High School Fine Arts OLS Standards

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.

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

Articulate evidence of how works of art impact communities.

Develop strategies that promote personal health, self-regulation, injury prevention, care, and rehabilitation.

Defend the use of the moods and meanings of musical pieces used at a social event.

Analyze how social, cultural, and individual emotional perspectives influence audience interpretation and response to a dramatic or theatrical work.

Utilize sources to conceptualize a personally relevant idea.

Create a dance that demonstrates a variety of complex movement phrases and the ability to collaborate with an ensemble

Improvise over drones or simple chord progressions.

Identify the elements of a plot structure and write an act using those elements.

Demonstrate skilled artisanship through persistence.

Explore a variety of processes that demonstrate originality, clarity of intent, and a dynamic range of movement.

Perform or present a four-part rhythm example.

Develop a complete character using physical, emotional, and vocal techniques in a memorized scene or monologue.

Apply relevant vocabulary to interpret and evaluate works of art.

Critique a dance based on fundamental dance concepts.

Research composers and their works from four major music periods.

Use theatrical vocabulary and terminology to critique the use of a specific style, genre, or period used to express an intended message.

Assess the impact of advocacy in the visual arts personally and professionally.

Explore a diverse range of dance in global cultures, screen dance, theatrical styles, and historical periods.

Defend a critique of a live music performance using criteria based on the elements of music.

Examine and explain the impact of social, historical, and technological trends on key theatrical figures and works in various eras and cultures.

Develop aesthetic and stylistic solutions to artistic problems through preparatory work.

Create movement studies that explore a universal theme.

Compose a simple rhythmic melody accompaniment for a specific melody using standard and iconic notation, in multiple meters, including compound meters.

Present a variety of monologues and scenes demonstrating an understanding of various theatrical forms and styles.

Broaden the selection of materials and techniques while demonstrating technical skills.

Perform dances that demonstrate a variety of complex movement sequences that also may be performed as an ensemble.

Perform or present a four-part melodic example using bass and treble clef.

Pre-block and direct peers in a scene, applying the principles of composition to create an effective stage picture

Refine self-assessment and goal-setting strategies to understand progress and prioritize steps for improvement.

Use a variety of assessments (self-checks, peer assessment, peer coaching, reflection journals, criteria for success) to assess and reflect on choices made in the dance-making process.

Determine the time period and culture of an instrument based on prior knowledge.

Evaluate the resources directors use to enhance the playwright’s intent of a particular production.

Analyze the personal impact of art experiences.

Use established research methods and techniques to investigate a topic in careers connected to dance.

Explain how the creative process is used in similar and different ways in the arts.

Integrate other art forms and academic disciplines in a theatrical experience.

Expand visual literacy strategies to express personal meaning.

Choreograph movement studies that incorporate a multidisciplinary approach to the process.

Compose a melody in multiple tonalities for a specific rhythmic accompaniment using written or digital, standard, and iconic notation.

Discuss the artistic choices a playwright makes in a dramatic work and how these influence the interpretation and message of the work.

Use selected elements of art and principles of design to inform personal style.

Demonstrate self-direction and accountability for technical growth to facilitate communication and creative expression.

Incorporate technology and media arts in creating, composing, and arranging music.

Apply technical knowledge and skills to collaborate and safely create functional scenery, properties, lighting, sound, costumes, and makeup.

Use art criticism methods independently when responding to works of art.

Develop and refine personal beliefs and questions about dance experiences based on aesthetic opinions.

Evaluate the use of the elements of music related to expression in a varied repertoire of music.

Compare and contrast personal and professional criticism of a specific theatrical performance.

Develop a personal philosophy of art based on aesthetic theory and an understanding of visual culture.

Describe technical theater and design innovations in a historical or current context.

Develop and articulate a personal philosophy about the purpose and value of music.

Analyze a theatrical work in the context of its time period and culture.

Utilize practices that protect personal works of art from unethical use.

Demonstrate and integrate the use of current media and the latest technologies to inspire, create, or record dance.

Examine a given text and create design choices based on content and context of the script, time period, and themes when provided with a budget-specific performance space.

Determine criteria used in the personal selection of works of art for an accomplished portfolio.

Understand how the mind-body connection influences movement.

Compare and contrast techniques of tuning multiple instruments.

