South Carolina State Standards for Arts Education:

SC.I. Dance: Technique. Identifying and demonstrating movement elements and skills in performing dance.

I.A. Demonstrate nonlocomotor movements (e.g., bend, twist, stretch, swing).

I.B. Demonstrate basic locomotor movements (e.g., walk, run, hop, jump).

I.D. Use their bodies to create shapes at low, middle, and high levels.

I.E. Create, demonstrate, and imitate straight and curved pathways using locomotor and nonlocomotor movements.

I.F. Safely maintain personal and general space while moving.

I.G. Start, change, and stop movement in response to a rhythm.

I.I. Demonstrate kinesthetic awareness by moving body parts in isolation.

SC.II. Dance: Choreography: Understanding choreographic principles, processes, and structures.

II.A. Use improvisation to discover and invent movement and to solve movement problems.

II.B. Improvise, compose, and perform dance phrases based on a variety of stimuli (e.g., sensory cues, ideas, moods).

II.C. Create and repeat a simple sequence with a beginning, middle, and end, both with and without rhythmic accompaniment; identify each of the parts of the sequence.

II.H. Demonstrate the following partner skills: copying, leading, following, and mirroring.

II.J. Translate simple motif writing into movement.

SC.III. Dance: Nonverbal Communication: Understanding dance as a way to create and communicate meaning.

III.A. Describe how dance is different from other forms of human movement (e.g., sports maneuvers, everyday gestures).

III.B. Participate in class discussions about interpretations of responses to dances.

III.E. Improvise, create, and perform dances that communicate feelings and ideas.

SC.IV. Dance: Critical and Creative Thinking: Applying and demonstrating critical and creative thinking skills in dance.

IV.A. Generate multiple solutions to a simple movement problem (e.g., creating rounded shapes): then identify their favorite solution and defend their choice.

IV.E. Demonstrate appropriate audience behavior while watching and responding to dance performances.

SC.V. Dance: History and Culture: Demonstrating and understanding dance in various cultures and historical periods.

V.A. Perform simple folk dances from various cultures.

V.C. Explain some of the reasons why people dance (e.g., entertainment, recreation, religious expression).

SC.VI. Dance: Healthful Living: Making connections between dance and healthful living.

VI.A. Give examples of how healthy practices enhance one's ability to dance.

SC.VII. Dance: Connections: Making connections between dance and other disciplines.

VII.A. Respond to a dance by using another art form (e.g., drawing, painting, singing).

SC.I. General Music: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing songs in a developmentally appropriate range (using head tones), matching pitch, echoing short, melodic patterns and maintaining a steady tempo.

I.B. Speak, chant, and sing, using expressive voices, moving to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

I.C. Sing from memory age-appropriate songs representing varied styles of music.

I.D. Experiment with high, middle, and low vocal pitches by imitating known sounds such as sirens, shrieks, and animals.

I.E. Experiment with and locate head tones through activities such as pretending to throw voice upward, baby talking in head voice, and reciting nursery rhymes in head voice.

I.F. Match pitch by echoing so-mi patterns given by voice and instruments, following hand signals, and reading pitch icons.

I.G. Demonstrate body movements to indicate pitch directions which move up, down, or repeat.

SC.II. General Music: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Play pitched and unpitched instruments, using a variety of instruments and other sound sources, including body percussion.

II.B. Play simple melodies and accompaniments on pitched and unpitched instruments, demonstrating awareness of beat, tempo, dynamics, and melodic direction.

II.C. Play appropriate pitched or unpitched instruments to accompany songs and games from varied cultures

II.D. Echo short rhythmic and melodic patterns.

SC.III. General Music: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise songs and speech pieces to accompany play activities

III.B. Improvise instrumental accompaniments to songs, recorded selections, stories, and poems

III.C. Improvise simple rhythmic accompaniments, using body percussion and classroom instruments

SC.IV. General Music: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose, representing music beats through the use of icons or invented symbols

IV.B. Compose, representing musical sounds and ideas through the use of icons, invented symbols, original graphics, and standard notation

SC.V. General Music: Reading and Notating: Students will read and notate music.

V.A. Read, write, and perform rhythmic notation using traditional, non-traditional, and invented symbols to represent beat, divided beat, and rest

V.B. Read and write melodic notation in pentatonic mode, using traditional, non-traditional, and invented symbols to represent pitch

V.C. Identify basic music symbols including staff, lines and spaces, measures, bar lines, double bar line, repeat signs, and meter.

SC.VI. General Music: Analysis: Students will listen to, analyze, and describe music.

VI.A. Identify examples of music forms, including echo, motive phrase, same/different, call/response, verse/refrain

VI.B. Describe music from diverse cultures using personal vocabulary

VI.C. Identify and describe basic elements in music, including high/low, fast/slow, and loud/soft.

VI.J. Identify and describe the sources of a variety of sounds, including male and female voices and those of common instruments

VI.K. Show body movement in response to dynamics, tempo, and style of music

SC.VII. General Music: Evaluation: Students will evaluate music and music performances.

VII.A. Describe specific elements of musical works that evoke emotion and responses

VII.B. Describe personal preferences for specific musical works and performances

VII.C. Describe personal performances and performances of others and offer constructive suggestions for improvement

SC.VIII. General Music: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Identify music as a part of life and relate its uses to daily experiences, celebrations, and special events

VIII.B. Integrate music into creative writing, storytelling, poetry, dance, theater, visual arts, and other disciplines

SC.IX. General Music: History and Culture: Students will relate music to history and culture.

IX.A. Sing and play simple songs and music games from varied cultures

IX.B. describe voices, instruments, music notation, varied genres and styles from diverse cultures, using personal vocabulary

SC.I. Theatre: Story making: Students will improvise, write and refine scripts based on imagination, personal experience, heritage, literature, and history for informal and formal theatre

I.A. Identify individual elements (who, what, and where) in classroom dramatizations.

I.B. Create scenes and scenarios (with a beginning, middle, and end) by improvising and participating in theatre games.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisation in early grades

II.A/B. Demonstrate physical character traits of humans, animals, and objects.

II.C. Describe and compare how people react to other people and to internal and external environments.

II.D. Assume roles in a variety of dramatizations

II.E. Perform in group (dramatizations)

SC.III. Theatre: Designing: Students will visualize and describe environments that communicate locale and mood in early grades, and later, develop designs and plans that clearly support the environment described in the script for informal and formal productions.

III.A. Identify sets and costumes appropriate for stories and/or classroom dramatizations.

III.C. Use scenery, properties, lighting, sound, costumes, and make-up in classroom dramatizations

SC.IV. Theatre: Directing: Students will respond to direction and side-coaching and demonstrate an understanding of the role of director in early grades and later, interpret dramatic texts and organize and conduct rehearsals for informal and formal theatre.

IV.A. Begin to respond appropriately to instructor's directions and side-coaching in improvisations theatre games and activities.

IV.C. Begin to individually and collaboratively, plan classroom presentations.

SC.VI. Theatre: Connecting: Students will connect, compare, and incorporate ideas and concepts of theatre within the art form and to other disciplines

VI.B. Use performances skills to act out familiar stories

VI.C. Act out different careers and social roles through improvisations and theatre games

VI.D. Use visual arts, dance, music, or electronic media to enhance a classroom performance.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Begin to identify the differences between materials, techniques, and processes.

I.B. Use different media, techniques, and processes to communicate ideas, experiences, and stories.

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment

II.A. Identify some elements and principles of design in artworks.

II.B. Use some elements and principles of design in artworks.

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing - Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artworks and in the evaluation of various artworks.

III.A. Create an artwork that expresses personal experiences.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, and world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Begin to identify specific artworks and styles as belonging to particular artists, cultures, times, and places.

IV.B. Begin to identify some art objects, artists, and resources specific to their community.

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Identify some purposes for creating artwork.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration: Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Begin to identify connections between the visual arts and other content areas across the curriculum.

SC.I. Dance: Technique: Identifying and demonstrating movement elements and skills in performing dance.

I.A. Demonstrate nonlocomotor movements (e.g., bend, twist, stretch, swing).

I.B. Demonstrate basic locomotor movements (e.g., walk, run, hop, jump).

I.D. Use their bodies to create shapes at low, middle, and high levels.

I.E. Create, demonstrate, and imitate straight and curved pathways using locomotor and nonlocomotor movements.

I.F. Stately maintain personal and general space while moving.

I.G. Start, change, and stop movement in response to a rhythm.

I.I. Demonstrate kinesthetic awareness by moving body parts in isolation.

SC.II. Dance: Choreography: Understanding choreographic principles, processes, and structures.

II.A. Use improvisation to discover and invent movement and to solve movement problems.

II.B. Improvise, compose, and perform dance phrases based on a variety of stimuli (e.g., sensory cues, ideas, moods).

II.C. Create and repeat a simple sequence with a beginning, middle, and end, both with and without rhythmic accompaniment; identify each of the parts of the sequence.

II.H. Demonstrate the following partner skills: copying, leading, following, and mirroring.

II.J. Translate simple motif writing into movement.

SC.III. Dance: Nonverbal Communication: Understanding dance as a way to create and communicate meaning.

III.A. Describe how dance is different from other forms of human movement (e.g., sports maneuvers, everyday gestures).

III.B. Participate in class discussions about interpretations of responses to dances.

III.E. Improvise, create, and perform dances that communicate feelings and ideas.

SC.IV. Dance: Critical and Creative Thinking: Applying and demonstrating critical and creative thinking skills in dance.

IV.A. Generate multiple solutions to a simple movement problem (e.g., creating rounded or twisted shapes): then identify their favorite solution and defend their choice.

IV.C. Describe the technical and artistic components of various forms of dance.

IV.E. Demonstrate appropriate audience behavior while watching and responding to dance performances.

SC.V. Dance: History and Culture: Demonstrating and understanding dance in various cultures and historical periods.

V.A. Perform simple folk dances from various cultures.

V.C. Explain some of the reasons why people dance (e.g., entertainment, recreation, religious expression).

V.E. Identify contemporary Western theatrical dance forms (e.g., ballet, modern, tap, jazz).

V.F. Identify some of the dance artist (e.g., performers, teachers, choreographers) associated with Western theatrical dance forms.

SC.VI. Dance: Healthful Living: Making connections between dance and healthful living.

VI.A. Give examples of how healthy practices enhance one's ability to dance.

SC.VII. Dance: Connections: Making connections between dance and other disciplines.

VII.A. Respond to a dance by using another art form; explain the connections between the dance and their response to it (e.g., how their painting reflects the dance on saw).

VII.B. Create a simple dance that demonstrates understanding of a concept or idea from another discipline (e.g., symmetry, asymmetry).

SC.I. General Music: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing songs in a developmentally appropriate range (using head tones), matching pitch, echoing short, melodic patterns and maintaining a steady tempo.

I.B. Speak, chant, and sing, using expressive voices, moving to demonstrate awareness of beat, tempo, dynamics, and melodic direction

I.C. Sing from memory age-appropriate songs representing varied styles of music

I.D. Match pitch

I.E. Show body movements to identify high, middle, and low pitches

I.F. Perform body movement to show melodic shape

I.G. Identify melodic shape as a tune

I.H. Sing a variety of songs including call-response, verse-refrain- AB

I.I. Sing expressively showing an awareness of loud-soft and varied tempos

I.J. Sing pitch syllable names for s, m, l

I.K. Sing s, m, l when reading from a music staff

I.L. Follow conductor cues.

SC.II. General Music: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Play pitched and unpitched instruments, using a variety of instruments and other sound sources, including body percussion.

II.B. Play simple melodies and accompaniments on pitched and unpitched instruments, demonstrating awareness of beat, tempo, dynamics, and melodic direction.

II.C. Play appropriate pitched or unpitched instruments to accompany songs and games from varied cultures

II.D. Echo short rhythmic and melodic patterns.

SC.III. General Music: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise songs and speech pieces to accompany play activities

III.B. Improvise instrumental accompaniments to songs, recorded selections, stories, and poems

III.C. Improvise simple rhythmic accompaniments, using body percussion and classroom instruments

SC.IV. General Music: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose, representing music beats through the use of icons or invented symbols

IV.B. Compose, representing musical sounds and ideas through the use of icons, invented symbols, original graphics, and standard notation

SC.V. General Music: Reading and Notating: Students will read and notate music.

V.A. Read, write, and perform rhythmic notation using traditional, non-traditional, and invented symbols to represent beat, divided beat, and rest

V.B. Read and write melodic notation in pentatonic mode, using traditional, non-traditional, and invented symbols to represent pitch

V.C. Identify basic music symbols including staff, lines and spaces, measures, bar lines, double bar line, repeat signs, and meter.

SC.VI. General Music: Analysis: Students will listen to, analyze, and describe music.

VI.A. Identify examples of music forms, including echo, motive phrase, same/different, call/response, verse/refrain

VI.B. Describe music from diverse cultures using personal vocabulary

VI.C. Identify and describe basic elements in music, including high/low, fast/slow, and loud/soft

VI.D. Identify and describe the sources of a variety of sounds, including male and female voices and those of common instruments

VI.E. Show body movement in response to dynamics, tempo, and style of music

SC.VII. General Music: Evaluation: Students will evaluate music and music performances.

VII.A. Describe specific elements of musical works that evoke emotion and responses

VII.B. Describe personal preferences for specific musical works and performances

VII.C. Describe personal performances and performances of others and offer constructive suggestions for improvement

SC.VIII. General Music: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Identify music as a part of life and relate its uses to daily experiences, celebrations, and special events

VIII.B. Integrate music into creative writing, storytelling, poetry, dance, theater, visual arts, and other disciplines

SC.IX. General Music: History and Culture: Students will relate music to history and culture.

IX.A. Sing and play simple songs and music games from varied cultures

IX.B. Describe voices, instruments, music notation, varied genres and styles from diverse cultures, using personal vocabulary

SC.I. Theatre: Story making: Students will improvise, write and refine scripts based on imagination, personal experience, heritage, literature, and history for informal and formal theatre

I.A. Identify individual elements (who, what, and where) in classroom dramatizations.

I.B. Create scenes and scenarios (with a beginning, middle, and end) by improvising and participating in theatre games.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisation.

II.A/B. Demonstrate physical character traits of humans, animals, and objects.

II.C. Describe and compare how people react to other people and to internal and external environments.

II.D. Assume roles in a variety of dramatizations

II.E. Perform in group (dramatizations)

SC.III. Theatre: Designing: Students will visualize and describe environments that communicate locale and mood in early grades, and later, develop designs and plans that clearly support the environment described in the script for informal and formal productions.

III.A. Identify sets and costumes appropriate for stories and/or classroom dramatizations.

III.C. Use scenery, properties, lighting, sound, costumes, and make-up in classroom dramatizations

SC.IV. Theatre: Directing: Students will respond to direction and side-coaching and demonstrate an understanding of the role of director in early grades and later, interpret dramatic texts and organize and conduct rehearsals for informal and formal theatre.

IV.A. Respond appropriately to instructor's directions and side-coaching in improvisations theatre games and activities.

IV.B. Identify the director's role in theatre

IV.C. Individually and collaboratively, plan classroom presentations.

SC.V. Theatre: Researching: Students will locate, explore, examine, and integrate information related to the theatre.

V.A. Communicate with peers about their classroom improvisations

SC.VI. Theatre: Connecting: Students will connect, compare, and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VI.A. Identify a vocabulary of theatrical terminology

VI.B. Use performances skills to act out familiar stories

VI.C. Act out different careers and social roles through improvisations and theatre games

VI.E. Demonstrate an understanding of the collaborative nature of theatre.

VI.F. Identify and implement conventions unique to theatre (i.e. costumes, props, puppets, and masks)

SC.VII. Theatre: Valuing and Responding: Students will critique, assess, and derive meaning from theatrical experiences.

VII.A. Use appropriate audience etiquette during theatrical performances.

VII.B. Describe a theatrical experience in terms of aural, visual, and kinetic elements.

VII.C. Describe emotions evoked by theatre.

SC.VIII. Theatre: Historical/Cultural: Students will understand and integrate information form past and present cultures and times to enhance theatrical knowledge and experiences.

VIII.A. Perform dramatizations of stories from different time periods and cultures.

VIII.B. Identify the origins and historical significance of stories and theatrical conventions (masks, sets, costumes)

VIII.C. View and compare dramatic texts from different time periods and cultures.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Identify the differences between materials, techniques, and processes.

I.B. Use different media, techniques, and processes to communicate ideas, experiences, and stories.

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify the elements and principles of design in items that are of natural or of human origin.

II.B. Use elements and principles of design to communicate ideas in artworks.

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing - Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Create artwork that expresses personal experiences.

III.B. Describe personal responses to various subject matter, symbols, and ideas in artwork.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, and world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Identify specific artworks and styles as belonging to particular artists, cultures, times and places.

IV.B. Identify a variety of art objects, artists, and resources specific to their community.

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Identify various purposes for creating artwork.

V.B. Compare and contrast the expressive qualities in nature and those found in artworks.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Distinguish between utilitarian and non-utilitarian art.

VI.B. Identify connections between the visual arts and other content areas across the curriculum.

SC.I. Dance: Technique: Identifying and demonstrating movement elements and skills in performing dance.

I.A. Demonstrate nonlocomotor movements (e.g., bend, twist, stretch, swing).

I.B. Demonstrate basic locomotor movements (e.g., walk, run, hop, jump).

I.D. Use their bodies to create shapes at low, middle, and high levels.

I.E. Create, demonstrate, and imitate straight and curved pathways using locomotor and nonlocomotor movements.

I.F. Stately maintain personal and general space while moving.

I.G. Start, change, and stop movement in response to a rhythm.

I.I. Demonstrate kinesthetic awareness by moving body parts in isolation.

SC.II. Dance: Choreography: Understanding choreographic principles, processes, and structures.

II.A. Use improvisation to discover and invent movement and to solve movement problems.

II.B. Improvise, compose, and perform dance phrases based on a variety of stimuli (e.g., sensory cues, ideas, moods).

II.C. Create and repeat a simple sequence with a beginning, middle, and end, both with and without rhythmic accompaniment; identify each of the parts of the sequence.

II.H. Demonstrate the following partner skills: copying, leading, following, and mirroring.

II.J. Translate simple motif writing into movement.

SC.III. Dance: Nonverbal Communication: Understanding dance as a way to create and communicate meaning.

III.A. Describe how dance is different from other forms of human movement (e.g., sports maneuvers, everyday gestures).

III.B. Participate in class discussions about interpretations of responses to dances.

III.E. Improvise, create, and perform dances that communicate feelings and ideas.

SC.IV. Dance: Critical and Creative Thinking: Applying and demonstrating critical and creative thinking skills in dance.

IV.A. Generate multiple solutions to a simple movement problem (e.g., creating rounded or twisted shapes): then identify their favorite solution and defend their choice.

IV.C. Describe the technical and artistic components of various forms of dance.

IV.E. Demonstrate appropriate audience behavior while watching and responding to dance performances.

SC.V. Dance: History and Culture: Demonstrating and understanding dance in various cultures and historical periods.

V.A. Perform simple folk dances from various cultures.

V.C. Explain some of the reasons why people dance (e.g., entertainment, recreation, religious expression).

V.E. Identify contemporary Western theatrical dance forms (e.g., ballet, modern, tap, jazz).

V.F. Identify some of the dance artist (e.g., performers, teachers, choreographers) associated with Western theatrical dance forms.

SC.VI. Dance: Healthful Living: Making connections between dance and healthful living.

VI.A. Give examples of how healthy practices enhance one's ability to dance.

SC.VII. Dance: Connections: Making connections between dance and other disciplines.

VII.A. Respond to a dance by using another art form; explain the connections between the dance and their response to it (e.g., how their painting reflects the dance on saw).

VII.B. Create a simple dance that demonstrates understanding of a concept or idea from another discipline (e.g., symmetry, asymmetry).

SC.I. General Music: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing songs in a developmentally appropriate range (using head tones), matching pitch, echoing short, melodic patterns and maintaining a steady tempo.

I.B. Speak, chant, and sing, using expressive voices, moving to demonstrate awareness of beat, tempo, dynamics, and melodic direction

I.C. Sing from memory age-appropriate songs representing varied styles of music

SC.II. General Music: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Play pitched and unpitched instruments, using a variety of instruments and other sound sources, including body percussion.

II.B. Play simple melodies and accompaniments on pitched and unpitched instruments, demonstrating awareness of beat, tempo, dynamics, and melodic direction.

II.C. Play appropriate pitched or unpitched instruments to accompany songs and games from varied cultures

II.D. Echo short rhythmic and melodic patterns.

SC.III. General Music: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise songs and speech pieces to accompany play activities

III.B. Improvise instrumental accompaniments to songs, recorded selections, stories, and poems

III.C. Improvise simple rhythmic accompaniments, using body percussion and classroom instruments

SC.IV. General Music: Composition: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose, representing music beats through the use of icons or invented symbols

IV.B. Compose, representing musical sounds and ideas through the use of icons, invented symbols, original graphics, and standard notation

SC.V. General Music: Reading and Notating: Students will read and notate music.

V.A. Read, write, and perform rhythmic notation using traditional, non-traditional, and invented symbols to represent beat, divided beat, and rest

V.B. Read and write melodic notation in pentatonic mode, using traditional, non-traditional, and invented symbols to represent pitch

V.C. Identify basic music symbols including staff, lines and spaces, measures, bar lines, double bar line, repeat signs, and meter.

SC.VI. General Music: Analysis: Students will listen to, analyze, and describe music.

VI.A. Identify examples of music forms, including echo, motive phrase, same /different, call/response, verse/refrain

VI.B. Describe music from diverse cultures using personal vocabulary

VI.C. Identify and describe basic elements in music, including high/low, fast/slow, and loud/soft.

VI.D. Identify and describe the sources of a variety of sounds, female voices and those of common instruments

VI.E. Show body movement in response to dynamics, tempo, and style of music

SC.VII. General Music: Evaluation: Students will evaluate music and music performances.

VII.A. Describe specific elements of musical works that evoke emotion and responses

VII.B. Describe personal preferences for specific musical works and performances

VII.C. Describe personal performances and performances of others and offer constructive suggestions for improvement

SC.VIII. General Music: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Identify music as a part of life and relate its uses to daily experiences, celebrations, and special events

VIII.B. Integrate music into creative writing, storytelling, poetry, dance, theater, visual arts, and other disciplines

SC.IX. General Music: History and Culture: Students will relate music to history and culture.

IX.A. Sing and play simple songs and music games from varied cultures

IX.B. Describe voices, instruments, music notation, varied genres and styles from diverse cultures, using personal vocabulary

SC.I. Theatre: Story making: Students will improvise, write and refine scripts based on imagination, personal experience, heritage, literature, and history for informal and formal theatre

I.A. Identify individual elements (who, what, and where) in classroom dramatizations.

I.B. Create scenes and scenarios (with a beginning, middle, and end) by improvising and participating in theatre games.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisation.

II.A/B. Demonstrate physical character traits of humans, animals, and objects.

II.C. Describe and compare how people react to other people and to internal and external environments.

