AH-04-1.1.1

Students will identify or describe elements of music in a variety of music. Elements of music: Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure; Tempo - steady beat, slower or faster; Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high vs. low notes (pitches); Harmony - parts (notes performed together to create harmony), major/minor (aurally); unison (non-harmony); Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs; Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrument sounds are produced, human voices (high voices, low voices); Dynamics - soft (piano - p), medium soft .


AH-04-1.1.2

Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).


AH-04-1.2.1

Students will identify or describe elements of dance in a variety of dances. Elements of Dance: Space – direction of dance movements (forward, backward, right, left, up, down), pathway (straight, curved, zigzag), levels (high, middle, low), shape (individual and group shapes); Time (tempo) – dance movements that follow a steady beat or move faster or slower; Force – dance movements that use more or less energy (e.g., energy - sharp/smooth, weight - heavy/light, flow-free/bound); Dance Form - call and response, AB, ABA, choreography.


AH-04-1.2.2

Students will describe how dance uses space, time, force, and various locomotor and nonlocomotor movements to communicate ideas, thoughts, and feelings.


AH-04-1.3.1

Students will identify or describe elements of drama in dramatic works. Elements of drama: Literary elements – Script, Story line (plot), Character, Story organization (beginning, middle, end), Setting, Dialogue, Monologue, Conflict; Technical elements – Scenery (set), Costumes, Props, Sound and Music, Make-up. Performance elements: Acting (how speaking, moving help to create characters); Speaking – vocal expression, projection, speaking style, diction; Nonverbal expression – gestures, facial expression, movement.


AH-04-1.3.2

Students will identify, describe, or explain relationships among characters and settings as related to a script, a scenario, or classroom dramatization.


AH-04-1.3.3

Students will identify and describe a variety of creative dramatics (improvisation, mimicry, pantomime, role playing, and storytelling).


AH-04-1.4.1

Students will identify or describe works of art using elements of art and principles of design in works of art. Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and color schemes (warm, cool, neutral - black, white, gray, sometimes brown/beige as earth tones). Principles of design: Organization of visual compositions: Emphasis (focal point), Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth).


AH-04-1.4.2

Students will identify or describe how an artist uses various media and processes. Media (plural) / medium (singular): (used to produce artworks); Two-dimensional - crayon, pencil, paint, fabric, yarn, paper; Three-dimensional - clay, papier-mache . Art processes: Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping), collage; Three-dimensional - pottery, sculpture, fiber art (e.g., constructing with fiber, weaving, quilting); Subject matter: (e.g., landscape, portrait, still life).


AH-04-2.1.1

Students will identify how music has been a part of cultures and periods throughout history. Cultures: Native American, Traditional Appalachian, West African. Similarities and differences in the use of music (e.g., ceremonial purposes) and the use of elements of music among cultures (musical instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles, thumb piano); polyrhythm in West African music not in Native American. Periods: Colonial American (e.g., work songs, game songs, patriotic music, lullaby, folk music); Native American includes period in North America before European settlement. European influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)


AH-04-2.2.1

Students will identify how dance has been a part of cultures and periods throughout history. Cultures: Native American, Traditional Appalachian, West African. Similarities and differences in the use of dance (e.g., purposes: harvest and hunting dances in Native American and West African cultures), use of elements of dance among cultures. Periods: Colonial American (European influences on American dance, e.g., social dances, square dancing, folk dances); Native American includes period in North America before European settlement.


AH-04-2.3.1

Students will identify how drama has been a part of cultures and time periods throughout history. Cultures: Native American, Traditional Appalachian, West African. (The use of storytelling, myths, legends, folktales in these cultures.). Periods: Colonial American - European influence on American drama/theatre, plays from England (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.) Native American includes period in North America before European settlement.


AH-04-2.4.1

Students will identify how visual art has been a part of cultures and time periods throughout history. Cultures: Native American, Traditional Appalachian, West African. Similarities and differences in the use of art (e.g., purposes for creating art, folk art) and elements of art and principles of design among cultures (e.g., how line, color, pattern, etc. are used in artworks), media in relation to these cultures (e.g., wood, fiber. Periods: Colonial American. European influences in American visual art, similarities between the visual art in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.) Native American includes period in North America before European settlement.


AH-04-3.1.1

Students will identify how music fulfills variety of purposes. Purposes of music (different roles of music): Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship); Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby); Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience).


AH-04-3.2.1

Students will identify how dance fulfills a variety of purposes. Purposes of dance (different roles of dance): Ceremonial - dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship); Recreational - dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby); Artistic Expression - dance created with the intent to express or communicate emotion, feelings, ideas, (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience).


AH-04-3.3.1

Students will identify how drama/theatre fulfills a variety of purposes. Purposes of drama/theatre (different roles of drama): Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., storytelling, role playing, narrative works) ; Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, myths and legends); Recreational drama for entertainment (e.g., drama/theatre as a hobby); Artistic expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed by actors in a theatrical setting for an audience).


AH-04-3.4.1

Students will identify how art fulfills a variety of purposes. Purposes of art (different roles of art): Ceremonial - ritual, celebration, artworks created to support worship ceremonies (e.g., ceremonial masks); Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects); Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events (e.g., Native American totem poles, cave and wall paintings); Functional - artistic objects used in everyday life (e.g., pottery, quilts, baskets).


AH-04-4.1.1

Students will create and notate short, simple melodies that demonstrate melodic shape/contour and meter.


AH-04-4.1.2

Students will create and perform simple melodic or rhythmic accompaniments to given melodies.


AH-04-4.1.3

Students will improvise answers in similar style to given rhythmic and/or melodic phrases.


AH-04-4.1.4

Students will sing and play alone simple rhythmic or tonal patterns by reading music notation; be able to sustain own part in an ensemble.


AH-04-4.1.5

Students will sing alone and with others a varied repertoire of music.


AH-04-4.2.1

Students will create patterns of movement incorporating the elements of dance (space, time, and force).


AH-04-4.2.2

Students will create a movement sequence with a beginning, middle, and end.


AH-04-4.2.3

Students will perform traditional folk dances, square dances, and ethnic dances. (Native American, West African/African-American, Early American, and folk)


AH-04-4.3.1

Students will create and perform using elements of drama (Literary, Technical, Performance).


