High School Fine Arts GSE Standards

Connecting

Responding

Performing

Creating

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of various dance genres (e.g. ballet, modern, jazz, hiphop, West African, tap) in social, historical, cultural, and political contexts.

Execute movement from various dance techniques and/or cultures.

Recognize connections between dance and wellness.

Compare and contrast the effects of healthy and unhealthy practices in dance.

Identify and explore the capabilities and limitations of the body.

Explore historical and cultural images of the body in dance and compare these to images of the body in contemporary media.

Demonstrate how personal discipline is necessary to achieve success in meeting personal goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Identify and explore various dance genres and innovations throughout historical time periods.

Use a variety of resources to investigate dance genres.

Identify and explore various dance related professions.

Explore the use of media and technology to communicate about and create dance.

Explore media and technological tools to enhance dance performance (e.g. lighting, sound).

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Perform famous choreographic works and explore their influences for creation.

Explain how historical modern dance works have influenced current choreographic trends through presentation (e.g. choreography, oral, multi-media).

Investigate the social, historical, and political impact of specific modern dance works.

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance performance.

Identify the use of abstract theme through choreography.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute technique-based warm-up related to strength, muscular endurance, and flexibility (e.g. flat backs, laterals, contract/release, fall/recovery, high release, spirals, head-tail connection, Bartenieff Fundamentals, plié, tendu, degagé, pirouette, adagio; isolations, cat walks, jazz squares).

Execute principles of technique with clarity and control for classroom and performance.

Execute focus, control, and coordination in performing combinations through the integration of dance elements.

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus.

Understand similarities of movement concepts between dance techniques, and apply appropriate terms and skills for specific movement contexts.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute functions of anatomy as they relate to dance styles, and how preparation for different dance techniques vary.

Apply principles of injury prevention for dance techniques to personal practicesin preparing for technique class and performance.

Understand and apply music concepts to dance.

Investigate syncopation, polyrhythms counterpoint, and call-response within instructed and created dance phrases.

Phrase movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreographic elements (e.g. spatial design, variety, contrast, clear structure).

Describe aesthetic qualities particular to various dance techniques.

Propose ways to revise modern dance choreography according to formal assessment criteria.

Engage in self-reflection and self-assessment as creator and performer.

Connecting

Responding

Performing

Creating

Recognize connections between dance and wellness.

Describe the ways that dance promotes strength, health, physical safety, and reduced risk of injury, and employ appropriate strategies for treating, preventing, and recovering from dance injuries.

Assess consequences of personal actions, and commitment and discipline necessary to achieve personal goals in dance.

Identify bones and muscle groups, and describe the ways that alignment, flexibility, and strength contribute to the body’s range of motion.

Identify and explain extrinsic and intrinsic motivation.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Identify and explore various dance related professions (e.g. sports medicine, dance therapy).

Explore the use of media and technology to research the relationship between dance and science.

Research and present one social behavior theory (e.g. Transtheoretical Model of Behavioral Change, Health Belief Model, Social Cognitive Theory, Social Ecological Model) and identify how it applies to dance.

Demonstrate an understanding and apply knowledge of kinesiology, somatics, and anatomy in movement.

Explain and demonstrate the use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute functions of anatomy as they relate to dance styles and how preparation for different movement styles differ.

Analyze and apply principles of injury prevention for dance to personal practicesin preparing for dance class and performance.

Develop a dance class or training session based on the components of fitness and injury prevention guidelines for safe physical activity.

Identify and relate physical activity guidelines for health and fitness according to both the Surgeon General and the American College of Sports Medicine (e.g. warm-up, fitness phase, cool down).

Identify and demonstrate movement elements, skills, and terminology in dance.

Demonstrate an understanding of basic dance terminology and technique.

Understand kinesthetic awareness through body parts and isolations, connecting the body to one’s kinesphere.

Examine the kinesthetic process used to transfer weight, change direction, and maintain balance.

Analyze the use of the elements of dance in relation to kinesthetic awareness and muscle function.

Demonstrate an understanding of the relationship between dance as a form of physical activity, health, well-being, and quality of life.

Identify the 5 components of fitness (e.g. cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition).

Identify and demonstrate proper progressions and regressions.

Demonstrate dynamic and static flexibility.

Demonstrate knowledge in preparing the body through using opposing muscle groups and concentric, isometric, and eccentric muscular contractions.

Identify and demonstrate the components of muscular fitness.

Identify and demonstrate functional movement training for stability and mobility (e.g. proper alignment).

Identify and demonstrate knowledge in weights and calisthenics that manipulate the body’s levers to progress intensity for muscular strength and endurance progressions.

Identify and demonstrate proper performance training exercises (e.g. jumps, rotary power).

Identify and demonstrate aerobic-based training, aerobic efficiency, anaerobic endurance, and anaerobic power.

Understand and describe how dance as exercise influences the cardiovascular system, skeletal system, and muscular system for both health and performance.

Explain how the skeletal structure provides support and protection for tissues, and functions with the muscular system to make movements possible.

Recognize all of the movements of the primary joints, the plane and axis in which they occur, and the muscles which produce these actions.

Describe, understand, and apply energy system principles (bioenergetics) to the movements of dance.

Identify the 3 primary metabolic systems (e.g. ATP-PC system, anaerobic glycolysis system, aerobic glycolysis system).

Understand the limitations for energy delivery and utilization in the body through the study of the 3 primary metabolic systems.

Identify neuromuscular foundations of movement, including motor units, neuromuscular junctions, action potentials, and the sequence of those events to produce movements.

Explain motion analysis by identifying muscles that produce movement under analysis, and the type of contraction that occurs (e.g. concentric, eccentric, isometric).

Connecting

Responding

Performing

Creating

Level III-V

Connecting

Responding

Performing

Creating

Levels I-II

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of dance in social, historical, cultural, and political contexts.

Compare and contrast classical dance forms.

Compare and contrast theatrical forms of dance.

Compare and contrast twentieth century forms of dance.

Analyze the development of ballet from the Royal Court through the romantic periods up to contemporary ballet, focusing on the purpose of dance, dance genres, artistic conflicts and resolutions, significant contributors, and innovations.

Execute movement from various cultural dance genres.

Recognize connections between dance and wellness.

Compare and contrast the effects of healthy and unhealthy practicesin dance.

Identify and explore the capabilities and limitations of the body.

Explore historical and cultural images of the body in dance and compare these to images of the body in contemporary media.

Demonstrate how personal discipline is necessary to achieve successin meeting personal goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Compare and contrast ballet to other art forms.

Explore commonalities of essential concepts shared between ballet and other subject areas.

Identify career possibilities in dance and dance related fields.

Utilize technological tools to discover current trends in ballet.

Demonstrate skill in the use of media and technology related to ballet (e.g. lighting, sound).

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original ballet phrases from a variety of sources (e.g. instructor-guided choreography, self-created choreography).

Manipulate ballet phrases using the elements of choreography.

Demonstrate various choreographic forms through personal choreography.

Demonstrate the use of choreographic form and notation using short combinations.

Manipulate personal and structured combinations to create an informal dance work.

Demonstrate and recognize a variety of structures and/or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in ballet.

Identify the use of abstract theme through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute a technique based ballet barre related to strength, muscular endurance, and flexibility (e.g. plié, tendu, dégagé, rond de jambe, frappe, fondu, petit battement, adage, grand battement combinations).

Execute intermediate principles of ballet technique with clarity and control for classroom and performance (e.g. center tendu, center grand battement, center turns combinations).

Execute focus, control, and coordination in performing intermediate combinations through the integration of ballet (eg. adagio, waltz combinations).

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus (e.g. petite allegro, medium allegro, grande allegro, fouette/turns a la second combinations).

Understand similarities of movement concepts between codified techniques (e.g. Vaganova, Cecchetti, Bournonville, Royal Academy of Dance) and apply appropriate terms and skills for specific movement contexts.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute functions of anatomy as they relate to dance styles, and how preparation for different movement styles differ.

Apply principles of injury prevention for ballet to personal practicesin preparing for ballet class and performance.

Understand and apply music concepts to dance.

Synthesize musical concepts with initiative in instructed and created ballet combinations.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of ballet (e.g. spatial design, lines of the body, phraseology).

Observe, critique, analyze, and respond to the quality of ballet performances and compositions, using specified criteria and appropriate ballet terminology.

Compare and contrast multiple choreographed works.

Describe aesthetic qualities particular to ballet.

Propose ways to revise choreography according to established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Understand and demonstrate dance throughout history and in various cultures.

Describe the similarities and differences in dance movements from various cultures and forms.

Describe how other arts disciplines are integrated into dance performances.

Identify and explore various dance genres and innovations throughout time.

Recognize connections between dance and wellness.

Explain how health and nutrition enhance ballet ability.

Define the elements of personal safety in ballet.

Demonstrate respect for personal well-being and the well-being of others.

Describe how ballet builds physical and emotional well-being (e.g. positive body imaging, physical goals, creative goals, focus/concentration).

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Compare and contrast ballet to other art forms and subject areas.

Use a variety of resources to investigate and further research ballet.

Identify and explore various dance related professions.

Explore the use of media and technology to communicate about and create dance.

Explore media and technology to enhance dance performance (e.g. lighting, sound).

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Identify the elements of choreography.

Discuss ways to document dance choreography (e.g. photography, video, writing computer programs).

Manipulate the elements of personal choreography.

Recognize a variety of structures or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Demonstrate the use of theme through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute a ballet warm-up related to strength, muscular endurance, and flexibility (e.g. plie, tendu, dégagé, rond de jambe, frappe, fondu, petite battement, adage, grand battement combinations).

Demonstrate an understanding of basic ballet terminology and technique (e.g. center tendu, center grand battement, center turns combinations).

Demonstrate focus, control, and coordination in performing combinations through the integration of ballet (e.g. adagio, waltz combinations).

Demonstrate the ability to transfer weight, change direction, and maintain balance (e.g. petite allegro, medium allegro, grande allegro combinations).

Identify ballet vocabulary from codified techniques (e.g. Vaganova, Cecchetti, Bournonville, RAD).

Demonstrate kinesthetic awareness through body parts and isolations, and connect the body to one’s kinesphere.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer, and understand the role of an arts patron.

Recognize concepts of anatomy and kinesiology in movement.

Understand and execute principles of major muscles and proper alignment.

Recognize that proper alignment facilitates efficiency of movement.

Understand imagery (ideokinesis) and its ability to increase efficiency of movement.

Identify basic principles of injury prevention for ballet.

Understand and apply music concepts to dance.

Investigate syncopation, polyrhythms counterpoint, and call-response within instructed and created dance phrases.

Phrase movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe and formulate opinions about the quality of dance on the basis of established criteria (e.g. Vagonava, Cecchetti, Bournonville).

Engage in self-reflection and self-assessment as creator and performer.

Connecting

Responding

Performing

Creating

Levels III-IV

Connecting

Responding

Performing

Creating

Levels I-II

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of dance in social, historical, cultural, and political contexts.

Analyze the dance styles of important twentieth century choreographers.

Understand similarities and differences between contemporary forms of dance.

Evaluate the development of dance during the twentieth century and contemporary eras, focusing on the purpose of dance, dance genres and styles, artistic conflicts and resolutions, significant contributors, and innovations.

Execute movement from various cultural dance genres that incorporate partnering.

Recognize connections between dance and wellness.

Explain how health and nutrition enhance dance ability.

Define the elements of personal safety in dance.

Demonstrate respect for personal well-being and the well-being of others.

Describe how dance builds physical and emotional well-being (e.g. positive body imaging, physical goals, creative goals, focus/concentration).

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Identify and explore various dance genres and innovations throughout historical time periods.

Use a variety of resources to investigate dance genres.

Identify and explore various dance related professions.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Identify and explore the elements of choreography.

Discuss ways to document partnering choreography (e.g. photography, video, writing computer programs).

Demonstrate the use of choreographic form through short combinations.

Explore manipulating personal and structured dance combinations with a partner.

Recognize and demonstrate a variety of structures and/or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Demonstrate the use of theme through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute technique based warm-up such as ballet, modern, jazz, tap, and world dance activities related to strength, muscular endurance, and flexibility.

