and relaxation.

3.1.11. The student demonstrates clear physical and vocal projection.

3.2. The student uses variations of voice, movement, and gesture to create specific characters.

3.2.1. The student develops clear vocal and physical characterization during rehearsal and presents it in performance.

3.2.2. The student practices vocal and physical exercises to warm up his/her voice and body.

3.2.3. The student practices exercises to develop and focus energy, attention, and concentration.

3.3. The student knows the basic skills of performance.

3.3.1. The student uses effective memorization that includes lines and cues.

3.3.2. The student uses the vocabulary of stage directions.

3.3.3. The student follows staging directions.

3.3.4. The student creates staging (blocking) for their own scenes and monologues.

KS.4. Theatre (Proficient): Designing and Producing Theatre

4.1. The student identifies the roles of a production staff.

4.1.1. The student lists orally or in written format the basic roles associated with a specific theatre production.

4.1.2. The student explains the importance of each role to the success of the production.

4.1.3. The student defends reasons for choices made in selecting basic roles for a production.

4.2. The student knows how to visualize settings appropriate to a script.

4.2.1. The student effectively coordinates elements of art to create a setting.

4.2.2. The student effectively sketches a set for a select scene.

4.2.3. The student effectively edits and presents a final set for a select scene.

4.2.4. The student orally defends reasons and purpose for scene design setting.

4.3. The student creates accessories needed for classroom plays and staged productions.

4.3.1. The student creates backdrops for a play production.

4.3.2. The student makes and collects props for a play production.

4.3.3. The student collects costumes needed for a production.

4.3.4. The student selects sound and lighting appropriate for a production.

4.3.5. The student selects objects needed for physical setting of a production.

4.3.6. The student studies facial features of a character and practices basic makeup techniques by applying make-up.

4.4. The student knows the basic parts of a theatre facility.

4.4.1. The student names the basic parts of a theatre.

4.4.2. The student describes the basic parts of a theatre and their function.

4.4.3. The student identifies the basic parts of a theatre including down stage, up stage, front of house, and others.

4.5. The student knows how to design advertising and marketing materials.

4.5.1. The student identifies marketing materials needed for advertising a play.

4.5.2. The student identifies the qualities needed in advertising materials for marketing a play.

4.5.3. The student creates posters, programs, and other marketing materials for a production.

4.5.4. The student designs various marketing products for a production.

4.5.5. The student designs and presents newspaper and radio advertisements for a production.

KS.5. Theatre (Proficient): Evaluating and Reflecting on the Characteristics and Merits of Dramatic Content and Theatrical Forms in their Work and that of Others

5.1. The student analyzes and evaluates the dramatic elements that work, and why, in performances and electronic media.

5.1.1. The student develops and applies criteria to evaluating dramatic elements in plays and performances.

5.1.2. The student evaluates the effectiveness of artistic choices made by respective theatre artists.

5.1.3. The student defends and justifies personal evaluations of one's own and others' performances.

5.1.4. The student identifies and explains allegorical and symbolic references in plays.

5.1.5. The student analyzes the causes and effects of central dramatic actions in dramatic texts.

5.2. The student explains how and why personal meanings and emotional responses to performances apply to self and society.

5.2.1. The student explains how personal experiences affect one's interpretations of meanings in plays and performances.

5.2.2. The student compares characters' situations in plays/performances with personal experiences.

5.2.3. The student provides descriptions of and explanations for theatrical treatment of the same theme in different plays.

5.2.4. The student explains why interpretations of meanings require a personal investment of mental effort.

5.3. The student explains how contextual aspects are impacted by various cultures, times, and places.

5.3.1. The student explains how culture influences the content and meaning of theatrical works.

5.3.2. The student compares and contrasts how works from different cultures and time periods convey the same or similar content or plot.

5.3.3. The student describes how a historical event can lead to the development of a performance.

5.4. The student identifies how audiences' behavioral responses to actors performing live affect these performances.

5.4.1. The student attends and evaluates various performances to determine the impact audience behavior has on the work.

5.4.2. The student discusses the impact audience behaviors not experienced could have had on the performance if they were present.

5.4.3. The student discusses how their own behavior impacted the performance.

KS.6. Theatre (Proficient): Integrating Theatre with Other Arts, Disciplines, and the Community

6.1. The student develops theatrical devices through the integration of other disciplines.

6.1.1. The student makes connections between theatre and other fine arts by comparing and contrasting them.

6.1.2. The student uses the visual arts to design and implement the set for a school performance.

6.1.3. The student incorporates ways the industrial arts can assist in constructing flats for the theatre department following specific measurements and construction directions.

6.1.4. The student collaborates with Family and Consumer Sciences (FACS) students to design and construct costumes.

6.1.5. The student applies ways the social sciences can assist in depicting a production based in a specific time period.

