ART.I.D.EL.1 - 1. Accurately demonstrate basic locomotor skills through straight and curved pathways including several directions.

ART.I.D.EL.2 - 2. Accurately demonstrate nonloco-motor/axial movement (such as bend, twist, stretch, swing).

ART.I.D.EL.3 - 3. Demonstrate shapes at low, middle, and high levels.

ART.I.D.EL.4 - 4. Demonstrate the ability to define and maintain personal space.

ART.I.D.EL.5 - 5. Demonstrate moving to a musical beat and responding to changes in tempo.

ART.I.D.EL.6 - 6. Demonstrate kinesthetic awareness, concentration, and focus in performing movement skills.

ART.I.D.EL.7 - 7. Demonstrate the ability to work effectively alone and with a partner.

ART.I.D.EL.8 - 8. Demonstrate the following partner skills: leading, following, and mirroring.

ART.I.D.M.1 - 1. Demonstrate the following movement skills: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.

ART.I.D.M.2 - 2. Accurately identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions.

ART.I.D.M.3 - 3. Accurately transfer a spatial pattern from the visual to the kinesthetic.

ART.I.D.M.4 - 4. Accurately transfer a rhythmic pattern from the aural to the kinesthetic.

ART.I.D.M.5 - 5. Identify and clearly demonstrate a range of dynamics/movement qualities.

ART.I.D.M.6 - 6. Demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills.

ART.I.D.M.7 - 7. Demonstrate accurate memorization and reproduction of movement sequences.

ART.I.D.M.8 - 8. Clearly demonstrate the principles of contrast and transition.

ART.I.D.M.9 - 9. Effectively demonstrate the processes of reordering and chance.

ART.I.D.M.10 - 10. Successfully demonstrate the structures or forms for AB, ABA, canon, call and response, and narrative.

ART.I.D.M.11 - 11. Demonstrate the ability to work cooperatively in a small group during the choreographic process.

ART.I.D.M.12 - 12. Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.

ART.I.D.M.13 - 13. Effectively demonstrate the difference between pantomiming and abstracting a gesture.

ART.I.D.HS.1 - 1. Demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and non-locomotor/axial movements.

ART.I.D.HS.2 - 2. Identify and demonstrate longer and more complex steps and patterns from two different dance styles/traditions.

ART.I.D.HS.3 - 3. Demonstrate rhythmic acuity.

ART.I.D.HS.4 - 4. Demonstrate projection while performing dance skills.

ART.I.D.HS.5 - 5. Demonstrate the ability to remember extended movement sequences.

ART.I.M.EL.1 - 1. Sing and play independently, on pitch and in rhythm, with appropriate timbre, diction, posture, and tempo.

ART.I.M.EL.2 - 2. Sing from memory and play a varied repertoire of music representing genres and styles from diverse cultures.

ART.I.M.EL.3 - 3. Sing expressively, with appropriate dynamics, phrasing, and interpretations.

ART.I.M.EL.4 - 4. Sing ostinatos, partner songs, and rounds.

ART.I.M.EL.5 - 5. Sing and play in groups, blending timbres, matching dynamic levels, and responding to the cues of a conductor.

ART.I.M.EL.6 - 6. Perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments.

ART.I.M.EL.7 - 7. Echo short rhythms and melodic patterns.

ART.I.M.EL.8 - 8. Perform independent instrumental parts while other students sing or play contrasting parts.

ART.I.M.EL.9 - 9. Read whole, half, dotted half, quarter, and eighth notes and rests in double and triple meter.

ART.I.M.EL.10 - 10. Use a system to read simple pitch notation in the treble clef in major keys.

ART.I.M.EL.11 - 11. Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

ART.I.M.EL.12 - 12. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

ART.I.M.M.1 - 1. Sing and play with expression and technical accuracy a repertoire of vocal and instrumental literature, including some songs performed from memory.

ART.I.M.M.2 - 2. Sing and play music representing diverse genres and cultures, with expression appropriate for the work being performed.

ART.I.M.M.3 - 3. Sing accurately with good breath control throughout singing ranges.

