Arts Standards
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Showing 21 - 30 of 78 Standards
Standard Identifier: 4.MU:Re9
Grade:
4
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):
Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.
Standard Identifier: 4.MU:Cr1
Grade:
4
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Creating
Anchor Standard:
1: Generate and conceptualize artistic ideas and work
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural). b. Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural). b. Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
Standard Identifier: 4.DA:Re9
Grade:
4
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):
Define and discuss the characteristics that make a dance artistic and apply those characteristics to dances observed or performed in a specific genre, style, or cultural movement practice. Use basic dance terminology.
Essential Question(s): What criteria are used to evaluate dance?
Process Component(s): Critique
Performance Standard(s):
Define and discuss the characteristics that make a dance artistic and apply those characteristics to dances observed or performed in a specific genre, style, or cultural movement practice. Use basic dance terminology.
Standard Identifier: 4.DA.Cr1
Grade:
4
Discipline:
Dance
Artistic Process:
Creating
Anchor Standard:
1: Generate and conceptualize artistic ideas and work
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
Essential Question(s): Where do choreographers get ideas for dances?
Process Component(s): Explore
Performance Standard(s):
a. Identify ideas for choreography generated from a variety of stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences). b. Develop a movement problem and manipulate the elements of dance as tools to find a solution.
Essential Question(s): Where do choreographers get ideas for dances?
Process Component(s): Explore
Performance Standard(s):
a. Identify ideas for choreography generated from a variety of stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences). b. Develop a movement problem and manipulate the elements of dance as tools to find a solution.
Standard Identifier: 5.DA.Cr1
Grade:
5
Discipline:
Dance
Artistic Process:
Creating
Anchor Standard:
1: Generate and conceptualize artistic ideas and work
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
Essential Question(s): Where do choreographers get ideas for dances?
Process Component(s): Explore
Performance Standard(s):
a. Build content for choreography using several stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events). b. Construct and solve multiple movement problems to develop choreographic content.
Essential Question(s): Where do choreographers get ideas for dances?
Process Component(s): Explore
Performance Standard(s):
a. Build content for choreography using several stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events). b. Construct and solve multiple movement problems to develop choreographic content.
Standard Identifier: 5.DA:Re9
Grade:
5
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):
Demonstrate and discuss the characteristics of dance that make a dance artistic and meaningful. Relate them to the elements of dance in genres, styles, or cultural movement practices. Use basic dance terminology to describe characteristics of the dance.
Essential Question(s): What criteria are used to evaluate dance?
Process Component(s): Critique
Performance Standard(s):
Demonstrate and discuss the characteristics of dance that make a dance artistic and meaningful. Relate them to the elements of dance in genres, styles, or cultural movement practices. Use basic dance terminology to describe characteristics of the dance.
Standard Identifier: 5.MU:Cr1
Grade:
5
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Creating
Anchor Standard:
1: Generate and conceptualize artistic ideas and work
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical). b. Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical). b. Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.
Standard Identifier: 5.MU:Re9
Grade:
5
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):
Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.
Standard Identifier: Nov.MU:E.Re9
Grade Range:
Novice
Discipline:
Music
Subdiscipline:
Ensembles
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):
Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Identify and describe the effect of interest, experience, analysis, and context on the evaluation of music.
Standard Identifier: Int.MU:E.Re9
Grade Range:
Intermediate
Discipline:
Music
Subdiscipline:
Ensembles
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):
Explain the influence of experiences, analysis, and context on interest in and evaluation of music.
Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?
Process Component(s): Evaluate
Performance Standard(s):
Explain the influence of experiences, analysis, and context on interest in and evaluation of music.
Showing 21 - 30 of 78 Standards
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