Demonstrate an understanding of basic dance terminology and technique.

Develop focus, control, and coordination in performing combinations of locomotor and axial movements.

Demonstrate kinesthetic awareness through body parts and isolations, and connect the body to one’s kinesphere.

Demonstrate the ability to transfer weight, change direction, and maintain balance.

Identify dance vocabulary from codified techniques.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer, and understand the role of an arts patron.

Recognize concepts of anatomy and kinesiology in movement.

Understand and execute principles of major muscles and proper alignment.

Recognize that proper alignment facilitates efficiency of movement.

Understand imagery (ideokinesis) and its ability to increase efficiency of movement.

Identify basic principles of injury prevention for ballet.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created dance movements and phrases.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe and formulate opinions about the quality of dances on the basis of established criteria.

Engage in self-reflection and self-assessment as creator and performer.

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of dance in social, historical, cultural, and political contexts.

Analyze the dance styles of important twentieth century choreographers.

Understand similarities and differences between contemporary forms of dance.

Evaluate the development of dance during the twentieth century and contemporary eras, focusing on the purpose of dance, dance genres and styles, artistic conflicts and resolutions, significant contributors, and innovations.

Execute movement from various cultural dance genres that incorporate partnering.

Recognize connections between dance and wellness.

Communicate how lifestyle choices affect the dancer.

Analyze the historical and cultural images of the body in dance and compare these to images of the body in contemporary media.

Discuss challenges facing a performer in maintaining a healthy lifestyle.

Assess consequences of personal action, and commitment and discipline necessary to achieve dance goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Understand and demonstrate how media and technology can reinforce, enhance, and/or alter the dance concept and performance.

Explore technological tools to communicate about and create dance.

Understand how technology can reinforce, enhance, and/or alter the dance concept and performance.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original movement phrases from a variety of sources (e.g. instructor and selfguided improvisation).

Manipulate movement phrases using the elements of choreography.

Demonstrate various choreographic forms through both personal and group choreography.

Demonstrate the use of choreographic form and notation using long combinations.

Manipulate structured personal and structured group combinations to create a formal dance work.

Demonstrate a variety of structures or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Identify and demonstrate the use of theme through movement.

Demonstrate the use of props as an extension of theme.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an intermediate/advanced technique based warm up (e.g. ballet, modern, jazz, tap, world dance) related to strength, muscular endurance, and flexibility.

Execute intermediate/advanced principles of dance technique with precision for classroom and performance.

Execute focus, control, and coordination in performing complex combinations through the integration of dance elements.

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus.

Synthesize knowledge of dance vocabulary from codified techniques.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute the physiological demands of different dance techniques and repertoire, and how to prepare for those demands within rehearsals and performances.

Engage in self-directed learning strategies to increase accuracy, precision, artistry, and expressiveness.

Apply principles of injury prevention for dance.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created dance movements and phrases.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe, critique, analyze, and respond to the quality of dance performances and compositions using specified criteria and appropriate dance terminology.

Compare and contrast multiple choreographed works.

Describe and demonstrate aesthetic qualities particular to various styles of dance.

Propose ways to revise choreography according to established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Connecting

Responding

Performing

Creating

Level IV

Connecting

Responding

Performing

Creating

Level III

Connecting

Responding

Performing

Creating

Level II

Connecting

Responding

Performing

Creating

Level I

Understand and demonstrate dance throughout history and in various cultures.

Describe the similarities and differences in dance movement from various cultures and forms.

Describe how other arts disciplines are integrated into dance performances.

Identify and explore various dance genres and innovations throughout history.

Recognize connections between dance and wellness.

Explain how health and nutrition enhance dance ability.

Define the elements of personal safety in dance.

Demonstrate respect for personal well-being and the well-being of others.

Describe how dance builds physical and emotional well-being (e.g. positive body imaging, physical goals, creative goals, focus/concentration).

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Identify and explore various dance genres and innovations throughout dance history and various cultures.

Use a variety of resources to investigate dance genres.

Identify and explore various dance related professions.

Explore the use of media and technology to communicate about and create dance.

Explore media and technological tools to enhance dance performance (e.g. lighting, sound).

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Identify the elements of choreography.

Discuss ways to document dance choreography (e.g. photography, video, writing computer programs).

Manipulate the elements of personal choreography.

Recognize a variety of structures and/or forms (e.g., AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Demonstrate the use of theme through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an introductory level technique-based warm-up such as ballet, modern, jazz, tap, and world dance related to strength, muscular endurance, and flexibility.

Demonstrate an understanding of basic dance terminology and technique.

Develop focus, control, and coordination in performing introductory level combinations of locomotor and axial movements.

Demonstrate kinesthetic awareness through body parts and isolations, and connect the body to one’s kinesphere.

Demonstrate the ability to transfer weight, change direction, and maintain balance.

Identify dance vocabulary from codified techniques.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer, and understand the role of an arts patron.

Recognize concepts of anatomy and kinesiology in movement.

Understand and execute major muscle principles and proper alignment.

Recognize that proper alignment facilitates efficiency of movement.

Understand imagery (ideokinesis) and its ability to increase efficiency of movement.

Identify basic principles of injury prevention for dance.

Understand and apply music concepts to dance.

Investigate syncopation, polyrhythms counterpoint, and call-response within instructed and created dance phrases.

Phrase movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe and formulate opinions about the quality of dances on the basis of formal established criteria.

Engage in self-reflection and self-assessment as creator and performer.

Understand and demonstrate dance throughout history and in various cultures.

Create a movement study that illustrates a similarity and/or difference in various cultures and forms.

Identify and evaluate the contributions and integration of other arts disciplines in dance performance.

Recognize connections between dance and wellness.

Identify and explore the capabilities and limitations of the body.

Identify and explore strategies to prevent dance injuries.

Identify the effects of healthy and unhealthy practices in dance.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Compare and contrast dance to other art forms.

Explore commonalities of essential concepts shared between dance and other subject areas.

Identify career possibilities in dance and dance related fields.

Demonstrate ability to use media and technology to communicate about and create dance as an art form.

Explore the use of media and technology to research dance in culture and history.

Demonstrate ability to use media and technology tools related to dance performance (e.g. light and sound).

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Explore the elements of choreography.

Use technology or software to record a dance and/or phrase.

Demonstrate the use of choreographic form through short combinations.

Manipulate personal and structured dance combinations.

Demonstrate and recognize a variety of structures and/or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Demonstrate the use of various themes through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute a beginner technique-based warm-up such as ballet, modern, jazz, tap, and world dance related to strength, muscular endurance, and flexibility.

Execute beginner principles of dance technique with clarity and control for classroom and performance.

Execute focus, control, and coordination in performing beginner combinations through the integration of dance elements.

Execute the transfer of weight and change of direction while maintaining balance.

Understand dance vocabulary from codified techniques.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Identify self-monitoring methods to refine and improve alignment and technical skills.

Identify similarities and differences between a progressive, sequential order of warm-up exercises in various dance styles.

Apply teacher prompted imagery to increase efficiency of movement.

Develop personal practices in preparing for dance class and performance.

Understand and apply music concepts to dance.

Demonstrate various kinds of syncopation, polyrhythms counterpoint, and call-response within instructed and created dance phrases.

Phrase movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe and formulate opinions about the quality of dances on the basis of established criteria.

Defend a choreographic work.

Observe and respond to dance compositions.

Discuss and identify aesthetic qualities particular to various styles of dance.

Engage in self-reflection and self-assessment as creator and performer.

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of dance in social, historical, cultural, and political contexts.

Compare and contrast classical dance forms.

Compare and contrast theatrical forms of dance.

Compare and contrast twentieth century forms of dance.

Analyze the development of dance from the Renaissance through the romantic periods focusing on the purpose of dance, dance genres, artistic conflicts and resolutions, significant contributors, and innovations.

Execute movement from various cultural dance genres.

Recognize connections between dance and wellness.

Compare and contrast the effects of healthy and unhealthy practices in dance.

Identify and explore the capabilities and limitations of the body.

Explore historical and cultural images of the body in dance and compare these images to images of the body in contemporary media.

Demonstrate how personal discipline is necessary to achieve success in meeting personal goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Compare and contrast dance to other art forms.

Explore commonalities of essential concepts shared between dance and other subject areas.

Identify career possibilities in dance and dance related fields.

Utilize technological tools to discover current trends in the global dance environment.

Demonstrate skill in the use of media and technology related to dance performance (e.g. lighting, sound).

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original movement phrases from a variety of sources (e.g. instructor-guided and self-guided improvisation).

Manipulate movement phrases using the elements of choreography.

Demonstrate various choreographic forms through personal choreography.

Demonstrate the use of choreographic form and notation using short combinations.

Manipulate personal and structured combinations to create an informal dance work.

Demonstrate and recognize a variety of structures or forms (e.g. AB, ABA, cannon, callresponse, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Identify the use of abstract theme through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an intermediate technique-based warm-up related to strength, muscular endurance, and flexibility.

Execute intermediate principles of dance technique with clarity and control for classroom and performance.

Execute focus, control, and coordination in performing intermediate combinations through the integration of dance elements.

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus.

Understand similarities of movement concepts between codified techniques, and apply appropriate terms and skills for specific movement contexts.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute functions of anatomy as they relate to dance styles, and how preparation for different movement styles vary.

Apply principles of injury prevention for dance to personal practices in preparing for dance class and performance.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created dance movements and phrases.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe, critique, analyze, and respond to the quality of dance performances and compositions using specified criteria and appropriate dance terminology.

Compare and contrast multiple choreographed works.

Describe aesthetic qualities particular to various styles of dance.

Propose ways to revise choreography according to established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of dance in social, historical, cultural, and political contexts.

Analyze dance styles of important twentieth century choreographers.

Understand similarities and differences between contemporary forms of dance.

Evaluate the development of dance during the twentieth century and contemporary eras focusing on the purpose of dance, dance genres, styles, artistic conflicts and resolutions, significant contributors, and innovations.

Execute movement from various cultural dance genres.

Recognize connections between dance and wellness.

Communicate how lifestyle choices affect the dancer.

Analyze the historical and cultural images of the body in dance and compare these to images of the body in contemporary media.

Discuss challenges facing a performer in maintaining a healthy lifestyle.

Assess consequences of personal actions, and commitment and discipline necessary to achieve dance goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Understand and demonstrate how media and technology can reinforce, enhance, and/or alter a specified dance concept and performance setting.

Utilize technological tools to educate and advocate current trends in the global dance environment.

Understand how technology can reinforce, enhance, and/or alter the dance concept and performance setting

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original movement phrases from a variety of sources (e.g. instructor and selfguided improvisation).

Manipulate movement phrases using the elements of choreography.

Demonstrate various choreographic forms through both personal and group choreography.

Demonstrate the use of choreographic form and notation using long combinations.

Manipulate structured personal and group combinations to create a formal dance work.

Demonstrate a variety of structures or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Identify and demonstrate the use of theme through movement.

Demonstrate the use of props as an extension of theme.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an advanced technique-based warm-up such as ballet, modern, jazz, tap, and world dance related to strength, muscular endurance, and flexibility.

Execute advanced principles of dance technique with precision for classroom and performance.

Execute focus, control, and coordination in performing complex combinations through the integration of dance elements.

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus.

Synthesize knowledge of dance vocabulary from codified techniques.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute the physiological demands of different dance techniques and repertoire, and how to prepare for those demands within rehearsals and performances.

Engage in self-directed learning strategies to increase accuracy, precision, artistry, and expressiveness.

Apply principles of injury prevention for dance.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created dance movements and phrases.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe, critique, analyze, and respond to the quality of dance performances and compositions using specified criteria and appropriate dance terminology.

Compare and contrast multiple choreographed works.

Describe and demonstrate aesthetic qualities particular to various styles of dance.

Propose ways to revise choreography according to established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Connecting

Responding

Performing

Creating

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of dance in social, historical, cultural, and political contexts.

Analyze the dance style of important twentieth century choreographers.

Understand similarities and differences between contemporary forms of dance.

