Kansas State Standards for Arts Education: Grade 9

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

1.1. The student displays static and dynamic alignment in locomotor and non-locomotor/axial movements.

1.1.1. The student describes and integrates the elements of dance (space, time, and force) consistently and reliably in performing technical skills.

1.1.2. The student applies the following movement skills and underlying principles: alignment, balance, initiation of movement, isolation of body parts, weight shift, elevation and landing, and fall and recovery.

1.1.3. The student executes dance warm-up exercises with an understanding of their necessity and intention.

1.1.4. The student applies the laws of motion while displaying static and dynamic alignment in movements.

1.2. The student understands the differences of dance forms regarding movements and the messages being communicated through those movements.

1.2.1. The student describes each of the following dance styles: ballet, modern, jazz, world, and traditional dance.

1.2.2. The student compares and contrasts the differences of ballet, modern, jazz, world, and traditional dance.

1.2.3. The student accurately identifies and demonstrates basic dance steps, positions, and patterns for dance from different styles and traditions.

1.2.4. The student develops combinations or movement sequences for technique class focusing on specific goals and using specific steps, positions, and patterns from various styles.

1.3. The student applies their understanding of spatial design in motion.

1.3.1. The student demonstrates a clarity of movement initiation and sequencing.

1.3.2. The student transfers a two-dimensional design to a three-dimensional movement study.

1.3.3. The student creates a sequence that combines spatial design elements and performs in relation to a partner or group.

1.4. The student approaches movement with rhythmic acuity.

1.4.1. The student identifies duple and triple meters in music, such as march and waltz and chooses movements appropriate to the corresponding meter.

1.4.2. The student creates a short study that explores meter, accent, rhythmic pattern, phrasing, and tempo.

1.4.3. The student repeats a movement phrase changing the rhythmic accents.

1.4.4. The student repeats a movement phrase changing the rhythmic tempo and quality of tempo.

1.5. The student performs combinations and variations in a broad dynamic range.

1.5.1. The student independently creates a movement study using three or more highly contrasting dynamic qualities.

1.5.2. The student creates a movement study using multiple dynamic qualities.

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

1.6. The student remembers and reproduces extended movement sequences addressing specific movement elements.

1.6.1. The student memorizes and performs extended movement sequences that focus on time.

1.6.2. The student remembers and demonstrates extended movement sequences that focus on spatial form.

1.6.3. The student reproduces extended movement sequences that focus on dynamic qualities.

1.6.4. The student demonstrates extended movement sequences that focus on musical form.

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

2.1. The student applies the basic choreographic principles.

2.1.1. The student applies the principles of contrast and transition to choreograph a dance.

2.1.2. The student applies the elements of spatial design to choreograph a dance.

2.1.3. The student applies principals of structure and form to choreograph a dance.

2.1.4. The student choreographs for solo and ensemble.

2.1.5. The student appraises choices for the use or nonuse of musical accompaniment.

2.1.6. The student applies other disciplines to choreographed movement.

2.2. The student understands and uses improvisation to generate movement for choreography.

2.2.1. The student uses improvisation as a springboard for movement discovery and development of thematic material.

2.2.2. The student uses improvisation to explore, discover, and invent movement and to solve movement problems.

2.2.3. The student develops and accesses original source material through improvisation.

2.2.4. The student develops and enhances original source material using various elements of the craft of choreography.

2.2.5. The student creates a dance that successfully communicates a topic of personal significance.

2.2.6. The student improvises spontaneous dances that range from free-form to structured studies.

2.2.7. The student demonstrates the differences between pantomiming and abstracting gesture.

2.2.8. The student selects or creates appropriate lighting, costumes, and/or props to enhance the meaning of his/her composition.

2.3. The student understands complex choreographic structures.

2.3.1. The student demonstrates an understanding of more complex structures and forms such as rondo and palindrome.

2.3.2. The student choreographs using compositional forms in creating duets and dances for groups.

2.3.3. The student develops a movement study that demonstrates repetition.

2.3.4. The student develops a movement study that gradually builds to a crescendo.

2.3.5. The student creates a short study using theme and variation.

2.3.6. The student weaves elements such as emotion, fact, fantasy, and humor into a study in response to an existing musical structure.

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

3.1. The student examines and designs ways dance create and convey meaning.

3.1.1. The student analyzes how movement choices can convey multiple meanings.

3.1.2. The student distinguishes how personal experience influences the interpretation of a dance.

3.1.3. The student compares and contrasts how meaning is communicated in two choreographed works.

3.1.4. The student creates a dance that effectively communicates a contemporary social theme.

3.1.5. The student demonstrates how lighting and costuming can contribute to the meaning of dance.

3.2. The student understands how choreographers communicate meaning.

3.2.1. The student compares and contrasts works from different choreographers.

3.2.2. The student researches influential choreographers and compares how they convey similar ideas differently.

3.2.3. The student choreographs studies based on various dance styles.

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

4.1. The student identifies and analyzes dance problems and demonstrates solutions to those problems.

4.1.1. The student creates and evaluates dances.

4.1.2. The student revises dances over time, articulating the reasons for artistic decisions and what was gained and lost by those decisions.

4.1.3. The student analyzes a peer's dance and identifies its strengths and weaknesses in terms of his/her intent.

4.2. The student analyzes and demonstrates how contextual aspects of dance impact choreography.

4.2.1. The student analyzes and responds to issues of ethnicity, gender, social/economic class, age, and/or physical condition in relation to dance.

4.2.2. The student analyzes and responds to ways dancers are portrayed in contemporary media.

4.2.3. The student creates a movement study addressing a contemporary social issue.

4.2.4. The student evaluates a dance and determines the impact the dance's elements have on the effectiveness of that dance.

4.2.5. The student reflects on his/her own personal identity, environmental influences, and movement preferences and creates a dance that expresses these.

4.3. The student establishes aesthetic criteria and applies it in analyzing his/her own work and that of others.

4.3.1. The student develops aesthetic criteria such as movement qualities, rhythm and tempo, originality, visual and/or emotional impact, variety and contrast and uses it to evaluate works.

4.3.2. The student observes a performance and proposes constructive criticism.

4.3.3. The student asks appropriate questions about a dance work using dance vocabulary.

4.3.4. The student keeps a personal journal of personal responses to dance experiences.

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

5.1. The student understands the role and significance of dance in his/her own culture or community.

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

5.1.2. The student compares and contrasts a dance style from his/her own culture or community with that of another culture or community.

5.1.3. The student describes the role dance in his/her community or culture plays within the larger world.

5.1.4. The student demonstrates respect for the role of cultural diversity in the study and practice of dance.

5.1.5. The student creates a group dance or dance study that communicates the community or cultural significance of each member.

