Massachusetts State Standards for Arts Education: Grade 11
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
MA.1. Dance: Movement Elements and Dance Skills: Students will identify and demonstrate movement elements and dance skills.
1.16. Demonstrate increased flexibility, strength, agility, coordination, articulation, and appropriate alignment in performing extended movement sequences.
1.17. Demonstrate rhythmic acuity in moving.
1.18. Create and perform combinations in a broad dynamic range: solo, with a partner, and in an ensemble.
1.19. Demonstrate projection and confidence while performing dance skills.
1.20. Identify and demonstrate longer and more complex steps and patterns from at least two different dance styles/traditions.
1.21. Maintain a positive body image.
1.22. Demonstrate a high level of consistency and reliability in performing technical skills.
1.23. Perform technical skills with artistic expression, clarity, musicality, and stylistic nuance in a formal dance performance.
1.24. Continue to maintain a positive body image.
MA.2. Dance: Choreography: Students will create movement compositions based on choreographic principles, processes, and forms.
2.13. Choreograph or improvise movement sequences and/or dances that incorporate a range of choreographic principles and choreographic structures.
2.14. Demonstrate increased ability to work alone, with a partner, and in ensembles during the choreographic process.
2.15. Develop and present a choreographed or improvised dance that exhibits coherence and aesthetic unity.
2.16. Describe accurately how a choreographer manipulated and developed the basic movement content in a dance.
2.17. Choreograph dances using specialized dance software and other technologies.
MA.3. Dance: Dance as Expression: Students will demonstrate an understanding of dance as a way to express and communicate meaning.
3.9. Formulate and answer questions about how ideas are communicated through dance.
3.10. Articulate how personal experience influences the interpretation of a dance.
3.11. Create a dance or movement piece based on one gesture and abstract it in several different ways by, for example, varying the timing, shape, space, or energy.
3.12. Create a dance that communicates a social, personal, cultural, or abstract theme.
3.13. Attend performances of extended length and complexity, demonstrating appropriate audience protocol.
3.14. Demonstrate and articulate the ways in which the meaning of a dance is influenced by the application of different cultural and/or stylistic perspectives.
3.15. Compare and contrast how meaning is communicated in two of their own choreographic works.
3.16. Interpret complex ideas through improvisation and choreographed phrases.
MA.4. Dance: Performance in Dance: Students will rehearse and stage dance works.
4.8. Use improvisation to generate movement for choreography using movement, properties (props), costumes, and/or scenic elements.
4.9. Refine technique by rehearsing independently in a consistent, disciplined manner.
4.10. Demonstrate increased ability to work effectively alone and cooperatively with a partner or a group.
4.11. Create or learn a dance to be performed alone or with others; demonstrate patience and commitment during technical and dress rehearsals.
4.12. Direct a rehearsal and performance of their own or another choreographer's dance.
4.13. Organize and implement a complete rehearsal/production schedule for a performance of dance works.
4.14. Work with other technical and production staff to coordinate details for the presentation of a dance performance.
MA.5. Dance: Critical Response: Students will describe and analyze their own dances and the dances of others using appropriate dance vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
5.9. Create a dance and revise it over time, articulating reasons for artistic decisions.
5.10. Discuss and develop criteria for evaluating their own work and that of others.
5.11. Formulate and answer one's own aesthetic questions, such as: what gives a particular dance its identity; or how much can one change a dance before it becomes another dance.
5.12. Analyze dance for its content, originality, its success in communicating the choreographer's intentions, and the success of the dancers in performing the dance. Reflect upon and relate how personal experience can influence judgments in making such analyses.
5.13. Analyze the style of a choreographer, create a dance in that style, and compare and contrast that style with that of other choreographers, past and present.
5.14. Compare elements and principles of choreography with elements and principles of other art forms.
5.15. Analyze issues of gender, ethnicity, social/economic class, age, and physical conditions in relation to dance.
MA.1. Music: Singing: Students will sing, alone and with others, a varied repertoire of music.
1.10. Sing with expression and technical accuracy a large repertoire of vocal literature representing various genres, style, cultures, and historical periods, with a difficulty of 4, on a scale of 1 to 6, including works performed by memory.
1.11. Sing music written in four parts, with and without accompaniment.
1.12. Demonstrate well-developed ensemble skills.
1.13. Sing with expression and technical accuracy a large and varied repertoire of vocal literature representing various genres, styles, cultures, and historical periods, with a level of difficulty of 5, on a scale of 1 to 6, including works performed by memory.
