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Fine Arts Standards Framework State Goals 25 - 27 2 State Goal 25

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Fine Arts Standards Framework State Goals 25 - 27 2 State Goal 25 FINE ARTS STANDARDS FRAMEWORK STATE GOALS 25 - 27 2 STATE GOAL 25 STATE GOAL 25: Students will know the Language of the Arts Why Goal 25 is important: Through observation, discussion, interpretation, and analysis, students learn the “language” of the arts. They learn to understand how others express ideas in dance, drama, music, and visual art forms. In addition to acquiring knowledge essential to performance and production, students become arts consumers (e.g., attending live performances or movies, purchasing paintings or jewelry, or visiting museums) who understand the basic elements and principles underlying art works and are able to critique them. Goal 25 is closely correlated with the goals of the National Standards for Arts Education: Students should be able to develop and present basic analyses of works of art from structural, historical, and cultural perspectives, and from combinations of those perspectives. This includes the ability to understand and evaluate work in the various arts disciplines. Students should be able to relate various types of arts knowledge and skills within and across the arts disciplines. This includes mixing and matching competencies and understandings in art-making, history and culture, and analysis in any arts-related project. Goal 25A: Students will understand the sensory elements, organizational principles, and expressive qualities of the arts. Early elementary Late elementary Middle/junior high school Early high school Late high school 25.A.1a Dance: 25.A.2a Dance: 25.A.3a Dance: 25.A.4 25.A.5 Identify the elements of Identify and describe Describe how elements are Analyze and evaluate the Analyze and evaluate student personal and shared space, elements of pathways, level, combined and contrasted; effective use of elements, and professional works for direction in space, quick and focus, range in space, identify the principles of principles, and expressive how aesthetic qualities are slow speed, firm and fine sustained and percussive transition, variety, and qualities in a composition/ used to convey intent, force; the principles of AB qualities of speed; the balance; and the expressive performance in dance, drama, expressive ideas, and/or choreographic form and principles of ABA and round qualities of movement. music, and visual arts. meaning. sequence; and the expressive choreographic form, contrast qualities of mood and and repetition; and the emotion. expressive qualities of mood and emotion. 25.A.1b Drama: 25.A.2b Drama: 25.A.3b Drama: Understand the elements of Understand the elements of Understand how the elements acting, locomotor and acting, scripting, speaking, of acting, directing, nonlocomotor movement, improvising, physical playwriting, and designing vocal and nonvocal sound, movement, gesture, and combine with the principles story making; the principles picturization (shape, line, of tension, rhythm, pattern, of plot, character, setting, and level); the principles of unity, balance, repetition, and problem/resolution, and conflict resolution and theme; idea to communicate. message; and the expressive and the expressive character- characterizations of simple istics of mood and dynamics. emotions. 3 STATE GOAL 25 Early elementary Late elementary Middle/junior high school Early high school Late high school 25.A.1c Music: 25.A.2c Music: 25.A.3c: Music: Identify differences in Identify elements and Identify and describe changes elements and expressive expressive qualities such as in elements and expressive qualities (e.g., between fast tone color, harmony, melody, qualities (e.g., crescendo, and slow tempo; loud and form (rondo, theme, and ritardando, fermata, meter, soft dynamics; high and low variation), rhythm/meter and sforzando). pitch/direction; long and dynamics in a variety of short duration; same and musical styles. different form, tone color or timbre, and beat). 25.A.1d Visual Arts: 25.A.2d Visual Arts: 25.A.3d Visual Arts: Identify the elements of line, Identify and describe the Identify and describe the shape, space, color, and elements of 2-and 3-dimen- elements of value, texture; the principles of sional space, figure ground, perspective, and color repetition and pattern; and value, and form; the schemes; the principles of the expressive qualities of principles of rhythm, size, contrast, emphasis, and unity; mood, emotion, and pictorial proportion, and composition; and the expressive qualities representation. and the expressive qualities of thematic development of symbol and story. and sequence. 