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43 Student knows... and is able to do...21
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Graduation Standard 1 (Visual & Performing Arts):
CREATING
Students use essential life skills of creativity, goal-setting, interpersonal interaction, and innovative thinking to understand, select, and implement various artistic techniques and/or processes through individual work and collaboration. (MLR: MLR C,E)
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MUSIC: Demonstrate compositional elements and processes through composing, improvisation, arranging, and discussion at grade appropriate level. (VPA1MU912B)Students compose, improvise and arrange a musical work and evaluate its artistic quality to further develop their performance.Students demonstrate compsitional elements and processes through improvisation, arranging and discussion.Students compose, improvise, arrange and discuss compositional elements and processes with guidance.Students compose, improvise, arrange and discuss compositional elements with continuous guidance and re-instruction.
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VISUAL ARTS:
A. Communicate visual ideas through deliberate selection of media, techniques and processes with sufficient skill and competence that their intentions are clearly observed in the artwork. (VPA1VA912A)		Students create a high quality level of work that communicates a personal selection of ideas and reflects a range of subect matter, symbols and/or ideas.Students communicate visual ideas through deliberate selection of media, techniques and processes with sufficient skill and competence that their intentions are clearly observed in the artwork.Students can choose and apply subject matter and symbols to communicate an ideaStudents demonstrate limited recognition of common symbols and their meanings.
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B. Demonstrate skillful and safe application of various media,materials and equipment (VPA1VA912B)Students create high quality level work demonstrating skillful and safe use of a variety of media, materials and equipment.Student works independently to demonstrate skillful and safe application of various media, materials and equipment.Student attempts to demonstrate skillful, safe and appropriate use of various media, materials and equipment. Teacher guidance is needed but minimal. Student makes effort to research process.
Student begins to demonstrate skillful, safe and skillful use of various media, materials and equipment. Often needs guidance and enouragement
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C. Evaluate the structural organization of artwork in relation to elements and principles of design and implement this evaluation to inform the creation their own work. (VPA1VA912C)Students evaluate and reference the elements and principles of art used in their works of art through writing, discussion and presentation and the critiquing of others.Students evaluate the structural organization of artwork in relation to elements and principles of design and use this evaluation to inform the creation their own work.Students begin to evaluate the structural organization of artwork in relation to elements and principles of design and use this evaluation to inform the creation their own work through writing. Teacher guidance is needed.Students can identify some of the elements and principles of art and may attempt to create original works using this information.
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THEATRE: A. Implement knowledge of formal structure as tools to communicate specific ideas and intentions. (MLR B2) (VPA1TH912A)Students can evaluate how successfully the dramatic elements of a play or scene communicate meaning or intent.Students can identify dramatic elements in a play or scene and how they help communicate meaning or intent.Students can identify dramatic elements in a play or scene.Students can identify some, but not all, dramatic elements in a play or scene.
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B. Apply knowledge of technical elements to construct ideas and impact the visual composition of a dramatic work. (VPA1TH912B)Students can create an original visual composition that used Elements and Principles of design to communicate a meaning.Students can apply Elements and Principles of Design to their own visual composition.Students can recognize Elements and Principles of Design in a visual composition.Students can identify some Elements and Principles of Design from a list.
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C. Understand and apply technology to create solutions and refine choices to support dramatic work and portfolio development. (VPA1TH912C)Students can apply collaboration on computer in the creation and refinement of a visual or dramatic composition. or problem.Students can apply computer research toward creation and refinement of a visual or dramatic composition or problem.Students can research and collect reference materials on a computer for a particular visual or dramatic compostion or problem.Students can research reference material on a computer.
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D. Use research and understanding of history, culture and critical analysis to formulate ideas, develop artistic goals, and problem solve in the development of an original dramatic work. (VPA1TH912D)Students can analyze, evaluate and apply their understanding of history, culture and critical analysis to the creation of a visual or dramatic composition.Students can analyze and apply their understanding of history, culture and critical analysis to the creation of a visual or dramatic composition.Students can understand how history, culture and critical analysis could help formulate ideas in a visual or dramatic compsosition.Students can identfy aspects of history, culture and critical analysis that might impact the creation of a visual or dramatic composition.
