Arts Standards
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2: Organize and develop artistic ideas and work
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10: Synthesize and relate knowledge and personal experiences to make art
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11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
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Showing 101 - 110 of 273 Standards
Standard Identifier: 4.MU:Cn10
Grade:
4
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):
Describe and demonstrate how personal interests, experiences, ideas, and knowledge relate to 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):
Describe and demonstrate how personal interests, experiences, ideas, and knowledge relate to creating, performing, and responding to music.
Standard Identifier: 4.MU:Cr2
Grade:
4
Discipline:
Music
Subdiscipline:
TK-8
Artistic Process:
Creating
Anchor Standard:
2: Organize and develop artistic ideas and work
Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent
Essential Question(s): How do musicians make creative decisions?
Process Component(s): Plan & Make
Performance Standard(s):
a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. b. Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.
Essential Question(s): How do musicians make creative decisions?
Process Component(s): Plan & Make
Performance Standard(s):
a. Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. b. Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.
Standard Identifier: 4.MA:Cn11
Grade:
4
Discipline:
Media Arts
Artistic Process:
Connecting
Anchor Standard:
11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.
Essential Question(s): How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?
Process Component(s): Relate
Performance Standard(s):
a. Explain verbally and/or in media artworks how media artworks and ideas, such as fantasy and reality and technology use, relate to everyday life and culture. b. Examine and interact appropriately with media arts tools and environments, considering ethics, rules, and fairness.
Essential Question(s): How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?
Process Component(s): Relate
Performance Standard(s):
a. Explain verbally and/or in media artworks how media artworks and ideas, such as fantasy and reality and technology use, relate to everyday life and culture. b. Examine and interact appropriately with media arts tools and environments, considering ethics, rules, and fairness.
Standard Identifier: 4.MA:Cn10
Grade:
4
Discipline:
Media Arts
Artistic Process:
Connecting
Anchor Standard:
10: Synthesize and relate knowledge and personal experiences to make art
Enduring Understanding: : Media artworks synthesize meaning and form cultural experience.
Essential Question(s): How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?
Process Component(s): Synthesize
Performance Standard(s):
a. Examine and use personal and external resources , such as interests, research, and cultural understanding, to create media artworks. b. Examine and show how media artworks form meanings, situations, and/or cultural experiences, such as online spaces.
Essential Question(s): How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?
Process Component(s): Synthesize
Performance Standard(s):
a. Examine and use personal and external resources , such as interests, research, and cultural understanding, to create media artworks. b. Examine and show how media artworks form meanings, situations, and/or cultural experiences, such as online spaces.
Standard Identifier: 4.MA:Cr2
Grade:
4
Discipline:
Media Arts
Artistic Process:
Creating
Anchor Standard:
2: Organize and develop artistic ideas and work
Enduring Understanding: Media artists plan, organize, and develop creative ideas and models into process structures that can effectively realize the artistic idea.
Essential Question(s): How do media artists organize and develop ideas and models into process structures to achieve the desired end product?
Process Component(s): Develop
Performance Standard(s):
Discuss, test, and assemble ideas, plans, and/or models for media arts productions, considering the artistic goals and the presentation.
Essential Question(s): How do media artists organize and develop ideas and models into process structures to achieve the desired end product?
Process Component(s): Develop
Performance Standard(s):
Discuss, test, and assemble ideas, plans, and/or models for media arts productions, considering the artistic goals and the presentation.
Standard Identifier: 4.DA:Cn11
Grade:
4
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):
Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated.
Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Process Component(s): Relate
Performance Standard(s):
Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated.
Standard Identifier: 4.DA:Cn10
Grade:
4
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. Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one’s own experiences, relationships, ideas or perspectives. b. Develop and research a question relating to a topic of study in school using multiple sources of references. Select key aspects about the topic and choreograph movements that communicate the information. Discuss what was learned from creating the dance and describe how the topic might be communicated using another form of expression.
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. Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one’s own experiences, relationships, ideas or perspectives. b. Develop and research a question relating to a topic of study in school using multiple sources of references. Select key aspects about the topic and choreograph movements that communicate the information. Discuss what was learned from creating the dance and describe how the topic might be communicated using another form of expression.
Standard Identifier: 4.DA:Cr2
Grade:
4
Discipline:
Dance
Artistic Process:
Creating
Anchor Standard:
2: Organize and develop artistic ideas and work
Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
Essential Question(s): What influences choice-making in creating choreography?
Process Component(s): Plan
Performance Standard(s):
a. Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices. b. Develop a dance study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices.
Essential Question(s): What influences choice-making in creating choreography?
Process Component(s): Plan
Performance Standard(s):
a. Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices. b. Develop a dance study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices.
Standard Identifier: 5.DA:Cr2
Grade:
5
Discipline:
Dance
Artistic Process:
Creating
Anchor Standard:
2: Organize and develop artistic ideas and work
Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
Essential Question(s): What influences choice-making in creating choreography?
Process Component(s): Plan
Performance Standard(s):
a. Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices. b. Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates nonverbally.
Essential Question(s): What influences choice-making in creating choreography?
Process Component(s): Plan
Performance Standard(s):
a. Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices. b. Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates nonverbally.
Standard Identifier: 5.DA:Cn10
Grade:
5
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. Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences. b. Choose a topic, concept, or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations.
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. Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view and experiences. b. Choose a topic, concept, or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations.
Showing 101 - 110 of 273 Standards
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