II.D. Assume roles in a variety of dramatizations

II.E. Perform in group (dramatizations)

SC.III. Theatre: Designing: Students will visualize and describe environments that communicate locale and mood in early grades, and later, develop designs and plans that clearly support the environment described in the script for informal and formal productions.

III.A. Identify sets and costumes appropriate for stories and/or classroom dramatizations.

III.C. Use scenery, properties, lighting, sound, costumes, and make-up in classroom dramatizations

SC.IV. Theatre: Directing: Students will respond to direction and side-coaching and demonstrate an understanding of the role of director in early grades and later, interpret dramatic texts and organize and conduct rehearsals for informal and formal theatre.

IV.A. Respond appropriately to instructor's directions and side-coaching in improvisations theatre games and activities.

IV.B. Identify the director's role in theatre

IV.C. Individually and collaboratively, plan classroom presentations.

SC.V. Theatre: Researching: Students will locate, explore, examine, and integrate information related to the theatre.

V.A. Communicate with peers about their classroom improvisations

SC.VI. Theatre: Connecting: Students will connect, compare, and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VI.A. Identify a vocabulary of theatrical terminology

VI.B. Use performances skills to act out familiar stories

VI.C. Act out different careers and social roles through improvisations and theatre games

VI.E. Demonstrate an understanding of the collaborative nature of theatre.

VI.F. Identify and implement conventions unique to theatre (i.e. costumes, props, puppets, and masks)

SC.VII. Theatre: Valuing and Responding: Students will critique, assess, and derive meaning from theatrical experiences.

VII.A. Use appropriate audience etiquette during theatrical performances.

VII.B. Describe a theatrical experience in terms of aural, visual, and kinetic elements.

VII.C. Describe emotions evoked by theatre.

SC.VIII. Theatre: Historical/Cultural: Students will understand and integrate information form past and present cultures and times to enhance theatrical knowledge and experiences.

VIII.A. Perform dramatizations of stories from different time periods and cultures.

VIII.B. Identify the origins and historical significance of stories and theatrical conventions (masks, sets, costumes)

VIII.C. View and compare dramatic texts from different time periods and cultures.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Identify the differences between materials, techniques, and processes.

I.B. Use different media, techniques, and processes to communicate ideas, experiences, and stories.

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify the elements and principles of design in items that are of natural or of human origin.

II.B. Use elements and principles of design to communicate ideas in artworks.

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing - Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Create artwork that expresses personal experiences.

III.B. Describe personal responses to various subject matter, symbols, and ideas in artwork.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, and world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Identify specific artworks and styles as belonging to particular artists, cultures, times and places.

IV.B. Identify a variety of art objects, artists, and resources specific to their community.

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Identify various purposes for creating artwork.

V.B. Compare and contrast the expressive qualities in nature and those found in artworks.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Distinguish between utilitarian and non-utilitarian art.

VI.B. Identify connections between the visual arts and other content areas across the curriculum.

SC.I. General Music: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch, and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation.

I.C. Sing from memory a varied repertoire of music representing genres and styles from diverse cultures.

I.D. Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, and rounds.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

SC.II. General Music: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Play pitched and unpitched instruments in rhythm, with appropriate posture, dynamics and timbre, while maintaining a steady tempo.

II.B. Play easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic and harmonic classroom instruments.

II.C. Play expressively a varied repertoire of music representing diverse genres, cultures, and time periods

II.D. Echo and create rhythmic and melodic patterns.

II.E. Play in groups, blending instrumental parts, matching dynamic levels, and responding to the cues of a conductor.

II.F. Play independent instrumental parts while others sing or play contrasting parts

SC.II. General Music: Improvisation: Students will improvise melodies, variations, and accompaniments.

II.A. Improvise, in the same style, responses (answers) to given rhythmic and melodic patterns (questions).

II.B. Improvise simple rhythmic and melodic ostinato patterns

II.C. Improvise simple rhythmic and melodic embellishments.

II.D. Improvise short songs and instrumental pieces using traditional and nontraditional sound sources

SC.III. General Music: Composition: Students will compose and arrange music within specified guidelines.

III.A. Create and arrange music using standard and nonstandard notation.

III.B. Create and arrange music to accompany readings and dramatizations.

III.C. Create and arrange short songs and instrumental pieces within specified guidelines.

III.D. Create and arrange using a variety of sound sources.

SC.IV. General Music: Reading and Notating: Students will read and notate music.

IV.A. Read and write rhythmic notation including whole, half, quarter, eighth, sixteenth notes, dotted notes, corresponding rests, and syncopation.

IV.B. Read and write melodic notation applying knowledge of extended pentatonic, diatonic, and major/minor.

IV.C. Identify symbols and terminology for dynamics, tempo, and articulation, and interpret them correctly when performing.

IV.D. Write notation using standard symbols for meter, rhythm, pitch, and dynamics.

SC.VI. General Music: Analysis: Students will listen to, analyze, and describe music.

VI.A. Identify examples of music forms including motive to phrase, 4-bar phrase, canon, rondo, AABA, 12-bar blues, and theme and variation

VI.B. Demonstrate perceptual skills by moving, answering questions, and describing listening selections representing diverse musical styles.

VI.C. Explain music using appropriate terminology for pitch, notation, meter, chords, voices, instruments, and performances.

VI.D. Identify by sight and sound a variety of instruments including orchestra, band, multicultural, and digital.

VI.E. Demonstrate movement and emotional response to prominent music characteristics while listening

SC.VII. General Music: Evaluation: Students will evaluate music and music performances.

VII.A. Devise criteria for evaluating performances and compositions based upon musical concepts, ideas, and values.

VII.B. Explain, using appropriate music terminology, personal preferences for specific musical works and styles.

VII.C. Apply music concepts when determining the quality of personal performances and performances of others and when offering constructive suggestions for improvement.

SC.VIII. General Music: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Explain the role of music in life experiences, celebrations, community functions, and special events

VIII.B. Identify ways in which the principles and subject matter of other disciplines taught in school are interrelated with those of music.

VIII.C. Identify similarities and differences in the meanings of common terms used in the various art disciplines.

SC.IX. General Music: History and Culture: Students will relate music to history and culture.

IX.A. Listen to and identify, by genre or style, examples of music from various historical periods and world cultures

IX.B. Describe how elements of music are used in music examples from various cultures of the world.

IX.C. Identify various uses of music in daily experiences and describe characteristics that make certain music suitable for each use.

IX.D. Identify and describe roles of musicians in various settings and world cultures.

IX.E. Demonstrate audience behavior appropriate for the context and style of music performed.

SC.I. Beginning Level Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing expressively with appropriate dynamics, phrasing, and interpretation.

I.C. Sing in groups and respond to a conductor.

SC.II. Beginning Level Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

II.B. Perform in groups, blending instrumental timbres and responding to a conductor.

II.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

II.D. Echo short rhythmic and melodic patterns.

II.E. Perform independent instrumental parts while others play contrasting parts.

SC.III. Beginning Level Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise simple rhythmic and melodic phrases.

III.C. Play and embellish simple melodies by ear.

SC.IV. Beginning Level Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Explore compositional devices in large group settings.

IV.B. Arrange simple melodies for one's own instrument.

SC.V. Beginning Level Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

V.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

V.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Level Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Identify simple music forms presented aurally.

VI.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VII. Beginning Level Band: Evaluation Students will evaluate music and music performances.

VII.A. Devise criteria for evaluating performances.

VII.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VIII. Beginning Level Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VIII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.IX. Beginning Level Band: History and Culture Students will relate music to history and culture.

IX.A. Perform a varied repertoire of music from various cultures.

IX.B. Perform music from various historical periods.

SC.I. Beginning Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation, a repertoire of vocal literature with a level of difficulty of 1 to 2 on a scale of 1-6.

I.C. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

I.D. Sing ostinati, partner songs, rounds, and two/three part music.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues if the conductor.

SC.II. Beginning Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1-6 accurately and independently on various types of classroom instruments.

SC.III. Beginning Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Beginning Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Beginning Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, dotted quarter, and eighth notes and corresponding rests in 2/4, 3 /4, and 4/4 meter signatures.

V.B. Read simple pitch notation in the appropriate clef using a system (syllables, numbers, or letter names).

V.C. Identify symbols, and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Demonstrate perceptual skills by moving as well as describing and answering questions about aural examples of music in various styles representing diverse cultures.

VI.D. Use appropriate terminology when explaining music notation, music instruments and voices and music.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Beginning Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Devise criteria for evaluating performances and compositions

VII.B. Use appropriate music terminology to explain their personal preferences for specific music works and styles.

SC.VIII. Beginning Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Beginning Choral Music: Relating To History and Culture: Understanding music in relation to history and culture.

IX.A. Perform a varied repertoire of music from other cultures.

IX.B. Perform music from various historical periods.

IX.C. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

IX.D. Identify and describe roles of musicians in various music settings and cultures.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Beginning Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Beginning Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

I.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

I.B. Perform in groups, blending instrumental timbres and responding to a conductor.

I.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

I.D. Echo short rhythmic and melodic patterns.

I.E. Perform independent instrumental parts while others play contrasting parts.

SC.II. Beginning Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

II.A. Echo simple rhythmic and melodic patterns.

II.B. Improvise simple rhythmic and melodic phrases.

II.C. Play and embellish simple melodies by ear.

SC.III. Beginning Level Strings: Composition: Students will compose and arrange music within specific guidelines.

III.A. Explore compositional devices in large group settings.

III.B. Arrange simple melodies for one's own instrument.

SC.IV. Beginning Level Strings: Reading and Notating: Students will read and notate music.

IV.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

IV.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

IV.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

IV.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.V. Beginning Level Strings: Analysis: Students will listen to, analyze, and describe music.

V.A. Identify simple music forms presented aurally.

V.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VI. Beginning Level Strings: Evaluation: Students will evaluate music and music performances.

VI.A. Devise criteria for evaluating performances.

VI.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VII. Beginning Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.VIII. Beginning Level Strings: History and Culture: Students will relate music to history and culture.

VIII.A. Perform a varied repertoire of music from various cultures.

VIII.B. Perform music from various historical periods.

SC.I. Theatre: Story making: Students will improvise, write and refine scripts based on imagination, personal experience, heritage, literature, and history for informal and formal theatre

I.A. Identify the parts of a script using theatre games and vocabulary

I.B. Individually and in groups create characters, environments, dialogue and action through improvisation and writing.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisation.

II.A/B. Demonstrate physical acting skills (e.g. knowledge of blocking, body awareness) and voice and diction skills (volume, tempo, pitch, tone, and emphasis)

II.C. Imagine and clearly describe characters, their relationships, and their environments.

II.D. Create and justify characters and roles that contribute to the action of dramatizations based on personal experience, heritage, imagination, literature, and history

II.E. Perform in group (dramatizations)

SC.III. Theatre: Designing: Students will visualize and describe environments that communicate locale and mood in early grades, and later, develop designs and plans that clearly support the environment described in the script for informal and formal productions.

III.A. Identify sets and costumes appropriate for stories and/or classroom dramatizations.

SC.IV. Theatre: Directing: Students will respond to direction and side-coaching and demonstrate an understanding of the role of director in early grades and later, interpret dramatic texts and organize and conduct rehearsals for informal and formal theatre.

IV.A. Respond appropriately to instructor's directions and side-coaching in improvisations theatre games and activities.

IV.B. Explain the role of the director and the production staff in theatre

IV.C. Lead small group rehearsals for classroom presentation and modify and adjust directing choices based on rehearsal discoveries.

SC.V. Theatre: Researching: Students will locate, explore, examine, and integrate information related to the theatre.

V.A. Communicate with peers about their classroom improvisations

SC.VI. Theatre: Connecting: Students will connect, compare, and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VI.A. Identify a vocabulary of theatrical terminology

VI.B. Use performance skills to act out familiar stories

VI.C. Act out different careers and social roles through improvisation and theatre games.

VI.E. Demonstrate an understanding of the collaborative nature of theatre

VI.F. Identify and implement conventions unique to theatre (i.e. costumes, props, puppets and masks)

SC.VII. Theatre: Valuing and Responding: Students will critique, assess, and derive meaning from theatrical experiences.

VII.B. Describe a theatrical experience in terms of aural, visual, and kinetic elements.

VII.C. Compare ones emotions and actions to that of a character from theatre.

VII.D. Analyze a classroom performance based on a set of criteria (i.e. characterization, diction, pacing, and movement) and make suggestions for improvement.

SC.VIII. Theatre: Historical/Cultural: Students will understand and integrate information form past and present cultures and times to enhance theatrical knowledge and experiences.

VIII.A. Perform dramatizations of stories from different time periods and cultures.

VIII.B. Compare and contrast characters, situations, and themes in theatre from different time periods and cultures.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Describe how different materials, techniques, and processes cause different responses in the viewer.

I.B. Use different media, techniques, and processes to communicate ideas, experiences, and stories.

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Describe orally and in written form how the various uses of elements and principles of design cause different responses in the viewer.

II.B. Select and use elements and principles of design to communicate personal ideas in artworks.

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Select and use subject matter, symbols, and ideas to communicate meaning in artworks.

III.B. Evaluate how choices of subject matter, symbols, and ideas communicate effectively in their artwork and in the artwork of others.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, and world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Identify specific artworks and styles as belonging to particular artists, cultures, times, and places.

IV.B. Identify a variety of art objects, artists, and resources specific to South Carolina.

IV.C. Describe how history, culture, and the visual arts can influence each other.

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Describe how people's experiences influence the development of specific artworks.

V.B. Analyze their artwork and the artworks of others and describe possible improvements.

V.C. Distinguish between personal preferences and objective analysis in artworks.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare and contrast characteristics of the visual arts and other arts disciplines.

VI.B. Identify connections between the visual arts, other arts disciplines, and other content areas across the curriculum.

VI.C. Recognize career opportunities in the visual arts.

SC.I. General Music: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch, and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation.

I.C. Sing from memory a varied repertoire of music representing genres and styles from diverse cultures.

I.D. Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, and rounds.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

SC.II. General Music: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Play pitched and unpitched instruments in rhythm, with appropriate posture, dynamics and timbre, while maintaining a steady tempo.

II.B. Play easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic and harmonic classroom instruments.

II.C. Play expressively a varied repertoire of music representing diverse genres, cultures, and time periods

II.D. Echo and create rhythmic and melodic patterns.

II.E. Play in groups, blending instrumental parts, matching dynamic levels, and responding to the cues of a conductor.

II.F. Play independent instrumental parts while others sing or play contrasting parts

SC.II. General Music: Improvisation: Students will improvise melodies, variations, and accompaniments.

II.A. Improvise, in the same style, responses (answers) to given rhythmic and melodic patterns (questions).

II.B. Improvise simple rhythmic and melodic ostinato patterns

II.C. Improvise simple rhythmic and melodic embellishments.

II.D. Improvise short songs and instrumental pieces using traditional and nontraditional sound sources.

SC.III. General Music: Composition: Students will compose and arrange music within specified guidelines.

III.A. Create and arrange music using standard and nonstandard notation.

III.B. Create and arrange music to accompany readings and dramatizations.

III.C. Create and arrange short songs and instrumental pieces within specified guidelines.

III.D. Create and arrange using a variety of sound sources.

SC.IV. General Music: Reading and Notating: Students will read and notate music.

IV.A. Read and write rhythmic notation including whole, half, quarter, eighth, sixteenth notes, dotted notes, corresponding rests, and syncopation.

IV.B. Read and write melodic notation applying knowledge of extended pentatonic, diatonic, and major/minor.

IV.C. Identify symbols and terminology for dynamics, tempo, and articulation, and interpret them correctly when performing.

IV.D. Write notation using standard symbols for meter, rhythm, pitch, and dynamics.

SC.VI. General Music: Analysis: Students will listen to, analyze, and describe music.

VI.A. Identify examples of music forms including motive to phrase, 4-bar phrase, canon, rondo, AABA, 12-bar blues, and theme and variation

VI.B. Demonstrate perceptual skills by moving, answering questions, and describing listening selections representing diverse musical styles.

VI.C. Explain music using appropriate terminology for pitch, notation, meter, chords, voices, instruments, and performances.

VI.D. Identify by sight and sound a variety of instruments including orchestra, band, multicultural, and digital.

VI.E. Demonstrate movement and emotional response to prominent music characteristics while listening

SC.VII. General Music: Evaluation: Students will evaluate music and music performances.

VII.A. Identify examples of music forms including motive to phrase, 4-bar phrase, canon, rondo, AABA, 12-bar blues, and theme and variation

VII.B. Demonstrate perceptual skills by moving, answering questions, and describing listening selections representing diverse musical styles.

VII.C. Explain music using appropriate terminology for pitch, notation, meter, chords, voices, instruments, and performances.

VII.D. Identify by sight and sound a variety of instruments including orchestra, band, multicultural, and digital.

VII.E. Demonstrate movement and emotional response to prominent music characteristics while listening

SC.VIII. General Music: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Explain the role of music in life experiences, celebrations, community functions, and special events

VIII.B. Identify ways in which the principles and subject matter of other disciplines taught in school are interrelated with those of music.

VIII.C. Identify similarities and differences in the meanings of common terms used in the various art disciplines.

SC.IX. General Music: History and Culture: Students will relate music to history and culture.

IX.A. Listen to and identify, by genre or style, examples of music from various historical periods

IX.B. Describe how elements of music are used in music examples from various cultures of

IX.C. Identify various uses of music in daily experiences and describe characteristics that make certain music suitable for each use.

SC.I. Beginning Level Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing expressively with appropriate dynamics, phrasing, and interpretation.

I.C. Sing in groups and respond to a conductor.

SC.II. Beginning Level Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

II.B. Perform in groups, blending instrumental timbres and responding to a conductor.

II.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

II.D. Echo short rhythmic and melodic patterns.

II.E. Perform independent instrumental parts while others play contrasting parts.

SC.III. Beginning Level Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise simple rhythmic and melodic phrases.

III.C. Play and embellish simple melodies by ear.

SC.IV. Beginning Level Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Explore compositional devices in large group settings.

IV.B. Arrange simple melodies for one's own instrument.

SC.V. Beginning Level Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

V.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

V.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Level Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Identify simple music forms presented aurally.

VI.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VII. Beginning Level Band: Evaluation Students will evaluate music and music performances.

VII.A. Devise criteria for evaluating performances.

VII.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VIII. Beginning Level Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VIII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.IX. Beginning Level Band: History and Culture Students will relate music to history and culture.

IX.A. Perform a varied repertoire of music from various cultures.

IX.B. Perform music from various historical periods.

SC.I. Beginning Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation, a repertoire of vocal literature with a level of difficulty of 1 to 2 on a scale of 1-6.

I.C. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

I.D. Sing ostinati, partner songs, rounds, and two/three part music.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues if the conductor.

SC.II. Beginning Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1-6 accurately and independently on various types of classroom instruments.

SC.III. Beginning Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Beginning Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Beginning Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, dotted quarter, and eighth notes and corresponding rests in 2/4, 3 /4, and 4/4 meter signatures.

V.B. Read simple pitch notation in the appropriate clef using a system (syllables, numbers, or letter names).

V.C. Identify symbols, and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Demonstrate perceptual skills by moving as well as describing and answering questions about aural examples of music in various styles representing diverse cultures.

VI.D. Use appropriate terminology when explaining music notation, music instruments and voices and music.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Beginning Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Devise criteria for evaluating performances and compositions

VII.B. Use appropriate music terminology to explain their personal preferences for specific music works and styles.

SC.VIII. Beginning Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Beginning Choral Music: Relating To History and Culture: Understanding music in relation to history and culture.

IX.A. Perform a varied repertoire of music from other cultures.

IX.B. Perform music from various historical periods.

IX.C. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

IX.D. Identify and describe roles of musicians in various music settings and cultures.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Beginning Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Beginning Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

I.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

I.B. Perform in groups, blending instrumental timbres and responding to a conductor.

I.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

I.D. Echo short rhythmic and melodic patterns.

I.E. Perform independent instrumental parts while others play contrasting parts.

SC.II. Beginning Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

II.A. Echo simple rhythmic and melodic patterns.

II.B. Improvise simple rhythmic and melodic phrases.

II.C. Play and embellish simple melodies by ear.

SC.III. Beginning Level Strings: Composition: Students will compose and arrange music within specific guidelines.

III.A. Explore compositional devices in large group settings.

III.B. Arrange simple melodies for one's own instrument.

SC.IV. Beginning Level Strings: Reading and Notating: Students will read and notate music.

IV.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

IV.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

IV.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

IV.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.V. Beginning Level Strings: Analysis: Students will listen to, analyze, and describe music.

V.A. Identify simple music forms presented aurally.

V.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VI. Beginning Level Strings: Evaluation: Students will evaluate music and music performances.

VI.A. Devise criteria for evaluating performances.

VI.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VII. Beginning Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.VIII. Beginning Level Strings: History and Culture: Students will relate music to history and culture.

VIII.A. Perform a varied repertoire of music from various cultures.

VIII.B. Perform music from various historical periods.

SC.I. Theatre: Story making: Students will improvise, write and refine scripts based on imagination, personal experience, heritage, literature, and history for informal and formal theatre

I.A. Identify the parts of a script using theatre games and vocabulary

I.B. Individually and in groups create characters, environments, dialogue and action through improvisation and writing.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisation.

II.A/B. Demonstrate physical acting skills (e.g. knowledge of blocking, body awareness) and voice and diction skills (volume, tempo, pitch, tone, and emphasis)

II.C. Imagine and clearly describe characters, their relationships, and their environments.

II.D. Create and justify characters and roles that contribute to the action of dramatizations based on personal experience, heritage, imagination, literature, and history

II.E. Perform in group (dramatizations)

SC.III. Theatre: Designing: Students will visualize and describe environments that communicate locale and mood in early grades, and later, develop designs and plans that clearly support the environment described in the script for informal and formal productions.

III.A. Identify sets and costumes appropriate for stories and/or classroom dramatizations.

SC.IV. Theatre: Directing: Students will respond to direction and side-coaching and demonstrate an understanding of the role of director in early grades and later, interpret dramatic texts and organize and conduct rehearsals for informal and formal theatre.

IV.A. Respond appropriately to instructor's directions and side-coaching in improvisations theatre games and activities.

IV.B. Explain the role of the director and the production staff in theatre

IV.C. Lead small group rehearsals for classroom presentation and modify and adjust directing choices based on rehearsal discoveries.

SC.V. Theatre: Researching: Students will locate, explore, examine, and integrate information related to the theatre.

V.A. Communicate with peers about their classroom improvisations

SC.VI. Theatre: Connecting: Students will connect, compare, and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VI.A. Identify a vocabulary of theatrical terminology

VI.B. Use performance skills to act out familiar stories

VI.C. Act out different careers and social roles through improvisation and theatre games.

VI.E. Demonstrate an understanding of the collaborative nature of theatre

VI.F. Identify and implement conventions unique to theatre (i.e. costumes, props, puppets and masks)

SC.VII. Theatre: Valuing and Responding: Students will critique, assess, and derive meaning from theatrical experiences.

VII.B. Describe a theatrical experience in terms of aural, visual, and kinetic elements.

VII.C. Compare ones emotions and actions to that of a character from theatre.

