DOCUMENT RESUME ED 423 155 INSTITUTION PUB DATE NOTE … · DOCUMENT RESUME. SO 028 379. Learning Standards for the Arts. Revised Edition. New York State Education Dept., Albany

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DOCUMENT RESUME

SO 028 379

Learning Standards for the Arts. Revised Edition.New York State Education Dept., Albany.1996-04-0066p.

New York State Education Department, Publication Sales Desk,89 Washington Avenue, Room 309, Albany, NY, 12234 ($3).Guides - Non-Classroom (055)MF01/PC03 Plus Postage.Art; Art Education; Dance; Drama; Elementary SecondaryEducation; Music; State Curriculum Guides; *State Standards;*Theater Arts; *Visual Arts*New York

This revised edition of the New York learning standards forthe arts incorporates changes in earlier editions to the content standardsand performance indicators based on extensive review by the public. Samplesof student work and teacher comments on the work are also new in thisedition. The examples are intended to provide some ideas of tasks thatsupport attainment as various levels of acceptable work. These standards forthe state of New York reflect educational goals common to dance, music,theater, and the visual arts while recognizing the distinctive aspects ofeach discipline. The standards provide local school districts the directionand basic structure for the development of local curricula that linkinstruction and assessment to the content standards. (EH)

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II

Learning Standards for

The Arts

Revised EditionApril 1996

THE UNIVERSITY OF THE STATE OF NEW YORKRegents of The University

Carl T. Hayden, Chancellor, A.B., J.D ElmiraLouise P. Matteoni, Vice Chancellor, B.A., MA., Ph.D. BaysideEmlyn I. Griffith, A.B., J.D RomeJorge L. Batista, BA, J.D BronxJ. Edward Meyer, BA, LL.B. ChappaquaR. Carlos Carballada, Chancellor Emeritus, B.S RochesterMimi Levin Lieber, BA, MA. New YorkNorma Gluck, BA, M.S.W New YorkAdelaide L. Sanford, BA, MA, P.D. HollisWalter Cooper, BA,, Ph.D RochesterDiane O'Neill McGivern, B.S.N., MA, Ph.D Staten IslandSaul B. Cohen, BA, MA, Ph. D New RochelleJames C. Dawson, A.A., BA, M.S., Ph.D PeruRobert M. Bennett, BA, M.S. IbnawandaRobert M. Johnson, B.S., J.D. Lloyd HarborPeter M. Pryor, BA, LLB., J.D., LL.D. Albany

President of The University and Commissioner of EducationRICHARD P. MILLS

Executive Deputy Commissioner of EducationTHOMAS E. SHELDON

Deputy Commissioner for Elementary, Middle, Secondary, and ContinuingEducation

JAMES A. KADAMUS

Assistant Commissioner for Curriculum, Instruction, Assessment, and InnovationEDWARD T. LALOR

Coordinator of Curriculum and InstructionROSEANNE DEFABIO

The State Education Department does not discriminate on the basis of age, color, religion, creed, disabil-ity, marital status, veteran status, national origin, race, gender or sexual orientation in its educational pro-grams, services and activities. Portions of this publication can be made available in a variety of formats,including braille, large print or audio tape, upon request. Inquiries concerning this policy of nondiscrimi-nation should be directed to the Department's Office for Diversity, Ethics, and Access, Room 152, EducationBuilding, Albany, NY 12234.

CONTENTS

Acknowledgments ivIntroduction v

LEARNING STANDARDS FOR THE ARTS AT THREE LEVELS 1

SAMPLES OF STUDENT WORK RELATED TO THE STANDARDS 35

5

4P

In addition to the people recognized in the Preliminary Draft Framework for The Arts, we are grateful to themany teachers from throughout New York State who contributed performance tasks and samples of studentwork for possible inclusion in this revised edition. Listed below are the names of those educators whosematerials appear in this document.

Contributors

Denise Abbattista, SkaneatelesCynthia Appold, Huntington StationJessica Bayer, HewlettStormy Brandenberger, New YorkMargaret Charboneau, CamillusPatricia Chiodo, WilliamsvillePatricia Clahassey, VoorheesvilleKaty Neyerlin Colletti, PoughkeepsieJoan Davidson, New YorkKevin Dirth, OssiningDiana Domoracki, BrooklynJohn Fredricksen, New YorkMargaret L. Foster, BuffaloJeanne D. Gray, PittsfordVictoria Harder, Phoenix

State Education Department

Roseanne DeFabioJan ChristmanElaine FrankonisRoger Hyndman

iv

Karen Henn, LockportRobert Hyndman, Saratoga SpringsSusan Koff, Cliffside, NJJoe Minutillo, St. JamesGail Nelli, LeicesterConstance Noelle, WallkillJudi Paseltiner, MelvilleDennis Powell, EndwellScott Rabeler, OneontaArlene Sampson, TroyMary Ellen Shevalier, HendersonJohn Shorter, Valley StreamFrank Vufraro, GreenwichLeslie Wexler, BuffaloElana Wills, Queens Village

Edward S. MarschilokJohn MaryanopolisPatricia Webster

II I

This revised edition of the Learning Standards for The Arts incorporates changes to the content standardsand the performance indicators based on extensive review by the public. As educational practice improves, thesestandards will continually be revised.

New in this addition are samples of student work, along with teacher comments on the work. The examplesare intended to provide some ideas of tasks that support attainment of the performance standards. They are notmodels of excellence. Rather, they represent various levels of acceptable work. In the arts these levels have beendescribed as "distinguished," "proficient" and "competent." It is important to remember that the work samplesare just suggestions of ways the students can demonstrate progress toward achieving the standards.

The Standards for the Arts reflect the educational goals that are common to dance, music, theatre, and thevisual arts, while recognizing the distinctive aspects of each'discipline. Each art form has its own philosophies,methods, materials, history, and content; each is usually taught as a separate subject. Assessment techniquesshould accOunt for the similarities and differences among the arts and the varying capabilities and education ofstudents acrois the four disciplities'.

The Arts Standards provide school districts the direction and basic structure for the development of local cur-.

ricula that link instruction and assessment to the content standards. Taken together, the content standards,performance indicators and the performance standards embodied in actual student work define the learningstandards for students in the Arts (dance, music, theatre and visual arts).

The State Education Department will continue to collect and publish samples of student work. As teachersbecome familiar with the standards and students become more proficient in meeting them, the level of the per-

4mance standards and content standards will continue to rise.

The Board of Regents recognizes the diversity of students in New York State, including students with disabil-ities, students with limited English proficiency, gifted students, and educationally disadvantaged students, andhas made a strong commitment to integrating the education of all students into the total school program. Thestandards apply to all students regardless of their experiential background, capabilities, developmental andlearning differences, interests, or ambitions. A classroom typically includes students with a wide range of abili-ties who may pursue multiple pathways to learn effectively, participate meaningfully, and work towards attain-ing the curricular standards. Students with diverse learning needs may need accommodations or adaptations ofinstructional strategies and materials to enhance their learning and/or adjust for their learning capabilities.

Learning Standards for The ArtsExpectations for Achievement

All students should participate at an appropriate level and should demonstrate competent, proficient, ordistinguished levels of achievement in the following areas by the completion of their secondary schooling:

Elementary level achievement in the content standards for each of the four disciplines of dance, music,theatre, and visual arts;

Intermediate level achievement in the content standards for two of the four disciplines of dance, music,theatre, and visual arts;

Commencement level achievement in the content standards for one of the four disciplines of dance,-music, theatre, and visual arts.

II

A aa a a

a

Standard 1: Creating, Performing and Participating in the ArtsStudents will actively engage in the processes that constitute creation and performance in the arts(dance, music, theatre, and visual arts) and participate in various roles in the arts.

Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available forparticipation in the arts in various roles.

Standard 3: Responding to and Analyzing Works of ArtStudents will respond critically to a variety of works in the arts, connecting the individual work toother works and to other aspects of human endeavor and thought.

Standard 4: Understanding the Cultural Dimensions and Contributions of the ArtsStudents will develop an understanding of the personal and cultural forces that shape artisticcommunication and how the arts in turn shape the diverse cultures of past and present society

1

0. a A Ilk

Dance Music

1. Students will perform set dance forms in formal andinformal contexts and will improvise, create, andperform dances based on their own movement ideas.They will demonstrate an understanding ofchoreographic principles, processes, and structuresand of the roles of various participants in danceproductions.

Students:identify and demonstrate movement elements and skills(such as bend, twist, slide, skip, hop) (a)demonstrate ways of moving in relation to people,objects, and environments in set dance forms (b)create and perform simple dances based on their ownmovement ideas (c).

This is evident, for example, when students:demonstrate the movements of various animals, a cat, a dog, anelephant, a monkey, etc.pretend that they are flowers or plants caught in a wind, mov-ing in groups of two or three to suggest the movementinvent a dance based on a children's game, such as, Farmer inthe Dell, London Bridge, etc.

Key ideas are identified by numbers (1).Performance indicators are identified by bullets (0).

Sample tasks are identified by triangles (A).

2

1. Students will compose original music and performmusic written by others. They will understand and usethe basic elements of music in their performances andcompositions. Students will engage in individual andgroup musical and music-related tasks, and willdescribe the various roles and means of creating,performing, recording, and producing music.

Students:create short pieces consisting of sounds from a variety oftraditional (e.g., tambourine, recorder, piano, voice),electronic (e.g., keyboard), and nontraditional soundsources (e.g., water-filled glasses) (a)sing songs and play instruments, maintaining tonequality, pitch, rhythm, tempo, and dynamics; perform themusic expressively; and sing or play simple repeatedpatterns (ostinatos) with familiar songs, rounds, partnersongs, and harmonizing parts (b)read simple standard notation in performance, andfollow vocal or keyboard scores in listening (c)in performing ensembles, read very easy/easy music(New York State School Music Association [NYSSMA]level I-II)' and respond appropriately to the gestures ofthe conductor (d)identify and use, in individual and group experience .some of the roles, processes, and actions used inperforming and composing music of their own andothers (e).

This is evident, for example, when students:

improvise a short composition using the black keys on the pianosing familiar rounds and folk songs in a group with good tone,tempo, intonation and rhythmstrum on an autoharp a two or three chord progression alone orwith others to accompany student singingread and perform standard rhythmic notation on rhythm sticksor other classroom instrumentsplay a simple pattern on a mallet instrument to accompany afamiliar song such as Frere Jacquesperform a simple piece of music with others in a band, chorus ororchestraconduct other students in performing simple musical pieces.

' The New York State School Music Association (NYSSMA) hasdeveloped a standards-based instructional model that can be used toassess student achievement. In the publication entitled NYSSMAManual, the Music Association provides rules, regulations, anded listings of musical literature as a basis for assessing musicformance by individuals, small groups, or large organizations.emphasis of the model is on "quality of performance." (NYSSMA 1994,p. XXVII)

1. Students will create and perform theatre pieces aswell as improvisational drama. They will understandand use the basic elements of theatre in theircharacterizations, improvisations, and play writing.Students will engage in individual and group theatricaland theatre-related tasks, and will describe the variousroles and means of creating, performing, andproducing theatre.

Students:use creative drama to communicate ideas and feelings (a)imitate experiences through pantomime, play making,dramatic play, story dramatization, story telling, and roleplaying (b)use language, voice, gesture, movement, and observationto express their experiences and communicate ideas andfeelings (c)use basic props, simple set pieces, and costume piecesto establish place, time, and character for theparticipants (d)identify and use in individual and group experiencessome of the roles, processes, and actions for performingand creating theatre pieces and improvisationaldrama (e).

is evident, for example, when students:use a belonging from home as practice in handling simple propsand as an experience in evoking feelings in an audiencepantomime the action of a narrated storyobserve the habits of familiar animals and use voice, gesture,body movement to portray the animals to classmatesact out a scene from a well-known fairy tale using basic props,simple set pieces and costume piecesuse puppets to dramatize an event: create the dialogue, voicesand movement of the puppets to convey the story working insmall groups.

6STANDARD 1

1. Students will make works of art that exploredifferent kinds of subject matter, topics, themes, andmetaphors. Students will understand and use sensoryelements, organizational principles, and expressiveimages to communicate their own ideas in works ofart. Students will use a variety of art materials,processes, mediums and techniques, and useappropriate technologies for creating and exhibitingvisual art works.

Student=experiment and create art works, in a variety of mediums(drawing, painting, sculpture, ceramics, printmaking,video, and computer graphics), based on a range ofindividual and collective experiences (a)develop their own ideas and images through theexploration and creation of art works based on themes,symbols, and events (b)understand and use the elements and principles of art(line, color, texture, shape) in order to communicate theirideas (c)reveal through their own art work understanding of howart mediums and techniques influence their creativedecisions (d)identify and use, in individual and group experiences,some of the roles and means for designing, producing,and exhibiting art works (e).

