Physical Education Grade 8
STANDARD 1
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Rhythmic Skills
1.1 Identify and demonstrate square dance steps, positions, and patterns set to music. 1.2 Create and perform a square dance.
Combinations of Movement Patterns and Skills
1.3 Demonstrate basic offensive and defensive skills and strategies in team physical activities.
1.4 Apply locomotor, nonlocomotor, and manipulative skills to team physical activities.
1.5 Demonstrate fundamental gymnastic/tumbling skills.
1.6 Create and perform a routine using fundamental gymnastic/tumbling skills, locomotor and nonlocomotor movement patterns, and the elements of speed, direction, and level.
STANDARD 2
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Movement Concepts
2.1 Describe and demonstrate how movement skills learned in one physical activity can be transferred and used to help learn another physical activity.
2.2 Explain the rotation principles used in performing various manipulative skills.
2.3 Explain how growth in height and weight affects performance and influences the selection of developmentally appropriate physical activities.
Combination of Movement Patterns and Skills
2.4 Identify the characteristics of a highly skilled performance for the purpose of improving one’s own performance.
2.5 Diagram, explain, and justify offensive and defensive strategies in modified and team sports, games, and activities.
2.6 Develop and teach a team game that uses elements of spin or rebound, designated offensive and defensive space, a penalty system, and a scoring system.
STANDARD 3
Students assess and maintain a level of physical fitness to improve health and performance.
3.1 Assess the components of health-related physical fitness (muscle strength, muscle endur- ance, aerobic capacity, flexibility, and body composition) by using a scientifically based health-related physical fitness assessment.
3.2 Refine individual personal physical fitness goals for each of the five components of health- related physical fitness, using research-based criteria.
3.3 Plan and implement a two-week personal physical fitness plan in collaboration with the teacher.
3.4 Participate in moderate to vigorous physical activity a minimum of four days each week.
3.5 Assess periodically the attainment of, or progress toward, personal physical fitness goals and make necessary adjustments to a personal physical fitness program.
3.6 Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury).
STANDARD 4
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
4.1 Develop a two-week personal physical fitness plan specifying the proper warm-up and cool-down activities and the principles of exercise for each of the five components of health- related physical fitness.
4.2 Identify appropriate physical activities that can be performed if one’s physical fitness program is disrupted by inclement weather, travel from home or school, or a minor injury.
4.3 Identify ways of increasing physical activity in routine daily activities.
4.4 Identify and apply basic principles in weight/resistance training and safety practices.
4.5 Explain the effects of nutrition and participation in physical activity on weight control, self-concept, and physical performance.
4.6 Explain the different types of conditioning for different physical activities.
STANDARD 5
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
5.1 Abide by the decisions of the officials, accept the outcome of the game, and show appreciation toward participants.
5.2 Organize and work cooperatively with a group to achieve the goals of the group.
5.3 Identify and evaluate three preferences for lifelong physical activity and determine one’s responsibility for developing skills, acquiring knowledge of concepts, and achieving fit- ness.
Social Interaction
5.4 Identify the contributions of members of a group or team and reward members for accomplishing a task or goal.
Group Dynamics
5.5 Accept the roles of group members within the structure of a game or activity.
5.6 Describe leadership roles and responsibilities in the context of team games and activities.
5.7 Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals.
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Rhythmic Skills
1.1 Identify and demonstrate square dance steps, positions, and patterns set to music. 1.2 Create and perform a square dance.
Combinations of Movement Patterns and Skills
1.3 Demonstrate basic offensive and defensive skills and strategies in team physical activities.
1.4 Apply locomotor, nonlocomotor, and manipulative skills to team physical activities.
1.5 Demonstrate fundamental gymnastic/tumbling skills.
1.6 Create and perform a routine using fundamental gymnastic/tumbling skills, locomotor and nonlocomotor movement patterns, and the elements of speed, direction, and level.
STANDARD 2
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Movement Concepts
2.1 Describe and demonstrate how movement skills learned in one physical activity can be transferred and used to help learn another physical activity.
2.2 Explain the rotation principles used in performing various manipulative skills.
2.3 Explain how growth in height and weight affects performance and influences the selection of developmentally appropriate physical activities.
