Top Line of Doc

Table of Contents

Title 28 EDUCATION

Part LI. Bulletin 1963—Louisiana Arts Content Standards

Chapter 1. General Provisions...... 1 §101. Introduction...... 1 §103. Standards of Arts Education...... 1 §105. Definitions...... 1 §107. Foundation Skills...... 2 Chapter 3. Dance...... 2 Subchapter A. Creative Expression...... 2 §301. Purpose...... 2 §303. Benchmarks K-4...... 3 §305. Benchmarks 5-8...... 3 §307. Benchmarks 9-12...... 3 §309. Creative Expression—Grade Cluster...... 3 Subchapter B. Aesthetic Perception...... 4 §311. Purpose...... 4 §313. Benchmarks K-4...... 4 §315. Benchmarks 5-8...... 4 §317. Benchmarks 9-12...... 4 §319. Aesthetic Perception—Grade Cluster...... 5 Subchapter C. Historical and Cultural Perspective...... 5 §321. Purpose...... 5 §323. Benchmarks K-4...... 5 §325. Benchmarks 5-8...... 5 §327. Benchmarks 9–12...... 6 §329. Historical and Cultural Perspective Grade Cluster...... 6 Subchapter D. Critical Analysis...... 6 §331. Purpose...... 6 §333. Benchmarks K-4...... 6 §335. Benchmarks 5-8...... 7 §337. Benchmarks 9-12...... 7 §339. Critical Analysis—Grade Cluster...... 7 Chapter 5. Music...... 7 Subchapter A. Creative Expression...... 7 §501. Purpose...... 7 §503. Benchmarks K-4...... 8 §505. Benchmarks 5–8...... 8 §507. Benchmarks 9-12...... 8 §509. Creative Expression—Grade Cluster...... 8 Subchapter B. Aesthetic Perception...... 8 §511. Purpose...... 8 §513. Benchmarks K-4...... 9 §515. Benchmarks 5-8...... 9 §517. Benchmarks 9-12...... 9 §519. Aesthetic Perception—Grade Cluster...... 9 Table of Contents

Subchapter C. Historical and Cultural Perspective...... 10 §521. Purpose...... 10 §523. Benchmarks K-4...... 10 §525. Benchmarks 5-8...... 10 §527. Benchmarks 9–12...... 10 §529. Historical and Cultural Perspective—Grade Cluster...... 11 Subchapter D. Critical Analysis...... 11 §531. Purpose...... 11 §533. Benchmarks K-4...... 11 §535. Benchmarks 5-8...... 11 §537. Benchmarks 9-12...... 12 §539. Critical Analysis—Grade Cluster...... 12 Chapter 7. Theatre Arts...... 12 Subchapter A. Creative Expression...... 12 §701. Purpose...... 12 §703. Benchmarks K-4...... 12 §705. Benchmarks 5-8...... 13 §707. Benchmarks 9-12...... 13 §709. Creative Expression—Grade Cluster...... 13 Subchapter B. Aesthetic Perception...... 14 §711. Purpose...... 14 §713. Benchmarks K-4...... 14 §715. Benchmarks 5-8...... 14 §717. Benchmarks 9-12...... 14 §719. Aesthetic Perception—Grade Cluster...... 14 Subchapter C. Historical and Cultural Perspective...... 15 §721. Purpose...... 15 §723. Benchmarks K-4...... 15 §725. Benchmarks 5-8...... 15 §727. Benchmarks 9-12...... 15 §729. Historical and Cultural Perspective Grade Cluster...... 16 Subchapter D. Critical Analysis...... 16 §731. Purpose...... 16 §733. Benchmarks K–4...... 16 §735. Benchmarks 5-8...... 17 §737. Benchmarks 9-12...... 17 §739. Critical Analysis—Grade Cluster...... 17 Chapter 9. Visual Arts...... 17 Subchapter A. Creative Expression...... 17 §901. Purpose...... 17 §903. Benchmarks K-4...... 18 §905. Benchmarks 5-8...... 18 §907. Benchmarks 9-12...... 18 §909. Creative Expression—Grade Cluster...... 19 Subchapter B. Aesthetic Perception...... 19 §911. Purpose...... 19 §913. Benchmarks K-4...... 19 §915. Benchmarks 5-8...... 19 §917. Benchmarks 9-12...... 20 §919. Aesthetic PerceptionGrade Cluster...... 20 Table of Contents

Subchapter C. Historical and Cultural Perspective...... 20 §921. Purpose...... 20 §923. Benchmarks K-4...... 21 §925. Benchmarks 5-8...... 21 §927. Benchmarks 9-12...... 21 §929. Historical and Cultural Perspective Grade Cluster...... 21 Subchapter D. Critical Analysis...... 22 §931. Purpose...... 22 §933. Benchmarks K-4...... 22 §935. Benchmarks 5-8...... 22 §937. Benchmarks 9-12...... 22 §939. Critical Analysis—Grade Cluster...... 23 Title 28 EDUCATION Part LI. Bulletin 1963—Louisiana Arts Content Standards

