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Enduring Understanding: 4.3 Performers make interpretive decisions based on their understanding of context and expressive intent.
Essential Question(s): How do performers interpret musical works?
Process Component(s): Interpret

Performance Standard(s):
Perform contrasting pieces of music, demonstrating and explaining how the music’s intent is conveyed by interpretations of the elements of music and expressive qualities (such as articulation/style, and phrasing).

Enduring Understanding: 4.2 Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze

Performance Standard(s):
a. Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. b. When analyzing selected music, sight-read in treble, alto, or bass clef simple rhythmic, melodic, and/or harmonic notation. c. Identity how personal, social, cultural and historical context inform performances and result in different music interpretations.

Enduring Understanding: 4.1 Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
Essential Question(s): How do performers select repertoire?
Process Component(s): Select

Performance Standard(s):
Apply personally developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.

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. Generate rhythmic, melodic, and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.

Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts.
Essential Question(s): How does time, place, audience, and context affect presenting or performing choices for media artworks?
Process Component(s): Present

Performance Standard(s):
a. Design the presentation and distribution of media artworks through multiple formats and/or contexts considering previous results on personal growth and external effects.

Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks.
Essential Question(s): How are complex media arts experiences constructed?
Process Component(s): Integrate

Performance Standard(s):
Integrate multiple contents and forms into unified media arts productions , such as interdisciplinary projects, or multimedia theatre, that convey specific themes or ideas.

Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts.
Essential Question(s): How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?
Process Component(s): Conceive

Performance Standard(s):
Generate ideas, goals, and solutions for original media artworks through application of focused creative processes, such as divergent thinking and experimenting.

Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
Essential Question(s): How does a dancer heighten artistry in a public performance?
Process Component(s): Present

Performance Standard(s):
a. Demonstrate leadership qualities (e.g. commitment, dependability, responsibility, and cooperation) when preparing for performances. Use performance etiquette and performance practices during class, rehearsal and performance. After the performance, accept notes from choreographer and apply corrections to future performances. Document efforts and create a plan for ongoing improvements. b. Collaborate to design and execute production elements that would intensify and heighten the artistic intent of a dance performed on a stage, in a different venue, or for different audiences. Explain reasons for choices using production terminology.

Enduring Understanding: Space, time, and energy are basic elements of dance.
Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression?
Process Component(s): Express

Performance Standard(s):
a. Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment. Use focus during complex floor and air patterns and/or pathways. b. Analyze and select metric, kinetic, and breath phrasing and apply appropriately to dance phrases. Perform dance phrases of different lengths that use various timings within the same section. Use different tempi in different body parts at the same time. c. Direct energy and dynamics in such a way that movement is textured. Incorporate energy and dynamics to technique exercises and dance performance. Use energy and dynamics to enhance and project movements.

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. Implement movement from a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) to develop dance content for an original dance study or dance. b. Identify and select personal preferences to create an original dance study or dance. Use genre-specific dance terminology to articulate and justify choices made in movement development to communicate intent.