Rhode Island State Standards for Arts Education: Grade 11
RI.1. Dance: Creation/Performance - All students will engage in self or group expression by creating original or interpreting works of art.
1.1. Apply knowledge of concepts and structures to create original and interpretive works of art
1.1.1. Create a longer original work demonstrating an understanding of choreography processes, structures and forms which clearly demonstrates a quality, emotion, concept or narrative.
1.2. Apply knowledge of media, tools, techniques and processes to create original and interpretive works of art
1.2.1. Produce and rearrange improvised vocabulary to create an aesthetically whole dance; create ensemble work reflecting understanding of space, time and energy; demonstrate/explain how production elements (stage, lighting, sound, costume, props) affect the communication of the main idea of the dance.
1.3. Perform or exhibit a varied repertoire of artistic works in a variety of settings
1.3.1. Perform in ensemble dances based on their own ideas and those from other sources; reproduce and perform set choreography.
RI.2. Dance: Perception - All students will observe and experience objects and ideas through a multitude of senses and form a sophisticated, informed response.
2.1. Experience a variety of artistic presentations in a variety of settings
2.1.1. Participate and respond appropriately to a variety of performances of increased sophistication by professionals and peers both in and out of school setting; independently participates in cultural activities in the community.
2.2. Establish and explain their own criteria for analysis and appreciation using reflection and evaluation; use and explain various criteria used to analyze and appreciate works of art
2.2.1. Demonstrate knowledge of dance criticism through informed discussions of dance performances with a focus upon description, analysis, interpretation and evaluation; create detailed critiques of professional or peer dance performances based on description, analysis, interpretation and evaluation.
2.3. Accept and utilize constructive criticism for application to future work.
2.3.1. Improve upon student performance and/or choreographic work through feedback from teachers, peers, and video; demonstrate the ability to rework and perform a piece of choreography utilizing critical analysis of work.
RI.3. Dance: Context - All students will demonstrate an understanding of the relationships within personal, social, cultural and historical contexts.
3.1. Relate works of art to their historical and cultural setting
3.1.1. Perform folk, social, theatrical and/or classical dance forms from various cultures and time periods at an increasingly sophisticated level. Describe similarities and differences in steps and movement styles.
3.2. Demonstrate a connection to their personal lives through artistic expression
3.2.1. Discuss and write about how their choreography is a reflection of some aspect of themselves.
3.3.1. Research and discuss issues of ethnicity, gender, social/economic class, age, and/or physical conditions in relation to dance.
RI.4. Dance: Tools - All students will develop the ability to communicate in the language of art forms through the study and use of appropriate vocabulary, materials, tools and techniques.
4.1. Demonstrate facility in the identification and use of a variety of vocabulary, materials, tools and techniques.
4.1.1. Continue to practice the skills in the grade 10 benchmark, at increasingly sophisticated levels.
4.2. Demonstrate the selection of tools appropriate to purpose, message and audience
4.2.1. Use movement skills appropriate to the choreographic projects assigned; challenge self to achieve new movement skills appropriate to creative work.
RI.5. Dance: Integration - All students relate arts knowledge and skills within and across the arts and other content areas.
5.1. Apply process and knowledge from and to other content areas and across the arts
5.1.1. Demonstrate an understanding about the similarities and differences among the arts and other disciplines and that the arts are inherent to all content areas; demonstrate an understanding of the dynamic relationship between the arts and global events of the past, present and future.
5.2. Demonstrate an understanding of how the arts are present in the workplace
5.2.1. Demonstrate an understanding that skills learned in the arts are useful in the workplace and in everyday life (for example - create interdisciplinary work for performance or exhibition; use technology to design and create an interdisciplinary project); understand how skills learned in the arts can be applied to various careers.
RI.1. Music: Creation/Performance - All students will engage in self or group expression by creating original or interpreting works of art.
1.1. Apply knowledge of concepts and structures to create original and interpretive works of art
1.1.1. Continue working on the musical activities described in the Grade 10 benchmarks, at an increasingly advanced level.
1.2. Apply knowledge of media, tools, techniques and processes to create original and interpretive works of art
1.2.1. Continue working on the musical activities described in the Grade 10 benchmarks, at an increasingly advanced level.
1.3. Perform or exhibit a varied repertoire of artistic works in a variety of settings.
1.3.1. Continue working on the musical activities described in the Grade 10 benchmarks, at an increasingly advanced level.
RI.2. Music: Perception - All students will observe and experience objects and ideas through a multitude of senses and form a sophisticated, informed response.
2.1. Experience a variety of artistic presentations in a variety of settings
2.1.1. Participate and respond appropriately to rehearsals and performances of varied musical content and at an increasingly advanced level; demonstrate appropriate audience behavior; independently participates in cultural activities in the community.