VII.D. Analyze a classroom performance based on a set of criteria (i.e. characterization, diction, pacing, and movement) and make suggestions for improvement.

SC.VIII. Theatre: Historical/Cultural: Students will understand and integrate information form past and present cultures and times to enhance theatrical knowledge and experiences.

VIII.A. Perform dramatizations of stories from different time periods and cultures.

VIII.B. Compare and contrast characters, situations, and themes in theatre from different time periods and cultures.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Describe how different materials, techniques, and processes cause different responses in the viewer.

I.B. Use different media, techniques, and processes to communicate ideas, experiences, and stories.

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Describe orally and in written form how the various uses of elements and principles of design cause different responses in the viewer.

II.B. Select and use elements and principles of design to communicate personal ideas in artworks.

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Select and use subject matter, symbols, and ideas to communicate meaning in artworks.

III.B. Evaluate how choices of subject matter, symbols, and ideas communicate effectively in their artwork and in the artwork of others.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, and world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Identify specific artworks and styles as belonging to particular artists, cultures, times, and places.

IV.B. Identify a variety of art objects, artists, and resources specific to South Carolina.

IV.C. Describe how history, culture, and the visual arts can influence each other.

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Describe how people's experiences influence the development of specific artworks.

V.B. Analyze their artwork and the artworks of others and describe possible improvements.

V.C. Distinguish between personal preferences and objective analysis in artworks.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare and contrast characteristics of the visual arts and other arts disciplines.

VI.B. Identify connections between the visual arts, other arts disciplines, and other content areas across the curriculum.

VI.C. Recognize career opportunities in the visual arts.

SC.I. General Music: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch, and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation.

I.C. Sing from memory a varied repertoire of music representing genres and styles from diverse cultures.

I.D. Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, and rounds.

I.E. Sing in groups, blending vocal timbres. Matching dynamic levels, and responding to the cues of a conductor.

SC.II. General Music: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Play pitched and unpitched instruments in rhythm, with appropriate posture, dynamics and timbre, while maintaining a steady tempo.

II.B. Play easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic and harmonic classroom instruments.

II.C. Play expressively a varied repertoire of music representing diverse genres, cultures, and time periods

II.D. Echo and create rhythmic and melodic patterns.

II.E. Play in groups, blending instrumental parts, matching dynamic levels, and responding to the cues of a conductor.

II.F. Play independent instrumental parts while others sing or play contrasting parts

SC.III. General Music: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise, in the same style, responses (answers) to given rhythmic and melodic patterns (questions).

III.B. Improvise simple rhythmic and melodic ostinato patterns

III.C. Improvise simple rhythmic and melodic embellishments.

III.D. Improvise short songs and instrumental pieces using traditional and nontraditional sound sources

SC.IV. General Music: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Create and arrange music using standard and nonstandard notation.

IV.B. Create and arrange music to accompany readings and dramatizations.

IV.C. Create and arrange short songs and instrumental pieces within specified guidelines.

IV.D. Create and arrange using a variety of sound sources.

SC.V. General Music: Reading and Notating: Students will read and notate music.

V.A. Read and write rhythmic notation including whole, half, quarter, eighth, sixteenth notes, dotted notes, corresponding rests, and syncopation.

V.B. Read and write melodic notation applying knowledge of extended pentatonic, diatonic, and major/minor.

V.C. Identify symbols and terminology for dynamics, tempo, and articulation, and interpret them correctly when performing.

V.D. Write notation using standard symbols for meter, rhythm, pitch, and dynamics.

SC.VI. General Music: Analysis: Students will listen to, analyze, and describe music.

VI.A. Identify examples of music forms including motive to phrase, 4-bar phrase, canon, rondo, AABA, 12-bar blues, and theme and variation

VI.B. Demonstrate perceptual skills by moving, answering questions, and describing listening selections representing diverse musical styles.

VI.C. Explain music using appropriate terminology for pitch, notation, meter, chords, voices, instruments, and performances.

VI.D. Identify by sight and sound a variety of instruments including orchestra, band, multicultural, and digital.

VI.E. Demonstrate movement and emotional response to prominent music characteristics while listening

SC.VII. General Music: Evaluation: Students will evaluate music and music performances.

VII.A. Identify examples of music forms including motive to phrase, 4-bar phrase, canon, rondo, AABA, 12-bar blues, and theme and variation

VII.B. Demonstrate perceptual skills by moving, answering questions, and describing listening selections representing diverse musical styles.

VII.C. Explain music using appropriate terminology for pitch, notation, meter, chords, voices, instruments, and performances.

VII.D. Identify by sight and sound a variety of instruments including orchestra, band, multicultural, and digital.

VII.E. Demonstrate movement and emotional response to prominent music characteristics while listening

SC.VIII. General Music: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Explain the role of music in life experiences, celebrations, community functions, and special events

VIII.B. Identify ways in which the principles and subject matter of other disciplines taught in school are interrelated with those of music.

VIII.C. Identify similarities and differences in the meanings of common terms used in the various art disciplines.

SC.IX. General Music: History and Culture: Students will relate music to history and culture.

IX.A. Listen to and identify, by genre or style, examples of music from various historical periods and world cultures

IX.B. Describe how elements of music are used in music examples from various cultures of the world.

IX.C. Identify various uses of music in daily experiences and describe characteristics that make certain music suitable for each use.

IX.D. Identify and describe roles of musicians in various settings and world cultures.

IX.F. Demonstrate audience behavior appropriate for the context and style of music performed.

SC.I. Beginning Level Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing expressively with appropriate dynamics, phrasing, and interpretation.

I.C. Sing in groups and respond to a conductor.

SC.II. Beginning Level Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

II.B. Perform in groups, blending instrumental timbres and responding to a conductor.

II.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

II.D. Echo short rhythmic and melodic patterns.

II.E. Perform independent instrumental parts while others play contrasting parts.

SC.III. Beginning Level Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise simple rhythmic and melodic phrases.

III.C. Play and embellish simple melodies by ear.

SC.IV. Beginning Level Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Explore compositional devices in large group settings.

IV.B. Arrange simple melodies for one's own instrument.

SC.V. Beginning Level Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

V.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

V.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Level Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Identify simple music forms presented aurally.

VI.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VII. Beginning Level Band: Evaluation Students will evaluate music and music performances.

VII.A. Devise criteria for evaluating performances.

VII.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VIII. Beginning Level Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VIII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.IX. Beginning Level Band: History and Culture Students will relate music to history and culture.

IX.A. Perform a varied repertoire of music from various cultures.

IX.B. Perform music from various historical periods.

SC.I. Beginning Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation, a repertoire of vocal literature with a level of difficulty of 1 to 2 on a scale of 1-6.

I.C. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

I.D. Sing ostinati, partner songs, rounds, and two/three part music.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues if the conductor.

SC.II. Beginning Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1-6 accurately and independently on various types of classroom instruments.

SC.III. Beginning Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Beginning Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Beginning Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, dotted quarter, and eighth notes and corresponding rests in 2/4, 3 /4, and 4/4 meter signatures.

V.B. Read simple pitch notation in the appropriate clef using a system (syllables, numbers, or letter names).

V.C. Identify symbols, and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Demonstrate perceptual skills by moving as well as describing and answering questions about aural examples of music in various styles representing diverse cultures.

VI.D. Use appropriate terminology when explaining music notation, music instruments and voices and music.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Beginning Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Devise criteria for evaluating performances and compositions

VII.B. Use appropriate music terminology to explain their personal preferences for specific music works and styles.

SC.VIII. Beginning Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Beginning Choral Music: Relating To History and Culture: Understanding music in relation to history and culture.

IX.A. Perform a varied repertoire of music from other cultures.

IX.B. Perform music from various historical periods.

IX.C. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

IX.D. Identify and describe roles of musicians in various music settings and cultures.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Beginning Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Beginning Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

I.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

I.B. Perform in groups, blending instrumental timbres and responding to a conductor.

I.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

I.D. Echo short rhythmic and melodic patterns.

I.E. Perform independent instrumental parts while others play contrasting parts.

SC.II. Beginning Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

II.A. Echo simple rhythmic and melodic patterns.

II.B. Improvise simple rhythmic and melodic phrases.

II.C. Play and embellish simple melodies by ear.

SC.III. Beginning Level Strings: Composition: Students will compose and arrange music within specific guidelines.

III.A. Explore compositional devices in large group settings.

III.B. Arrange simple melodies for one's own instrument.

SC.IV. Beginning Level Strings: Reading and Notating: Students will read and notate music.

IV.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

IV.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

IV.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

IV.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.V. Beginning Level Strings: Analysis: Students will listen to, analyze, and describe music.

V.A. Identify simple music forms presented aurally.

V.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VI. Beginning Level Strings: Evaluation: Students will evaluate music and music performances.

VI.A. Devise criteria for evaluating performances.

VI.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VII. Beginning Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.VIII. Beginning Level Strings: History and Culture: Students will relate music to history and culture.

VIII.A. Perform a varied repertoire of music from various cultures.

VIII.B. Perform music from various historical periods.

SC.I. Theatre: Story making: Students will improvise, write and refine scripts based on imagination, personal experience, heritage, literature, and history for informal and formal theatre

I.A. Identify the parts of a script using theatre games and vocabulary

I.B. Individually and in groups create characters, environments, dialogue and action through improvisation and writing.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisation.

II.A/B. Demonstrate physical acting skills (e.g. knowledge of blocking, body awareness) and voice and diction skills (volume, tempo, pitch, tone, and emphasis)

II.C. Imagine and clearly describe characters, their relationships, and their environments.

II.D. Create and justify characters and roles that contribute to the action of dramatizations based on personal experience, heritage, imagination, literature, and history

II.E. Perform in group (dramatizations)

SC.III. Theatre: Designing: Students will visualize and describe environments that communicate locale and mood in early grades, and later, develop designs and plans that clearly support the environment described in the script for informal and formal productions.

III.A. Identify sets and costumes appropriate for stories and/or classroom dramatizations.

SC.IV. Theatre: Directing: Students will respond to direction and side-coaching and demonstrate an understanding of the role of director in early grades and later, interpret dramatic texts and organize and conduct rehearsals for informal and formal theatre.

IV.A. Respond appropriately to instructor's directions and side-coaching in improvisations theatre games and activities.

IV.B. Explain the role of the director and the production staff in theatre

IV.C. Lead small group rehearsals for classroom presentation and modify and adjust directing choices based on rehearsal discoveries.

SC.V. Theatre: Researching: Students will locate, explore, examine, and integrate information related to the theatre.

V.A. Communicate with peers about their classroom improvisations

SC.VI. Theatre: Connecting: Students will connect, compare, and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VI.A. Identify a vocabulary of theatrical terminology

VI.B. Use performance skills to act out familiar stories

VI.C. Act out different careers and social roles through improvisation and theatre games.

VI.E. Demonstrate an understanding of the collaborative nature of theatre

VI.F. Identify and implement conventions unique to theatre (i.e. costumes, props, puppets and masks)

SC.VII. Theatre: Valuing and Responding: Students will critique, assess, and derive meaning from theatrical experiences.

VII.B. Describe a theatrical experience in terms of aural, visual, and kinetic elements.

VII.C. Compare ones emotions and actions to that of a character from theatre.

VII.D. Analyze a classroom performance based on a set of criteria (i.e. characterization, diction, pacing, and movement) and make suggestions for improvement.

SC.VIII. Theatre: Historical/Cultural: Students will understand and integrate information form past and present cultures and times to enhance theatrical knowledge and experiences.

VIII.A. Perform dramatizations of stories from different time periods and cultures.

VIII.B. Compare and contrast characters, situations, and themes in theatre from different time periods and cultures.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Describe how different materials, techniques, and processes cause different responses in the viewer.

I.B. Use different media, techniques, and processes to communicate ideas, experiences, and stories.

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Describe orally and in written form how the various uses of elements and principles of design cause different responses in the viewer.

II.B. Select and use elements and principles of design to communicate personal ideas in artworks.

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Select and use subject matter, symbols, and ideas to communicate meaning in artworks.

III.B. Evaluate how choices of subject matter, symbols, and ideas communicate effectively in their artwork and in the artwork of others.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, and world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Identify specific artworks and styles as belonging to particular artists, cultures, times, and places.

IV.B. Identify a variety of art objects, artists, and resources specific to South Carolina.

IV.C. Describe how history, culture, and the visual arts can influence each other.

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Describe how people's experiences influence the development of specific artworks.

V.B. Analyze their artwork and the artworks of others and describe possible improvements.

V.C. Distinguish between personal preferences and objective analysis in artworks.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare and contrast characteristics of the visual arts and other arts disciplines.

VI.B. Identify connections between the visual arts, other arts disciplines, and other content areas across the curriculum.

VI.C. Recognize career opportunities in the visual arts.

SC.I. Dance: Technique: Students will identify and demonstrate movement elements and skills in performing dance.

I.A/B. Demonstrate the following movement skills and explain the underlying principles: skeletal alignment, balance, initiation of movement, articulation of body parts, weight shift, elevation and landing, fall and recovery, contraction and release, and the relationship of breath to movement.

I.C. Identify and demonstrate basic dance steps, positions, and patterns for dance from at least four different styles or genres (e.g., ballet, modern, tap and social, folk).

I.D/E. Transfer a complex spatial pattern (e.g., a circle or spiral) from the visual to the kinesthetic (e.g., using a spatial pattern found in the surrounding environment to create a similar spatial pattern in a movement sequence).

I.F. Demonstrate the ability to safely maintain personal/general space while moving.

I.G. Transfer a complex rhythmic pattern from the auditory to the kinesthetic.

I.H. Identify and demonstrate a range of dynamics/movement qualities (e.g., sustained, percussive, vibratory, bound, free-flowing).

I.I. Demonstrate kinesthetic awareness, concentration, and focus in performing movement skills.

I.J. Demonstrate accurate memorization and reproduction of movement sequences.

I.K. Describe the action and movement elements observed in a dance, using appropriate movement/dance vocabulary.

I.L. Refine technique through teacher evaluation and correction.

SC.II. Dance: Choreography: Understanding choreographic principles, processes, and structures.

II.A. Use improvisation to generate movement for choreography.

II.B. Improvise, compose, and perform dance phrases based on a variety of stimuli (e.g., sensory cues, ideas, moods).

II.C. Create variations on an original phrase by using a variety of processes to manipulate dance phrases and to determine the order in which movements will occur (e.g., fragmentation, retrograde, augmentation, diminution, and transposition, reordering, and chance).

II.D. Create solo and group compositions that demonstrate the principles of visual design and spatial dynamics.

II.E. Create solo and group compositions that demonstrate the principles of contrast and transition.

II.F. Use structures/ forms (e.g., theme and variation, rondo, canon, and selected contemporary forms0 through brief solo and group compositions.

II.G. Work alone or cooperatively with a partner or in a small group during the choreographic process.

II.H. Demonstrate the following partner skills while moving through space: creating contrasting and complementary shapes and taking and supporting weight.

II.I. Analyze and describe the choreographic tools used in major dance works and those of peers.

II.J. Translate basic notation into movement and use notation to record dance phrases.

SC.III. Dance: Nonverbal Communication: Understanding dance as a way to create and communicate meaning.

III.A. Formulate and answer questions about how movement choices communicate abstract ideas in dance.

III.B. Explain how personal experience can influence the interpretation of a dance.

III.C. Select accompaniment (e.g., sound, music, spoken text) for an original dance that supports the meaning of a dance.

III.D. Describe lighting, costuming, props, and other scenic elements that contribute to the meaning of an original dance.

III.E. Create a dance that communicates a topic of personal significance to them.

SC.IV. Dance: Critical and Creative Thinking: Applying and demonstrating critical and creative thinking skills in dance.

IV.A. Create a movement problem and demonstrate multiple solutions; identify the most interesting solutions and defend their choices.

IV.B. Compare and contrast two subtly differing dance compositions in terms of space (e.g., shape, pathways), time (e.g., rhythm, tempo), and force/ energy (e.g., movement qualities).

IV.C. Formulate opinions about dances on the basis of established criteria during both observation and reflection.

IV.D. Participation in class discussions about the nature of dance (e.g., what dance is, what qualities establish dance as a unique art discipline and distinguish it from other art forms).

IV.E. Demonstrate appropriate audience behavior while watching and responding to dance performances.

SC.V. Dance: History and Culture: Students will demonstrate and understand dance in various cultures and historical periods.

V.A. Perform complex folk, social, and/or classical dances from at least five cultures; describe similarities and differences in steps and movement styles.

V.B. Perform folk, social, and/or theatrical dances from a broad spectrum of 20th century America.

V.C. Research a dance of a different culture or time period and the cultural/historical context of that dance, effectively sharing the dance and describing its context with one's peers.

V.D. Describe the role of dance in a variety of cultures or time periods.

V.E. Perform complex steps from and describe similarities and differences between two contemporary theatrical forms of dance.

V.F. Analyze and describe the contributions of a variety of dance artists (e.g. performers, teachers, choreographers) to the art of theatrical dance.

V.G. Perform brief movement sequences from master works or etudes based on master works (within copyright restrictions).

SC.VI. Dance: Healthful Living: Making connections between dance and healthful living.

VI.A. Identify at least five personal goals to improve one's own dancing and the steps one is taking to reach those goals.

VI.B. Explain strategies for preventing dance injuries (e.g., training, nutrition).

VI.C. Create original warm -up exercises and discuss how these exercises prepare the body and mind for functional and expressive purposes.

VI.D. Compare and contrast historical and cultural images of the body in dance with the images of the body that appear in contemporary media.

VI.E. Identify the benefits of dancing as part of a healthy lifestyle for people of all ages.

SC.VII. Dance: Connections: Making connections between dance and other disciplines.

VII.A. Create a project that reveals similarities and differences among the arts.

VII.B. Cite examples of concepts used both in dance and disciplines outside the arts (e.g., human anatomy in science, shape in architecture, historical dance works in social and political history).

VII.C. Compare the choreographic process to the writing process (i.e. brainstorming, exploring and developing ideas, putting ideas into form, sequencing)

VII.D. Create a dance intended for video: draw a storyboard that illustrates the various shots, camera angles, and effects that would be used to video tape and edit dance.

VII.E. Demonstrate basic proficiency in at least two technological applications related to dance (e.g., Life Forms, information retrieval via the Internet, videotaping and editing).

SC.I. Beginning Level Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing expressively with appropriate dynamics, phrasing, and interpretation.

I.C. Sing in groups and respond to a conductor.

SC.II. Beginning Level Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

II.B. Perform in groups, blending instrumental timbres and responding to a conductor.

II.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

II.D. Echo short rhythmic and melodic patterns.

II.E. Perform independent instrumental parts while others play contrasting parts.

SC.III. Beginning Level Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise simple rhythmic and melodic phrases.

III.C. Play and embellish simple melodies by ear.

SC.IV. Beginning Level Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Explore compositional devices in large group settings.

IV.B. Arrange simple melodies for one's own instrument.

SC.V. Beginning Level Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

V.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

V.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Level Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Identify simple music forms presented aurally.

VI.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VII. Beginning Level Band: Evaluation Students will evaluate music and music performances.

VII.A. Devise criteria for evaluating performances.

VII.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VIII. Beginning Level Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VIII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.IX. Beginning Level Band: History and Culture Students will relate music to history and culture.

IX.A. Perform a varied repertoire of music from various cultures.

IX.B. Perform music from various historical periods.

SC.I. Intermediate Band: Singing Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.II. Intermediate Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Intermediate Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variations on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple pieces for instruments other that those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Band: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and Compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Compare the terminology and contrasting definitions of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

SC.IX. Intermediate Band: History and Culture Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Beginning Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation, a repertoire of vocal literature with a level of difficulty of 1 to 2 on a scale of 1-6.

I.C. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

I.D. Sing ostinati, partner songs, rounds, and two/three part music.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues if the conductor.

SC.II. Beginning Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1-6 accurately and independently on various types of classroom instruments.

SC.III. Beginning Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Beginning Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Beginning Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, dotted quarter, and eighth notes and corresponding rests in 2/4, 3 /4, and 4/4 meter signatures.

V.B. Read simple pitch notation in the appropriate clef using a system (syllables, numbers, or letter names).

V.C. Identify symbols, and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Demonstrate perceptual skills by moving as well as describing and answering questions about aural examples of music in various styles representing diverse cultures.

VI.D. Use appropriate terminology when explaining music notation, music instruments and voices and music.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Beginning Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Devise criteria for evaluating performances and compositions

VII.B. Use appropriate music terminology to explain their personal preferences for specific music works and styles.

SC.VIII. Beginning Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Beginning Choral Music: Relating To History and Culture: Understanding music in relation to history and culture.

IX.A. Perform a varied repertoire of music from other cultures.

IX.B. Perform music from various historical periods.

IX.C. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

IX.D. Identify and describe roles of musicians in various music settings and cultures.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Intermediate Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with stylistic accuracy and good breath control throughout their singing ranges, alone or in small and large ensembles.

I.B. Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2 on a scale of 1 to 6, including some songs performed from memory.

I.C. Sing music representing diverse genres and cultures with expression appropriate for the work they are performing.

I.D. Sing music written in two, three, and four parts.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor.

SC.II. Intermediate Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Intermediate Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Intermediate Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Intermediate Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and corresponding rests in 2/4, 3 /4, 4/4, 6/8, 3/8, and alla breve meter signatures.

V.B. Sight-read simple melodies in the appropriate clef with a level of difficulty of 2 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use the standard symbols to notate meter, rhythm, pitch, and dynamics, in simple, patterns presented by the teacher.

SC.VI. Intermediate Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.D. Analyze music by identifying basic principles of meter, rhythm, tonality, intervals, and chords.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Intermediate Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own performances and those of others.

SC.VIII. Intermediate Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Explain the similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Intermediate Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of high quality musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Beginning Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Beginning Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

I.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

I.B. Perform in groups, blending instrumental timbres and responding to a conductor.

I.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

I.D. Echo short rhythmic and melodic patterns.

I.E. Perform independent instrumental parts while others play contrasting parts.

SC.II. Beginning Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

II.A. Echo simple rhythmic and melodic patterns.

II.B. Improvise simple rhythmic and melodic phrases.

II.C. Play and embellish simple melodies by ear.

SC.III. Beginning Level Strings: Composition: Students will compose and arrange music within specific guidelines.

III.A. Explore compositional devices in large group settings.

III.B. Arrange simple melodies for one's own instrument.

SC.IV. Beginning Level Strings: Reading and Notating: Students will read and notate music.

IV.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

IV.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

IV.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

IV.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.V. Beginning Level Strings: Analysis: Students will listen to, analyze, and describe music.

V.A. Identify simple music forms presented aurally.

V.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VI. Beginning Level Strings: Evaluation: Students will evaluate music and music performances.

VI.A. Devise criteria for evaluating performances.

VI.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VII. Beginning Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.VIII. Beginning Level Strings: History and Culture: Students will relate music to history and culture.

VIII.A. Perform a varied repertoire of music from various cultures.

VIII.B. Perform music from various historical periods.