5.2. The student understands and performs social and theatrical dances from a broad spectrum of 20th century America.

5.2.1. The student researches and traces the development of a social and a theatrical dance of 20th century America.

5.2.2. The student executes with confidence and competence the techniques of major 20th century American social and theatrical dance forms.

5.2.3. The student performs with confidence and competence a social and a theatrical dance from 20th century America.

5.2.4. The student describes similarities and differences between two contemporary theatrical forms of dance.

5.2.5. The student demonstrates and analyzes differences and similarities in style and technique between American social dance of the 1950s and 1990s.

5.3. The student comprehends the historical development of dance communication within a culture.

5.3.1. The student explains the significance of dance within various world cultures.

5.3.2. The student describes how various historical events impact dance.

5.3.3. The student develops a dance that responds to a historic event.

5.3.4. The student examines and interprets the cultural messages contained in dance and movement patterns of different cultures.

5.3.5. The student traces the development of a form of contemporary dance.

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

6.1. The student participates in an interdisciplinary project, based on a theme or concept, including dance and other disciplines.

6.1.1. The student creates an interdisciplinary project that includes dance and two other disciplines and is based on a concept identified by the student.

6.1.2. The student creates a dance that reflects a single approach to painting or music.

6.1.3. The student researches theatrical approaches ranging from the narrative to the surreal.

6.1.4. The student responds through creative movement to different architectural and geometric forms.

6.1.5. The student creates movements based on concepts from another discipline.

6.1.6. The student creates works based on language including prose and poetry.

6.2. The student integrates media technologies into dance projects.

6.2.1. The student creates an extensive video portfolio of dance studies and performances.

6.2.2. The student discusses and demonstrates how technology can be used to reinforce, enhance, or alter the idea in a dance project.

6.2.3. The student discusses and demonstrates how technology can be used to reinforce, enhance, or alter the dance idea in an interdisciplinary project.

6.2.4. The student creates an interdisciplinary dance project using technology.

6.2.5. The student uses computer technology to facilitate dance-related research.

6.3. The student understands how dance knowledge can impact the workforce of the 21st century.

6.3.1. The student identifies job-specific skills from dance that carry over to other careers.

6.3.2. The student describes how skills developed in dance are applicable to a variety of careers.

6.3.3. The student compares and contrasts a career in dance with another career outside of dance, identifying similarities and differences.

KS.7. Dance (Advanced): Making Connections Between Dance and Healthful Living

7.1. The student reflects upon and monitors his/her own progress and personal growth during his/her study of dance.

7.1.1. The student keeps a journal to record his/her feelings and progress as an artist and dancer.

7.1.2. The student evaluates his/her technical and creative growth in dance.

7.1.3. The student designs a personal dance and movement regimen for improving and promoting ongoing agility, flexibility, strength, and endurance.

7.1.4. The student explains how dance is a means of maintaining personal fitness and wellness.

7.2. The student understands the relationship between dance and body image.

7.2.1. The student analyzes historical and cultural images of the body in dance and compares these to images of the body in contemporary media.

7.2.2. The student maintains a healthy lifestyle and a personal plan for healthy living.

7.2.3. The student analyzes how dance builds respect for the body.

7.2.4. The student reports on dance movements and healthy practices that respect the body as an instrument of expression and communication.

7.2.5. The student explains why and how dance is the product of intentional and physical actions.

7.2.6. The student creates and leads the class in a warm-up series that prepares his/her peers for a safe and successful dance class.

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

1.1. The student dances with a level of technical excellence.

1.1.1. The student maintains a high level of consistency and reliability in skeletal alignment.

1.1.2. The student demonstrates body-part articulation, strength, flexibility, agility, and coordination in locomotor and non-locomotor/axial movements.

1.1.3. The student uses increasingly complex combinations of locomotor and non-locomotor movements, emphasizing the elements of space, time, and force.

1.1.4. The student maintains a high level of consistency and reliability when incorporating the following movement skills and underlying principles: balance, initiation of movement, isolation of body parts, weight shift, elevation and landing, and fall and recovery.

1.2. The student identifies and performs long, complex steps and patterns in various dance styles and traditions.

1.2.1. The student makes appropriate movement choices in response to various styles and traditions.

1.2.2. The student understands dance phrases, such as how they are shaped and dynamically interconnected and choreographs effective sequences.

1.2.3. The student develops movement sequences and dance phrases focusing on specific goals and using specific steps, positions, and patterns from various styles.

1.3. The student creates complex dance sequences combining spatial design elements.

1.3.1. The student performs complex movement patterns within the kinesphere.

1.3.2. The student shows a clarity of spatial intent.

1.3.3. The student moves fluently and efficiently through space and shows awareness of overall spatial design when interacting with other dancers.

1.3.4. The student successfully combines the spatial design elements and applies them to creating a complex dance sequence.

1.4. The student performs technical skills with artistic expression, demonstrating musicality, clarity, and stylistic nuance.

1.4.1. The student makes an artistic statement that transcends technique, dynamic and spatial intent, and body connectedness.

1.4.2. The student distinguishes interaction between different voices in musical composition and responds effectively through dance.

1.4.3. The student artistically communicates a message through dance that incorporates clarity, musicality, and stylistic nuance while maintaining a high level of technical skill.

1.5. The student choreographs and performs combinations and variations in a broad dynamic range.

1.5.1. The student integrates all of the nuances of dynamic contrast into a performance.

1.5.2. The student choreographs a short study for two or more dancers incorporating a broad range of dynamic qualities.

1.5.3. The student performs a short dance study that combines a broad range of dynamic qualities.

1.5.4. The student choreographs a short dance study for one dancer incorporating a broad range of dynamic qualities.

1.6. The student remembers, reproduces, and documents extended movement sequences.

1.6.1. The student observes and analyzes existing works and expands his/her perception of movement possibilities based on knowledge gained.

1.6.2. The student views, documents, and performs an excerpt from a master work.

1.6.3. The student experiences a variety of elements, structures, and approaches to movement and applies knowledge to placing his/her own movement experiences into larger contexts.

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

2.1. The student choreographs dances incorporating complex choreographic principles.

2.1.1. The student uses the element of space for specific choreographic intentions.

2.1.2. The student uses diverse rhythms and time signatures, precluding predictability.

2.1.3. The student uses movements in contrast to each other.

2.1.4. The student applies a range of dynamic choices to specific choreographic needs.

2.1.5. The student approaches accompaniment with a sophisticated musical sense.

2.2. The student choreographs dances using movement elements, themes, personal experiences, and imagination.

2.2.1. The student creates a complete theme based on a personal experience.

2.2.2. The student creates a complete theme based on literature or a historical event.

2.2.3. The student describes how a choreographer manipulated and developed the basic movement content in a dance.

2.2.4. The student creates a composition that makes an artistic contribution.

2.2.5. The student evaluates and responds to the effectiveness of the process used in choreographing a dance composition.