Chapter 1.General Provisions B. Aesthetic Perception. Aesthetic Perception is the ability to perceive the unique characteristics of natural §101. Introduction environments and human creations, to respond to aesthetic ideas and experiences, and to develop awareness of beauty A. The arts―dance, music, theatre arts, and visual arts, and meaning in the arts. are fundamental to the intellectual, social, emotional, and physical development of Louisiana students in the twenty- 1. Standard. Students develop aesthetic perception first century. The arts draw on a range of intelligence, through the knowledge of art forms and respect for their aesthetics, and learning styles not addressed in most commonalties and differences. educational environments. C. Historical and Cultural Perspective. Historical and B. Students of the arts are encouraged to use their Cultural Perspective is the ability to recognize the arts as a imaginations, to develop personal discipline, and to find reflection of individual and cultural expression and to multiple solutions to problems. They learn to respond to appreciate the aspects of history and human experience. events and experiences with confidence and to communicate their feelings and viewpoints through appropriate creative 1. Standard. Students develop historical and cultural outlets. perspective by recognizing and understanding that the arts throughout history are a record of human experience with a C. Business demands workers who possess an ability to past, present, and future. communicate, to be flexible, and to diagnose problems and find creative solutions. The arts preceded speech as man's D. Critical Analysis. Critical Analysis is the ability to first language; they assisted in the development of the skills interpret, analyze and synthesize the performing and visual of communication and the integration of basic skills of arts to form judgments based on sufficient and appropriate reading, writing, science, and mathematics. These skills help criteria. students shape their lives, their communities, and their 1. Standard. Students make informed verbal and nation. The arts make all subjects come alive. written observations about the arts by developing skills for D. The Louisiana Arts Content Standards bring together critical analysis through the study of and exposure to the the basic content of the four disciplines of dance, music, arts. theatre arts, and visual arts, into one common set of AUTHORITY NOTE: Promulgated in accordance with R.S. standards essential for a comprehensive arts education. The 17:24.4 et seq. twenty-first century, the age of information, requires more HISTORICAL NOTE: Promulgated by the Department of from the next generation of students. The relevance of Education, Board of Elementary and Secondary Education, LR education in a rapidly changing society will depend on 30:209 (February 2004). converging the aims of education and the workforce for §105. Definitions well-rounded, educated students who will be productive Assessment―a process through which evidence is members of society. The arts will assist in the achievement gathered in a range of content areas to determine both a of these aims with the implementation of these rigorous and student's understanding and the ability to apply that challenging content standards. understanding. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. Benchmark―a broad statement of process and/or content HISTORICAL NOTE: Promulgated by the Department of that is used as a reference to develop curricula and to assess Education, Board of Elementary and Secondary Education, LR student progress. 30:209 (February 2004). Content Area―a field of study or branch of knowledge §103. Standards of Arts Education formally referred to as a subject area or discipline. A. Creative Expression. Creative Expression is the Content Standard―a description of what students should ability to imagine, organize and interpret ideas for know and be able to do through subject matter, knowledge, expression in the process of creating and producing art forms proficiencies, etc., gained as a result of their education. which involve inspiration, analysis, and problem solving. Focus―a statement describing the importance of a 1. Standard. Students develop creative expression content strand. through the application of knowledge, ideas, communication skills, organization abilities, and imagination.

1 Louisiana Administrative Code February 2008 Foundation Skills―processes that are common to all areas appropriate tools, techniques, and technologies are essential and levels of education and that are intended to suggest to all learning processes. These resource tools include: methods and objectives of instructional strategies. a. pen; Framework―a document for a content area that reflects b. pencil and paper; national standards and provides a guiding vision of its content and purpose. c. audio/video materials; Integrated―the combining the elements across the strands d. word processors; within a particular content area or framework. e. computers; Interdisciplinary―the combining of the elements across f. interactive devices; the various content areas or frameworks. g. telecommunication; and Performance Standards―the level of knowledge or proficiency that students should manifest as a result of their h. other emerging technologies. education. 4. Linking and Generating Knowledge―the effective use of cognitive processes to generate and link knowledge Strands―categories within particular content areas, across the disciplines and in a variety of contexts. In order to which may vary from discipline to discipline. Strands are engage in the principles of continual improvement, students interrelated and should be integrated, rather than taught in must be able to transfer and elaborate on these processes. isolation. Transfer refers to the ability to apply a strategy or content AUTHORITY NOTE: Promulgated in accordance with R.S. knowledge effectively in a setting or context other than that 17:24.4 et seq. in which it was originally learned. Elaboration refers to HISTORICAL NOTE: Promulgated by the Department of monitoring, adjusting, and expanding strategies into other Education, Board of Elementary and Secondary Education, LR contexts. 30:209 (February 2004). §107. Foundation Skills 5. Citizenship―the application of the understanding of the ideals, rights, and responsibilities of active A. The following foundation skills shall apply to all participation in a democratic republic that includes: students in all disciplines. These foundation skills are listed numerically in parentheses after each benchmark in this Part a. working respectfully and productively together LI. for the benefit of the individual and the community; 1. Communication―a process by which information b. being accountable for one's own choices and is exchanged and a concept of "meaning" is created and actions and understanding their impact on oneself and shared between individuals through a common system of others; symbols, signs, or behavior. Students should be able to c. knowing one's civil, constitutional, and statutory communicate clearly, fluently, strategically, technologically, rights; and critically, and creatively in society and in a variety of workplaces. This process can best be accomplished through d. mentoring others to become productive citizens use of the following skills: and lifelong learners. a. reading; AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. b. writing; HISTORICAL NOTE: Promulgated by the Department of Education, LR 30:210 (February 2004). c. speaking; Chapter 3.Dance d. listening; e. viewing; and Subchapter A. Creative Expression f. visually representing. §301. Purpose 2. Problem Solving―the identification of an obstacle A. Focus. Creative expression opens an avenue for the or challenge and the subsequent application of knowledge application of individual ideas, feelings, and expressions. and thinking processes, which include reasoning, decision The use of a variety of media and techniques provides an making, and inquiry in order to reach a solution using opportunity for the individual to develop, organize, and multiple pathways, even when no routine path is apparent. interpret knowledge for communication. The skills of analysis, problem solving, cooperative involvement, and 3. Resource Access and Utilization―the process of disciplined behavior contribute to a successful school identifying, locating, selecting, and using resource tools to environment and prepare the individual to become a help in analyzing, synthesizing, and communicating productive member of society. information. The identification and employment of