AH-04-4.3.2

Students will improvise to tell stories that show action and have a clear beginning, middle, and end. (Literary elements)


AH-04-4.4.1

Students will create artwork using the elements of art and principles of design.


AH-04-4.4.2

Students will use a variety of media and art processes to produce two-dimensional (2-D) and three-dimensional (3-D) artwork.


AH-05-1.1.1

Students will analyze or explain the use of elements of music in a variety of music. Elements of music: Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, and eighth notes and rests), measure; Tempo - steady beat, slow, fast; Melody - shape, direction (pitches move up, down, by step, by skip, stay the same), treble clef sign, pitch notation (notes from middle C to F at top of treble clef staff), high notes vs. low notes (pitches); Harmony - parts (notes performed together to create harmony), major/minor (aurally), unison (non-harmony); Form - call and response, two-part (AB), three-part (ABA), round, verse/chorus, repeat signs; Timbre (tone color) - recognize different qualities of musical sounds, orchestral instruments by family - brass, woodwind, string, percussion, how instrumental sounds are produced, human voices (high voices, low voices); Dynamics - soft (piano - p), medium soft (mezzo piano - mp), medium loud (mezzo forte - mf), loud (forte - f).


AH-05-1.1.2

Students will identify and describe various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).


AH-05-1.2.1

Students will analyze or explain the use of elements of dance in a variety of dances. Elements of dance: Space - direction of dance movements (forward, backward, right, left, up, down), pathway (straight, curved, zigzag) levels (high, middle, low), shape (individual and group shapes); Time (tempo) - dance movements that follow a steady beat or move faster or slower; Force - dance movements that use more or less energy (e.g., energy - sharp/smooth, weight - heavy/light, flow - free/bound). Dance Form - call and response, AB, ABA. choreography.


AH-05-1.2.2

Students will describe how dance uses space, time, force, and various locomotor and nonlocomotor movements to communicate ideas, thoughts, and feelings.


AH-05-1.3.1

Students will analyze or explain the use of elements of drama in dramatic works. Elements of drama: Literary elements - Script, Story line (plot), Character, Story organization (beginning, middle, end), Setting, Dialogue, Monologue, Conflict; Technical elements - Scenery (set), Costumes, Props, Sound and Music, Make-up; Performance elements - Acting (how speaking, moving help to create characters); Speaking - vocal expression, projection, speaking style, diction; Nonverbal expression - gestures, facial expression, movement.


AH-05-1.3.2

Students will identify, describe, or explain relationships among characters and settings as related to a script, a scenario, or classroom dramatization.


AH-05-1.3.3

Students will identify and describe a variety of creative dramatics (improvisation, mimicry, pantomime, role playing, and storytelling).


AH-05-1.4.1

Students will analyze or explain works of art using elements of art and principles of design in works of art. Elements of art: Line, Shape, Form, Texture, Color (primary and secondary hues), and color schemes/groups (warm, cool, neutral - black, white, gray, sometimes brown/beige as earth tones). Principles of design: Organization of visual compositions; Emphasis (focal point), Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth).


AH-05-1.4.2

Students will identify or describe how an artist uses various media and processes. Media (plural) / medium (singular)(used to produce artworks): Two-dimensional- crayon, pencil, paint, fabric, yarn, paper ; Three-dimensional - clay, papier-mache. Art processes: Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping), collage; Three-dimensional - pottery, sculpture, fiber art (e.g., constructing with fiber, weaving, quilting). Subject matter: (e.g. landscape, portrait, still life).


AH-05-2.1.1

Students will describe or explain music has been a part of cultures and periods throughout history. Cultures: Native American, Traditional Appalachian, West African. Similarities and differences in the use of music) (e.g., ceremonial purposes) and the use of elements of music among cultures (musical instruments, e.g., Native American – rattles, drums, flutes, Appalachian – dulcimer, fiddle, banjo, guitar, West African – drums, rattles, thumb piano); polyrhythm in West African music not in Native American. Periods: Colonial Americans (e.g., work songs, game songs, patriotic music, lullaby, folk music); Native American includes period in North America before European settlement. European influences in American music, similarities between the music in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)


AH-05-2.2.1

Students will describe or explain how dance has been a part of cultures and periods throughout history. Cultures: Native American, Traditional Appalachian, West African. Similarities and differences in the use of dance (e.g., purposes: harvest and hunting dances in Native American and West African cultures), use of elements of dance among cultures. Periods: Colonial American (European influences on American dance, e.g., social dances, square dancing, folk dances); Native American includes period in North America before European settlement.


AH-05-2.3.1

Students will describe or explain how drama has been a part of cultures and time periods throughout history. Cultures: Native American, Traditional Appalachian, West African. (The use of storytelling, myths, legends, folktales in these cultures.) Periods: Colonial American - European influence on American drama/theatre, plays from England (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.) Native American includes period in North America before European settlement.


AH-05-2.4.1

Students will describe or explain how visual art has been a part of cultures and time periods throughout history. Cultures: Native American, Traditional Appalachian, West African. Similarities and differences in the use of art (e.g., purposes for creating art, folk art) and elements of art and principles of design among cultures (e.g., how line, color, pattern, etc. are used in artworks), media in relation to these cultures (e.g., wood, fiber). Periods: Colonial American; European influences in American visual art, similarities between the visual art in the American colonies and the cities of Europe (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.) Native American includes period in North America before European settlement.


AH-05-3.1.1

Students will describe or explain how music fulfills variety of purposes. Purposes of music (different roles of music): Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship); Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby); Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience).


AH-05-3.2.1

Students will describe or explain how dance fulfills a variety of purposes. Purposes of dance (different roles of dance): Ceremonial - dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship); Recreational - dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby); Artistic Expression - dance created with the intent to express or communicate emotion, feelings, ideas, (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience).


AH-05-3.3.1

Students will describe or explain how drama/theatre fulfills a variety of purposes. Purposes of drama/theatre (different roles of drama): Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., storytelling, role playing, narrative works); Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, myths and legends); Recreational drama for entertainment (e.g., drama/theatre as a hobby); Artistic expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed by actors in a theatrical setting for an audience).


AH-05-3.4.1

Students will describe or explain how art fulfills a variety of purposes. Purposes of art (different roles of art): Ceremonial - ritual, celebration, artworks created to support worship ceremonies (e.g., ceremonial masks); Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects); Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events (e.g., Native American totem poles, cave and wall paintings); Functional - artistic objects used in everyday life (e.g., pottery, quilts, baskets).