ART.I.M.M.4 - 4. Sing music written in two and three parts.

ART.I.M.M.5 - 5. Perform accurately, with appropriate technique, on at least one instrument -solo, in small and large ensembles.

ART.I.M.M.6 - 6. Use electronic instruments in a variety of ways as a performance medium.

ART.I.M.M.7 - 7. Play simple melodies and harmonic accompaniments by ear.

ART.I.M.M.8 - 8. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests; simple, compound, and alla breve meters.

ART.I.M.M.9 - 9. Sight read simple melodies in treble and bass clefs.

ART.I.M.M.10 - 10. Use standard notation to record personal musical ideas and the musical ideas of others.

ART.I.M.HS.1 - 1. Sing and play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with a moderate level of difficulty, including some songs performed from memory.

ART.I.M.HS.2 - 2. Sing music written in four parts, with and without accompaniment.

ART.I.M.HS.3 - 3. Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills.

ART.I.M.HS.4 - 4. Perform artistically on electronic instruments.

ART.I.M.HS.5 - 5. Read an instrumental or vocal score of at least four staffs.

ART.I.M.HS.6 - 6. Sight read, accurately and expressively, music with a moderate level of difficulty.

ART.I.T.EL.1 - 1. Use variations of locomotor and non-locomotor movement and vocal pitch, tempo, and tone for different characters.

ART.I.T.EL.2 - 2. Assume roles that exhibit concentration and contribute to the action of classroom dramatizations based on personal experience and heritage, imagination, literature, and history.

ART.I.T.M.1 - 1. Demonstrate acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that suggest artistic choices.

ART.I.T.M.2 - 2. In an ensemble, interact as the invented characters in improvised and scripted scenes.

ART.I.T.M.3 - 3. Lead small groups in planning rehearsals for improvised and scripted scenes.

ART.I.T.HS.1 - 1. Use the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup).

ART.I.T.HS.2 - 2. Communicate directorial choices to a small ensemble for improvised or scripted scenes.

ART.I.VA.EL.1 - 1. Use materials, techniques, media technology, and processes to com-municate ideas and experiences.

ART.I.VA.EL.2 - 2. Use art materials and tools safely and responsibly.

ART.I.VA.EL.3 - 3. Use visual characteristics and organizational principles of art to communicate ideas.

ART.I.VA.EL.4 - 4. Be involved in the process and presentation of a final product or exhibit.

ART.I.VA.M.1 - 1. Select materials, techniques, media technology, and processes to achieve desired effects.

ART.I.VA.M.2 - 2. Use art materials and tools safely and responsibly to communicate experiences and ideas.

ART.I.VA.M.3 - 3. Select and use the visual characteristics and organizational principles of art to communicate ideas.

ART.I.VA.M.4 - 4. Be involved in the process and presentation of a final product or exhibit.

ART.I.VA.HS.1 - 1. Apply materials, techniques, media technology, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks.

ART.I.VA.HS.2 - 2. Intentionally use art material and tools effectively to communicate ideas.

ART.I.VA.HS.3 - 3. Apply organizational principles and functions to solve specific visual arts problems.

ART.I.VA.HS.4 - 4. Be involved in the process and presentation of a final product or exhibit.

ART.II.D.EL.1 - 1. Create a sequence with a beginning, middle, and end both with and without a rhythmic accompaniment. Identify each of these parts of the sequence.

ART.II.D.EL.2 - 2. Improvise, create, and perform dances based on individual ideas and concepts from other sources.

ART.II.D.EL.3 - 3. Use improvisation to discover, invent, and solve movement problems.

ART.II.D.EL.4 - 4. Create a dance phrase, accurately repeat it, and then vary it (making changes in the elements of dance: time, space, force, and energy).

ART.II.D.EL.5 - 5. Begin to develop tracking skills with video camera.

ART.II.D.M.1 - 1. Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.

ART.II.D.M.2 - 2. Create a dance that successfully communicates a topic of personal significance.

ART.II.D.M.3 - 3. Learn to artistically and aesthetically keep movement of a single dance in frame with video camera.