This is evident, for example, when students:paint a picture in tempera or watercolor in which they depict anexperience that they recallmake a ceramic vessel which they decorate with symbolsmake a drawing in which they depict three-dimensional spaceby using overlapping, placement on the picture plane andobjects diminishing in sizeselect a medium for a work of art based on their experience withthe medium and their desire that it should look a certain waywork with others to plan and produce a group art work, such asa mural, an illustrated book, a stage designdraw objects from observation and use their imagination to turnthose drawings into objects or creaturesuse the primary colors of pigment (cyan, magenta, yellow) topaint a picture from nature.

1 0

3

IOP

a

A


Students:know and demonstrate a range of movement elements and skills(such as balance, alignment, elevation, and landing) and basicdance steps, positions, and patterns (a)dance a range of forms from free improvisation tostructured choreography (b)create or improvise dance phrases, studies, and dances,alone and/or in collaboration with others, in a variety ofcontexts (a)demonstrate the ability to take various roles in groupproductions and performances (d).


invent a dance built on at least three different dance steps thatcreates a pattern and that moves throughout a given spaceselect a word or phrase at random from a pile of cards andimprovise a movement to express the idea of the wordor phrase;others in the class interpret what the dancer is expressingtake on one of the roles in a class dance production, i.e.,choreographer, lighting, costuming, etc.

4

Key ideas are identified by numbers (1).Performance indicators are identified by bullets (*).


Mk

1. Students will compose original music and performmusic written by others. They will understand and usethe basic elements of music in their performances andcompositions. Students will engage in individual andgroup musical and music-related tasks and willdescribe the various roles and means of creating,performing, recording, and producing music.

Students:compose simple pieces that reflect a knowledge ofmelodic, rhythmic, harmonic, timbrel, and dynamicelements (a)sing and/or play, alone and in combination with othervoice or instrument parts, a varied repertoire of folk, art,and contemporary songs, from notation, with a good tone,pitch, duration, and loudness (b)improvise short musical compositions that exhibitcohesiveness and musical expression (c)in performing ensembles, read moderately easy/moderately difficult music (NYSSMA level III-1V) andrespond appropriately to the gestures of the conductor (d)identify and use, in individual and group experiences,some of the roles, processes, and actions for performingand composing music of their own and others, and dis-cuss ways to improve them.


A compose a melody that reflects the mood of a four line poem andexhibits knowledge of the basic elements of music (e.g., rhythmand melody)sing with classmates a number of songs including folk, art andcontemporaryimprovise on a violin a four measure phrase that is cohesive andexpressiveperform moderately easy music (NYSSMA level 2 or 3) on aninstrument in a bandconduct peers through a choral warm-up piece.

11

1. Students will create and perform theatre pieces aswell as improvisational drama. They will understandand use the basic elements of theatre in theircharacterizations, improvisations and play writing.Students will engage in individual and group theatricaland theatre-related tasks, and will describe the variousroles and means of creating, performing, andproducing theatre.

Students:use improvisation and guided play writing tocommunicate ideas and feelings (a)imitate various experiences through pantomime, playmaking, dramatic play, story dramatization, storytelling,role playing, improvisation and guided play writing (b)use language, voice, gesture, movement and observationto create character and interact with others inimprovisation, rehearsal, and performance (c)sreate props, scenery, and costumes through individualand group effort (d)identify and use, in individual and group experiences,some of the roles, processes, and actions for performingand creating theatre pieces and improvisational dramawithin the school/community, and discuss ways toimprove them (e).

4110This is evident, for example, when students:

develop a point of view on an issue then use improvisation toconvey that point of view to an audiencerecall or observe a simple action or moment, such as shoppingfor a pair of shoes, cooking from a recipe, typing a letter, andimitate the experience through pantomimecreate and act out character charades by using a prop (e.g.,hats) so specific to the character that they indicate what/whothe character is (age, gender, occupation)select an appropriate scene to perform for a younger class:devise the props, costumes and set pieces and rehearse andperform the piecesuggest the role conflict plays in drama; write scenes with andwithout a conflict; discuss the differences.

411iTANDARD 1

MST COPY AVLML E

1. Students will make works of art that exploredifferent kinds of subject matter, topics, themes, andmetaphors. Students will understand and use sensoryelements, organizational principles, and expressiveimages to communicate their own ideas in works ofart. Students will use a variety of art materials,processes, mediums, and techniques, and useappropriate technologies for creating and exhibitingvisual art works.

Students:produce a collection of art works, in a variety ofmediums, based on a range of individual and collectiveexperiences (a)know and use a variety of sources for developing andconveying ideas, images, themes, symbols, and events intheir creation of art (b)use the elements and principles of art to communicatespecific meanings to others in their art work (0during the creative process, reflect on the effectivenessof selected mediums or techniques to convey intendedmeanings (d)identify and use, in individual and group experiences,some of the roles and means for designing, producing,and exhibiting art works and discuss ways to improvethem (e).

This is evident, for example, when students:A research various architectural elements and design a building

based on their research and on their plan for its usedevelop an image that is appropriate for a lino cut, transfer it tothe linoleum and print it using more than one colordevelop a painting from their drawing of a still-life focusing oncomposition and color valueresearch the style of a selected sculptor and design a work basedon that style but expressing the students ideas.

12

5

anMP

a

a A


Students:perform movements and dances that requiredemonstration of complex steps and patterns as well asan understanding of contextual meanings (a)create dance studies and full choreographies based onidentified and selected dance movement vocabulary (b)apply a variety of choreographic processes andstructures as appropriate to plan a duet or ensembleperformance (c).

This is evident, for example, when students:perform a dance which is student choreographed using anexcerpt from a selected contemporary piece of musicdevelop the choreography for a duet and plan the rehearsalprogram to achieve the danceview a dance company's practice sessions, observe how thedancers develop and integrate their movements and expressionsfor their own piece and in concert with the other dancers, andthen analyze and describe the processwork as part of a group to research a particular style of dance,develop and create choreography based on that research, andthen perform the piece as an ensemble.

6

Key ideas are identified by numbers (1).Performance indicators are identified by bullets ().


a

1. Students will compose original music and performmusic written by others. They will understand and usethe basic elements of music in their performances andcompositions. Students will engage in individual andgroup musical and music-related tasks, and willdescribe the various roles and means of creating,performing, recording, and producing music.

Students:compose simple pieces fOr at least two mediums, includingcomputers (1191B:11) and other electronic instruments.(Pieces may combine music with other art forms such asdance, theatre, visual arts, or film/video.) (a)sing and/or play recreational instruments accurately,expressively, and with good tone quality, pitch, duration,loudness, technique, and (singing) diction (b)use common symbols (notation) to perform music onrecreational instruments (c)identify and describe the roles, processes, and actionsneeded to produce professional concerts and musicaltheatre productions (d)explain the commercial-music roles of producer,recordist, public relations director, recording companyexecutive, contractor, musicians, union officials,performers, etc. (e)


compose a 32 bar musical piece with a simple melody andappropriate harmony on an electronic keyboard or pianoplay a guitar with acceptable tone quality, good technique andcorrect rhythm to accompany a song

A play on a dulcimer an eight measure melody based on a familiarfolk songparticipate in a concert production as a performer,composer/arranger, program annotator, music librarian, stagehand, etc.write a short narrative after interviewing a local commercialmusic person about their career activities.

13

I. Students will create and perform theatre pieces aswell as improvisational drama. They will understandand use the basic elements of theatre in theircharacterizations, improvisations, and play writing.Students will engage in individual and group theatricaland theatre-related tasks, and will describe the variousroles and means of creating, performing, andproducing theatre.

Students:write monologues and scenes to communicate ideas andfeelings (a)enact experiences through pantomime, improvisation,play writing, and script analysis (b)use language, techniques of sound production(articulation, enunciation, diction, and phrasing),techniques of body, movement, posture, stance, gesture,and facial expression and analysis of script to personifycharacter(s); interact with others in improvisation,rehearsal, and performance; and communicate ideas andfeelings (c)design and build props, sets, and costumes tocommunicate the intent of the production (d).make acting, directing, and design choices that supportand enhance the intent of the class, school, and /orommunity productions (e).

This is evident, for example, when students:write and perform an original monologue which expresses astruggle over a decision of whether to engage in a particularactivity with peersselect an example of visual art (paintings, reproductions,photographs, postcards); study the visual art for setting, mood,and characterization; and improvise a scene ending in a tableauperform a reader's theatre piece concentrating on voice andgestures to convey nuances of character, mood and meaningcreate a floor plan of a set design for a play

A assume various roles of theatrical personnel, both onstage andbackstage, to assure the success of a school production.

BEST

leSTANDARD 1

1. Students will make works of art that exploredifferent kinds of subject matter, topics, themes, andmetaphors. Students will understand and use sensoryelements, organizational principles, and expressiveimages to communicate their own ideas in works ofart. Students will use a variety of art materials,processes, mediums, and techniques, and useappropriate technologies for creating and exhibitingvisual art works.

Students:create a collection of art work, in a variety of mediums,based on instructional assignments and individual andcollective experiences to explore perceptions, ideas, andviewpoints (a)create art works in which they use and evaluate differentkinds of mediums, subjects, themes, symbols, metaphors,and images (b)demonstrate an increasing level of competence in using theelements and principles of art to create art works forpublic exhibition (c)reflect on their developing work to determine theeffectiveness of selected mediums and techniques forconveying meaning and adjust their decisionsaccordingly (d).

This is evident, for example, when students:do a series of drawings of posed figures and then incorporate oneor more of those figures into a painting to express a specificthemeuse one medium or technique in more than two works toindicate their skill with that medium or techniquedevelop an idea for a work of art, research the various ways inwhich that idea has been expressed by other artists and at othertimes, select the appropriate medium or technique for thatwork and complete the workproduce a computer generated design in which they uae theirunderstanding of composition, color, line, space.

1 47

Standard 1 Creating, Performing, anParticipating in the Arts .ommclic.cm)t,nt-Nlajor Smuonce


In addition to the General Education performance indicators,studentm

use a variety of sources to find dance ideas (a)select dance structures for use in choreographicprojects (b)perform dances requiring use of more sophisticatedperformance elements such as dynamics, phrasing,musicality, expression (c)use a variety of choreographic approaches with anynumber of dancers, props, and performance spaces (d)demonstrate ability to work effectively as dancer,choreographer, director, costumer, lighting designer,manager (e).

This is evident, for example, when students:select dance structures based on traditional forms andchoreograph them into a dance, selecting the music

A create a dance appropriate for elementary school children andinstruct the children in bodily movements and dance vocabularyprepare and perform a dance recital which shows a high level ofexpression, dynamics, musicality and phrasingcreate and develop audition pieces that demonstrate knowledgeof high level choreographic principlesarrange, prepare and audition for dance companies,participating in the process with poise and professionalisminterpret an existing piece of choreography through reflection(e.g., journal writing) and a uniquely personal approach toperformance.

Key ideas are identified by numbers (1).Performance indiciitors are identified by bullets ().

Sample tasks itie:identifled by triangles (A).

8

1. Students will compose original music and performmusic written by others. They will understand and lalsthe basic elements of music in their performanceo andcompositions. Students will engage in individual andgroup musical and music-related tasks and willdescribe the various roles and means Of creating,performing, recording, and producing music.

In addition to the General Education performance indicatorsstudents:

compose a collection of works for wind, string, percussion,vocal, keyboard, or electronic media that demonstrates anunderstanding and application of the musical elements am]music-related technology (a)monitor and adjust their performance and compositionaltechniques, identifying strengths and areas forimprovements (b)improvise and arrange extended musical compositionsthat exhibit cohesiveness and musical expression (c)in choral and instrumental ensembles, read difficult/ver)difficult music (NYSSMA level V or VI); exhibitindependent control over tone quality, intonation,rhythm, dynamics, balance, blend, expression, andarticulation; and respond appropriately to the gesturesof the conductor (d)adopt at least two of the roles they identify as needle(composer, arranger, copyist, conductor, performer,announcer, instrument maker or provider, programannotator, recordist) to produce the performance of amusical composition in the classroom (e)in performing groups, produce musical performances bypeer-led small ensembles and sections of largerensembles (f).

This is evident, for example, when students:compose a one movement work for his /her own instrument orvoice that demonstrates knowledge of the elements of music andcompositional techniquesdescribe the strengths and weaknesses of their performance inmusic journalshow improvement over time by recording multipleperformances of a musical composition on an audiotapeimprovise and/or arrange a popular song for the school jazzband or show choirplay his/her instrument exhibiting control of tone quality,technique, etc., when playing alone or in a performingorganizationperform a solo or duet at a NYSSMA evaluation festivalwrite about the composer of a standard piece of music whilehe/she is learning to perform the workwork with peers to produce a recital for friends and parentsthrough a peer group rehearsal improve a section of a largegroup musical performance.