Louisiana Administrative Code February 2008 2 B. Standard. Students develop creative expression Demonstrate the ability to use through the application of knowledge, ideas, communication D-CE-M3 dance as a language and means of communication (1, 4) skills, organizational abilities, and imagination. Use improvisation, choreography, and choreographic forms to AUTHORITY NOTE: Promulgated in accordance with R.S. D-CE-M4 sequence movements into dance 17:24.4 et seq. phrases (2, 3) HISTORICAL NOTE: Promulgated by the Department of Perform informal and formal dance Education, Board of Elementary and Secondary Education, LR D-CE-M5 compositions individually and in 30:210 (February 2004). groups (1, 4, 5) §303. Benchmarks K-4 Understand and express D-CE-M6 relationships among dance, other A. In grades K-4, students should know and be able to: arts, and disciplines outside the arts (1, 4) Engage in individual and Use kinesthetic awareness, proper collaborative use of technical D-CE-E1 use of space, and the ability to D-CE-M7 dimensions of dance and explore move safely (1, 2, 5) how use of current technology can Explore and demonstrate basic enhance dance ideas (2, 3, 5) D-CE-E2 movements and the elements of dance (space, time, and energy) (1, 2) AUTHORITY NOTE: Promulgated in accordance with R.S. Recognize and explore dance as a 17:24.4 et seq. D-CE-E3 way to create and communicate HISTORICAL NOTE: Promulgated by the Department of ideas and feelings (1, 4) Education, Board of Elementary and Secondary Education, LR Explore the process of making a D-CE-E4 dance; improvise to create a dance 30:211 (February 2004). phrase (1, 2 ) §307. Benchmarks 9-12 Execute improvised and set movement patterns with D-CE-E5 A. In grades 9-12, students should know and be able to: concentration and focus individually and in groups (1, 4, 5) Incorporate kinesthetic awareness, Identify relationship among dance, D-CE-H1 use of space, and self-evaluation to D-CE-E6 other arts, and disciplines outside refine performance skills (2, 4, 5) the arts (1, 4) Use the elements of dance to Develop awareness of technical D-CE-H2 develop technical skills and expand dimensions of dance, such as or refine movement vocabulary (1, 4) D-CE-E7 Utilize dance as an expression of costumes, performance space, and D-CE-H3 set design (2, 4) individual ideas and feelings (1, 4, 5) Incorporate improvisation, AUTHORITY NOTE: Promulgated in accordance with R.S. D-CE-H4 choreography, and choreographic forms into dance compositions (2, 3) 17:24.4 et seq. Present and evaluate dance HISTORICAL NOTE: Promulgated by the Department of D-CE-H5 compositions designed to display Education, Board of Elementary and Secondary Education, LR skills and techniques (1, 2, 4, 5) 30:210 (February 2004). Present a multi-disciplinary dance D-CE-H6 §305. Benchmarks 5-8 project (1, 2, 4, 5) Manipulate technical dimensions A. In grades 5-8, students should know and be able to: D-CE-H7 of dance individually and collaboratively (2, 5) Demonstrate self-monitoring and D-CE-M1 effective use of space (2, 5) Use the elements of dance to AUTHORITY NOTE: Promulgated in accordance with R.S. execute basic movements with D-CE-M2 17:24.4 et seq. increased skill and develop a HISTORICAL NOTE: Promulgated by the Department of movement vocabulary (1, 4) Education, Board of Elementary and Secondary Education, LR 30:211 (February 2004).

§309. Creative Expression—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Use kinesthetic awareness, proper use of Demonstrate self-monitoring and Incorporate kinesthetic awareness, use space and the ability to move safely (1, 2, 5) effective use of space (2, 5) of space and self-evaluation to refine performance skills (2, 4, 5) Benchmark 2 Explore and demonstrate basic movements Use the elements of dance to execute Use the elements of dance to develop and the elements of dance (space, time, and basic movements with increased skill technical skills and expand or refine energy) (1, 2) and develop a movement vocabulary movement vocabulary (1, 4) (1, 4) Benchmark 3 Recognize and explore dance as a way to Demonstrate the ability to use dance as Utilize dance as an expression of create and communicate ideas and feelings a language and means of individual ideas and feelings (1, 4, 5) (1, 4) communication (1, 4) Benchmark 4 Explore the process of making a dance; Use improvisation, choreography, and Incorporate improvisation, improvise to create a dance phrase (1, 2) choreographic forms to sequence choreography and choreographic forms movements into dance phrases ( 2, 3) into dance compositions (2, 3)

3 Louisiana Administrative Code February 2008 Grade Cluster K–4 5–8 9–12 Benchmark 5 Execute improvised and set movement Perform informal and formal dance Present and evaluate dance patterns with concentration and focus compositions individually and in compositions designed to display skills individually and in groups groups (1, 4, 5) and techniques (1, 2, 4, 5) (1, 4, 5) Benchmark 6 Identify relationships among dance, other Understand and express relationships Present a multi-disciplinary dance arts, and disciplines outside the arts (1, 4) among dance, other arts, and project (1, 2, 4, 5) disciplines outside the arts (1, 4) Benchmark 7 Develop awareness of technical dimensions Engage in individual and collaborative Manipulate technical dimensions of of dance, such as costumes, performance use of technical dimensions of dance dance individually and collaboratively space, and set design (2, 4) and explore how use of current (2, 5) technology can enhance dance ideas (2, 3, 5)

AUTHORITY NOTE: Promulgated in accordance with R.S. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR Education, Board of Elementary and Secondary Education, LR 30:211 (February 2004). 30:212 (February 2004). Subchapter B. Aesthetic Perception §315. Benchmarks 5-8 §311. Purpose A. In grades 5-8, students should know and be able to: Understand the elements of dance and D-AP-M1 A. Focus. The study of aesthetics, or the philosophy of apply expanded dance vocabulary (1, 4) the arts, cultivates the direct experience of the senses and Recognize that concepts of beauty differ supplies the individual with a structure for perceiving and D-AP-M2 from culture to culture and that taste varies responding to the arts. A grasp of aesthetics empowers the from person to person (1, 4, 5) Describe the sensory, emotional, and individual to experience beauty in many forms, to appreciate D-AP-M3 intellectual impact of works of dance (1, 2, 4) artistic expression, and to develop insight into the creations Demonstrate awareness of various new and performances of others. By questioning concepts, D-AP-M4 ideas, possibilities, options, and situations weighing evidence, and examining intuitive reactions, the pertaining to creating dance (1, 4) individual becomes increasingly discriminating in Identify and discuss appropriate behaviors D-AP-M5 for creators, performers, and observers of formulating preferences and conclusions about the values dance (1, 4, 5) inherent in art. Aesthetic perception promotes creativity, Discuss the question, "What is dance?" and flexible thinking, and the pursuit of excellence. D-AP-M6 express intuitive reactions and personal responses to dance (1, 4) B. Standard. Students develop aesthetic perception through the knowledge of art forms and respect for their AUTHORITY NOTE: Promulgated in accordance with R.S. commonalities and differences. 17:24.4 et seq. AUTHORITY NOTE: Promulgated in accordance with R.S. HISTORICAL NOTE: Promulgated by the Department of 17:24.4 et seq. Education, Board of Elementary and Secondary Education, LR HISTORICAL NOTE: Promulgated by the Department of 30:212 (February 2004). Education, Board of Elementary and Secondary Education, LR §317. Benchmarks 9-12 30:212 (February 2004). A. In grades 9-12, students should know and be able to: §313. Benchmarks K-4 Understand the elements of dance and D-AP-H1 A. In grades K-4, students should know and be able to: apply advanced dance vocabulary (1, 4) Distinguish unique characteristics of dance Recognize the elements of dance and apply D-AP-E1 D-AP-H2 as it reflects concepts of beauty and quality basic dance vocabulary (1, 4) of life in various cultures (1, 4, 5) Recognize and respond to concepts of Analyze and express the impact of dance D-AP-H3 D-AP-E2 beauty and taste in the ideas and creations on intellect, and emotions (1, 4, 5) of others through the study of dance (1, 4, 5) Compare and contrast multiple possibilities Identify and discuss how dance affects D-AP-E3 D-AP-H4 and options available for artistic thoughts and feelings (1, 2, 4) expression through dance (1, 4) Recognize that there are many possibilities Discuss the significance of collaboration D-AP-E4 and choices available in the process of D-AP-H5 and other group dynamics in creating, creating a dance (3, 4) performing and observing dance (1, 4, 5) Develop a basic understanding of the Question/weigh evidence and information, D-AP-E5 processes of creating, performing, and D-AP-H6 examine intuitive reactions, and articulate observing dance (2, 5) personal attitudes toward dance (1, 2, 5) Recognize how dance differs from other forms of human movement and share D-AP-E6 personal feelings or preferences about AUTHORITY NOTE: Promulgated in accordance with R.S. dance (1, 2, 4) 17:24.4 et seq.