AH-05-4.1.1

Students will create and notate short, simple melodies that demonstrate melodic shape/contour and meter.


AH-05-4.1.2

Students will create and perform simple melodic or rhythmic accompaniments to given melodies.


AH-05-4.1.3

Students will improvise answers in similar style to given rhythmic and/or melodic phrases.


AH-05-4.1.4

Students will sing and play alone simple rhythmic or tonal patterns by reading music notation; be able to sustain own part in an ensemble.


AH-05-4.1.5

Students will sing alone and with others a varied repertoire of music.


AH-05-4.2.1

Students will create patterns of movement incorporating the elements of dance (space, time, and force).


AH-05-4.2.2

Students will create a movement sequence with a beginning, middle, and end.


AH-05-4.2.3

Students will perform traditional folk dances, square dances, and ethnic dances. (Native American, West African/African-American, Early American, and folk).


AH-05-4.3.1

Students will create and perform using elements of drama (Literary, Technical, Performance).


AH-05-4.3.2

Students will improvise to tell stories that show action and have a clear beginning, middle, and end. (Literary elements)


AH-05-4.4.1

Students will create artwork using the elements of art and principles of design.


AH-05-4.4.2

Students will use a variety of media and art processes to produce two-dimensional (2-D) and three-dimensional (3-D) artwork.


AH-06-1.1.1

Students will identify or describe the use of elements in a variety of music. Elements of music: Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note); Tempo - Allegro, Moderato, Largo, Presto; Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign ; Harmony - triads (chords); Form - AB, ABA, call and response; Timbre (tone color) - distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass); Dynamics - crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, <, >.


AH-06-1.1.2

Students will identify instruments according to classifications. Family - brass, woodwind, string, percussion; Voices - soprano, alto, tenor, bass; Folk - instruments used in folk music; Orchestral - instruments used in contemporary orchestral settings.


AH-06-1.1.3

Students will identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular marches, ballads).


AH-06-1.2.1

Students will identify or describe the use of elements in a variety of dances. Elements of dance: Space - direction (forward, backward, right, left, up, down, diagonal), pathway (straight, curved), levels (high, middle, low), shape (individual or group); Focus - audience (where viewer’s eye is drawn), dancer (single focus -looking in the direction of movement, multi focus - changing head/eye focus during movements); Size - use of size in given space, or range of motion; Time (Tempo) - accent, rhythmic pattern, duration; Force - heavy/light, sharp/smooth, tension/relaxation, bound/flowing; Choreographic Forms -AB, ABA, call and response, narrative.


AH-06-1.2.2

Students will identify dances by: identifying theme (story), dance styles (e.g., ballet, jazz, tap, modern), characteristics of the style (e.g., tap - feet as rhythmic instrument, ballroom - partnering), and the use of the elements of dance.


AH-06-1.3.1

Students will identify or describe the use of elements of drama in dramatic works. Elements of drama: Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empath; Technical elements - Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design; Performance elements - Acting (e.g. character motivation and analysis), Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage).


AH-06-1.3.2

Students will describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood.


AH-06-1.3.3

Students will explain how performance elements (e.g., acting, speaking, movement) can create a believable character.


AH-06-1.3.4

Students will identify and describe the types of stages (arena, thrust, proscenium).


AH-06-1.4.1

Students will describe works of art using elements of art and principles of design. Elements of art: Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form, Texture, Space (positive/negative, perspective (e.g., 1 point linear perspective), value (darkness or lightness, tints or shades). Principles of design: Repetition, Pattern, Balance symmetrical/asymmetrical), Emphasis (focal point), Contrast (e.g., black/white, rough/smooth), Rhythm, Proportion, Movement .


AH-06-1.4.2

Students will identify a variety of art media and art processes. Media (plural)/Medium (singular): (Properties of media need to be known in order to respond to artworks); Two-dimensional - crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastel; Three-dimensional - clay, papier-mache, found objects (assemblages). Art Processes: Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmaking; Three-dimensional - ceramics, sculpture, fiber art (e.g., constructing with fiber, weaving, knitting, quilting). Subject matter: representational (e.g., landscape, portrait, still life) nonrepresentational (e.g., abstract, non-objective).


AH-06-2.1.1

Students will analyze or explain how diverse cultures and time periods are reflected in music. Cultures: Latin American – Blending of cultural traditions can create new traditions reflecting multiple cultures, Latin American characteristics reflected in music of United States (e.g., clave rhythm, the popularity of Latin musical styles, such as samba, salsa, cha-cha, etc.,) in the U.S., Spanish influence on Mexican music (e.g., Mexican use of traditional Spanish musical instruments); Asian – Isolation of culture or region results in a unique musical tradition, (e.g., unique and distinctive sounds of traditional Asian music and instruments, e.g., Japanese koto, Indian sitar).


AH-06-2.2.1

Students will analyze or explain how diverse cultures and time periods are reflected in dance. Cultures: Latin American – Blending of cultural traditions can create new traditions, Latin American dance characteristics reflected in American dance (e.g., clave rhythm, samba, salsa, cha-cha, Tango); Asian – Isolation of culture or region results in a unique dance tradition (e.g., classical dance forms from India - bharata natyam, kathak).


AH-06-2.3.1

Students will analyze or explain how diverse cultures and time periods are reflected in drama/theatre. Cultures: Bunraku (also called Banraku) - Japanese puppet theatre (Historical development and characteristics - developed as an art by late 1600s, characteristics of music, storytelling and sophisticated puppeteering); Native American and African influences on American storytelling.


AH-06-2.4.1

Students will analyze or explain how diverse cultures and time periods are reflected in visual arts. Cultures: Latin American – mural art (e.g., Diego Rivera and his influence on other mural artists); Asian – China (the evolution of ceramics).


AH-06-3.1.1

Students will identify or explain how music fulfills a variety of purposes. Purposes of music (different roles of music): Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship);Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby);Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience).


AH-06-3.2.1

Students will identify or explain how dance fulfills a variety of purposes. Purposes of dance (different roles of dance): Ceremonial - dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship); Recreational - dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby);Artistic expression - dance created with the intent to express or communicate emotion, feelings, ideas (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience).