ART.II.D.HS.1 - 1. Create and perform combinations and variations in a broad dynamic range.

ART.II.D.HS.2 - 2. Use improvisation to generate movement for choreography.

ART.II.D.HS.3 - 3. Demonstrate understanding of structures or forms (such as palindrome, theme and variation, rondo, round, contemporary forms selected by the student) through brief dance studies.

ART.II.D.HS.4 - 4. Choreograph a duet demonstrating an understanding of choreographic principles, processes, and structures.

ART.II.D.HS.5 - 5. Create a dance that effectively communicates a contemporary social theme.

ART.II.D.HS.6 - 6. Create a dance and revise it over time using multi-media equipment (slides, camera, video, computers) articulating the reasons for their artistic decisions and what was lost and gained by those decisions.

ART.II.M.EL.1 - 1. Improvise simple rhythmic and melodic ostinato accompaniments.

ART.II.M.EL.2 - 2. Improvise "answers" in the same style to given rhythmic and melodic phrases.

ART.II.M.EL.3 - 3. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

ART.II.M.EL.4 - 4. Create and arrange short songs and instrumental pieces within specified guidelines.

ART.II.M.EL.5 - 5. Use a variety of traditional and nontraditional sound sources and electronic media when composing, arranging, and improvising.

ART.II.M.EL.6 - 6. Create and arrange music to accompany readings, dramatizations, or visual media.

ART.II.M.M.1 - 1. Improvise simple harmonic accompaniments.

ART.II.M.M.2 - 2. Improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.

ART.II.M.M.3 - 3 Improvise short melodies, unaccom-panied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

ART.II.M.M.4 - 4. Compose short pieces within specified guidelines.

ART.II.M.M.5 - 5. Arrange simple pieces for voices or instruments other than those for which the pieces were written.

ART.II.M.M.6 - 6. Use a variety of traditional and nontraditional sound sources and electronic media when composing, arranging, and improvising.

ART.II.M.M.7 - 7. Communicate an idea through musical arrangements, compositions, and improvisations.

ART.II.M.HS.1 - 1. Improvise stylistically appropriate harmonizing parts.

ART.II.M.HS.2 - 2. Improvise rhythmic and melodic variations given pentatonic melodies and melodies in major and minor keys.

ART.II.M.HS.3 - 3. Improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality.

ART.II.M.HS.4 - 4. Compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect.

ART.II.M.HS.5 - 5. Arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music.

ART.II.M.HS.6 - 6. Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges, and traditional usage of the sound sources.

ART.II.M.HS.7 - 7. Create or adapt music to integrate with other media.

ART.II.T.EL.1 - 1. Collaborate to select interrelated characters, environments, and situations for classroom dramatizations.

ART.II.T.EL.2 - 2. Improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.

ART.II.T.EL.3 - 3. Visualize environments and construct designs to communicate locale and mood using visual elements (such as space, color, line, shape, texture) and aural aspects using a variety of sound sources.

ART.II.T.EL.4 - 4. Collaborate to establish playing spaces for classroom dramatizations and to select and organize available materials that suggest scenery, properties, lighting, sound, costumes, and makeup.

ART.II.T.EL.5 - 5. Collaboratively plan and rehearse improvisations and demonstrate various ways of staging classroom dramatizations.

ART.II.T.M.1 - 1. Refine and record dialogue and action.

ART.II.T.M.2 - 2. Analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation and invent character behaviors based on the observation of interactions, ethical choices, and emotional responses of people.

ART.II.T.M.3 - 3. Individually and in groups, create characters, environments, and actions that create tensions and suspense.

ART.II.T.M.4 - 4. Work collaboratively to select and create elements of scenery, properties, lighting, and sound to signify environments, costumes and makeup to suggest character.

ART.II.T.HS.1 - 1. Construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.

ART.II.T.HS.2 - 2. Individually and in ensemble, create and sustain characters that communicate with audiences.

ART.II.T.HS.3 - 3. Develop designs that use visual and aural elements to convey environments that support text.