1. Students will create and perform theatre pieces aswell as bnprovisational drama. They will understandand use the basic elements of theatre in theircharacterizations, improvisations and play writing.Students will engage in individual and group theatricaland theatre-related tasks, and will describe the variousroles and means of creating, performing, andproducing theatre.

In addition to the General Education performance indicators,student=

write plays to communicate their ideas and feelings (a)collaborate in the development of original works whichreflect life experiences (b)use vocal, movement, and body techniques to createcomplex characters in monologues, oral interpretation,and scene study (c)create props, scenery, and costumes for different styles ofplays (d)carry out acting, directing, and design choices whichsupport and enhance the intent of a production (e).


write a play to submit for a student playwrighting competitionI(e.g., Very Special Arts) following competition guidelines

se improvisation to discover issues of concern for teenagers anddevelop original pieces into script formatuse oral interpretation to convey the nuances of character andfeeling in a student selected narrative poemselect an absurdist piece (e.g., a Pinter or Albee play) to producewhich highlights sophisticated levels of theatrical understandingparticipate in an internship in theatre technology or businessmanagement with a local college, community or professionaltheatre production.

1. Students will make works of art that exploredifferent kinds of subject matter, topics, themes, andmetaphors. Students will understand and use sensoryelements, organizational principles, and expressiveimages to communicate their own ideas in works ofart. Students will use a variety of art materials,processes, mediums and techniques, and useappropriate technologies for creating and exhibitingvisual art works.

In addition to the General Education performance indicators,student=

produce comprehensive and well organizedcoinmencement portfolios of their work (a)reveal through their work a broad investigation of avariety of individual ideas and at least one themeexplored imaginatively and in depth (b)give evidence that they have developed an emergingpersonal style (c)use selected mediums and techniques and select the mostappropriate mediums and techniques to communicatetheir ideas (d).

This is evident, for example, when students:A produce a portfolio with at least ten completed works, together

with sketches, notes and research that were used in thedevelopment of those worksinclude in their portfolios drawings which show their ability todraw from observation and from their imaginationinclude in their portfolios one example of a work which wasstudent generated, researched and developeduse electronic imaging (film, computers, video,cd/rom, etc.) tocreate individual images.

169

2. Students will know how to access dance and dance-related material from libraries, resource centers,museums, studios, and performance spaces. Studentswill know various career possibilities in dance andrecreational opportunities to dance. Students willattend dance events and participate as appropriatewithin each setting.

Students:demonstrate knowledge of dance resources in video,photography, print, and live performance (a)understand the concept of live performance andappropriate conduct (b)demonstrate a knowledge of dance-related careers (e.g.,dancer, choreographer, composer, lighting designer,historian, teacher) (c).


discuss the differences between watching a dance performanceon video and watching a live performancetalk to a visiting artist (dancer, choreographer, composer,lighting director) about what he/she does.



10

el

2. Students will use traditional instruments, electronicinstruments, and a variety of nontraditional soundsources to create and perform music. They will usevarious resources to expand their knowledge oflistening experiences, performance opportunities,andfor information about music. Students will identifyopportunities to contribute to their communities'music institutions, including those embedded in otherinstitutions (church choirs, industrial musicensembles, etc.). Students will know the vocations andavocations available to them in music.

Students:use classroom and nontraditional instruments inperforming and creating music (a)construct instruments out of material not commonlyused for musical instruments (b)use current technology to manipulate sound (c)identify the various settings in which they hear musicand the various resources that are used to produce musicduring a typical week; explain why the particular type ofmusic was used (d)demonstrate appropriate audience behavior, includingattentive listening, in a variety of musical settings in andout of school (e)discuss ways that music is used by various members 10the community (f).

This is evident, for example, when students:use common items (e.g., keys, classroom blinds, measuringsticks) as ''found sounds" to improvise a group compositionmake a shaker from a paper tube to accompany a NativeAmerican dance or Latino songchange pitch or timbre of a sound on the synthesizerkeep a log of locations where they hear music in the communityor homeexhibit appropriate behavior when listening to music in theschool's auditoriumdescribe in class the ways music is used at home and in theircommunity.

17

Students will be knowledgeable about and make use of the materials and resourcesavailable for participation in the arts in various roles.

2. Students will know the basic tools, media, andtechniques involved in theatrical production. Studentswill locate and use school, community, andprofessional resources for theatre experiences.Students will understand the job opportunitiesavailable in all aspects of theatre.

Students:visit theaters, theatre-related facilities, and/or touringcompanies to observe aspects of theatrical production (a)use the library/media center of their school orcommunity to find story dramatization material or othertheatre-related materials and to view videotapes ofperformances (b)attend theatrical performances in their school anddemonstrate appropriate audience behavior (c)speak with theatre-professionals about how they preparefor and perform their jobs (d).

This is evident, for example, when students:visit the high school to observe the rehearsal of a play andparticipate in a question and answer session with theproduction staffsearch the school library for a story suitable to develop into aplaydiscuss and adhere to guidelines for proper behavior whenattending a theatrical production, behavior which enhancesenjoyment and supports the efforts of the performersprepare interview questions to use in a discussion with a theatreprofessional.

iiTANDARD 2

2. Students will know and use a variety of visual artsmaterials, techniques, and processes. Students *illknow about resources and opportunities forparticipation in visual arts in the community(exhibitions, libraries, museums, galleries) and useappropriate materials (art reproductions, slides, printmaterials, electronic media). Students will be aware ofvocational options available in the visual arts.

Students:understand the characteristics of various mediums(two-dimensional, three-dimensional, electronic images)in order to select those that are appropriate for theirpurposes and intent (a)develop skills with electronic media as a means ofexpressing visual ideas (b)know about some cultural institutions (museums andgalleries) and community bpportunities (art festivals) forlooking at original art and talking to visiting artists, toincrease their understanding of art (c)give examples of adults who make their livings in thearts professions (d).

This is evident, for example, when students:A use a draw/paint computer program to create graphic images

visit a museum and write a short report of what they sawengage a visiting artist in talk about what that artist does, howhe/she does it and why.

18 11

S

a


Students:demonstrate knowledge of sources for understandingdance technologies: live, print, video, computer, etc. (a)demonstrate knowledge of how human structure andfunction affect movement in parts of dances and dancesthat they know or have choreographed (b)demonstrate knowledge of audience/performerresponsibilities and relationships in dance (c)demonstrate knowledge of differences in performancevenue and the events presented in each (d).

This is evident, for example, when students:plan an appropriate venue for a dance they have developeduse the computer or video to examine dance routines.



12

2. Students will use traditional instruments, electronicinstruments, and a variety of nontraditional soundsources to create and perform music. They will usevarious resources to expand their knowledge oflistening experiences, performance opportunities,and/or information about music. Students will identifyopportunities to contribute to their communities'music institutions, including those embedded in otherinstitutions (church choirs, industrial musicensembles, etc.). Students will know the vocations andavocations available to them in music.

Students:use traditional or nontraditional sound sources,including electronic ones, in composing and performingsimple pieces (a)use school and community resources to developinformation on music and musicians (b)use current technology to create, produce andrecord/playback music (c)identify a community-based musical interest or role andexplain the skills, knowledge, and resources necessary topursue the interest or adopt the role (d)demonstrate appropriate listening and otherparticipatory responses to music of a variety of geand cultures (e)investigate some career options related to their musiinterests (f).

This is evident, for example, when students:use their voices, traditional instruments, or "found sounds tocreate a sound composition which is appropriate for a holiday(e.g., Halloween)collect and catalogue the concerts scheduled in their communityfor an upcoming monthprepare a solo for performance, use library materials at schoolor in the community to write a short paper on the composer of asolo work they are preparinguse a stereo cassette recorder and microphones to record agroup composition of their peers and play it back in classdescribe, in their log, a variety of community musical opportuni-ties in which students may participatediscover and report to the instrumental class lesson what skillsare necessary to participate in the regional youth orchestraexhibit proper audience behavior when attending a concertgiven by professional musiciansdetermine and record in the log what education and training areneeded to become one of the followinga composer, arranger,professional musician, or other occupation associated withmusic.

19

Students will be knowledgeable about and make use of the materials and resourcesavailable for participation in the arts in various roles.


Students:visit theatre technology facilities, including the local highschool facility, and interact with professionals andtheatre students to learn about theatre technology (e.g.,lighting, staging, sound, etc.) (a)use the school or community library/media centers andother resources to develop information on varioustheatre-related topics (b)know about local theatrical institutions, attendperformances in school and in the community, anddemonstrate appropriate audience behavior (c)discuss vocations/avocations with theatre professionalsand identify the skills and preparation necessary fortheatre vocations/avocations (d).

This is evident, for example, when students:110 visit the high school to discover how a lighting system works by

participating in hands-on workshop experience with a lightingtechnicianresearch various theatre history time periods in the library andon the computer internet to compile a class booklet on theatrehigtoryprepare a bulletin board with information about local school,college and community theatres including production schedulesand student reviews of productionsinterview various theatre technology artists and report to theclass on the preparation necessary to be trained for thesecareers.

2. Students will know and use a variety of visual artsmaterials, techniques, and processes. Students willknow about resources and opportunities forparticipation in visual arts in the community(exhibitions, libraries, museums, galleries) and useappropriate materials (art reproductions, slides, printmaterials, electronic media). Students will be aware ofvocational options available in the visual arts.

Students:develop skills with a variety of art materials andcompetence in at least one medium (a)use the computer and other electronic media asdesigning tools and to communicate visual ideas (b)take advantage of community opportunities and culturalinstitutions to learn from professional artists, look atoriginal art, and increase their understanding of art (c)understand the variety of careers related to the visualarts and the skills necessary to pursue some of them (d).

This is evident, for example, when students:mix paint in a range of shades and tints and apply the paint totheir work with skilluse the computer to develop an idea for a project with sculpturevisit a museum and look at an original work of art and discussthe differences between the original and the reproductionuse the internet to explore images of public art.

13

a

Dance usic

2. Students will know how to access dance and dance-related material from libraries, resource centersmuseums, studios, and performance spaces. Studentswill know various career possibilities in dance andrecreational opportunities to dance. Students willattend dance events and participate as appropriatewithin each setting.

Students:use dance technologies without significant supervision (a)are familiar with techniques of research about dance (b)know about regional performance venues which presentdance and how to purchase tickets and accessinformation about events (c)know about educational requirements of dance-relatedcareers (d)identify major muscles and bones and how they functionin dance movement (e).

This is evident, for example, when students:A select the appropriate dance technologies for a given

performanceknow about the role that muscles play in dance and practicecorrect stretching exeicisesattend a regional dance performance and report to the classabout it

A compile an ongoing calendar of community dance events andshare this information with other students and the broadercommunity through the broadcast media, publications, oron-lineattend a variety of dance performances and keep a journal/file ofthe obvious differences and similaritiesgather information, through research and interviews, aboutdance-related careers and professional training, and establish afile for use and contributions by other studentsresearch and compare and contrast the movement and functionsof muscles and bones in dance and other physical activities,such as tennis, swimming, etc.



14

2. Students will use traditional instruments; electronicinstruments, and a variety of nontraditional soundsources to create and perform music. They will usevarious resources to expand their knowledge oflistening experiences, performance opportunities,and/or information about music. Students will identifyopportunities to contribute to their communities'music institutions, including those embedded in otherinstitutions (church choirs, industrial music ensem-bles, etc.). Students will know the vocations andavocations available to them in music.

Students:use traditional, electronic, and nontraditional media forcomposing, arranging, and performing music (a)describe and compare ihe various services provided bycommunity organizations that promote musicperformance and listening (b)use print and electronic media, including recordings, inschool and community libraries to gather and reportinformation on music and musicians (0)identify and discuss the contributions of local experts invarious aspects of music performance, production, andscholarship (d)participate as a discriminating member of an audienc .when listening to performances from a variety of geforma, and styles (e)understand a broad range of career opportunities in thefield of music, including those involved with funding,producing, and marketing musical events (f).

This is evident, for example, when students:use an electronic keyboard and computer to compose and printout a sixteen measure compositionreport to the class on a major musical organization in thecommunity and its schedule of performances for the school yearpresent a detailed oral report to the class based on informationgathered at the local library on a musician and his life whichincludes recordings of some of the composer's compositionsgather information about stereo systems from a local electronicsdealerattend two different concerts and note similarities, differencesand personal reactions in their logresearch and write a report on a musical career.

21

tudents will be knowledgeable about and make use of the materials and resourcesvailable for Participation in the arts in various roles.


Students:use theatre technology skills and facilities in creating atheatrical experience (a)use school and community resources, includinglibrary/media centers, museums and theatreprofessionals, as part of the artistic process leading toproduction (b)visit local theatrical institutions and attend theatricalperformances in their school and community as anindividual and part of a group (c)understand a broad range of vocations/avocations inperforming, producing, and promoting theatre (d).