AH-06-3.3.1

Students will identify or explain how drama/theatre fulfills a variety of purposes. Purposes of Drama/Theatre (different roles of drama): Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions); Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, religious ritual and ceremony); Recreational - drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals); Artistic expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience).


AH-06-3.4.1

Students will identify or explain how art fulfills a variety of purposes. Purposes of Art (different roles of art): Ceremonial - ritual, celebration, artworks created to support worship ceremonies Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects); Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events; Functional - artistic objects used in everyday life; Persuasive - artworks that promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, etc.).


AH-06-4.1.1

Students will create and notate in similar style answers to musical phrases.


AH-06-4.1.2

Students will improvise variations on given melodies.


AH-06-4.1.3

Students will compose and notate short pieces of music demonstrating unity/variety, tension/release, and balance.


AH-06-4.1.4

Students will use a variety of sound sources to create and perform music.


AH-06-4.1.5

Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).


AH-06-4.2.1

Students will create and individual or a group dance with 2-3 other people using dance elements (space, time, and force) that incorporates one of the following compositional forms: AB, ABA, call and response, or narrative.


AH-06-4.2.2

Students will create an improvisational dance with complex movements (beginning, middle, and end).


AH-06-4.3.1

Students will create and perform using elements of drama. (Literary, Technical, Performance)


AH-06-4.3.2

Students will improvise short dialogues and monologues.


AH-06-4.3.3

Students will engage in dramatic activities that reflect historical times and cultures.


AH-06-4.3.4

Students will identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up).


AH-06-4.4.1

Students will create art for specific purposes using the elements of art and principles of design to communicate ideas.


AH-06-4.4.2

Students will use a variety of art media, processes, and subject matter to communicate ideas, feelings, and experiences.


AH-07-1.1.1

Students will analyze the use of elements in a variety of music. Elements of music: Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note); Tempo - Allegro, Moderato, Largo, Presto; Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign; Harmony - triads (chords); Form - AB, ABA, call and response; Timbre (tone color) - distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass); Dynamics - crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, <, >.


AH-07-1.1.2

Students will identify instruments according to classifications. Family - brass, woodwind, string, percussion; Voices - soprano, alto, tenor, bass; Folk - instruments used in folk music; Orchestral - instruments used in contemporary orchestral settings.


AH-07-1.1.3

Students will identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular marches, ballads).


AH-07-1.2.1

Students will analyze the use of elements in a variety of dances. Elements of dance: Space - direction (forward, backward, right, left, up, down, diagonal), pathway (straight, curved), levels (high, middle, low), shape (individual or group); Focus - audience (where viewer’s eye is drawn), dancer (single focus -looking in the direction of movement, multi focus - changing head/eye focus during movements); Size - use of size in given space, or range of motion; Time (Tempo) - accent, rhythmic pattern, duration; Force - heavy/light, sharp/smooth, tension/relaxation, bound/flowing; Choreographic Forms - AB, ABA, call and response, narrative.


AH-07-1.2.2

Students will identify and/or describe dances by: identifying or describing theme (story), dance styles (e.g., ballet, jazz, tap, modern), characteristics of the style (e.g., tap - feet as rhythmic instrument, ballroom - partnering), and the use of the elements of dance.


AH-07-1.3.1

Students will analyze the use of elements of drama in dramatic works. Elements of drama: Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling action), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empathy; Technical elements - Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design; Performance elements - Acting (e.g. character motivation and analysis), Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage).


AH-07-1.3.2

Students will describe how the technical elements (scenery, props, lighting, sound, costumes, make-up) communicate setting and mood.


AH-07-1.3.3

Students will explain how performance elements (e.g., acting, speaking, movement) can create a believable character.


AH-07-1.3.4

Students will identify and describe the types of stages (arena, thrust, proscenium).


AH-07-1.4.1

Students will analyze works of art using elements of art and principles of design. Elements of art: Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form, Texture, Space (positive/negative, perspective (e.g., 1 point linear perspective), value (darkness or lightness, tints or shades). Principles of design: Repetition, Pattern, Balance symmetrical/asymmetrical), Emphasis (focal point), Contrast (e.g., black/white, rough/smooth), Rhythm, Proportion, Movement .


AH-07-1.4.2

Students will describe a variety of art media and art processes. Media (plural)/Medium (singular) (Properties of media need to be known in order to respond to artworks): Two-dimensional - crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastel; Three-dimensional - clay, papier-mâché, found objects (assemblages). Art Processes: Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmaking; Three-dimensional - ceramics, sculpture, fiber art (e.g., constructing with fiber, weaving, knitting, quilting). Subject matter: representational (e.g., landscape, portrait, still life) nonrepresentational (e.g., abstract, non-objective).


AH-07-2.1.1

Students will analyze or explain how diverse cultures and time periods are reflected in music. Periods: Classical Greece – Presents the universal ideal of beauty through logic, order, reason and moderation. (Pythagorean – music theory based on mathematical logic); Medieval – Appeals to the emotions and stresses the importance of religion. (Gregorian chant).


AH-07-2.2.1

Students will analyze or explain how diverse cultures and time periods are reflected in dance. Periods: Medieval – Appeals to the emotions and stresses the importance of religion (e.g., development and history of tarantella).


AH-07-2.3.1

Students will analyze or explain how diverse cultures and time periods are reflected in drama/theatre. Periods: Classical Greece and Rome – Presents the universal ideal of beauty through logic, order, reason and moderation. (Development and characteristics of Ancient Greek theatre and the continuation of Greek stories and styles in the Roman theatre); Medieval – Appeals to the emotions and stresses the importance of religion. (Morality plays - characters are personification of good and evil in a struggle for man’s soul).


AH-07-2.4.1

Students will analyze or explain how diverse cultures and time periods are reflected in visual arts. Periods: Classical Greece – Presents the universal ideal of beauty through logic, order, reason and moderation. Western civilization was heavily influenced by Classical Greece. (architecture, sculpture, pottery); Ancient Rome – Continuation of Classical Greek traditions in the arts, advancement of architecture (Pantheon, Coliseum, arch, vault, dome); Ancient Egypt – Monumental structures (e.g., pyramids, sphinx), visual arts reflect religion and belief in immortality; Medieval – Appeals to emotions and stresses the importance of religion. (Gothic and Romanesque architecture, basic characteristics and influence of Roman techniques).