KS.1. Visual Arts: Understanding and applying media techniques and processes. By the end of 8th grade, Kansas students will be able to:

1.B.1. Benchmark: Select media, techniques, and processes, analyze what makes them effective or not effective in communicating ideas, and reflect upon the effectiveness of their choices.

1.B.2. Benchmark: Intentionally take advantage of the qualities and characteristics of art media, techniques and processes to enhance communication of their experiences and ideas.

1.I.1. Indicator: Demonstrate an appropriate level of proficiency in traditional media and emerging technology such as: computer art; design; drawing; film/video; jewelry; photography; painting; printmaking; sculpture; textiles/fibers.

1.I.2. Indicator: Select and use appropriate media, techniques, and processes to express ideas, feelings, and experiences.

1.I.3. Indicator: Demonstrate safe use, control, and maintenance of tools and media.

1.I.4. Indicator: Identify problems encountered while making art and develop possible solutions.

1.I.5. Indicator: Analyze the effectiveness of personal solutions to art problems.

KS.2. Visual Arts: Using knowledge of structures and functions. By the end of 8th grade, Kansas students will be able to:

2.B.1. Benchmark: Generalize about the effects of visual structures and functions and reflect upon these effects in their own work.

2.B.2. Benchmark: Employ organizational structures and analyze what makes them effective or not effective.

2.B.3. Benchmark: Select and use the qualities of structures and functions of art to improve communication of their ideas.

2.I.1. Indicator: Discuss implicit and explicit evidence of elements and principles of design found in two-dimensional and three-dimensional shapes/forms.

2.I.2. Indicator: Demonstrate understanding of formal and expressive qualities in representational, abstract, and non-objective works of art and their functions.

2.I.3. Indicator: Analyze sensory qualities in works of art including his/her own.

2.I.4. Indicator: Demonstrate proficiency in synthesizing elements and principles with a variety of concepts such as: silhouette; abstract; representational; non-objective; plane; linear/atmospheric perspective; distortion; stylization; status and dynamic quality; progression; aestheometry; pointillism; metamorphosis.

KS.3. Visual Arts: Choosing and evaluating a range of subject matter, symbols and ideas. By the end of 8th grade, Kansas students will be able to:

3.B.1. Benchmark: Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks.

3.B.2. Benchmark: Use subjects, theme, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.

3.I.1. Indicator: Develop an idea, plan, and produce works of art that convey specific messages.

3.I.2. Indicator: Compare and interpret artworks based on common themes and/or functions.

KS.4. Visual Arts: Understanding the visual arts in relation to history and cultures. By the end of 8th grade, Kansas students will be able to:

4.B.1. Benchmark: Know and compare the characteristics of artworks in various eras and cultures.

4.B.2. Benchmark: Describe and place a variety of art objects in historical and cultural contexts.

4.B.3. Benchmark: Analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art.

4.I.1. Indicator: Identify characteristics of artwork of selected eras and cultures.

4.I.2. Indicator: Categorize selected artworks according to historical/cultural contexts.

4.I.3. Indicator: Create art that reflects knowledge of other cultures.

4.I.4. Indicator: Demonstrate an understanding of how the meanings of specific artworks reflect factors of time and place.

KS.5. Visual Arts: Reflecting upon and assessing the characteristics and merits of their work and the work of others. By the end of 8th grade, Kansas students will be able to:

5.B.1. Benchmark: Interpret contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry.

5.B.2. Benchmark: Analyze and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures.

5.I.1. Indicator: Analyze and explain criteria for judging works of art from different perspectives, such as the: Art historian; Art critic; Artist; Philosopher; Consumer; Student.

5.I.2. Indicator: Generate and analyze responses to contemporary and historical artworks.

KS.6. Visual Arts: Making corrections between the visual arts and other disciplines. By the end of 8th grade, Kansas students will be able to:

6.B.1. Benchmark: Compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context.

6.B.2. Benchmark: Demonstrate ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts.

6.I.1. Indicator: Synthesize knowledge of other disciplines in creating and understanding art work.

6.I.2. Indicator: Demonstrate an understanding of how the meanings of specific art works reflect factors of other disciplines.

6.I.3. Indicator: Research and analyze the characteristics of two or more works of art that share similar subject matter and/or culture.

6.I.4. Indicator: Explain the relationship of the principles and subject matter of other disciplines with the visual arts.

6.I.5. Indicator: Compare interrelationship between human behavior, the environment, and its materials.

6.I.6. Indicator: Create works of art that implement and extend knowledge of science, mathematics, social studies, language arts, and the performing arts.

6.I.7. Indicator: Identify the processes of how creating art uses a variety of intellectual skills as in other subjects.