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E. Use script analysis to shape character choices using given circumstances in a dramatic work. (VPA1TH912E)Students can create highly original and meaningful choices for character circumstances, objective and personal parallel through script analysis.Students can create appropriate choices for character circumstances, objective and personal parallel through script analysis.Students can identify some choices for circumstances, objective and personal parallel through script analysis.Students can identify character choices from a list.
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MEDIA: A. Communicate visual ideas through deliberate selection of media, techniques and processes with sufficient skill and competence that their intentions are clearly observed in the artwork. (VPA1MA912A)Students can communicate visual ideas through deliberate selection of media, techniques and processes with exemplary skill and competence showing complex intentions in the artwork. Student can communicate visual ideas through deliberate selection of media, techniques and processes with sufficient skill and competence that their intentions are clearly observed in the artwork. Students can communicate visual ideas through selection of media, techniques or processes. Students can communicate visual ideas with help.
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B. Evaluate the structural organization of artwork in relation to elements and principles of design and use this evaluation to inform the creation of their own work. (VPA1MA912B)Students can evaluate and suggest changes in the structural organization of artwork in relation to elements and principles of design and use this evaluation to inform the creation their own work.Students can evaluate the structural organization of artwork in relation to elements and principles of design and use this evaluation to inform the creation their own work.Students can evaluate with help the structural organization of artwork in relation to more than one element and principle of design and use this evaluation to inform the creation their own work.Students can evaluate with help the structural organization of artwork and can identify a single element or principle of design that informs the creation of their work.
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Graduation Standard 2 (Visual & Performing Arts):
PERFORMING/PRESENTING/PRODUCING
Students select, analyze, interpret, and prepare artistic works for performance/presentation/production. (MLR: MLR B,C & D)
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COMMON INDICATORS:
A. Use creative thinking/problem-solving to improve your own work or the work of others. (MLRC1)
612VPAPPA		Students defend their use of key elements to produce unique ideas through identifying objectives and applying strategies to improve work.Students synthesize key elements to produce unique ideas by identifying objectives and applying strategies to improve work.Students describe key elements to produce unique ideas by identifying objectives and strategies.Students can identify from a list key elements used in the production of unique ideas.
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MUSIC: A. Rhythms: Correctly count & perform rhythms in all common time signatures. Students count and perform accurately any rhythm. Students correctly count and perform rhythms with minimal mistakes on whole note through 16th note rhythms and corresponding rests in common time signatures (2/4, 3/4, 4/4 and 6/8). Students are able to self-correct.Students perform rhythms of whole notes through 16th notes and corresponding rests in common time signatures (2/4, 3/4, 4/4 and 6/8). in tempo, with frequent mistakes. Students are able to self-correct with guidance and/or re-instruction.Students perform basic rhythms of whole notes through 16th notes and their corresponding rests, in tempo, making mistakes on all passages.
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B. Tone: Performs notes with consistent tone and sustains through appropriate registers. Students perform all notes with proper tone and sustain with proper tonguing and breath support or proper bounce and precision on percussion instruments. Most notes are played with ease, and illustrates focus on producing full sound.Students perform notes with proper tone and sustain with proper tonguing and breath support or proper bounce and precision on percussion instruments. May have some areas to improve on.Students perform notes with proper tonguing and breath support or proper
bounce and precision on percussion instruments. Some notes may be
difficult to hear.		Students perform notes with proper tonguing or breath support; or proper bounce and precision on percussion instruments with guidance and/or re-instruction.
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C. Scales & Pitch: Can construct, play/sing all common scales, pitches, and/or chords. Students perform selected scale or musical work accurately with no mistakes.Students perform selected scale or musical work accurately with little or no mistakes, uses correct hand positions, and is able to self-correct.Students perform selected scale or musical work with frequent mistakes, is able to self-correct with guidance and/or re-instruction.Students perform selected scale or musical work with guidance and/or re-instruction.
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D. Intonation: Performs in tune and in balance alone and with others. Students perform selected musical work with consistent intonation, alone and with others in all passages. May make fine adjustments to embouchure and instrument as needed based on register.Students perform selected musical work with consistent intonation, alone and with others, with little or no mistakes and is able to use embouchure to adjust accordingly.Students perform selected musical work with inconsistent intonation, is able to self-correct with guidance or re-instruction.Students perform selected musical work in tune with guidance and/or re-instruction.