Evaluate the development of dance during the twentieth century and contemporary eras, focusing on the purpose of dance, dance genres and styles, artistic conflicts and resolutions, significant contributors, and innovations.

Execute movement from various cultural dance genres.

Recognize connections between dance and wellness.

Explain how health and nutrition enhance dance ability.

Define the elements of personal safety in dance.

Demonstrate respect for personal well-being and the well-being of others.

Describe how dance builds physical and emotional well-being (e.g. positive body imaging, physical goals, creative goals, focus/concentration).

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Understand and demonstrate how media and technology can reinforce, enhance, and/or alter a specified dance concept and performance setting.

Utilize technological tools to educate and advocate current trends in the global dance environment.

Understand how technology can reinforce, enhance, and/or alter the dance concept and performance setting.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original movement phrases from a variety of sources (e.g. instructor and selfguided improvisation, pre-choreographic statement of intent).

Manipulate movement phrases using the elements of choreography.

Demonstrate various choreographic forms through both personal and group choreography (e.g. solo, duets, small group, large ensembles).

Demonstrate the use of choreographic form and notation using long combinations.

Manipulate structured personal and structured group combinations to create a formal dance work (e.g. solo, duets, small group, large ensembles).

Demonstrate a variety of structures or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Identify and demonstrate the use of theme through movement.

Demonstrate the use of props as an extension of theme.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an intermediate/advanced technique based warm up (e.g. ballet, modern, jazz, tap, world dance) related to strength, muscular endurance, and flexibility.

Execute intermediate/advanced principles of dance technique with precision for classroom and performance.

Execute focus, control, and coordination in performing complex combinations through the integration of dance elements.

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus.

Synthesize knowledge of dance vocabulary from codified techniques.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute the physiological demands of different dance techniques and repertoire, and how to prepare for those demands within rehearsals and performances.

Engage in self-directed learning strategies to increase accuracy, precision, artistry, and expressiveness.

Apply principles of injury prevention for dance.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created dance movements and phrases.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe, critique, analyze, and respond to the quality of dance performances and compositions using specified criteria and appropriate dance terminology.

Compare and contrast multiple choreographed works.

Describe and demonstrate aesthetic qualities particular to various styles of dance.

Propose ways to revise choreography according to established assessment criteria (e.g. choreographers revisionist statement).

Engage in self-reflection and self-assessment as a creator and performer.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Connecting

Responding

Performing

Creating

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of dance in social, historical, cultural, and political contexts.

Compare and contrast classical dance forms and elements within each respective form/genre (e.g. court dance, classical ballet, romantic ballet).

Compare and contrast theatrical forms of dance (e.g. pantomime, ballet d’action, Vaudeville, musical theater).

Compare and contrast twentieth century forms of dance and elements within each respective form/genre (e.g. neo-classical ballet, modern dance, contemporary ballet, jazz, tap, hip-hop).

Analyze the development of dance from the Renaissance through the romantic periods, focusing on the purpose of dance, dance genres, artistic conflicts and resolutions, significant contributors, and innovations.

Analyze the development of dance from the turn of the twentieth century to current day dance, focusing on the purpose of dance, dance genres, artistic conflicts and resolutions, significant contributors, and innovations.

Explain how dancers and choreographers reflect roles, work, and values in various cultures, countries, and historical periods.

Demonstrate an understanding of the connections between dance and other arts disciplines, other content areas, and the world.

Demonstrate proficiency in two or more technological applications related to dance, explaining that they reinforce and enhance various practices within the field of dance (e.g. the Internet, human animation software, videotaping, video editing, dance notation).

Create dance as an art form.

Utilize technological tools to educate dance history through presentation.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Identify the elements of choreography.

Discuss ways to document dance choreography (e.g. photography, video, writing computer programs).

Recognize a variety of structures and/or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Use dance structures, musical forms, theatrical elements, and technology to create original works (e.g. create a modern dance, write a ballet storyline, create presentation).

Notate dances using a variety of systems (e.g. labanotation, motif writing, personal systems).

Identify the use of various themes in movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Demonstrate an understanding of basic dance terminology and technique (e.g. plié, tendu, degagé, passé, flat back, lateral, roll down, contract/release, fall/recovery, pirouette).

Identify and understand dance vocabulary from multiple codified techniques (e.g. French, Cecchetti, Vaganova, Graham, Horton, Cunningham, Fosse, Luigi, Giordano).

Understand and model dance etiquette as a classroom participant, performer, and observer.

Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer, and understand the role of an arts patron.

Demonstrate critical and creative thinking in all aspects of dance.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Analyze and describe the contributions of notable dance figures in relation to their respective social, cultural, political, and historical contexts.

Describe how the qualities of a theatrical production contribute to the success of a dance performance (e.g. music, lighting, costuming, text, set design).

Connecting

Responding

Performing

Creating

Levels I-II

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Understand and demonstrate how media and technology can reinforce, enhance, and/or alter a specified dance concept and performance setting.

Utilize technological tools to educate and advocate current trends in the global dance environment.

Understand how technology can reinforce, enhance, and/or alter the dance concept and performance setting.

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Identify and demonstrate the use of theme through movement.

Demonstrate the use of props as an extension of theme.

Generate and conceptualize artistic ideas and work specifically pertaining to a dance production.

Synthesize content generated from stimulus material (e.g. lighting, costumes, music, set design, multimedia).

Demonstrate an understanding of the required elements in producing a dance concert.

Apply knowledge of production, marketing, and artistic elements.

Evaluate and revise elements throughout production process.

Critique and justify the use of specific elements with a logical argument.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an advanced technique based warm up such as ballet, modern, jazz, tap, and world dance related to strength, muscular endurance, and flexibility.

Execute advanced principles of dance technique with precision for classroom and performance.

Execute focus, control, and coordination in performing complex combinations through the integration of dance elements.

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus.

Synthesize knowledge of dance vocabulary from codified techniques.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created dance movements and phrases.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe, critique, analyze, and respond to the quality of dance performances and compositions using specified criteria and appropriate dance terminology.

Compare and contrast multiple choreographed works.

Describe and demonstrate aesthetic qualities particular to various styles of dance.

Propose ways to revise choreography according to established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Connecting

Responding

Performing

Creating

Understand and demonstrate dance throughout history in regard to theater production.

Describe the similarities and differences in dance movements from various theater productions.

Describe how other arts disciplines are integrated into dance performances.

Recognize connections between dance and wellness.

Explain how health and nutrition enhance dance ability.

Define the elements of personal safety in dance.

Demonstrate respect for personal well-being and the well-being of others.

Describe how dance builds physical and emotional well-being (e.g. positive body imaging, physical goals, creative goals, focus/concentration).

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Identify and explore various dance genres and innovations throughout historical time periods.

Use a variety of resources to investigate dance genres.

Explore the use of media and technology to communicate about and create dance.

Explore media and technological tools to enhance dance performance (e.g. lighting, sound).

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Identify the elements of choreography.

Discuss ways to document dance choreography (e.g. photography, video, writing computer programs).

Manipulate the elements of personal choreography.

Recognize a variety of structures and/or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how choreographic structure is used to communicate meaning in a dance.

Demonstrate the use of theme through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an introductory level technique-based warm-up in ballet, modern, and jazz dance related to strength, muscular endurance, and flexibility.

Demonstrate an understanding of basic dance terminology and technique.

Develop focus, control, and coordination in performing introductory level combinations of locomotor and axial movements.

Demonstrate kinesthetic awareness through body parts and isolations, and connect the body to one’s kinesphere.

Demonstrate the ability to transfer weight, change direction, and maintain balance.

Identify dance vocabulary from codified techniques.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer, and understand the role of an arts patron.

Recognize concepts of anatomy and kinesiology in movement.

Understand major muscles involved in external rotation (turn-out), and important related alignment principles involved in its proper execution.

Recognize that proper alignment facilitates efficiency of movement.

Understand imagery (ideokinesis) and its ability to increase efficiency of movement.

Identify basic principles of injury prevention for dance.

Understand and apply music concepts to dance.

Investigate syncopation, polyrhythms counterpoint, and call-response within instructed and created dance phrases.

Phrase movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe and formulate opinions about the quality of dances on the basis of established criteria.

Engage in self-reflection and self-assessment as creator and performer.

Connecting

Responding

Performing

Creating

Levels III-IV

Connecting

Responding

Performing

Creating

Levels I-II

Understand and demonstrate dance throughout history and in various cultures.

Describe the similarities and differences in jazz techniques and movement from various cultures and forms.

Describe how other dance genres are integrated into jazz dance performances.

Identify and explore various jazz dance genres and innovations throughout history (e.g. jazz funk, Broadway, musical theatre, contemporary jazz).

Recognize connections between dance and wellness.

Explain how health and nutrition enhance dance ability.

Define the elements of personal safety in dance.

Demonstrate respect for personal well-being and the well-being of others

Describe how dance builds physical and emotional well-being (e.g. positive body imaging, physical goals, creative goals, focus/concentration).

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Identify and explore various dance genres and innovations throughout history.

Use a variety of resources to investigate dance genres.

Identify and explores various dance related professions.

Explore the use of media and technology to self-assess, critique, and communicate about dance.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Identify the elements of choreography.

Discuss ways to document dance choreography (e.g. photography, video, writing computer programs).

Manipulate the elements of personal choreography.

Recognize a variety of structures or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Demonstrate the use of theme through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute a warm-up that is jazz dance specific, related to strength, muscular endurance, and flexibility.

Demonstrate an understanding of basic jazz dance terminology and techniques.

Develop focus, control, and coordination in performing combinations of locomotor and axial movements using basic isolations and syncopated rhythms.

Demonstrate the ability to transfer weight, change direction, and maintain balance.

Identify dance vocabulary from codified techniques (e.g. Fosse, Luigi, Giordano, Mat Mattox).

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Understand and demonstrate that punctuality is an industry standard, as it promotes safety, courtesy, and professionalism.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer, and understand the role of an arts patron.

Recognize concepts of anatomy and kinesiology in movement.

Understand and execute principles of major muscles and proper alignment.

Recognize that proper alignment facilitates efficiency of movement.

Understand imagery (ideokinesis) and its ability to increase efficiency of movement.

Identify basic principles of injury prevention in jazz.

Understand and apply music concepts to dance.

Investigate syncopation, polyrhythms counterpoint, and call-response within instructed and created jazz specific phrases.

Phrase movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe and formulate opinions about the quality of dances on the basis of established criteria.

Engage in self-reflection and self-assessment as creator and performer.

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of dance in social, historical, cultural, and political contexts.

Analyze the dance style of important twentieth century choreographers.

Understand similarities and differences between contemporary forms of dance.

Evaluate the development of dance during the twentieth century and contemporary eras, focusing on the purpose of dance, dance genres and styles, artistic conflicts and resolutions, significant contributors, and innovations.

Execute movement from various cultural dance genres.

Recognize connections between dance and wellness.

Communicate how lifestyle choices effect the dancer.

Analyze the historical and cultural images of the body in dance, and compare these to images of the body in contemporary media.

Discuss challenges facing a performer in maintaining a healthy lifestyle.

Assess consequences of personal actions, and commitment and discipline necessary to achieve dance goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Understand and demonstrate how media and technology can reinforce, enhance, and/or alter a specified dance concept and performance setting.

Utilize technological tools to educate and advocate current trends in the global dance environment.

Understand how technology can reinforce, enhance, and/or alter the dance concept and performance setting.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original movement phrases from a variety of sources (e.g. instructor and selfguided improvisation).

Manipulate movement phrases using the elements of choreography.

Demonstrate various choreographic forms through both personal and group choreography.

Demonstrate the use of choreographic form and notation using long combinations.

Manipulate structured personal and structured group combinations to create a formal dance work.

Demonstrate a variety of structures or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Identify and demonstrate the use of theme through movement.

Demonstrate the use of props as an extension of theme.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an intermediate/advanced technique-based jazz warm-up related to strength, muscular endurance, and flexibility including multi-isolations, accelerated tempo, stronger contraction, quicker swing, and release.

Execute intermediate/advanced principles of jazz dance technique with precision for classroom and performance.