This is evident, for example, when students:read and follow a lighting plot for a production, handling andfocusing lighting instruments properlyread a script for a production, then complete pictorial researchn the costuming and accessories of the time period before

- designing costumeswrite a short review of a local community performance forpublication in the school newspapercreate a publicity campaign for the high school production.

T COPY MAKABLE


Students:select and use mediums and processes that communicateintended meaning in their art works, and exhibitcompetence in at least two mediums (a)use the computer and electronic media to express theirvisual ideas and demonstrate a variety of approaches toartistic creation (b)interact with professional artists and participate inschool- and community-sponsored programs by artorganizations and cultural institutions (c)understand a broad range of vocations/avocations in thefield of visual arts, including those involved withcreating, performing, exhibiting, and promoting art (d).

This is evident, for example, when students:select a process or medium for their intended work of art anddescribe their reasons for that selectioninterview a professional artist about what that artist does,his/her preparation, the organization of his/her businessproduce a mixed media work of art which uses the computerimage, the camera, the copy machine and other electronicmedia.

2 2 15

excww1MP


In addition to the General Education performance indicators,students:

use technologies to research, create, perform, orcommunicate about dance (a)understand the roles of dancers, audience, and creators ina variety of dance forms and contexts (b)participate in, or observe, dance events outside ofschool (c)know about educational requirements of dance-relatedcareers and how to prepare for possible entrance intothose fields (d)know about good nutrition, injury prevention, and howto care for the body (e).

This is evident, for example, when students:use the Internet or other means to research dance forms of the1920'sintern with a local dance companyresearch at least three institutions which have dance programsin order to know the entrance requirements for eachpractice good nutrition and injury prevention techniques

A work alone or with a group of students to research currentdance innovations through library and on-line resources andcompile a bibliography of sources for class use, includingrelevant listservs, Home Pages, etc.alone or with a group, research the development of one style ofdance by using a variety of sources, including archival filesinterview professionals in the dance industry to learn abouteducational, physiological, and logistical career requirementsand document the interviews.



16

2. Students will use traditional instruments, electronicinstruments, and a variety of nontraditional soundsources to create and perform music. They will usevarious resources to expand their knowledge oflistening experiences, performance opportunities,and/or information about music. Students will identifyopportunities to contribute to their communities'music institutions, including those embedded in otherinstitutions (church choirs, industrial musicensembles, etc.). Students will know the vocations andavocations available to them in music.


develop a classified and annotated directory of nearbymusic-related establishments such as instrument andmusic retailers, instrument makers and repair persons,recording studios, union representatives, etc. (a)identify ways that they have contributed to the supportof the musical groups of which they are members (b)explain opportunities available to them for furthermusical growth and professional development in highereducation and community institutions (c).

This is evident, for example, when students:collect data on the music services available in the communisuch as recording studios, repair shops, retailers andinstrument makersvolunteer to serve as music librarian ( or other necessarypositions such as secretary) for a performing group in whichthey participatevia the Internet or a computer data base, generate a list ofcolleges that offer a particular program in a musical field (e.g.,performance, instrument repair, electronics, arta production).

23

0



identify current technologies, published scriptedmaterial, and print and electronic resources available fortheatrical productions (a)identify college and/or community opportunities intheatre after graduation and the requirements forapplication or participation (b)cooperate in an ensemble as performers, designers,technicians, and managers to create a theatricalproduction (c)design an individualized study program (i.e., internship,mentorship, research project) in a chosen theatre, film,or video vocation/avocation and share the informationWith the class (d).

This is evident, for example, when students:investigate and select a computer program for use in designingfloor plans and elevation drawings for a set designattend local college and university drama days designed toprovide workshop experiences for high school studentsinterested in pursuing theatre as a career and write a schoolnewsletter article about the experienceform a production team for a play (producer, director, stagemanager, technical director and house manager) to plan thenecessary schedules and carry out the artistic concept of thedirectorparticipate in a mentorship program with a theatre professionaland report to the class about the experience.

6TANDARD 2



develop Commencement Portfolios that showproficiency in one or more mediums and skill in usingand manipulating the computer and other electronicmedia (a)prepare a portfolio that meets the admissionrequirements of selected institutions (b)understand the preparation required for particular artprofessions and acquire some skills of those professionsthrough internships with local galleries, museums,advertising agencies, architectural firms, and otherinstitutions (c).

This is evident, for example, when students:include in their portfolios works of art which show proficiencywith two mediumsinvestigate the admission requirements of two or three collegesor universitiesinvestigate the preparation necessary for entrance into one ofthe arts professions

A exhibit their works in a one-person show and write the accompa-nying descriptive material.

2 4 17

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3. Students will express through written and orallanguage their understanding, interpretation, andevaluation of dances they see, do, and read about.Students will acquire the critical vocabulary to talkand write about a variety of dance forms.

Students:demonstrate knowledge of words and symbols (kinetic,visual, tactile, aural and olfactory) that describemovement (a)express to others their understanding of specific danceperformances, using appropriate language to describewhat they have seen and heard (b).


A describe the patterns that they see in a video of a dance, suchas, The March of The Wooden Soldiersdescribe the bodily movement that they see in a dance and thenimitate it.



18

3. Students will demonstrate the capacity to listen toand comment on music. They will relate their criticalassertions about music to its aesthetic, structural,acoustic, and psychological qualities. Students will useconcepts based on the structure of music's content andcontext to relate music to other broad areas ofknowledge. They will use concepts from otherdisciplines to enhance their understanding of music.

Students:through listening, identify the strengths and weaknessesof specific musical works and performances, includingtheir own and others' (a)describe the music in terms related to basic elementssuch as melody, rhythm, harmony, dynamics, timbre,form, style, etc. (b)discuss the basic means by which the voice andinstruments can alter pitch, loudness, duration, andtimbre (c)describe the music's context in terms related to its socialand psychological functions and settings (e.g., roles ofparticipants, effects of music, uses of music with otherevents or objects, etc.) (d)describe their understandings of particular pieces ofmusic and how they relate to their surroundings (e).

This is evident, for example, when students:A listen to another student's musical composition and identify

elements (such as rhythm, harmony, melody) that they likedand dislikeddescribe, using correct terminology, the elements of music (suchas timbre, dynamics, form) heard in a musical recordingorally identify the meter of a song sung by their classmatesdemonstrate with a rubber band how to raise and lower pitchwrite a few sentences on a social function attended (such as awedding, bar mitzvah, etc.) and how music was used to enhancethe functiontell how music can set a mood in a particular setting (e.g.,"happy" in an amusement park).

2 5

S. Students will reflect on, interpret, and evaluateplays and theatrical performances, both live andrecorded, using the language of dramatic criticism.Students will analyze the meaning and role of theatrein society. Students will identify ways in whichdramaftheatre connects to film and video, other arts,and other disciplines.

Students:discuss their understanding, interpretation, andevaluation of a theatrical performance, using basictheatre terminology (a)identify the use of other art forms in theatreproductions (b)explain the relationship of theatre to film and video (c).

This is evident, for etample, when students:view a scene or drainatic reading by their peers and describe thetheatrical elements such as setting, character, conflict, etc.discuss how music, dance and the visual arts are used toenhance musical theatre productionscompare how live theatre differs from filmed or tapedperformances.

ilISTANDARD 3

& Students will reflect on, interpret, and evaluateworks of art, using the language of art criticism.Students will analyze the visual characteristics of thenatural and built environment and explain the social,cultural, psychological, and environmental dimensionsof the visual arts. Students will compare the ways inwhich a variety of ideas, themes, and concepts areexpressed through the visual arts with the ways theyare expressed in other disciplines.

Students:explain their reflections about the meanings, purposes,and sources of works of art; &Scribe their responses tothe works and the reasons for those responses (a)explain the visual and other sensory qualities (surfaces,colors, textures, shape, sizes, volumes) found in a widevariety of art works (b)explain the themes that are found in works of visual artand how the art works are related to other forms of art(dance, music, theatre, etc.) (a)explain how ideas, themes, or concepts in the visual artsare expressed in other disciplines inathematice,science, literature, social studies, etc.) (d).

This is evident, for example, when students:describe what they see in a work of art and tell what they thinkthe work of art is aboutdescribe how lines might imply motion, color might conveyemotion and size might suggest distance in selected works of artahow how pattern can be found in a Mondrian painting and in afamiliar song.

2 6

19

zweAtexstis_w_we adlet_we

3. Students will express through written 'and orallanguage their understanding, inierpreta'tion, andevaluation of dances they see, do and reakd about.Students will acquire the criticaivocabulary to talkand write about a variety of dance forms.

Students:demonstrate knowledge of the technical language used indiscussing dance performances (a)demonstrate knowledge of choreographic principles andprocesses (b) .

express to others their understanding of specific danceperformances, including perceptions, descriptions,analyses, interpretations, and evaluations (c).

This is evident, for example, when students:write a short review of a high school dance performanceafter viewing a video of a dance they compare theirinterpretations with others in the group.



20

A 041.

3. Students will demonstrate the capacity to listen toand comment on 'music. They will relate their criticalassertions about music to its aesthetic, structural,acoustic, and psychological qualities. Students will useconcepts based on the structure of music's content andcontext to relate music to other broad areas ofknowledge. They will use concepts from otherdisciplines to enhance their understanding of music.

Students:through listening, analyze and evaluate their own andothers' performances, improvisations, and compositionsby identifying and comparing them with similar worksand events (a)use appropriate terms to reflect a working knowledge ofthe musical elements (b)demonstrate a basic awareness of the technical skillsmusicians must develop to produce an aestheticallyacceptable performance (c)use appropriate terms to reflect a working knowledge ofsocial-musical functions and uses (appropriate choices ofmusic for common ceremonies and other events) (d)use basic scientific concepts to explain howmusic-related sound is produced, transmitted throughair, and perceived (e)use terminology from music and other arts to analyzeand compare the structures of musical and other artistiand literary works (0-

This is evident, for example, when students:A listen to two musical compositions on the same thenie (e.g.,

celebrating a holiday) and point out similarities and differencescompare and contrast his/her performance of a solo with that ofa professional recording

A accurately describe the musical elements employed in anoriginal composition or one written by peersdescribe a technique (e.g., correct hand position or relaxed jaw)that will improve their tone in playing or singingplan a social event and list the music (or musicians) that wouldsupport the occasionuse garden hoses (or other tubing) of differing lengths todemonstrate how the lengths affect pitchsuggest some classical pieces of music that may accompany ashow of student art work or poetry and specify why theselections were chosen.

27

3. Students will reflect on, interpret, and evaluateplays and theatrical performances, both live andrecorded, using the language of dramatic criticism.Students will analyze the meaning and role of theatrein society. Students will identify ways in whichdrama/theatre connects to film and video, other arts,and other disciplines.

Students:use the techniques and vocabulary of theatre criticism,both written and oral, to discuss theatre experiences andimprove individual and group performances (a)examine and discuss the use of other art forms in atheatre production (b)explain how drama/theatre experiences relate to otherliterary and artistic events (c).

This i.s evident, for example, when students:direct a group of their peers and give specific recommendationsfor improving a small group performancedesign a set, develop costumes or write a song for a scene of aplay and explain why the project is appropriatecompare and contrast a dramatic reading and a silent reading ofa particular passage.

STANDARD 3

3. Students will reflect on, interpret, and evaluateworks of art, using the language of art criticism.Students will analyze the visual characteristics of thenatural and built environment and explain the social,cultural, psychological, and environmental dimensionsof the visual arts. Students will compare the ways inwhich a variety of ideas, themes, and concepts areexpressed through the visual arts with the ways theyare expressed in other disciplines.

Students:discuss and write their analyses and interpretations oftheir own works of art and the art of others, usingappropriate critical language (a)identify, analyze, and interpret the visual and sensorycharacteristics that they discover in natural andhuman-made forms (b)compare the ways ideas and concepts are communicatedthrough visual art with the various ways that those ideasand concepts are manifested in other art forms (c).compare the ways ideas, themes, and concepts arecommunicated through the visual arts in otherdisciplines, and the various ways that those ideas,themes, and concepts are manifested within thediscipline (d).

This is evident, for example, when students:A write an interpretation of Horace Pippin's Domino Players after

class analysis of the images and compositiondiscuss the way in which the black and white and gray of thepainting enhances the meaning of Picasso's Guerincaanalyze the engineering skills and the political skills, inaddition to his artistic vision that the artist, Christo, needed inorder to complete the Wrapping Of The Reich Stag in 1995.

2821

me; ItsI

I


Students:make comparisons of the nature and principles of danceto other arts (a)analyze and describe similarities and differences indifferent dance forms and styles (b)describe and compare a variety of choreographicapproaches used in the creation of dances (c).


compare the rhythm found in a particular dance with therhythm in a musical piece and with the rhythm found in apaintingdo a short research paper in which they trace the origins ofmodern danceobserve several choreographers working to create their dancesand then compare, contrast, and describe the processesinterview a choreographer regarding the origins of the ideas forthe choreography, including cultural, esthetics, personal, andother influences and document that interview to share with theclasswrite a detailed report of the influence of dance education on thestudent's understanding of other cultures and other disciplines.