Louisiana Administrative Code February 2008 4 HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:212 (February 2004).

§319. Aesthetic Perception—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Recognize the elements of dance and Understand the elements of dance and Understand the elements of dance apply basic dance vocabulary (1, 4) apply expanded dance vocabulary (1, 4) and apply advanced dance vocabulary (1, 4) Benchmark 2 Recognize and respond to concepts of Recognize that concepts of beauty differ Distinguish unique characteristics of beauty and taste in the ideas and from culture to culture and that taste dance as it reflects concepts of creations of others through the study of varies from person to person (1, 4, 5) beauty and quality of life in various dance (1, 4, 5) cultures (1, 4, 5) Benchmark 3 Identify and discuss how dance affects Describe the sensory, emotional Analyze and express the impact thoughts and feelings (1, 2, 4) and intellectual impact of works of dance of dance on intellect and emotions (1, 2, 4) (1, 4, 5) Benchmark 4 Recognize that there are many Demonstrate awareness of various new Compare and contrast multiple possibilities and choices available in ideas, possibilities, options, and situations possibilities and options available for the process of creating a dance (3, 4) pertaining to creating dance (1, 4) artistic expression through dance (1, 4) Benchmark 5 Develop a basic understanding of the Identify and discuss appropriate behaviors Discuss the significance of processes of creating, performing, and for creators, performers, and observers of collaboration and other group observing dance (2, 5) dance (1, 4, 5) dynamics in creating, performing, and observing dance (1, 4, 5) Benchmark 6 Recognize how dance differs from Discuss the question, "What is dance?" Question/weigh evidence and other forms of human movement and and express intuitive reactions and information, examine intuitive share personal feelings or preferences personal responses to dance (1, 4) reactions, and articulate personal about dance (1, 2, 4) attitudes toward dance (1, 2, 5)

AUTHORITY NOTE: Promulgated in accordance with R.S. Recognize and discuss the role of dance in cultural/historical contexts, 17:24.4 et seq. D-HP-E1 HISTORICAL NOTE: Promulgated by the Department of including celebrations, ceremonies, Education, Board of Elementary and Secondary Education, LR and special occasions (1, 4) 30:212 (February 2004). Recognize basic differences between D-HP-E2 dance styles and identify styles of Subchapter C. Historical and dance in various cultures (1, 3, 4) Recognize great dance works, Cultural Perspective D-HP-E3 innovators, and performers who have shaped the history of dance (1, 4) §321. Purpose Recognize careers in dance and D-HP-E4 identify roles of dancers in various A. Focus. Historical and cultural perspective is the cultures and time periods (4) vehicle for understanding works of art in time and place. The Recognize universal themes in dance arts survive through times of interruption and neglect; they D-HP-E5 and how dance communicates a universal language (1, 4) outlive governments, creeds, societies, and even the civilizations that spawned them. The artist is a harbinger of change, a translator of social thought, an analyst of cultures, AUTHORITY NOTE: Promulgated in accordance with R.S. a poetic scientist, and a recorder of history. To understand 17:24.4 et seq. creative output in the history of the arts is to understand HISTORICAL NOTE: Promulgated by the Department of history itself. Education, Board of Elementary and Secondary Education, LR 30:213 (February 2004). B. Standard. Students develop historical and cultural §325. Benchmarks 5-8 perspective by recognizing and understanding that the arts throughout history are a record of human experience with a A. In grades 5-8, students should know and be able to: past, present, and future. Compare the role of dance in various AUTHORITY NOTE: Promulgated in accordance with R.S. D-HP-M1 cultures and discuss dance in cultural, historical, and contemporary contexts (1, 4) 17:24.4 et seq. Identify differences in styles of dance HISTORICAL NOTE: Promulgated by the Department of D-HP-M2 and distinguish among dance styles Education, Board of Elementary and Secondary Education, LR from various cultures and time periods (1, 4) 30:213 (February 2004). Identify and discuss the influences of great dance works, innovators, and §323. Benchmarks K-4 D-HP-M3 performers who have shaped the history A. In grades K-4, students should know and be able to: of dance (1, 4) Identify, describe, and compare D-HP-M4 contemporary careers and professions in dance (1, 4, 5)

5 Louisiana Administrative Code February 2008 Identify and discuss universal themes Investigate and assess roles, careers, D-HP-M5 exhibited in dance from various D-HP-H4 and career opportunities in dance cultures (1, 4) production (1, 4) Analyze universal themes as exhibited D-HP-H5 in dance from various cultures (3, 4) AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of AUTHORITY NOTE: Promulgated in accordance with R.S. Education, Board of Elementary and Secondary Education, LR 17:24.4 et seq. 30:213 (February 2004). HISTORICAL NOTE: Promulgated by the Department of §327. Benchmarks 9–12 Education, Board of Elementary and Secondary Education, LR 30:213 (February 2004). A. In grades 9–12, students should know and be able to:

Explain the art of dance in relation to D-HP-H1 cultural values and prevailing social, political, and economic conditions (1, 4, 5) Compare, contrast, and categorize D-HP-H2 styles of dance representative of various cultures and time periods (1, 4) Compare and contrast current dance innovators and trends with past D-HP-H3 innovators and their contributions to dance (3, 4)