Execute focus, control, and coordination in performing complex combinations through the integration of jazz dance elements.

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus.

Synthesize knowledge of jazz dance vocabulary.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute the physiological demands of different dance techniques and repertoire, and how to prepare for those demands within rehearsals and performances.

Engage in self-directed learning strategies to increase accuracy, precision, artistry, and expressiveness.

Apply principles of injury prevention for dance.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created dance movements and phrases.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe, critique, analyze, and respond to the quality of dance performances and compositions using specified criteria and appropriate dance terminology.

Compare and contrast multiple choreographed works.

Describe and demonstrate aesthetic qualities particular to various styles of dance.

Propose ways to revise choreography according to established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Connecting

Responding

Performing

Creating

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of dance in social, historical, cultural, and political contexts.

Analyze dance styles of important twentieth century choreographers.

Understand similarities and differences between contemporary forms of dance.

Evaluate the development of dance during the twentieth century and contemporary eras focusing on the purpose of dance, dance genres and styles, artistic conflicts and resolutions, significant contributors, and innovations.

Execute movement from various cultural dance genres.

Recognize connections between dance and wellness.

Communicate how lifestyle choices affect the dancer.

Analyze the historical and cultural images of the body in dance, and compare these to images of the body in contemporary media.

Discuss challenges facing a performer in maintaining a healthy lifestyle.

Assess consequences of personal actions, and commitment and discipline necessary to achieve dance goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Understand and demonstrate how media and technology can reinforce, enhance, or alter a specified dance concept and performance setting.

Utilize technological tools to educate and advocate current trends in the global dance environment.

Understand how technology can reinforce, enhance, or alter the dance concept and performance setting.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original movement phrases from a variety of sources (e.g. instructor and selfguided improvisation).

Manipulate movement phrases using the elements of choreography.

Demonstrate various choreographic forms through both personal and group choreography.

Demonstrate the use of choreographic form.

Manipulate structured personal and structured group combinations to create a formal dance work.

Demonstrate a variety of structures and/or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Identify and demonstrate the use of theme through movement.

Demonstrate the use of props as an extension of theme.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an advanced technique based ballet barre related to strength, muscular endurance, and flexibility (e.g. plie, tendu, dégagé, rond de jambe, frappe, fondu, petit battement, adage, and grand battement combinations).

Execute advanced principles of ballet technique with precision for classroom and performance (e.g. center tendu, center grand battement, center turns combinations).

Execute focus, control, and coordination in performing complex combinations through the integration of ballet (e.g. adagio, waltz combinations).

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus (e.g. petit allegro, medium allegro, grand allegro, foutte/turns a la seconde combinations).

Synthesize knowledge of ballet vocabulary from codified techniques (e.g. Vaganova, Cecchetti, Bournonville, RAD) and apply appropriate terms and skills for specific movement contexts.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute the physiological demands of different dance techniques and repertoire, and how to prepare for those demands within rehearsals and performances.

Engage in self-directed learning strategies to increase accuracy, precision, artistry, and expressiveness.

Apply principles of injury prevention for dance.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created dance movements and phrases.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe, critique, analyze, and respond to the quality of dance performances and compositions using specified criteria and appropriate dance terminology.

Compare and contrast multiple choreographed works.

Describe and demonstrate aesthetic qualities particular to various styles of dance.

Propose ways to revise choreography according to formal established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend or justify the similarities and differences between observing live and recorded dance performances.

Connecting

Responding

Performing

Creating

Level IV

Connecting

Responding

Performing

Creating

Level III

Connecting

Responding

Performing

Creating

Level II

Connecting

Responding

Performing

Creating

Level I

Understand and demonstrate dance throughout history and in various cultures.

Understand and demonstrate dance throughout history and in various cultures.

Describe the similarities and differences within modern dance techniques from different cultures.

Describe the similarities and differences within modern dance techniques from different cultures.

Identify and explore various modern dance techniques and innovations throughout history.

Identify and explore various modern dance techniques and innovations throughout history.

Recognize connections between dance and wellness.

Explain how health and nutrition enhance modern dance ability.

Define the elements of personal safety in modern dance.

Demonstrate respect for personal well-being and the well-being of others.

Describe how modern dance builds physical and emotional well-being (e.g. positive body imaging, physical goals, creative goals, focus/concentration).

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Understand and demonstrate how media and technology can reinforce, enhance, or alter a modern dance concept.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Identify the elements of choreography.

Discuss ways to document dance choreography (e.g. photography, video, writing computer programs).

Manipulate the elements of personal choreography.

Recognize a variety of structures and/or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Demonstrate the use of theme through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an introductory-level modern-based warm-up related to strength, muscular endurance, and flexibility (e.g. flat backs, roll downs, contract/release, fall/recovery).

Demonstrate an understanding of basic modern dance terminology and technique.

Develop focus, control, and coordination in performing introductory-level combinations of locomotor and axial movements.

Demonstrate kinesthetic awareness through body parts and isolations, and connect the body to one’s kinesphere.

Demonstrate the ability to transfer weight, change direction, and maintain balance.

Identify dance vocabulary from codified modern techniques (e.g. Horton, Graham, Cunningham, Limon, Taylor, Bartenieff fundamentals).

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer, and understand the role of an arts patron.

Recognize concepts of anatomy and kinesiology in movement.

Understand major muscles involved in external rotation (turn-out), parallel position, and important related alignment principles involved in proper execution.

Recognize that proper alignment facilitates efficiency of movement.

Understand imagery (ideokinesis) and its ability to increase efficiency of movement.

Identify basic principles of injury prevention in modern dance.

Understand and apply music concepts to dance.

Investigate syncopation, polyrhythms counterpoint, and call-response within instructed and created dance phrases.

Phrase movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of modern dance (e.g. spatial design, variety, contrast, clear structure).

Observe and formulate opinions about the quality of dances on the basis of established criteria.

Engage in self-reflection and self-assessment as creator and performer.

Recognize connections between dance and wellness.

Identify and explore the capabilities and limitations of the body.

Identify and explore strategies to prevent modern dance injuries.

Identify the effects of healthy and unhealthy practices in modern dance.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Compare and contrast modern dance to other art forms.

Explore commonalities of essential concepts shared between modern dance and other subject areas.

Identify and evaluate the contributions and integration of other arts disciplines in modern dance performance.

Demonstrate ability to use media and technology to communicate about and create modern dance as an art form.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Explore the elements of choreography.

Use technology or software to record a modern dance or phrase.

Demonstrate the use of choreographic form through short combinations.

Manipulate personal and structured dance combinations.

Demonstrate and recognize a variety of structures or forms (e.g. AB, ABA, cannon, callresponse, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a modern dance.

Demonstrate the use of various themes through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute a beginner modern-based warm-up related to strength, muscular endurance, and flexibility (e.g. flat backs, laterals, roll downs, contract/release, fall/recovery, Bartenieff fundamentals).

Execute beginner principles of modern dance technique with clarity and control for classroom and performance.

Execute focus, control, and coordination in performing beginner modern combinations through the integration of modern dance elements.

Execute the transfer of weight and change direction while maintaining balance.

Understand dance vocabulary from modern techniques.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Identify self-monitoring methods to refine and improve alignment and technical skills.

Identify similarities and differences between progressive sequential orders of warm-up exercises in various modern dance styles.

Apply teacher prompted imagery to increase efficiency of movement.

Develop personal practices in preparing for modern dance class and performance.

Understand and apply music concepts to dance.

Demonstrate various kinds of syncopation, polyrhythms counterpoint, and call-response within instructed and created dance phrases.

Phrase movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of modern dance (e.g. spatial design, variety, contrast, clear structure).

Observe and formulate opinions about the quality of modern dances on the basis of established criteria.

Defend a modern dance work.

Observe and respond to modern dance compositions.

Discuss and identify aesthetic qualities particular to various modern dance techniques.

Engage in self-reflection and self-assessment as creator and performer.

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of modern dance in social, historical, cultural, and political contexts.

Execute movement from various modern dance techniques.

Recognize connections between dance and wellness.

Compare and contrast the effects of healthy and unhealthy practices in modern dance.

Identify and explore the capabilities and limitations of the body.

Explore historical and cultural images of the body in modern dance and compare them to images of the body in contemporary media.

Demonstrate how personal discipline is necessary to achieve success in meeting personal goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Compare and contrast modern dance to other art forms.

Explore commonalities of essential concepts shared between modern dance and other subject areas.

Identify career possibilities in modern dance and dance related fields.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original modern dance phrases from a variety of sources (e.g. instructor-guided and self-guided improvisation).

Manipulate modern dance phrases using the elements of choreography.

Demonstrate various modern dance techniques through personal choreography.

Manipulate personal and structured modern dance combinations to create an informal modern dance work.

Demonstrate and recognize a variety of structures or forms (e.g. AB, ABA, cannon, callresponse, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a modern dance.

Identify the use of abstract theme through modern dance movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an intermediate-level modern-based warm-up related to strength, muscular endurance, and flexibility (e.g. flat backs, laterals, contract/release, fall/recovery, high release, spirals, head-tail connection, Bartenieff Fundamentals).

Execute intermediate principles of modern dance technique with clarity and control for classroom and performance.

Execute focus, control, and coordination in performing intermediate combinations through the integration of modern dance elements.

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus.

Understand similarities of movement concepts between modern dance techniques, and apply appropriate terms and skills for specific movement contexts.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and modern dance technical skills.

Define, describe, and execute functions of anatomy as they relate to modern dance styles, and how preparation for different modern dance techniques differ.

Apply principles of injury prevention for modern dance to personal practices in preparing for modern dance class and performance.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created modern dance movements and phrases.

Demonstrate initiative in phrasing modern movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique modern dance qualities and choreography using the elements of modern dance (e.g. spatial design, variety, contrast, clear structure).

Observe, critique, analyze, and respond to the quality of modern dance performances and compositions using specified criteria and appropriate modern dance terminology.

Compare and contrast multiple modern dance works.

Describe aesthetic qualities particular to various modern dance techniques.

Propose ways to revise modern dance choreography according to established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend or justify the similarities and differences between observing live and recorded modern dance performances.

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of modern dance in social, historical, cultural, and political contexts.

Analyze dance styles of important twentieth/twenty-first century modern dance choreographers.

Understand similarities and differences between various modern dance techniques.

Evaluate the development of modern dance during the twentieth/twenty-first century, focusing on purpose, genres, styles, artistic conflicts and resolutions, significant contributors, and innovations.

Recognize connections between dance and wellness.

Communicate how lifestyle choices affect the modern dancer.

Analyze the historical and cultural images of the body in modern dance and compare these to images of the body in contemporary media.

Discuss challenges facing a performer in maintaining a healthy lifestyle.

Assess consequences of personal actions, and commitment and discipline necessary to achieve modern dance goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Understand and demonstrate how media and technology can reinforce, enhance, or alter a modern dance concept.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original modern dance phrases from a variety of sources (e.g. instructor and self-guided improvisation).

Manipulate modern dance phrases using the elements of choreography.

Demonstrate various modern dance techniques through both personal and group choreography.

Manipulate structured personal and structured group combinations to create a formal modern dance work.

Demonstrate a variety of structures or forms (e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a modern dance.

Identify and demonstrate the use of theme through modern dance technique.

Demonstrate the use of props as an extension of theme.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an advanced modern-based warm-up related to strength, muscular endurance, and flexibility (e.g. flat backs, laterals, roll downs, contract/release, fall/recovery, high release, spirals, head-tail connections, Bartenieff Fundamentals).

Execute advanced principles of modern dance technique with precision for classroom and performance.

Execute focus, control, and coordination in performing complex combinations through the integration of modern dance elements.

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus.

Synthesize knowledge of dance vocabulary from modern dance techniques.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the modern dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful modern dance performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and modern dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute the physiological demands of various modern dance techniques and repertoire, and how to prepare for those demands within rehearsals and performances.

Engage in self-directed learning strategies to increase accuracy, precision, artistry, and expressiveness.

Apply principles of injury prevention for modern dance.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created modern dance movements and phrases.