2.3. The student choreographs dances with complex structures/forms.

2.3.1. The student develops a movement study that reveals tension and resolution.

2.3.2. The student develops a movement study that demonstrates fugue.

2.3.3. The student integrates musical, structural, and developmental patterns with visual, dynamic, intellectual and aesthetic elements of dance.

2.3.4. The student projects one-dimensional visual ideas into three-dimensional space while integrating visual, dynamic, and musical elements to enhance the intent of the choreography.

2.3.5. The student uses the group form to elaborate a basic thematic idea.

2.3.6. The student works within an existing musical structure to capture the correlating series of dynamic changes relating to a particular character.

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

3.1. The student examines and comprehends the expressive power of dance as a means of communication with multiple interpretations.

3.1.1. The student creates dances that convey meaning.

3.1.2. The student analyzes dances from a variety of perspectives.

3.1.3. The student creates a dance that uses narrative and abstraction in movement.

3.1.4. The student translates aspects of literature into movement.

3.1.5. The student demonstrates how scenic design and stage effects can enhance the meaning of a dance.

3.2. The student understands his/her own works within the context of other choreographers.

3.2.1. The student evaluates the short studies and finished works of peers and determines the extent to which the intended message was effectively communicated.

3.2.2. The student evaluates and responds to ways meaning is communicated in his/her own choreographic works.

3.2.3. The student compares and contrasts communication through various approaches to choreography.

3.2.4. The student choreographs a study based on another choreographer's approach.

3.2.5. The student identifies and defends his/her own choreographic voice.

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

4.1. The student revises and prepares a dance for public performance.

4.1.1. The student evaluates and responds to the effectiveness of a dancer's ability to communicate ideas, meanings, and emotions through dance.

4.1.2. The student designs a plan for a production and evaluates it for its strengths and weaknesses.

4.1.3. The student in preparing a dance, evaluates and responds to his/her own artistic choices, the collaborative choices of peers, and suggested constructive alternatives.

4.1.4. The student refines technique through self-evaluation and correction.

4.2. The student evaluates and demonstrates the impact of contextual aspects on choreography.

4.2.1. The student evaluates and analyzes how contextual factors impact choreography over time.

4.2.2. The student evaluates and analyzes the social implications of particular dances.

4.2.3. The student analyzes the contribution of dance to social change.

4.2.4. The student creates a movement study within a given context.

4.2.5. The student demonstrates the ability to move a dance from one context to another.

4.2.6. The student analyzes the style of a particular choreographer or cultural dance form and then creates a dance in that style.

4.3. The student demonstrates aesthetic awareness and understanding in creating and critiquing dance.

4.3.1. The student formulates questions about the artistic quality of his/her own work and that of others.

4.3.2. The student views a dance and writes an evaluation of that work.

4.3.3. The student evaluates and responds to his/her own work based on aesthetic criteria.

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

5.1. The student creates dance compositions reflecting his/her own cultural roots.

5.1.1. The student researches a dance based on his/her community or culture.

5.1.2. The student creates dance compositions that reflect and/or interpret at least one social, historical, cultural, and/or political theme and/or practice in his/her community or culture.

5.1.3. The student teaches others a dance based on one danced in his/her community or culture.

5.1.4. The student creates and shares an individual dance that represents the cultural mix present within his/herself.

5.1.5. The student creates a duet, trio, or group dance that reflects and respects the cultural mix present within all members.

5.2. The student accurately performs and analyzes the similarities and differences between historical and contemporary dance forms.

5.2.1. The student successfully performs a work based on a historical dance form and another based on a contemporary dance form.

5.2.2. The student analyzes and evaluates a work based on a historical dance form and another based on a contemporary dance form.

5.2.3. The student compares and contrasts the similarities and differences between historical and contemporary dance forms.

5.2.4. The student speculates on cultural influences that could impact the similarities and differences in different dance forms.

5.2.5. The student successfully performs folk, social, and theatrical dances from a broad spectrum of 20th century America.

5.2.6. The student performs a folk dance from two different cultures with competence and confidence.

5.3. The student Incorporates ideas from different cultures, times, and places into choreographed dance.

5.3.1. The student creates a dance that incorporates movements from a culture other than his/her own.

5.3.2. The student creates a dance that incorporates movements from a particular historic period.

5.3.3. The student choreographs a dance that is influenced by a historic event.

5.3.4. The student researches a culture other than his/her own and creates a dance that reflects one or more aspects of that culture.

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

6.1. The student creates dances that integrate various elements from different disciplines.

6.1.1. The student creates a complex interdisciplinary project that includes dance and two other disciplines and is based on a concept identified by the student.

6.1.2. The student creates a dance that reflects a single approach to painting or music.

6.1.3. The student researches theatrical approaches to dance ranging from the narrative to the surreal.

6.1.4. The student responds through creative movement to different architectural and geometric forms.

6.1.5. The student creates movements based on concepts from another discipline.

6.1.6. The student creates works based on language including prose and poetry.

6.2. The student creates an interdisciplinary project using media technologies.

6.2.1. The student presents dance in a new or enhanced form using media technologies.

6.2.2. The student continues to create interdisciplinary dance projects using media technologies.

6.2.3. The student continues to use computer technology to facilitate dance-related research.

6.2.4. The student uses computer technology to note or describe dance sequences or compositions.

6.3. The student explores dance as a personal career choice.

6.3.1. The student participates as an intern at an arts organization.

6.3.2. The student researches and reports on a specific career choice in dance.

6.3.3. The student defines the personal and technical skills necessary for a career in dance.

KS.7. Dance (Exemplary): Making Connections Between Dance and Healthful Living

7.1. The student evaluates his/her own personal growth and progress throughout the study of dance in regard to personal choices.

7.1.1. The student appraises and responds to his/her commitment to dance.

7.1.2. The student appraises and responds to his/her commitment to personal fitness and well-being.

7.1.3. The student evaluates and responds to his/her growth in qualifying for a career in dance.

7.1.4. The student appraises and responds to how his/her personal growth and progress will impact obtaining a career in dance.

7.2. The student comprehends the challenges facing professional performers in maintaining healthy lifestyles.

7.2.1. The student defines what a dancer can do to protect him/herself from unsafe practices and conditions.

7.2.2. The student develops personal strategies for maintaining a healthy body.

7.2.3. The student creates his/her own warm-up and explains how that warm-up prepares the body and mind for safe and optimal performance.

7.2.4. The student develops and implements a dance class focusing on issues of health, fitness, and creative expression.

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

1.1. The student sings with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory.

1.1.1. The student uses vocal techniques required for the expressive performance of vocal literature of level 4 in a classroom setting.