22

A 041IP


Students:through listening, analyze and evaluate their own andothers' performances, improvisations, and compositionsand suggest improvements (a)read and write critiques of music that display a broadknowledge of musical elements, genres, and styles (b)use anatomical and other scientific terms to explain themusical effectiveness of various sound sourcestraditional, nontraditional, and electronic (c)use appropriate technical and socio-cultural terms todescribe musical performances and compositions (d)identify and describe the contributions of both locallyand internationally known exemplars of high quality inthe major musical genres (e)explain how performers, composers, and arrangers makeartistic decisions (f).

This is evident, for example, when students:A listen to a peer's performance and complete an evaluation form

suggesting areas in need of improvementuse correct terminology when reporting on a school concert forthe school newspaper for one performing organizationexplain how overtones are produced and demonstrate them on astring instrument by playing harmonicsexplain how sound is produced on a traditional or electronicinstrumentin the log describe the music and the impact the music had on asocial occasion such as a birthday party, parade, etc.develop a list of professional musicians in a particular idiom(i.e., jazz saxophone, classical tenor, etc.)analyze a solo performance and explain the artistic decisionsevident in the performance.

29

3. Students will reflect on, interpret, and evaluateplays and theatrical performances both live andrecorded, using the language of dramatic criticism.Students will analyze the meaning and role of theatrein society. Students will identify ways in whichdrama/theatre connects to film and video, other arts,and other disciplines.

Students:articulate an understanding, interpretation, andevaluation of a theatre piece as drama and as a realizedproduction, using appropriate critical vocabulary (a)evaluate the use of other art forms in a theatreproduction (b)explain how a theatrical production exemplifies majorthemes and ideas from other disciplines (c).

This is evident, for example, when students:view different productions of the same scene from Thming of theShrew, comparing and contrasting the various mediums (video,film and live performance)analyze the impact of costuming, hair and makeup in helping toestablish character

a critical paper analyzing the themes of a play.

3. Students will reflect on, interpret, and evaluateworks of art, using the language of art criticism.Students will analyze the visual characteristics of thenatural and built environment and explain the social,cultural, psychological, and environmental dimensionsof the visual arts. Students will compare the ways inwhich a variety of ideas, themes, and concepts areexpressed through the visual arts with the ways theyare expressed in other discipline&

Student=use the language of art criticism by reading anddiscussing critical reviews in newspapers and journalsand by writing their own critical responses to works ofart (either their own or those of others) (a)explain the visual and other sensory qualities in art andnature and their relation to the social environment (b)analyze and interpret the ways in which political,cultural, social, religious, and psychological concepts andthemes have been explored in visual art (c)develop connections between the ways ideas, themes, andconcepts are expressed through the visual arts and otherdisciplines in everyday life (d).

This-is evident, for example, when students:A discuss the point of view of a critic in a local newspaper who has

reviewed a local exhibitionanalyze the way in which a work of art by Leon Golub expressesa political point of viewwrite a review of a student exhibition.

3023

3Responding to and AnalyzingWorks of Art 'onlinvIlcunicnt -AINjor S(.(Iti(qic(.

Dance Music



express to others theories about the nature of dance andthe underlying assumptions that people have aboutdance (a)describe and analyze similarities and differencesbetween individual performances, and between formsand styles of dance, past and present (b)describe and defend an explanation of why people dance,based on experience in dance, witnessing others, andstudying contexts (c).

This is evident, for example, when students:compare the positions of two different critics of dancedevelop a personal resource file for information about dance,dance theory etc.develop and give multi-media presentation that explain theoriesof dance to younger students

A observe a variety of professional dance company performancesor rehearsals and develop a matrix that categorizes similaritiesand differences along styles of dance

A research and present a paper defending assumptions and valuesregarding the importance of dance in a specific culturewrite a detailed description of the student's involvement andcommitment to dance and dance training for a collegeapplication.



24



assess, describe, and evaluate the development of theirpersonal contributionslo their own, their school's, andtheir community's musical life by appropriately usingmusical and socio-cultural terms and concepts(contributions and skills of musicians, functions of musicin society, etc.) (a)demonstrate a practical knowledge of sound productionand architectural acoustics to predict the general effectson sound of room shapes, building constructionpractices, and common absorbers (b).

This is evident, for example, when students:A write a detailed report of the student's involvement in and

contribution to music classes and music activities for a collelliapplicationselect a venue for a small vocal ensemble where the size of thefacility and acoustics are appropriate for the size of the group.

31

3. Students will reflect upon, interpret, and evaluateplays and theatrical performances, both live andrecorded, using the language of dramatic criticism.Students will analyze the meaning and role of theatrein society. Students will identify ways in whichdrama/theatre connects to film and video, other arts,and other disciplines.


develop a critical vocabulary through the reading anddiscussion of professional criticism (a)explain the meaning and societal function of differenttypes of productions (b)design a plan for improving performances, using pastand present critiques (c)explore various other art forms and technologies, usingthem in theatre projects (d)explain how theatre can enhance other subjects in thecurriculum (e)compare and contrast theatre, film, and video (0.

This is evident, for example, when students:read a review of a local theatre production analyzing the critic'swriting style, approach to priorities in the production, andconclusions about the play in performance, discussing the pointsof agreement and disagreementmake two diagrams showing the differences between tragedyand melodrama, and comedy and farcekeep a journal of the process involved in creating a monologue;comment on improvements made in the monologue content andperformanceinvestigate commedia dell'arte and form an improvisationaltroupe to perform at area schoolswork with an elementary teacher to incorporate theatrepractices in the teaching of social studiescompare different versions of the same play performed live, onfilm or on tape; compare a traditional interpretation of a playwith a contemporary interpretation, or a musical production of aformer drama.

3. Students will reflect upon, interpret, and evaluateworks of art, using the language of art criticism.Students will analyze the visual characteristics of thenatural and built environment and explain the social,cultural, psychological, and environmental dimensionsof the visual arts. Students will compare the ways inwhich a variety of ideas, themes, and concepts areexpressed through the visual arts with the ways theyare expressed in other disciplines.


using the language of art criticism, describe the visualand functional characteristics of works of art andinterpret the relationships of works of art one to another,to describe the impact of the work on the viewer (a)demonstrate an understanding of art criticism, arthistories, and aesthetic principles and show theirconnections to works of art (b)give evidence in their Commencement Portfolios thatthey have researched a theme in-depth and that in theirresearch they have explored the ways the theme hasbeen expressed in other disciplinary forms (c).

This is evident, for example, when students:write a review of a local art exhibitiondiscuss the role of museums and galleries in clef-ming whatcurrent art iscompare the way in which the migration of the African-Americans to the north is depicted in Jacob Lawrence's series ofpaintings The Great Migration with the description of thatmigration in the history textbooks.

3225

I

Dance Music

4. Students will know dances from many cultures andtimes and recognize their relationship to variouscultural, social, and historic contexts. Students willrecognize that dance is performed in many differentcultural settings and serves many functions in diversesocieties.

Students:identify basic dance movements that are typical of themajor world cultures (a)explain the settings and circumstances in which dance isfound in their lives and those of others, both past andpresent (b).

This is evident, for example, when students:discuss the dance forms of the Plains Indiansexplain the mle that dance plays in their community (e.g.,weddings, proms, festivals).



26

4. Students will develop a performing and listeningrepertoire of music of various genres, styles, andcultures that represent the peoples of the world andtheir manifestations in the United States. Studentswill recognize the cultural features of a variety ofmusical compositions and performances andunderstand the functions of music within the culture.

Students:identify when listening, and perform from memors abasic repertoire of folk songs/dances and composed songsfrom the basic cultures that represent the peoples of theworld (a)identify the titles and composers of well-known examplesof classical concert music and blues/jazz selections (b)identify the primary cultural, geographical, andhistorical settings for the music they listen to andperform (c).


sing folk music common to a period of history in the UnitedStatesrecognize and identify some simple pieces of music such as thetango, march and waltz and name the countries and composerimost associated with the selectionsrecord in a log the folksongs sung in class along with thecountry of originin music class make a pin map which shows the country oforigin of folksongs and recordings.

33

4. Students will gain knowledge about past and pre-sent cultures as expressed through theatre. They willinterpret how theatre reflects the beliefs, issues, andevents of societies past and present.

Students:dramatise stories and folk tales from various cultures (a)engage in drama/theatre activities including music,dance, and games which reflect other cultures and ethnicgroups (b)discuss how classroom theatre activities relate to theirlives (c).

This is evident, for example, when students:read a folk tale in which animals play important roles;improvise being animals, comparing, and contrasting the"cultures" of animals and human beingsattend a community ethnic festival to learn about a particularculture, then share dances, songs and games learned at thefestival with another class at schooldiscuss responses to a theatrical performance explaining whatideas and feelings were conveyed and why the audiencesympathized or was displeased with the main character.

4

4. Students will explore art and artifacts from varioushistorical periods and world cultures to discover theroles that art plays in the lives of people of a giventime and place and to understand how the time andplace influence the visual characteristics of the artwork. Students will explore art to understand thesocial, cultural, and environmental dimensions ofhuman society.

Student:alook at and discuss a variety of art works and artifactsfrom world cultures to discover some important ideas,issues, and events of those cultures (a)look at a variety of art works and artifacts from diversecultures of the United States and identify somedistinguishing characteristics (b)create art works that show the influence of a particularculture (c).

This is evident, for example, when students:examine the Spanish style of architecture of the Southwest anddescribe the ways in which that architecture differs fromarchitecture in New England used for the same purposesdiscuss the ways in which the depiction of space differs inEgyptian art with the way it is depicted in Renaissance art andconjecture about the reasons for the differencesstudy the style of the Australian Aboriginal art and create awork using that style but expressing their own ideas aboutnature and animals.

3 427

I. ss tI I I


Students:identW the major dance forms of specific world culturespast and present (a)identify some of the major dance artists from diversecultures (b)show how specific dance forms are related to the culturefrom which they come (o).

This is evident, for (=ample, when students:

attend a dance performance of an ethnic group and describe thecharacteristics of that dancediscuss dance as ritual in an African groupresearch the dance forms of the ethnic group from which theycome or the dance forms of their teenage culturecreate a sequence and dance after inveritigating poems fromAfricia, India, Asia and South America to discover theirrhythmic and metric structure.

Key ideas are identified by numbers (1).Performance indicators are identified by bullets (e).


28


Students:identify the cultural contexts of a performance orrecording and perform (with movement, where culturallyappropriate) a varied rePertoire of folk, art, andcontemporary selecfions from the basic cultures thatrepresent the peoples of the world (a)identify from a performance or recording the titles andcomposers of well-known examples of classical concertmusic and blues/jazx selections (h)discuss the current and past cultural, social, andpolitical uses for the'music they listen to and perform (c)in performing ensembles, read and perform repertoire in aculturally authentic manner (d).

This is evident, for example, when students:compile a list of listening selections categorized by countries orcultures of the worldidentify, from listening selections, different forms ofjazzincluding blues, Dixieland, boogie woogie, modern, and cool.Name musicians associated with each of the Jazz formsdiscuss how work songs have helped workers during their laborsafter hearing a professional recording of a Sousa march, identifyimportant stylistic concerns and discuss how to apply them intheir own performance.

35

4. Students will gain knowledge about past andpriment cultures as expressed through theatre. Theywill interpret how theatre reflects the beliefs, issues,and events of societies past and present.

Students:improvise scenes based on information about various cul-tures (a)create intercultural celebrations using props, settings,and costumes (b)explain how drama/theatre experiences relate to them-selves and others (c).

This is evident, for example, when students:explore a ritual within a culture which marks a "rite ofpassage," then improvise a performance which marks animportant event in the students' own livescreate a Native American Festival representing various tribesand demonstrate the cultural indicators of each tribe e.g.,rituals, costume, governmental structure, family life, etc.)explain how a dramatic performance on video or film depicts afeeling or event they may have experienced.

STANDARD 4


Students:demonstrate how art works and artifacts from diverseworld cultures reflect aspects of those cultures (a)demonstrate the ways in which some particular artworks and artifacts reflect important aspects of thediverse cultures of the United States (b)create art works that reflect a particular historical periodof a culture (c).

This is evident, for example, when students:research the totems and other artifacts of the Northwest Indiansand discuss how those images are connected with their ritualsand their beliefs about family and clanlook at traditional Japanese art and identify its visualcharacteristicsexamine the patterns of Mexican textiles and create a work inwhich they invent a pattern based on those ideas.

3 629

6111111 _A t_61__ _ 'Al.-,II III A

4. Students will know dances from many cultures andtimes and recognize their relationship to variouscultural, social, and historic contests. Students willrecognize that dance is performed in many differentcultural settings and serves many functions in diversesocieties.

