South Carolina State Standards for Arts Education: Grade 11

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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.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.

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.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.

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.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.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.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.

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.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.

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