Analyze the work of individual artists and explain how they are influenced by cultural factors.

Illustrate artistry and technical proficiency in dance performance and observed dance works.

Analyze the components of a music composition, demonstrating an understanding of music styles and form.

Justify and analyze personal artistic choices made throughout the artistic process and after self-evaluation.

Identify and describe non-performing careers in music and describe ways technology and the media arts are used to create, perform, and listen to music.

Articulate how the skills learned and used in drama and theatre courses help prepare students for college and careers.

Design and implement a variety of choreographic devices for movement generation and revision, both individually and collaboratively.

Compare and contrast the works of two playwrights from two distinct historic periods.

Perform a dance that explores a universal theme.

Explain the composer’s choices for the elements of music using a varied repertoire of vocal performances.

Apply assessment practices to demonstrate their learning and understanding of fundamental music concepts and music literacy.

After reading a play, compare and contrast factors that actors and designers would consider adapting for staging different physical settings and contemporary social influences.

Research copyright law and the process for having a composition protected.

Integrate art and culture into the development of a theatrical work.

Devise a scene surrounding a topic of interest as an ensemble.

Follow and respond to variously complex cues of a conductor.

Describe how music reflects the social and political events of history and the role of the musician in history and culture.

Develop and present an arts advocacy position that promotes lifelong involvement and support of the arts.

Compare and contrast how people from various backgrounds and cultures use and respond to music.

Assemble a personal drama or theatre portfolio with a resume to include completed works and works in progress and then present the portfolio to peers.

Compare and contrast the individual sections within the form of historical musical works (symphony, mass, concerto).

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.

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

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.

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.

Develop strategies for artmaking that impact communities.

Apply strategies that promote personal health, self-regulation, injury prevention, care, and rehabilitation.

Plan the mood and meaning needed in a music piece and find an appropriate example for a social event.

Hypothesize about audience interpretation and response to a specific dramatic or theatrical work being produced in a specific locale.

Utilize multiple sources to establish a central theme for a body of work.

Create a personal work that demonstrates originality, clarity of intent, and a dynamic range of movement.

Improvise over chord progressions and symbols in a variety of styles (blues, jazz, world music).

Individually write a multi-act play.

Initiate sophisticated levels of artisanship through self-motivated persistence.

Perform movement studies while demonstrating originality, clarity of intent, focus (both inward and outward), and a broad range of movement.

Perform or present a rhythm example for a performance group.

Sustain convincing multidimensional characters while developing contrasting pieces and monologues for presentations, auditions, and inclusion in a portfolio.

Utilize relevant vocabulary to interpret, evaluate, and defend works of art.

Critique personal dances and those of others based on specific dance aesthetics.

Research composers, their lives, and the impact they had on society.

Use theatrical vocabulary to write a play review of a theatrical performance that evaluates a variety of theatrical elements.

Demonstrate personal strategies for lifelong involvement and advocacy in the visual arts.

Investigate and draw conclusions comparing a diverse range of dance in global cultures, theatrical styles, and historical periods

Defend and advocate for a personal preference in musical performance using criteria based on the elements of music.

Analyze relationships among cultural norms, artistic expression, ethics, and the choices made in dramatic and theatrical productions.

Determine potential solutions for artistic problems with independence and purpose.

Justify choreographic choices in movement study creation and explain how they are used to intensify artistic intent connecting to a universal or historic theme.

Compose an original work or arrange a pre-existing work in a variety of meters, including compound meters, for a variety of performing ensembles using standard and iconic notation.

Select, cast, block, direct, and design an original or published play for performance.

Justify the intentional selection of materials and techniques while exhibiting advanced technical skills.

Apply kinesthetic awareness and awareness of others through performance, reflection, and peer feedback.

Perform or present a melodic example for a performance group.

Integrate the essential skills to support and execute a dramatic or theatrical production including budgeting, production, and direction.

Provide evidence of self-assessment and goalsetting throughout the production of artworks.

Explore the connection between somatic understanding and performance technique.

Design an instrument based on knowledge of instruments from different historical periods and various cultures.

Evaluate one playwright’s presentation of universal themes across different works.

Predict potential impact and responses to works of art based on contextual considerations.

Investigate various dance-related careers through a variety of research methods and techniques.