Combination of Movement Patterns and Skills
2.4 Identify the characteristics of a highly skilled performance for the purpose of improving one’s own performance.
2.5 Diagram, explain, and justify offensive and defensive strategies in modified and team sports, games, and activities.
2.6 Develop and teach a team game that uses elements of spin or rebound, designated offensive and defensive space, a penalty system, and a scoring system.
STANDARD 3
Students assess and maintain a level of physical fitness to improve health and performance.
3.1 Assess the components of health-related physical fitness (muscle strength, muscle endur- ance, aerobic capacity, flexibility, and body composition) by using a scientifically based health-related physical fitness assessment.
3.2 Refine individual personal physical fitness goals for each of the five components of health- related physical fitness, using research-based criteria.
3.3 Plan and implement a two-week personal physical fitness plan in collaboration with the teacher.
3.4 Participate in moderate to vigorous physical activity a minimum of four days each week.
3.5 Assess periodically the attainment of, or progress toward, personal physical fitness goals and make necessary adjustments to a personal physical fitness program.
3.6 Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury).
STANDARD 4
Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
4.1 Develop a two-week personal physical fitness plan specifying the proper warm-up and cool-down activities and the principles of exercise for each of the five components of health- related physical fitness.
4.2 Identify appropriate physical activities that can be performed if one’s physical fitness program is disrupted by inclement weather, travel from home or school, or a minor injury.
4.3 Identify ways of increasing physical activity in routine daily activities.
4.4 Identify and apply basic principles in weight/resistance training and safety practices.
4.5 Explain the effects of nutrition and participation in physical activity on weight control, self-concept, and physical performance.
4.6 Explain the different types of conditioning for different physical activities.
STANDARD 5
Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
5.1 Abide by the decisions of the officials, accept the outcome of the game, and show appreciation toward participants.
5.2 Organize and work cooperatively with a group to achieve the goals of the group.
5.3 Identify and evaluate three preferences for lifelong physical activity and determine one’s responsibility for developing skills, acquiring knowledge of concepts, and achieving fit- ness.
Social Interaction
5.4 Identify the contributions of members of a group or team and reward members for accomplishing a task or goal.
Group Dynamics
5.5 Accept the roles of group members within the structure of a game or activity.
5.6 Describe leadership roles and responsibilities in the context of team games and activities.
5.7 Model support toward individuals of all ability levels and encourage others to be supportive and inclusive of all individuals.
VAPA Standards Grade 8
DanceStudents perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory informa tion, and describe movement, using the vocabulary of dance.
Development of Motor Skills, Technical Expertise, and Dance Movements
1.1 Demonstrate increased ability and skill to apply the elements of space, time, and force/energy in pro ducing a wide range of dance sequences.
1.2 Demonstratecapacity for centering/shifting body weight and tension/release in performing movement for artistic intent.
1.3 Demonstrate greater technical control in generating bigger and stronger movements through space in rehearsal and performance.
Comprehension and Analysis of Dance Elements
1.4 Analyzegesturesand movements viewed in live or recorded professional dance performances and apply that knowledge to dance activities.
Development of Dance Vocabulary
1.5 Identify and analyze the variety of ways in which a dancer can move, using space, time, and force/ energy vocabulary.
Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, compo sition, and performance of dance.
Creation/Invention of Dance Movement
2.1 Create, memorize, and perform dance studies, demonstrating technical expertise and artistic expression.
2.2 Expandandrefinea personal repertoire of dance movement vocabulary.
Application of Choreographic Principles and Processes to Creating Dance
2.3 Apply basic music elements to the making and perfor mance of dances (e.g., rhythm, meter, accents).
2.4 Recordpersonalmove ment patterns and phrases, using a variety of methods (e.g., drawings, graphs, words).
Communication of Meaning Through Dance Performance
2.5 Demonstrate performance skill in the ability to project energy and express ideas through dance.
2.6 Demonstrate the use of personal images as motivation for individual and group dance performances.
Development of Partner and Group Skills
2.7 Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.
Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.
Development of Dance
3.1 Compare and contrast specific kinds of dances (e.g., work, courtship, ritual, entertainment) that have been performed.