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E. Musicality: Interprets and performs articulations and dynamics accuratley. Students perform selected musical work with accurate interpretation of dynamics, articulations, and tempo with no mistakes.Students perform selected musical work with accurate interpretation of dynamics, articulations, and tempo with little or no mistakes and is able to self-correct.Students perform selected musical work with inconsistent interpretation of dynamics, articulations, and tempo with frequent mistakes and is able to self-correct with guidance or re-instruction.Students perform selected musical work with indicated dynamics, articulations, and tempo with guidance and/or re-instruction.
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F. Sight Reading: Sight read a basic piece of music at a 1-2 difficulty. Students sight read with accuracy on selected musical work with no mistakes in pitch, rhythm, accidentals, and tempo. Sight reads with accuracy on advanced selection of musical work and is able to self correct.Students sight read with accuracy on selected musical work with little or no mistakes in pitch, rhythm, accidentals, tempo, and is able to self-correct.Students sight read selected musical work with frequent mistakes in pitch, rhythm, accidentals, and/or tempo, and is able to self-correct with guidance.Students sight read selected musical work with guidance and/or re-instruction.
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G. Notation & Listening: Interpret all common notation and music symbols. Students analyze all common and uncommon notation and music symbols accurately. Students interpret all common notation and music symbols accurately. Students interpret some common notation and music symbols accurately with guidance.Students indentify some common notation and music symbols accurately with continuous guidance and re-instruction.
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H. Interpretation & Expression: Performs with attention to musical expression, emotion, and/or diction appropriate to grade level, genre and/or style. Students perform with musical expression, phrasing, emotion, and/or proper diction appropriate to grade level, genre and style and evaluate its impact.Students perform with attention to musical expression, phrasing, emotion, and/or proper diction appropriate to grade level, genre and style.Students perform with some musical expression, phrasing, emotion, and/or proper diction appropriate to grade level, genre and/or style with guidance.Students identify some musical expressive elements, emotion,and/or proper diction appropriate to grade level, genre, and/or style with
continuous guidance and re-instruction.
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I. Tempo: Maintains steady beat alone, with conductor & ensemble members, and/or with metronome or recorded music.Students perform while intuitively maintaining a steady beat alone and with others, and is able to self-correct. Students perform while maintaining steady beat alone, with the conductor and ensemble members, and is able to self-correct. Students perform while maintaining steady beat with guidance.Students recognize the concept of steady beat.
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J. Posture and Care of Instrument: Displays proper playing/singing posture and maintains instrument/voice appropriately. (VPA1MU612A)
Students perform using proper posture and maintain their instrument/voice appropriately and can explain the impact on their performance.Students perform using proper posture and maintain their instrument/voice appropriately.Students perform using proper posture and maintain their instrument/voice appropriately with reminders.Students perform using proper posture and maintain their
instrument/voice appropriately with continuous guidance and
re-instruction.
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VISUAL ARTS: A. Students will participate in school, district and other art shows available throughout the state and at the national level. Students independently participate in the process of competition, participation and presentation in a variety of art shows and scholarship opportunities at the local, state and/or national level.Students participate in at least one of the means of presenting art at the secondary level of art education.Students begin to demonstrate an effort to partiicpate in presenting artwork in and out of school.Students begin to share their work with peers during classroom demonstrations.
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B. Students create a digital portfolio of their class works. Students independentlly create digital portfolios using software available on their laptops. A summary of their work, including description, evaluation and presentation are easily accessible.Students create digital portfolios using classtime and direction of the teacher. Work iincludes a brief summary of content.Students use their laptops to record works of art in the digital format using various software.Students begin to use ibook or keynote to create digital portfolios
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THEATRE: A. Practice and revise a devised or scripted dramatic work using learned skills and theatrical staging conventions, and perform for a specific audience.Students can apply theatrical conventions and stylistic elements to the creation and revision of a scripted or devised dramatic work with stylistic unity, using their personal preferences or goals.Students can apply theatrical conventions and stylistic elements to the creation and revision of a scripted or devised dramatic work, using their personal preferences or goals.Students can recognize the use of theatrical conventions and stylistic elements in a dramatic work.Students can identify some theatrical conventions or stylistic elements in a list.
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B. Make specific physical, vocal or design choices that reflect the key meanings of the play, including development of believable, authentic and relevant characters.Students can apply voice, movement or design choices to the creation of a believable, relevant and authentic character or design that powerfully communicates meaning or intent.Students can apply voice, movement or design choices to the creation of a believable, authentic and relevant character or design.Students can recognize how voice,movement or design can help create a believable character or represent key themes of a play.Students can identify some appropriate voice, movement or design choices.