2.2. Establish and explain their own criteria for analysis and appreciation using reflection and evaluation; use and explain various criteria used to analyze and appreciate works of art
2.2.1. Continue the musical processes described in the Grade 10 benchmarks at an ever more advanced level.
2.3. Accept and utilize constructive criticism for application to future work.
2.3.1. Evaluate the quality and effectiveness of music by applying specific, measurable criteria appropriate for the style of music, and offer constructive suggestions for improvement, make appropriate modifications.
RI.3. Music: Context - All students will demonstrate an understanding of the relationships within personal, social, cultural and historical contexts.
3.1. Relate works of art to their historical and cultural setting
3.1.1. Identify, analyze and demonstrate examples of music and the role it plays in various cultures and societies; and how it reflects, shapes and interprets the history and culture of different times and places; continue working on the activities described in the Grade 10 benchmark at an increasingly advanced level.
3.2. Demonstrate an understanding of how the arts influence society, and how society influences the arts
3.2.1. Differentiate among a variety of historical and cultural music in terms of characteristics and purpose of the work, at an increasingly advanced level.
3.3. Demonstrate a connection to their personal lives through artistic expression
3.3.1. Perform and listen to music that gives meaning to, value to, and enhance their quality of life; continue working on the activities described in the Grade 8 benchmark at an increasingly advanced level.
RI.4. Music: Tools - All students will develop the ability to communicate in the language of art forms through the study and use of appropriate vocabulary, materials, tools and techniques.
4.1. Demonstrate facility in the identification and use of a variety of vocabulary, materials, tools and techniques.
4.1.1. Using accurate terminology and employing music technology, identify and demonstrate through analysis and/or performance and/or composition more complex qualities of the elements of music, including rhythm, melody, harmony, tone color, form and dynamics.
4.2. Demonstrate the selection of tools appropriate to purpose, message and audience
4.2.1. Design musical experiences: instrumental, vocal, compositional, improvisational and electronic, to demonstrate appropriate choices and employ self direction that effectively communicates specific musical ideas to targeted audiences.
RI.5. Music: Integration - All students relate arts knowledge and skills within and across the arts and other content areas.
5.1. Apply process and knowledge from and to other content areas in the arts and across the arts
5.1.1. Integrate the creative and analytic principles and techniques of music with those of selected other arts disciplines, the humanities and/or the sciences; write critiques of live performances using appropriate vocabulary, terminology and structure.
5.2. Demonstrate an understanding of how the arts are present in the workplace
5.2.1. Students identify their own potential for further study and employment in the music industry, make informed choices on the selection of an appropriate use of music in employment, leisure and entertainment activities.
RI.1. Theatre: Creation/Performance - All students will engage in self or group expression by creating original or interpreting works of art.
1.1. Apply knowledge of concepts and structures to create original and interpretive works of art
1.1.1. Write scripts and develop characters for theatre, film, television, and electronic media which clearly demonstrate a quality, emotion, concept or narrative.
1.2. Apply knowledge of media, tools, techniques and processes to create original and interpretive works of art
1.2.1 Construct and operate technical aspects of theatre, film, television or electronic media; create, direct and implement dramatic activity, production schedules, stage management plans, business, and front of house procedures.
1.3. Perform or exhibit a varied repertoire of artistic works in a variety of settings
1.3.1. Participate collaboratively in a mainstage production from traditional or contemporary repertoire for theatre, film, television or electronic media.
RI.2. Theatre: Perception - All students will observe and experience objects and ideas through a multitude of senses and form a sophisticated, informed response.
2.1. Experience a variety of artistic presentations in a variety of settings
2.1.1. Participate and respond appropriately to a variety of dramatic experiences of increased sophistication; independently participates in cultural activities in the community.
2.2. Establish and explain their own criteria for analysis and appreciation using reflection and evaluation; use and explain various criteria used to analyze and appreciate works of art
2.2.1. Create and defend a personal, formal analysis or critique by applying comprehensive knowledge of the theatre process; analyze, compare and evaluate different critiques of the same dramatic texts or performances; critique several dramatic works in terms of aesthetic philosophies
2.3. Accept and utilize constructive criticism for application to future work.
2.3.1. Analyze and evaluate critical comments about personal dramatic work; applies what is learned through the critique process to the improvement of their own work.
RI.3. Theatre: Context - All students will demonstrate an understanding of the relationships within personal, social, cultural and historical contexts.
3.1. Relate works of art to their historical and cultural setting
3.1.1. Identify, compare and contrast ways in which playwrights of different cultures and historical periods have explored similar themes.