History and Function of Dance
3.2 Explainthevariety of roles dance plays among different socioeconomic groups in selected countries (e.g., royalty and peasants).
Diversity of Dance
3.3 Describe the roles of males and females in dance in the United States during various time periods.
Students critically assess and derive meaning from works of dance, performance of danc ers, and original works based on the elements of dance and aesthetic qualities.
Description, Analysis, and Criticism of Dance
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Define their own points of view and investigate the effects on their interpretation of art from cultures other than their own.
4.2 Develop a theory about the artist’s intent in a series of works of art, using reasoned state- ments to support per- sonal opinions.
4.3 Construct an interpreta tion of a work of art based on the form and content of the work.
Make Informed Judgments
4.4 Develop and apply a set of criteria as individuals or in groups to assess and critique works of art.
4.5 Presentareasoned argument about
the artistic value of a work of art and respond to the argu ments put forward by others within a classroom setting.
4.6 Select a grouping of their own works of art that reflects growth over time and describe the progression.
4.1 Identify preferences for choreography and discuss those preferences, using the elements of dance.
Meaning and Impact of Dance
4.2 Explain the advantages and disadvantages of various technologies in the presentation of dance (e.g., video, film, com puter, DVD, recorded music).
4.3 Describe and analyze how differences in costumes, lighting, props, and venues can enhance or detract from the meaning of a dance.
Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.
Connections and Applications Across Disciplines
5.1 Identifyandcompare how learning habits acquired from dance can be applied to the study of other school subjects (e.g., memo rizing, researching, practicing).
5.2 Describe how dancing builds positive mental, physical, and health- related practices
(e.g., discipline, stress management, anatomic awareness).
Development of Life Skills and Career Competencies
5.3 Research and explain how dancers leave their performing careers to enter into alternative careers.
Music
1.4 (Artistic Perception) Sight-read accurately and expressively (level of difficulty: 2 on a scale of 1–6).
1.5 (Artistic Perception) Analyze and compare the use of musical elements represent ing various genres, styles, and cultures, with an emphasis on chords and harmonic progressions.
2.1 (Creative Expression) Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accu racy, tone quality, vowel shape, and articulation— written and memorized, by oneself and in ensembles (level of difficulty: 3 on a scale of 1–6).
2.3 (Creative Expression) Perform on an instrument a reper toire of instrumental litera ture representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 3 on a scale of 1–6).
2.4 (Creative Expression) Compose short pieces in duple, triple, mixed, and compound meters.
5.1 (Connections, Relationships, Applications) Compare in two or more arts forms how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human relationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art.
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
Read and Notate Music
1.1 Read, write, and perform augmented and dimin ished intervals, minor chords, and harmonic minor progressions.
1.2 Read, write, and perform rhythmic and melodic notation in duple, triple, compound, and mixed meters.
1.3 Transcribe aural examples into rhythmic and melodic notation.
1.4 Sight-readaccurately and expressively (level of difficulty: 2 on a scale of 1–6).
Listen to, Analyze, and Describe Music
1.5 Analyzeandcompare the use of musical elements representing various genres, styles, and cultures, with an emphasis on chords and harmonic progressions.
1.6 Describe larger musical forms (e.g., symphony, tone poem).
1.7 Explain how musical elements are used to create specific music events in given aural examples.
Students apply vocal and instrumen tal musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/elec- tronic technology when appropriate.
Apply Vocal or Instrumental Skills
2.1 Singarepertoireofvocal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, vowel shape, and articulation—written and memorized, by oneself and in ensembles (level of diffi culty: 3 on a scale of 1–6).
2.2 Sing music written in two, three, or four parts.
2.3 Performonaninstrument a repertoire of instrumen tal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 3 on a scale of 1–6).
Compose, Arrange, and Improvise
2.4 Composeshortpiecesin duple, triple, mixed, and compound meters.
2.5 Arrange simple pieces for voices or instruments other than those for which the pieces were written, using traditional and nontraditional sound sources, including digital/ electronic media.