§329. Historical and Cultural Perspective Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Recognize and discuss the role of dance in Compare the role of dance in various Explain the art of dance in relation to cultural cultural/historical contexts, including cultures and discuss dance in cultural, values and prevailing social, political, and celebrations, ceremonies, and special historical, and contemporary contexts (1, economic conditions (1, 4, 5) occasions (1, 4) 4) Benchmark 2 Recognize basic differences between dance Identify differences in styles of dance and Compare, contrast, and categorize styles of styles and identify styles of dance in various distinguish among dance styles from dance representative cultures (1, 3, 4) various cultures and time periods (1, 4) of various cultures and time periods (1, 4) Benchmark 3 Recognize great dance works, innovators, and Identify and discuss the influences of Compare and contrast current dance performers who have shaped the history of great dance works, innovators, and innovators and trends with past innovators dance (1, 4) performers who have shaped the history and their contributions to dance (3, 4) of dance (1, 4) Benchmark 4 Recognize careers in dance and identify roles Identify, describe, and compare Investigate and assess roles, careers, and of dancers in various cultures and time contemporary careers and professions in career opportunities in dance production (1, periods (4) dance (1, 4, 5) 4) Benchmark 5 Recognize universal themes in dance and how Identify and discuss universal themes Analyze universal themes as exhibited in dance communicates a universal language (1, exhibited in dance from various cultures dance from various cultures (3, 4) 4) (1, 4)

Louisiana Administrative Code February 2008 6 AUTHORITY NOTE: Promulgated in accordance with R.S. HISTORICAL NOTE: Promulgated by the Department of 17:24.4 et seq. Education, Board of Elementary and Secondary Education, LR HISTORICAL NOTE: Promulgated by the Department of 30:214 (February 2004). Education, Board of Elementary and Secondary Education, LR §337. Benchmarks 9-12 30:214 (February 2004). §335. Benchmarks 5-8 A. In grades 9-12, students should know and be able to: A. In grades 5-8, students should know and be able to: Explain the manipulation of movement D-CA-H1 content and how it influences expression Recognize and describe movement in a dance (1, 4) D-CA-M1 content and expression in dance (1, 4) Explain how elements of dance Identify how elements of dance are used D-CA-H2 communicate the choreographic intent D-CA-M2 in a work to communicate the in various works (1, 2, 4) choreographic intent (1, 2, 4) Apply understanding of choreographic Describe the use of choreographic D-CA-H3 principles and choreographic forms to D-CA-M3 principles such as unity, contrast, analyze and explain dance (1, 4) continuity, and climax in dance (1, 4) Describe the social theme conveyed in a Describe the main theme, story idea, or D-CA-H4 dance and how personal experience D-CA-M4 political message conveyed in a dance (1, 4) influences interpretation of dance (1, 4, 5) Critique works of dance using expanded Critique works of dance using advanced D-CA-M5 D-CA-H5 dance vocabulary (1, 2, 5) dance vocabulary (1, 2, 5)

Grade Cluster K–4 5–8 9–12 Benchmark 1 Observe and identify the basic Recognize and describe movement Explain the manipulation of movements in dance (3, 4) content and expression in dance (1, 4) movement content and how it influences expression in a dance (1, 4) Benchmark 2 Identify basic examples of the dance Identify how elements of dance are used Explain how elements of dance elements in various works of in a work to communicate the communicate the choreographic dance (4) choreographic intent (1, 2, 4) intent in various works (1, 2, 4) Benchmark 3 Recognize and discuss the sequencing Describe the use of choreographic Apply understanding of of movements in dance (1, 4) principles such as unity, contrast, choreographic principles and continuity, and climax in dance (1, 4) choreographic forms to analyze and explain dance (1, 4) Benchmark 4 Identify the main theme or story idea Describe the main theme, story idea, or Describe the social theme conveyed presented in a dance (1, 4) political message conveyed in a dance (1, in a dance and how personal 4) experience influences interpretation of dance (1, 4, 5) Benchmark 5 Identify and discuss basic ways of Critique works of dance using expanded Critique works of dance using changing dance movements to dance vocabulary (1, 2, 5) advanced dance vocabulary (1, 2, 5) improve a dance (1, 2, 4)

AUTHORITY NOTE: Promulgated in accordance with R.S. environment and prepare the individual to become a 17:24.4 et seq. productive member of society. HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR B. Standard. Students develop creative expression 30:215 (February 2004). through the application of knowledge, ideas, communication Chapter 5.Music skills, organizational abilities, and imagination. AUTHORITY NOTE: Promulgated in accordance with R.S. Subchapter A. Creative Expression 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of §501. Purpose Education, Board of Elementary and Secondary Education, LR 30:215 (February 2004). A. Focus. Creative expression opens an avenue for the application of individual ideas, feelings, and expressions. §503. Benchmarks K-4 The use of a variety of media and techniques provides an A. In grades K-4, students should know and be able to: opportunity for the individual to develop, organize, and interpret knowledge for communication. The skills of analysis, problem solving, cooperative involvement, and disciplined behavior contribute to a successful school

7 Louisiana Administrative Code February 2008 Recognize and imitate simple melodies Recognize and demonstrate elements of music, using voice, musical instruments, M-CE-E1 and rhythmic patterns using voice, M-CE-M4 musical instruments, or other sound electronic technology, or other available sources (3) media (3, 4) Perform in organized activities including Recognize basic notational symbols and M-CE-M5 M-CE-E2 express vocabulary that conveys precise singing, playing, and movement (1, 5) musical meanings (3, 4) Improvise or compose and perform M-CE-E3 simple musical ideas, such as echoing AUTHORITY NOTE: Promulgated in accordance with R.S. melody or short rhythmic patterns (1, 4) 17:24.4 et seq. Explore and express basic elements of HISTORICAL NOTE: Promulgated by the Department of music through voice, musical M-CE-E4 Education, Board of Elementary and Secondary Education, LR instruments, electronic technology, or 30:215 (February 2004). available media (3) Participate in organized musical activities §507. Benchmarks 9-12 M-CE-E5 including singing, playing, and movement (1, 2, 5) A. In grades 9-12, students should know and be able to: Create and improvise advanced musical AUTHORITY NOTE: Promulgated in accordance with R.S. M-CE-H1 forms using voice, musical instruments, 17:24.4 et seq. or other sound sources, both individually and in ensembles (1, 2, 4) HISTORICAL NOTE: Promulgated by the Department of Apply with technical accuracy notational Education, Board of Elementary and Secondary Education, LR M-CE-H2 symbols and vocabulary that convey 30:215 (February 2004). precise musical meanings (2, 3, 4) Improvise, or compose and perform §505. Benchmarks 5–8 M-CE-H3 advanced compositions (1, 4) Interpret and apply elements of music A. In grades 5–8, students should know and be able to: M-CE-H4 using preferred medium of performance (3, 4, 5) Recognize and perform melodic and Perform in musical ensembles using a M-CE-H5 M-CE-M1 rhythmic patterns using voice, musical preferred performance medium (1, 5) instruments, or other sound sources, both individually and in ensembles (1, 3, 4) Interpret notational symbols and AUTHORITY NOTE: Promulgated in accordance with R.S. M-CE-M2 vocabulary that convey precise musical 17:24.4 et seq. meanings (2, 3, 4) HISTORICAL NOTE: Promulgated by the Department of Improvise, or compose and perform M-CE-M3 Education, Board of Elementary and Secondary Education, LR written music (1, 4) 30:215 (February 2004).