ART.II.T.HS.4 - 4. Apply technical knowledge and skills to collaboratively create functional scenery, properties, lighting, sound, costumes, and makeup.

ART.II.T.HS.5 - 5. Design stage management, promotional and business plans.

ART.II.VA.EL.1 - 1. Apply knowledge of materials, techniques, and processes to create artwork.

ART.II.VA.EL.2 - 2. Apply knowledge of how visual characteristics and organizational principles communicate ideas.

ART.II.VA.EL.3 - 3. Explore and understand prospective subject matter, ideas, and symbols for works of art.

ART.II.VA.EL.4 - 4. Select and use subject matter, symbols and ideas to communicate meaning.

ART.II.VA.EL.5 - 5. Know different purposes of visual art to creatively convey ideas.

ART.II.VA.EL.6 - 6. Use technology as a tool for creative expression.

ART.II.VA.M.1 - 1. Select materials, techniques, and processes to effectively communicate ideas.

ART.II.VA.M.2 - 2. Employ organizational principles and analyze what makes them effective or not in the communication of ideas.

ART.II.VA.M.3 - 3. Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in artworks.

ART.II.VA.M.4 - 4. Use subjects, themes, and symbols that communicate intended meaning in artworks.

ART.II.VA.M.5 - 5. Integrate organizational structures and characteristics to create art for different purposes.

ART.II.VA.M.6 - 6. Organize information and ideas for media productions.

ART.II.VA.HS.1 - 1. Apply materials, techniques, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks.

ART.II.VA.HS.2 - 2. Create artworks that use organizational principles and functions to solve specific visual arts problems.

ART.II.VA.HS.3 - 3. Describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

ART.II.VA.HS.4 - 4. Apply and adapt subjects, symbols, and creative ideas in artworks and use the skills gained to solve problems in daily life.

ART.II.VA.HS.5 - 5. Demonstrate an improved ability to integrate structures, characteristics and principles to accomplish commercial, personal, communal, or other purposes of art.

ART.II.VA.HS.6 - 6. Create media productions that demonstrate knowledge, contexts, values, and aesthetics.

ART.III.D.EL.1 - 1. Observe and describe the action (such as skip, gallop) and movement elements (time, space, force, energy) in a brief movement study.

ART.III.D.EL.2 - 2. Observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures).

ART.III.D.EL.3 - 3. Take an active role in a class discussion about interpretations of and reactions to a dance.

ART.III.D.EL.4 - 4. Present their own dances to peers and discuss their meaning with competence and confidence.

ART.III.D.EL.5 - 5. Explore multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice.

ART.III.D.EL.6 - 6. Observe two dances and discuss how they are similar and different in terms of one of the elements of dance by observing body shapes, levels, and pathways.

ART.III.D.M.1 - 1. Describe the action and movement elements observed in a dance, using appropriate movement/dance vocabulary.

ART.III.D.M.2 - 2. Observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance.

ART.III.D.M.3 - 3. Demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance.

ART.III.D.M.4 - 4. Explore a movement problem and create multiple solutions; choose the most interesting solution and discuss the reasons for that choice.

ART.III.D.M.5 - 5. Demonstrate appropriate audience behavior in watching dance performances; discuss their opinions about the dances with their peers in a supportive and constructive way.

ART.III.D.M.6 - 6. Compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities).

ART.III.D.M.7 - 7. Identify possible aesthetic criteria for evaluating dance (such as skills of performers, originality, visual and/or emotional impact, variety, and contrast).

ART.III.D.M.8 - 8. Observe the same dance both live and recorded on video; compare and contrast the aesthetic impact of the two observations.

ART.III.D.HS.1 - 1. Formulate and answer questions about how movement choices communicate abstract ideas in dance.

ART.III.D.HS.2 - 2. Create a dance and revise it over time, articulating the reasons for their artistic decisions, and what was lost and gained by those decisions.

ART.III.D.HS.3 - 3. Establish a set of aesthetic criteria and apply it in evaluating their own work and that of others.