1.2. The student sings music written in four parts, with and without accompaniment

1.2.1. The student independently sings in a four-part ensemble with or without accompaniment.

1.3. The student demonstrates well-developed ensemble skills.

1.3.1. The student demonstrates vocal techniques to enhance ensemble performance.

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

2.1. The student performs with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6.

2.1.1. The student uses instrumental techniques required for the expressive and accurate performance of instrumental literature of level 4 in a classroom setting.

2.2. The student performs an appropriate part in an ensemble demonstrating well-developed ensemble skills.

2.2.1. The student demonstrates well-developed technical and musical skills while performing in an ensemble.

2.3. The student performs in small ensembles with one student on a part.

2.3.1. The student performs in a small ensemble with one student on a part.

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

3.1. The student improvises stylistically appropriate harmonizing parts.

3.1.1. The student improvises a stylistically appropriate harmonizing part.

3.2. The student improvises rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor key.

3.2.1. The student improvises simple rhythmic and melodic variations on a given melody using pentatonic, major and minor keys.

3.3. The student improvises original melodies over given chord progressions, each in a consistent style, meter, and tonality.

3.3.1. The student improvises original melodies over given chord progressions each in a consistent style, meter, and tonality.

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

4.1. The student composes music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect.

4.1.1. The student composes in at least two distinct styles.

4.2. The student arranges pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

4.2.1. The student arranges a piece for voices or instruments other than that for which the piece was written while preserving or enhancing the expressive effect of the music.

4.3. The student composes and arranges music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional uses of the sound sources.

4.3.1. The student composes and/or arranges a piece for a variety of instruments within their traditional range and use.

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

5.1. The student demonstrates the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used.

5.1.1. The student describes traditional musical elements: form, melody, rhythm, harmony, style, timbre, and expression when reading an instrumental or vocal score (up to four staves).

5.2. The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level difficulty of 3 on a scale of 1 to 6.

5.2.1. The student sight-reads, accurately and expressively, music with a difficulty of 3.

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

6.1. The student analyzes aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.

6.1.1. The student describes and classifies given aural examples of a varied repertoire of music focusing on the use of elements of music and expressive devices.

6.2. The student demonstrates extensive knowledge of the technical vocabulary of music.

6.2.1. The student demonstrates extensive knowledge of vocabulary unique to appropriate literature.

6.3. The student identifies and explains compositional devices and techniques used to provide unity and variety and tension and release in a musical work and gives examples of other works that make similar uses of these devices and techniques.

6.3.1. The student identifies and explains compositional devices and techniques used to provide tension and release in a musical work and gives examples of other pieces that use these devices and techniques.

6.3.2. The student identifies and explains compositional devices and techniques used to provide unity and variety in a musical work and gives examples of other works that use these devices and techniques.

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

7.1. The student evolves specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and applies the criteria in her/his personal participation in music.

7.1.1. The student develops an ever increasingly complex set of criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements and/or improvisations.

7.1.2. The student applies an ever increasingly complex set of criteria for making informed critical evaluations regarding personal participation in music.

7.2. The student evaluates a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.

7.2.1. The student uses an ever increasingly complex set of criteria to evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models.

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

8.1. The student explains and cites examples of how elements, artistic processes (such as imagination or craftsmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts.

8.1.1. The student creates an original work and cites examples that influenced her/his artistic/creative processes and organizational principles.

8.2. The student compares characteristics of two or more arts, within a particular historical period or style, and cites examples from various cultures.

8.2.1. The student compares characteristics of two or more arts within a particular historical period or style and cites examples from various cultures.

8.3. The student explains ways in which the principles and subject matter of various disciplines outside the arts interrelated with those of music.

8.3.1. The student explains the ways in which the content and conceptual elements of various disciplines outside the arts are interrelated with those of music.

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

9.1. The student classifies, by genre or style and historical period or culture, unfamiliar but representative aural examples of music and explains the reasoning behind her/his classification.

9.1.1. The student classifies new examples of music by genre/style, by historical period, and/or culture.

9.1.2. The student explains the reasoning for the classification.

9.2. The student identifies sources of American music genres, traces the evolution of those genres, and cites well-known musicians associated with them.

9.2.1. The student identifies various genres of American music, their historical origins, and associated well-known musicians.

9.3. The student identifies various roles that musicians perform, cites representative individuals who have functioned in each role, and describes their activities and achievements.

9.3.1. The student recalls the various roles of musicians and how they function in each role.

9.3.2. The student describes the activities and achievements of various musicians.

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

1.1. The student sings with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1 to 6.

1.1.1. The student uses vocal techniques required for expressive performance of vocal literature of level 5 in a choral ensemble.

1.2. The student sings music written in more than four parts.

1.2.1. The student independently sings music composed for more than four parts.

1.3. The student sings in small ensembles with one student on a part.

1.3.1. The student sings independently in small ensembles with one student on a part.

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

2.1. The student performs with expression and technical accuracy a large and varied repertoire of instrumental literature with a level difficulty of 5 on a scale of 1 to 6.

2.1.1. The student uses instrumental techniques for the expressive and accurate performance of instrumental literature of level 5 difficulty.

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

3.1. The student improvises stylistically appropriate harmonizing parts in a variety of styles.

3.1.1. The student improvises stylistically appropriate harmony.

3.2. The student improvises original melodies in a variety of styles, over given chord progressions, and each in a consistent style, meter, and tonality.

3.2.1. The student improvises original melodies in a variety of styles, over given chord progressions.

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

4.1. The student composes music, demonstrating imagination and technical skill in applying the principles of composition.

4.1.1. The student composes a piece demonstrating traditional and/or nontraditional uses of instruments, voices, and sound sources.

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

5.1. The student demonstrates the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs.

5.1.1. The student analyzes and evaluates the use of the traditional musical elements; form, melody, rhythm, harmony, style, timbre and expression when reading a full instrumental or vocal score.

5.1.2. The student explains all transpositions and the use of clefs when reading a full instrumental or vocal score.

5.2. The student interprets nonstandard notation symbols used by some 20th century composers.

5.2.1. The student interprets nonstandard notation symbols as used in a 20th century composition.

5.3. The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6.

5.3.1. The student sight-reads accurately and expressively, music with a difficulty level of 4.

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

6.1. The student demonstrates the ability to perceive and remember music events by describing in detail significant events occurring in a given aural example.

6.1.1. The student describes in detail significant events occurring in a given aural example through various representations.

6.2. The student compares ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style.

6.2.1. The student compares the creative selections made by composers of a specific genre or style.

6.3. The student analyzes and describes uses of the elements of music in a given work that make it unique, interesting, and expressive.

6.3.1. The student analyzes and describes how the elements of music are combined to create the expressive totality of a work.