1.14. Sing music written in more than four parts.
1.15. Sing in small ensembles with one student on a part.
MA.2. Music: Reading and Notation: Students will read music written in standard notation.
2.10. Demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used.
2.11. Read and sing at sight moderately difficult melodies, all intervals and their inversions from unison through an octave, and triads and their inversions in arpeggiated form.
2.12. In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6.
2.13. Demonstrate 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.
2.14. Read and sing at sight difficult melodies, all intervals, and seventh chords and their inversions in arpeggiated form.
2.15. In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6.
MA.3. Music: Playing Instruments: Students will play instruments, alone and with others, to perform a varied repertoire of music.
3.11. Perform with expression and technical accuracy a large repertoire of solo and ensemble literature representing various genres, styles, and cultural and historical periods, with a level of difficulty of 4, on a scale of 1 to 6.
3.12. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.
3.13. Perform in small ensembles with one student on a part.
3.14. Perform with expression and technical accuracy a large repertoire of solo and ensemble literature representing various genres, styles, cultural and historical periods, with a level of difficulty of 5, on a scale of 1 to 6.
MA.4. Music: Improvisation and Composition: Students will improvise, compose, and arrange music.
4.11. Improvise stylistically appropriate harmonizing parts.
4.12. Improvise rhythmic and melodic variations on given melodies in pentatonic, major, and minor tonalities.
4.13. Improvise original melodies over given chord progressions consistent in style, meter, and tonality.
4.14. Compose music in several distinct styles using the elements of music for expressive effect.
4.15. Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of sound sources.
4.16. Improvise stylistically appropriate harmonizing parts in a variety of styles.
4.17. Improvise rhythmic and melodic variations on given melodies in pentatonic, major, minor, and modal tonalities.
4.18. Improvise original melodies in a variety of styles, over given chord progressions consistent in style, meter, and tonality.
4.19. Compose and arrange music, demonstrating imagination and technical skill in applying the principles of composition.
4.20. Demonstrate an understanding of choral and instrumental scoring in composition.
MA.5. Music: Critical Response: Students will describe and analyze their own music and the music of others using appropriate music vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
5.12. Demonstrate an understanding of how musical elements interact to create expressiveness in music.
5.13. Demonstrate knowledge of the technical vocabulary of music.
5.14. Listen to performances of extended length and complexity with proper attention and audience protocol.
5.15. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.
5.16. Demonstrate the ability to perceive, remember, and describe in detail significant occurrences in a given aural example.
5.17. Compare and contrast ways in which compositional devices and techniques are used in two or more examples of the same piece, genre, or style.
MA.1. Theatre: Acting: Students will develop acting skills to portray characters who interact in improvised and scripted scenes.
1.14. Create complex and believable characters through the integration of physical, vocal, and emotional choices.
1.15. Demonstrate an understanding of a dramatic work by developing a character analysis.
1.16. Perform in a variety of scenes and/or plays for invited audiences.
1.17. Demonstrate an increased ability to work effectively alone and collaboratively with a partner or in an ensemble.
1.18. Apply appropriate acting techniques and styles in performances of plays from a variety of dramatic genres and historical periods.
1.19. Demonstrate a high level of consistency and believability in portraying characters on stage in formal dramatic productions.
1.20. Demonstrate sensitivity to audience response.
MA.2. Theatre: Reading and Writing Scripts: Students will read, analyze, and write dramatic material.
2.11. Read plays from a variety of genres and styles; compare and contrast the structure of plays to the structures of other forms of literature.
2.12. Demonstrate an understanding of the playwright as a collaborating artist who works with the director, actors, designers, and technicians.
2.13. Using the correct form and structure, collaboratively write an original script or a dramatic adaptation of a literary work.
2.14. Using the correct form and structure, independently write a one-act play that includes fully developed characters, believable dialogue, and logical plot development.
MA.3. Theatre: Directing: Students will rehearse and stage dramatic works.
3.7. Select a scene from original or scripted material, conduct research on the historical period, genre, playwright, and other relevant information, determine casting, staging, and technical requirements, and articulate the rationale for all artistic choices.
