South Carolina State Standards for Arts Education: Grade 8

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.