2.6 Improvise melodic and rhythmic embellishments and variations in major keys.
2.7 Improvise short melodies to be performed with and without accompaniment.
Students analyze the role of music in past and present cultures throughout the world, noting cultural diver sity as it relates to music, musicians, and composers.
Role of Music
3.1 Compare and contrast the functions music serves and the place of musicians in society in various cultures.
3.2 Identify and explain the influences of various cultures on music in early United States history.
3.3 Explain how music has reflected social functions and changing ideas and values.
Diversity of Music
3.4 Compare and contrast the distinguishing charac teristics of musical genres and styles from a variety of cultures.
3.5 Perform music from diverse genres, cultures, and time periods.
3.6 Classify exemplary musi cal works by style, genre, and historical period and explain why each work is considered exemplary.
Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities, and human responses.
Analyze and Critically Assess
4.1 Use detailed criteria for evaluating the quality and effectiveness of musical performances and com positions and apply the criteria to personal listening and performing.
4.2 Apply detailed criteria appropriate for the genre and style of the music to evaluate the quality and effectiveness of perfor mances, compositions, arrangements, and im provisations, by oneself and others.
Derive Meaning
4.3 Explain how and why people use and respond to specific music from different musical cultures found in the United States.
4.4 Compare the means used to create images or evoke feelings and emo tions in musical works from a minimum of two different musical cultures found in the United States.
Students apply what they learn in music across subject areas. They develop compe tencies and creative skills in problem solving, communica tion, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Connections and Applications
5.1 Compareintwoor more arts forms how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement
in dance, human relationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art.
5.2 Describe how music is composed and adapted for use in film, video, radio, and television.
Careers and Career-Related Skills
5.3 Describe the skills necessary for composing and adapting music for use in film, video, radio, and television.
Theatre
1.1 (Artistic Perception) Use the vocabulary of theatre, such as ensemble, proscenium, thrust, and arena staging, to describe theatrical experi ences.
2.1 (Creative Expression) Create short drama tizations in selected styles of theatre, such as melodrama, vaudeville, and musi cal theatre.
2.2 (Creative Expression) Perform character-based improvisa tions, pantomimes, or monologues, using voice, blocking, and gesture to enhance meaning.
3.1 (Historical and Cultural Context)
Describe the ways in which American history has been reflected in theatre (e.g., the ways in which the Industrial Revolution and slavery were portrayed in the minstrel show, the melodrama, and the musical).
4.1 (Aesthetic Valuing) Develop criteria and write a formal review of a theatri cal production.
Students observe their environment and respond, using the elements of the atre. They also observe formal and informal works of theatre, film/video, and electronic media and re spond, using the vocabulary of theatre.
Development of the Vocabulary of Theatre
1.1 Usethevocabulary of theatre, such as ensemble, prosce- nium, thrust, and arena staging, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2 Identify and analyze recurring themes and patterns (e.g., loyalty, bravery, revenge, redemption) in a script to make production choices in design and direction.
1.3 Analyze the use of figurative language and imagery in dramatic texts.
Students apply pro cesses and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
Development of Theatrical Skills
2.1 Createshort dramatizations in selected styles of the atre, such as melodrama, vaudeville, and musical theatre.
Creation/Invention in Theatre
2.2 Perform character-based improvi sations, panto mimes, or monologues, using voice, blocking, and gesture to enhance meaning.
Students analyze the role and development of theatre, film/ video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to the atre.
Role and Cultural Significance of Theatre
3.1 Describetheways in which American history has been reflected in theatre (e.g., the ways in which the Industrial Revolution and sla very were portrayed in the minstrel show, the melodrama, and the musical).
History of Theatre
3.2 Identify and explain how technology has changed American theatre (e.g., how stage lighting has progressed from candlelight to gaslight to limelight to electrical light to digital light).
Students critique and derive meaning from works of the- atre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities.
Critical Assessment of Theatre
4.1 Developcriteria and write a formal review of a theatrical production.
Derivation of Meaning from Works of Theatre
4.2 Compare and contrast how works of theatre from different cultures or time periods convey the same or similar content or plot.
Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.
Connections and Applications
5.1 Use theatrical skills to present content or con cepts in other subject areas, such as creating a video on cellular mitosis.