3.8. Stage informal presentations for a variety of audiences.
3.9. Direct a one-act play for a public audience, and write a director's concept statement for the interpretation of the work; develop a plan for the audition/casting process; create and implement a complete rehearsal/production schedule; prepare a director's prompt book to record blocking and other notations; maintain a journal of approaches to coaching actors and solving artistic problems; and work collaboratively with technical and production staff to coordinate all production details.
MA.4. Theatre: Technical Theatre: Students will demonstrate skills in using the basic tools, media, and techniques involved in theatrical production.
4.11. Participate as a member of a technical crew or a management team for a mainstage production.
4.12. Conduct research to inform the design of sets, costumes, sound, and lighting for a dramatic production. For example, students select a play from a particular historical period, genre, or style and conduct research using reference materials such as books, periodicals, museum collections, and the Internet to find appropriate examples of hairstyles, furnishings, decorative accessories, and clothing.
4.13. Demonstrate an understanding of the interrelationship between the technical aspects of production and the on-stage performers.
4.14. Apply technical knowledge of safety procedures and practices in the theatre environment.
4.15. Lead a technical crew in a mainstage production.
4.16. Create and implement a major design element for a mainstage production (scenics, lighting, sound, costume, and /or makeup).
4.17. Assume responsibility for the coordination of all aspects of a production by stage managing a theatrical event.
4.18. Apply technical knowledge of safety procedures and practices in the use of theatre equipment, tools, and raw materials.
MA.5. Theatre: Critical Response: Students will describe and analyze their own theatrical work and the work of others using appropriate theatre vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
5.12. Attend live performances of extended length and complexity, demonstrating an understanding of the protocols of audience behavior appropriate to the style of the performance.
5.13. Use group-generated criteria to assess their own work and the work of others.
5.14. Demonstrate objectivity in assessing their personal abilities and creative endeavors.
5.15. Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism.
5.16. Devise specific methods for documenting and assessing one's own artistic development throughout participation in a theatre project.
5.17. Document and reflect on their own work created over several years and identify successful approaches that could be applied in the development of future work.
5.18. Research the ways in which other artists have used self-reflection to document and refine their work.
5.19. Identify and describe, orally and in writing, the influence of other artists on the development of their own artistic work.
MA.1. Visual Arts: Methods, Materials, and Techniques: Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.
1.9. Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools.
1.10. Use electronic technology for reference and for creating original work.
1.11. Explore a single subject through a series of works, varying the medium or technique.
1.12. Describe and apply procedures to ensure safety and proper maintenance of the workspace, materials, and tools.
1.13. Make reasonable choices of 2D and 3D media, materials, tools, and techniques to achieve desired effects in specific projects.
1.14. Demonstrate a mastery of tools and techniques in one medium.
1.15. Describe and apply procedures for the safe and proper maintenance of the workspace, materials, and tools; identify potential health hazards associated with materials and techniques, and possible substitutes for hazardous materials.
MA.2. Visual Arts: Elements and Principles of Design: Students will demonstrate knowledge of the elements and principles of design.
2.12. Apply knowledge of color theory to a project focusing on the use of complementary colors. Be able to use values of colors in wet and dry media to create the illusion of 3D form on a 2D surface.
2.13. Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others.
2.14. Review systems of visualizing information and depicting space and volume, for example, scale and vanishing point, linear, atmospheric, and isometric perspective; and create works using these systems.
2.15. Create artwork that demonstrates understanding of the elements and principles of design in establishing a point of view, a sense of space, or a mood.
2.16. Create artwork that demonstrates a purposeful use of the elements and principles of design to convey meaning and emotion.
2.17. Create artwork that demonstrates facility in selective use of elements and principles of design to establish a personal style.
MA.3. Visual Arts: Observation, Abstraction, Invention, and Expression: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.
3.8. Create representational 2D artwork from direct observation and from memory that convincingly portrays 3D space and the objects and people within that space.
3.9. Create 2D and 3D artwork that explores the abstraction of ideas and representations.
3.10. Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas.
3.11. Demonstrate the ability to portray emotions and personality through the rendering of physical characteristics in 2D and 3D work.
3.12. Demonstrate the ability to use representation, abstraction, or symbolism to create 2D and 3D artwork that conveys a personal point of view about issues and ideas.
MA.4. Visual Arts: Drafting, Revising, and Exhibiting: Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.
4.9. Demonstrate the ability to conceptualize, organize, and complete long-term projects, alone and in group settings (Conceptualize: plan, generate ideas, make preliminary sketches, participate in discussions, imagine outcomes, and set goals; Organize: choose materials and techniques to attain the desired look and feel; maintain work space and personal schedule; review progress of work with others; and revise work appropriately; Complete: prepare work for presentation or exhibition).