SC.I. Intermediate Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.II. Intermediate Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards

SC.III. Intermediate Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variation on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple melodies for instruments other than those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the terminology and contrasting definition of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

SC.IX. Intermediate Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Theatre: Story Making/Playwriting (Scriptwriting): Students will improvise, write and refine scripts based on imagination, literature and history for informal and formal theatre productions.

I.A. Students will identify dramatic structure within a script, (e.g. plot development, rising action, foreshadowing, crisis, catharsis, and denouement) using theatre vocabulary.

I.B. Students will individually and in groups create characters, environments, dialogue and action through improvisation and writing.

I.C. Students will write, revise, and perform monologues, scenarios, scenes and short plays that include the basic elements of dramatic structure.

I.D. Students will compare and contrast film, television and electronic media scripts to play scripts.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisations in early grades and later develop, communicate, and sustain character in informal and formal productions.

II.A/B. Students will demonstrate acting skills (e.g., memorization, sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts.)

II.C. Students will analyze descriptions, dialogue, and actions in order to articulate and justify character motivation.

II.D. Students will invent and justify character behaviors for dramatization based on the observations of interactions, ethical choices, and emotional responses of people.

II.E. Students will interact as an improvised or scripted character in an ensemble.

SC.III. Theatre: Designing/Stage Craft: Students will visualize and describe environments that communicate locale and mood in early grades and later develop designs and plans that clearly support the environment described in the script for informal and formal productions, including the promotion, scheduling, and management for the performance.

III.A. Students will explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for scripted and nonscripted theatre.

III.B. Students will analyze improvised and scripted scenes for technical requirements and justify choices.

III.C. Students will continue to construct designs using visual elements (e.g. space, color, line, shape and texture, and aural qualities (e.g. pitch rhythm) and design principals (e.g. repetition, balance, emphasis, contrast, unity.)

III.E. Students will design coherent stage management, promotional, and business plans.

SC.IV. Theatre: Directing: Students will respond to direction and side coaching and demonstrate an understanding of the role of the director in theatre.

IV.A. Students will respond appropriately to instructor's directions and side coaching in improvisations, theatre games and activities.

IV.B. Students will explain the roles of the director and the production staff in theatre.

IV.C. Students will direct rehearsals of scripted monologues, scenarios, scenes, or short plays for informal or formal performances.

SC.V. Theatre: Researching: Students will locate, explore, examine and integrate information related to theatre.

V.A. Students will apply research from printed and nonprinted sources to script writing, acting, designing, and directing activities.

SC.VI. Theatre: Connecting: Students will connect, compare and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VI.A. Students will integrate vocabulary of theatre into classroom discussions, planning and informal and formal performances.

VI.B. Students will connect theatre to visual arts, dance, music and other disciplines.

VI.C. Students will act out different careers and social roles through improvisations and theatre games.

VI.D. Students will use visual arts, dance, music or electronic media to enhance a classroom performance.

VI.E. Students will demonstrate an understanding of the collaborative nature of theatre.

VI.F. Students will identify and implement conventions unique to theatre (costumes, props, puppets, masks).

SC.VII. Theatre: Valuing and Responding: Students will critique, assess and derive meaning from theatrical experiences.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will analyze and critique theatrical publications and dramatic text.

VII.C. Students will analyze and critique theatrical productions, live and electronic.

VII.D. Students will analyze a classroom performance based on a set of criteria (e.g. characterization, diction, pacing, and movement) and make suggestions for improvement.

SC.VIII. Theatre: Historical/Cultural: Students will understand and integrate information from past and present cultures and times to enhance theatrical knowledge and experiences.

VIII.A. Students will identify theatrical contributions from a variety of historical periods and cultures for use in informal and formal productions.

VIII.B. Students will identify the relationships of historical and cultural contexts to published plays improvisations.

VIII.C. Students will analyze and explain the relationships of historical and cultural contexts to acting styles.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Select and support choices of media, techniques, and processes to communicate ideas

I.B. Select and apply the most effective media, techniques, and processes to enhance communication of their experiences and ideas

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Analyze the use of elements and principles of design in the composition of artworks using art vocabulary.

II.B. Create artworks that use composition of elements and principles of design that are most appropriate to communicate an idea

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Use visual simile, metaphor, allegory and analogy to convey meaning in a work of art.

III.B. Analyze and describe the relationships of subjects, themes, and symbols in communicating intended meaning in their artworks and interpreting the artworks of others.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Compare and contrast the characteristics of artworks in various eras and cultures

IV.B. Compare and contrast a variety of art objects, artists, and resources specific to South Carolina.

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

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Compare multiple purposes for creating artworks

V.B. Use descriptive, interpretive, and evaluative statements to make informed aesthetic judgments about their artworks and the artworks of others.

V.C. Analyze, interpret and evaluate visual preferences in their artworks, in nature and in artworks from various eras and cultures.

V.D. Collect, maintain, and exhibit a portfolio of personal artwork.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare and contrast the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

VI.B. Compare and contrast ways in which the concepts and subject matter of other content areas with the visual arts.

VI.C. Identify visual arts careers and the knowledge and skills required for specific art careers.

SC.I. Dance: Technique: Students will identify and demonstrate movement elements and skills in performing dance.

I.A/B. Demonstrate the following movement skills and explain the underlying principles: skeletal alignment, balance, initiation of movement, articulation of body parts, weight shift, elevation and landing, fall and recovery, contraction and release, and the relationship of breath to movement.

I.C. Identify and demonstrate basic dance steps, positions, and patterns for dance from at least four different styles or genres (e.g., ballet, modern, tap and social, folk).

I.D/E. Transfer a complex spatial pattern (e.g., a circle or spiral) from the visual to the kinesthetic (e.g., using a spatial pattern found in the surrounding environment to create a similar spatial pattern in a movement sequence).

I.F. Demonstrate the ability to safely maintain personal/general space while moving.

I.G. Transfer a complex rhythmic pattern from the auditory to the kinesthetic.

I.H. Identify and demonstrate a range of dynamics/movement qualities (e.g., sustained, percussive, vibratory, bound, free-flowing).

I.I. Demonstrate kinesthetic awareness, concentration, and focus in performing movement skills.

I.J. Demonstrate accurate memorization and reproduction of movement sequences.

I.K. Describe the action and movement elements observed in a dance, using appropriate movement/dance vocabulary.

I.L. Refine technique through teacher evaluation and correction.

SC.II. Dance: Choreography: Understanding choreographic principles, processes, and structures.

II.A. Use improvisation to generate movement for choreography.

II.B. Improvise, compose, and perform dance phrases based on a variety of stimuli (e.g., sensory cues, ideas, moods).

II.C. Create variations on an original phrase by using a variety of processes to manipulate dance phrases and to determine the order in which movements will occur (e.g., fragmentation, retrograde, augmentation, diminution, and transposition, reordering, and chance).

II.D. Create solo and group compositions that demonstrate the principles of visual design and spatial dynamics.

II.E. Create solo and group compositions that demonstrate the principles of contrast and transition.

II.F. Use structures/ forms (e.g., theme and variation, rondo, canon, and selected contemporary forms0 through brief solo and group compositions.

II.G. Work alone or cooperatively with a partner or in a small group during the choreographic process.

II.H. Demonstrate the following partner skills while moving through space: creating contrasting and complementary shapes and taking and supporting weight.

II.I. Analyze and describe the choreographic tools used in major dance works and those of peers.

II.J. Translate basic notation into movement and use notation to record dance phrases.

SC.III. Dance: Nonverbal Communication: Understanding dance as a way to create and communicate meaning.

III.A. Formulate and answer questions about how movement choices communicate abstract ideas in dance.

III.B. Explain how personal experience can influence the interpretation of a dance.

III.C. Select accompaniment (e.g., sound, music, spoken text) for an original dance that supports the meaning of a dance.

III.D. Describe lighting, costuming, props, and other scenic elements that contribute to the meaning of an original dance.

III.E. Create a dance that communicates a topic of personal significance to them.

SC.IV. Dance: Critical and Creative Thinking: Applying and demonstrating critical and creative thinking skills in dance.

IV.A. Create a movement problem and demonstrate multiple solutions; identify the most interesting solutions and defend their choices.

IV.B. Compare and contrast two subtly differing dance compositions in terms of space (e.g., shape, pathways), time (e.g., rhythm, tempo), and force/ energy (e.g., movement qualities).

IV.C. Formulate opinions about dances on the basis of established criteria during both observation and reflection.

IV.D. Participation in class discussions about the nature of dance (e.g., what dance is, what qualities establish dance as a unique art discipline and distinguish it from other art forms).

IV.E. Demonstrate appropriate audience behavior while watching and responding to dance performances.

SC.V. Dance: History and Culture: Students will demonstrate and understand dance in various cultures and historical periods.

V.A. Perform complex folk, social, and/or classical dances from at least five cultures; describe similarities and differences in steps and movement styles.

V.B. Perform folk, social, and/or theatrical dances from a broad spectrum of 20th century America.

V.C. Research a dance of a different culture or time period and the cultural/historical context of that dance, effectively sharing the dance and describing its context with one's peers.

V.D. Describe the role of dance in a variety of cultures or time periods.

V.E. Perform complex steps from and describe similarities and differences between two contemporary theatrical forms of dance.

V.F. Analyze and describe the contributions of a variety of dance artists (e.g. performers, teachers, choreographers) to the art of theatrical dance.

V.G. Perform brief movement sequences from master works or etudes based on master works (within copyright restrictions).

SC.VI. Dance: Healthful Living: Making connections between dance and healthful living.

VI.A. Identify at least five personal goals to improve one's own dancing and the steps one is taking to reach those goals.

VI.B. Explain strategies for preventing dance injuries (e.g., training, nutrition).

VI.C. Create original warm -up exercises and discuss how these exercises prepare the body and mind for functional and expressive purposes.

VI.D. Compare and contrast historical and cultural images of the body in dance with the images of the body that appear in contemporary media.

VI.E. Identify the benefits of dancing as part of a healthy lifestyle for people of all ages.

SC.VII. Dance: Connections: Making connections between dance and other disciplines.

VII.A. Create a project that reveals similarities and differences among the arts.

VII.B. Cite examples of concepts used both in dance and disciplines outside the arts (e.g., human anatomy in science, shape in architecture, historical dance works in social and political history).

VII.C. Compare the choreographic process to the writing process (i.e. brainstorming, exploring and developing ideas, putting ideas into form, sequencing)

VII.D. Create a dance intended for video: draw a storyboard that illustrates the various shots, camera angles, and effects that would be used to video tape and edit dance.

VII.E. Demonstrate basic proficiency in at least two technological applications related to dance (e.g., Life Forms, information retrieval via the Internet, videotaping and editing).

SC.I. Beginning Level Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing expressively with appropriate dynamics, phrasing, and interpretation.

I.C. Sing in groups and respond to a conductor.

SC.II. Beginning Level Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

II.B. Perform in groups, blending instrumental timbres and responding to a conductor.

II.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

II.D. Echo short rhythmic and melodic patterns.

II.E. Perform independent instrumental parts while others play contrasting parts.

SC.III. Beginning Level Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise simple rhythmic and melodic phrases.

III.C. Play and embellish simple melodies by ear.

SC.IV. Beginning Level Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Explore compositional devices in large group settings.

IV.B. Arrange simple melodies for one's own instrument.

SC.V. Beginning Level Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

V.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

V.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Level Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Identify simple music forms presented aurally.

VI.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VII. Beginning Level Band: Evaluation Students will evaluate music and music performances.

VII.A. Devise criteria for evaluating performances.

VII.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VIII. Beginning Level Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VIII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.IX. Beginning Level Band: History and Culture Students will relate music to history and culture.

IX.A. Perform a varied repertoire of music from various cultures.

IX.B. Perform music from various historical periods.

SC.I. Intermediate Band: Singing Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.II. Intermediate Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Intermediate Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variations on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple pieces for instruments other that those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Band: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and Compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Compare the terminology and contrasting definitions of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

SC.IX. Intermediate Band: History and Culture Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Beginning Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation, a repertoire of vocal literature with a level of difficulty of 1 to 2 on a scale of 1-6.

I.C. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

I.D. Sing ostinati, partner songs, rounds, and two/three part music.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues if the conductor.

SC.II. Beginning Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1-6 accurately and independently on various types of classroom instruments.

SC.III. Beginning Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Beginning Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Beginning Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, dotted quarter, and eighth notes and corresponding rests in 2/4, 3 /4, and 4/4 meter signatures.

V.B. Read simple pitch notation in the appropriate clef using a system (syllables, numbers, or letter names).

V.C. Identify symbols, and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Demonstrate perceptual skills by moving as well as describing and answering questions about aural examples of music in various styles representing diverse cultures.

VI.D. Use appropriate terminology when explaining music notation, music instruments and voices and music.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Beginning Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Devise criteria for evaluating performances and compositions

VII.B. Use appropriate music terminology to explain their personal preferences for specific music works and styles.

SC.VIII. Beginning Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Beginning Choral Music: Relating To History and Culture: Understanding music in relation to history and culture.

IX.A. Perform a varied repertoire of music from other cultures.

IX.B. Perform music from various historical periods.

IX.C. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

IX.D. Identify and describe roles of musicians in various music settings and cultures.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Intermediate Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with stylistic accuracy and good breath control throughout their singing ranges, alone or in small and large ensembles.

I.B. Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2 on a scale of 1 to 6, including some songs performed from memory.

I.C. Sing music representing diverse genres and cultures with expression appropriate for the work they are performing.

I.D. Sing music written in two, three, and four parts.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor.

SC.II. Intermediate Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Intermediate Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Intermediate Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Intermediate Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and corresponding rests in 2/4, 3 /4, 4/4, 6/8, 3/8, and alla breve meter signatures.

V.B. Sight-read simple melodies in the appropriate clef with a level of difficulty of 2 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use the standard symbols to notate meter, rhythm, pitch, and dynamics, in simple, patterns presented by the teacher.

SC.VI. Intermediate Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.D. Analyze music by identifying basic principles of meter, rhythm, tonality, intervals, and chords.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Intermediate Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own performances and those of others.

SC.VIII. Intermediate Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Explain the similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Intermediate Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of high quality musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Beginning Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Beginning Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

I.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

I.B. Perform in groups, blending instrumental timbres and responding to a conductor.

I.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

I.D. Echo short rhythmic and melodic patterns.

I.E. Perform independent instrumental parts while others play contrasting parts.

SC.II. Beginning Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

II.A. Echo simple rhythmic and melodic patterns.

II.B. Improvise simple rhythmic and melodic phrases.

II.C. Play and embellish simple melodies by ear.

SC.III. Beginning Level Strings: Composition: Students will compose and arrange music within specific guidelines.

III.A. Explore compositional devices in large group settings.

III.B. Arrange simple melodies for one's own instrument.

SC.IV. Beginning Level Strings: Reading and Notating: Students will read and notate music.

IV.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

IV.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

IV.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

IV.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.V. Beginning Level Strings: Analysis: Students will listen to, analyze, and describe music.

V.A. Identify simple music forms presented aurally.

V.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VI. Beginning Level Strings: Evaluation: Students will evaluate music and music performances.

VI.A. Devise criteria for evaluating performances.

VI.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VII. Beginning Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.VIII. Beginning Level Strings: History and Culture: Students will relate music to history and culture.

VIII.A. Perform a varied repertoire of music from various cultures.

VIII.B. Perform music from various historical periods.

SC.I. Intermediate Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.II. Intermediate Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards

SC.III. Intermediate Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variation on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple melodies for instruments other than those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the terminology and contrasting definition of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

SC.IX. Intermediate Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Theatre: Story Making/Playwriting (Scriptwriting): Students will improvise, write and refine scripts based on imagination, literature and history for informal and formal theatre productions.

I.A. Students will identify dramatic structure within a script, (e.g. plot development, rising action, foreshadowing, crisis, catharsis, and denouement) using theatre vocabulary.

I.B. Students will individually and in groups create characters, environments, dialogue and action through improvisation and writing.

I.C. Students will write, revise, and perform monologues, scenarios, scenes and short plays that include the basic elements of dramatic structure.

I.D. Students will compare and contrast film, television and electronic media scripts to play scripts.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisations in early grades and later develop, communicate, and sustain character in informal and formal productions.

II.A/B. Students will demonstrate acting skills (e.g., memorization, sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts.)

II.C. Students will analyze descriptions, dialogue, and actions in order to articulate and justify character motivation.

II.D. Students will invent and justify character behaviors for dramatization based on the observations of interactions, ethical choices, and emotional responses of people.

II.E. Students will interact as an improvised or scripted character in an ensemble.

SC.III. Theatre: Designing/Stage Craft: Students will visualize and describe environments that communicate locale and mood in early grades and later develop designs and plans that clearly support the environment described in the script for informal and formal productions, including the promotion, scheduling, and management for the performance.

III.A. Students will explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for scripted and nonscripted theatre.

III.B. Students will analyze improvised and scripted scenes for technical requirements and justify choices.

III.C. Students will continue to construct designs using visual elements (e.g. space, color, line, shape and texture, and aural qualities (e.g. pitch rhythm) and design principals (e.g. repetition, balance, emphasis, contrast, unity.)

III.E. Students will design coherent stage management, promotional, and business plans.

SC.IV. Theatre: Directing: Students will respond to direction and side coaching and demonstrate an understanding of the role of the director in theatre.

IV.A. Students will respond appropriately to instructor's directions and side coaching in improvisations, theatre games and activities.

IV.B. Students will explain the roles of the director and the production staff in theatre.

IV.C. Students will direct rehearsals of scripted monologues, scenarios, scenes, or short plays for informal or formal performances.

SC.V. Theatre: Researching: Students will locate, explore, examine and integrate information related to theatre.

V.A. Students will apply research from printed and nonprinted sources to script writing, acting, designing, and directing activities.

SC.VI. Theatre: Connecting: Students will connect, compare and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VI.A. Students will integrate vocabulary of theatre into classroom discussions, planning and informal and formal performances.

VI.B. Students will connect theatre to visual arts, dance, music and other disciplines.

VI.C. Students will act out different careers and social roles through improvisations and theatre games.

VI.D. Students will use visual arts, dance, music or electronic media to enhance a classroom performance.

VI.E. Students will demonstrate an understanding of the collaborative nature of theatre.

VI.F. Students will identify and implement conventions unique to theatre (costumes, props, puppets, masks).

SC.VII. Theatre: Valuing and Responding: Students will critique, assess and derive meaning from theatrical experiences.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will analyze and critique theatrical publications and dramatic text.

VII.C. Students will analyze and critique theatrical productions, live and electronic.

VII.D. Students will analyze a classroom performance based on a set of criteria (e.g. characterization, diction, pacing, and movement) and make suggestions for improvement.

SC.VIII. Theatre: Historical/Cultural: Students will understand and integrate information from past and present cultures and times to enhance theatrical knowledge and experiences.

VIII.A. Students will identify theatrical contributions from a variety of historical periods and cultures for use in informal and formal productions.

VIII.B. Students will identify the relationships of historical and cultural contexts to published plays improvisations.

VIII.C. Students will analyze and explain the relationships of historical and cultural contexts to acting styles.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Select and support choices of media, techniques, and processes to communicate ideas

I.B. Select and apply the most effective media, techniques, and processes to enhance communication of their experiences and ideas

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Analyze the use of elements and principles of design in the composition of artworks using art vocabulary.

II.B. Create artworks that use composition of elements and principles of design that are most appropriate to communicate an idea

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Use visual simile, metaphor, allegory and analogy to convey meaning in a work of art.

III.B. Analyze and describe the relationships of subjects, themes, and symbols in communicating intended meaning in their artworks and interpreting the artworks of others.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Compare and contrast the characteristics of artworks in various eras and cultures

IV.B. Compare and contrast a variety of art objects, artists, and resources specific to South Carolina.

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

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Compare multiple purposes for creating artworks

V.B. Use descriptive, interpretive, and evaluative statements to make informed aesthetic judgments about their artworks and the artworks of others.

V.C. Analyze, interpret and evaluate visual preferences in their artworks, in nature and in artworks from various eras and cultures.

V.D. Collect, maintain, and exhibit a portfolio of personal artwork.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare and contrast the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

VI.B. Compare and contrast ways in which the concepts and subject matter of other content areas with the visual arts.

VI.C. Identify visual arts careers and the knowledge and skills required for specific art careers.

SC.I. Dance: Technique: Students will identify and demonstrate movement elements and skills in performing dance.

I.A/B. Demonstrate the following movement skills and explain the underlying principles: skeletal alignment, balance, initiation of movement, articulation of body parts, weight shift, elevation and landing, fall and recovery, contraction and release, and the relationship of breath to movement.

I.C. Identify and demonstrate basic dance steps, positions, and patterns for dance from at least four different styles or genres (e.g., ballet, modern, tap and social, folk).

I.D/E. Transfer a complex spatial pattern (e.g., a circle or spiral) from the visual to the kinesthetic (e.g., using a spatial pattern found in the surrounding environment to create a similar spatial pattern in a movement sequence).

I.F. Demonstrate the ability to safely maintain personal/general space while moving.

I.G. Transfer a complex rhythmic pattern from the auditory to the kinesthetic.

I.H. Identify and demonstrate a range of dynamics/movement qualities (e.g., sustained, percussive, vibratory, bound, free-flowing).

I.I. Demonstrate kinesthetic awareness, concentration, and focus in performing movement skills.

I.J. Demonstrate accurate memorization and reproduction of movement sequences.

I.K. Describe the action and movement elements observed in a dance, using appropriate movement/dance vocabulary.

I.L. Refine technique through teacher evaluation and correction.

SC.II. Dance: Choreography: Understanding choreographic principles, processes, and structures.

II.A. Use improvisation to generate movement for choreography.

II.B. Improvise, compose, and perform dance phrases based on a variety of stimuli (e.g., sensory cues, ideas, moods).

II.C. Create variations on an original phrase by using a variety of processes to manipulate dance phrases and to determine the order in which movements will occur (e.g., fragmentation, retrograde, augmentation, diminution, and transposition, reordering, and chance).

II.D. Create solo and group compositions that demonstrate the principles of visual design and spatial dynamics.

II.E. Create solo and group compositions that demonstrate the principles of contrast and transition.

II.F. Use structures/ forms (e.g., theme and variation, rondo, canon, and selected contemporary forms0 through brief solo and group compositions.

II.G. Work alone or cooperatively with a partner or in a small group during the choreographic process.

II.H. Demonstrate the following partner skills while moving through space: creating contrasting and complementary shapes and taking and supporting weight.

II.I. Analyze and describe the choreographic tools used in major dance works and those of peers.

II.J. Translate basic notation into movement and use notation to record dance phrases.

SC.III. Dance: Nonverbal Communication: Understanding dance as a way to create and communicate meaning.

III.A. Formulate and answer questions about how movement choices communicate abstract ideas in dance.

III.B. Explain how personal experience can influence the interpretation of a dance.

III.C. Select accompaniment (e.g., sound, music, spoken text) for an original dance that supports the meaning of a dance.

III.D. Describe lighting, costuming, props, and other scenic elements that contribute to the meaning of an original dance.

III.E. Create a dance that communicates a topic of personal significance to them.

SC.IV. Dance: Critical and Creative Thinking: Applying and demonstrating critical and creative thinking skills in dance.