§509. Creative Expression—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Recognize and imitate simple melodies Recognize and perform melodic and Create and improvise advanced musical and rhythmic patterns using voice, rhythmic patterns using voice, musical forms using voice, musical instruments, musical instruments, or other sound instruments, or other sound sources, or other sound sources, both individually sources (3) both individually and in ensembles (1, 3, and in ensembles (1, 2, 4) 4) Benchmark 2 Recognize basic notational symbols Interpret notational symbols and Apply with technical accuracy notational and express vocabulary that conveys vocabulary that convey precise musical symbols and vocabulary that convey precise musical meanings (3, 4) meanings (2, 3, 4) precise musical meanings (2, 3, 4) Benchmark 3 Improvise or compose and perform Improvise or compose and perform Improvise or compose and perform simple musical ideas, such as echoing written music (1, 4) advanced compositions (1, 4) melody or short rhythmic patterns (1, 4) Benchmark 4 Explore and express basic elements of Recognize and demonstrate elements of Interpret and apply elements of music music through voice, musical music, using voice, musical instruments, using preferred medium of performance instruments, electronic technology, or electronic technology, or other available (3, 4, 5) available media (3) media (3, 4) Benchmark 5 Participate in organized musical Perform in organized musical activities Perform in musical ensembles using activities including singing, playing, including singing, playing, and preferred performance medium (1, 5) and movement (1, 2, 5) movement (1, 5)

AUTHORITY NOTE: Promulgated in accordance with R.S. Subchapter B. Aesthetic Perception 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of §511. Purpose Education, Board of Elementary and Secondary Education, LR 30:216 (February 2004). A. Focus. The study of aesthetics, or the philosophy of the arts, cultivates the direct experience of the senses and supplies the individual with a structure for perceiving and

Louisiana Administrative Code February 2008 8 responding to the arts. A grasp of aesthetics empowers the Understand and apply expanded music M-AP-M1 individual to experience beauty in many forms, to appreciate vocabulary to describe aesthetic qualities of musical compositions (1, 4) artistic expression, and to develop insight into the creations Recognize that concepts of beauty and performances of others. By questioning concepts, M-AP-M2 differ by culture and that taste varies weighing evidence, and examining intuitive reactions, the from person to person (1, 4, 5) Describe the emotional and intellectual individual becomes increasingly discriminating in M-AP-M3 formulating preferences and conclusions about the values impact of music in various contexts (1, 4, 5) Demonstrate awareness of various inherent in art. Aesthetic perception promotes creativity, traditional and technological options M-AP-M4 flexible thinking, and the pursuit of excellence. pertaining to creative processes in music (1, 4) B. Standard. Students develop aesthetic perception Discuss the question, "What is music?" through the knowledge of art forms and respect for their M-AP-M5 and express intuitive reactions and commonalities and differences. personal responses to various works (1, 4) Demonstrate and discuss behavior AUTHORITY NOTE: Promulgated in accordance with R.S. M-AP-M6 appropriate for various musical 17:24.4 et seq. environments (1, 4, 5) HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:216 (February 2004). AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. §513. Benchmarks K-4 HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR A. In grades K-4, students should know and be able to: 30:216 (February 2004). Understand and apply basic music §517. Benchmarks 9-12 M-AP-E1 vocabulary to describe aesthetic qualities of musical compositions (1, 4) A. In grades 9-12, students should know and be able to: Recognize and respond to concepts of beauty and taste in the ideas and Understand and apply advanced music M-AP-E2 creations of others through the study of M-AP-H1 vocabulary to describe aesthetic music (1, 4, 5) qualities of musical compositions (1, 4) Demonstrate awareness of where and Distinguish unique characteristics of M-AP-E3 how music is used in daily life and within M-AP-H2 music as it reflects concepts of beauty the community (1, 4, 5) and qualify of life in various cultures (1, 4, 5) Recognize that there are many Analyze and express the impact of M-AP-H3 M-AP-E4 possibilities and choices available in the music on intellect and emotions (1, 4, 5) creative processes of music (4) Compare and contrast traditional and Participate in guided inquiry into the M-AP-H4 technological options available for basic question, "What is music?" and artistic expression in music (1, 4) M-AP-E5 share personal feelings or preferences Question/weigh evidence and about music (1, 5) information, examine intuitive M-AP-H5 Recognize and demonstrate behavior reactions, and articulate personal M-AP-E6 appropriate for various musical attitudes toward musical works (1, 2, 5) environments (4, 5) Evaluate and discuss appropriateness of M-AP-H6 behavior for different types of musical environments (2, 4, 5) AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of AUTHORITY NOTE: Promulgated in accordance with R.S. Education, Board of Elementary and Secondary Education, LR 17:24.4 et seq. 30:216 (February 2004). HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR §515. Benchmarks 5-8 30:216 (February 2004). A. In grades 5-8, students should know and be able to:

§519. Aesthetic Perception—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Understand and apply basic music Understand and apply expanded music Understand and apply advanced vocabulary to describe aesthetic qualities vocabulary to describe aesthetic qualities music vocabulary to describe of musical compositions (1, 4) of musical compositions (1, 4) aesthetic qualities of musical compositions (1, 4) Benchmark 2 Recognize and respond to concepts of Recognize that concepts of beauty differ Distinguish unique characteristics of beauty and taste in the ideas and by culture and that taste varies from music as it reflects concepts of creations of others through the study of person to person (1, 4, 5) beauty and quality of life in various music (1, 4, 5) cultures (1, 4, 5)