Careers and Career-Related Skills
5.2 Identify career options in the dramatic arts, such as cinematographer, stage manager, radio announcer, or dramaturg; and research the educa tion, training, and work experience necessary in that field.
Visual Arts
1.2 (Artistic Perception) Analyze and justify how their artistic choices contribute to the expressive quality of their own works of art.
2.4 (Creative Expression) Design and create an expressive figurative sculpture.
3.1 (Historical and Cultural Context) Examine and describe or report on the role of a work of art created to make a social comment or protest social conditions.
3.2 (Historical and Cultural Context) Compare, contrast, and analyze styles of art from a variety of times and places in Western and non-Western cultures.
4.5 (Aesthetic Valuing) Present a reasoned argument about the artistic value of a work of art and respond to the arguments put forward by others within a classroom setting.
5.3 (Connections, Relation- ships, Applications) Demonstrate an understanding of the effects of visual communication media (e.g., television, music videos, film, Internet) on all aspects of society.
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1
Use artistic terms when describing the intent and content of works of art.
Analyze Art Elements and Principles of Design
1.2 Analyzeandjustify how their artistic choices contribute to the expressive quality of their own works of art.
1.3 Analyze the use of the elements of art and the principles of design as they relate to meaning in video, film, or electronic media.
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Demonstrate an increased knowledge of technical skills in using more complex two-dimensional art media and processes (e.g., printing press, silk screening, computer graphics software).
2.2 Design and create maquettes for three- dimensional sculp tures.
Communication and Expression Through Original Works of Art
2.3 Create an original work of art, using film, photography, computer graphics, or video.
2.4 Designandcreate an expressive figurative sculpture.
2.5 Select a medium to use to communicate a theme in a series of works of art.
2.6 Design and create both additive and subtractive sculptures. 2.7 Design a work of public art appropriate to and reflecting a location.
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Examine and describe or report on the role of a work of art cre ated to make a social comment or protest social conditions.
3.2 Compare,contrast, and analyze styles of art from a variety of times and places in Western and non- Western cultures.
Diversity of the Visual Arts
3.3 Identify major works of art created by women and describe the impact of those works on society at that time.
3.4 Discuss the contributions of various immigrant cultures to the art of a particular society.
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Define their own points of view and investigate the effects on their interpretation of art from cultures other than their own.
4.2 Develop a theory about the artist’s intent in a series of works of art, using reasoned state- ments to support per- sonal opinions.
4.3 Construct an interpreta tion of a work of art based on the form and content of the work.
Make Informed Judgments
4.4 Develop and apply a set of criteria as individuals or in groups to assess and critique works of art.
4.5 Presentareasoned argument about the artistic value of a work of art and respond to the argu ments put forward by others within a classroom setting.
4.6 Select a grouping of their own works of art that reflects growth over time and describe the progression.
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and manage ment of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Select a favorite artist and some of his or her works of art and create a music video that expresses personal ideas and views about the artist.
5.2 Create a painting, satiri cal drawing, or editorial cartoon that expresses personal opinions about current social or political issues.
Visual Literacy
5.3 Demonstrate an understanding of the effects of visual communication media (e.g., televi sion, music videos, film, Internet) on all aspects of society.
Careers and Career-Related Skills
5.4 Work collaboratively with a community artist to create a work of art, such as a mural, and write a report about the skills needed to become a professional artist.
Development of Motor Skills, Technical Expertise, and Dance Movements
1.1 Demonstrate increased ability and skill to apply the elements of space, time, and force/energy in pro ducing a wide range of dance sequences.
1.2 Demonstratecapacity for centering/shifting body weight and tension/release in performing movement for artistic intent.
1.3 Demonstrate greater technical control in generating bigger and stronger movements through space in rehearsal and performance.
Comprehension and Analysis of Dance Elements
1.4 Analyzegesturesand movements viewed in live or recorded professional dance performances and apply that knowledge to dance activities.
Development of Dance Vocabulary
1.5 Identify and analyze the variety of ways in which a dancer can move, using space, time, and force/ energy vocabulary.
Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, compo sition, and performance of dance.