IV.A. Create a movement problem and demonstrate multiple solutions; identify the most interesting solutions and defend their choices.

IV.B. Compare and contrast two subtly differing dance compositions in terms of space (e.g., shape, pathways), time (e.g., rhythm, tempo), and force/ energy (e.g., movement qualities).

IV.C. Formulate opinions about dances on the basis of established criteria during both observation and reflection.

IV.D. Participation in class discussions about the nature of dance (e.g., what dance is, what qualities establish dance as a unique art discipline and distinguish it from other art forms).

IV.E. Demonstrate appropriate audience behavior while watching and responding to dance performances.

SC.V. Dance: History and Culture: Students will demonstrate and understand dance in various cultures and historical periods.

V.A. Perform complex folk, social, and/or classical dances from at least five cultures; describe similarities and differences in steps and movement styles.

V.B. Perform folk, social, and/or theatrical dances from a broad spectrum of 20th century America.

V.C. Research a dance of a different culture or time period and the cultural/historical context of that dance, effectively sharing the dance and describing its context with one's peers.

V.D. Describe the role of dance in a variety of cultures or time periods.

V.E. Perform complex steps from and describe similarities and differences between two contemporary theatrical forms of dance.

V.F. Analyze and describe the contributions of a variety of dance artists (e.g. performers, teachers, choreographers) to the art of theatrical dance.

V.G. Perform brief movement sequences from master works or etudes based on master works (within copyright restrictions).

SC.VI. Dance: Healthful Living: Making connections between dance and healthful living.

VI.A. Identify at least five personal goals to improve one's own dancing and the steps one is taking to reach those goals.

VI.B. Explain strategies for preventing dance injuries (e.g., training, nutrition).

VI.C. Create original warm -up exercises and discuss how these exercises prepare the body and mind for functional and expressive purposes.

VI.D. Compare and contrast historical and cultural images of the body in dance with the images of the body that appear in contemporary media.

VI.E. Identify the benefits of dancing as part of a healthy lifestyle for people of all ages.

SC.VII. Dance: Connections: Making connections between dance and other disciplines.

VII.A. Create a project that reveals similarities and differences among the arts.

VII.B. Cite examples of concepts used both in dance and disciplines outside the arts (e.g., human anatomy in science, shape in architecture, historical dance works in social and political history).

VII.C. Compare the choreographic process to the writing process (i.e. brainstorming, exploring and developing ideas, putting ideas into form, sequencing)

VII.D. Create a dance intended for video: draw a storyboard that illustrates the various shots, camera angles, and effects that would be used to video tape and edit dance.

VII.E. Demonstrate basic proficiency in at least two technological applications related to dance (e.g., Life Forms, information retrieval via the Internet, videotaping and editing).

SC.I. Beginning Level Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing expressively with appropriate dynamics, phrasing, and interpretation.

I.C. Sing in groups and respond to a conductor.

SC.II. Beginning Level Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

II.B. Perform in groups, blending instrumental timbres and responding to a conductor.

II.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

II.D. Echo short rhythmic and melodic patterns.

II.E. Perform independent instrumental parts while others play contrasting parts.

SC.III. Beginning Level Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise simple rhythmic and melodic phrases.

III.C. Play and embellish simple melodies by ear.

SC.IV. Beginning Level Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Explore compositional devices in large group settings.

IV.B. Arrange simple melodies for one's own instrument.

SC.V. Beginning Level Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

V.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

V.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Level Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Identify simple music forms presented aurally.

VI.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VII. Beginning Level Band: Evaluation Students will evaluate music and music performances.

VII.A. Devise criteria for evaluating performances.

VII.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VIII. Beginning Level Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VIII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.IX. Beginning Level Band: History and Culture Students will relate music to history and culture.

IX.A. Perform a varied repertoire of music from various cultures.

IX.B. Perform music from various historical periods.

SC.I. Intermediate Band: Singing Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.II. Intermediate Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Intermediate Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variations on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple pieces for instruments other that those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Band: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and Compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Compare the terminology and contrasting definitions of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

SC.IX. Intermediate Band: History and Culture Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Beginning Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation, a repertoire of vocal literature with a level of difficulty of 1 to 2 on a scale of 1-6.

I.C. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

I.D. Sing ostinati, partner songs, rounds, and two/three part music.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues if the conductor.

SC.II. Beginning Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1-6 accurately and independently on various types of classroom instruments.

SC.III. Beginning Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Beginning Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Beginning Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, dotted quarter, and eighth notes and corresponding rests in 2/4, 3 /4, and 4/4 meter signatures.

V.B. Read simple pitch notation in the appropriate clef using a system (syllables, numbers, or letter names).

V.C. Identify symbols, and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Demonstrate perceptual skills by moving as well as describing and answering questions about aural examples of music in various styles representing diverse cultures.

VI.D. Use appropriate terminology when explaining music notation, music instruments and voices and music.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Beginning Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Devise criteria for evaluating performances and compositions

VII.B. Use appropriate music terminology to explain their personal preferences for specific music works and styles.

SC.VIII. Beginning Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Beginning Choral Music: Relating To History and Culture: Understanding music in relation to history and culture.

IX.A. Perform a varied repertoire of music from other cultures.

IX.B. Perform music from various historical periods.

IX.C. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

IX.D. Identify and describe roles of musicians in various music settings and cultures.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Intermediate Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with stylistic accuracy and good breath control throughout their singing ranges, alone or in small and large ensembles.

I.B. Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2 on a scale of 1 to 6, including some songs performed from memory.

I.C. Sing music representing diverse genres and cultures with expression appropriate for the work they are performing.

I.D. Sing music written in two, three, and four parts.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor.

SC.II. Intermediate Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Intermediate Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Intermediate Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Intermediate Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and corresponding rests in 2/4, 3 /4, 4/4, 6/8, 3/8, and alla breve meter signatures.

V.B. Sight-read simple melodies in the appropriate clef with a level of difficulty of 2 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use the standard symbols to notate meter, rhythm, pitch, and dynamics, in simple, patterns presented by the teacher.

SC.VI. Intermediate Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.D. Analyze music by identifying basic principles of meter, rhythm, tonality, intervals, and chords.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Intermediate Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own performances and those of others.

SC.VIII. Intermediate Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Explain the similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Intermediate Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of high quality musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Beginning Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Beginning Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

I.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

I.B. Perform in groups, blending instrumental timbres and responding to a conductor.

I.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

I.D. Echo short rhythmic and melodic patterns.

I.E. Perform independent instrumental parts while others play contrasting parts.

SC.II. Beginning Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

II.A. Echo simple rhythmic and melodic patterns.

II.B. Improvise simple rhythmic and melodic phrases.

II.C. Play and embellish simple melodies by ear.

SC.III. Beginning Level Strings: Composition: Students will compose and arrange music within specific guidelines.

III.A. Explore compositional devices in large group settings.

III.B. Arrange simple melodies for one's own instrument.

SC.IV. Beginning Level Strings: Reading and Notating: Students will read and notate music.

IV.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

IV.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

IV.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

IV.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.V. Beginning Level Strings: Analysis: Students will listen to, analyze, and describe music.

V.A. Identify simple music forms presented aurally.

V.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VI. Beginning Level Strings: Evaluation: Students will evaluate music and music performances.

VI.A. Devise criteria for evaluating performances.

VI.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VII. Beginning Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.VIII. Beginning Level Strings: History and Culture: Students will relate music to history and culture.

VIII.A. Perform a varied repertoire of music from various cultures.

VIII.B. Perform music from various historical periods.

SC.I. Intermediate Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.II. Intermediate Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards

SC.III. Intermediate Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variation on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple melodies for instruments other than those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the terminology and contrasting definition of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

SC.IX. Intermediate Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Theatre: Story Making/Playwriting (Scriptwriting): Students will improvise, write and refine scripts based on imagination, literature and history for informal and formal theatre productions.

I.A. Students will identify dramatic structure within a script, (e.g. plot development, rising action, foreshadowing, crisis, catharsis, and denouement) using theatre vocabulary.

I.B. Students will individually and in groups create characters, environments, dialogue and action through improvisation and writing.

I.C. Students will write, revise, and perform monologues, scenarios, scenes and short plays that include the basic elements of dramatic structure.

I.D. Students will compare and contrast film, television and electronic media scripts to play scripts.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisations in early grades and later develop, communicate, and sustain character in informal and formal productions.

II.A/B. Students will demonstrate acting skills (e.g., memorization, sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts.)

II.C. Students will analyze descriptions, dialogue, and actions in order to articulate and justify character motivation.

II.D. Students will invent and justify character behaviors for dramatization based on the observations of interactions, ethical choices, and emotional responses of people.

II.E. Students will interact as an improvised or scripted character in an ensemble.

SC.III. Theatre: Designing/Stage Craft: Students will visualize and describe environments that communicate locale and mood in early grades and later develop designs and plans that clearly support the environment described in the script for informal and formal productions, including the promotion, scheduling, and management for the performance.

III.A. Students will explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for scripted and nonscripted theatre.

III.B. Students will analyze improvised and scripted scenes for technical requirements and justify choices.

III.C. Students will continue to construct designs using visual elements (e.g. space, color, line, shape and texture, and aural qualities (e.g. pitch rhythm) and design principals (e.g. repetition, balance, emphasis, contrast, unity.)

III.E. Students will design coherent stage management, promotional, and business plans.

SC.IV. Theatre: Directing: Students will respond to direction and side coaching and demonstrate an understanding of the role of the director in theatre.

IV.A. Students will respond appropriately to instructor's directions and side coaching in improvisations, theatre games and activities.

IV.B. Students will explain the roles of the director and the production staff in theatre.

IV.C. Students will direct rehearsals of scripted monologues, scenarios, scenes, or short plays for informal or formal performances.

SC.V. Theatre: Researching: Students will locate, explore, examine and integrate information related to theatre.

V.A. Students will apply research from printed and nonprinted sources to script writing, acting, designing, and directing activities.

SC.VI. Theatre: Connecting: Students will connect, compare and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VI.A. Students will integrate vocabulary of theatre into classroom discussions, planning and informal and formal performances.

VI.B. Students will connect theatre to visual arts, dance, music and other disciplines.

VI.C. Students will act out different careers and social roles through improvisations and theatre games.

VI.D. Students will use visual arts, dance, music or electronic media to enhance a classroom performance.

VI.E. Students will demonstrate an understanding of the collaborative nature of theatre.

VI.F. Students will identify and implement conventions unique to theatre (costumes, props, puppets, masks).

SC.VII. Theatre: Valuing and Responding: Students will critique, assess and derive meaning from theatrical experiences.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will analyze and critique theatrical publications and dramatic text.

VII.C. Students will analyze and critique theatrical productions, live and electronic.

VII.D. Students will analyze a classroom performance based on a set of criteria (e.g. characterization, diction, pacing, and movement) and make suggestions for improvement.

SC.VIII. Theatre: Historical/Cultural: Students will understand and integrate information from past and present cultures and times to enhance theatrical knowledge and experiences.

VIII.A. Students will identify theatrical contributions from a variety of historical periods and cultures for use in informal and formal productions.

VIII.B. Students will identify the relationships of historical and cultural contexts to published plays improvisations.

VIII.C. Students will analyze and explain the relationships of historical and cultural contexts to acting styles.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Select and support choices of media, techniques, and processes to communicate ideas

I.B. Select and apply the most effective media, techniques, and processes to enhance communication of their experiences and ideas

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Analyze the use of elements and principles of design in the composition of artworks using art vocabulary.

II.B. Create artworks that use composition of elements and principles of design that are most appropriate to communicate an idea

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Use visual simile, metaphor, allegory and analogy to convey meaning in a work of art.

III.B. Analyze and describe the relationships of subjects, themes, and symbols in communicating intended meaning in their artworks and interpreting the artworks of others.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Compare and contrast the characteristics of artworks in various eras and cultures

IV.B. Compare and contrast a variety of art objects, artists, and resources specific to South Carolina.

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

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Compare multiple purposes for creating artworks

V.B. Use descriptive, interpretive, and evaluative statements to make informed aesthetic judgments about their artworks and the artworks of others.

V.C. Analyze, interpret and evaluate visual preferences in their artworks, in nature and in artworks from various eras and cultures.

V.D. Collect, maintain, and exhibit a portfolio of personal artwork.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare and contrast the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

VI.B. Compare and contrast ways in which the concepts and subject matter of other content areas with the visual arts.

VI.C. Identify visual arts careers and the knowledge and skills required for specific art careers.

SC.I. Intermediate Band: Singing Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.II. Intermediate Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Intermediate Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variations on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple pieces for instruments other that those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Band: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and Compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Compare the terminology and contrasting definitions of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

SC.IX. Intermediate Band: History and Culture Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Proficient Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Apply well-developed ensemble skills.

SC.II. Proficient Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 2-3 on a scale of 1-6.

II.C. Perform in small ensembles with one student on a part.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Proficient Band: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise rhythmic and melodic variations in a variety of keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Proficient Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short musical examples in several distinct styles, demonstrating creativity in using the elements of music for expressive effect of the music.

IV.B. Arrange short musical examples for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

IV.C. Compose and/or arrange music for various instruments demonstrating knowledge of the ranges and traditional usage of sound sources.

SC.V. Proficient Band: Reading and Notating: Students will read and notate music.

V.A. Read standard notation in 5/8, 7/8, and 5/4 meter.

V.B. Sight read, accurately and expressively, music with a level of difficulty of 1-2, on a scale of 1-6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Proficient Band: Analysis Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.

VI.C. Analyze and apply, through performance, knowledge of the technical vocabulary of music.

SC.VII. Proficient Band: Evaluation Students will evaluate music and music performances.

VII.A. Refine and apply specific criteria for making informed, critical evaluations of the quality and effectiveness of performances.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.I. Intermediate Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with stylistic accuracy and good breath control throughout their singing ranges, alone or in small and large ensembles.

I.B. Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2 on a scale of 1 to 6, including some songs performed from memory.

I.C. Sing music representing diverse genres and cultures with expression appropriate for the work they are performing.

I.D. Sing music written in two, three, and four parts.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor.

SC.II. Intermediate Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Intermediate Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Intermediate Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Intermediate Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and corresponding rests in 2/4, 3 /4, 4/4, 6/8, 3/8, and alla breve meter signatures.

V.B. Sight-read simple melodies in the appropriate clef with a level of difficulty of 2 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use the standard symbols to notate meter, rhythm, pitch, and dynamics, in simple, patterns presented by the teacher.

SC.VI. Intermediate Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.D. Analyze music by identifying basic principles of meter, rhythm, tonality, intervals, and chords.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Intermediate Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own performances and those of others.

SC.VIII. Intermediate Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Explain the similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Intermediate Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of high quality musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Proficient Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with fluency, varied expression, and increased vocal control, alone and in small and large ensembles.

I.B. Sing 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.

I.C. Sing with increased fluency and expression, music in a variety of languages representing a diversity of cultures.

I.D. Sing music written in four parts, with or without accompaniment.

I.E. Demonstrate ensemble skills in rehearsal and performance.

SC.II. Proficient Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 3 to 4 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Proficient Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo more difficult rhythmic and melodic patterns including syncopation, triplets, and dotted rhythms.

III.B. Improvise rhythmic and melodic ostinato accompaniments with a level of difficulty of 3 to 4 on a scale of 1 to 6.

III.C. Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

III.D. Improvise extended songs and instrumental pieces (8 to 16 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Proficient Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Compare and contrast compositional devices using a variety of pieces in a large group setting.

IV.B. Compose extended pieces within specified guidelines.

IV.C. Arrange extended pieces for voices and/or classroom instruments.

IV.D. Combine traditional and nontraditional sound sources in composing and arranging extended pieces.

SC.V. Proficient Choral Music: Reading and Notating: Reading and notating music.

V.A. Read and interpret a vocal score of up to four parts by describing how the elements of music are used in it.

V.B. Sight-read, accurately and expressively, music with a level of difficulty of 3 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas.

SC.VI. Proficient Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify musical forms including AABA, rondo, and theme and variation.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze aural examples of music representing diverse genres and cultures by describing the elements of music and the expressive devices used in it.

VI.D. Use the correct technical vocabulary when analyzing and describing musical works.

VI.E. Recognize and describe timbre in various styles and genres.

VI.F. Use purposeful movement to respond to a variety of music styles and genres.

VI.G. Identify and explain compositional devices and techniques used to provide unity, variety, and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques.

VI.H. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Proficient Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Refine and apply specific criteria for making informed critical evaluations of the quality and effectiveness of performances.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Proficient Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Compare and contrast the uses of characteristic elements, artistic processes, and organizational principles among the arts in different cultures and historical periods.

VIII.B. Compare and contrast two or more arts disciplines within a particular historical period and cite relevant examples.

VIII.C. Explain how the principles and subject matter of various disciplines outside the arts interrelate with those of music.

SC.IX. Proficient Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify music by culture and historical period on the basis of characteristic styles or genres and justify these classifications.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Compare and contrast audience behavior appropriate for various musical practices.

SC.I. Advanced Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with fluency, varied expression, and increased vocal control, alone and in small and large ensembles.

I.B. Sing 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.

I.C. Sing with increased fluency and expression, music in a variety of languages representing a diversity of cultures.

I.D. Sing music written in more than four parts, with or without accompaniment.

I.E. Sing in small ensembles with one student to a part.

SC.II. Advanced Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 3 to 4 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Advanced Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo more difficult rhythmic and melodic patterns including syncopation, triplets, and dotted rhythms.

III.B. Improvise rhythmic and melodic ostinato accompaniments with a level of difficulty of 3 to 4 on a scale of 1 to 6.

III.C. Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

III.D. Improvise extended songs and instrumental pieces (8 to 16 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Advanced Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Compare and contrast compositional devices using a variety of pieces in a large group setting.

IV.B. Compose extended pieces within specified guidelines.

IV.C. Arrange extended pieces for voices and/or classroom instruments.

IV.D. Combine traditional and nontraditional sound sources in composing and arranging extended pieces.

SC.V. Advanced Choral Music: Reading and Notating: Reading and notating music.

V.A. Read and interpret a full vocal score by describing how the elements of music are used and explaining all key changes, meters, and clefs.

V.B. Sight-read, accurately and expressively, music with a level of difficulty of 4 on a scale of 1 to 6.

V.C. Identify nonstandard notation symbols used by twentieth-century composers.

V.D. Use standard notation to record musical ideas.

SC.VI. Advanced Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify musical forms including AABA, rondo, and theme and variation.

VI.B. Describe in detail significant events occurring in a given musical example.

VI.C. Analyze aural examples of music representing diverse genres and cultures by describing the elements of music and the expressive devices used in it.

VI.D. Use the correct technical vocabulary when analyzing and describing musical works.

VI.E. Recognize and describe timbre in various styles and genres.

VI.F. Use purposeful movement to respond to a variety of music styles and genres.

VI.G. Compare ways in which musical materials are used in various works of the same style and genre.

VI.H. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Advanced Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Advanced Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Compare and contrast the uses of characteristic elements, artistic processes, and organizational principles among the arts in different cultures and historical periods.

VIII.B. Compare the ways in which the characteristic media of two or more discipline areas can be used to transform similar events, scenes, emotions, or ideas into works of art.

VIII.C. Explain how the roles of creators, performers, and others involved in the production of the various arts are similar to and different from one another.

SC.IX. Advanced Choral Music: Relating to History and Culture: Understanding music in relation to history and culture

IX.A. Identify and explain the stylistic features of a given musical work that serve to define its aesthetic traditions and its historical or cultural context.

IX.B. Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Compare and contrast audience behavior appropriate for various musical practices.

SC.I. Intermediate Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Proficient Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Apply well-developed ensemble skills.

SC.II. Intermediate Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards

SC.III. Intermediate Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variation on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple melodies for instruments other than those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the terminology and contrasting definition of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

VIII.B. Compare characteristics of two or more art areas with a particular historical period or style and give examples from various cultures.

SC.IX. Intermediate Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Advanced Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Sing in small ensembles with one student on a part (assigned instrumental part).

SC.II. Advanced Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 4-6 on a scale of 1-6.

II.C. Perform in small ensembles with one student on a part.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Advanced Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise stylistically appropriate harmonizing parts in a variety of styles.

III.B. Improvise original melodies in a variety of styles over given chord progressions, each in a consistent style, meter, and tonality.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Advanced Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose music demonstrating imagination and technical skill in applying the principles of composition.

IV.B. Arrange short musical examples for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

IV.C. Compose and/or arrange music for various instruments demonstrating knowledge of the ranges and traditional usage of sound sources.

SC.V. Advanced Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read non-standard notations symbols used by 20th century composers.

V.B. Sight read, accurately and expressively, music with a level of difficulty of 3-4, on a scale of 1-6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Advanced Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe in detail significant events occurring in a given musical example.

VI.B. Compare 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 and style.

VI.C. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Advanced Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Advanced Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures.

VIII.B. Compare how the characteristic media of two or more art areas can be used to transform similar events, scenes, emotions, or ideas into works of art.

VIII.C. Explain how the roles of creators, performers, and others involved in the production of the arts are similar to and different from one another in the various arts.

SC.IX. Advanced Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context.

IX.B. Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical condition that produced the synthesis of influence.

IX.C. Identify various roles that musicians perform, name representative individuals who have functioned in each role, and describe their activities and achievements.

SC.I. Theatre: Story Making/Playwriting (Scriptwriting): Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

I.A. Students will analyze scripts to describe the relationship among the structural elements and the impact of changing one or more of them.

I.B. Students will construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to the audience.

I.C. Students will work individually or in groups to create and perform short plays that are based on familiar story plots and/or current events.

I.D. Students will adapt a theatre script for video.

SC.II. Theatre: Acting: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

II.A. Students will demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

II.B. Students will compare and demonstrate various classical and contemporary acting techniques and methods.

II.C. Students will analyze the physical, emotional, and social dimensions of characters found in a variety of dramatic texts.

II.D. Students will use a range of emotional, psychological, and physical characteristics and behaviors to portray complex, believable characters in improvised and scripted monologues, scenarios, scenes, and plays.

II.E. Students will act in an ensemble to create and sustain characters that communicate with an audience.

SC.III. Theatre: Designing/Stage Craft: Designing by developing environments for improvised and scripted scenes.

III.A. Students will explain the basic physical and chemical properties of technical theatre (e.g., light, color, electricity, paint, and makeup).

III.B. Students will analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

III.C. Students will construct designs that use visual and aural elements to convey environments that clearly support the text.

III.D. Students will design coherent stage management, promotional, and business plans.

SC.III. Theatre: Directing: Directing by organizing rehearsals for improvised and scripted scenes.

III.A. Students will describe and demonstrate appropriate responses to a variety of directing styles.

III.B. Students will explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, or electronic media productions.

III.C. Students will interpret dramatic texts to make artistic choices regarding stage movement, character development, language (e.g., dialect, regionalism, rhythm, meter, connotation), and theme for a production.

III.D. Students will communicate and justify directorial choices to an ensemble for improvised or scripted scene work.

SC.V. Theatre: Researching: Researching by using cultural and historical information to support improvised and scripted scenes.

V.A. Students will apply research from printed and nonprinted sources to plan writing, acting, designing, and directing activities.