9 Louisiana Administrative Code February 2008 Compare and contrast the function of Grade Cluster K–4 5–8 music within historical and9–12 cultural M-HP-M2 A. Focus. Historical and cultural perspective is the contexts, such as celebrations, Benchmark 3 Demonstrate awareness of where and Describe the emotional and intellectual Analyze and express the impact vehicle for understanding works of art in time and place. The ceremonies, and events (1, 4, 5) how music is used in daily life and impact of music in various contexts (1, 4, of music on intellect and emotions arts survive through times of interruption and neglect; they Identify specific types and uses of within the community (1, 4, 5) 5) M-HP-M3 (1, 4, 5) musical instruments in various cultures (4) outliveBenchmark governments, 4 Recognize creeds, societies, that there and are even many theDemonstrate awareness of various Compare and contrast traditional and Describe careers for musicians and civilizations that spawnedpossibilities them. The and artistchoices is available a harbinger in the oftraditional and technological options technological options available for M-HP-M4 compare the roles of musicians in various creative processes of music (4) pertaining to creative processes in music artistic expression in music change, a translator of social thought, an analyst of cultures, cultures (1, 4, 5) (1, 4) (1, 4) a poetic scientist, and a recorder of history. To understand Identify major works of great composers Benchmark 5 Participate in guided inquiry into the Discuss the question "What is music?" Question/weigh evidence and M-HP-M5 and recognize achievements of prominent creative output in the historybasic question of the "What arts is music?"to understand and and express intuitive reactions and information, examine intuitive musicians (4, 5) history itself. share personal feelings or preferences personal responses to various works (1, 4) reactions, and articulate personal about music (1, 5) Identify and attitudes discuss ways toward in musical which works universal themes are revealed and B. Standard. Students develop historical and cultural M-HP-M6 (1, 2, 5) developed in the music of diverse perspectiveBenchmark by 6recognizingRecognize and understandingand demonstrate behavior that the artsDemonstrate and discuss behavior Evaluate and discuss appropriateness cultures and time periods (1, 4) throughout history are aappropriate record of for human various experiencemusical with appropriatea for various musical of behavior for different types of environments environments musical environments (2, 4, 5) past, present, and future.(4, 5) (1, 4, 5) AUTHORITY NOTE: Promulgated in accordance with R.S. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR Education, Board of Elementary and Secondary Education, LR 30:217 (February 2004). 30:217 (February 2004). §527. Benchmarks 9–12 §523. Benchmarks K-4 A. In grades 9–12, students should know and be able to: A. In grades K-4, students should know and be able to: Compare and contrast musical styles M-HP-E1 Recognize musical styles representative M-HP-H1 representative of various historical of various cultures (4) periods and cultures (1, 2, 4) Recognize and discuss the function of Analyze the function of music as it music within historical and cultural M-HP-E2 M-HP-H2 fulfills societal needs within historical contexts, including celebrations, and cultural contexts (1, 4, 5) ceremonies, and special occasions (1, 4) Compare and contrast types and uses of M-HP-H3 Recognize families of musical musical instruments in various cultures (4) M-HP-E3 instruments and instruments of various Investigate and assess roles, careers, and M-HP-H4 cultures (4) career opportunities for musicians (3, 4) Recognize professions in music and Identify prominent musicians of various M-HP-E4 identify the roles of musicians in various M-HP-H5 cultures and compare their lives, careers, cultures (4) works, and influence (1, 4) Recognize great composers and their Analyze the university of musical themes M-HP-E5 M-HP-H6 most significant musical works (4) across cultures and time periods (1, 4) Recognize universal themes in music and M-HP-E6 how music communicates a universal language (1, 4) AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. AUTHORITY NOTE: Promulgated in accordance with R.S. HISTORICAL NOTE: Promulgated by the Department of 17:24.4 et seq. Education, Board of Elementary and Secondary Education, LR 30:218 (February 2004).

§529. Historical and Cultural Perspective—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Recognize musical styles Identify distinguishing characteristics of Compare and contrast musical styles representative of various cultures musical styles representative of various representative of various historical (4) historical periods and cultures (1, 2, 4) periods and cultures (1, 2, 4) Benchmark 2 Recognize and discuss the function Compare and contrast the function of Analyze the function of music as it of music within historical and music within historical and cultural fulfills societal needs within historical cultural contexts, including contexts, such as celebrations, ceremonies, and cultural contexts (1, 4, 5) celebrations, ceremonies, and and events (1, 4, 5) special occasions (1, 4) Benchmark 3 Recognize families of musical Identify specific types and uses of musical Compare and contrast types and uses instruments and instruments of instruments in various cultures (4) of musical instruments in various various cultures (4) cultures (4) Benchmark 4 Recognize professions in music Describe careers for musicians and Investigate and assess roles, careers, and identify the roles of musicians compare the roles of musicians in various and career opportunities for musicians in various cultures (4) cultures (1, 4, 5) (3, 4) Benchmark 5 Recognize great composers and Identify major works of great composers Identify prominent musicians of their most significant musical and recognize achievements of prominent various cultures and compare their works (4) musicians (4, 5) lives, careers, works, and influence (1, 4)

Louisiana Administrative Code February 2008 10 associatedGrade with Cluster an individual's knowledgeK–4 of the arts. M-CA-M35–8 regard to suitability of musical9–12 selections for Communication about the arts in a structured way provides specific purposes (1, 4) Benchmark 6 Recognize universal themes in Identify and discuss waysDescribe in which relationshipsAnalyze theamong universality music, other of musical the individual with means to describe, analyze, interpret, and M-CA-M4 music and how music universal themes are revealedarts, and anddisciplinesthemes outside across the arts cultures and time(1, 4) make critical, reasoned judgmentscommunicates about a the universal form developed and in the music of diverseUse culturesappropriateperiods criteria (1, and 4) expanded music content of the arts. language (1, 4) and time periodsM-CA-M5 (1, 4) vocabulary to evaluate the quality of music and performances (1, 2, 4) B. Standard. Students make informed verbal and written observations about the arts by developing skills for critical analysis through the study of and exposure to the arts. AUTHORITY NOTE: Promulgated in accordance with R.S.17:24.4 et seq. AUTHORITY NOTE: Promulgated in accordance with HISTORICAL NOTE: Promulgated by the Department of R.S.17:24.4 et seq. Education, Board of Elementary and Secondary Education, LR HISTORICAL NOTE: Promulgated by the Department of 30:219 (February 2004). Education, Board of Elementary and Secondary Education, LR §537. Benchmarks 9-12 30:218 (February 2004). §533. Benchmarks K-4 A. In grades 9-12, students should know and be able to: A. In grades K-4, students should know and be able to: Distinguish and analyze elements of music M-CA-H1 and expressive devices as used in musical Identify the music form (e.g., AB, ABA) and works representing diverse genres/styles (1, 2, 4,) M-CA-E1 describe in simple terms how the elements of Identify and explain compositional devices and techniques used to provide unity and music are used in various works (1, 4) M-CA-H2 Identify simple music events (e.g., dynamic variety and tension and release in a musical M-CA-E2 change, meter change, same/different work (1, 2, 4) Analyze the appropriateness of music sections) while listening to a work (2, 4) M-CA-H3 Recognize characteristics of music that make choices as they relate to purpose (2, 4, 5) M-CA-E3 a musical selection appropriate for a Explain commonalties and differences particular purpose (4) M-CA-H4 among music, other arts, and disciplines Identify relationships among music, other outside the arts (1, 2, 4) M-CA-E4 arts, and disciplines outside the arts (1, 4) Use appropriate criteria and advanced music Devise criteria for evaluating music and M-CA-H5 vocabulary to critique the quality of music M-CA-E5 music performances, and express opinions and performances (1, 2, 4) using basic music vocabulary (1, 2, 4) AUTHORITY NOTE: Promulgated in accordance with AUTHORITY NOTE: Promulgated in accordance with R.S.17:24.4 et seq. R.S.17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR Education, Board of Elementary and Secondary Education, LR 30:219 (February 2004). 30:218 (February 2004).