Creation/Invention of Dance Movement
2.1 Create, memorize, and perform dance studies, demonstrating technical expertise and artistic expression.
2.2 Expandandrefinea personal repertoire of dance movement vocabulary.
Application of Choreographic Principles and Processes to Creating Dance
2.3 Apply basic music elements to the making and perfor mance of dances (e.g., rhythm, meter, accents).
2.4 Recordpersonalmove ment patterns and phrases, using a variety of methods (e.g., drawings, graphs, words).
Communication of Meaning Through Dance Performance
2.5 Demonstrate performance skill in the ability to project energy and express ideas through dance.
2.6 Demonstrate the use of personal images as motivation for individual and group dance performances.
Development of Partner and Group Skills
2.7 Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.
Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.
Development of Dance
3.1 Compare and contrast specific kinds of dances (e.g., work, courtship, ritual, entertainment) that have been performed.
History and Function of Dance
3.2 Explainthevariety of roles dance plays among different socioeconomic groups in selected countries (e.g., royalty and peasants).
Diversity of Dance
3.3 Describe the roles of males and females in dance in the United States during various time periods.
Students critically assess and derive meaning from works of dance, performance of danc ers, and original works based on the elements of dance and aesthetic qualities.
Description, Analysis, and Criticism of Dance
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Define their own points of view and investigate the effects on their interpretation of art from cultures other than their own.
4.2 Develop a theory about the artist’s intent in a series of works of art, using reasoned state- ments to support per- sonal opinions.
4.3 Construct an interpreta tion of a work of art based on the form and content of the work.
Make Informed Judgments
4.4 Develop and apply a set of criteria as individuals or in groups to assess and critique works of art.
4.5 Presentareasoned argument about
the artistic value of a work of art and respond to the argu ments put forward by others within a classroom setting.
4.6 Select a grouping of their own works of art that reflects growth over time and describe the progression.
4.1 Identify preferences for choreography and discuss those preferences, using the elements of dance.
Meaning and Impact of Dance
4.2 Explain the advantages and disadvantages of various technologies in the presentation of dance (e.g., video, film, com puter, DVD, recorded music).
4.3 Describe and analyze how differences in costumes, lighting, props, and venues can enhance or detract from the meaning of a dance.
Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.
Connections and Applications Across Disciplines
5.1 Identifyandcompare how learning habits acquired from dance can be applied to the study of other school subjects (e.g., memo rizing, researching, practicing).
5.2 Describe how dancing builds positive mental, physical, and health- related practices
(e.g., discipline, stress management, anatomic awareness).
Development of Life Skills and Career Competencies
5.3 Research and explain how dancers leave their performing careers to enter into alternative careers.
Music
1.4 (Artistic Perception) Sight-read accurately and expressively (level of difficulty: 2 on a scale of 1–6).
1.5 (Artistic Perception) Analyze and compare the use of musical elements represent ing various genres, styles, and cultures, with an emphasis on chords and harmonic progressions.
2.1 (Creative Expression) Sing a repertoire of vocal literature representing various genres, styles, and cultures with expression, technical accu racy, tone quality, vowel shape, and articulation— written and memorized, by oneself and in ensembles (level of difficulty: 3 on a scale of 1–6).
2.3 (Creative Expression) Perform on an instrument a reper toire of instrumental litera ture representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 3 on a scale of 1–6).
2.4 (Creative Expression) Compose short pieces in duple, triple, mixed, and compound meters.
5.1 (Connections, Relationships, Applications) Compare in two or more arts forms how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human relationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art.
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
Read and Notate Music
1.1 Read, write, and perform augmented and dimin ished intervals, minor chords, and harmonic minor progressions.
1.2 Read, write, and perform rhythmic and melodic notation in duple, triple, compound, and mixed meters.
1.3 Transcribe aural examples into rhythmic and melodic notation.
1.4 Sight-readaccurately and expressively (level of difficulty: 2 on a scale of 1–6).
Listen to, Analyze, and Describe Music
1.5 Analyzeandcompare the use of musical elements representing various genres, styles, and cultures, with an emphasis on chords and harmonic progressions.
1.6 Describe larger musical forms (e.g., symphony, tone poem).
1.7 Explain how musical elements are used to create specific music events in given aural examples.
Students apply vocal and instrumen tal musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/elec- tronic technology when appropriate.
