Arts Standards
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Showing 101 - 110 of 221 Standards
Standard Identifier: Int.MU:E.Cn10
Grade Range:
Intermediate
Discipline:
Music
Subdiscipline:
Ensembles
Artistic Process:
Connecting
Anchor Standard:
10: Synthesize and relate knowledge and personal experiences to make art
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Process Component(s): Synthesize
Performance Standard(s):
Explain and demonstrate how personal interests and knowledge relate to choices and intent when creating, performing, and responding to music.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Process Component(s): Synthesize
Performance Standard(s):
Explain and demonstrate how personal interests and knowledge relate to choices and intent when creating, performing, and responding to music.
Standard Identifier: 6.MU:Cn11
Grade:
6
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Connecting
Anchor Standard:
11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding?
Process Component(s): Relate
Performance Standard(s):
Explain and demonstrate connections between music and societal, cultural and historical contexts when creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding?
Process Component(s): Relate
Performance Standard(s):
Explain and demonstrate connections between music and societal, cultural and historical contexts when creating, performing, and responding.
Standard Identifier: 6.MU:Cn10
Grade:
6
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Connecting
Anchor Standard:
10: Synthesize and relate knowledge and personal experiences to make art
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Process Component(s): Synthesize
Performance Standard(s):
Explain and demonstrate how personal interests, knowledge and ideas relate to choices and intent when creating, performing, and responding to music.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Process Component(s): Synthesize
Performance Standard(s):
Explain and demonstrate how personal interests, knowledge and ideas relate to choices and intent when creating, performing, and responding to music.
Standard Identifier: 6.MU:Re9
Grade:
6
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Responding
Anchor Standard:
9: Apply criteria to evaluate artistic work
Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Select from teacher provided criteria to evaluate musical works or performances.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Select from teacher provided criteria to evaluate musical works or performances.
Standard Identifier: 6.MU:Re8
Grade:
6
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Responding
Anchor Standard:
8: Interpret intent and meaning in artistic work
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
Essential Question(s): How do we discern the musical creators’ and performers’ expressive intent?
Process Component(s): Interpret
Performance Standard(s):
Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.
Essential Question(s): How do we discern the musical creators’ and performers’ expressive intent?
Process Component(s): Interpret
Performance Standard(s):
Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.
Standard Identifier: 6.MU:Re7.2
Grade:
6
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Responding
Anchor Standard:
7: Perceive and analyze artistic work
Enduring Understanding: 7.2 Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Analyze
Performance Standard(s):
a. Describe how the elements of music and expressive qualities relate to the structure of the pieces. b. Identify the context of music from a variety of genres, cultures, and historical periods.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Analyze
Performance Standard(s):
a. Describe how the elements of music and expressive qualities relate to the structure of the pieces. b. Identify the context of music from a variety of genres, cultures, and historical periods.
Standard Identifier: 6.MU:Re7.1
Grade:
6
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Responding
Anchor Standard:
7: Perceive and analyze artistic work
Enduring Understanding: 7.1 Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Select
Performance Standard(s):
Select music to listen to and explain the connections to specific interests or experiences for a specific purpose.
Essential Question(s): How do individuals choose music to experience?
Process Component(s): Select
Performance Standard(s):
Select music to listen to and explain the connections to specific interests or experiences for a specific purpose.
Standard Identifier: 6.DA:Cn11
Grade:
6
Discipline:
Dance
Artistic Process:
Connecting
Anchor Standard:
11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Process Component(s): Relate
Performance Standard(s):
Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.
Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Process Component(s): Relate
Performance Standard(s):
Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.
Standard Identifier: 6.DA:Cn10
Grade:
6
Discipline:
Dance
Artistic Process:
Connecting
Anchor Standard:
10: Synthesize and relate knowledge and personal experiences to make art
Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning.
Essential Question(s): How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Process Component(s): Synthesize
Performance Standard(s):
a. Observe the movement characteristics or qualities observed in a specific dance genre. Describe differences and similarities about what was observed to one’s attitudes and movement preferences. b. Conduct research using a variety of resources to find information about a social issue of great interest. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives.
Essential Question(s): How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Process Component(s): Synthesize
Performance Standard(s):
a. Observe the movement characteristics or qualities observed in a specific dance genre. Describe differences and similarities about what was observed to one’s attitudes and movement preferences. b. Conduct research using a variety of resources to find information about a social issue of great interest. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives.
Standard Identifier: 6.DA:Re9
Grade:
6
Discipline:
Dance
Artistic Process:
Responding
Anchor Standard:
9: Apply criteria to evaluate artistic work
Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures
Essential Question(s): What criteria are used to evaluate dance?
Process Component(s): Critique
Performance Standard(s):
Discuss the characteristics and artistic intent of a dance from a genre, style, or cultural movement practice and develop artistic criteria to critique the dance using genre-specific dance terminology.
Essential Question(s): What criteria are used to evaluate dance?
Process Component(s): Critique
Performance Standard(s):
Discuss the characteristics and artistic intent of a dance from a genre, style, or cultural movement practice and develop artistic criteria to critique the dance using genre-specific dance terminology.
Showing 101 - 110 of 221 Standards
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