V.B. Students will use documented research sources to evaluate and synthesize cultural, historical, and symbolic themes in dramatic texts.

V.C. Students will describe and explain the role of the dramaturge.

SC.VI. Theatre: Connecting: Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

VI.A. Students will integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances.

VI.B. Students will compare and contrast the relationships and interactions among theatre, visual arts, dance, music, literature, film, television, and electronic media.

VI.C. Students will explain how the content and concepts of theatre are interrelated with those of other disciplines and careers.

VI.D. Students will incorporate elements of visual arts, dance, music, and electronic media into an improvised or scripted scene.

VI.E. Students will demonstrate an understanding of the collaborative nature of theatre.

VI.F. Students will identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks)

SC.VII. Theatre: Valuing and Responding: Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will construct and analyze social meaning from theatre performances and dramatic texts.

VII.C. Students will use published critiques of a theatre performance to create a plan for improving that performance

VII.D. Students will demonstrate knowledge of appropriate criteria to be used in critiques and develop personal criteria for evaluating a performance (live or electronic) and dramatic texts in terms of artist intent and final achievement.

VII.E. Students will analyze, critique, and respond to artworks in areas other than theatre.

SC.VIII. Theatre: Historical/Cultural: Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures

VIII.A. Students will identify theatrical contributions from a variety of historical periods and cultures for use in informal and formal productions.

VIII.B. Students will analyze the relationship of historical and cultural contexts to published plays and improvisations

VIII.C. Students will analyze and explain theatre as an expression of the social values, cultural precepts, and accomplishments of a civilization.

VIII.D. Students will identify ways in which theatre practitioners in different cultures and historical periods have used concepts, motifs, and themes that remain appropriate and prominent today.

SC.I. Advanced Theatre: Story Making/Playwriting (Scriptwriting): Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

I.A. Students will modify the dramatic structure by changing and reconstructing a scene from a period play into a contemporary performance style or theme.

I.B/C. Students will write a one-act play and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.

I.D. Students will adapt a theatre script for video.

SC.II. Advanced Theatre: Acting: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

II.A. Students will demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

II.B. Students will create consistent characters from classical, contemporary, realistic and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions.

II.C. Students will analyze the physical, emotional, and social dimensions of characters found in a variety of dramatic texts from various genre and media.

II.D. Students will use a range of emotional, psychological, and physical characteristics and behaviors to portray complex, believable characters in improvised and scripted monologues, scenarios, scenes, and plays.

SC.III. Advanced Theatre: Designing: Designing by developing environments for improvised and scripted scenes.

III.A. Students will analyze and explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film and electronic media productions.

III.B. Students will analyze a variety of dramatic texts from historical and cultural perspectives to determine the production requirements.

III.C. Students will collaborate with directors to develop unified production concepts that convey the metaphorical nature of the play for informal and formal theatre, film, television, or electronic productions.

III.D. Students will create and implement production schedules, stage management plans, promotional ideas, and business strategies for informal and formal theatre, film, television, or electronic media.

SC.IV. Advanced Theatre: Directing: Directing by organizing rehearsals for improvised and scripted scenes.

IV.A. Students will describe and demonstrate appropriate responses to a variety of directing styles.

IV.B. Students will collaborate with designers and actors to develop a unified directorial concept for informal and formal theatre, film television, or electronic media.

IV.C. Students will conduct auditions, cast actors, direct scenes, conduct regular production meetings and design publicity to achieve production goals for an individual directing project.

IV.D. Students will communicate and justify directorial choices to an ensemble for improvised or scripted scene work.

SC.V. Advanced Theatre: Researching: Researching by using cultural and historical information to support improvised and scripted scenes.

V.A. Students will identify current technologies, published material, and print and electronic resources available for theatrical production.

V.B. Students will produce an in depth written research report and an oral presentation on a topic important to theatre (playwright, cultural impact, etc.).

SC.VI. Advanced Theatre: Connecting: Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

VI.A. Students will identify a vocabulary of theatrical terminology, and integrate vocabulary of theatre into classroom discussion, planning, and informal and formal performances.

VI.B. Students will analyze and explain how technology can be used to reinforce, enhance, or alter a theatrical performance.

VI.C. Students will design an individualized study program (e.g., internship, mentorship, research project) in a theatre-related vocation/avocation and share the information in class.

VI.D. Students will incorporate elements of visual arts, dance, music, and electronic media into an improvised or scripted scene.

VI.E. Students will demonstrate the collaborative nature of theatre.

VI.F. Students will Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks)

SC.VII. Advanced Theatre: Valuing and Responding: Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will develop a critical vocabulary through the reading and discussion of professional criticism.

VII.C. Students will design a plan for improving performances, using past a present critiques.

VII.D. Students will demonstrate knowledge of appropriate criteria to be used in critiques and develop personal criteria for evaluating a performance (live or electronic) and dramatic texts in terms of artist intent and final achievement.

VII.E. Students will evaluate, critique, and respond to artworks in areas other than theatre.

SC.VIII. Advanced Theatre: Historical/Cultural: Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures.

VIII.A. Students will describe the societal beliefs, issues, and events of specific theatrical productions.

VIII.B. Students will analyze and explain how theatrical productions can reflect different cultures using the basic elements of theatre (e.g., speech, gesture, costume, etc.)

VIII.C. Students will create a multicultural theatre festival using excerpts from various cultures.

VIII.D. Students will identify way in which theatre practitioners in different cultures and time periods have used concepts, motifs and themes that remain appropriate, prominent and universal today.

SC.I. Visual Arts: Art I: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art I: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art I: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B. Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art I: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art I: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.VI. Visual Arts: Art I: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Art 2-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art 2-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art 2-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art 2-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art 2-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.VI. Visual Arts: Art 2-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Art 3-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art 3-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art 3-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B. Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art 3-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art 3-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.I. Visual Arts: Advanced Art 2-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Demonstrate mastery of at least one visual arts medium through effective use of techniques and processes in communication of ideas.

I.B. Initiate, define, and solve challenging visual arts problems independently

SC.II. Visual Arts: Advanced Art 2-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Compare and contrast two or more perspectives relative to the structural organization of artworks and defend personal evaluation of these perspectives.

II.B. Create multiple solutions to specific visual arts problems that demonstrate effective relationships between structural choices and artistic functions.

SC.III. Visual Arts: Advanced Art 2-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Describe and determine the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

III.B. Make and defend aesthetic judgments about the validity of the source and content of one's own artwork and the significant works of others using appropriate art vocabulary and concepts.

SC.IV. Visual Arts: Advanced Art 2-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Analyze and interpret artworks, as critics, historians, and artists, to determine relationships among form, context, purposes, and critical models.

IV.B. Analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Advanced Art 2-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Correlate responses to artworks with various techniques for communicating meanings, ideas, and intentions.

V.B. Use complex descriptors and analogies to analyze how visual and tactile qualities are perceived aesthetically.

SC.VI. Visual Arts: Art 3-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Advanced Art 3-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Demonstrate mastery of at least one visual arts medium through effective use of techniques and processes in communication of ideas.

I.B. Initiate, define, and solve challenging visual arts problems independently

SC.II. Visual Arts: Advanced Art 3-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Compare and contrast two or more perspectives relative to the structural organization of artworks and defend personal evaluation of these perspectives.

II.B. Create multiple solutions to specific visual arts problems that demonstrate effective relationships between structural choices and artistic functions.

SC.III. Visual Arts: Advanced Art 3-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Describe and determine the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

III.B. Make and defend aesthetic judgments about the validity of the source and content of one's own artwork and the significant works of others using appropriate art vocabulary and concepts.

SC.IV. Visual Arts: Advanced Art 3-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Analyze and interpret artworks, as critics, historians, and artists, to determine relationships among form, context, purposes, and critical models.

IV.B. Analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Advanced Art 3-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Correlate responses to artworks with various techniques for communicating meanings, ideas, and intentions.

V.B. Use complex descriptors and analogies to analyze how visual and tactile qualities are perceived aesthetically.

SC.VI. Visual Arts: Advanced Art 3-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Synthesize the concepts and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences and describe the connections through discussions, in writing, or a work of art.

SC.I. Intermediate Band: Singing Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.II. Intermediate Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Intermediate Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variations on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple pieces for instruments other that those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Band: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and Compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Compare the terminology and contrasting definitions of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

SC.IX. Intermediate Band: History and Culture Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Proficient Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Apply well-developed ensemble skills.

SC.II. Proficient Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 2-3 on a scale of 1-6.

II.C. Perform in small ensembles with one student on a part.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Proficient Band: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise rhythmic and melodic variations in a variety of keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Proficient Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short musical examples in several distinct styles, demonstrating creativity in using the elements of music for expressive effect of the music.

IV.B. Arrange short musical examples for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

IV.C. Compose and/or arrange music for various instruments demonstrating knowledge of the ranges and traditional usage of sound sources.

SC.V. Proficient Band: Reading and Notating: Students will read and notate music.

V.A. Read standard notation in 5/8, 7/8, and 5/4 meter.

V.B. Sight read, accurately and expressively, music with a level of difficulty of 1-2, on a scale of 1-6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Proficient Band: Analysis Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.

VI.C. Analyze and apply, through performance, knowledge of the technical vocabulary of music.

SC.VII. Proficient Band: Evaluation Students will evaluate music and music performances.

VII.A. Refine and apply specific criteria for making informed, critical evaluations of the quality and effectiveness of performances.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.I. Intermediate Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with stylistic accuracy and good breath control throughout their singing ranges, alone or in small and large ensembles.

I.B. Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2 on a scale of 1 to 6, including some songs performed from memory.

I.C. Sing music representing diverse genres and cultures with expression appropriate for the work they are performing.

I.D. Sing music written in two, three, and four parts.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor.

SC.II. Intermediate Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Intermediate Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Intermediate Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Intermediate Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and corresponding rests in 2/4, 3 /4, 4/4, 6/8, 3/8, and alla breve meter signatures.

V.B. Sight-read simple melodies in the appropriate clef with a level of difficulty of 2 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use the standard symbols to notate meter, rhythm, pitch, and dynamics, in simple, patterns presented by the teacher.

SC.VI. Intermediate Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.D. Analyze music by identifying basic principles of meter, rhythm, tonality, intervals, and chords.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Intermediate Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own performances and those of others.

SC.VIII. Intermediate Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Explain the similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Intermediate Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of high quality musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Proficient Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with fluency, varied expression, and increased vocal control, alone and in small and large ensembles.

I.B. Sing 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.

I.C. Sing with increased fluency and expression, music in a variety of languages representing a diversity of cultures.

I.D. Sing music written in four parts, with or without accompaniment.

I.E. Demonstrate ensemble skills in rehearsal and performance.

SC.II. Proficient Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 3 to 4 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Proficient Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo more difficult rhythmic and melodic patterns including syncopation, triplets, and dotted rhythms.

III.B. Improvise rhythmic and melodic ostinato accompaniments with a level of difficulty of 3 to 4 on a scale of 1 to 6.

III.C. Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

III.D. Improvise extended songs and instrumental pieces (8 to 16 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Proficient Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Compare and contrast compositional devices using a variety of pieces in a large group setting.

IV.B. Compose extended pieces within specified guidelines.

IV.C. Arrange extended pieces for voices and/or classroom instruments.

IV.D. Combine traditional and nontraditional sound sources in composing and arranging extended pieces.

SC.V. Proficient Choral Music: Reading and Notating: Reading and notating music.

V.A. Read and interpret a vocal score of up to four parts by describing how the elements of music are used in it.

V.B. Sight-read, accurately and expressively, music with a level of difficulty of 3 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas.

SC.VI. Proficient Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify musical forms including AABA, rondo, and theme and variation.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze aural examples of music representing diverse genres and cultures by describing the elements of music and the expressive devices used in it.

VI.D. Use the correct technical vocabulary when analyzing and describing musical works.

VI.E. Recognize and describe timbre in various styles and genres.

VI.F. Use purposeful movement to respond to a variety of music styles and genres.

VI.G. Identify and explain compositional devices and techniques used to provide unity, variety, and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques.

VI.H. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Proficient Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Refine and apply specific criteria for making informed critical evaluations of the quality and effectiveness of performances.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Proficient Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Compare and contrast the uses of characteristic elements, artistic processes, and organizational principles among the arts in different cultures and historical periods.

VIII.B. Compare and contrast two or more arts disciplines within a particular historical period and cite relevant examples.

VIII.C. Explain how the principles and subject matter of various disciplines outside the arts interrelate with those of music.

SC.IX. Proficient Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify music by culture and historical period on the basis of characteristic styles or genres and justify these classifications.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Compare and contrast audience behavior appropriate for various musical practices.

SC.I. Advanced Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with fluency, varied expression, and increased vocal control, alone and in small and large ensembles.

I.B. Sing 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.

I.C. Sing with increased fluency and expression, music in a variety of languages representing a diversity of cultures.

I.D. Sing music written in more than four parts, with or without accompaniment.

I.E. Sing in small ensembles with one student to a part.

SC.II. Advanced Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 3 to 4 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Advanced Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo more difficult rhythmic and melodic patterns including syncopation, triplets, and dotted rhythms.

III.B. Improvise rhythmic and melodic ostinato accompaniments with a level of difficulty of 3 to 4 on a scale of 1 to 6.

III.C. Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

III.D. Improvise extended songs and instrumental pieces (8 to 16 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Advanced Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Compare and contrast compositional devices using a variety of pieces in a large group setting.

IV.B. Compose extended pieces within specified guidelines.

IV.C. Arrange extended pieces for voices and/or classroom instruments.

IV.D. Combine traditional and nontraditional sound sources in composing and arranging extended pieces.

SC.V. Advanced Choral Music: Reading and Notating: Reading and notating music.

V.A. Read and interpret a full vocal score by describing how the elements of music are used and explaining all key changes, meters, and clefs.

V.B. Sight-read, accurately and expressively, music with a level of difficulty of 4 on a scale of 1 to 6.

V.C. Identify nonstandard notation symbols used by twentieth-century composers.

V.D. Use standard notation to record musical ideas.

SC.VI. Advanced Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify musical forms including AABA, rondo, and theme and variation.

VI.B. Describe in detail significant events occurring in a given musical example.

VI.C. Analyze aural examples of music representing diverse genres and cultures by describing the elements of music and the expressive devices used in it.

VI.D. Use the correct technical vocabulary when analyzing and describing musical works.

VI.E. Recognize and describe timbre in various styles and genres.

VI.F. Use purposeful movement to respond to a variety of music styles and genres.

VI.G. Compare ways in which musical materials are used in various works of the same style and genre.

VI.H. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Advanced Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Advanced Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Compare and contrast the uses of characteristic elements, artistic processes, and organizational principles among the arts in different cultures and historical periods.

VIII.B. Compare the ways in which the characteristic media of two or more discipline areas can be used to transform similar events, scenes, emotions, or ideas into works of art.

VIII.C. Explain how the roles of creators, performers, and others involved in the production of the various arts are similar to and different from one another.

SC.IX. Advanced Choral Music: Relating to History and Culture: Understanding music in relation to history and culture

IX.A. Identify and explain the stylistic features of a given musical work that serve to define its aesthetic traditions and its historical or cultural context.

IX.B. Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Compare and contrast audience behavior appropriate for various musical practices.

SC.I. Intermediate Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Proficient Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Apply well-developed ensemble skills.

SC.II. Intermediate Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards

SC.III. Intermediate Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variation on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple melodies for instruments other than those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the terminology and contrasting definition of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

VIII.B. Compare characteristics of two or more art areas with a particular historical period or style and give examples from various cultures.

SC.IX. Intermediate Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Advanced Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Sing in small ensembles with one student on a part (assigned instrumental part).

SC.II. Advanced Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 4-6 on a scale of 1-6.

II.C. Perform in small ensembles with one student on a part.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Advanced Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise stylistically appropriate harmonizing parts in a variety of styles.

III.B. Improvise original melodies in a variety of styles over given chord progressions, each in a consistent style, meter, and tonality.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Advanced Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose music demonstrating imagination and technical skill in applying the principles of composition.

IV.B. Arrange short musical examples for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

IV.C. Compose and/or arrange music for various instruments demonstrating knowledge of the ranges and traditional usage of sound sources.

SC.V. Advanced Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read non-standard notations symbols used by 20th century composers.

V.B. Sight read, accurately and expressively, music with a level of difficulty of 3-4, on a scale of 1-6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Advanced Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe in detail significant events occurring in a given musical example.

VI.B. Compare 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 and style.

VI.C. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Advanced Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Advanced Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures.

VIII.B. Compare how the characteristic media of two or more art areas can be used to transform similar events, scenes, emotions, or ideas into works of art.

VIII.C. Explain how the roles of creators, performers, and others involved in the production of the arts are similar to and different from one another in the various arts.

SC.IX. Advanced Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context.

IX.B. Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical condition that produced the synthesis of influence.

IX.C. Identify various roles that musicians perform, name representative individuals who have functioned in each role, and describe their activities and achievements.

SC.I. Theatre: Story Making/Playwriting (Scriptwriting): Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

I.A. Students will analyze scripts to describe the relationship among the structural elements and the impact of changing one or more of them.

I.B. Students will construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to the audience.

I.C. Students will work individually or in groups to create and perform short plays that are based on familiar story plots and/or current events.

I.D. Students will adapt a theatre script for video.

SC.II. Theatre: Acting: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

II.A. Students will demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

II.B. Students will compare and demonstrate various classical and contemporary acting techniques and methods.

II.C. Students will analyze the physical, emotional, and social dimensions of characters found in a variety of dramatic texts.

II.D. Students will use a range of emotional, psychological, and physical characteristics and behaviors to portray complex, believable characters in improvised and scripted monologues, scenarios, scenes, and plays.

II.E. Students will act in an ensemble to create and sustain characters that communicate with an audience.

SC.III. Theatre: Designing/Stage Craft: Designing by developing environments for improvised and scripted scenes.

III.A. Students will explain the basic physical and chemical properties of technical theatre (e.g., light, color, electricity, paint, and makeup).

III.B. Students will analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

III.C. Students will construct designs that use visual and aural elements to convey environments that clearly support the text.

III.D. Students will design coherent stage management, promotional, and business plans.

SC.III. Theatre: Directing: Directing by organizing rehearsals for improvised and scripted scenes.

III.A. Students will describe and demonstrate appropriate responses to a variety of directing styles.

III.B. Students will explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, or electronic media productions.

III.C. Students will interpret dramatic texts to make artistic choices regarding stage movement, character development, language (e.g., dialect, regionalism, rhythm, meter, connotation), and theme for a production.

III.D. Students will communicate and justify directorial choices to an ensemble for improvised or scripted scene work.

SC.V. Theatre: Researching: Researching by using cultural and historical information to support improvised and scripted scenes.

V.A. Students will apply research from printed and nonprinted sources to plan writing, acting, designing, and directing activities.

V.B. Students will use documented research sources to evaluate and synthesize cultural, historical, and symbolic themes in dramatic texts.

V.C. Students will describe and explain the role of the dramaturge.

SC.VI. Theatre: Connecting: Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

VI.A. Students will integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances.

VI.B. Students will compare and contrast the relationships and interactions among theatre, visual arts, dance, music, literature, film, television, and electronic media.

VI.C. Students will explain how the content and concepts of theatre are interrelated with those of other disciplines and careers.

VI.D. Students will incorporate elements of visual arts, dance, music, and electronic media into an improvised or scripted scene.

VI.E. Students will demonstrate an understanding of the collaborative nature of theatre.

VI.F. Students will identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks)

SC.VII. Theatre: Valuing and Responding: Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will construct and analyze social meaning from theatre performances and dramatic texts.

VII.C. Students will use published critiques of a theatre performance to create a plan for improving that performance

VII.D. Students will demonstrate knowledge of appropriate criteria to be used in critiques and develop personal criteria for evaluating a performance (live or electronic) and dramatic texts in terms of artist intent and final achievement.

VII.E. Students will analyze, critique, and respond to artworks in areas other than theatre.

SC.VIII. Theatre: Historical/Cultural: Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures

VIII.A. Students will identify theatrical contributions from a variety of historical periods and cultures for use in informal and formal productions.

VIII.B. Students will analyze the relationship of historical and cultural contexts to published plays and improvisations

VIII.C. Students will analyze and explain theatre as an expression of the social values, cultural precepts, and accomplishments of a civilization.

VIII.D. Students will identify ways in which theatre practitioners in different cultures and historical periods have used concepts, motifs, and themes that remain appropriate and prominent today.

SC.I. Advanced Theatre: Story Making/Playwriting (Scriptwriting): Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

I.A. Students will modify the dramatic structure by changing and reconstructing a scene from a period play into a contemporary performance style or theme.

I.B/C. Students will write a one-act play and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.

I.D. Students will adapt a theatre script for video.

SC.II. Advanced Theatre: Acting: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

II.A. Students will demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

II.B. Students will create consistent characters from classical, contemporary, realistic and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions.

II.C. Students will analyze the physical, emotional, and social dimensions of characters found in a variety of dramatic texts from various genre and media.

II.D. Students will use a range of emotional, psychological, and physical characteristics and behaviors to portray complex, believable characters in improvised and scripted monologues, scenarios, scenes, and plays.

SC.III. Advanced Theatre: Designing: Designing by developing environments for improvised and scripted scenes.

III.A. Students will analyze and explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film and electronic media productions.

III.B. Students will analyze a variety of dramatic texts from historical and cultural perspectives to determine the production requirements.

III.C. Students will collaborate with directors to develop unified production concepts that convey the metaphorical nature of the play for informal and formal theatre, film, television, or electronic productions.

III.D. Students will create and implement production schedules, stage management plans, promotional ideas, and business strategies for informal and formal theatre, film, television, or electronic media.

SC.IV. Advanced Theatre: Directing: Directing by organizing rehearsals for improvised and scripted scenes.

IV.A. Students will describe and demonstrate appropriate responses to a variety of directing styles.

IV.B. Students will collaborate with designers and actors to develop a unified directorial concept for informal and formal theatre, film television, or electronic media.

IV.C. Students will conduct auditions, cast actors, direct scenes, conduct regular production meetings and design publicity to achieve production goals for an individual directing project.

IV.D. Students will communicate and justify directorial choices to an ensemble for improvised or scripted scene work.

SC.V. Advanced Theatre: Researching: Researching by using cultural and historical information to support improvised and scripted scenes.

V.A. Students will identify current technologies, published material, and print and electronic resources available for theatrical production.

V.B. Students will produce an in depth written research report and an oral presentation on a topic important to theatre (playwright, cultural impact, etc.).

SC.VI. Advanced Theatre: Connecting: Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

VI.A. Students will identify a vocabulary of theatrical terminology, and integrate vocabulary of theatre into classroom discussion, planning, and informal and formal performances.

VI.B. Students will analyze and explain how technology can be used to reinforce, enhance, or alter a theatrical performance.

VI.C. Students will design an individualized study program (e.g., internship, mentorship, research project) in a theatre-related vocation/avocation and share the information in class.

VI.D. Students will incorporate elements of visual arts, dance, music, and electronic media into an improvised or scripted scene.

VI.E. Students will demonstrate the collaborative nature of theatre.