Explain how the roles of creators, performers, and others involved in the production and presentation of each of the arts are similar and different.

Use drama and theatre heritage and art forms to communicate a philosophical, ethical, or social issue.

Synthesize visual literacy strategies to fluently communicate meaning.

Synthesize choreographic content generated from stimulating materials while experimenting in defining individual artistic intent.

Compose an original work or arrange a pre-existing work in multiple tonalities for a variety of performing ensembles using written and digital, standard and iconic notation.

Defend a playwright’s body of work and place in theatrical history.

Shape a body of work with independently selected elements of art and principles of design.

Demonstrate self-direction, agency, accountability, fulfilled artistic expression, and technical growth when bringing a work to a point of completion.

Incorporate technology and media arts in creating, composing, arranging, promoting, and distributing music.

Work safely and independently to implement designs in all technical aspects of theatrical production.

Develop a personal art criticism method to defend the merits of works of art.

Articulate, justify, and produce a personal philosophy of dance and respond thoughtfully to the viewpoints of others.

Develop and apply criteria for evaluating the quality and effectiveness of musical performances and compositions based on an understanding of the elements of music.

Defend the effectiveness of a design concept that is applied across several different productions.

Defend a personal philosophy of art based on aesthetic theory and visual culture.

Interpret and analyze technical theater and design innovations that have affected dance production.

Defend a personal philosophy about the purpose and value of music.

Analyze the stylistic and literary elements of multiple works of a particular playwright in the context of the playwright’s time period and culture.

Defend the ethical incorporation of visual resources in personal works of art.

Demonstrate and integrate the use of current media and the latest technologies to inspire, create, or record dance.

Plan, create, and execute a single design for a published or original play.

Justify the selection of individual pieces for a portfolio of cohesive work.

Experience and express how anatomical and kinesthetic awareness can alter artistic interpretation in choreography and performance.

Defend the purpose of tuning instruments.

Justify how individual artists impact cultural developments.

Analyze artistry and technical proficiency in dance performance and observed dance works.

Evaluate a music composition, demonstrating an understanding of music styles and form.

Revise and re-perform personal artistic choices based on self-evaluation.

Apply production techniques to collaborative event planning and arts administration skills.

Select personal music experiences that represent well-developed skills, abilities, and accomplishments (for a portfolio, college audition, studio work).

Plot a career path of several working professionals. Compare and contrast obstacles to success.

Review, revise, and refine an original dance with attention to all production elements.

Research a contemporary playwright’s body of work and speculate on the artist’s potential place in theatre history.

Perform dances from a diverse range of global cultures, theatrical styles, and historical periods.

Defend the composer’s choices for the elements of music using a varied repertoire of vocal performances.

Apply assessment practices to select, organize, and present personal works to show growth and development in music.

Apply understanding of influences that affect audience reactions and adjust aspects of performance to adapt to different settings, audiences, and contemporary social influences.

Interpret copyright law and discover how someone can protect their compositions once the individual has composed or created their work.

Develop a theatrical work that explores global and cultural belief systems.

Devise a piece of theatre surrounding a topic of interest as an ensemble.

Follow and respond to advanced/complex cues of a conductor.

Analyze music works from various cultures, identifying the unique features of expressive content, and determine how these characteristics contribute to performance style.

Explore opportunities for arts advocacy in the community in cooperation with students in the other arts disciplines (for example, music, visual art and dance).

Analyze why culture, environment, values, and personal experiences impact individual responses to music.

Revise an existing portfolio (for drama or theatre). Identify strengths and weaknesses in the work through self-evaluation and reviews by peers and an instructor.

Defend a personal preference for individual sections within the form of historical musical works (symphony, mass, concerto).

Describe how drama and theatre can affect social change, both globally and locally.

Identify the elements of a plot structure and write a scene using those elements.

Manipulate vocal qualities, posture, movement, and language to express variety in characters during improvisation and dramatic situations.

Use appropriate theatrical vocabulary to selfe-valuate strategies and audience response to improve artistic works and experiences.

Investigate, compare, and contrast dramatic and theatrical works as products and reflections of the time period and culture in which they were created.

Present contrasting motivations and reactions of characters in similar situations.

Demonstrate the collaborative skills necessary for producing a scene with a unified vision.

