Grade 7 Fine Arts OLS Standards

Analyze how art is used to inform or influence the beliefs, values, or behaviors of a community.

Use basic anatomical principles, self-regulation, dance wellness strategies, and proper nutrition in dance activities and everyday life.

Analyze the meaning and expression of variety in live or recorded music performances.

Examine artifacts from a time period and geographic location to better understand performance and design choices in a dramatic or theatrical work.

Explore influences on style and choice of subject matter.

Create dance studies with clear intent using the elements of dance, choreographic devices, and choreographic structures that support an artistic intent.

Improvise long rhythmic, melodic, and harmonic passages for individual instruments.

Write a scripted scene that includes stage direction prompts and provides exposition, consistent point of view, sensory details, and dialogue.

Demonstrate persistence and artisanship during the artmaking process.

Demonstrate movement phrases with increased clarity, focus, alignment, strength, flexibility, coordination, skill, and kinesthetic awareness.

Perform or present rhythmic patterns for multiple instruments or voices.

Construct a scripted or improvised scene that uses narrative structure.

Apply relevant vocabulary to define and describe works of art.

Recognize how thoughts and ideas influence dance and articulate the relationship between production elements, music, and movement in creating meaning for dances performed or observed.

Identify aurally the style and historical period of various music examples.

Use theatrical vocabulary to compare and contrast personal opinions about a theatrical work with those of a professional critic.

Investigate cultural institutions that support lifelong engagement with visual arts.

Identify specific ways dance historically contributes to community (celebration, mourning, religious, training, health).

Compare and contrast a variety of live or recorded music performances using appropriate audience behavior for the context and style of music performed.

Incorporate multiple perspectives and diverse community ideas in a dramatic or theatrical work.

Investigate organizational strategies to develop original ideas.

Create movement studies using a variety of stimuli (music, observed dance, literary forms, notation, natural phenomena, personal experience).

Compose rhythm patterns and simple melodies in a variety of meters using standard and iconic notation.

Develop physical and vocal character traits in improvised scenes and throughout a rehearsal process.

Explore materials to design and create works of art.

Demonstrate kinesthetic awareness of the expressive body as it moves and feels in relation to the elements of dance.

Perform or present melodies for multiple instruments or voices.

Participate in rehearsals for a staged work that will be shared with an audience.

Design self-assessment techniques to inform goals within the artmaking process.

Reflect on, evaluate, and refine choreographic, rehearsal, and performance processes based on established criteria.

Compare and contrast music instrument groupings for different styles of music in various cultures.

Explain how the interactions of characters and conflicts in a dramatic work illustrate the playwright’s style.

Explore how personal experiences influence style and choice of subject matter.

Explore how dance supports the development of 21st-century skills.

Explain ways music complements other art forms using appropriate terminology.

Incorporate music, dance, art, and/or media to strengthen the meaning and conflict in a dramatic or theatrical work.

Practice visual fluency through the application of elements of art and principles of design.

Explore the movement vocabularies of various genres to transfer ideas into choreography.

Compose simple melodies in treble and bass clefs using multiple key signatures.

Investigate the principles and elements of dramatic and theatrical works from specific time periods and communicate how these aspects work together.

Demonstrate artistic style through the use of the elements of art and principles of design.

Demonstrate leadership when working alone, with partners, and in small groups to improvise.

Perform accurately, independently, or collaboratively, with good posture and an appropriate tone quality.

Construct and produce the technical components for a script using art or media to present design ideas.

Interpret art by analyzing the characteristics of its context and media.

Critique a dance using genre-specific dance terminology to determine how effectively the various aspects communicate a theme or idea.

Identify key signatures of major scales and describe a varied repertoire of music with appropriate music vocabulary.

Explain how production elements work together to affect an audience.

Explore personal aesthetic beliefs.

Explain how and why people use and respond to music.

Identify and describe the dramatic arts from various periods of theatre history (Origin, Greek and Roman, Medieval, Renaissance, Restoration, 17th century to the contemporary).

Consider ethics when interacting with visual resources.

Explore technology, including new media, to create, record, and explore dance in conventional and innovative ways.

Research and develop design based on the world of the play and communicate those design choices.

Provide and receive feedback as part of exhibition practices.

Demonstrate technical dance skills (alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, flexibility, or range of motion).

Compare performers’ techniques of similar instruments needed to create accurate rhythm and pitch, appropriate expressive qualities, good posture, and breath control.

Connect various art forms to their social, cultural, or historical purposes.

Critique and evaluate interpretations of music via dance, drama, and visual art using appropriate vocabulary.

Critique a personal rehearsal or performance on the basis of technique, vocal quality, facial expression, and gestures.

Describe the role of musicians and musical careers.

Examine personal reasons for connecting to various careers in theatre.

Explore possible movement revisions based on collaborative feedback.

Apply theatrical vocabulary accurately when constructing and communicating meaning from informal and formal theatre performances.

Analyze a varied repertoire of vocal performances using elements of music.

Develop criteria based on elements of music to support personal preferences for specific music works.

Demonstrate adjustments actors and directors may need to make when performing in various physical settings.

Describe the purpose of copyright law and the ethical and legal reasoning behind these laws.

Incorporate music, dance, art, and/or media in a dramatic or theatre work with a particular cultural, global, or historical context.

Engage in ensemble-building activities to develop character goals and tactics.

Follow and respond to grade-appropriate cues of a conductor.

Recognize and identify historical and cultural contexts (time and place of a music event) that have influenced music.

Develop a personal stance about why the theatrical or dramatic arts are important in schools and defend that opinion.

Discuss what factors have the most influence on personal reactions to music.

Recognize, identify, and demonstrate form in music of various cultures and popular music.

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.