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C. Students improvise through theatre games or productions to learn and refine acting skills and practice creative problem solving.Students can create original and meaningful compositions and problem solutions through active participation in improvisation exercises, while developing and refining acting skills.Students can create original compositions and problem solutions through active participation in improvisation exercies, while developing and refining acting skills.Students can participate in improvisation exercises.Students can occasionally participate in improvisation exercises.
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MEDIA:
A. Implement technology to create individual works and/or develop a portfolio.		Student can implement technology to create individual works and/or develop a portfolio which exhibits personal style.Student can implement technology to create a portfolio of individual works.Student can implement technology to create an individual works.Students can implement technology with help to create an individual work.
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B. Integrate various arts, media arts forms, and content into unified media arts productions.		Students create original media arts and content into unified productions.Students integrate various media arts and content into unified productions.Students begin to integrate media arts and content into unified productions.Students are unable to integrate media arts and content into unified productions.
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C. Consider the reaction and interaction of the audience when creating and revising work.Students can articulate target audience and makes relevant revisions, message is meaningful to audience. Students can articulate target audience and makes relevant revisions. Message is appropriate to audience. Student can articulate target audience. Random revisions.With help student can articulate target audience. No revisions.
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Graduation Standard 3 (Visual & Performing Arts):
RESPONDING
Students use disciplinary literacy to reflect, describe, analyze, interpret, and evaluate their own and others’ artistic works. (MLR: MLR A,C and D)
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A. Demonstrate an understanding of the difference between a personal opinion and an informed judgment. Students can evaluate critical commentary from others to explain why a personal opinion about a work of art is valid or apply it to improve work.Students can use informed judgment to explain why a personal opinion about a work of art is valid or apply it to improve work.Students can, with guidance, demonstrate understanding the difference between personal opinion and informed judgment.Students can state their personal opinion.
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B. Articulate ideas and knowledge with appropriate artistic vocabulary, questioning and making statements to reflect and critique own artwork and that of others. Students can use appropriate artistic knowledge and vocabulary to analyze, apply, and defend their critique of self and others.Students can use appropriate artistic knowledge and vocabulary to critique self and others. Students can, with guidance, use artistic vocabulary to describe ideas or critique self and others. Students can identify artistic vocabulary from a list.
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C. Analyze and evaluate varied interpretations and intentions of works of art using evidence from observations and a variety of sources. Students can differentiate between observations and a variety of sources to analyze and evaluate the characteristics and merits of their work and the work of others. Students can use observation and a variety of sources to analyze and evaluate the characteristics and merits of their work and the work of others. Students can use observation and a variety of sources to understand the characteristics and merits of their work and the work of others. Students can, with guidance, use observation to understand the characteristics and merits of their work and the work of others.
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Graduation Standard 4 (Visual & Performing Arts):
CONNECTING
Students synthesize knowledge and make connections between the arts, history, world culture and their own lives, including the arts and other disciplines. (MLR: MLR E)
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COMMON INDICATORS: A. Investigate how cultural perspectives, community ideas and personal beliefs impact a work of art and how art illustrates society throughout history.Students can analyze and defend an understanding of how cultural
perspectives, community ideas and personal beliefs impact a work of art
and how art illustrates society throughout history.		Students can describe how cultural perspectives, community ideas and personal beliefs impact a work of art and how art illustrates society throughout history.Students can memorize and repeat cultural perspectives,
community ideas and personal beliefs about the impact a work of art and/or how art historically
illustrates society. 		Students can, with help, repeat how cultural
perspectives, community ideas and personal beliefs impact a work of art
or how art illustrates society throughout history.
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B. Students make short-term and long-term goals based on rigorous criteria and related to time management, interpersonal interactions, or skill development that will lead to success in the arts. (MLR E)Students can clearly evaluate and articulate their knowledge of how the arts relate to their growth, career and life decisions. Students can clearly articulate their knowledge of how the arts relate to their growth, career and life decisions. Students begin to understand and articulate how their knowledge of the arts relates to personal growth, career and life decisionsStudents understand or articulate, with help, how the arts relate to personal growth, career and life decisions.
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