AH-07-3.1.1

Students will identify or explain how music fulfills a variety of purposes. Purposes of music (different roles of music): Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship); Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby); Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience).


AH-07-3.2.1

Students will identify or explain how dance fulfills a variety of purposes. Purposes of dance (different roles of dance): Ceremonial - dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship); Recreational - dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby); Artistic expression - dance created with the intent to express or communicate emotion, feelings, ideas (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience).


AH-07-3.3.1

Students will identify or explain how drama/theatre fulfills a variety of purposes. Purposes of Drama/Theatre (different roles of drama): Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions); Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, religious ritual and ceremony); Recreational - drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals); Artistic expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience).


AH-07-3.4.1

Students will identify or explain how art fulfills a variety of purposes. Purposes of Art (different roles of art): Ceremonial - ritual, celebration, artworks created to support worship ceremonies; Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects); Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events; Functional - artistic objects used in everyday life; Persuasive - artworks that promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, etc.).


AH-07-4.1.1

Students will create and notate in similar style answers to musical phrases.


AH-07-4.1.2

Students will improvise variations on given rhythms or melodies.


AH-07-4.1.3

Students will compose and notate short pieces of music demonstrating unity/variety, tension/release, and balance.


AH-07-4.1.4

Students will use a variety of musical sound sources to create and perform music.


AH-07-4.1.5

Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).


AH-07-4.2.1

Students will create an individual or a group dance with 2-3 other people using dance elements (space, time, and force) that incorporates one of the following compositional forms: AB, ABA, call and response, or narrative.


AH-07-4.2.2

Students will create an improvisational dance with complex movements (beginning, middle, and end).


AH-07-4.3.1

Students will create and perform using elements of drama. (Literary, Technical, Performance).


AH-07-4.3.2

Students will improvise short dialog and monologues.


AH-07-4.3.3

Students will engage in dramatic activities that reflect historical times and cultures.


AH-07-4.3.4

Students will identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up).


AH-07-4.4.1

Students will create art for specific purposes using the elements of art and principles of design to communicate ideas.


AH-07-4.4.2

Students will use a variety of art media, processes, and subject matter to communicate ideas, feelings, and experiences.


AH-08-1.1.1

Students will compare or evaluate the use of elements in a variety of music. Elements of music: Rhythm - syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note); Tempo - Allegro, Moderato, Largo, Presto; Melody - melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign; Harmony - triads (chords); Form - AB, ABA, call and response; Timbre (tone color) - distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass); Dynamics - crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, <, >.


AH-08-1.1.2

Students will identify instruments according to classifications. Family - brass, woodwind, string, percussion; Voices - soprano, alto, tenor, bass; Folk - instruments used in folk music Orchestral - instruments used in contemporary orchestral settings.


AH-08-1.1.3

Students will identify or compare various styles of music (gospel, Broadway musicals, blues, jazz, popular marches, ballads).


AH-08-1.2.1

Students will compare or evaluate the use of elements in a variety of dances. Elements of dance: Space - direction (forward, backward, right, left, up, down, diagonal), pathway (straight, curved), levels (high, middle, low), shape (individual or group); Focus - audience (where viewer’s eye is drawn), dancer (single focus -looking in the direction of movement, multi focus – changing head/eye focus during movements); Size - use of big/small size in a given space, or range of motion; Time (Tempo) - accent, rhythmic pattern, duration; Force - heavy/light, sharp/smooth, tension/relaxation, bound/flowing. Choreographic Forms -AB, ABA, call and response, narrative.


AH-08-1.2.2

Students will compare and contrast dances by: comparing theme (story), dance styles (e.g., ballet, jazz, tap, modern), characteristics of the style (e.g., tap - feet as rhythmic instrument, ballroom - partnering), and the use of the elements of dance.


AH-08-1.3.1

Students will compare or evaluate the use of elements of drama in dramatic work. Elements of drama: Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empathy; Technical elements - Scenery (set), Sound, Lights, Make-up, Props, Costumes, Design; Performance elements - Acting (e.g. character motivation and analysis), Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage).


AH-08-1.3.2

Students will describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood.


AH-08-1.3.3

Students will explain how performance elements (e.g., acting, speaking, movement) can create a believable character.


AH-08-1.3.4

Students will identify and describe the types of stages (arena, thrust, proscenium).


AH-08-1.4.1

Students will compare or evaluate works of art using elements of art and principles of design. Elements of art: Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form, Texture, Space (positive/negative, perspective (e.g., 1 point linear perspective), value (darkness or lightness, tints or shades). Principles of design: Repetition, Pattern, Balance symmetrical/asymmetrical), Emphasis (focal point), Contrast (e.g., black/white, rough/smooth), Rhythm, Proportion, Movement.


AH-08-1.4.2

Students will compare or evaluate a variety of art media and art processes. Media (plural)/Medium (singular) (Properties of media need to be known in order to respond to artworks): Two-dimensional - crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastel; Three-dimensional - clay, papier-mâché, found objects (assemblages). Art Processes: Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmaking; Three-dimensional - ceramics, sculpture, fiber art (e.g., constructing with fiber, weaving, knitting, quilting). Subject matter: representational (e.g., landscape, portrait, still life) nonrepresentational (e.g., abstract, non-objective).


AH-08-2.1.1

Students will analyze or explain how diverse cultures and time periods are reflected in music. Cultures/Period: Early American through Civil War – European influence on American music (e.g., Baroque [Bach, Handel], Classical [Mozart, Beethoven] their influence on Early American music) (e.g., European folk/Early American folk, common musical instruments, etc.). African influence in American music resulting from the importation of slaves from West Africa. African American work songs, gospel and spirituals, the use of elements of music to create new styles (e.g., call and response, polyrhythms, improvisation), the development of new American instruments such as the banjo.


AH-08-2.2.1

Students will analyze or explain how diverse cultures and time periods are reflected in dance. Cultures/Period: Early American through Civil War --Folk/social dances based on European traditions (e.g., traditional folk and social dances, jig, reel, square dance, waltz). African American dances in the United States through the Civil War (e.g., plantation dances, dances performed by slaves based on West African traditions).