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

7.1. The student evaluates a given musical work in terms of its aesthetic qualities and explains the musical means it uses to evoke feelings and emotions.

7.1.1. The student evaluates a given musical work in terms of its aesthetic qualities.

7.1.2. The student explains the function of musical elements in evoking feelings and emotions.

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

8.1. The student compares the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures.

8.1.1. The student compares and contrasts artistic/creative processes and organizational principles of two or more art forms from given historical periods.

8.1.2. The student compares and contrasts artistic/creative processes and organizational principles of two or more art forms from given cultures.

8.2. The student explains how the roles of creators, performer, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts.

8.2.1. The student evaluates the effectiveness of the interrelationships between creators, performers, and others involved in a production or presentation of the arts.

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

9.1. The student identifies and explains the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural content.

9.1.1. The student identifies and explains the stylistic features of a given musical work and its relationship to historical and cultural content.

9.2. The student identifies and describes music genres or styles that show the influence of two or more cultural traditions, identifies the cultural source of each influence, and traces the historical conditions that produced the synthesis of influences.

9.2.1. The student identifies and describes music genres or styles that show the influence of two or more cultural sources.

9.2.2. The student evaluates the historical conditions that produced the combination of influences.

KS.1. Theatre (Advanced): Developing Scripts

1.1. The student knows the basic elements of theatre.

1.1.1. The student identifies the structural parts of a script in texts and performances.

1.1.2. The student labels the five basic structural parts of a script.

1.1.3. The student orally explains the five parts of the plot line from a selection.

1.1.4. The student uses place, time, and atmosphere to create an environment that reveals a specific psychological state (tension, suspense).

1.1.5. The student creates characters and actions that communicate the theme of the script.

1.2. The student constructs and refines original scripts.

1.2.1. The student improvises a story that is based on personal experience and heritage while effectively applying the basic elements of theatre.

1.2.2. The student improvises a story that is based on imagination while effectively applying the basic elements of theatre.

1.2.3. The student improvises a story that is based on literature, cultures, or history while effectively applying the basic elements of theatre.

1.2.4. The student constructs and refines scripts based on a short story or fable that communicate meaning to an audience.

1.3. The student works alone and collaboratively with a peer or group to write and revise a script.

1.3.1. The student collaborates with a peer to write works focusing on conflict/resolution that include revision.

1.3.2. The student collaborates with a group to write works that deal with multiple viewpoints and include revision.

1.3.3. The student writes and revises a monologue that accurately incorporates the basic elements of theatre.

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

2.1. The student coaches and directs actors.

2.1.1. The student assigns roles and/or parts for a play.

2.1.2. The student trains actors for auditions.

2.1.3. The student provides suggestions for cohesive set design.

2.1.4. The student provides suggestions for cohesive costume and prop collection.

2.1.5. The student coaches by effectively critiquing peers.

2.1.6. The student effectively communicates with actors.

2.2. The student organizes auditions, conducts rehearsals, and directs performances.

2.2.1. The student organizes an audition file, conducts auditions, and discusses cast choices with the teacher.

2.2.2. The student coaches rehearsal techniques by providing suggestions regarding memorizing, pacing, polishing work, etc. to prepare for a presentation.

2.2.3. The student uses their director's notebook to effectively plan and direct a performance.

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

3.1. The student analyzes characters and scene structure within a script.

3.1.1. The student analyzes the physical, emotional, and social dimensions of characters found in various dramatic texts.

3.1.2. The student embodies analysis in performances.

3.1.3. The student identifies common dimensions in characters found in dramatic texts from various media.

3.1.4. The student selects from possible choices the ones that are more dramatically complex and interesting.

3.2. The student uses physical techniques to create a character.

3.2.1. The student demonstrates voice, movement, and gesture that are appropriate for character portrayal and consistent throughout performance.

3.2.2. The student employs various dialects while creating characters.

3.2.3. The student monitors and evaluates strengths and weaknesses in the development of physical, vocal, and movement techniques.

3.2.4. The student creates a program for improvement of physical, vocal, and movement techniques.

3.3. The student uses psychological acting approaches to create a character.

3.3.1. The student employs various psychological acting approaches to character development.

3.4. The student knows how to work within an effective acting ensemble.

3.4.1. The student places ensemble goals before personal goals.

3.4.2. The student meets schedules and deadlines.

3.4.3. The student identifies a specific personal goal for each successive rehearsal.

3.4.4. The student provides examples of ensemble acting and identifies and explains it's characteristics.

3.4.5. The student structures positive reinforcement from each student cast member to other cast members at the end of every rehearsal.

3.4.6. The student participates in developing trust and team building exercises.

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

4.1. The student defines the roles and responsibilities of a production staff.

4.1.1. The student describes the responsibilities for each of the following roles: production designer, director, production crew, stage manager.

4.1.2. The student explains the importance of the responsibilities associated with each of the above roles.

4.1.3. The student explains the importance of communication among theatre staff.

4.2. The student designs a technical plan for scripted scenes.

4.2.1. The student creates technical plots, plans, and worksheets for a script or production.

4.2.2. The student explains how the technical requirements of a given script relate to and support one another.

4.2.3. The student organizes set building by listing jobs, equipment, and personnel needed for a production.

4.2.4. The student makes a list of costumes and one of props needed for a production and determines possible sources.

4.2.5. The student creates a make-up plan for the characters in a play.

4.2.6. The student develops designs that use visual and aural elements to convey environments (e.g., place, time, atmosphere/mood) and clearly support the text.

4.2.7. The student lists and describes effective methods for developing a floor plan for a stage setting.

4.3. The student creates accessories for a self-designed script.

4.3.1. The student assists in effectively creating and collecting the functional scenery, properties, lighting, sound, costumes, and makeup needed for a production.

4.3.2. The student practices basic makeup techniques by applying make-up.

4.3.3. The student recognizes costumes and scenery from different historical periods and applies qualities to costume design.

4.4. The student implements safe use of stage tools and equipment.

4.4.1. The student explains reasons for using safe techniques in crafting a staged performance.

4.4.2. The student performs safe use of stage tools and equipment.

4.5. The student fulfills various roles of a marketing staff.

4.5.1. The student designs and implements coherent promotional and business plans.

4.5.2. The student creates a production management chart and timeline (rehearsal schedule or production calendar).

4.5.3. The student completes an application for production rights.

KS.5. Theatre (Advanced): 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 uses aesthetic criteria to evaluate the artistic effectiveness of dramatic performances in theatre and electronic media.

5.1.1. The student evaluates theatre's effectiveness in communicating ideas, meaning, and emotions.

5.1.2. The student reads and analyzes dramatic literature in terms of structure, theme, character, imagery, symbolism, language, and style.