ART.III.D.HS.4 - 4. Formulate and answer their own aesthetic questions (e.g., What is it that makes a particular dance that dance? How much can one change that dance before it becomes a different dance?).

ART.III.M.EL.1 - 1. Identify simple music forms when presented aurally.

ART.III.M.EL.2 - 2. Demonstrate perceptual skills by moving, by answering questions, and by describing aural examples of music of various styles representing diverse cultures.

ART.III.M.EL.3 - 3. Use appropriate terminology in explaining music, music notation, musical instruments and voices, and music performances.

ART.III.M.EL.4 - 4. Identify the sounds of a variety of instruments, including many orchestra, band and electronic instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.

ART.III.M.EL.5 - 5. Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.

ART.III.M.EL.6 - 6. Devise criteria for evaluating performances and compositions.

ART.III.M.EL.7 - 7. Explain, using appropriate music terminology, personal preferences for specific musical works, and styles.

ART.III.M.M.1 - 1. Describe specific music events in a given aural example, using appropriate terminology.

ART.III.M.M.2 - 2. Analyze the uses of elements of music in aural examples representing diverse genres and cultures.

ART.III.M.M.3 - 3. Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.

ART.III.M.M.4 - 4. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply these criteria when performing.

ART.III.M.M.5 - 5. Evaluate the quality and effectiveness of one's own and others' performances, compositions, arrangements, and improvisations by applying specific and appropriate criteria and offering constructive suggestions for improvement.

ART.III.M.HS.1 - 1. Demonstrate extensive knowledge and use of the technical vocabulary of music.

ART.III.M.HS.2 - 2 Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.

ART.III.M.HS.3 - 3. Identify and explain compositional devices and techniques and their purposes giving examples of other works that make similar uses of these devices and techniques.

ART.III.M.HS.4 - 4. Evaluate the use of music in mixed media environments.

ART.III.M.HS.5 - 5. Make informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations applying specific criteria.

ART.III.M.HS.6 - 6. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.

ART.III.T.EL.1 - 1. Imagine and clearly describe characters, their relationships, and their environments.

ART.III.T.EL.2 - 2. Communicate information to peers about people, events, time, and place related to classroom dramatizations.

ART.III.T.EL.3 - 3. Describe the visual, aural, oral, and kinetic elements of classroom dramatizations and explain personal preference.

ART.III.T.EL.4 - 4. Analyze classroom dramatizations and constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations.

ART.III.T.EL.5 - 5. Develop a means of improving the collaborative process of planning, playing, responding, and evaluating classroom dramatizations.

ART.III.T.EL.6 - 6. Explain how the wants and needs of characters are similar to and different from their own.

ART.III.T.EL.7 - 7. Articulate emotional responses to and explain personal preferences about the whole as well as the parts of dramatic performances.

ART.III.T.M.1 - 1. Explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for the drama.

ART.III.T.M.2 - 2. Analyze improvised and scripted scenes for technical requirements.

ART.III.T.M.3 - 3. Develop focused ideas for the environment using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources.

ART.III.T.M.4 - 4. Analyze research from print and nonprint sources and apply to script writing, acting, design, and directing choices.

ART.III.T.M.5 - 5. Describe and analyze the effect of publicity, study guides, programs, use of various electronic media, and physical environments on audience response and appreciation of dramatic performances.

ART.III.T.M.6 - 6. Articulate and justify the meanings constructed from their own and others' dramatic performances.

ART.III.T.M.7 - 7. Use articulated criteria to describe, analyze, and evaluate the perceived effectiveness of artistic choices found in dramatic performances.

ART.III.T.M.8 - 8. Describe and evaluate the perceived effectiveness of students’ contributions (as playwrights, actors, designers, and directors) to the collaborative process of developing improvised and scripted scenes.

ART.III.T.HS.1 - 1. Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genre and media.

ART.III.T.HS.2 - 2. Compare and demonstrate various classical and contemporary acting techniques and methods.

ART.III.T.HS.3 - 3. Analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.