Demonstrate initiative in modern dance phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of modern dance (e.g. spatial design, variety, contrast, clear structure).

Observe, critique, analyze, and respond to the quality of modern dance performances and compositions using specified criteria and appropriate dance terminology.

Compare and contrast multiple modern dance works.

Describe and demonstrate aesthetic qualities particular to modern dance.

Propose ways to revise modern dance choreography according to established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Connecting

Responding

Performing

Creating

Levels I-II

Demonstrate an understanding of the relationship between dance and music throughout history and in various cultures.

Describe how other art disciplines are integrated into dance performances.

Identify and explain the historical and cultural significance of specific music as related to dance.

Discuss and justify the function of music in the dance cultures of various ethnic, social, and religious groups.

Identify the connections between music and dance, and between musician and dancer.

Compare and contrast the benefits of using musicians for a live performance versus a prerecorded performance.

Identify the parallels between preparing for a dance performance and a musical performance.

Compare and contrast the importance of using music with dance.

Explore the use of media and technology using a musical accompaniment to enhance a dance performance (e.g. digital instruments to accompany dance class).

Read and notate music.

Identify the elements of music (e.g. rhythm, melody, harmony, timbre, form, texture, dynamics).

Identify standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression, key signatures).

Notate music on a staff using staff paper or notation software.

Identify the importance of music notation and dance notation.

Demonstrate an understanding of dance and/or music as a form of communication.

Recognize and identify how music is used to communicate or enhance a theme in dance.

Create music individually and collaboratively with a group using basic techniques (e.g. percussion, voice, body percussion) in pre-planned or improvisational settings.

Create a dance phrase paired with a different musical phrase and assess the experience.

Organize and develop artistic ideas and work.

Develop an artistic statement for an original dance study or dance.

Discuss how the use of music and movement elements serve to communicate the artistic statement.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Understand and apply music concepts to dance.

Investigate syncopation, polyrhythms counterpoint, and call-response within instructed and created dance phrases.

Phrase movements artistically, aesthetically, and musically.

Identify and demonstrate musical forms and dance forms (e.g. AB, ABA, AABA).

Select, analyze, and interpret artistic work using musical forms.

Use syncopation and accent movements related to different tempi.

Take rhythmic cues from different aspects of accompaniment.

Identify and demonstrate understanding of the structure and elements of music (e.g. rhythm, pitch, form).

Demonstrate critical and creative thinking in all aspects of dance.

Engage in self-reflection and self-assessment as creator and performer.

Identify gestures of music (e.g. phrasing, attack, sustain) and how they express a composer’s intentions in a piece of music.

Perceive and analyze artistic work.

Analyze dance works and their accompaniment from a variety of dance genres and styles, and explain how their relationships create well-structured and meaningful partnerships.

Describe in music terms (e.g. tempo, dynamics, texture) a musical composition, and relate it to the style, mood, and content of a dance work.

Connecting

Responding

Performing

Creating

Levels I-II

Connecting

Responding

Performing

Creating

Levels I-II

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of modern dance in social, historical, cultural, and political contexts.

Execute movement from various modern dance techniques.

Recognize connections between dance and wellness.

Compare and contrast the effects of healthy and unhealthy practicesin dance.

Identify and explore the capabilities and limitations of the body.

Explore historical and cultural images of the body in dance and compare these images to images of the body in contemporary media.

Demonstrate how personal discipline is necessary to achieve successin meeting personal goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Compare and contrast dance to other art forms.

Explore commonalities of essential concepts shared between dance and other subject areas.

Identify career possibilities in dance and dance related fields.

Utilize technological tools to discover current trends in the global dance environment.

Demonstrate skill in the use of media and technology related to dance performance (e.g. lighting, sound).

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original movement phrases from a variety of sources (e.g. instructor-guided and self-guided improvisation).

Manipulate movement phrases using the elements of choreography.

Demonstrate various choreographic forms through personal choreography.

Demonstrate the use of choreographic form and notation using short combinations.

Manipulate personal and structured combinations to create an informal dance work.

Recognize and demonstrate a variety of structures and/or forms(e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in a dance.

Identify the use of abstract theme through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an intermediate technique-based warm-up related to strength, muscular endurance, and flexibility.

Execute intermediate principles of dance technique with clarity and control for classroom and performance.

Execute focus, control, and coordination in performing intermediate combinations through the integration of dance elements.

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus.

Understand similarities of movement concepts between codified techniques, and apply appropriate terms and skills for specific movement contexts.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute functions of the anatomy as it relates to dance styles, and how preparation for different movement styles differ.

Define and describe functions of the anatomy as they relate to dance styles, and how preparation for different movement styles differ.

Apply principles of injury prevention for dance to personal practices in preparing for dance class and performance.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created dance movements and phrases.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of dance (e.g. spatial design, variety, contrast, clear structure).

Observe, critique, analyze, and respond to the quality of dance performances and compositions using specified criteria and appropriate dance terminology.

Compare and contrast multiple choreographed works.

Describe aesthetic qualities particular to various styles of dance.

Propose ways to revise choreography according to established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Understand and demonstrate dance throughout history and in various cultures.

Analyze the role and significance of dance in social, historical, cultural, and political contexts.

Compare and contrast classical dance forms.

Compare and contrast theatrical forms of dance.

Compare and contrast twentieth century forms of dance.

Analyze the development of ballet from the Royal Court through the romantic periods up to contemporary ballet, focusing on the purpose of dance, dance genres, artistic conflicts and resolutions, significant contributors, and innovations.

Execute movement from various cultural dance genres.

Recognize connections between dance and wellness.

Communicate how lifestyle choices affect the dancer.

Compare and contrast the effects of healthy and unhealthy practicesin dance.

Identify and explore the capabilities and limitations of the body.

Analyze the historical and cultural images of the body in dance and compare these to images of the body in contemporary media.

Discuss challenges facing a performer in maintaining a healthy lifestyle.

Assess consequences of personal actions, and commitment and discipline necessary to achieve dance goals.

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Compare and contrast dance to other art forms.

Explore commonalities of essential concepts shared between ballet and other subject areas.

Identify career possibilities in dance and dance related fields.

Understand and demonstrate how media and technology can reinforce, enhance, and/or alter a specified dance concept and performance setting.

Utilize technological tools to discover current trends in ballet.

Demonstrate skill in the use of media and technology related to ballet (e.g. lighting, sound).

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Recognize and demonstrate a variety of structures and/or forms(e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in ballet.

Identify the use of abstract theme through movement.

Demonstrate the use of props as an extension of theme.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute an intermediate to advanced technique-based ballet barre related to strength, muscular endurance, and flexibility (eg. plie, tendu, dégagé, rond de jambe, frappe, fondu, petite battement, adage, grand battement combinations).

Execute intermediate to advanced principles of ballet technique with clarity and control for classroom and performance (e.g. center tendu, center grand battement, center turns combinations).

Execute focus, control, and coordination in performing intermediate to complex combinations through the integration of ballet (e.g. adagio, waltz combinations).

Refine the ability to transfer weight, change direction, and maintain balance in a dynamic movement context without losing focus (e.g. petite allegro, medium allegro, grande allegro, fouette/turns a la seconde combinations).

Understand similarities of movement concepts between codified techniques (e.g. Vaganova, Cecchetti, Bournonville, Royal Academy of Dance, and apply appropriate terms and skills for specific movement contexts.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment.

Demonstrate concentration and focus, and help to maintain a respectful performance environment for others.

Exhibit ability to perform with focus and concentration, and attend rehearsals and classes in preparation for performances.

Exhibit leadership skills in modeling appropriate behaviors and skills as an audience member and dance observer.

Recognize concepts of anatomy and kinesiology in movement.

Exhibit use of self-monitoring methods to refine and improve alignment and technical skills.

Define, describe, and execute functions of the anatomy as they relate to dance styles, and how preparation for different movement styles differ.

Apply principles of injury prevention for ballet to personal practicesin preparing for ballet class and performance.

Engage in self-directed learning strategies to increase accuracy, precision, artistry, and expressiveness.

Understand and apply music concepts to dance.

Synthesize musical concepts with self-initiation in instructed and created dance movements and phrases.

Demonstrate initiative in phrasing movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities and choreography using the elements of ballet (e.g. spatial design, lines of the body, and phraseology).

Observe, critique, analyze, and respond to the quality of ballet performances and compositions using specified criteria and appropriate ballet terminology.

Compare and contrast multiple choreographed works.

Describe aesthetic qualities particular to ballet.

Propose ways to revise choreography according to established assessment criteria.

Engage in self-reflection and self-assessment as a creator and performer.

Defend and/or justify the similarities and differences between observing live and recorded dance performances.

Connecting

Responding

Performing

Creating

Levels I-IV

Understand and demonstrate dance throughout history and in various cultures.

Describe the similarities and differences within various contemporary dance techniques.

Recognize connections between dance and wellness.

Explain how health and nutrition enhance dance ability.

Define the elements of personal safety in dance.

Demonstrate respect for personal well-being and the well-being of others.

Describe how dance builds physical and emotional well-being (positive body imaging, physical goals, creative goals, focus/concentration).

Demonstrate an understanding of dance as it relates to other areas of knowledge.

Identify and explore various dance genres and innovations throughout history.

Use a variety of resources to investigate dance genres.

Identify and explore various dance related professions.

Explore the use of media and technology to self-assess, critique, and communicate about world dance.

Demonstrate an understanding of creative/choreographic principles, processes, and structures.

Generate original movement phrases from a variety of sources (e.g. instructor-guided and self-guided improvisation).

Manipulate movement phrases using the elements of choreography.

Demonstrate various choreographic forms through personal choreography.

Demonstrate the use of choreographic form and notation using short combinations.

Manipulate personal and structured combinations to create an informal dance work.

Recognize and demonstrate a variety of structures and/or forms(e.g. AB, ABA, cannon, call-response, narrative).

Demonstrate an understanding of dance as a form of communication.

Recognize how the use of choreographic structure is used to communicate meaning in world dance.

Demonstrate the use of theme through movement.

Identify and demonstrate movement elements, skills, and terminology in dance.

Execute a technique-based warm-up related to world dance.

Demonstrate an understanding of world dance terminology and technique.

Develop focus, control, and coordination in world dance technique.

Demonstrate kinesthetic awareness through body parts and isolations, and connects the body to one’s kinesphere.

Demonstrate the ability to transfer weight, change direction, and maintain balance.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, focus, concentration, initiative, and self-discipline when participating in the world dance learning environment.

Exhibit initiative in modeling appropriate behaviors and skills as an audience member and dance observer, and understand the role of an arts patron.

Recognize concepts of anatomy and kinesiology in movement.

Understand major muscles involved in world dance technique.

Recognize that proper technique facilitates efficiency of movement.

Understand imagery (ideokinesis) and its ability to increase efficiency of movement.

Identify basic principles of injury prevention in world dance.

Understand and apply music concepts to dance.

Investigate rhythmic patterns appropriate for world dance forms.

Phrase movements artistically, aesthetically, and musically.

Demonstrate critical and creative thinking in all aspects of dance.

Critique movement qualities using the elements for world dance forms.

Engage in self-reflection and self-assessment as participant and performer.

Standards for Employability Skills

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Creating

Demonstrate employability skills required by business and industry, i.e., communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.

Demonstrate creativity by asking challenging questions and applying innovative procedures and methods, i.e., teamwork, problem solving, etiquette.

Exhibit critical thinking and problem solving skills to locate, analyze, and apply information in career planning and employment situations, i.e., problem solving, customer service, application process, interviewing skills, job searching.

Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity, i.e., workplace ethics, personal characteristics, employer expectations, business etiquette, communicating at work.

Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply teamwork skills, i.e., expected work traits, teamwork, time management.

Present a professional image through appearance, behavior, and language, i.e., on-the-job etiquette, person-to-person etiquette, communication etiquette, presenting yourself.

Explore how writing for film, television, and theatre connects to careers and the entertainment industry.

Examine multiple facets of the business of film, television and theatre.

Examine and demonstrate the methods of pursuing various entertainment writing careers including submission techniques.

Recognize the unique contributions of contemporary and/or historical artists and art forms, including Georgia artists.