5.1.3. The student uses appropriate theatre vocabulary to evaluate the intentions, structures, effectiveness, and aesthetic values of performances.

5.1.4. The student evaluates how well text/production meets its intended objectives.

5.2. The student compares and contrasts social meanings and emotional responses to performances in theatre and electronic media.

5.2.1. The student evaluates the artistic choices of self and the collaborative efforts of peers and suggests constructive alternatives.

5.2.2. The student analyzes and evaluates critical comments about personal work and explains which points are most appropriate to realize further developments of work.

5.2.3. The student understands performances from the perspective of current personal, national, and international issues, through the evaluation of artistic choices in all media.

5.2.4. The student analyzes and critiques a dramatic performance comparing perceived artistic intentions with final production achievement.

5.2.5. The student develops, articulates, justifies, and applies criteria for creating meaning in performances.

5.2.6. The student constructs social meaning from dramatic texts and relates these to current personal, national, and international issues.

5.3. The student analyzes dramatic texts and performances to understand history, culture, times, and places in their respective context.

5.3.1. The student explains the message being conveyed through a performance regarding the historical event being represented and/or addressed through it.

5.3.2. The student evaluates the cultural accuracy being revealed through performances.

5.3.3. The student examines the ability of a performance to accurately and/or successfully represent a given time period.

5.3.4. The student assesses the success of a performance's ability to depict a place or environment.

5.3.5. The student develops criteria to be used in evaluating the contextual accuracy of their work and that of others.

5.3.6. The student evaluates their own performances and that of others to determine the contextual accuracy regarding historical events and defends their conclusions.

5.4. The student analyzes how audience responses affect the criticism of performances.

5.4.1. The student compares two reviews of the same performance held for two different groups or audiences.

5.4.2. The student recognizes the distinctions in performances based on audience response.

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

6.1. The student understands the interrelationship that exists between theatre and other disciplines.

6.1.1. The student analyzes how theatre connects with music to enhance performances and productions.

6.1.2. The student defines how the visual art's elements impact theatre in comparison to other art forms.

6.1.3. The student shows how theatre connects with math to enhance learning in each.

6.1.4. The student analyzes ways the language arts enhance the expression of ideas and emotions in theatre.

6.1.5. The student explains how plays, movies, television, and live performances contribute to learning about culture.

6.1.6. The student demonstrates ways theatre and language arts work together to develop skills both in theatre and language arts.

6.1.7. The student identifies cultural patterns (social, religious, political, economic) as reflected in the theatre of the times.

6.1.8. The student dramatizes science concepts and themes through role playing.

6.2. The student understands the role that theatre plays in cultures and history.

6.2.1. The student explains how dramatic texts reflect and reinforce cultural and historical contexts.

6.2.2. The student demonstrates how theatre has evolved from it's origins to today's modern theatre.

6.2.3. The student interprets the validity and practicality of cultural and historical information for making artistic choices in productions.

6.2.4. The student explores the major plays and playwrights throughout historical periods explaining the impact they have had on social development.

6.2.5. The student explores how theatre reflects historical periods including how it is manifested today.

6.2.6. The student researches and compares and contrasts historical production designs, techniques, and/or performances from various cultures.

6.2.7. The student interprets cultural, social, and political conditions that have influenced playwrights.

KS.1. Theatre (Exemplary): Developing Scripts

1.1. The student combines the dramatic elements of theatre, the structural parts of a script, and the basic elements of a story to create a script.

1.1.1. The student creates original script that includes characters with dialogue that motivates action and creates mood.

1.1.2. The student synthesizes their personal experiences, heritage, and history in creating a script to incorporate a theme or strong dramatic mood.

1.2. The student effectively uses research material in making artistic scriptwriting choices.

1.2.1. The student uses multiple resources to research and write a script.

1.2.2. The student creates an appendix to the play that explains and defends how they use research.

1.2.3. The student creates a nonfiction play based on primary sources such as interviews.

1.3. The student creates and revises script through the following stages: written script, rehearsal, performance.

1.3.1. The student collaborates with a peer to produce works that include writing, revision, rehearsal, and performance.

1.3.2. The student independently writes, revises, rehearses, and performs a monologue based on a specific theme such as a character struggling with an important decision.

1.3.3. The student independently writes, revises, and rehearses a script working with actors and a director, making necessary revisions during rehearsals.

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

2.1. The student collaborates with technical staff and production designers to direct a performance.

2.1.1. The student applies the elements required for producing a unified production.

2.1.2. The student coordinates the work of all staff, designers, and performers to create a unified production.

2.2. The student produces a play from audition through performance.

2.2.1. The student demonstrates taking a play from page to stage by successfully fulfilling the following five steps: a) develops a production concept; b) creates a director's notebook; c) auditions and casts a production; d) coaches actors and conducts rehearsals; e) directs by incorporating the following: spectacle, sound, movement, and style through such techniques as visual composition.

2.3. The student collaborates with technical staff and production designers.

2.3.1. The student effectively collaborates by coordinating the work of all staff, designers, and performers to create a unified production.

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

3.1. The student creates characters consistent with classical, contemporary, and non-realistic dramatic texts.

3.1.1. The student identifies the elements that comprise style in specific texts.

3.1.2. The student performs monologues and/or scenes from various theatrical styles and periods.

3.2. The student evaluates use of physical techniques to create a character.

3.2.1. The student monitors and evaluates strengths and weaknesses in the development of physical, vocal, and movement techniques.

3.2.2. The student creates a program for improvement of physical, vocal, and movement techniques.

3.3. The student selects a psychological acting approach to create a specific character.

3.3.1. The student evaluates the requirements of the specific script and character.

3.4. The student creates an effective acting ensemble.

3.4.1. The student provides leadership in the creation and maintenance of the production ensemble.

3.4.2. The student mentors younger actors within the ensemble.

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

4.1. The student fulfills the roles and responsibilities as a unified unit necessary for a successful production.

4.1.1. The student plans prop list, costumes, floor plans, and lighting plot.

4.1.2. The student collaborates with directors and other designers.

4.1.3. The student fulfills the responsibilities of a crew chief for an actual production.

4.1.4. The student fulfills the responsibilities of the designers, technicians, and creators.

4.1.5. The student explains the interaction that occurs across the various roles.

4.1.6. The student communicates with other crew members and among those fulfilling the other theatre staff roles.

4.2. The student designs a unified production.

4.2.1. The student conceptualizes and provides artistic interpretations for informal or formal productions.

4.2.2. The student researches historical context of a script and uses the findings as a basis for interpretation and design.

4.3. The student completes a set for a production.

4.3.1. The student rewrites a script, designs it, and creates a unified set for a production.

4.5. The student creates and implements marketing plans for a self-scripted production.

4.5.1. The student creates and implements production schedules, stage management plans, promotional campaigns, and business and front of house procedures.