3.2. Demonstrate an understanding of how the arts influence society, and how society influences the arts
3.2.1. Analyze and interpret play scripts for style, content and theme showing an understanding of how it might have influenced society, or the impact of society on it (e.g. analyze the social and aesthetic impact of underrepresented theatre and film artists).
3.3. Demonstrate a connection to their personal lives through artistic expression
3.3.1. Apply dramatic/theatrical exploration to human behavior in the roles of actor, director, critic, playwright, and designer (e.g., understanding human response to light, color, sound and shape in the creation of a set design).
RI.4. Theatre: Tools - All students will develop the ability to communicate in the language of art forms through the study and use of appropriate vocabulary, materials, tools and techniques.
4.1. Demonstrate facility in the identification and use of a variety of vocabulary, materials, tools and techniques.
4.1.1 Demonstrate the scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film, television, and electronic media productions; collaborate with directors to develop unified production concepts that convey the metaphorical nature of the drama for informal and formal theatre, film, television, or electronic media productions.
4.2. Demonstrate the selection of tools appropriate to purpose, message and audience
4.2.1. Safely construct and efficiently operate technical aspects of theatre, film, television, or electronic media productions; create and reliably implement production schedules, stage management plans, promotional ideas and businesses and front of the house procedures for informal and formal theatre, film, television, or electronic media productions appropriate to the venue and the audience.
RI.5. Theatre: Integration - All students relate arts knowledge and skills within and across the arts and other content areas.
5.1. Apply process and knowledge from and to other content areas and across the arts
5.1.1. Apply knowledge of theatre arts and other art forms to create formal and informal interdisciplinary projects and performances.
5.2. Demonstrate an understanding of how the arts are present in the workplace
5.2.1. Assume responsibility for a variety of jobs in theatre production (acting, directing, design and technical elements, management of box office, publicity) as preparation for workplace experiences.
RI.1. Visual Arts: Creation/Performance - All students will engage in self or group expression by creating original or interpreting works of art.
1.1. Apply knowledge of concepts and structures to create original and interpretive works of art
1.1.1. Create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic intentions.
1.2. Apply knowledge of media, tools, techniques and processes to create original and interpretive works of art
1.2.1. Incorporate media, techniques and processes with competence, skill, and craftsmanship.
1.3. Perform or exhibit a varied repertoire of artistic works in a variety of settings
1.3.1. Document personal progress by maintaining a portfolio of their artwork, and are able to identify work's strengths and weaknesses and make necessary modifications.
RI.2. Visual Arts: Perception - All students will observe and experience objects and ideas through a multitude of senses and form a sophisticated, informed response.
2.1. Establish and explain criteria for analysis and interpretation of works of art.
2.1.1. Identify how artists apply the elements and principles of design to convey meaning in their artwork.
2.2. Reflect on criteria that is used to determine value in works of art.
2.2.1. Compare and contrast personal preferences with established philosophies of art.
2.3. Engage in the process of critique in order to assist in the development of one's own artwork and that of others.
2.3.1. Based on a set of criteria, analyze specific strengths and weaknesses in their artwork and make appropriate modifications.
2.4. Experience a variety of artistic presentations in a variety of settings.
2.4.1. Participate in a group or solo exhibition.
RI.3. Visual Arts: Context - All students will demonstrate an understanding of the relationships within personal, social, cultural and historical contexts.
3.1. Relate works of art to their historical and cultural setting
3.1.1. Analyze and demonstrate the role visual art and design play in culture and society and how it records, reflects, shapes and interprets history at various times and places.
3.2. Demonstrate a connection to their personal lives through artistic expression
3.2.1. Establish a personal philosophy for the value of the visual arts in their lives.
3.3. Demonstrate an understanding of how the arts influence society, and how society influences the arts
3.3.1. Justify conclusions made in the interpretation of a work of art's meaning as it relates to the identification of historical and cultural influences.
RI.4. Visual Arts: Tools - All students will develop the ability to communicate in the language of art forms through the study and use of appropriate vocabulary, materials, tools and techniques.
4.1. Demonstrate facility in the identification and use of a variety of vocabulary, materials, tools and techniques.
4.1.1. Communicate ideas regularly at a high level of effectiveness in at least one visual art medium.
4.2. Demonstrate the selection of tools appropriate to purpose, message and audience
4.2.1. Use art media and tools in a safe and responsible manner that is age appropriate and appropriate to the media and intended audience.
RI.5. Visual Arts: Interdisciplinary - All students relate arts knowledge and skills within and across the arts and other content areas.
5.1. Apply process and knowledge from and to other content areas and across the arts
5.1.1. Synthesize the creative and analytic principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences.
5.2. Demonstrate an understanding of how the arts are present in the workplace
5.2.1. Describe the scope and impact of the work of specific art and design professionals.