Examine the role of film in a societal, cultural, and historical contexts.

Examine and apply theories, performances, and conventions from a variety of films, television, and theatre scripts from historical periods, and cultures.

Connect film, television, and theatre literature to its dramaturgical contexts and other disciplines.

Trace the development of theatre from earliest forms to contemporary forms.

Identify and summarize contributions made to the development of theatre literature by different cultures and traditions.

Research and explain how cultural and historical factors have influenced playwrights and theatre literature.

Identify the elements, influences, and contributions of other art forms and content areas to theatre literature.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source, answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism and follow a standard format for citation.

Draw evidence from a variety of literary or informational texts of varying lengths and complexity to support analysis, reflection, and research.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Write original dramatic arts literature for film, television, or theatre that convey a real or imagined experience.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Establish and maintain an appropriate style and objective tone.

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Develop scripts through theatrical techniques.

Differentiate between dramatic and traditional literary writing and utilize common steps of the playwriting process.

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Produce clear and concise writing that includes the conventions of standard English grammar and usage.

Examine and outline the steps and conventions involved in the creation of a theatre text.

Develop original texts using theatre techniques (e.g. improvisation, adapting non-theatre literature, playwriting exercises).

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Establish and maintain an appropriate style and objective tone.

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Analyze and create characters in dramatic arts literature from the perspective of an actor/performer.

Use performance (e.g., oration, improvisation, rehearsed monologues, scenes) to analyze a character's role and significance to the meaning of the play.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Evaluate and/or reflect on a speaker's point of view, reasoning, and use of evidence and rhetoric.

Evaluate various aspects of dramatic arts literature using appropriate supporting evidence.

Compare and summarize theatre literature from various historical periods, cultures, and styles.

Develop and apply a set of comprehensive criteria for theatre text analysis.

Compare and contrast theatre texts to live/film performance.

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Analyze the representation of a subject or a key scene in two or three different artistic mediums (e.g., the play The Boys Next Door and the movie "It's a Wonderful Life" and the television show "My So Called Life"), including what is emphasized or absent in each treatment.

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Responding

Producing

Creating

Create technical elements of theatre lighting (e.g. equipment, colors, themes).

Explore and utilize the elements of lighting design for theatrical applications.

Create basic to advanced lighting elements by choosing appropriate materials, tools, and techniques.

Analyze and develop choices in lighting elements (e.g. equipment, colors, themes, application) of informal and formal productions and theatrical texts as a part of the design process, considering mood, tone, and symbolism.

Create industry standard paperwork (e.g. budgets, materials, cue sheets, lighting plots, schedules, calendars) as it relates to completing design renderings and/or models.

Conceptualize and/or generate lighting design elements for a theatrical work (e.g. scene, one act, full-length, musical).

Produce lighting elements in theatre.

Identify, explain, and demonstrate standard safety guidelines and operating procedures for tools and equipment used in formal and informal theatre productions.

Conduct initial research about design to inform further development of the production concept.

Explore and/or produce an appropriate series of design documentation for a theatrical production (e.g. lighting plots, instrument needs, instrument inventory, color palette).

Respond to lighting elements of theatre using appropriate supporting evidence.

Revise projects, plans, and/or procedures after peer criticism to improve development of lighting elements.

Identify and analyze the characteristics of different types of performance spaces and how they can influence production decisions (e.g. proscenium stage, studio/black box, thrust stage, classroom, arena, found space).

Evaluate design choices of professional designers.

Evaluate design and technical elements in a post mortem following the completion of a theatre production.

Responding

Producing

Creating

Create technical elements of theatre lighting (e.g. equipment, colors, themes).

Explore and utilize the elements of lighting design for theatrical applications.

Create basic to advanced lighting elements by choosing appropriate materials, tools, and techniques.

Analyze and develop choices in lighting elements (e.g. equipment, colors, themes, application) of informal and formal productions and theatrical texts as a part of the design process, considering mood, tone, and symbolism.

Create industry standard paperwork (e.g. budgets, materials, cue sheets, lighting plots, schedules, calendars) as it relates to completing design renderings and/or models.

Conceptualize and/or generate lighting design elements for a theatrical work (e.g. scene, one act, full-length, musical).

Produce lighting elements in theatre.

Identify, explain, and demonstrate standard safety guidelines and operating procedures for tools and equipment used in formal and informal theatre productions.

Conduct initial research about design to inform further development of the production concept.

Explore and/or produce an appropriate series of design documentation for a theatrical production (e.g. lighting plots, instrument needs, instrument inventory, color palette).

Respond to lighting elements of theatre using appropriate supporting evidence.

Revise projects, plans, and/or procedures after peer criticism to improve development of lighting elements.

Identify and analyze the characteristics of different types of performance spaces and how they can influence production decisions (e.g. proscenium stage, studio/black box, thrust stage, classroom, arena, found space).

Evaluate design choices of professional designers.

Evaluate design and technical elements in a post mortem following the completion of a theatre production.

Responding

Producing

Creating

Create technical elements of theatre lighting (e.g. equipment, colors, themes).

Explore and utilize the elements of lighting design for theatrical applications.

Create basic to advanced lighting elements by choosing appropriate materials, tools, and techniques.

Analyze and develop choices in lighting elements (e.g. equipment, colors, themes, application) of informal and formal productions and theatrical texts as a part of the design process, considering mood, tone, and symbolism.

Create industry standard paperwork (e.g. budgets, materials, cue sheets, lighting plots, schedules, calendars) as it relates to completing design renderings and/or models.

Conceptualize and/or generate lighting design elements for a theatrical work (e.g. scene, one act, full-length, musical).

Produce lighting elements in theatre.

Identify, explain, and demonstrate standard safety guidelines and operating procedures for tools and equipment used in formal and informal theatre productions.

Conduct initial research about design to inform further development of the production concept.

Explore and/or produce an appropriate series of design documentation for a theatrical production (e.g. lighting plots, instrument needs, instrument inventory, color palette).

Respond to lighting elements of theatre using appropriate supporting evidence.

Revise projects, plans, and/or procedures after peer criticism to improve development of lighting elements.

Identify and analyze the characteristics of different types of performance spaces and how they can influence production decisions (e.g. proscenium stage, studio/black box, thrust stage, classroom, arena, found space).

Evaluate design choices of professional designers.

Evaluate design and technical elements in a post mortem following the completion of a theatre production.

Responding

Producing

Creating

Create technical elements of theatre lighting (e.g. equipment, colors, themes).

Explore and utilize the elements of lighting design for theatrical applications.

Create basic to advanced lighting elements by choosing appropriate materials, tools, and techniques.

Analyze and develop choices in lighting elements (e.g. equipment, colors, themes, application) of informal and formal productions and theatrical texts as a part of the design process, considering mood, tone, and symbolism.

Create industry standard paperwork (e.g. budgets, materials, cue sheets, lighting plots, schedules, calendars) as it relates to completing design renderings and/or models.

Conceptualize and/or generate lighting design elements for a theatrical work (e.g. scene, one act, full-length, musical).

Produce lighting elements in theatre.

Identify, explain, and demonstrate standard safety guidelines and operating procedures for tools and equipment used in formal and informal theatre productions.

Conduct initial research about design to inform further development of the production concept.

Explore and/or produce an appropriate series of design documentation for a theatrical production (e.g. lighting plots, instrument needs, instrument inventory, color palette).

Respond to lighting elements of theatre using appropriate supporting evidence.

Revise projects, plans, and/or procedures after peer criticism to improve development of lighting elements.

Identify and analyze the characteristics of different types of performance spaces and how they can influence production decisions (e.g. proscenium stage, studio/black box, thrust stage, classroom, arena, found space).

Evaluate design choices of professional designers.

Evaluate design and technical elements in a post mortem following the completion of a theatre production.

Connecting

Responding

Performing

Creating

Synthesize and relate knowledge and personal experiences to make music.

Explain and justify how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.

Discuss and justify how a musician’s interests, knowledge, and skills determine how they create, perform and respond to music.

Analyze the collaborative nature of the choral art.

Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.

Analyze and justify historical and cultural characteristics of a varied repertoire including world music.

Analyze and justify stylistic characteristics of a varied repertoire including world music through vocal performance.

Analyze and justify historical period, composer, culture, and style of music presented in class.

Analyze and justify how distinguishing characteristics of repertoire connect us to history, cultures, heritage, and community.

Discuss and apply appropriate audience etiquette and active listening in selected musical settings.

Generate and conceptualize musical ideas and works.

Improvise rhythmic patterns in duple and triple meter, and melodic patterns in major and minor tonalities over a tonic, sub dominant, and dominant chord progression.

Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).

Improvise variations of melodic phrases found in a varied repertoire of music.

Create physical movements for warm-ups and repertoire to distinguish various musical ideas.

Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and justify those creative decisions.

Set short poetic phrases and texts to music.

Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, fifth, and fourth, beginning and ending on tonic.

Organize, develop, and revise musical ideas and works.

Share improvised, composed, or arranged pieces.

Refine improvised or composed pieces using student-created criteria.

Analyze, interpret, and select musical works for presentation.

Utilize a rhythmic and melodic system to read and sing music appropriate to ability.

Identify and describe advanced music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire and appropriate to style, with attention to expressive challenges.

Notate complex rhythms, melodies, and harmonies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.

Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.

Develop and refine musical techniques and works for presentation.

Demonstrate and justify a method for producing a clear and free tone, with the body and breath working together, using accurate intonation.

Demonstrate and justify a method for singing with purity of vowels and clarity of consonants, and adjust independently to enhance ensemble performance.

Exhibit vocal continuity through passaggio across vocal registers.

Apply listening skills to achieve accurate intonation, blend, and balance in solo/and or ensemble singing throughout the vocal range.

Describe and justify elements of vocal health, including the vocal mechanism, proper use, and physiological needs.

Assess and justify applied rehearsal and performance strategies which address-technical and expressive challenges.

Convey meaning through the presentation of musical works.

Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures, style, and historical eras.

Demonstrate and respond to advanced conducting patterns and gestures, representing composer and conductor intent.

Sing selected music from memory for public performance at least twice per year.

Exhibit appropriate rehearsal and performance etiquette.

Perceive, analyze and interpret meaning in musical works.

Analyze and describe a musical score in terms of rhythm, melody, and form.

Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.

Analyze and justify student impressions of the emotions and thoughts that music conveys.

Analyze and justify how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.

Apply criteria to evaluate musical works.

Apply student-developed criteria to justify evaluations of group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.

Reflect on the nature of rehearsal and performance in music through discussion and writing.

Connecting

Responding

Producing

Creating

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values (e.g. social trends, power, equality, personal/cultural identity).

Critically evaluate and effectively interact with legal, technological, systemic, and vocational contexts of media arts, considering ethics, media literacy, social media, virtual worlds, and digital identity.

Synthesize and relate knowledge and personal experiences to make art.

Synthesize internal and external resources to inform the creation of media works by accessing relevant resources (e.g. interests, cultural experiences, introspection, research, exemplary works).

Expand connections and demonstrate the use of media artworks to derive new meaning, gain knowledge, and create cultural experiences.

Generate and conceptualize artistic ideas and work.

Use identified generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes.

Organize and develop artistic ideas and work.

Apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, prototypes, and production processes for media arts productions, considering original inspirations, goals, and presentation context.

Refine and complete artistic work.

Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts productions, demonstrating understanding of associated principles (e.g. emphasis, tone).

Refine and modify media artworks, honing aesthetic quality and intentionally accentuating stylistic elements to reflect an understanding of personal goals and preferences.

Select, analyze, and interpret artistic work for presentation.

Integrate various arts, media arts forms, and content into unified media arts productions, considering the reaction and interaction of the audience (e.g. experiential design).

Develop and refine artistic techniques and work for presentation.

Demonstrate progression in artistic, design, and technical and soft skills through selecting and fulfilling specified roles in the production of a variety of media artworks.

Develop and refine a determined range of creative and adaptive innovation abilities when addressing identified challenges and constraints within and through media arts productions (e.g. design thinking, risk taking).