Students:explain the interaction of performer and audience indance as a shared cultural event (a)identify the cultural elements in a variety of dancesdrawn from the folk and classical repertories (b)recognize specific contributions of dance and dancersto their own lives and to people in other times andplaces (c).

This is evident, for example, when students:describe their feelings and responses to a live danceperformance and the effects that their responses might have onthe performersview a performance of modern dance and see if they can spot thetraditional folk elements presentdiscuss the role that dance plays in the lives of a specificcultural groupresearch and choreograph a performance that demonstrates thedifferences and similarities of dances that originated in variousculturesdevelop a presentation that uses dance to communicateinformation about another discipline, e.g., history, literature,sciencein collaboration with another student, research, develop, andchoreograph a dance dialogue between the approaches to danceof two different culturesattend several dance performances during the school year thatreflect a range of styles and approaches to choreography andthen compare and contrast the influence of culture on the styles.



30

am a..._11LKIL, 4.1.11b we ei usais 4113_k_O

4. Students will develop a performing and listeningrepertoire of music of various genres, styles, andcultures that represent the peoples of the world andtheir manifestations in the United States. Studentswill recognize the cultural features ofa variety ofmusical compositions and performances andunderstand the functions of music within the culture.

Students:identify from performances or recordings the culturalcontexts of a further varied repertoire of folk, art, andcontemporary selections from the basic cultures thatrepresent the peoples of the world (a)identify from performances or recordings the titles andcomposers and discuss the cultural contexts ofwell-known examples of classical concert music andblues/jazz selections (b)relate well-known musical examples from the 17thcentury onward with the dominant social and historicalevents (c).


write program notes for a concert of folksongs and art songsthat identify for the audience the source of the songs and howthe song was usedidentify dance forms in music and write a report which detail.the time period these dance forms were performed, costumesworn during the period and the impact they had on the musicperformedcompile an annotated list of some important musical composi-tions from the 1600's to the 2000's with references to significanthistorical and social events.

37

Students will develop an understanding of the personal and cultural forces thatshape artistic communication and how the arts in turn shape the diverse cultures ofpast and present society.

4. Students will gain knowledge about past andpresent cultures as expressed through theatre. Theywill interpret how theatre reflects the beliefs, issues,and events of societies past and present.

Students:read and view a variety of plays from different cultures(a)using the basic elements of theatre (e.g., speech, gesture,costume, etc.), explain how different theatricalproductions represent the cultures from which theycome (b)articulate the societal beliefs, issues and events ofspecific theatrical productions (c).

This is evident, for example, when students:read a play by a contemporary foreign playwright who writesabout a social issue; analyze how the issue is depicted in thedramarecreate a Kabuki theatre performance piece using appropriatemakeup, costuming, set design and actini style showing anunderstanding of Japanese customsread a work from another century and/or another country andwrite a report explaining how the play realistically portrays lifein that time period.

46STANDARD 4


Studentrxanalyse works of art from diverse world cultures anddiscuss the ideas, issues, and events of the culture thatthese works convey (a)examine works of art and artifacts from United Statescultures and place them within a cultural and historicalcontext (b)create art works that reflect a variety of culturalinfluences (c).

This is evident, for example, when students:compare the way the human figure is depicted in Byzantine artwith the way it is depicted in High Renaissance art and explorethe reasons for the differencesselect a style of art from the 20th century, study thecharacteristics of that style, research one artist who painted inthat style and make a work of art using that style butexpressing the students' point of view or idea.

3831,

ginTrearli A Oa `Le el

ONO IPS , al



demonsfrate an understanding of dance as a sharedcultural event when giving presentations (dance, lecture,video, written report) (a)demonstrate a knowledge of cultural elements in dancepresentations of folk and classical repertories (b)prepare formal presentations that use materials aboutdance and dancers of other times and places (c).

This is evident, for example, when studentsi

write the explanatory notes for one segment of a dance festivalshowcasing various ethnic danceswrite a short research paper on the contributions of dance to aspecific culture and the ways in which dance expresses thevalues and beliefs of that culturework in a group to develop and present a comparison of dancesteps, styles, and forms of various culturesdevelop a presentation that integrates dance into another artform (e.g., storytelling, visual art, choral singing).



32



analyze music from various cultures on the basis of itsfunctions, giving ezaiaples and describing uses to whichmusic is put in those cultures (a)in performing ensembles, read and perform repertoire ina culturally authentic manner and use culture-basedcriteria for assessing performances, their own andothers' (b).

This is evident, for example, when students:compile a list of musical compositions that exemplify thesignificant characteristics of the major world cultures; describeimportant musical dimensions and the salient culturalattributes of eachplay rhythmic patterns in an authentic manner whenperforming different forms of Jazzperform in a culturally-based ensemble (e.g., steel drum band, .gospel choir, or German brass band).

3 3

Students will develop an understanding olthe personal and cultural forces t hatshape artistic communication and how the arts in turn shape the diverse cultures ofpast and present society.

Theatre Visual Arts

4. Students will gain knowledge about past andpresent cultures as expressed through theatre. Theywill interpret how theatre reflects the beliefs, issues,and events of societies past and present.


conduct an in-depth investigation of the works of a givenculture or playwright (a)create a multicultural theatre festival of excerpts fromplays representing various cultures (c).

This is evident, for example, when students:A read the plays of Sophocles, Aeschylus, and Euripides from the

ancient Greek time period and write a paper which comparesand contrasts their style and themes and discusses the impacteach had on staging

A prochice a festival of plays from different cultures centered onthe same theme.

iiTANDARD 4



present a body of work within their portfolio thatreflects the influences of variety of cultural styles (a)interpret the meaning of works and artifacts in terms ofthe cultures that produced them (b)explain how cultural values have been expressed in thevisual arts, how art works have been used to bring aboutcultural change and how the art of a culture has beeninfluenced by art works coming from outside thatculture (c).

This is euident, for example, when students:write a short research paper exploring how the depictions ofwar in The Third of May by Goya and Napoleon On TheBattlefield at Eylau by Gros differ one from anotherdiscuss the influence of African art on Picasso's DemoisellesD'Avignonlook at the body of work in their portfolios and describe whatthey consider to be their style and indicate what has influencedthat style.compare the work of regionalist artists who documented life ofthe ordinary people in a given place; such as Thomas HartBenton, John Stuart Cum and Grant Wood with the HarlemRenaissance artists like William H. Johnson, Jacob Lawrence,Aaron Douglas, and Romare Bearden.

4 0

33

The samples of student work included in this section are intended to begin the process of articulating theperformance standards at each level of achievement. This collection is not yet adequate for that purpose in eithernumbers or scope of examples. Since samples of student work in the Arts usually take forms other than thewritten word, only a few examples are included here. Most examples will be included on a multimedia formatwhich is under production. As New York State continues to collect work samples from the schools for inclusion inthis document and the multimedia format, we expect a much clearer understanding of the performance standardsto be evident.

Neither are these samples presented as models of excellence. They vary in degree of "acceptable" achievement.Some are "competent" others "more proficient." All are meant to provide examples of the kind of work studentsmight produce to demonstrate progress toward the standards.

41 35

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36

e

Context

Students are ers who orescheduled for dance for three to beperiods per The students mqnot have had previous movementinstruction in dance, The danceteacher and the shteaeberdesigned the lessen to combinemovement with peetty. Eneishstudents de Poeine: and versetor dance students to interpretthrough movement

Performance IndicatorsStudents:

. . create and improvise alone or incollaboration with others

. . know and demonstrate a range ofmovement, elements and skills

. . explore a variety of poems and dancesfrvm within their world culture.

CommentaryThe Sample:

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explores a variety of musicalselections for movement,such as African and Irishfolk, blues, soul, hip-hop, andclassical waltzes

shows students move theirbodies in expressive andrhythm-relatedinterpretations,experimenting to createbends, twists, swings,balances, weights, spirals,and joint articulationexercises (recorded on video)

indicates student poetrysuggests movements

shows a range of forms fromfree improvisation tostructured choreographybetween two or morestudents (on video).

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The stodent vill audition, awlhark the teehniqUe to icipste

r them company. Ae athew otthe troupe the studentlown individual and grow

elements te rehearse, prepare, end,perfera in *fennel **Una.

rmance Indicators"- Students:

- .?. P.:.e..

understand choreographic principles,processes and structures

,

Reflection On DalICAO PerfOriaanCei"1 ' r *orig ,

lb say the least, I was out of shape at the beginningof this school

year. I hadrit

, >e

danced for months,and I began to lose greet) of the irapcxtance

of dance in my life. I:-"npte '

e,..... , , felt hlw there was something missing,and I biog. that the dance concert

would do.-' ',

Seit ,the trick of getting meback on track. When I heard there were auditions for

,

, ', , UM I saw Quintessencefor the fast time two years ago, and I immediately

fell in love

4)ilitittititwith it. I found the movement

dynamic and inspiring,and I felt that familiar urge

'''EviihlationtQuintessence

I got excitea.

"get up and. dance" after watchingit. So, you Call imagine how

thrilled I was

about the auditions. However,I WaS skeptical

of my strength and abilitY to do such

The audition process for QUiriteSSeriCeconsisted

of two dance classes. During the

first dass, movementfrom the dance was given to us. Then, wehad time to work on

, a rigorous dance.

, the movement,and the second class determined

who made thecast I was nervous

,during the first dass, because I was e. sophomore

amongst older dancers. I also was

not confidentin my technique. However,

the second dass was better for me. 'This

;,..,was probabbr

due to the hours I spentpracticing,but never the less I made itill

eeee ee

At my fast rehearsal,I VMS standing

right in the mideae of the best dancersof the

eee e ...... 's Dance Department,

trying to figureout a combination

that everyone else already

had. I realizeathen that 1 woula need extremefocus to get *Taegu the dance, and

once I realizedthat I was foe-except

for the counts. The dance WEIS choreographed- '

,

againstthe musk, so I had to know the counts rather thanbearing themin the

,music. Well, that sort of created a problem,

but I managedto get the counts down.$

,

The only place I reallyhad trouble counting in the dance was mY solo.

When the performancecame

around I was so sure of myself.All the ladE of self

esteem was gone,and I was ready to perform I worked so long and hard, and

front ofan audiencereminded me of how much I love to dance, and how itmakee '

yearned for being in the spotlight.One thing I love to do is perform. Being out in t

, I was read,y to give up ply dream of being a dancer. I was about to give up on the-

only dreamthat had lasted for ray life time. Performing

Quintessencepve me the

, me so strong end confident

power to see past soy fears to the future. Since fliantessence,Tye tried out for

WISSSA School of Danceand am going there ;sir -summer. Quintessence

enabled

me W laave the strength and determinationto become a professional

dancer.

.

. . understand the interaction betweenthe performer and the audience

. . . interpret the dance Quintessencethrough movement as an individual and,with a group

. . demonstrate a knowledge of thecultural elements present in the dance,and interpret those elements throughreflection and performance.

,

e ee

4 4

Reflection.OnDance:Performance

St

AlthoughI ormed

hort Story in the dance concert, I chose to perform

Quintessencein the dance jury. After

tessencein the dance con

perfS watching Quin

-

cert I was stunned and compelledto learn the movements.

In about three

weeks I had learned the third movement,and it will stay with me forever.

Rehearsalsalthough

few in number were intense,but they did not seem like

ork. These reh orbed quicklyearsals, because I was so

t have aw

interestedin Quintessence

, were fun

and the imaterial wasabs.Although

this dance esperiencedid no

benchmarkinfluence

on life, it

did teach tae something.If you see something

that you want, or that you want

to ao, &nit be discouragedif you. aon:t. get A the first time. Although

I was not

,able to be a cast member of QuintessenceI pursued the concept

of learningA,

and learned itat least the third movement.

Thank you (Dance Teacher)for the opportunity

to be a part of Quintessence.

It reallywas taY fay orite piece of the dance concert, partly because of the

movementvs. the music. I can't forget this school, or the dance,

or the people

surroundingme this year, or any part of my past. After this year my future

plans have becorae a little clearer, at least for a few years (Juilliard,NYC,

Dance). When I do achieve finandal stability,I vrill become a patron of the arts

and support this laigh schoors dance program. Possibly,and NYSSSA

School of

Dance, Saratoga,and good young artists in general. I vrill keep in touch, with

the Dance Departmentand let you know whathappens.

Thank you for a

wonderfuldance year.

44'


describes an audition fora part in a group danceperformance ofQuintessence

reflects on participationin a master class to learn,practice and perform adance sequence

describes regular danceclasses and rehearsals tolearn a individual soloand group performance

analyzes student's ownperformance and futureplans.

4 5

0.r*O0 "

J.'V." 4

Context

cdia,

SiudentWovk

pie

Compose,Lea4 andBtIaluate

40-

Students compose and notate afour zees-we melody for their peersto sight read. They lead the chorusthrough the example, and evaluatethe performance. Through this task,students become more proficientsight readers and develop theircompositional and critical listeningskills.