4.5.2. The student advertises their production through the media (TV, radio, newspaper).

KS.5. Theatre (Exemplary): 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 identifies the possible or actual intentions of respective theatre artists and justifies personal interpretations in comparison using aesthetic criteria.

5.1.1. The student compares two different performances of the same script.

5.1.2. The student writes a thorough critical analysis of dramatic texts.

5.1.3. The student studies and compares professional criticism of same and different texts or performances.

5.1.4. The student compares linear and non-linear plot structures and how each communicates meaning.

5.1.5. The student compares and contrasts fully developed characterizations against stereotypes.

5.1.6. The student compares and contrasts performance's main ideas with their own or others' real life situations.

5.1.7. The student explores different stylistic approaches to sound, movement, and other spectacle elements.

5.1.8. The student explores emotional responses among different forms of theatrical performance.

5.2. The student compares critics' evaluations of performances with personal meanings and emotional responses.

5.2.1. The student recognizes why critics responses are different and at times similar to personal interpretations of works.

5.2.2. The student compares critics' evaluations with personal reviews.

5.2.3. The student defends personal meanings and interpretations of performances in light of critics' reviews.

5.3. The student explains the historical origins of various dramatic genres and theatrical forms and how historical contexts affect contemporary audience responses.

5.3.1. The student describes and justifies personal artistic choices based on cultural interpretations.

5.3.2. The student documents and critiques present times from a theatrical perspective.

5.3.3. The student outlines ways their personal experiences of physical places have impacted and can affect their theatrical works.

5.3.4. The student explores the major plays and playwrights throughout historical periods explaining the impact they have had on social development.

5.3.5. The student explores how theatre reflects historical periods including how it is manifested today.

5.3.6. The student interprets cultural, social, and political conditions that have influenced playwrights.

5.4. The student analyzes how criticism affects audience responses toward performances.

5.4.1. The student analyzes and evaluates a variety of dramatic performances with positive, constructive criticism and justifies responses.

5.4.2. The student records evaluations of performances addressing audience impact.

5.4.3. The student evaluates audience response in relationship to actors' performance.

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

6.1. The student integrates all the arts and other disciplines when taking a performance from page to stage.

6.1.1. The student records the connections made between all content areas and theatre when going through the production process of a self-scripted work.

KS.1. Visual Arts (Proficient): Understanding and applying media techniques and processes. By the end of the 12th grade, Kansas students will demonstrate proficiency in art. They will:

1.B.1. Benchmark: Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that students' intentions are carried out in their artworks.

1.B.2. Benchmark: Conceive, interpret, and create works of visual art that demonstrate an understanding of how the communication of their ideas relate to the media, techniques, and processes they use.

1.I.1. Indicator: Produce works of art that demonstrate control of a variety of media, techniques, and processes in traditional media and emerging technology.

1.I.2. Indicator: Analyze the effective use of media, techniques, and processes in relationship to ideas communicated.

1.I.3. Indicator: Debate/defend the personal use of specific media, techniques, and processes and how they contribute to the communication of ideas, feelings, and experiences.

1.I.4. Indicator: Collaborate with others to organize an exhibition including statements about media, techniques, and processes.

KS.2. Visual Arts (Proficient): Using knowledge of structures and functions. By the end of the 12th grade, Kansas students will demonstrate proficiency in art. They will:

2.B.1. Benchmark: Create artworks that use organizational principles and elements to solve specific visual arts problems.

2.B.2. Benchmark: Evaluate the effectiveness of artworks in terms of organizational structures and functions.

2.B.3. Benchmark: Demonstrate the ability to form and defend judgments about how and why works of art are created.

2.I.1. Indicator: Interpret how the selection and manipulation of elements and principles of design and other concepts convey political, societal, economical, environmental, etc. issues in various works of art.

2.I.2. Indicator: Identify elements and principles of art found in nature and apply as motivation for works of art.

2.I.3. Indicator: Identify major art trends and master artists' works by their characteristic use of elements and principles of design.

2.I.4. Indicator: Defend the use of organizational principles and functions in one's own artwork and the artwork of others in reference to why the work was created.

2.I.5. Indicator: Synthesize and apply elements and principles of design in non-conventional ways of applications to produce unified and meaningful works of art.

2.I.6. Indicator: Create multiple solutions to specific visual arts problems which exhibit purposeful selection of art concepts.

KS.3. Visual Arts (Proficient): Choosing and evaluating a range of subject matter, symbols and ideas. By the end of the 12th grade, Kansas students will demonstrate proficiency in art. They will:

3.B.1. Benchmark: Identify intentions of artists; examine and explain artistic expression in various works of art.

3.B.2. Benchmark: Evaluate how artworks differ visually, spatially, and functionally.

3.B.3. Benchmark: Respond to various interpretations of visual works of art.

3.B.4. Benchmark: Represent subjects, symbols, and ideas in their artworks and apply cognitive skills gained to daily life.

3.I.1. Indicator: Analyze the artistic use of subject matter, symbols, and ideas in communicating the artistic intent.

3.I.2. Indicator: Independently choose relevant subject matter, symbols, and ideas to illustrate personal expression.

3.I.3. Indicator: Evaluate works of art after comparing and contrasting interpretations.

3.I.4. Indicator: Assess the merits of artwork using established criteria.

KS.4. Visual Arts (Proficient): Understanding the visual arts in relation to history and cultures. By the end of the 12th grade, Kansas students will demonstrate proficiency in art. They will:

4.B.1. Benchmark: Identify the function and explore the meaning of specific art objects within varied cultures, times, and places.

4.B.2. Benchmark: Analyze how works of art relate to one another in terms of history, aesthetics, and culture; justify conclusions made and use knowledge gained to influence student's art making.

4.B.3. Benchmark: Differentiate among a variety of historical and cultural contexts in relationship to purposes of artworks.

4.B.4. Benchmark: Analyze and interpret how the visual arts reflect history, culture and aesthetics.

4.I.1. Indicator: Analyze the characteristics and purposes of art in selected cultural and/or historical contexts.

4.I.2. Indicator: Create art that is influenced by other cultures and communicate understanding of eclecticism.

4.I.3. Indicator: Identify characteristics of the visual arts of a specific historical period or style and make parallel connections with contextual events, value, etc.

4.I.4. Indicator: Compare characteristics of artworks within a particular historical period and across cultures in terms of styles, ideas, functions, or themes.

KS.5. Visual Arts (Proficient): Reflecting upon and assessing the characteristics and merits of their work and the work of others. By the end of the 12th grade, Kansas students will demonstrate proficiency in art. They will:

5.B.1. Benchmark: Reflect on how artworks differ visually, spatially, and functionally.

5.B.2. Benchmark: Identify possible intentions of artists and justify their interpretations.