Demonstrate adaptation and innovation through the combination of tools, techniques, and content, in standard and innovative ways, to communicate intent in the production of media artworks.

Convey meaning through the presentation of artistic work.

Design the presentation and distribution of collections of media artworks, considering combinations of artworks, formats, and audiences.

Evaluate and implement improvements in presenting media artworks, considering personal and local impacts and the benefits for self and others.

Perceive and analyze artistic work.

Analyze the qualities of, and relationships between, components, style, and preferences communicated by media artworks and artists.

Analyze how a variety of media artworks manage audience experience and create intention through multimodal perception.

Interpret intent and meaning in artistic work.

Analyze the intent, meaning, and reception of a variety of media artworks focusing on personal and cultural contexts.

Apply criteria to evaluate artistic work.

Evaluate media artworks and production processes at decisive stages, using identified criteria and considering context and artistic goals.

Connecting

Responding

Performing

Creating

Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.

Analyze similarities and differences in the terminology of the subject matter between music and other subject areas (e.g. color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequence, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, culture).

Develop knowledge through performance of appropriate level repertoire representing diverse cultures, historical periods, and styles at the highest level of music performance

Improvise, compose, and arrange music within specified guidelines.

Improvise and/or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).

Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic scales or scale modes) using traditional notations which incorporate use of dynamics.

Improvise accompaniment patterns within a given specific harmonic progression, I-(ii)- IV-V (7)-I.

Refine improvised or composed pieces using student-created criteria.

Sing alone or with others.

Sing to reinforce fundamentals of breathing, use of air, and quality of sound in tone production.

Sing to develop the ability to match major, minor, and perfect intervals.

Sing to reinforce melodic shape and stylistic elements of a melodic line or ostinato patterns.

Perform on instruments through a varied repertoire of music, alone and with others.

Demonstrate characteristic tone quality utilizing playing technique (e.g., embouchure playing position, posture, breathing techniques, articulation and enunciation, vibrato , appropriate percussion technique) based on the level of music.

Formulate proper warm-up techniques (e.g. long-tone, lip slurs, chorales, technical exercises) using multiple octaves when appropriate.

Use ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).

Develop a strong understanding of complex and compound rhythms, and multi-meter time signatures (e.g. trills, turns, mordents) through performance of appropriate level literature.

Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.

Demonstrate all ensemble skills through sight-reading performance of music literature at level 3 and 4.

Read and identify elements of notated music.

Apply an understanding of the compound and complex counting systems to read music at the advanced level.

Incorporate standard notations and non-traditional symbols for pitch, rhythm, dynamics, tempo, articulation, and expression into individual and ensemble performances.

Analyze compositional elements (e.g. musical terms, key signatures, tonality, form) in the music being studied.

Listening to, analyze, and describe music.

Read, write, and/or analyze rhythmic patterns in compound meters demonstrating an advanced level of technical facility and precision.

Demonstrate, through performance, knowledge of the pitch tendencies of their individual instrument by listening, analyzing, and making the appropriate modifications.

Describe appropriate pitch modifications based on harmonic responsibilities within the ensemble.

Demonstrate ability to adjust and match individual instrument to a prescribed pitchsource (e.g. electronic drone or individual performer).

Respond to music and music performances.

Assess musical elements (e.g. melody, harmony, rhythm, timbre) in instrumental music (recorded or live) using terminology being studied.

Distinguish the factors which are used to evaluate the effectiveness of a performance.

Critique the integrity of a performance based on concert etiquette, the characteristic style of the genre, composer’s intent, interpretation, musical technique, and/or aesthetic value of the performance.

Connecting

Responding

Performing

Creating

Synthesize and relate knowledge and personal experiences to make music.

Describe and discuss how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.

Discuss how a musician’s interests, knowledge, and skills determine how they create, perform and respond to music.

Discuss the collaborative nature of the choral art.

Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.

Analyze historical and cultural characteristics of a varied repertoire including world music.

Describe, demonstrate, and analyze stylistic characteristics of a varied repertoire including world music through vocal performance.

Analyze historical period, composer, culture and style of music presented in class.

Discuss how distinguishing characteristics of repertoire connect us to history, cultures, heritage, and community.

Discuss and apply appropriate audience etiquette and active listening in selected musical settings.

Generate and conceptualize musical ideas and works.

Improvise rhythmic patterns in duple and triple meter and melodic patterns in major and minor tonality.

Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).

Improvise variations of melodic phrases found in a varied repertoire of music.

Create physical movements for warm-ups and repertoire to distinguish various musical ideas.

Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and justify those creative decisions.

Set short poetic phrases and texts to music.

Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, fifth, and fourth, beginning and ending on tonic.

Organize, develop, and revise musical ideas and works.

Share improvised, composed, or arranged pieces.

Refine improvised or composed pieces using student-created criteria.

Analyze, interpret, and select musical works for presentation.

Utilize a rhythmic and melodic system to read and sing music appropriate to ability.

Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire and appropriate to style.

Notate rhythms, melodies and harmonies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.

Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.

Develop and refine musical techniques and works for presentation.

Demonstrate and explain how to produce a clear and free tone, with the body and breath working together, using accurate intonation.

Demonstrate and explain how to sing with purity of vowels and clarity of consonants, and adjust independently to enhance ensemble performance.

Develop vocal continuity through passaggio and across vocal registers.

Apply listening skills to adjust intonation, blend and balance in solo and/or ensemble singing.

Describe and explain elements of vocal health, including proper use and physiological needs.

Demonstrate how to adjust vowel and consonant sounds independently to enhance ensemble performance.

Demonstrate aural skills which address technical challenges, including matching pitch, improving intonation, and singing with attention to ensemble balance and blend, in three or more vocal parts.

Convey meaning through the presentation of musical works.

Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures, style and historical eras.

Demonstrate and respond to advanced-conducting patterns and gestures, representing composer and conductor intent.

Sing selected music from memory for public performance at least twice per year.

Exhibit appropriate rehearsal and performance etiquette.

Perceive, analyze, and interpret meaning in musical works.

Analyze and describe a musical score in terms of rhythm, melody, and form.

Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.

Discuss the emotions and thoughts that music conveys.

Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.

Apply criteria to evaluate musical works.

Apply student-developed criteria to evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.

Reflect on the nature of rehearsal and performance in music through discussion and writing.

Connecting

Responding

Performing

Creating

Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.

Analyze similarities and differences in the terminology of the subject matter between music and other subject areas (e.g. color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequence, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, culture).

Develop knowledge through performance of appropriate level repertoire representing diverse cultures, historical periods, and styles at the highest level of music performance.

Improvise, compose, and arrange music within specified guidelines.

Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).

Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic scales or scale modes) using traditional notations which incorporate use of dynamics.

Improvise accompaniment patterns within a given specific harmonic progression, I-(ii)- IV-V (7)-I.

Refine improvised or composed pieces using student-created criteria.

Sing alone or with others.

Sing to reinforce fundamentals of breathing, use of air and quality of sound in tone production.

Sing to develop the ability to match major, minor, and perfect intervals.

Sing to reinforce melodic shape and stylistic elements of a melodic line or ostinato patterns.

Perform on instruments through a varied repertoire of music, alone and with others.

Demonstrate characteristic tone quality utilizing playing technique (e.g. embouchure playing position, posture, breathing techniques, articulation and enunciation, vibrato , appropriate percussion technique) based on the level of music.

Formulate proper warm-up techniques (e.g. long-tone, lip slurs, chorales, technical exercises) using multiple octaves when appropriate.

Use ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).

Develop a strong understanding of complex and compound rhythms, and multi-meter time signatures (e.g. trills, turns, mordents) through performance of appropriate level literature.

Respond with appropriate dynamics, phrasing, and interpretation to the cues of the conductor.

Demonstrate all ensemble skills through sight-reading performance of music literature at level 3 and 4.

Read and identify elements of notated music.

Apply an understanding of the compound and complex counting systems to read music at the advanced level.

Incorporate standard notations and non-traditional symbols for pitch, rhythm, dynamics, tempo, articulation, and expression into individual and ensemble performances.

Analyze compositional elements (e.g. musical terms, key signatures, tonality, form) in the study of music.

Listen to, analyze, and describe music.

Read, write, or analyze rhythmic patterns in compound meters demonstrating an advanced level of technical facility and precision.

Demonstrate, through performance, knowledge of the pitch tendencies of their individual instrument by listening, analyzing, and making the appropriate modifications.

Describe appropriate pitch modifications based on harmonic responsibilities within the ensemble.

Demonstrate ability to adjust and match individual instrument to a prescribed pitchsource (e.g. electronic drone, individual performer).

Respond to music and music performances.

Assess musical elements (e.g. melody, harmony, rhythm, timbre) in instrumental music (recorded or live) using terminology being studied.

Distinguish the factors which are used to evaluate the effectiveness of a performance.

Critique the integrity of a performance based on concert etiquette, the characteristic style of the genre, composer’s intent, interpretation, musical technique, and/or aesthetic value of the performance.

Connecting

Responding

Performing

Creating

Synthesize and relate knowledge and personal experiences to make music.

Describe and discuss how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.

Discuss how a musician’s interests, knowledge, and skills determine how they create, perform and respond to music.

Discuss the collaborative nature of the choral art.

Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.

Analyze historical and cultural characteristics of a varied repertoire including world music.

Describe, demonstrate, and analyze stylistic characteristics of a varied repertoire including world music through vocal performance.

Analyze historical period, composer, culture and style of music presented in class.

Discuss how distinguishing characteristics of repertoire connect us to history, cultures, heritage, and community.

Discuss and apply appropriate audience etiquette and active listening in selected musical settings.

Generate and conceptualize musical ideas and works.

Improvise rhythmic patterns in duple and triple meter and melodic patterns in major and minor tonality.

Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).

Improvise variations of melodic phrases found in a varied repertoire of music.

Create physical movements for warm-ups and repertoire to distinguish various musical ideas.

Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and justify those creative decisions.

Set short poetic phrases and texts to music.

Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, fifth, and fourth, beginning and ending on tonic.

Organize, develop, and revise musical ideas and works.

Share improvised, composed, or arranged pieces.

Refine improvised or composed pieces using student-created criteria.

Analyze, interpret, and select musical works for presentation.

Utilize a rhythmic and melodic system to read and sing music appropriate to ability.

Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire and appropriate to style.

Notate rhythms, melodies and harmonies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.

Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.

Develop and refine musical techniques and works for presentation.

Demonstrate and explain how to produce a clear and free tone, with the body and breath working together, using accurate intonation.

Demonstrate and explain how to sing with purity of vowels and clarity of consonants, and adjust independently to enhance ensemble performance.

Develop vocal continuity through passaggio and across vocal registers.

Apply listening skills to adjust intonation, blend and balance in solo and/or ensemble singing.

Describe and explain elements of vocal health, including proper use and physiological needs.

Demonstrate how to adjust vowel and consonant sounds independently to enhance ensemble performance.

Demonstrate aural skills which address technical challenges, including matching pitch, improving intonation, and singing with attention to ensemble balance and blend, in three or more vocal parts.

Convey meaning through the presentation of musical works.

Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures, style and historical eras.

Demonstrate and respond to advanced-conducting patterns and gestures, representing composer and conductor intent.

Sing selected music from memory for public performance at least twice per year.

Exhibit appropriate rehearsal and performance etiquette.

Perceive, analyze, and interpret meaning in musical works.

Analyze and describe a musical score in terms of rhythm, melody, and form.

Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.

Discuss the emotions and thoughts that music conveys.

Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.

Apply criteria to evaluate musical works.

Apply student-developed criteria to evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.

Reflect on the nature of rehearsal and performance in music through discussion and writing.

Connecting

Responding

Performing

Creating

Synthesize and relate knowledge and personal experiences to make music.

Describe and discuss how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.

Discuss how a musician’s interests, knowledge, and skills determine how they create, perform and respond to music.

Discuss the collaborative nature of the choral art.

Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.

Analyze historical and cultural characteristics of a varied repertoire including world music.

Describe, demonstrate, and analyze stylistic characteristics of a varied repertoire including world music through vocal performance.

Analyze historical period, composer, culture and style of music presented in class.

Discuss how distinguishing characteristics of repertoire connect us to history, cultures, heritage, and community.