. . create short pieces that reflect aknowledge of melodic rhythmic. . . .

. . identify and use, in individual andgroup experiences, some of the roles andactions used in performing music

. . demonstrate how to record and playback music

. . use current technology to create,produce and record 1 playback musk

. . through listening, analyze andevaluate . . .

. . use appropriate terms to reflectworking knowledge of the musicelements.

Note: Printed examples aregiven but the actualperformance must beevaluated. Also, teach-ers must evaluate stu-dent's leading the groupeither during the classor by viewing a video-tape of the class.


provides examples of different compositionalabilities related to melodic contour, number ofpitches used, variety of rhythm and overallcontinuity

shows one area of student achievement as musicalcomposition; another as leading their peers throughthe sight reading exercise, where students areassessed on their leadership and evaluation skills

indicates a reasonable level of expectations forstudents when they compose and conduct

demonstrates students can write the four measureson staff paper or can key the four measure into acomputer and print the material for use in class

shows limited examples which can beaccommodated as part of usual warm-up activities,especially if one or two students are scheduled foreach rehearsal.

4 6

Assessment Tools and Evidence:

ToolS:AIL StUdent's finished sight reading exampleIF Student's verbal assessment of the

chorus performance of their example.

Evidence: Strategy IDistinguished:The student:

demonstrates exceptional skill incomposing the sight reading example,using pitch, rhythm, intervolicrelationships, and melodic contourdemonstrates exceptional ability tonotate composition ideas correctly usingstandard notationuses available technology to notate andprint composition

Proficient:The student:

demonstrates above average skill incomposing the sight reading example,using pitch, rhythm, intervolicrelationships, and-melodic contourdemonstrates skills in notatingcomposition ideas correctly usingstandard notation

Competent:

MI/demonstrates some skill in composing thesight reading examples using pitch,

rhythm, and intervolic relationshipsdemonstrates the ability to notatecomposition ideas using standardnotation

Evidence: Strategy 11Distinguished:The student:

exercises confident leadership in front ofgroupin evaluating the performance, showsexceptional awareness of the group'spitch, rhythm, and hand sign accuracy;can apply knowledge to improve group'sperformance using clear concise language

Proficient:The student:

exercises leadership in front of groupin evaluating the chorus performance,shows awareness of the group's pitch,rhythm, and hand sign accuracy

competent:The student:

leads group through performance of thepiecein evaluating the chorus performance,shows some awareness of the group'ssuccess with teacher prompts

41,

4 7

Rvs

4-

Theatie

.plementary

StudentWork

Sample

Scenes andPropo

42

Context

00e0 .r43 431

Second-grade students areworking with the basic elements ofa play: setting, character and Plot.In this lesson, the children will adda prop and begin to understand therelationship between props andcharacter, pro)* and Story, andprops as objects for which actorstake reaps:m*04%y,

Students are asked to, bring anobject to class. The teacherintroduces the concept of objects asprops in a play and theirimportance te the atom e.g.,Cinderella and her glass slippetThe teacher and students createguidelines for handling otherpeopless property In small groups,students choose one or more of theirobjects to use as props in creating ascene. In addition, they make adrawing and write a statementabout their objects as another wayof expressing feeling and endowingthe object with significance,


. . use language, voice, gesture,movement and observation to expresstheir experience and communicate ideasand feelings

. . . use basic props . . . to establishplace, time and character for theparticipants.

This is my lain horse. My grandma gave it

porce

to me to remembermy grarldpa. It nged to bim

belo

before he died. I keep it on my bureau where

everyonecan see it. I let peoplehold it but not play

with it. I have never lost it. I chose this to bring in

becauseit is the oldest thing I have ever owned..

C3

6

4 8


communicates feelingsabout something ofimportance (shown herethrough drawing and thewritten word; evident inclass by choice of words,tone of voice, way in whichchild handles the objectbrought from home)

provides opportunity forchildren to discover that anobject (prop) can be used asa sign (symbol) of ideas orfeelings

encourages children to drawon their own experiencesand feelings in creatingstories and plays

validates both individualand group activity increating stories and usingprops to support story lineof a simple play.

This is my NighmareCatcher.

My Indian friend

tmade it for me. I keep it my wall above my

on

bed. I

let peoplehold it. It's averY spedal thing to me

becauseit helps keep the ghtnimares away when I

sleep.

43

43

rna,,PP:

Theatre

bitermediate

&udezttWork

Sample

ConflictRe *dation

Scenes

44

-e,

:146

ContextSixth-grade students are eaked to

create scenes that contain conflictand resolution. They art asked toplay their scenes with no conflict,then to re-play them with theconflict introduced.. They discusstheir choice ofrt,ssolution. and recordtheir understanding of conflict and

1:1 resolution it their journals, Inaddition, they respond to a few Jimastatements or questions about thetopic, such as: Explain conflict andresolution, Is conflict always

:1 between or among people? Do all ofthe characters have to feel the same

ay:ahoutthwresolutionZident*the conflict and resolution in yourscene.

of Scene:Student's Summary

there were two characters,me as

In my scene,Axigela, a flo

M

rist and Jennifer as Mrs. Moran.ng butMrs.

oran needed 110Wer8for a daughter's

weddi

couldn'tpick them up. Aft,er a bit of protest on my

part, I agreed to deliver. When I delivered thena, she

didrit like thena.That was the conflict. I said she

would haveto come to the shop and Pick them out

herself. She said no and would do witbout them.

That was the resolution.


. . use improvisation and guided playwriting to communicate ideas andfeeling

. . . use language, voice, gesture,movement to create character andinteract with others. . .

. . . identify and use in individual andgroup experience some of the roles fromtheatre. . . .

5 0


introduces the role ofconflict in drama and asksstudents to think aboutwhat it conti-ibutes to theperformance; what theyknow conflict to be whatthe absence of conflict is

reflects on importance ofconflict in drama

encourages student selfevaluation as participantsfocus on the ideas, wordsand actions exhibited intheir work.

helps developinterpersonal skillsthrough betterunderstanding of humanexperience, i.e., conflictand resolution.

Excerpts from studentjournals:

. . Conflict is importantbecause

without a conflict

the play would not be interesting,there wouldn't be

a main idea.

. . A resolutionhas an important

role in a play

because it gives it anending.

. .A conflict is not alwaysbetween twopeopleit

canbe a personalconflict, wars,nature, or anything

else.

. . . (conflict)leads to better character

development.

. . In conflictand resolution,conflict

is a physical

oremotionalproblem

that a characterhas to over-

come. Resolutionis how the problem

is fixed or

what happens to the problem.

. .All charactersdo nothave to feel the same way

becausethey can always disagree

with one another.

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The leaner enrolse low he pot ofStudiolaikrt, or advances electivesin ?he Comor Isledialats courses at thecommencement and sequenceStudent will create a work of art and

the copier arts to create arepetitive e.


. . produce a comprehensive and well-organized portfolio

. . create works of art in a variety ofmediums, subjects, symbols, themes,metaphors

. utilize the elements and principles ofart to create an emerging personal style

. . use the computer to express visualideas

. . understand vocations 1 avocations inthe visual arts.

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CommentaryThe sample:

collects severalimages, and focuseson one element ofart

reviews anddiscusses works ofart which containrepetitive designsfound within avariety of cultures

uses computer tocreate a work of artthat utilizesrepetition in thecompleted work (ofmale figure, femaleface and face ofmime)

critiques ownwork in reflectiveresponse.

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I had a positive reactionto this exercise because I was

somet

happy to have a good product when I triedhing 1

This exerciseallowed me to explore a n

hadn't done before. ew form of

expressingmyself or allowing my message

to be under-

stood. I feel that it's very different comparedto my reg

ectbecait-

ulax sculpture,painting, or drawing projuse

allowsme to create an idea of my own. from aproduct

that is already there. I really enjoyed exploringa differ-

ent form of art. It alsohelped. me to understandhow to

use photogaphyto create a message.

I tried to focus on more abstractages while I was

ignment.photograPhing

my ass

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High school dance students wiflattenot dreso :rehearsal andperformance hy the Se% VillaDance en7. They will meetwith the choreographer and reflectupon the performance to understandthe construction ofthe dance,Students will then become groupchoreographers, search sourcematerie1 4 find create thechoreography Ihr en original dance.


. . exhibit the ability to comparv,contrast, describe, and discern theprocess used by a choreographer to createa dance

. . understand the cultural dimensionsthat influence choreography

. . choreograph a dance that utilizescomplex steps and patterns

. . demonstrate the ability to work as agroup in choreographing a dance.

111111111111111.1JOUrnai BIltry One

'The BeBe

am llege

Miller performanceat Potsd

Co

taught too a lot about theneed. for a dancer to

express themselvesto the limit or even over the

t Before the show, we went to an understudy

practice session.There we saw how the dance

limirs

fixed the little details o Thf their movements

to match

the other dancers perfectly.ey were striving for

pafection.Tho

epressio of r eyes.matched everything

includin g the

xn theito show contrasts

of move-

wed a definite change

ments they sho

of sharp vs.

graceful or slow vs. fast. Every move was seen

throughoutthe body. For example, when. they kicked.

tural reactio

their foot, theirthe rehealhead

shook as ananOe of the

ey used out of control movements.n

dancers commentedon that during

arsTh

,

she said that when she made one of the fast moves

slovz, she felt like she was going to fall over. TheY

also talked about first there was anticipationfor the

time,move, then when it was

feeling the impulse.

mpleEven little moves

for exapushing through the

heel you could see, it in the body for the next motion.

I realized the dancers weren't practicing because

they didn't knowit or because of fear that they'd

forget it but because they needed self-acceptance

enerand perfection.

Their a and expressionwas

incredibleand the performance

was inspirational.


describes a live danceperformance, identifyingsignificant features

reflects upon theperformance and the arildecisions

understands the role of theunderstudy

as a member of a group,explores similar sourcematerials and choreographsa dance.

MM. StILILLIPCektIDON

some of the most ement?fasclnatingand fresh

choreographyof the postmodern

movSci.rtc Monitor

Journal Entry TWOWe arrived at the College early andwent into

one of the buildings.At the

first auditorium,we watched

threefemale tnembers

of the BeBeCompany workingon steps to adance. The movements

thweren't hard,but it was the way ey did them,such feeling and

o that emotion. I wish Icould d.The rehearsal

for tonight'sperfor-mance

was incredible.into ev

Theyput somuch energyery ove,whether a movem

or a leap.ft

I facialwant to take what I am seeinghe

back to the school and make myselffeel ancl move the way hey do. Thedancers

as so inspiring,an sPiritnaland exciting. I love theprocess that they use:

creativethey

th create thetnovernents

first en add the music.I want to go back to class and by

JOUT11111EntryThree

The BeBe Miller Dance Companyput on a

very inspirationalperforMance.

Th.ey proved

to me and many other dancer studentsthat it

is possibleto make all your dreams come true.

While we were watching the understudies

practice,I felt as thoug:a someday

I couldbe

one of them. I found out that an understudy

was just as much wor uringlt and determinthe dr

ation as

being one of the performers.Dess

rehearsal one of the dancers became Ware&

of the understudiesand one

was needed to

ust hours before the show.

perform j

s y insPiredto be de

I wa vertermined

ana to

dest to reach my career goal of per-

ing one day. So many other

form

s were touchedtry my har

by the dancersalso, in fact our dance class

WO inspired to choreographanother dance

and our dance companyinstructor

choreo-

graphed another 'lumber for us. I personally

also was inspired to choreograph.Seeing a

professionalon

mofstage

doing what theylove to

do is a self-arationaltool. These performers

allow us to realize that anything is possible!

:0004'eo-424

Mole

easementGeneral

Education

StudentWork

Sample

StudentCritique

5()

Context

A performing ensemble is in theprocess of rehearsing a composition.Students peribrm 16 measures of aselected composition. Theperformance is tape recorded.Students listen to the recording 3times. The Srst time, they listen andtalo notes on what they heat Duringthe second hearing, they write ananalysis and evaluation of their ownindividual performanee. During thethird hearing, they write an analysisand evaluation of the ensemble'sperformance. Analyses are reviewedthrough class discussion, sectionaldiscussion, or teacher review,

Excerpts front student critiques ofensemble

performance

Meste Fidelis

The first clear, balanced notes of the trumpet sec-

tion were clear indicationsof the quality of music to

follow. The most noticeableaspect of this piece was

the articulation.The trumpets were especiallY

impressivein the beginning,

creating a sound nearly

perfect in tone and phrasing,so that all that was

heard was pure music. The rollsbetween phrases on

(such as the

percussioninstruments

suspendedcym-

bal at measure21) were clear and

alive.even; and kept

the interpretationand the feeling

Festival Prelude

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. . through listening, analyze andevaluate their own and others'performances . . .

. . read and write critiques of themusk . . .

. . . use appropriate technical terms. . .