Justify how a playwright’s choice of genre, style, and historical period affect the expression of theme or topic.

Integrate other art forms into a dramatic presentation.

Explain how theatrical artists create meaning to convey a playwright’s intent.

Create specific technical designs and direct a scene for performance to incorporate necessary dramatic elements and support the plot.

Examine traditional and nontraditional interpretations of a theatrical work.

Compare and contrast a historically accurate production and a production of the same work in modern times.

Distinguish between the roles of the various designers and design disciplines and discuss how they relate to each other in a theatrical production.

Articulate personal artistic choices made throughout the artistic process and after self-evaluation.

Research and report on career opportunities in theatre and drama; investigate the level of discipline, knowledge and skill required for career preparation in drama and theatre.

Research the historical background of a chosen script as a basis for interpretation and presentation.

Analyze ways audiences respond to plays performed in different settings and in relation to variations in contemporary social influences.

Explore how cultural and global belief systems affect creative choices in a dramatic or theatre work.

Collaborate with a small group to create a written scene and produce it for class.

Discuss the importance of drama and theatre in a community and provide examples.

Identify specific purposes and intents for portfolio and resume development in the dramatic and theatrical fields.

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.

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.

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

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.

Explore how works of art can impact issues relevant to various communities.

Compare and contrast the moods and meanings of multiple musical pieces used at a social event.

Develop a practice of engaging with sources for idea generation.

Improvise over simple chord progressions with guidance from the instructor.

Refine levels of artisanship while modeling persistence.

Perform or present a three-part rhythm example.

Expand relevant vocabulary to analyze and interpret works of art.

Compare and contrast selected composers and their works from four major music periods.

Connect universal themes in the visual arts to personal life experiences.

Compare a live music performance and a recorded performance using criteria based on elements of music.

Select the appropriate creative processes for potential solutions to artistic problems.

Compose a simple rhythmic melody accompaniment for a specific melody using standard and iconic notation, in a variety of meters, including compound meters.

Apply and defend the selection of materials and techniques.

Perform or present a three-part melodic example using bass and treble clef.

Apply self-assessment and goal-setting practices to revise artworks and document personal growth.

Explain the evolution of instruments from different historical periods and various cultures.

Investigate emotional experiences through personal and collaborative artistic processes.

Compare and contrast a musical work with another work of art (dance, drama, visual art) from the same culture.

Explore visual literacy strategies as a means to develop individual communication.

Compose a melody for a specific rhythmic accompaniment using written or digital, standard, and iconic notation.

Organize the elements of art and principles of design to intentionally construct works of art.

Incorporate technology and media arts in creating and arranging music.

Develop art criticism methods when responding to artworks.

Analyze how elements of music are used in a work to create images or evoke emotions.

Compare aesthetic theory and visual culture to inform personal aesthetic development.

Compare and contrast the purpose and value of music in various cultures and settings.

Develop a practice of ethical use of visual resources.

Select, prepare, and present works of art for a portfolio.

Explain how instrument techniques of multiple instruments create accurate pitch and how to alter pitch.

Explain the relationship between cultures, communities, and artists.

Recognize, aurally or visually, musical elements of style and form in the performance of a music composition.

Identify various careers for musicians (education, entertainment, technical support) and develop a personal strategic career plan.

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

Apply assessment practices to demonstrate learning and progress made in the development of music skill and music literacy.

Investigate the ethical and legal issues surrounding the access and use of musical works (audio and video recordings, printed and digital sheet music).

Follow and respond to intermediate cues of a conductor.

Listen to and compare musical styles from various cultures and historical periods.

Examine the uses and responses to music across various cultures.

Aurally identify the form of historical musical works (symphony, mass, concerto).

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.

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.

Identify and explore anatomical, kinesiological, self-regulation, and other health compositions essential to dancer wellness.

Identify moods and meanings of selected music pieces and identify social events/situations where the music would be appropriate.

Create a dance that demonstrates expression and clarity of intention.

Improvise over drones provided by the instructor.

Perform movement studies demonstrating expression and clarity of intent.

Perform or present a two-part rhythm example.

Recognize and identify fundamental dance concepts in selected dance works.

Analyze selected composers and their works.

Identify dance in global cultures, theatrical styles, screen dance, and historical periods.

Create a critique of a live music performance using criteria based on elements of music.