ART.III.T.HS.4 - 4. Develop multiple interpretations and visual, aural, and multi-media production choices for scripts and production ideas and choose those that are most interesting.

ART.III.T.HS.5 - 5. Justify selections of text, interpretation, and visual, aural, and electronic artistic choices.

ART.III.T.HS.6 - 6. Articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement.

ART.III.T.HS.7 - 7. Identify and research cultural, historical, and symbolic clues in dramatic texts and evaluate the validity and practicality of the information to assist in making artistic choices for informal and formal productions

ART.III.T.HS.8 - 8. Analyze and critique the whole and the parts of dramatic performances, taking into account the context, and constructively suggest alternative artistic choices including visual and aural components influenced by the use of technology.

ART.III.T.HS.9 - 9. Evaluate personal and others’ collaborative efforts and artistic choices in informal and formal productions.

ART.III.VA.EL.1 - 1. Generalize about the effects of visual structures and functions and reflect upon these effects in personal work.

ART.III.VA.EL.2 - 2. Identify various purposes for creating works of visual art.

ART.III.VA.EL.3 - 3. Understand there are different responses to specific artworks.

ART.III.VA.EL.4 - 4. Describe and compare the characteristics of personal artwork.

ART.III.VA.EL.5 - 5. Understand how personal experiences can influence the development of artwork.

ART.III.VA.M.1 - 1. Form and defend judgments about characteristics and structures to accomplish commercial, personal, communal, or other purposes of art.

ART.III.VA.M.2 - 2. Observe and compare works of art that were created for different purposes.

ART.III.VA.M.3 - 3. Describe how materials, techniques, technology, and processes cause responses.

ART.III.VA.M.4 - 4. Describe and compare the characteristics of personal artwork to the artwork of others.

ART.III.VA.M.5 - 5. Describe how personal experiences influence the development of specific artworks.

ART.III.VA.HS.1 - 1. Analyze the effectiveness of selections in communicating ideas and reflect upon the effectiveness of choices.

ART.III.VA.HS.2 - 2. Identify intentions of artists, explore the implications of various purposes, and justify analyses of purposes in particular works.

ART.III.VA.HS.3 - 3. Describe how expressive features and organizational principles cause responses.

ART.III.VA.HS.4 - 4. Reflect upon the characteristics and assess the merits of one’s personal artwork.

ART.III.VA.HS.5 - 5. Reflect and analyze the personal experiences that influence the development of personal artwork.

ART.IV.D.EL.1 - 1. Observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures).

ART.IV.D.EL.2 - 2. Perform dances from various cultures with competence and confidence.

ART.IV.D.EL.3 - 3. Learn and effectively share a dance from a resource in their own community; describe the cultural and/or historical context.

ART.IV.D.EL.4 - 4. Accurately answer questions about the role of dance in a particular culture and time period (e.g., in Colonial America, Why and in what setting did people dance? What did the dances look like?).

ART.IV.D.M.1 - 1. Competently perform folk and/or classical dances from other cultures; describe similarities and differences in steps and movement styles.

ART.IV.D.M.2 - 2. Competently perform folk, social, or theatrical dances learned from resources in their own community, of different cultures, time periods, or from a broad spectrum of twentieth-century America, the cultural/historical context of that dance, effectively sharing its context with peers.

ART.IV.D.M.3 - 3. Accurately describe the role of dance in at least two different cultures or time periods.

ART.IV.D.HS.1. - 1. Explain how personal experience influences the interpretation of a dance.

ART.IV.D.HS.2 - 2. Perform and describe similarities and differences between two contemporary theatrical forms of dance.

ART.IV.D.HS.3 - 3. Perform or discuss the traditions and techniques of a classical dance form.

ART.IV.D.HS.4 - 4. Analyze the role of dance and dancers prior to the twentieth century.

ART.IV.D.HS.5 - 5. Analyze how dance and dancers are portrayed in multi-media technology.

ART.IV.M.EL.1 - 1. Identify by genre or style aural examples of music from various historical periods and cultures.

ART.IV.M.EL.2 - 2. Describe how elements of music are used in examples from various cultures of the world.