Discuss and apply appropriate audience etiquette and active listening in selected musical settings.

Generate and conceptualize musical ideas and works.

Improvise rhythmic patterns in duple and triple meter and melodic patterns in major and minor tonality.

Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).

Improvise variations of melodic phrases found in a varied repertoire of music.

Create physical movements for warm-ups and repertoire to distinguish various musical ideas.

Arrange and perform existing songs by making creative decisions regarding tempo and dynamics, and justify those creative decisions.

Set short poetic phrases and texts to music.

Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, fifth, and fourth, beginning and ending on tonic.

Organize, develop, and revise musical ideas and works.

Share improvised, composed, or arranged pieces.

Refine improvised or composed pieces using student-created criteria.

Analyze, interpret, and select musical works for presentation.

Utilize a rhythmic and melodic system to read and sing music appropriate to ability.

Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing in context of repertoire and appropriate to style.

Notate rhythms, melodies and harmonies from aural examples that demonstrate understanding of characteristics of repertoire, utilizing a dictation method.

Read and notate music that demonstrates understanding of characteristics of repertoire, using available technology.

Develop and refine musical techniques and works for presentation.

Demonstrate and explain how to produce a clear and free tone, with the body and breath working together, using accurate intonation.

Demonstrate and explain how to sing with purity of vowels and clarity of consonants, and adjust independently to enhance ensemble performance.

Develop vocal continuity through passaggio and across vocal registers.

Apply listening skills to adjust intonation, blend and balance in solo and/or ensemble singing.

Describe and explain elements of vocal health, including proper use and physiological needs.

Demonstrate how to adjust vowel and consonant sounds independently to enhance ensemble performance.

Demonstrate aural skills which address technical challenges, including matching pitch, improving intonation, and singing with attention to ensemble balance and blend, in three or more vocal parts.

Convey meaning through the presentation of musical works.

Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures, style and historical eras.

Demonstrate and respond to advanced-conducting patterns and gestures, representing composer and conductor intent.

Sing selected music from memory for public performance at least twice per year.

Exhibit appropriate rehearsal and performance etiquette.

Perceive, analyze, and interpret meaning in musical works.

Analyze and describe a musical score in terms of rhythm, melody, and form.

Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.

Discuss the emotions and thoughts that music conveys.

Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.

Apply criteria to evaluate musical works.

Apply student-developed criteria to evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.

Reflect on the nature of rehearsal and performance in music through discussion and writing.

Connecting

Responding

Performing

Creating

Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.

Describe the relationship between music and other arts.

Describe the relationship between music and other disciplines.

Identify genres, styles, and composers within specific time periods.

Describe the relationship between music and musicians, and society and culture.

Improvise, compose, and arrange music within specified guidelines.

Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).

Improvise and/or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).

Refine improvised or composed pieces using teacher-created criteria

Sing alone or with others.

Sing to recognize fundamentals of tone production.

Sing to match pitch.

Perform on instruments through a varied repertoire of music, alone and with others.

Analyze characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).

Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, technical exercises).

Recognize the ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).

Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.

Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.

Read and identify elements of notated music.

Identify and define standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression).

Define and describe the musical terms incorporated in the literature and identify key signatures.

Demonstrate a steady beat, rhythms and meters through a systematic counting procedure.

Listen to, analyze, and describe music.

Identify and describe compositional elements (e.g. techniques, meter, tempo, tonality, intervals, chords).

Compare and contrast musical works based on genre and culture.

Respond to music and music performances of themselves and others.

Determine the criteria for a successful performance (e.g. compositions, arrangements, improvisations).

Evaluate the quality and effectiveness of performances (e.g. compositions, arrangements, improvisations).

Compile a list of strengths and weaknesses in performances using self-reflection and peer feedback, and suggest areas of improvement.

Identify the interpretations in a band performance in relation to the expressive intent of the composer.

Describe and demonstrate appropriate ensemble and audience etiquette for a performance.

Connecting

Responding

Performing

Creating

Synthesize and relate knowledge and personal experiences to make music.

Discuss how music relates to personal development and enjoyment of life.

Describe how a musician’s interests, knowledge, and skills determine how they create, perform and respond to music.

Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.

Identify historical and cultural characteristics of a varied repertoire including world music.

Describe and demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance.

Identify the historical period, composer, culture and style of music presented in class.

Discuss and apply appropriate audience etiquette and active listening in selected musical settings.

Generate and conceptualize musical ideas and works.

Improvise rhythmic patterns in duple meter and melodic patterns in major tonality.

Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).

Create movement for warm-ups and repertoire to distinguish various musical ideas.

Set short poetic phrases and texts to music.

Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, beginning and ending on tonic.

Organize, develop, and revise musical ideas and works.

Share improvised, composed, or arranged pieces.

Use teacher-created criteria to refine improvised or composed pieces.

Analyze, interpret, and select musical works for presentation.

Utilize a rhythmic and melodic system to read and sing music appropriate to ability.

Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing.

Notate rhythms and melodies from aural examples utilizing a dictation method.

Read and notate music using available technology.

Develop and refine musical techniques and works for presentation.

Identify vocal anatomy and employ breathing techniques to support a clear and free tone using accurate intonation.

Identify aspects of vocal registers, as reflected in physiological changes, and vocal health affecting range and tone.

Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.

Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.

Convey meaning through the presentation of musical works.

Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures and styles.

Demonstrate and respond to conducting patterns and gestures representing tempo, expression and vocal technique.

Sing selected music from memory for public performance at least twice per year.

Exhibit appropriate rehearsal and performance etiquette.

Perceive, analyze, and interpret meaning in musical works.

Identify and describe a musical score in terms of rhythm, melody, and form.

Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.

Describe the emotions and thoughts that music conveys.

Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.

Apply criteria to evaluate musical works.

Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.

Reflect on the nature of rehearsal and performance in music through discussion and writing.

Connecting

Responding

Performing

Creating

Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.

Describe the relationship between music and other arts.

Describe the relationship between music and other disciplines.

Identify genres, styles, and composers within specific time periods.

Describe the relationship between music and musicians, society and culture.

Improvise, compose, and arrange music within specified guidelines.

Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).

Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).

Sing alone or with others.

Sing to recognize fundamentals of tone production.

Sing to match pitch.

Perform on instruments through a varied repertoire of music, alone and with others.

Analyze characteristic tone quality utilizing proper embouchure, playingposition, posture, breathing techniques, articulation, or appropriate percussion technique.

Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, technical exercises).

Recognize the following ensemble skills through performance of musical literature: rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation.

Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.

Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.

Read and identify elements of notated music.

Identify and define standard notation symbols for pitch, rhythm, dynamics,tempo, articulation, and expression.

Define and describe the musical terms incorporated in the literature and identify key signatures.

Demonstrate a steady beat, rhythms, and meters through a systematic counting procedure.

Listen to, analyze, and describe music.

Identify and describe compositional devices, techniques, meter, tempo, tonality, intervals, and chords.

Compare and contrast musical works based on genre and culture.

Respond to music and music performances of themselves and others.

Evaluate the quality and effectiveness of performances, compositions, arrangements, and improvisations.

Compile a list of strengths and weaknesses in performances and suggest areas of improvement.

Identify the interpretations in an ensemble performance in relation to the expressive intent of the composer.

Describe and demonstrate proper concert performance etiquette and proper audience etiquette.

Connecting

Responding

Performing

Creating

Synthesize and relate knowledge and personal experiences to make music.

Discuss how music relates to personal development and enjoyment of life.

Describe how a musician’s interests, knowledge, and skills determine how they create, perform and respond to music.

Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.

Identify historical and cultural characteristics of a varied repertoire including world music.

Describe and demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance.

Identify the historical period, composer, culture and style of music presented in class.

Discuss and apply appropriate audience etiquette and active listening in selected musical settings.

Generate and conceptualize musical ideas and works.

Improvise rhythmic patterns in duple meter and melodic patterns in major tonality.

Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).

Create movement for warm-ups and repertoire to distinguish various musical ideas.

Set short poetic phrases and texts to music.

Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, beginning and ending on tonic.

Organize, develop, and revise musical ideas and works.

Share improvised, composed, or arranged pieces.

Use teacher-created criteria to refine improvised or composed pieces.

Analyze, interpret, and select musical works for presentation.

Utilize a rhythmic and melodic system to read and sing music appropriate to ability.

Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing.

Notate rhythms and melodies from aural examples utilizing a dictation method.

Read and notate music using available technology.

Develop and refine musical techniques and works for presentation.

Identify vocal anatomy and employ breathing techniques to support a clear and free tone using accurate intonation.

Identify aspects of vocal registers, as reflected in physiological changes, and vocal health affecting range and tone.

Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.

Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.

Convey meaning through the presentation of musical works.

Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures and styles.

Demonstrate and respond to conducting patterns and gestures representing tempo, expression and vocal technique.

Sing selected music from memory for public performance at least twice per year.

Exhibit appropriate rehearsal and performance etiquette.

Perceive, analyze, and interpret meaning in musical works.

Identify and describe a musical score in terms of rhythm, melody, and form.

Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.

Describe the emotions and thoughts that music conveys.

Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.

Apply criteria to evaluate musical works.

Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.

Reflect on the nature of rehearsal and performance in music through discussion and writing.

Connecting

Responding

Performing

Creating

Synthesize and relate knowledge and personal experiences to make music.

Discuss how music relates to personal development and enjoyment of life.

Describe how a musician’s interests, knowledge, and skills determine how they create, perform and respond to music.

Relate musical ideas and works with societal, cultural, and historical context to deepen understanding.

Identify historical and cultural characteristics of a varied repertoire including world music.

Describe and demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance.

Identify the historical period, composer, culture and style of music presented in class.

Discuss and apply appropriate audience etiquette and active listening in selected musical settings.

Generate and conceptualize musical ideas and works.

Improvise rhythmic patterns in duple meter and melodic patterns in major tonality.

Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato, bass lines).

Create movement for warm-ups and repertoire to distinguish various musical ideas.

Set short poetic phrases and texts to music.

Compose 4 measure melodies in major and minor tonalities, duple and triple meters, within the range of an octave, incorporating intervals of a third, beginning and ending on tonic.

Organize, develop, and revise musical ideas and works.

Share improvised, composed, or arranged pieces.

Use teacher-created criteria to refine improvised or composed pieces.

Analyze, interpret, and select musical works for presentation.

Utilize a rhythmic and melodic system to read and sing music appropriate to ability.

Identify and describe music vocabulary and symbols representing tempo, meter, dynamics, articulation, and phrasing.

Notate rhythms and melodies from aural examples utilizing a dictation method.

Read and notate music using available technology.

Develop and refine musical techniques and works for presentation.

Identify vocal anatomy and employ breathing techniques to support a clear and free tone using accurate intonation.

Identify aspects of vocal registers, as reflected in physiological changes, and vocal health affecting range and tone.

Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.

Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.

Convey meaning through the presentation of musical works.

Demonstrate technical accuracy and expressive qualities in performance, of a varied repertoire of music representing a diversity of cultures and styles.

Demonstrate and respond to conducting patterns and gestures representing tempo, expression and vocal technique.

Sing selected music from memory for public performance at least twice per year.

Exhibit appropriate rehearsal and performance etiquette.

Perceive, analyze, and interpret meaning in musical works.

Identify and describe a musical score in terms of rhythm, melody, and form.

Listen to and analyze the elements of a musical performance including form, voicing, and dynamic contrast.

Describe the emotions and thoughts that music conveys.

Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.

Apply criteria to evaluate musical works.

Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics.

Reflect on the nature of rehearsal and performance in music through discussion and writing.

Connecting

Responding

Performing

Creating

Mastery Piano

Connecting

Responding

Performing

Creating

Advanced Piano

Connecting

Responding

Performing

Creating

Intermediate Piano

Connecting

Responding

Performing

Creating

Beginning Piano

Connecting

Responding

Performing

Creating

Mastery Orchestra

Connecting

Responding

Performing

Creating

Advanced Orchestra

Connecting

Responding

Performing

Creating

Intermediate Orchestra

Connecting

Responding

Performing

Creating

Beginning Orchestra

Connecting