Create movement studies representing various cultures or historical periods.

Compose a simple rhythm with rhythmic variation using standard and iconic notation.

Demonstrate kinesthetic awareness in dance performance.

Perform or present a two-part melodic example using bass and treble clef.

Use a variety of assessments (self-checks, peer assessment, peer coaching, reflection journals, criteria for success) to assess and reflect on choices made in the dance-making process.

Explore and identify instruments from different historical periods and various cultures.

Explore how 21st-century skills developed in dance translate to a chosen career path.

Identify aesthetic characteristics common to all art forms.

Explore interdisciplinary ideas to inspire and support the choreographic process.

Compose a simple melody, as well as a melodic variation, using written or digital standard and iconic notation.

Demonstrate self-direction and accountability for technical growth to facilitate communication.

Incorporate technology and media arts in performing or recording music.

Relate connections found between different dances and discuss the relevance of the connections to the development of one’s personal perspectives.

Describe the use of elements of music as they relate to expression in a varied repertoire of music.

Discuss technical theater and design innovations.

Describe the purpose and value of music in various cultures and settings.

Integrate the use of technology with the elements of dance in a new composition.

Recognize the mind-body connection in dance technique and performance.

Explain how instrument techniques create accurate pitch.

Recognize the importance of artistry and technical proficiency in dance.

Identify elements of style and form regularly used in music compositions.

Identify production elements and techniques necessary for performance.

Demonstrate knowledge of potential musical career choices.

Explore a variety of improvisational techniques to generate and revise movement material.

Perform dances from various cultures and historical periods.

Compare and contrast vocal performances of varied repertoire using elements of music.

Identify assessment practices that can help demonstrate learning and progress made in music.

Describe copyright law and the ways illegal use of media affects composers, artists, and performers.

Follow and respond to basic cues of a conductor.

Identify the social contexts from which music of various cultures evolved.

Discuss how people differ in their responses to musical experiences based on culture, environment, values, and personal experiences.

Explain how the form in musical works (symphony, mass, concerto) progressed through history.

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.

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.

Understand how works of art reflect diverse communities, viewpoints, and perspectives.

Evaluate various sources for visual reference.

Determine appropriate levels of artisanship through persistence.

Increase relevant vocabulary to describe and analyze components related to visual art.

Recognize contributions of the visual arts in everyday life.

Explore multiple solutions to artistic problems.

Demonstrate increasing skill with materials and techniques.

Engage with self-assessment to set and monitor goals to document personal growth.

Examine personal and social contexts related to works of art.

Identify visual literacy strategies as a means to communicate concepts.

Integrate selected elements of art and principles of design to construct works of art.

Utilize art criticism methods when responding to works of art.

Examine various aesthetic theories and visual culture.

Determine and apply what it means to create and share works of art ethically.

Select works of art for a foundational portfolio.

Identify the relationships between community or cultural values and trends in visual art.

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.

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.

Examine how music reflects the social and political events of history and the role of the musician in history and culture.

Compose and improvise short compositions for a specific purpose, reflecting characteristics of music from a variety of cultures.

Read and perform with correct pitches, correct rhythms, printed dynamics, printed articulations, and appropriate style for the music being performed.

Critique the ensemble performance using established criteria that focuses on pitch, rhythm, characteristic tone quality and intonation, use of dynamics and articulation, and appropriate style.

Explain how the creative process is used in similar and different ways in the arts.

Select, develop, and notate or record melodic and rhythmic ideas for a specific purpose that demonstrates characteristics of music from a variety of cultures.

Play or sing with a characteristic tone quality, perform a full range of pitches with accurate intonation, understand intonation tendencies, and adjust during the performance.

Support interpretations of the expressive intent, emotion, and meaning of musical works by citing evidence through appropriate terminology, context, or the setting of the text and a variety of researched sources.

Develop and articulate a personal philosophy about the purpose and value of performing music.

Evaluate and refine simple compositions and improvisations based on established criteria and evaluate if the music meets the specified criteria.

Demonstrate proficiency in 10 major and relative minor key signatures and a chromatic scale in multiple octaves as appropriate. Demonstrate proficiency in singing pentatonic; major; natural, harmonic, and melodic minor scales and keys; plus chromatic and octatonic scales.