ART.IV.M.EL.3 - 3. Identify various uses of music in daily experiences and describe characteristics that make certain music suitable for each use.

ART.IV.M.EL.4 - 4. Identify and describe roles of musicians in various settings and cultures.

ART.IV.M.EL.5 - 5. Demonstrate audience behavior appropriate for the context and style of music performed.

ART.IV.M.M.1 - 1. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

ART.IV.M.M.2 - 2. Classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary musical works and explain the characteristics that cause each work to be considered exemplary.

ART.IV.M.M.3 - 3. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

ART.IV.M.M.4 - 4. Describe the impact of electronic media on music.

ART.IV.M.HS.1 - 1. Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications.

ART.IV.M.HS.2 - 2. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.

ART.IV.M.HS.3 - 3. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

ART.IV.M.HS.4 - 4. Analyze the impact of electronic music in society and culture.

ART.IV.T.EL.1 - 1. Identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations, and discuss how theatre reflects life.

ART.IV.T.EL.2 - 2. Identify and compare the various settings and reasons for creating dramas and attending theatre, film, television, and electronic media productions.

ART.IV.T.M.1 - 1. Describe and compare universal characters and situations in dramas from and about various cultures and historical periods, illustrate in improvised and scripted scenes, and discuss how theatre reflects a culture.

ART.IV.T.M.2 - 2. Analyze the emotional and social impact of dramatic events in their lives, in the community, and in other cultures.

ART.IV.T.M.3 - 3. Explain the knowledge, skills, and discipline needed to pursue careers and avocational opportunities in theatre, film, television, and electronic media.

ART.IV.T.M.4 - 4. Explain how culture affects the content and production values of dramatic performances.

ART.IV.T.M.5 - 5. Explain how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk-taking, sympathy, and empathy apply in theatre and daily life.

ART.IV.T.HS.1 - 1. Construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate to current personal, national, and international issues.

ART.IV.T.HS.2 - 2. Compare how similar themes are treated in drama from various cultures and historical periods, illustrate with informal performances, and discuss how theatre can reveal universal concepts.

ART.IV.T.HS.3 - 3. Identify and compare the lives, works, and influence of representative theatrical artists in various cultures and historical periods.

ART.IV.T.HS.4 - 4. Identify cultural and historical sources of American theatre and musical theatre.

ART.IV.T.HS.5 - 5. Analyze the effect of personal cultural experiences on their dramatic work.

ART.IV.VA.EL.1 - 1. Know that the visual arts have a history and specific relationships to various cultures.

ART.IV.VA.EL.2 - 2. Identify specific works of art as belonging to particular cultures, times, and places.

ART.IV.VA.EL.3 - 3. Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.

ART.IV.VA.M.1 - 1. Know and compare the characteristics of artworks in various eras and cultures.

ART.IV.VA.M.2 - 2. Describe and place a variety of art objects in historical and cultural contexts.

ART.IV.VA.M.3 - 3. 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.

ART.IV.VA.HS.1 - 1. Reflect on how the subjects, ideas, and symbols of artworks differ visually, spatially, temporally, and functionally with respect to history and culture.

ART.IV.VA.HS.2 - 2. Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places.

ART.IV.VA.HS.3 - 3. Analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using conclusions to inform personal artwork.

ART.V.D.EL.1 - 1. Identify at least three personal goals to improve as dancers.

ART.V.D.EL.2 - 2. Explain how healthy practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples.

ART.V.D.EL.3 - 3. Create a dance project that reveals understanding of a concept or idea from another discipline (such as patterns in dance and science with the use of technology).

ART.V.D.EL.4 - 4. Respond to a dance using another art form; explain the connections between the dance and their response to it (such as stating how personal paintings reflect the dance they saw).

ART.V.D.M.1 - 1. Identify at least three personal goals to improve as dancers and steps they are taking to reach those goals.

ART.V.D.M.2 - 2. Explain strategies to prevent dance injuries.

ART.V.D.M.3 - 3. Explain how warm-up prepares the body and mind for expressive purposes.