Apply Vocal or Instrumental Skills
2.1 Singarepertoireofvocal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, vowel shape, and articulation—written and memorized, by oneself and in ensembles (level of diffi culty: 3 on a scale of 1–6).
2.2 Sing music written in two, three, or four parts.
2.3 Performonaninstrument a repertoire of instrumen tal literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 3 on a scale of 1–6).
Compose, Arrange, and Improvise
2.4 Composeshortpiecesin duple, triple, mixed, and compound meters.
2.5 Arrange simple pieces for voices or instruments other than those for which the pieces were written, using traditional and nontraditional sound sources, including digital/ electronic media.
2.6 Improvise melodic and rhythmic embellishments and variations in major keys.
2.7 Improvise short melodies to be performed with and without accompaniment.
Students analyze the role of music in past and present cultures throughout the world, noting cultural diver sity as it relates to music, musicians, and composers.
Role of Music
3.1 Compare and contrast the functions music serves and the place of musicians in society in various cultures.
3.2 Identify and explain the influences of various cultures on music in early United States history.
3.3 Explain how music has reflected social functions and changing ideas and values.
Diversity of Music
3.4 Compare and contrast the distinguishing charac teristics of musical genres and styles from a variety of cultures.
3.5 Perform music from diverse genres, cultures, and time periods.
3.6 Classify exemplary musi cal works by style, genre, and historical period and explain why each work is considered exemplary.
Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities, and human responses.
Analyze and Critically Assess
4.1 Use detailed criteria for evaluating the quality and effectiveness of musical performances and com positions and apply the criteria to personal listening and performing.
4.2 Apply detailed criteria appropriate for the genre and style of the music to evaluate the quality and effectiveness of perfor mances, compositions, arrangements, and im provisations, by oneself and others.
Derive Meaning
4.3 Explain how and why people use and respond to specific music from different musical cultures found in the United States.
4.4 Compare the means used to create images or evoke feelings and emo tions in musical works from a minimum of two different musical cultures found in the United States.
Students apply what they learn in music across subject areas. They develop compe tencies and creative skills in problem solving, communica tion, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Connections and Applications
5.1 Compareintwoor more arts forms how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement
in dance, human relationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art.
5.2 Describe how music is composed and adapted for use in film, video, radio, and television.
Careers and Career-Related Skills
5.3 Describe the skills necessary for composing and adapting music for use in film, video, radio, and television.
Theatre
1.1 (Artistic Perception) Use the vocabulary of theatre, such as ensemble, proscenium, thrust, and arena staging, to describe theatrical experi ences.
2.1 (Creative Expression) Create short drama tizations in selected styles of theatre, such as melodrama, vaudeville, and musi cal theatre.
2.2 (Creative Expression) Perform character-based improvisa tions, pantomimes, or monologues, using voice, blocking, and gesture to enhance meaning.
3.1 (Historical and Cultural Context)
Describe the ways in which American history has been reflected in theatre (e.g., the ways in which the Industrial Revolution and slavery were portrayed in the minstrel show, the melodrama, and the musical).
4.1 (Aesthetic Valuing) Develop criteria and write a formal review of a theatri cal production.
Students observe their environment and respond, using the elements of the atre. They also observe formal and informal works of theatre, film/video, and electronic media and re spond, using the vocabulary of theatre.
Development of the Vocabulary of Theatre
1.1 Usethevocabulary of theatre, such as ensemble, prosce- nium, thrust, and arena staging, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2 Identify and analyze recurring themes and patterns (e.g., loyalty, bravery, revenge, redemption) in a script to make production choices in design and direction.
1.3 Analyze the use of figurative language and imagery in dramatic texts.
Students apply pro cesses and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
Development of Theatrical Skills
2.1 Createshort dramatizations in selected styles of the atre, such as melodrama, vaudeville, and musical theatre.
Creation/Invention in Theatre
2.2 Perform character-based improvi sations, panto mimes, or monologues, using voice, blocking, and gesture to enhance meaning.
Students analyze the role and development of theatre, film/ video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to the atre.