-1st noteconfident - all three notes canbe hear&

Very brassy sound. Intonationis bad.

-triplets sounddisjointed. - all different

tones,

-trumpet melody drowned.out by the woodwind.s

speeds, etc..

-muted tr- bad intonation - riot together

befumpet partore the woodwind

section

-muted solo trumpetpart - better

intonation - all

parts can just barely be heard

-woodwindsin tune - roughth most

-ymic contrast betweenrgood dna

uted part and

-triplets not heard as well the 2nd timewhat comes after

t intonation-major

flaw - trumpe


'represents four students'critiques of four pieces from anensemble performance whichwas discussed and evaluatedby individuals, sections and thecomplete ensemble, providinseveral opportunities forgrowth in ability as performerand evaluator

'demonstrates the students'command of specializedlanguage used in musicalanalysis, (e.g., triplets,dynamic, ritard, intonation,articulation)

*suggests that teacher expectsclear and specific statementsfocusing on what was heardand observed

*is an example of an assignmentthat could meet an EnglishLanguage Arts writingrequirement and become partof student's comprehensiveportfolio

5 6

shows students wererequired to "criticallyrather than simply state t

the performance was "good" or"bad."

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Trumpeter'sLullaby was certainly a different

piece in

rood, and style. It was very relaxing, and cheerful.In the

introduction,the flutes seems to be very well balance&

and in

tune. When the trumPet soloist came the flutes and the

soloist were well harmonized.As the piece progressed,

the

band was very good balance-wise,we didn't blot the trumpet

out at all. The piece coraes across as very soft and melodic.

'When the piece coraes to the triplets; I feel they were a bit

mushy. Theyneeded to be more articulate.

When the dynara-

ice changeover to ff -you can defmitelY

hear it - very nice con-

trast when the band reaches the ritaxd near the ending, its

very well done! When the band reaches the end, the chord it

produces,leaves a woiaderful

echo throughoutthe auditorium.

SymphonicPrelude

was a wonderfulopening Piece--it

ti-ulYset you in the mood for the whole concert!

In the first

few measurestrumpets were slightly

out of tune but quickly

get backmeasure five-- the band did an ezcellent

crescendo(very energized).

By the time measure thirteen

came arotuad you couldn'thave asked for a better well-bal-

ancedband. Then at measuretwenty the woodwinds

came in

such a way that you couldn't even tell tho were joining the

band. At measure twenty-fourthe clarinets

let off a bit of a

squeak (probablybad reed) but as a whole theband at that

particularmeasure

did their breathingtechniques

correctly.

At measure thirty-eightthe band as a whole did a beautiful

job with their intoilationwith each other, then at fortyforty-

one the dynamicswere well emphasised-

During dress

rehearsaldid have a habit of cutting

off the dotted whole note

too early - but at the concert it was perfecto!

Assessment Tools and Evidence:

Tools:The class listens to the selection they are rehearsing.Students individually complete a paper. On one side,they discuss the performance of the whole ensemble.They answer 3 questions:

What parts of the performance were strong andwhy?;What parts of the performance needs work andwhy?;What must be done to correct any weaknesses?

On side 2, they discuss their own individualperformance. They answer 3 questions:

What aspects _of your performance were strongand why?;What aspects of your performance need workand why?;At this point, what must you do to improveperformance so, at the next rehearsal, it will bebetter than today? If applicable, state the stepsyou will take to get to this point.

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Evidence:The student evaluation is scored by the teacherusing the following criteria:

Specificity - states precisely what is strong andwhat needs work. Makes suggestions forimprovement relative to the specifiedweaknesses. Makes suggestions of appropriateareas of the ensemble performance that shouldbe dealt with by the ensemble at the nextrehearsal.Thrminology - shows an understanding of thelanguage of music and performance. Exampleswould include style, genre, form, melody,rhythm, harmony, timbre, tone, dynamics,articulation, etc.COmpleteness - the extent to what the studentscritique. Evaluates all 16 measures by statingmultiple strengths and weaknesses, givingmany examples of terminology, and multiplesuggestions for improvement, including whathe/she needs to improve and what theensemble needs to do.,

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"Se

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Students read reviews of sever&theatrical productions of*The

'ettof the Shreve and watch s

video, film and live productions ofthe play for comparison purposes.

'They keep a journal to record theirmotions to texts and pr'eductioncomments as they view the differentworks. Students realize thatproductions of the same play can beperformed iluite differently, Theydiscuss different scenes with theirclassmates; select, produce andpresent their own version of a scenefor their classmate's; and analyzethe difference between live pato.mance and other modes as pittrt of%their theatre criticism experience,

Excerpt fromof a critical review of

a group report

The Taming of the Shrew.

The critic did not feel the actressplayed lkatewho

was very effective.lie was very impressed by

Petrucchio,feeling that his performance

was very

consistentwith his circumstances.

Petrucchiohad

control of his character,but Kate was too extreme in

her shrewishness.The actors

who Play minor char-

actersaid a 11 effective job, adding abit of parody to

the parody.


. evaluate the use of other art forms ina theatre production

. . compare and Contrast theatre, film,and video

. . . carry out acting, directing, anddesign choices which support andenhance the intent of a production.

58


compares differentproduction values from oneperformance to another,e.g., setting, stage business,acting styles

*identifies specific aspects ofproduction (direction, sets)that support an authenticperformance

selects specific aspects ofvarious productions thatwere effective.

t-

Excerptfrom onestudent's critical review of the

fourproductionsof TheTaming of theShrew

which she viewed.

The fourproduction,swere vely different

from one

another. Theydiffered in costumes,setting, lan-

guage, stage business,andacting styles.

The BBC/Time-Lifeproduction

was a very sub-

dued type ofproduction.The director seemed to

focus on making the productionhistorically

accu-

rate andheld true to Shakespeare'soriginalscript.

The sets, for instance, were very plain and simple

as they would havebeen during Shakespeare'speri-

od, but they were notparticularlyvisually stimulat-

ing.Franco Zeffirelli's

productionwas veryenjoyable

to watch.Filming on location

was a definite asset

to this scene because manydifferent sets andviews

of those sets were possible.

The Americanproduction

starringFranklinSea les

and KarenAustin was a lot of fun. The action was

very fastpaced and the audience had little chance

to grow bored. The actors, were very acrobaticand

their fightingwas funny. Manyof the gestures

used also suggestedthemeaning

of thedialogue, so

it was easier to relax and enjoy the performance.

The last production,Kiss Me Kate, wasvery short

becausemuch ofthe dialogue hadbeen removed.

While this did speed the show along, much ofthe

meaning was lost. Ifyou hadalready knownthe

basic storyline,it was very easy tounderstand

and

entertainingbecause the actors were able to play

with theirlines and actions more.

Note: Final assessment would alsoinclude viewing the studentperformance.

5 9

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Musicand

Dance

Elemen

StudentWork

Sample

D n S

Context

Children are taught a NativeAmerican dance song. The lesson istaught in conjunction with anAmerican Indian culture unit hy theelementary classroom teacher andmay be a part of several activities inthe school including other art forms.One meaningful way that studentscan gain knowledge about othercultures is by performing their songsand dances.

The meaning of the song isdiscussed, as are the musicalelements relating to melody,repetition, rhythm, and tempo.Students use traditional instrumentsand classroom instruments likedrums, maracas, and jingle bells.Students learn the dance step andillations. The complete performanceinvolves singing, dancing, andplaying instruments as each studenttakes a turn performing the roles.

,


. . sing and 1 or play, alone and incombination with other voice orinstrument parts, a varied repertoire offolk, art, and contemporary songs, fromnotation, with a good tone, pitch,duration, and loudness

. . . identify when listening, and performfrom memory, a basic repertoire of folksongs 1 dances and composed songs fromthe basic cultures that represent thepeoples of the world

. . identify and demonstrate movementelements and skills (such as bend, twist,slide, skip, hop)

. . demonstrate ways of moving inrelation to people and environment.

. . identify basic dance movements thatare typical of the major world cultures.

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4

6 0

shows children demonstratediffering abilities in singing,playing and moving and can beassessed according to the criteriaprovided under evidence on thenext page

exists in different media: theaudio tape works well for thesinging and videotape for thedance; every child can be recordedquickly without taking a lot ofclass time; the teacher can reviewtapes at any convenient time.

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Note: Stillphtographs are usedfor introductorypurposes. Audio-tapedand video-tapedsegments must bereviewed for actualdocumentation ofstudent achievement.

Assessment Tools and Evidence

Tools:Audio-tape of studentS singing ari AmericanIndian dance song.Video-tape of students parforrning an AmericanIndian dance song.

Evidence: Strategy ILevels of AchievementDistinguished

The student sings the song correctly withexcellent pitch, rhythm, and diction.

ProficientThe student sings the song with goodpitch, rhythm, and diction.

CompetentThe student sings the song with generally

satisfactory pitch, rhythm, and diction,although there are some words that aredifficult to understand, and/or somedistortions of pitch or rhythm.

Evidence: Strategy IILevels of AchievementDistinguished

The student's movements coincide withthe beat, the dance step is clearlyrecognizable, and the dance is performedwith energy.

ProficientThe student's movements occur in time tothe beat with only minor discrepancies,the dance step is generally recognizable,and the dance is performed with moderateenergy.

Comnetentstudent's movements show evidence

of slight rushing or slowing of the beat,the dance step is occasionallyrecognizable, and the dance is performedwith moderate to low energy.

61

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Students investigate- the artworkor Homo Pippen's Domino Players*and develop their own ideas andimages into a. wOrk of artintenot ting their own family in thestyle efiteraee Pippo, Students

-*ample reflection ternsand Insintaiw their setcbs andcompleted ortfolio.


. .

. . look at art work from cultural groupsof US and identify distinguishingcharacteristic

create a work of art that showsinfluence of a particular culture

. . describe their responses and theirreasons for their responses.

A

Look at the paintingand name or draw pictures

of all the ce

can find. %c, 1.55C ta eci c 44 i r

frasorcbc K

furitplCi rjol )(v.

503 k Pipe

2. Can you guesswhat room of their hou these

peopte arese

in?

you see in the paintingthat tells you it is that room?

3. What are the people in the room doing?

Person *I

Person #2

Person #3

Person #4

4. Lookcarefully at the painting.

Can you tell whattime it is, moi

afternoonor evening?

Name or draw pictures of all the things Ow

in the paintingthat tell you it is that time. rE em ny

iS on


correctly identifies pipepuffing, playing the game,etc., as activities of theplayers as well as listingmany of the visibleobjects

sketches standing posi-tion of figure with goodattention to scale and useof space

produces a well-executedsketch of family witheffective use ofoverlapping and featuresof a contour drawing

draws family members(like Domino Players) inthe dining room usingline, space, shape, colorand texture

62

like Domino Players,creates a scene of thefamily that will includewhat they are doing.

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(elso knownes Dominoes)

Oa on compoC.sition

board, 12314 z 22 in.

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The Art of; Assemblage13oittain Project

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ConteztME ART OP ASS or 1r LAGE:

AM/MIN IFIRCOEGT

The learner will hivestigate thework of LOWIN i4evelson, frclthe video Nevelson Prograseartworh entitled/Mack &mit lir e,Bicenttnnial Dawn, and SkyCathalrai. The student will createan assemblage, constructedprimarily from wood, in the style ofLouise llevelson. Students willbecome part of a cooperativelearning group, creating electronicportfolioe, recording their art workand engaging in peer assessmentsand critiques.

Note: A domain projectinvolves activities related tothe standards.

PLEASE NOTE: This learnerexercise rn y be seen in itsentirety as a domain project onthe NYS Framework for the ArtsCD/ROM.

Performance anorneStudents:

gito

. use elements and principles of art tocommunicate

. . identify and use in individual andgroup experiences some of the roles fordesigning, producing, and exhibitingworks of art

. . utilize cultural institutions andcommunity resources

. . use the language of criticism todescribe and interpret works of art

. investigate and reflect upon how art-works and artifacts from diverse culturesinfluence artistic decisions

. . take different active roles as both acreator and and a member of a criticalaudience

. . demonstrate involvement in acollaborative activity as a leader and asa member of a group.

6 4


0 investigates and collects avariety of images from a widerange of world cultures whichreflects space and structure,color and light, and movement

0 views the video, Nevelson InPmgress, and understands thelanguage of art criticism,utilizing the principles of unity,rhythm, balance, space, andcolor, focusing upon the work ofthe artist and her stucio

0 in the artistic style of LouiseNevelson, designs and createsa three dimensional work ofart

0 utilizes electronic media torecord the creative process andcompleted work

0 participates in class critiquesrevealing the use of thelanguage of art criticism.

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Permit No. 293

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Documents

DOCUMENT RESUME ED 423 155 INSTITUTION PUB DATE NOTE … · DOCUMENT RESUME. SO 028 379. Learning Standards for the Arts. Revised Edition. New York State Education Dept., Albany