ART.V.D.M.4 - 4. Develop a project that reveals similarities and differences between the arts.

ART.V.D.M.5 - 5. Cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, pattern).

ART.V.D.M.6 - 6. Begin to develop a portfolio of techniques in progress using recording devices (music, slides, photo, video).

ART.V.D.HS.1 - 1. Demonstrate understanding of how personal experience influences the interpretation of a dance.

ART.V.D.HS.2 - 2. Effectively communicate how lifestyle choices affect the dancer.

ART.V.D.HS.3 - 3. Create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines (history, science, multi-media, etc.).

ART.V.D.HS.4 - 4. Clearly identify commonalities and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements, and ways to communicate meaning.

ART.V.D.HS.5 - 5. Demonstrate/discuss how technology can be used to reinforce, enhance, or alter the dance idea in an interdisciplinary project.

ART.V.D.HS.6 - 6. Reflect upon personal progress and growth during one’s own study in each of the arts disciplines.

ART.V.D.HS.7 - 7. Continue development of portfolio for senior exit.

ART.V.M.EL.1 - 1. Observe and identify similarities and differences in the meanings of common terms used in the various arts.

ART.V.M.EL.2 - 2. Observe and identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

ART.V.M.EL.3 - 3. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

ART.V.M.EL.4 - 4. Analyze personal, family, and community use of electronic media.

ART.V.M.M.1 - 1. Compare how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art.

ART.V.M.M.2 - 2. Describe ways in which the principles and subject matter of other disciplines are related to music.

ART.V.M.M.3 - 3. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

ART.V.M.M.4 - 4. Describe the role of music in artistic applications of electronic media today.

ART.V.M.HS.1 - 1. Explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts and cite examples.

ART.V.M.HS.2 - 2. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.

ART.V.M.HS.3 - 3. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.

ART.V.M.HS.4 - 4. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

ART.V.M.HS.5 - 5. Analyze and consider the use of music and media for the future.

ART.V.T.EL.1 - 1. Describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance, music, and visual arts.

ART.V.T.EL.2 - 2. Compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts.

ART.V.T.EL.3 - 3. Select movement, music, or visual elements to enhance the mood of a classroom dramatization.

ART.V.T.M.1 - 1. Describe characteristics and compare the presentation of characters, environments, and actions in theatre, musical theatre, dramatic media, dance, and visual arts.

ART.V.T.M.2 - 2. Incorporate elements of dance, music, visual arts, and multi-media to express ideas and emotions in improvised and scripted scenes.

ART.V.T.M.3 - 3. Express and compare personal reactions to several art forms.

ART.V.T.HS.1 - 1. Describe and compare the basic nature, materials, elements and means of communicating in theatre, dramatic media, musical theatre, dance, music, multi-media, and the visual arts.

ART.V.T.HS.2 - 2. Determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre.

ART.V.M.HS.3 - 3. Integrate several arts media in informal presentations.

ART.V.VA.EL.1 - 1. Explain how visual arts have inherent relationships to everyday life.

ART.V.VA.EL.2 - 2. Identify various careers in the visual arts.

ART.V.VA.EL.3 - 3. Understand and use comparative characteristics of the visual arts and other arts disciplines.

ART.V.VA.EL.4 - 4. Identify connections between the visual arts and other disciplines in the curriculum.

ART.V.VA.M.1 - 1. Analyze personal, family, and community connections that involve work by visual artists.

ART.V.VA.M.2 - 2. Describe and compare skills involved in arts-related and visual arts careers.

ART.V.VA.M.3 - 3. Compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context.

ART.V.VA.M.4 - 4. Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts.

ART.V.VA.HS.1 - 1. Speculate and analyze how future technologies may impact art in everyday life.

ART.V.VA.HS.2 - 2. Describe the characteristics of a variety of visual arts careers.

ART.V.VA.HS.3 - 3. Compare the materials, technologies, techniques, and processes of the visual arts with those of other arts disciplines as they are used in creating and types of analysis.

ART.V.VA.HS.4 - 4. Compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.