VI.F. Students will Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks)

SC.VII. Advanced Theatre: Valuing and Responding: Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will develop a critical vocabulary through the reading and discussion of professional criticism.

VII.C. Students will design a plan for improving performances, using past a present critiques.

VII.D. Students will demonstrate knowledge of appropriate criteria to be used in critiques and develop personal criteria for evaluating a performance (live or electronic) and dramatic texts in terms of artist intent and final achievement.

VII.E. Students will evaluate, critique, and respond to artworks in areas other than theatre.

SC.VIII. Advanced Theatre: Historical/Cultural: Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures.

VIII.A. Students will describe the societal beliefs, issues, and events of specific theatrical productions.

VIII.B. Students will analyze and explain how theatrical productions can reflect different cultures using the basic elements of theatre (e.g., speech, gesture, costume, etc.)

VIII.C. Students will create a multicultural theatre festival using excerpts from various cultures.

VIII.D. Students will identify way in which theatre practitioners in different cultures and time periods have used concepts, motifs and themes that remain appropriate, prominent and universal today.

SC.I. Visual Arts: Art I: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art I: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art I: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B. Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art I: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art I: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.VI. Visual Arts: Art I: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Art 2-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art 2-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art 2-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art 2-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art 2-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.VI. Visual Arts: Art 2-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Art 3-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art 3-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art 3-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B. Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art 3-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art 3-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.I. Visual Arts: Advanced Art 2-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Demonstrate mastery of at least one visual arts medium through effective use of techniques and processes in communication of ideas.

I.B. Initiate, define, and solve challenging visual arts problems independently

SC.II. Visual Arts: Advanced Art 2-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Compare and contrast two or more perspectives relative to the structural organization of artworks and defend personal evaluation of these perspectives.

II.B. Create multiple solutions to specific visual arts problems that demonstrate effective relationships between structural choices and artistic functions.

SC.III. Visual Arts: Advanced Art 2-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Describe and determine the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

III.B. Make and defend aesthetic judgments about the validity of the source and content of one's own artwork and the significant works of others using appropriate art vocabulary and concepts.

SC.IV. Visual Arts: Advanced Art 2-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Analyze and interpret artworks, as critics, historians, and artists, to determine relationships among form, context, purposes, and critical models.

IV.B. Analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Advanced Art 2-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Correlate responses to artworks with various techniques for communicating meanings, ideas, and intentions.

V.B. Use complex descriptors and analogies to analyze how visual and tactile qualities are perceived aesthetically.

SC.VI. Visual Arts: Art 3-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Advanced Art 3-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Demonstrate mastery of at least one visual arts medium through effective use of techniques and processes in communication of ideas.

I.B. Initiate, define, and solve challenging visual arts problems independently

SC.II. Visual Arts: Advanced Art 3-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Compare and contrast two or more perspectives relative to the structural organization of artworks and defend personal evaluation of these perspectives.

II.B. Create multiple solutions to specific visual arts problems that demonstrate effective relationships between structural choices and artistic functions.

SC.III. Visual Arts: Advanced Art 3-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Describe and determine the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

III.B. Make and defend aesthetic judgments about the validity of the source and content of one's own artwork and the significant works of others using appropriate art vocabulary and concepts.

SC.IV. Visual Arts: Advanced Art 3-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Analyze and interpret artworks, as critics, historians, and artists, to determine relationships among form, context, purposes, and critical models.

IV.B. Analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Advanced Art 3-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Correlate responses to artworks with various techniques for communicating meanings, ideas, and intentions.

V.B. Use complex descriptors and analogies to analyze how visual and tactile qualities are perceived aesthetically.

SC.VI. Visual Arts: Advanced Art 3-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Synthesize the concepts and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences and describe the connections through discussions, in writing, or a work of art.

SC.I. Intermediate Band: Singing Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.II. Intermediate Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Intermediate Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variations on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple pieces for instruments other that those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Band: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and Compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Compare the terminology and contrasting definitions of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

SC.IX. Intermediate Band: History and Culture Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Proficient Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Apply well-developed ensemble skills.

SC.II. Proficient Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 2-3 on a scale of 1-6.

II.C. Perform in small ensembles with one student on a part.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Proficient Band: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise rhythmic and melodic variations in a variety of keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Proficient Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short musical examples in several distinct styles, demonstrating creativity in using the elements of music for expressive effect of the music.

IV.B. Arrange short musical examples for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

IV.C. Compose and/or arrange music for various instruments demonstrating knowledge of the ranges and traditional usage of sound sources.

SC.V. Proficient Band: Reading and Notating: Students will read and notate music.

V.A. Read standard notation in 5/8, 7/8, and 5/4 meter.

V.B. Sight read, accurately and expressively, music with a level of difficulty of 1-2, on a scale of 1-6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Proficient Band: Analysis Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.

VI.C. Analyze and apply, through performance, knowledge of the technical vocabulary of music.

SC.VII. Proficient Band: Evaluation Students will evaluate music and music performances.

VII.A. Refine and apply specific criteria for making informed, critical evaluations of the quality and effectiveness of performances.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.I. Intermediate Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with stylistic accuracy and good breath control throughout their singing ranges, alone or in small and large ensembles.

I.B. Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2 on a scale of 1 to 6, including some songs performed from memory.

I.C. Sing music representing diverse genres and cultures with expression appropriate for the work they are performing.

I.D. Sing music written in two, three, and four parts.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor.

SC.II. Intermediate Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Intermediate Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Intermediate Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Intermediate Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and corresponding rests in 2/4, 3 /4, 4/4, 6/8, 3/8, and alla breve meter signatures.

V.B. Sight-read simple melodies in the appropriate clef with a level of difficulty of 2 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use the standard symbols to notate meter, rhythm, pitch, and dynamics, in simple, patterns presented by the teacher.

SC.VI. Intermediate Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.D. Analyze music by identifying basic principles of meter, rhythm, tonality, intervals, and chords.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Intermediate Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own performances and those of others.

SC.VIII. Intermediate Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Explain the similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Intermediate Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of high quality musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Proficient Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with fluency, varied expression, and increased vocal control, alone and in small and large ensembles.

I.B. Sing 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.

I.C. Sing with increased fluency and expression, music in a variety of languages representing a diversity of cultures.

I.D. Sing music written in four parts, with or without accompaniment.

I.E. Demonstrate ensemble skills in rehearsal and performance.

SC.II. Proficient Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 3 to 4 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Proficient Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo more difficult rhythmic and melodic patterns including syncopation, triplets, and dotted rhythms.

III.B. Improvise rhythmic and melodic ostinato accompaniments with a level of difficulty of 3 to 4 on a scale of 1 to 6.

III.C. Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

III.D. Improvise extended songs and instrumental pieces (8 to 16 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Proficient Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Compare and contrast compositional devices using a variety of pieces in a large group setting.

IV.B. Compose extended pieces within specified guidelines.

IV.C. Arrange extended pieces for voices and/or classroom instruments.

IV.D. Combine traditional and nontraditional sound sources in composing and arranging extended pieces.

SC.V. Proficient Choral Music: Reading and Notating: Reading and notating music.

V.A. Read and interpret a vocal score of up to four parts by describing how the elements of music are used in it.

V.B. Sight-read, accurately and expressively, music with a level of difficulty of 3 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas.

SC.VI. Proficient Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify musical forms including AABA, rondo, and theme and variation.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze aural examples of music representing diverse genres and cultures by describing the elements of music and the expressive devices used in it.

VI.D. Use the correct technical vocabulary when analyzing and describing musical works.

VI.E. Recognize and describe timbre in various styles and genres.

VI.F. Use purposeful movement to respond to a variety of music styles and genres.

VI.G. Identify and explain compositional devices and techniques used to provide unity, variety, and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques.

VI.H. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Proficient Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Refine and apply specific criteria for making informed critical evaluations of the quality and effectiveness of performances.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Proficient Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Compare and contrast the uses of characteristic elements, artistic processes, and organizational principles among the arts in different cultures and historical periods.

VIII.B. Compare and contrast two or more arts disciplines within a particular historical period and cite relevant examples.

VIII.C. Explain how the principles and subject matter of various disciplines outside the arts interrelate with those of music.

SC.IX. Proficient Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify music by culture and historical period on the basis of characteristic styles or genres and justify these classifications.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Compare and contrast audience behavior appropriate for various musical practices.

SC.I. Advanced Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with fluency, varied expression, and increased vocal control, alone and in small and large ensembles.

I.B. Sing 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.

I.C. Sing with increased fluency and expression, music in a variety of languages representing a diversity of cultures.

I.D. Sing music written in more than four parts, with or without accompaniment.

I.E. Sing in small ensembles with one student to a part.

SC.II. Advanced Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 3 to 4 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Advanced Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo more difficult rhythmic and melodic patterns including syncopation, triplets, and dotted rhythms.

III.B. Improvise rhythmic and melodic ostinato accompaniments with a level of difficulty of 3 to 4 on a scale of 1 to 6.

III.C. Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

III.D. Improvise extended songs and instrumental pieces (8 to 16 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Advanced Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Compare and contrast compositional devices using a variety of pieces in a large group setting.

IV.B. Compose extended pieces within specified guidelines.

IV.C. Arrange extended pieces for voices and/or classroom instruments.

IV.D. Combine traditional and nontraditional sound sources in composing and arranging extended pieces.

SC.V. Advanced Choral Music: Reading and Notating: Reading and notating music.

V.A. Read and interpret a full vocal score by describing how the elements of music are used and explaining all key changes, meters, and clefs.

V.B. Sight-read, accurately and expressively, music with a level of difficulty of 4 on a scale of 1 to 6.

V.C. Identify nonstandard notation symbols used by twentieth-century composers.

V.D. Use standard notation to record musical ideas.

SC.VI. Advanced Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify musical forms including AABA, rondo, and theme and variation.

VI.B. Describe in detail significant events occurring in a given musical example.

VI.C. Analyze aural examples of music representing diverse genres and cultures by describing the elements of music and the expressive devices used in it.

VI.D. Use the correct technical vocabulary when analyzing and describing musical works.

VI.E. Recognize and describe timbre in various styles and genres.

VI.F. Use purposeful movement to respond to a variety of music styles and genres.

VI.G. Compare ways in which musical materials are used in various works of the same style and genre.

VI.H. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Advanced Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Advanced Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Compare and contrast the uses of characteristic elements, artistic processes, and organizational principles among the arts in different cultures and historical periods.

VIII.B. Compare the ways in which the characteristic media of two or more discipline areas can be used to transform similar events, scenes, emotions, or ideas into works of art.

VIII.C. Explain how the roles of creators, performers, and others involved in the production of the various arts are similar to and different from one another.

SC.IX. Advanced Choral Music: Relating to History and Culture: Understanding music in relation to history and culture

IX.A. Identify and explain the stylistic features of a given musical work that serve to define its aesthetic traditions and its historical or cultural context.

IX.B. Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Compare and contrast audience behavior appropriate for various musical practices.

SC.I. Intermediate Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Proficient Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Apply well-developed ensemble skills.

SC.II. Intermediate Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards

SC.III. Intermediate Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variation on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple melodies for instruments other than those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the terminology and contrasting definition of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

VIII.B. Compare characteristics of two or more art areas with a particular historical period or style and give examples from various cultures.

SC.IX. Intermediate Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Advanced Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Sing in small ensembles with one student on a part (assigned instrumental part).

SC.II. Advanced Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 4-6 on a scale of 1-6.

II.C. Perform in small ensembles with one student on a part.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Advanced Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise stylistically appropriate harmonizing parts in a variety of styles.

III.B. Improvise original melodies in a variety of styles over given chord progressions, each in a consistent style, meter, and tonality.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Advanced Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose music demonstrating imagination and technical skill in applying the principles of composition.

IV.B. Arrange short musical examples for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

IV.C. Compose and/or arrange music for various instruments demonstrating knowledge of the ranges and traditional usage of sound sources.

SC.V. Advanced Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read non-standard notations symbols used by 20th century composers.

V.B. Sight read, accurately and expressively, music with a level of difficulty of 3-4, on a scale of 1-6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Advanced Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe in detail significant events occurring in a given musical example.

VI.B. Compare 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 and style.

VI.C. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Advanced Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Advanced Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures.

VIII.B. Compare how the characteristic media of two or more art areas can be used to transform similar events, scenes, emotions, or ideas into works of art.

VIII.C. Explain how the roles of creators, performers, and others involved in the production of the arts are similar to and different from one another in the various arts.

SC.IX. Advanced Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context.

IX.B. Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical condition that produced the synthesis of influence.

IX.C. Identify various roles that musicians perform, name representative individuals who have functioned in each role, and describe their activities and achievements.

SC.I. Theatre: Story Making/Playwriting (Scriptwriting): Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

I.A. Students will analyze scripts to describe the relationship among the structural elements and the impact of changing one or more of them.

I.B. Students will construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to the audience.

I.C. Students will work individually or in groups to create and perform short plays that are based on familiar story plots and/or current events.

I.D. Students will adapt a theatre script for video.

SC.II. Theatre: Acting: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

II.A. Students will demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

II.B. Students will compare and demonstrate various classical and contemporary acting techniques and methods.

II.C. Students will analyze the physical, emotional, and social dimensions of characters found in a variety of dramatic texts.

II.D. Students will use a range of emotional, psychological, and physical characteristics and behaviors to portray complex, believable characters in improvised and scripted monologues, scenarios, scenes, and plays.

II.E. Students will act in an ensemble to create and sustain characters that communicate with an audience.

SC.III. Theatre: Designing/Stage Craft: Designing by developing environments for improvised and scripted scenes.

III.A. Students will explain the basic physical and chemical properties of technical theatre (e.g., light, color, electricity, paint, and makeup).

III.B. Students will analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

III.C. Students will construct designs that use visual and aural elements to convey environments that clearly support the text.

III.D. Students will design coherent stage management, promotional, and business plans.

SC.III. Theatre: Directing: Directing by organizing rehearsals for improvised and scripted scenes.

III.A. Students will describe and demonstrate appropriate responses to a variety of directing styles.

III.B. Students will explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, or electronic media productions.

III.C. Students will interpret dramatic texts to make artistic choices regarding stage movement, character development, language (e.g., dialect, regionalism, rhythm, meter, connotation), and theme for a production.

III.D. Students will communicate and justify directorial choices to an ensemble for improvised or scripted scene work.

SC.V. Theatre: Researching: Researching by using cultural and historical information to support improvised and scripted scenes.

V.A. Students will apply research from printed and nonprinted sources to plan writing, acting, designing, and directing activities.

V.B. Students will use documented research sources to evaluate and synthesize cultural, historical, and symbolic themes in dramatic texts.

V.C. Students will describe and explain the role of the dramaturge.

SC.VI. Theatre: Connecting: Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

VI.A. Students will integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances.

VI.B. Students will compare and contrast the relationships and interactions among theatre, visual arts, dance, music, literature, film, television, and electronic media.

VI.C. Students will explain how the content and concepts of theatre are interrelated with those of other disciplines and careers.

VI.D. Students will incorporate elements of visual arts, dance, music, and electronic media into an improvised or scripted scene.

VI.E. Students will demonstrate an understanding of the collaborative nature of theatre.

VI.F. Students will identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks)

SC.VII. Theatre: Valuing and Responding: Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will construct and analyze social meaning from theatre performances and dramatic texts.

VII.C. Students will use published critiques of a theatre performance to create a plan for improving that performance

VII.D. Students will demonstrate knowledge of appropriate criteria to be used in critiques and develop personal criteria for evaluating a performance (live or electronic) and dramatic texts in terms of artist intent and final achievement.

VII.E. Students will analyze, critique, and respond to artworks in areas other than theatre.

SC.VIII. Theatre: Historical/Cultural: Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures

VIII.A. Students will identify theatrical contributions from a variety of historical periods and cultures for use in informal and formal productions.

VIII.B. Students will analyze the relationship of historical and cultural contexts to published plays and improvisations

VIII.C. Students will analyze and explain theatre as an expression of the social values, cultural precepts, and accomplishments of a civilization.

VIII.D. Students will identify ways in which theatre practitioners in different cultures and historical periods have used concepts, motifs, and themes that remain appropriate and prominent today.

SC.I. Advanced Theatre: Story Making/Playwriting (Scriptwriting): Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

I.A. Students will modify the dramatic structure by changing and reconstructing a scene from a period play into a contemporary performance style or theme.

I.B/C. Students will write a one-act play and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.

I.D. Students will adapt a theatre script for video.

SC.II. Advanced Theatre: Acting: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

II.A. Students will demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

II.B. Students will create consistent characters from classical, contemporary, realistic and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions.

II.C. Students will analyze the physical, emotional, and social dimensions of characters found in a variety of dramatic texts from various genre and media.

II.D. Students will use a range of emotional, psychological, and physical characteristics and behaviors to portray complex, believable characters in improvised and scripted monologues, scenarios, scenes, and plays.

SC.III. Advanced Theatre: Designing: Designing by developing environments for improvised and scripted scenes.

III.A. Students will analyze and explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film and electronic media productions.

III.B. Students will analyze a variety of dramatic texts from historical and cultural perspectives to determine the production requirements.

III.C. Students will collaborate with directors to develop unified production concepts that convey the metaphorical nature of the play for informal and formal theatre, film, television, or electronic productions.

III.D. Students will create and implement production schedules, stage management plans, promotional ideas, and business strategies for informal and formal theatre, film, television, or electronic media.

SC.IV. Advanced Theatre: Directing: Directing by organizing rehearsals for improvised and scripted scenes.

IV.A. Students will describe and demonstrate appropriate responses to a variety of directing styles.

IV.B. Students will collaborate with designers and actors to develop a unified directorial concept for informal and formal theatre, film television, or electronic media.

IV.C. Students will conduct auditions, cast actors, direct scenes, conduct regular production meetings and design publicity to achieve production goals for an individual directing project.

IV.D. Students will communicate and justify directorial choices to an ensemble for improvised or scripted scene work.

SC.V. Advanced Theatre: Researching: Researching by using cultural and historical information to support improvised and scripted scenes.

V.A. Students will identify current technologies, published material, and print and electronic resources available for theatrical production.

V.B. Students will produce an in depth written research report and an oral presentation on a topic important to theatre (playwright, cultural impact, etc.).

SC.VI. Advanced Theatre: Connecting: Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

VI.A. Students will identify a vocabulary of theatrical terminology, and integrate vocabulary of theatre into classroom discussion, planning, and informal and formal performances.

VI.B. Students will analyze and explain how technology can be used to reinforce, enhance, or alter a theatrical performance.

VI.C. Students will design an individualized study program (e.g., internship, mentorship, research project) in a theatre-related vocation/avocation and share the information in class.

VI.D. Students will incorporate elements of visual arts, dance, music, and electronic media into an improvised or scripted scene.

VI.E. Students will demonstrate the collaborative nature of theatre.

VI.F. Students will Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks)

SC.VII. Advanced Theatre: Valuing and Responding: Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will develop a critical vocabulary through the reading and discussion of professional criticism.

VII.C. Students will design a plan for improving performances, using past a present critiques.

VII.D. Students will demonstrate knowledge of appropriate criteria to be used in critiques and develop personal criteria for evaluating a performance (live or electronic) and dramatic texts in terms of artist intent and final achievement.

VII.E. Students will evaluate, critique, and respond to artworks in areas other than theatre.

SC.VIII. Advanced Theatre: Historical/Cultural: Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures.

VIII.A. Students will describe the societal beliefs, issues, and events of specific theatrical productions.

VIII.B. Students will analyze and explain how theatrical productions can reflect different cultures using the basic elements of theatre (e.g., speech, gesture, costume, etc.)

VIII.C. Students will create a multicultural theatre festival using excerpts from various cultures.

VIII.D. Students will identify way in which theatre practitioners in different cultures and time periods have used concepts, motifs and themes that remain appropriate, prominent and universal today.

SC.I. Visual Arts: Art I: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art I: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art I: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B. Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art I: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art I: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.VI. Visual Arts: Art I: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Art 2-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art 2-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art 2-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art 2-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art 2-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.VI. Visual Arts: Art 2-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Art 3-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art 3-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art 3-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B. Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art 3-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art 3-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.I. Visual Arts: Advanced Art 2-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Demonstrate mastery of at least one visual arts medium through effective use of techniques and processes in communication of ideas.

I.B. Initiate, define, and solve challenging visual arts problems independently

SC.II. Visual Arts: Advanced Art 2-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Compare and contrast two or more perspectives relative to the structural organization of artworks and defend personal evaluation of these perspectives.

II.B. Create multiple solutions to specific visual arts problems that demonstrate effective relationships between structural choices and artistic functions.

SC.III. Visual Arts: Advanced Art 2-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Describe and determine the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

III.B. Make and defend aesthetic judgments about the validity of the source and content of one's own artwork and the significant works of others using appropriate art vocabulary and concepts.

SC.IV. Visual Arts: Advanced Art 2-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Analyze and interpret artworks, as critics, historians, and artists, to determine relationships among form, context, purposes, and critical models.

IV.B. Analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Advanced Art 2-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Correlate responses to artworks with various techniques for communicating meanings, ideas, and intentions.

V.B. Use complex descriptors and analogies to analyze how visual and tactile qualities are perceived aesthetically.

SC.VI. Visual Arts: Art 3-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Advanced Art 3-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Demonstrate mastery of at least one visual arts medium through effective use of techniques and processes in communication of ideas.

I.B. Initiate, define, and solve challenging visual arts problems independently

SC.II. Visual Arts: Advanced Art 3-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Compare and contrast two or more perspectives relative to the structural organization of artworks and defend personal evaluation of these perspectives.

II.B. Create multiple solutions to specific visual arts problems that demonstrate effective relationships between structural choices and artistic functions.

SC.III. Visual Arts: Advanced Art 3-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Describe and determine the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

III.B. Make and defend aesthetic judgments about the validity of the source and content of one's own artwork and the significant works of others using appropriate art vocabulary and concepts.

SC.IV. Visual Arts: Advanced Art 3-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Analyze and interpret artworks, as critics, historians, and artists, to determine relationships among form, context, purposes, and critical models.

IV.B. Analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Advanced Art 3-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Correlate responses to artworks with various techniques for communicating meanings, ideas, and intentions.

V.B. Use complex descriptors and analogies to analyze how visual and tactile qualities are perceived aesthetically.

SC.VI. Visual Arts: Advanced Art 3-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Synthesize the concepts and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences and describe the connections through discussions, in writing, or a work of art.

SC.I. Intermediate Band: Singing Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.II. Intermediate Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Intermediate Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variations on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple pieces for instruments other that those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Band: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and Compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Compare the terminology and contrasting definitions of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

SC.IX. Intermediate Band: History and Culture Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Proficient Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Apply well-developed ensemble skills.

SC.II. Proficient Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 2-3 on a scale of 1-6.

II.C. Perform in small ensembles with one student on a part.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Proficient Band: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise rhythmic and melodic variations in a variety of keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Proficient Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Compose short musical examples in several distinct styles, demonstrating creativity in using the elements of music for expressive effect of the music.

IV.B. Arrange short musical examples for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

IV.C. Compose and/or arrange music for various instruments demonstrating knowledge of the ranges and traditional usage of sound sources.