5.B.3. Benchmark: Critically discuss aesthetic issues associated with visual works of art.

5.B.4. Benchmark: Analyze various interpretations as a way to understand and evaluate works of art.

5.I.1. Indicator: Analyze the artistic use of subject matter, symbols, and ideas in communicating the artistic intent in student art and that of master artists.

5.I.2. Indicator: Respond to relevant subject matter, symbols, and ideas to illustrate personal expression.

5.I.3. Indicator: Evaluate works of art to determine their validity as art.

5.I.4. Indicator: Assess the merits of artwork using established criteria.

5.I.5. Indicator: Discuss interpretations of select works of art and defend responses based on content present in the works.

KS.6. Visual Arts (Proficient): Making connections between the visual arts and other disciplines. By the end of the 12th grade, Kansas students will demonstrate proficiency in art. They will:

6.B.1. Benchmark: Compare the concepts, media, technologies, and processes of the visual arts with those of other arts and non-art disciplines.

6.B.2. Benchmark: Connect concepts used in other disciplines with the visual arts.

6.I.1. Indicator: Compare and contrast elements and principles of design in visual art works with similar elements and principles used in music, drama, and dance.

6.I.2. Indicator: Discuss associations between techniques, media, and processes used in art with similar ones used in non-art disciplines.

6.I.3. Indicator: Produce works of visual art that incorporate concepts from non-art disciplines.

KS.1. Visual Arts (Advanced): Understanding and applying media techniques and processes. By the end of 12th grade, advanced Kansas art students will:

1.B.1. Benchmark: Fluently communicate through at least one visual arts medium.

1.B.2. Benchmark: Identify, define, and solve challenging visual arts problems independently, through analysis, synthesis, and evaluation.

1.B.3. Benchmark: Know and fluently apply various techniques and processes for creating art.

1.I.1. Indicator: Apply an advanced level of proficiency in at least one art medium.

1.I.2. Indicator: Make value judgments based on clearly defined criteria to indicate successful use of media, techniques, and processes.

1.I.3. Indicator: Justify selection of media, techniques, and processes to express ideas, feelings and experiences.

1.I.4. Indicator: Synthesize disparate ideas and/or concepts into unified compositions utilizing various media, techniques, and processes in nontraditional ways.

1.I.5. Indicator: Organize and install personal artworks into an exhibition with a statement(s) summarizing media, techniques, and processes.

KS.2. Visual Arts (Advanced): Using knowledge of structures and functions. By the end of 12th grade, advanced Kansas art students will:

2.B.1. Benchmark: Demonstrate the ability to compare and contrast the use of structures and functions in artworks and defend their personal opinions.

2.B.2. Benchmark: Design and propose solutions to visual arts problems that demonstrate competence in making effective choices in regard to relationships between structure and artistic function.

2.I.1. Indicator: Identify and differentiate subtle changes that occur in various works of art based on how the elements and principles are applied.

2.I.2. Indicator: Analyze the relationships among structure and function in works of art.

2.I.3. Indicator: Demonstrate an understanding of and ability to incorporate appropriate elements and principles of a design.

2.I.4. Indicator: Create the illusion of movement and tension.

2.I.5. Indicator: Translate conceptualizations into actual two-dimensional and three-dimensional works of art.

KS.3. Visual Arts (Advanced): Choosing and evaluating a range of subject matter, symbols and ideas. By the end of 12th grade, advanced Kansas art students will:

3.B.1. Benchmark: Understand the origins of specific images and ideas and the value they hold in their art work and in the work of others.

3.B.2. Benchmark: Correlate responses to works of visual art that incorporate techniques for communicating meanings, attitudes, views, and intentions.

3.B.3. Benchmark: Evaluate and defend the validity of sources for content used in works and appraise the manner in which such content is used.

3.B.4. Benchmark: Evaluate the use of culturally-based symbols in Western/Modern art.

3.I.1. Indicator: Examine and evaluate a variety of subject matter and symbols for communicating meanings, ideas, attitudes, views, and intentions and indicate how they evoke particular responses to art.

3.I.2. Indicator: Describe and analyze the sources of subject matter, symbols, and images and the rationale for the selection of those in selected works of art.

3.I.3. Indicator: Examine in depth the history and criticism of selected images and analyze the value of those images or ideas in personal artwork.

KS.4. Visual Arts (Advanced): Understanding the visual arts in relation to history and cultures. By the end of 12th grade, advanced Kansas art students will:

4.B.1. Benchmark: Demonstrate an understanding of the roles of critics, historians, aestheticians, artists, and designers.

4.B.2. Benchmark: Explain commonalities and differences of visual arts evident across time and among cultural and ethnic groups to formulate analyses, evaluations, and interpretations of meaning.

4.I.1. Indicator: Research the work of art critics, historians, and aestheticians and demonstrate an understanding of their role in analyzing and interpreting art.

4.I.2. Indicator: Analyze, interpret, and evaluate the common characteristics of visual arts from a variety of historical, cultural, and ethnic groups.

4.I.4. Indicator: Compare and contrast art from various cultures, times, and places.

KS.5. Visual Arts (Advanced): Reflecting upon and assessing the characteristics and merits of their work and the work of others. By the end of 12th grade, advanced Kansas art students will:

5.B.1. Benchmark: Correlate responses to works of visual art with various ways for communicating meanings, ideas, attitudes, views, and intentions.

5.B.2. Benchmark: Explain the origins of specific images and ideas and why they are of value in their artwork and in the works of others.

5.B.3. Benchmark: Evaluate the effective use of elements and principles used in their art and the works of others in reference to the imagery (emotions, subjects, purposes) conveyed.

5.I.1. Indicator: Respond to, interpret, and evaluate images used in art.

5.I.2. Indicator: Demonstrate the ability to evaluate and use the elements and principles and a variety of techniques to communicate meaning.

KS.6. Visual Arts (Advanced): Making connections between the visual arts and other disciplines. By the end of 12th grade, advanced Kansas art students will:

6.B.1. Benchmark: Apply art aspects to products and objects not typically viewed as fine art.

6.B.2. Benchmark: Synthesize the creative and analytical principles and techniques of the visual arts and other disciplines.

6.B.3. Benchmark: Identify, analyze, and use in visual art works concepts that are based in non-art disciplines.

6.I.1. Indicator: Compare the creative principles in the visual arts with other disciplines (i.e., the humanities, the sciences).

6.I.2. Indicator: Create similes, alliterations, analogies, and metaphors in works of art.

6.I.3. Indicator: Produce works of art that incorporate concepts from other disciplines.

6.I.4. Indicator: Identify and analyze a discipline-based concept such as tessellations or perspective found in geometry to use as a dominant aspect in a work that conveys meaning based on this concept.