25.A.3e Visual Arts: Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology. Goals 25 B: Students will understand the similarities, distinctions, and connections in and among the arts. Early elementary Late elementary Middle/junior high school Early high school Late high school 25.B.1 25.B.2 25.B.3 25.B.4 25.B.5 Identify similarities Understand how elements Compare and contrast the Analyze and evaluate similar Understand how different art in and among the arts (e.g., and principles combine elements and principles in and distinctive characteristics forms combine to create an pattern, sequence, and within an art form to express two or more art works that of works in two or more of interdisciplinary work (e.g., mood). ideas. share similar themes. the arts that share the same musical theatre, opera, or historical period or societal cinematography). context. 4 STATE GOAL 26 STATE GOAL 26: Through creating and performing, students will understand how works of art are produced. Why Goal 26 is important: Students acquire skills to produce and perform dance, drama, music, and visual art. They learn to use media, tools, and technologies. They learn to shape ideas and emotions into sounds, images, and actions. As students create and perform their own artworks and review the works of others, they become more imaginative, strengthen their problem-solving skills, and learn to respond to the creativity of others. Creating and performing are at the core of the fine arts. Students also learn about the role of the artist (e.g., dancer, painter, director, scriptwriter, and musician). Goal 26 is closely correlated with the goals of the National Standards for Arts Education: Students should be able to communicate at a basic level in the four arts disciplines – dance, music, theatre, and the visual arts. This includes the knowledge and skills in the use of basic vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline. Students should be able to communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight, reason, and technical proficiency. Goals 26A: Students will understand processes, traditional tools and modern technologies used in the arts. Early elementary Late elementary Middle/junior high school Early high school Late high school 26.A.1a Dance: 26.A.2a Dance: 26.A.3a Dance: 26.A.4a Dance: 26.A.5 Common for all Understand that the body is Describe processes (e.g., Describe how body actions, Analyze how resources, four arts: Analyze and the primary tool of dance and conditioning, practicing) used types of accompaniment, technologies, and processes evaluate how the choice of identify secondary tools (e.g., to prepare the body as a tool lighting, costuming, and are combined to express media, tools, technologies, pictures, visual aids, words, of dance and how visual aids, processes (e.g., reordering meaning in dance and and processes support and props, and recordings). stories, poetry, props, music, and refining) influence the evaluate expressive content, influence the communication and technology are used for expressive qualities of dance. stylistic differences, and of ideas. the performance of dance. aspects of production. 26.A.1b Drama: 26.A.2b Drama: 26.A. 3b Drama: 26.A.4b Drama: Understand the tools of body, Describe various ways the Describe the use of the Understand how the primary mind, voice and simple body, mind, and voice are primary tools (body, mind, tools, support tools, and visual/aural media and the used with acting, scripting, and voice) and the support creative processes, processes of planning, and staging processes to tools (costumes, scenery, (researching, auditioning, practicing, and collaborating create or perform drama/ props, lights, make-up, designing, directing, used to create or perform theatre. sound) to convey an idea rehearsing, refining, and drama/theatre. through acting, play-writing, presenting) interact and and designing a drama/ shape drama, theatre, and theatre activity. film production. 5 STATE GOAL 26 Early elementary Late elementary Middle/junior high school Early high school Late high school 26.A.1c Music: 26.A.2c Music: 26.A.3c Music: 26.A.4c Music: Identify a variety of sounds Classify musical sound Describe the processes Analyze ways in which and sound sources (e.g., sources into groups (e.g., involved in composing, musical sounds are produced instruments, voices, and instrumental families, vocal conducting, and performing. and how they are used in environmental sounds). ranges, solo/ensembles). composing, conducting, and performing. 26.A.1d Music: 26.A.2d Music: 26.A.3d Music: 26.A.4d Music: Relate symbol systems (e.g., Read and interpret the tradi- Read and interpret traditional Demonstrate the ability to icons, syllables, numbers, and tional musical notation of music notation in a varied read written notation for a letters) to musical sounds. note values and letter names. repertoire. vocal or instrumental part. 26.A.1e Visual Arts: 26.A.2e Visual Arts: 26.A.3e Visual Arts: 26.A.4e Visual Arts: Identify media and tools and Describe the relationships Describe how the choices of Analyze and evaluate how how to use them in a safe among media, tools, tools, technologies, and tools, technologies, and and responsible manner technology, and processes. processes are used to create processes combine to convey when painting, drawing, and specific effects in the arts. meaning. constructing. 26.A.2f Visual Arts: Understand the artistic processes of printmaking, weaving, photography, and sculpture.
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