SC.V. Proficient Band: Reading and Notating: Students will read and notate music.

V.A. Read standard notation in 5/8, 7/8, and 5/4 meter.

V.B. Sight read, accurately and expressively, music with a level of difficulty of 1-2, on a scale of 1-6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Proficient Band: Analysis Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.

VI.C. Analyze and apply, through performance, knowledge of the technical vocabulary of music.

SC.VII. Proficient Band: Evaluation Students will evaluate music and music performances.

VII.A. Refine and apply specific criteria for making informed, critical evaluations of the quality and effectiveness of performances.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.I. Intermediate Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with stylistic accuracy and good breath control throughout their singing ranges, alone or in small and large ensembles.

I.B. Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2 on a scale of 1 to 6, including some songs performed from memory.

I.C. Sing music representing diverse genres and cultures with expression appropriate for the work they are performing.

I.D. Sing music written in two, three, and four parts.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor.

SC.II. Intermediate Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Intermediate Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Intermediate Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Intermediate Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and corresponding rests in 2/4, 3 /4, 4/4, 6/8, 3/8, and alla breve meter signatures.

V.B. Sight-read simple melodies in the appropriate clef with a level of difficulty of 2 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use the standard symbols to notate meter, rhythm, pitch, and dynamics, in simple, patterns presented by the teacher.

SC.VI. Intermediate Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.D. Analyze music by identifying basic principles of meter, rhythm, tonality, intervals, and chords.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Intermediate Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own performances and those of others.

SC.VIII. Intermediate Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Explain the similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Intermediate Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of high quality musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Proficient Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with fluency, varied expression, and increased vocal control, alone and in small and large ensembles.

I.B. Sing 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.

I.C. Sing with increased fluency and expression, music in a variety of languages representing a diversity of cultures.

I.D. Sing music written in four parts, with or without accompaniment.

I.E. Demonstrate ensemble skills in rehearsal and performance.

SC.II. Proficient Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 3 to 4 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Proficient Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo more difficult rhythmic and melodic patterns including syncopation, triplets, and dotted rhythms.

III.B. Improvise rhythmic and melodic ostinato accompaniments with a level of difficulty of 3 to 4 on a scale of 1 to 6.

III.C. Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

III.D. Improvise extended songs and instrumental pieces (8 to 16 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Proficient Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Compare and contrast compositional devices using a variety of pieces in a large group setting.

IV.B. Compose extended pieces within specified guidelines.

IV.C. Arrange extended pieces for voices and/or classroom instruments.

IV.D. Combine traditional and nontraditional sound sources in composing and arranging extended pieces.

SC.V. Proficient Choral Music: Reading and Notating: Reading and notating music.

V.A. Read and interpret a vocal score of up to four parts by describing how the elements of music are used in it.

V.B. Sight-read, accurately and expressively, music with a level of difficulty of 3 on a scale of 1 to 6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas.

SC.VI. Proficient Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify musical forms including AABA, rondo, and theme and variation.

VI.B. Use appropriate terminology to describe specific music events in a given aural example.

VI.C. Analyze aural examples of music representing diverse genres and cultures by describing the elements of music and the expressive devices used in it.

VI.D. Use the correct technical vocabulary when analyzing and describing musical works.

VI.E. Recognize and describe timbre in various styles and genres.

VI.F. Use purposeful movement to respond to a variety of music styles and genres.

VI.G. Identify and explain compositional devices and techniques used to provide unity, variety, and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques.

VI.H. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Proficient Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Refine and apply specific criteria for making informed critical evaluations of the quality and effectiveness of performances.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Proficient Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Compare and contrast the uses of characteristic elements, artistic processes, and organizational principles among the arts in different cultures and historical periods.

VIII.B. Compare and contrast two or more arts disciplines within a particular historical period and cite relevant examples.

VIII.C. Explain how the principles and subject matter of various disciplines outside the arts interrelate with those of music.

SC.IX. Proficient Choral Music: Relating to History and Culture: Understanding music in relation to history and culture.

IX.A. Describe distinguished characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify music by culture and historical period on the basis of characteristic styles or genres and justify these classifications.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Compare and contrast audience behavior appropriate for various musical practices.

SC.I. Advanced Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing with fluency, varied expression, and increased vocal control, alone and in small and large ensembles.

I.B. Sing 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.

I.C. Sing with increased fluency and expression, music in a variety of languages representing a diversity of cultures.

I.D. Sing music written in more than four parts, with or without accompaniment.

I.E. Sing in small ensembles with one student to a part.

SC.II. Advanced Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.A. Play a classroom instrument accurately and independently in small and large ensembles and alone.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 3 to 4 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.

II.C. Play music representing diverse genres and cultures with expression appropriate for the particular work they are performing.

II.D. Play simple melodies and accompaniments on an instrument.

SC.III. Advanced Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo more difficult rhythmic and melodic patterns including syncopation, triplets, and dotted rhythms.

III.B. Improvise rhythmic and melodic ostinato accompaniments with a level of difficulty of 3 to 4 on a scale of 1 to 6.

III.C. Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

III.D. Improvise extended songs and instrumental pieces (8 to 16 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Advanced Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Compare and contrast compositional devices using a variety of pieces in a large group setting.

IV.B. Compose extended pieces within specified guidelines.

IV.C. Arrange extended pieces for voices and/or classroom instruments.

IV.D. Combine traditional and nontraditional sound sources in composing and arranging extended pieces.

SC.V. Advanced Choral Music: Reading and Notating: Reading and notating music.

V.A. Read and interpret a full vocal score by describing how the elements of music are used and explaining all key changes, meters, and clefs.

V.B. Sight-read, accurately and expressively, music with a level of difficulty of 4 on a scale of 1 to 6.

V.C. Identify nonstandard notation symbols used by twentieth-century composers.

V.D. Use standard notation to record musical ideas.

SC.VI. Advanced Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify musical forms including AABA, rondo, and theme and variation.

VI.B. Describe in detail significant events occurring in a given musical example.

VI.C. Analyze aural examples of music representing diverse genres and cultures by describing the elements of music and the expressive devices used in it.

VI.D. Use the correct technical vocabulary when analyzing and describing musical works.

VI.E. Recognize and describe timbre in various styles and genres.

VI.F. Use purposeful movement to respond to a variety of music styles and genres.

VI.G. Compare ways in which musical materials are used in various works of the same style and genre.

VI.H. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Advanced Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Advanced Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Compare and contrast the uses of characteristic elements, artistic processes, and organizational principles among the arts in different cultures and historical periods.

VIII.B. Compare the ways in which the characteristic media of two or more discipline areas can be used to transform similar events, scenes, emotions, or ideas into works of art.

VIII.C. Explain how the roles of creators, performers, and others involved in the production of the various arts are similar to and different from one another.

SC.IX. Advanced Choral Music: Relating to History and Culture: Understanding music in relation to history and culture

IX.A. Identify and explain the stylistic features of a given musical work that serve to define its aesthetic traditions and its historical or cultural context.

IX.B. Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences.

IX.C. Compare and contrast the functions that music serves and the situations in which music is typically performed in various cultures of the world.

IX.D. Identify the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

IX.E. Compare and contrast audience behavior appropriate for various musical practices.

SC.I. Intermediate Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Proficient Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Apply well-developed ensemble skills.

SC.II. Intermediate Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on at least one instrument accurately and independently, alone and in ensembles with good posture, playing position, and good breath, bow, or stick control.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 1-2 on a scale of 1-6.

II.C. Perform music representing diverse genres and cultures with expression appropriate for the work being performed.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards

SC.III. Intermediate Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise simple harmonic accompaniments.

III.B. Improvise melodic embellishments and simple rhythmic and melodic variation on given melodies in major keys.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Intermediate Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose short pieces within specific guidelines, demonstrating use of the elements of music.

IV.B. Arrange simple melodies for instruments other than those for which the pieces were written.

IV.C. Use a variety of traditional and non-traditional sound sources and when available electronic media when composing and arranging.

SC.V. Intermediate Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 and alla breve meter.

V.B. Read at sight simple melodies in the clef appropriate for his/her instrument and identify alternate clef systems.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Intermediate Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe specific music events in a given aural example, using appropriate terminology.

VI.B. Analyze the uses of the elements of music in examples representing diverse genres and cultures.

VI.C. Analyze music, identifying basic principles of meter, rhythm, tonality, intervals, and chords.

SC.VII. Intermediate Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria to personal listening, composing, and performing.

VII.B. Evaluate the quality and effectiveness of their own and other's performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

SC.VIII. Intermediate Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the terminology and contrasting definition of various elements in each of two art areas.

VIII.C. Describe ways in which the principles and subject matter of other school disciplines interrelate with those of music.

VIII.B. Compare characteristics of two or more art areas with a particular historical period or style and give examples from various cultures.

SC.IX. Intermediate Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

IX.B. Classify by genre and style (and if applicable by historical period, composer, and title) a varied body of high quality and characteristic musical works and explain the characteristics that cause each work to be exemplary.

IX.C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

SC.I. Advanced Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing accurately and with good breath control, alone and/or in small and large ensembles.

I.B. Sing with expression and technical accuracy a varied repertoire of instrumental literature.

I.C. Sing in small ensembles with one student on a part (assigned instrumental part).

SC.II. Advanced Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.

II.B. Perform with expression and technical accuracy on at least one string, wind, or percussion instrument a repertoire of instrumental literature with a level of difficulty of 4-6 on a scale of 1-6.

II.C. Perform in small ensembles with one student on a part.

II.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

II.E. Perform solo literature and small ensembles with one student on a part.

II.F. Perform major and/or minor scales as outlined by SCMEA Standards.

SC.III. Advanced Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise stylistically appropriate harmonizing parts in a variety of styles.

III.B. Improvise original melodies in a variety of styles over given chord progressions, each in a consistent style, meter, and tonality.

III.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

SC.IV. Advanced Level Strings: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose music demonstrating imagination and technical skill in applying the principles of composition.

IV.B. Arrange short musical examples for instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

IV.C. Compose and/or arrange music for various instruments demonstrating knowledge of the ranges and traditional usage of sound sources.

SC.V. Advanced Level Strings: Reading and Notating: Students will read and notate music.

V.A. Read non-standard notations symbols used by 20th century composers.

V.B. Sight read, accurately and expressively, music with a level of difficulty of 3-4, on a scale of 1-6.

V.C. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

V.D. Use standard notation to record musical ideas and the musical ideas of others.

SC.VI. Advanced Level Strings: Analysis: Students will listen to, analyze, and describe music.

VI.A. Describe in detail significant events occurring in a given musical example.

VI.B. Compare 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 and style.

VI.C. Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive.

SC.VII. Advanced Level Strings: Evaluation: Students will evaluate music and music performances.

VII.A. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.

VII.B. Evaluate a performance, arrangement, or improvisation by comparing it to similar or exemplary models.

SC.VIII. Advanced Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures.

VIII.B. Compare how the characteristic media of two or more art areas can be used to transform similar events, scenes, emotions, or ideas into works of art.

VIII.C. Explain how the roles of creators, performers, and others involved in the production of the arts are similar to and different from one another in the various arts.

SC.IX. Advanced Level Strings: History and Culture: Students will relate music to history and culture.

IX.A. Identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context.

IX.B. Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical condition that produced the synthesis of influence.

IX.C. Identify various roles that musicians perform, name representative individuals who have functioned in each role, and describe their activities and achievements.

SC.I. Theatre: Story Making/Playwriting (Scriptwriting): Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

I.A. Students will analyze scripts to describe the relationship among the structural elements and the impact of changing one or more of them.

I.B. Students will construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to the audience.

I.C. Students will work individually or in groups to create and perform short plays that are based on familiar story plots and/or current events.

I.D. Students will adapt a theatre script for video.

SC.II. Theatre: Acting: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

II.A. Students will demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

II.B. Students will compare and demonstrate various classical and contemporary acting techniques and methods.

II.C. Students will analyze the physical, emotional, and social dimensions of characters found in a variety of dramatic texts.

II.D. Students will use a range of emotional, psychological, and physical characteristics and behaviors to portray complex, believable characters in improvised and scripted monologues, scenarios, scenes, and plays.

II.E. Students will act in an ensemble to create and sustain characters that communicate with an audience.

SC.III. Theatre: Designing/Stage Craft: Designing by developing environments for improvised and scripted scenes.

III.A. Students will explain the basic physical and chemical properties of technical theatre (e.g., light, color, electricity, paint, and makeup).

III.B. Students will analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

III.C. Students will construct designs that use visual and aural elements to convey environments that clearly support the text.

III.D. Students will design coherent stage management, promotional, and business plans.

SC.III. Theatre: Directing: Directing by organizing rehearsals for improvised and scripted scenes.

III.A. Students will describe and demonstrate appropriate responses to a variety of directing styles.

III.B. Students will explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, or electronic media productions.

III.C. Students will interpret dramatic texts to make artistic choices regarding stage movement, character development, language (e.g., dialect, regionalism, rhythm, meter, connotation), and theme for a production.

III.D. Students will communicate and justify directorial choices to an ensemble for improvised or scripted scene work.

SC.V. Theatre: Researching: Researching by using cultural and historical information to support improvised and scripted scenes.

V.A. Students will apply research from printed and nonprinted sources to plan writing, acting, designing, and directing activities.

V.B. Students will use documented research sources to evaluate and synthesize cultural, historical, and symbolic themes in dramatic texts.

V.C. Students will describe and explain the role of the dramaturge.

SC.VI. Theatre: Connecting: Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

VI.A. Students will integrate the vocabulary of theatre into classroom discussions, planning, and informal and formal performances.

VI.B. Students will compare and contrast the relationships and interactions among theatre, visual arts, dance, music, literature, film, television, and electronic media.

VI.C. Students will explain how the content and concepts of theatre are interrelated with those of other disciplines and careers.

VI.D. Students will incorporate elements of visual arts, dance, music, and electronic media into an improvised or scripted scene.

VI.E. Students will demonstrate an understanding of the collaborative nature of theatre.

VI.F. Students will identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks)

SC.VII. Theatre: Valuing and Responding: Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will construct and analyze social meaning from theatre performances and dramatic texts.

VII.C. Students will use published critiques of a theatre performance to create a plan for improving that performance

VII.D. Students will demonstrate knowledge of appropriate criteria to be used in critiques and develop personal criteria for evaluating a performance (live or electronic) and dramatic texts in terms of artist intent and final achievement.

VII.E. Students will analyze, critique, and respond to artworks in areas other than theatre.

SC.VIII. Theatre: Historical/Cultural: Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures

VIII.A. Students will identify theatrical contributions from a variety of historical periods and cultures for use in informal and formal productions.

VIII.B. Students will analyze the relationship of historical and cultural contexts to published plays and improvisations

VIII.C. Students will analyze and explain theatre as an expression of the social values, cultural precepts, and accomplishments of a civilization.

VIII.D. Students will identify ways in which theatre practitioners in different cultures and historical periods have used concepts, motifs, and themes that remain appropriate and prominent today.

SC.I. Advanced Theatre: Story Making/Playwriting (Scriptwriting): Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history.

I.A. Students will modify the dramatic structure by changing and reconstructing a scene from a period play into a contemporary performance style or theme.

I.B/C. Students will write a one-act play and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.

I.D. Students will adapt a theatre script for video.

SC.II. Advanced Theatre: Acting: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes.

II.A. Students will demonstrate acting skills such as memorization, sensory recall, concentration, breath control, effective vocal expression, and control of isolated body parts.

II.B. Students will create consistent characters from classical, contemporary, realistic and nonrealistic dramatic texts in informal and formal theatre, film, television, or electronic media productions.

II.C. Students will analyze the physical, emotional, and social dimensions of characters found in a variety of dramatic texts from various genre and media.

II.D. Students will use a range of emotional, psychological, and physical characteristics and behaviors to portray complex, believable characters in improvised and scripted monologues, scenarios, scenes, and plays.

SC.III. Advanced Theatre: Designing: Designing by developing environments for improvised and scripted scenes.

III.A. Students will analyze and explain how scientific and technological advances have impacted set, light, sound, and costume design and implementation for theatre, film and electronic media productions.

III.B. Students will analyze a variety of dramatic texts from historical and cultural perspectives to determine the production requirements.

III.C. Students will collaborate with directors to develop unified production concepts that convey the metaphorical nature of the play for informal and formal theatre, film, television, or electronic productions.

III.D. Students will create and implement production schedules, stage management plans, promotional ideas, and business strategies for informal and formal theatre, film, television, or electronic media.

SC.IV. Advanced Theatre: Directing: Directing by organizing rehearsals for improvised and scripted scenes.

IV.A. Students will describe and demonstrate appropriate responses to a variety of directing styles.

IV.B. Students will collaborate with designers and actors to develop a unified directorial concept for informal and formal theatre, film television, or electronic media.

IV.C. Students will conduct auditions, cast actors, direct scenes, conduct regular production meetings and design publicity to achieve production goals for an individual directing project.

IV.D. Students will communicate and justify directorial choices to an ensemble for improvised or scripted scene work.

SC.V. Advanced Theatre: Researching: Researching by using cultural and historical information to support improvised and scripted scenes.

V.A. Students will identify current technologies, published material, and print and electronic resources available for theatrical production.

V.B. Students will produce an in depth written research report and an oral presentation on a topic important to theatre (playwright, cultural impact, etc.).

SC.VI. Advanced Theatre: Connecting: Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms.

VI.A. Students will identify a vocabulary of theatrical terminology, and integrate vocabulary of theatre into classroom discussion, planning, and informal and formal performances.

VI.B. Students will analyze and explain how technology can be used to reinforce, enhance, or alter a theatrical performance.

VI.C. Students will design an individualized study program (e.g., internship, mentorship, research project) in a theatre-related vocation/avocation and share the information in class.

VI.D. Students will incorporate elements of visual arts, dance, music, and electronic media into an improvised or scripted scene.

VI.E. Students will demonstrate the collaborative nature of theatre.

VI.F. Students will Identify and utilize basic theatrical conventions (e.g., costumes, props, puppets, masks)

SC.VII. Advanced Theatre: Valuing and Responding: Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions.

VII.A. Students will demonstrate audience etiquette during theatrical performances.

VII.B. Students will develop a critical vocabulary through the reading and discussion of professional criticism.

VII.C. Students will design a plan for improving performances, using past a present critiques.

VII.D. Students will demonstrate knowledge of appropriate criteria to be used in critiques and develop personal criteria for evaluating a performance (live or electronic) and dramatic texts in terms of artist intent and final achievement.

VII.E. Students will evaluate, critique, and respond to artworks in areas other than theatre.

SC.VIII. Advanced Theatre: Historical/Cultural: Understanding context by analyzing the role of theatre, film, television, and electronic media in the community and in other cultures.

VIII.A. Students will describe the societal beliefs, issues, and events of specific theatrical productions.

VIII.B. Students will analyze and explain how theatrical productions can reflect different cultures using the basic elements of theatre (e.g., speech, gesture, costume, etc.)

VIII.C. Students will create a multicultural theatre festival using excerpts from various cultures.

VIII.D. Students will identify way in which theatre practitioners in different cultures and time periods have used concepts, motifs and themes that remain appropriate, prominent and universal today.

SC.I. Visual Arts: Art I: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art I: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art I: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B. Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art I: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art I: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.VI. Visual Arts: Art I: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Art 2-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art 2-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art 2-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art 2-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art 2-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.VI. Visual Arts: Art 2-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Art 3-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Communicate ideas through effective choice of media, techniques, and processes.

I.B. Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions can be observed in their artworks.

I.C. Demonstrate skillful and safe application with a variety of media, tools, and equipment.

SC.II. Visual Arts: Art 3-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify and describe the interrelationships of art elements and principles of design that communicate a variety of artistic perspectives and purposes.

II.B. Create artworks that use organizational principles and functions to solve specific visual arts problems.

II.C. Evaluate the effectiveness of artworks in terms of organizational structures and functions.

SC.III. Visual Arts: Art 3-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Produce artwork that demonstrates personal choices and or interpretations about symbols, subject matter, ideas, and expression.

III.B. Describe the subject matter, symbols and ideas of various artworks and describe how these are related to history and culture.

SC.IV. Visual Arts: Art 3-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of artworks

IV.B. Describe how a variety of art objects, artists, and resources specific to South Carolina represent and reflect society.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Art 3-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Analyze intentions of artists and justify their own interpretations of particular works.

V.B. Make complex descriptive, interpretive, and evaluative judgments about their artworks and the artworks of others

V.C. Document their own interpretations as a means for understanding and evaluating works of visual art.

V.D. Present and defend a portfolio of personal artwork.

SC.I. Visual Arts: Advanced Art 2-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Demonstrate mastery of at least one visual arts medium through effective use of techniques and processes in communication of ideas.

I.B. Initiate, define, and solve challenging visual arts problems independently

SC.II. Visual Arts: Advanced Art 2-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Compare and contrast two or more perspectives relative to the structural organization of artworks and defend personal evaluation of these perspectives.

II.B. Create multiple solutions to specific visual arts problems that demonstrate effective relationships between structural choices and artistic functions.

SC.III. Visual Arts: Advanced Art 2-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Describe and determine the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

III.B. Make and defend aesthetic judgments about the validity of the source and content of one's own artwork and the significant works of others using appropriate art vocabulary and concepts.

SC.IV. Visual Arts: Advanced Art 2-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Analyze and interpret artworks, as critics, historians, and artists, to determine relationships among form, context, purposes, and critical models.

IV.B. Analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Advanced Art 2-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Correlate responses to artworks with various techniques for communicating meanings, ideas, and intentions.

V.B. Use complex descriptors and analogies to analyze how visual and tactile qualities are perceived aesthetically.

SC.VI. Visual Arts: Art 3-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines.

VI.B. Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.

VI.C. Identify specific visual and performing art careers and the knowledge and skills required for specific art careers.

SC.I. Visual Arts: Advanced Art 3-D: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Demonstrate mastery of at least one visual arts medium through effective use of techniques and processes in communication of ideas.

I.B. Initiate, define, and solve challenging visual arts problems independently

SC.II. Visual Arts: Advanced Art 3-D: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Compare and contrast two or more perspectives relative to the structural organization of artworks and defend personal evaluation of these perspectives.

II.B. Create multiple solutions to specific visual arts problems that demonstrate effective relationships between structural choices and artistic functions.

SC.III. Visual Arts: Advanced Art 3-D: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Describe and determine the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

III.B. Make and defend aesthetic judgments about the validity of the source and content of one's own artwork and the significant works of others using appropriate art vocabulary and concepts.

SC.IV. Visual Arts: Advanced Art 3-D: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Analyze and interpret artworks, as critics, historians, and artists, to determine relationships among form, context, purposes, and critical models.

IV.B. Analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.

IV.C. Describe the function and meaning of specific art objects within varied cultures, times, and places

SC.V. Visual Arts: Advanced Art 3-D: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Correlate responses to artworks with various techniques for communicating meanings, ideas, and intentions.

V.B. Use complex descriptors and analogies to analyze how visual and tactile qualities are perceived aesthetically.

SC.VI. Visual Arts: Advanced Art 3-D: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Synthesize the concepts and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences and describe the connections through discussions, in writing, or a work of art.