Collaborate with the instructor to select music, successfully rehearse, and present an individual performance showing mastery of the selected music.

Research copyright law and the process for having a composition protected.

Compare and contrast techniques of tuning multiple instruments.

Perform prepared or improvised music showing mastery of technical accuracy and displaying self-initiated musical expression, phrasing, and emotion.

Perform compositions intended for sight reading with correct pitches, correct rhythms, characteristic tone, accurate intonation, printed dynamics, printed articulations, and appropriate style for the music being performed.

Perform a varied repertoire of prepared and improvised music representing a variety of cultures, styles, time periods, and genres.

Develop and apply rehearsal techniques to address various individual and ensemble challenges in a varied repertoire of music and evaluate their success in a rehearsal setting.

Respond appropriately to the cues of the conductor.

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.

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.

Analyze various performance works from a variety of world cultures, identifying the unique features of expression, and determine how these characteristics contribute to performance style while minimizing stylistic bias.

Compose and improvise musical compositions for a variety of purposes and contexts.

Read and perform with correct pitches, correct rhythms, printed dynamics, printed articulations, appropriate style, and musical expression for the music being performed.

Develop and apply criteria to critique the ensemble performance with a focus on pitch, rhythm, characteristic tone quality and intonation, use of dynamics and articulation, appropriate style, and expression.

Explain how the roles of creators, performers, and others involved in the production and presentation of each of the arts are similar and different.

Select, develop, and notate or record melodic and rhythmic ideas into full musical works intended for a variety of purposes and contexts.

Play or sing with a characteristic tone quality, perform a full range of pitches with accurate intonation, understand intonation tendencies, adjust during the performance, and utilize concepts of just intonation.

Justify interpretations of the expressive intent, emotion, and meaning of musical works by comparing and explaining varied researched sources, including reference to other art forms.

Select personal music experiences that represent well-developed performance skills, abilities, and accomplishments (developing a portfolio, preparing college audition, studio work).

Evaluate and refine a variety of musical works based on appropriate criteria and evaluate if the music meets the established criteria.

Demonstrate proficiency in all major and minor keys and a chromatic scale in multiple octaves as appropriate. Demonstrate proficiency singing pentatonic; major; natural, harmonic, and melodic minor scales and keys; and chromatic, octatonic, and whole-tone scales, plus modes as appropriate.

Use student-developed criteria to select music, organize, and present an individual performance showing mastery of the selected music.

Interpret copyright law and discover how someone can protect a composition once the individual has composed or created a work.

Defend the purpose of tuning instruments.

Perform prepared or improvised music showing mastery of technical accuracy and expression in several types of ensembles.

Perform compositions intended for sight reading with correct pitches, correct rhythms, characteristic tone, accurate intonation, printed dynamics, printed articulations, and appropriate style for the music being performed and musical expression.

Perform a varied repertoire of prepared and improvised music, representing a variety of cultures, styles, time periods, and genres in several types of ensembles.

Develop, apply, and refine appropriate rehearsal strategies to address various individual and ensemble challenges in a varied repertoire of music during the rehearsal process.

Respond appropriately to the cues of the conductor.

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.

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.

Describe the historical context from which American music evolved.

Compose and improvise simple melodic or rhythmic ideas that vary from the music being studied in rehearsal.

Read and perform with correct pitches, correct rhythms, and printed dynamics.

Using appropriate musical terminology, critique the ensemble performance with a focus on pitch, rhythm, characteristic tone quality, and articulations.

Compare and contrast a musical work with another work of art (dance, drama, visual art) from the same culture.

Select, develop, and notate or record melodic and rhythmic ideas with characteristics that vary from music being studied in rehearsal.

Play or sing with a characteristic tone quality and perform individual pitches with accurate intonation.

Identify and explain the expressive intent, emotion, and meaning of musical works by citing evidence through appropriate terminology, context, or the setting of the text.

Describe potential career choices in music for both performers and nonperformers.

Evaluate and refine simple compositions and improvisations based on collaboratively developed criteria.

Demonstrate proficiency in four major and two minor key signatures. Demonstrate proficiency in singing pentatonic, major, and natural minor scales and keys.

Apply strategies to improve individual performance that can help demonstrate learning and progress made in music.

Investigate appropriate areas of copyright law and how illegal use of media affects composers, artists, and performers.