AH-08-2.3.1

Students will analyze or explain how diverse cultures and time periods are reflected in drama/theatre. Cultures/Period: Early American through Civil War – Starting in the early 1700’s entertainers from England performed in large cities; during the Revolutionary War many colonies banned theatrical performances to focus on the war; In the early 1800’s well known stars toured the country; development and characteristics of melodrama in America; development of a distinct American tone using American stories and characters (e.g., Uncle Tom’s Cabin).


AH-08-2.4.1

Students will analyze or explain how diverse cultures and time periods are reflected in visual arts. Cultures/Period: Early American through Civil War - European Neo-classical influences (architecture); Painting – inspired by the natural beauty of America, painters began to develop their own unique styles rather than borrow from Europe (Wildlife – e.g., John James Audubon, Landscapes – e.g., Thomas Cole, Native American subjects – e.g., George Catlin). The development of photography as a new medium that impacted visual art (e.g., Mathew Brady).


AH-08-3.1.1

Students will compare or explain how music fulfills a variety of purposes. Purposes of music (different roles of music): Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship); Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby); Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience).


AH-08-3.2.1

Students will compare or explain how dance fulfills a variety of purposes. Purposes of dance (different roles of dance): Ceremonial - dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship); Recreational - dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby); Artistic expression - dance created with the intent to express or communicate emotion, feelings, ideas (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience).


AH-08-3.3.1

Students will compare or explain how drama/theatre fulfills a variety of purposes. Purposes of Drama/Theatre (different roles of drama): Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions); Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, religious ritual and ceremony); Recreational - drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals); Artistic expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience).


AH-08-3.3.3

Students will engage in dramatic activities that reflect historical times and cultures.


AH-08-3.4.1

Students will compare or explain how art fulfills a variety of purposes. Purposes of Art (different roles of art): Ceremonial - ritual, celebration, artworks created to support worship ceremonies; Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects); Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events; Functional - artistic objects used in everyday life; Persuasive - artworks that promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, etc.).


AH-08-4.1.1

Students will create and notate in similar style answers to musical phrases.


AH-08-4.1.2

Students will improvise variations on given melodies.


AH-08-4.1.3

Students will compose and notate short pieces of music demonstrating unity/variety, tension/release, and balance.


AH-08-4.1.4

Students will use a variety of sound sources to create and perform music.


AH-08-4.1.5

Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).


AH-08-4.2.1

Students will create and individual or a group dance with 2-3 other people using dance elements (space, time, and force) that incorporates one of the following compositional forms: AB, ABA, call and response, or narrative.


AH-08-4.2.2

Students will create an improvisational dance with complex movements (beginning, middle, and end).


AH-08-4.3.1

Students will create and perform using elements of drama. (Literary, Technical, Performance)


AH-08-4.3.2

Students will improvise short dialogues and monologues.


AH-08-4.3.3

Students will engage in dramatic activities that reflect historical times and cultures.


AH-08-4.3.4

Students will identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up).


AH-08-4.4.1

Students will create art for specific purposes using the elements of art and principles of design to communicate ideas.


AH-08-4.4.2

Students will use a variety of art media, processes, and subject matter to communicate ideas, feelings, and experiences.


AH-EP-1.1.1

Students will begin to recognize and identify elements of music using musical terminology. Elements of music: Rhythm - bar lines, measures, whole notes, half notes, quarter notes (aurally and visually); Tempo - steady beat, slower, faster (aurally); Melody - notes, lines and spaces on treble clef staff (visually); Harmony - rounds and simple 2-part songs (aurally), songs are major or minor (aurally); Form - call and response form, AB form and ABA form (aurally); Timbre (tone color) - recognize different qualities of musical sounds, instruments by family-brass, woodwind, string, percussion (aurally and visually) and human voices (aurally); Dynamics - soft, loud (aurally).


AH-EP-1.1.2

Students will identify various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass).


AH-EP-1.2.1

Students will observe dance/movement and describe elements and movements using dance terminology. Elements of dance: Space – direction of dance movements (forward, backward, right, left, up, down), pathway (straight, curved, zigzag), levels (high, middle, low), shape (individual and group shapes); Time (tempo) – dance movements that follow a steady beat or move faster or slower; Force – dance movements that use more or less energy (e.g., gentle movements versus strong movements); Dance Form – beginning, middle, end.


AH-EP-1.2.2

Students will observe, define, and describe locomotor (e.g., walk, run, skip, gallop) and nonlocomotor (e.g., bend, stretch, twist, swing) movements.


AH-EP-1.3.1

Students will observe dramatic productions and describe literary elements, technical elements, and/or performance elements using drama/theatre terminology. Elements of drama: Literary elements – Script, Story line (plot), Character, Story organization (beginning, middle, end); Technical elements - Scenery, Costumes, Props, Make-up; Performance elements - Acting (how speaking, moving help to create characters).


AH-EP-1.3.3

Students will identify a variety of creative dramatics (improvisation, mimicry, pantomime, role playing, and storytelling).


AH-EP-1.4.1

Students will identify or describe elements of art and principles of design in works of art. Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and color schemes (warm, cool, neutral – black, white, gray, sometimes brown/beige as earth tones); Principles of design: Organization of visual compositions: Emphasis (focal point), Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth).


AH-EP-2.1.1

Students will identify music from the following cultures and periods. Cultures: Native American, Traditional Appalacian, West African; Periods: Colonial American.


AH-EP-2.2.1

Students will identify dances of the following cultures and periods. Cultures: Native American, Traditional Appalacian, West African; Periods: Colonial American.


AH-EP-2.3.1

Students will identify folktales, legends, or myths from the following cultures and periods. Cultures: Native American, Traditional Appalacian, West African; Periods: Colonial American.


AH-EP-2.4.1

Students will identify art from the following cultures and periods. Cultures: Native American, Traditional Appalacian, West African; Periods: Colonial American.


AH-EP-3.1.1

Students will experience music created for a variety of purposes. Purposes of music (different roles of music): Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship); Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby); Artistic Expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience).


AH-EP-3.2.1

Students will experience dance created for a variety of purposes. Purposes of dance (different roles of dance): Ceremonial - dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship); Recreational - dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby); Artistic Expression - dance created with the intent to express or communicate emotion, feelings, ideas, (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience).