4.10. Demonstrate the ability to develop an idea through multiple stages, responding to criticism and self-assessment.
4.11. Maintain a portfolio of artwork that demonstrates a progression of ideas and skills over time.
4.12. Choose and prepare artwork for exhibition, and be able to discuss their choices.
4.13. Create a presentation portfolio that includes work in several media and that demonstrates a progression of ideas and preliminary and finished work in each medium.
4.14. Demonstrate an ability to see their own personal style and discriminate among historical and contemporary styles.
4.15. Demonstrate the ability to draw from other disciplines in the creation of a body of work.
4.16. Organize and present an exhibit of a body of their own work to others.
MA.5. Visual Arts: Critical Response: Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
5.8. Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary.
5.9. Use published sources, either traditional or electronic, to research a body of work or an artist, and present findings in written or oral form.
5.10. Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work.
5.11. Analyze a body of work, or the work of one artist, explaining its meaning and impact on society, symbolism, and visual metaphor.
5.12. Demonstrate an understanding how societal influences and prejudices may affect viewers' ways of perceiving works of art.
MA.6. Connections: Purposes and Meanings in the Arts: Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, where appropriate, interpret their meanings.
6.5. Interpret the meanings of artistic works based on evidence from artists' biographies, autobiographies, or videotaped or written interviews.
6.6. Describe and analyze examples of art forms that integrate practical functions with aesthetic concerns.
6.7. Compare examples of works in one arts domain (dance, music, theatre, visual arts, or architecture) from several periods or cultures and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events.
6.8. Compare examples of works from several arts domains within a period or culture and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events.
MA.7. Connections: Roles of Artists in Communities: Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present.
7.5. Analyze how the arts and artists are portrayed in contemporary newspapers, magazines, films, and electronic media.
7.6. Describe various roles that artists serve, cite representative individuals who have functioned in these roles, and describe their activities and achievements.
7.7. Describe the roles of individual patrons, cultural organizations, and governments in commissioning and collecting works and presenting performances.
7.8. Analyze how the arts and artists were portrayed in the past by analyzing primary sources from historical periods.
7.9. Identify artists who have been involved in social and political movements, and describe the significance of selected works.
7.10. Describe the roles of government, philanthropy, arts institutions, critics, and the publishing, recording, and tourism industries in supporting the arts and historic preservation, and in creating markets for the arts.
MA.8. Connections: Concepts of Style, Stylistic Influence, and Stylistic Change: Students will demonstrate their understanding of the concepts of style, stylistic influence, and stylistic change by identifying when and where art works were created and by analyzing characteristic features of art works from various historical periods, cultures, and genres.
8.6. Classify works from the United States and world cultures by genre, style, and historical period; explain why the works exemplify a particular genre, style, or period.
8.7. Identify works, genres, or styles that show the influence of two or more cultural traditions, and describe how the traditions are manifested in the work.
8.8. Identify the stylistic features of a given work and explain how they relate to aesthetic tradition and historical or cultural contexts.
8.9. Identify examples of innovation and tradition in the arts, and explain the works in relation to historical and cultural contexts.
8.10. Identify variants within the style of a particular time period, and describe the advantages and limitations of using the concept of style to describe and analyze the work of a particular period or culture.
8.11. Identify and analyze examples of artistic and/or literary allusions in works of dance, music, theatre, and visual arts and architecture.
MA.9. Connections: Inventions, Technologies, and the Arts: Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their works.
9.5. Identify and describe examples of how technological development in one artistic domain can influence work in other artistic domain.
9.6. Compare the available materials, inventions, and technologies of two historical periods or cultures and explain their effect on the arts.
9.7. Identify and describe the examples of the persistence of traditional historical materials and technologies in contemporary artworks.
9.8. Evaluate the effectiveness of the use of a particular technology to achieve an artistic effect.
9.9. Identify and describe how some contemporary artists concentrate on the use of technologies and inventions of the past to achieve specific artistic effects.
MA.10. Connections: Interdisciplinary Connections: Students will use knowledge of the arts and cultural resources in the study of the arts, English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.
10.3. Continue the above and apply knowledge of cultural institutions to learning in the arts and other disciplines.
10.4. Continue the above and integrate knowledge from various disciplines and cultural resources.