Role and Cultural Significance of Theatre
3.1 Describetheways in which American history has been reflected in theatre (e.g., the ways in which the Industrial Revolution and sla very were portrayed in the minstrel show, the melodrama, and the musical).
History of Theatre
3.2 Identify and explain how technology has changed American theatre (e.g., how stage lighting has progressed from candlelight to gaslight to limelight to electrical light to digital light).
Students critique and derive meaning from works of the- atre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities.
Critical Assessment of Theatre
4.1 Developcriteria and write a formal review of a theatrical production.
Derivation of Meaning from Works of Theatre
4.2 Compare and contrast how works of theatre from different cultures or time periods convey the same or similar content or plot.
Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.
Connections and Applications
5.1 Use theatrical skills to present content or con cepts in other subject areas, such as creating a video on cellular mitosis.
Careers and Career-Related Skills
5.2 Identify career options in the dramatic arts, such as cinematographer, stage manager, radio announcer, or dramaturg; and research the educa tion, training, and work experience necessary in that field.
Visual Arts
1.2 (Artistic Perception) Analyze and justify how their artistic choices contribute to the expressive quality of their own works of art.
2.4 (Creative Expression) Design and create an expressive figurative sculpture.
3.1 (Historical and Cultural Context) Examine and describe or report on the role of a work of art created to make a social comment or protest social conditions.
3.2 (Historical and Cultural Context) Compare, contrast, and analyze styles of art from a variety of times and places in Western and non-Western cultures.
4.5 (Aesthetic Valuing) Present a reasoned argument about the artistic value of a work of art and respond to the arguments put forward by others within a classroom setting.
5.3 (Connections, Relation- ships, Applications) Demonstrate an understanding of the effects of visual communication media (e.g., television, music videos, film, Internet) on all aspects of society.
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1
Use artistic terms when describing the intent and content of works of art.
Analyze Art Elements and Principles of Design
1.2 Analyzeandjustify how their artistic choices contribute to the expressive quality of their own works of art.
1.3 Analyze the use of the elements of art and the principles of design as they relate to meaning in video, film, or electronic media.
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Demonstrate an increased knowledge of technical skills in using more complex two-dimensional art media and processes (e.g., printing press, silk screening, computer graphics software).
2.2 Design and create maquettes for three- dimensional sculp tures.
Communication and Expression Through Original Works of Art
2.3 Create an original work of art, using film, photography, computer graphics, or video.
2.4 Designandcreate an expressive figurative sculpture.
2.5 Select a medium to use to communicate a theme in a series of works of art.
2.6 Design and create both additive and subtractive sculptures. 2.7 Design a work of public art appropriate to and reflecting a location.
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Examine and describe or report on the role of a work of art cre ated to make a social comment or protest social conditions.
3.2 Compare,contrast, and analyze styles of art from a variety of times and places in Western and non- Western cultures.
Diversity of the Visual Arts
3.3 Identify major works of art created by women and describe the impact of those works on society at that time.
3.4 Discuss the contributions of various immigrant cultures to the art of a particular society.
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Define their own points of view and investigate the effects on their interpretation of art from cultures other than their own.
4.2 Develop a theory about the artist’s intent in a series of works of art, using reasoned state- ments to support per- sonal opinions.
4.3 Construct an interpreta tion of a work of art based on the form and content of the work.
Make Informed Judgments
4.4 Develop and apply a set of criteria as individuals or in groups to assess and critique works of art.
4.5 Presentareasoned argument about the artistic value of a work of art and respond to the argu ments put forward by others within a classroom setting.
4.6 Select a grouping of their own works of art that reflects growth over time and describe the progression.
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and manage ment of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Select a favorite artist and some of his or her works of art and create a music video that expresses personal ideas and views about the artist.
5.2 Create a painting, satiri cal drawing, or editorial cartoon that expresses personal opinions about current social or political issues.
Visual Literacy
5.3 Demonstrate an understanding of the effects of visual communication media (e.g., televi sion, music videos, film, Internet) on all aspects of society.
Careers and Career-Related Skills
5.4 Work collaboratively with a community artist to create a work of art, such as a mural, and write a report about the skills needed to become a professional artist.