AH-EP-3.3.1

Students will experience dramatic works created for a variety of purposes. Purposes of drama/theatre (different roles of drama): Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., storytelling, role playing, narrative works) ; Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, myths and legends); Recreational drama for entertainment (e.g., drama/theatre as a hobby) Artistic expression - dramatic works created and performed by actors in a theatrical setting for an audience.


AH-EP-3.4.1

Students will experience visual art works created for a variety of purposes. Purposes of art (different roles of art): Ceremonial - ritual, celebration, artworks created to support worship ceremonies (e.g., ceremonial masks); Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects); Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events (e.g., Native American totem poles, cave and wall paintings); Functional - artistic objects used in everyday life (e.g., pottery, quilts, baskets).


AH-EP-4.1.4

Students will sing and play alone simple rhythmic or tonal patterns by reading simple music notation.


AH-EP-4.1.5

Students will sing alone and with others a varied repertoire of music.


AH-EP-4.2.1

With a partner or in a small group, students will perform a dance using the elements of dance and various movements.


AH-EP-4.2.3

Students will perform traditional folk dances, square dances, and social dances of ethnic groups. (Native Americans, West African, African-American, American Folk)


AH-EP-4.3.1

Students will perform in dramatic situations that incorporate Literary, Technical, and Performance elements.


AH-EP-4.4.2

Students will choose media to create artworks with a basic understanding of how to use the media.


AH-HS-1.1.1

Students will analyze or evaluate the use elements of music in musical compositions. (Incorporates prior knowledge about elements from primary through 8th grade). Elements of music: Rhythm, Melody, Form (rondo, theme and variations, musical forms of opera: overture, aria, recitative, movements of the classical symphony - four movements in typical sequence: movement 1-fast dramatic movement, movement 2-lyrical slow movement, movement 3-a dance-like movement [e.g., minuet or scherzo], movement 4-a brilliant or heroic fast movement), Timbre, Harmony, Tempo, Dynamics.


AH-HS-1.2.1

Students will analyze or evaluate how choreographers and dancers use the elements of dance, forms and styles to communicate ideas and feelings through creating and performing. (Incorporates prior knowledge about elements from primary through 8th grade.) Elements: Space, Time, Force. Choreographic Forms: Theme and Variations, Rondo, Narrative. Styles: (characteristics of) Ballet – standardized dance movements, specialized leaps and lifts, French terminology to describe each standardized movement (actual terms not to be assessed), pointe shoes for women, slippers for men, costumes – tights, tutu, root is court dances; Tap – emphasis on rhythm, tap shoes, costumes – formal to street wear, improvisation, roots in recreational dance (e.g., Irish step dance, jig, and African steps); Jazz – stylized movement, accents in hands, head, hips, feet, English/French terminology to describe movements (actual terms not to be assessed), jazz shoes or boots, costume related to theme of dance, improvisation, root in social dances and early musical theatre dance; Modern – freedom in movement, English/French/new words to describe movements (actual terms not to be assessed), usually barefoot but can use shoes based on theme, costume related to dance theme, improvisation used in the development of choreography.


AH-HS-1.2.2

Students will describe or analyze the relationship among music, costumes, lighting, props/scenery and choreography.


AH-HS-1.3.1

Students will analyze or evaluate the use of technical elements, literary elements, and performance elements in a variety of dramatic works. (Incorporates prior knowledge about elements from primary through 8th grade). Elements of drama: Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empathy; Technical elements - Scenery, Sound, Lights, Make-up, Props, Costumes, Design; Performance elements - Acting (e.g., character motivation and analysis), Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage).


AH-HS-1.4.1

Students will analyze or evaluate the use of the elements of art and principles of design in a variety of artworks. (Incorporates knowledge about elements of art and principles of design from primary through 8th grade). Elements of art: Line, Shape, Form, Texture, Space (perspective: aerial or atmospheric, two-point linear perspective), Value (lightness and darkness, tints and shades), Color (color theory - primary, secondary, intermediate hues, intensity - brightness and dullness, color schemes/groups - triadic, complementary, analogous). Principles of design: Repetition, Pattern, Rhythm, Movement, Contrast, Proportion, Balance (symmetrical, asymmetrical, radial), Emphasis (focal point), Variety, Unity.


AH-HS-1.4.2

Students will anaylze or evaluate the use of media and art processes in creating artworks. Media (plural)/Medium (singular) (Properties of media need to be known in order to respond to artworks): Two-dimensional: paint (watercolor, tempera, oil, acrylic), fabric, yarn, paper, ink, pastel (oil and chalk), fiber, photography, computer-generated design/art; Three-dimensional: clay, wood, glass, metal, stone, plaster. Art processes: Two-dimensional: drawing, painting, fiber art (e.g., fabric printing, stamping, batik, tie-dye), printmaking, photography; Three-dimensional: textiles, fiber art (e.g., constructing with fiber, weaving, rugs, crocheting, knitting, quilting), ceramics, sculpture, architecture. Subject matter: representational (e.g., landscape, portrait, still life), nonrepresentational (e.g., abstract, non-objective).


AH-HS-2.1.1

Students will analyze or evaluate how factors such as time, place, and ideas are reflected in music. Historical Periods in European Music (in chronological order): (Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard) Renaissance (Palestrina, polyphony and counterpoint [multiple melodic lines played simultaneously] are prominent in music, the rise of instrumental and secular music); Baroque (Bach and the fugue, Handel and oratorio); Classical (Mozart & Haydn - true classical style, Beethoven - transition from Classical to Romantic); Romantic (Tchaikovsky - influence on ballet, Wagner - influence on opera); 20th Century (Impressionism/Post-Impressionism, Debussy, Ravel - symbolism in music); Modern (Stravinsky - influence on Russian ballet); Contemporary (this refers to music being composed today). Recent Styles in American Music: Modern American music consists of diverse musical styles (e.g., Latin and Caribbean influences in American music); many emerged from a blending of distinct musical styles. Contributions of some prominent American composers: Gershwin - jazz in classical musical forms, Copland - integrated national American idioms into his music, Ellington - led and shaped jazz styles in American music; Other styles are rooted in American culture (e.g., folk, popular, country, blues).