Explain how instrument techniques create accurate pitch.

Perform prepared or improvised music with technical accuracy (speed, manual dexterity, articulation).

Perform compositions intended for sight reading with correct pitches, correct rhythms, characteristic tone, accurate intonation, and printed dynamics.

Perform a varied repertoire of prepared and improvised music representing a variety of cultures.

Develop strategies to address and refine technical challenges about how to refine individual and ensemble performance of a varied repertoire of music in a rehearsal setting.

Respond appropriately to the cues of the conductor.

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.

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.

Identify the historical contexts from which American music evolved.

Compose and improvise simple melodic or rhythmic ideas similar to music studied in rehearsal.

Read and perform with correct pitches and correct rhythms.

Using appropriate musical terminology, describe the ensemble performance with a focus on pitch, rhythm, and characteristic tone quality.

Recognize aesthetic characteristics common to all art forms.

Select, develop, and notate or record melodic and rhythmic ideas with characteristics similar to music studied in rehearsal.

Play or sing with a characteristic tone quality.

Recognize the expressive intent, emotion, and meaning of musical works using appropriate terminology, context, or the setting of the text.

Identify potential musical career choices in performing music.

Evaluate and refine simple compositions and improvisations based on teacher-provided criteria.

Demonstrate proficiency in three major key signatures. Demonstrate proficiency in singing pentatonic and major scales and/or keys.

Identify strategies to improve individual performance that can help demonstrate learning and progress made in music.

Identify ways copyright law awareness is important in daily life (downloading music, copying CDs or DVDs, streaming services).

Analyze multiple performers and multiple instrument techniques needed to create accurate rhythm and pitch, appropriate expressive qualities, good posture, and breath control.

Perform prepared or improvised music with technical accuracy (manual dexterity and articulation).

Perform compositions intended for sight reading with correct pitches, correct rhythms, and a characteristic tone.

Perform a varied repertoire of prepared and improvised music.

Recognize and describe how to refine individual and ensemble performances of varied repertoire in a rehearsal setting.

Respond appropriately to the cues of the conductor.

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.

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.

Compare music from a variety of cultures and historical periods.

Compose and improvise simple melodic or rhythmic ideas for a specific purpose. The ideas should reflect characteristics of music from a variety of cultures.

Read and perform with correct pitches, correct rhythms, printed dynamics, and printed articulations.

Critique the ensemble performance using established criteria that focuses on pitch, rhythm, characteristic tone quality and intonation, and use of dynamics and articulations.

Compare and contrast a musical work with another work of art (dance, drama, visual art) from different cultures based on cultural influences.

Select, develop, and notate or record melodic and rhythmic ideas for a specific purpose that demonstrates characteristics of music from a variety of cultures.

Play or sing with a characteristic tone quality, perform individual pitches with accurate intonation, understand intonation tendencies, and adjust during the performance.

Identify and explain the expressive intent, emotion, and meaning of musical works by citing evidence through appropriate terminology, context, or the setting of the text and a variety of researched sources.

Evaluate potential musical performance career choices and develop a personal strategic career plan.

Evaluate and refine simple compositions and improvisations based on individually developed criteria.

Demonstrate proficiency in eight major and four minor key signatures and a chromatic scale in multiple octaves as appropriate. Demonstrate proficiency in singing pentatonic; major; natural, harmonic, and melodic minor scales and keys; plus the blues scale.

Apply strategies to improve and evaluate individual performance that can help demonstrate learning and progress made in the development of music skill and music literacy.

Analyze the ethical and legal issues surrounding the access and use of musical works (audio and video recordings, printed and digital sheet music).

Explain how instrument techniques of multiple instruments create accurate pitch and how to alter pitch.

Perform prepared or improvised music with technical accuracy (speed, manual dexterity, articulation, range) and printed expressive characteristics, such as phrasing.

Perform compositions intended for sight reading with correct pitches, correct rhythms, characteristic tone, accurate intonation, printed dynamics, and printed articulations.

Perform a varied repertoire of prepared and improvised music representing a variety of cultures, styles, and genres.

Develop strategies using feedback from peers and outside sources in a rehearsal setting to address technical and expressive challenges in a varied repertoire of music.

Respond appropriately to the cues of the conductor.

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.