AH-HS-2.2.1

Students will analyze or evaluate how factors such as time, place, and ideas are reflected in dance. European Culture and Periods: (in chronological order) (Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard). Renaissance (court dances); Baroque (development of ballet, Louis XIV); Romantic (Golden Age of ballet); Modern (Fokine – the revitalization and 20th century prominence of Russian ballet, Balanchine, Baryshnikov). Recent Styles in American Culture: Popular dance (includes Early American dance, folk and social dance, [e.g., square dance, swing, waltz]); Martha Graham - abandoning traditional steps of ballet, portrayed characters in woman’s viewpoint); Modern dance (important figures include: Alvin Ailey - acclaimed African American choreographer, incorporation of traditional African roots, African-American themes).


AH-HS-2.3.1

Students will analyze or evaluate how factors such as time, place, and ideas are reflected in drama. Japanese Culture (history and characteristics of Kabuki theatre). Historical Periods: (in chronological order) (Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard.) Renaissance (commedia dell’arte, Shakespeare and Elizabethan theatre); Neo-Classicism/“Classical” (satire) Romantic (melodrama); Realism (Henrik Ibsen, George Bernard Shaw); American Culture: American playwrights’ role with realism in theatre (Tennessee Williams, Arthur Miller); Modern & Contemporary (impact of technology on drama/theatre, the development of American musical theatre).


AH-HS-2.4.1

Students will analyze or evaluate how factors such as time, place, and ideas are reflected in visual art. Middle Eastern and Asian temple architecture, characteristics of temples (Islamic - e.g., Dome of the Rock - geometric patterns for decoration such as arabesques, minaret tower to call Muslims to prayer, Hindu - e.g., Pampapati Temple - temple city complex with towers, Buddhist - e.g., Liurong Temple/pagoda or called a stupa in India, part of a temple city complex). Unique visual arts in Asian cultures (Japanese printmaking, Chinese and Japanese ink and brush paintings, calligraphy). Historical Periods and Styles: (in chronological order) (Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard.) Renaissance (Leonardo Da Vinci - painting, Michelangelo - sculpture, painting, architecture - build on the innovative architectural techniques of Ancient Greece and Rome ([e.g., the arch, vault, dome, principles of stress and counter stress, atrium-style houses, etc.]); Baroque (Rembrandt - Dutch Baroque, use of chiaroscuro, a bold contrast of light and dark, Caravaggio - Italian Baroque painter, captured realistic depictions using chiaroscuro); Neo-Classical (Jacques-Louis David - distinctive Neo-Classical style associated with French revolution, Jefferson - Neo-Classical architecture with Ancient Greek and Roman architectural influences, reflects ideas of newly independent United States); Romantic (John Constable - British landscapes, Francisco Goya - Spanish Court painter examined violence, greed and foolishness of society); Realism - (Gustave Courbet - attention on the common man, Edouard Manet - focused on industrial-age city and people, bridged the gap between Realism and Impressionism); Impressionism/Post-Impressionism (Claude Monet - tried to capture light as a moment of time, Vincent Van Gogh - used bright colors and line to express emotion, Mary Cassatt - domestic social scenes of women and children, Auguste Rodin - sculptor who used impressionistic style in his work); Modern and Contemporary European (Salvador Dali - surrealism, Pablo Picasso - multiple styles including cubism); Modern & Contemporary American (Andy Warhol - Pop Art, focused on celebrities and everyday objects of mass production, Georgia O'Keeffe - large scale abstraction of natural form, Frank Lloyd Wright - American architecture, Dorothea Lange - photography of the Depression era, Jacob Lawrence - reflects the African American experience).


AH-HS-3.1.1

Students will explain how music fulfills a variety of purposes. Purposes of music (different roles of music): Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship); Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby); Artistic expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience).


AH-HS-3.2.1

Students will explain how dance fulfills a variety of purposes. Purposes of dance (different roles of dance): Ceremonial - dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship); Recreational - dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby); Artistic expression - dance created with the intent to express or communicate emotion, feelings, ideas (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience).


AH-HS-3.3.1

Students will explain how drama/theatre fulfills a variety of purposes. Purposes of drama/theatre (different roles of drama): Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions); Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, religious ritual and ceremony); Recreational - drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals); Artistic expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience).


AH-HS-3.4.1

Students will explain how art fulfills a variety of purposes. Purposes of visual arts (different roles of art): Ceremonial - ritual, celebration, artworks created to support worship ceremonies; Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects); Narrative - artworks that tell stories, describe and illustrate experiences, or communicate information, art to document important or historical events (e.g., Lange's photography of the Depression era); Functional - artistic objects used in everyday life (e.g., pottery, quilts, baskets, etc.); Persuasive - artworks that promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, etc.).


AH-HS-4.1.1

Students will create and notate music.


AH-HS-4.1.2

Students will improvise rhythmic and/or melodic embellishments and variations on given melodies.


AH-HS-4.1.3

Students will sing or perform on instruments, alone or with others, by reading basic music notation (with practice).


AH-HS-4.1.4

Students will identify skills and training necessary for a variety of careers related to music.


AH-HS-4.2.1

Students will create and individual or a group dance using dance elements (space, time and force) that communicates thought, ideas and/or feelings.


AH-HS-4.2.2

Students will demonstrate appropriate alignment, strength, and flexibility while performing dance movement.


AH-HS-4.2.3

Students will perform dances utilizing various forms. (choreographic forms: theme and variation, rondo, narrative)


AH-HS-4.2.4

Students will perform social, recreational, and artistic dances from various historical periods and cultures.


AH-HS-4.2.5

Students will identify skills and training for a variety of careers related to dance.


AH-HS-4.3.1

Students will create and perform using elements of drama. (Literary - script writing, Technical - designing and directing, Performance - acting)


AH-HS-4.3.2

Students will identify skills and training necessary for a variety of careers related to drama.


AH-HS-4.4.1

Students will incorporate the elements of art and principles of design to generate several solutions to a variety of visual art situations.


AH-HS-4.4.2

Students will use media and processes, subject matter, symbols, ideas, and themes to communicate cultural and aesthetic values.


AH-HS-4.4.3

Students will identify skills and training necessary for a variety of careers in visual arts.


AH-HS-5.5.1

Students will compare one art form (e.g. music) to another (e.g. visual arts) from the same stylistic period in another arts discipline (e.g., Impressionism: Monet to Debussy).


AH-HS-5.5.2

Students will analyze and/or explain how ideas and emotions expressed in one art form (e.g. theatre) are similar or different to ideas and emotions expressed another art form (e.g. dance).