§539. Critical Analysis—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Identify the music form (e.g., AB, Identify the music form (e.g., round, Distinguish and analyze elements of ABA) and describe in simple terms canon) and explain how the elements of music and expressive devices as used how the elements of music are used in music are used in works representing in musical works representing various works (1, 4) various genres/styles (4) diverse genres/styles (1, 2, 4) Benchmark 2 Identify simple music events (e.g., Identify and describe music events (e.g., Identify and explain compositional dynamic change, meter change, entry of an instrument, meter change, devices and techniques used to same/different sections) while listening return of refrain) while listening to a work provide unity and variety and tension to a work (2, 4) (2, 4) and release in a musical work (1, 2, 4) Benchmark 3 Recognize characteristics of music that Describe or explain characteristics of Analyze the appropriateness of make a musical selection appropriate music in regard to suitability of musical music choices as they relate to for a particular purpose (4) selections for specific purposes (1, 4) purpose (2, 4, 5) Benchmark 4 Identify relationships among music, Describe relationships among music, Explain commonalities and other arts, and disciplines outside the other arts, and disciplines outside the arts differences among music, other arts, arts (1, 4) (1, 4) and disciplines outside the arts (1, 2, 4) Benchmark 5 Devise criteria for evaluating music Use appropriate criteria and expanded Use appropriate criteria and and music performances, and express music vocabulary to evaluate the quality advanced music vocabulary to opinions using basic music vocabulary of music and performances (1, 2, 4) critique the quality of music and (1, 2, 4) performances (1, 2, 4)

AUTHORITY NOTE: Promulgated in accordance with R.S. HISTORICAL NOTE: Promulgated by the Department of 17:24.4 et seq. Education, Board of Elementary and Secondary Education, LR 30:219 (February 2004).

11 Louisiana Administrative Code February 2008 Demonstrate self-expression and Chapter 7.Theatre Arts TH-CE-M1 various emotions individually and in groups (1, 5) Subchapter A. Creative Expression Demonstrate role playing TH-CE-M2 individually and in interpersonal §701. Purpose situations (1, 5) Demonstrate physical and emotional A. Focus. Creative Expression opens an avenue for the TH-CE-M3 traits appropriate to a variety of application of individual ideas, feelings, and expressions. roles and characters (2, 4) The use of a variety of media and techniques provides an Create improvisations and scripted scenes based on personal opportunity for the individual to develop, organize, and TH-CE-M4 experience, imagination, literature, interpret knowledge for communication. The skills of and history (1, 2, 3) analysis, problem solving, cooperative involvement, and Compare/contrast and demonstrate disciplined behavior contribute to a successful school TH-CE-M5 various performance methods and environment and prepare the individual to become a styles (1, 2, 4) Engage in individual and productive member of society. collaborative use of technical TH-CE-M6 dimensions of the dramatic form B. Standard. Students develop creative expression such as theatrical space, scenery, set through the application of knowledge, ideas, communication design, costuming, and make-up (1, 4, 5) skills, organizational abilities, and imagination.

AUTHORITY NOTE: Promulgated in accordance with AUTHORITY NOTE: Promulgated in accordance with R.S.17:24.4 et seq. R.S.17.24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR Education, Board of Elementary and Secondary Education, LR 30:220 (February 2004). 30:220 (February 2004). §703. Benchmarks K-4 §707. Benchmarks 9-12 A. In grades K-4, students should know and be able to: A. In grades 9-12, students should know and be able to: Explore and express various emotions TH-CE-E1 TH-CE-H1 Develop intrapersonal skills as an in interpersonal settings (1, 5) individual and as a performer (1, 5 Interact in group situations and show Assume and sustain various roles in TH-CE-H2 TH-CE-E2 differentiation of roles through group interactions (1, 4, 5) experimentation and role playing (1, 2, 5) Develop characterization in group Exhibit physical and emotional TH-CE-H3 performances through interpretation dimensions of characterization TH-CE-E3 of psychological motivation (2, 3, 5) through experimentation and role Write scripts for classroom, stage, playing (2, 5) TH-CE-H4 and media performances, using TH-CE-E4 Create story lines for improvisation (2, 3, 4) various forms of technology (1, 3, 4) Identify and express differences Perform using specific methods, TH-CE-E5 among reality, fantasy, role playing, TH-CE-H5 styles, and acting techniques from and media representation (2, 3, 4) various cultures and time periods (1, 2, 3, 4) Develop awareness of technical Manipulate technical dimensions of dimensions of the dramatic form, such TH-CE-E6 the dramatic form, such as set as theatrical space, scenery, TH-CE-H6 design/construction, costuming, costuming, and make-up (3, 4) make-up, properties, lights, sound, and multimedia (1, 3, 4, 5) AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. AUTHORITY NOTE: Promulgated in accordance with R.S. HISTORICAL NOTE: Promulgated by the Department of 17:24.4 et seq. Education, Board of Elementary and Secondary Education, LR HISTORICAL NOTE: Promulgated by the Department of 30:220 (February 2004). Education, Board of Elementary and Secondary Education, LR 30:220 (February 2004). §705. Benchmarks 5-8 A. In grades 5-8, students should know and be able to:

§709. Creative Expression—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Explore and express various emotions in Demonstrate self-expression and various Develop intrapersonal skills as an interpersonal settings (1, 5) emotions individually and in groups (1, 5) individual and as a performer (1, 5) Benchmark 2 Interact in group situations and show Demonstrate role playing individually and Assume and sustain various roles in differentiation of roles through in interpersonal situations (1, 5) group interactions (1, 4, 5) experimentation and role playing (1, 2, 5)

Louisiana Administrative Code February 2008 12 Recognize that concepts of beauty differ the Gradearts, Clustercultivates the direct experienceK–4 of the senses and 5–8 9–12 supplies the individual with a structure for perceiving and TH-AP-M2 from culture to culture and that taste respondingBenchmark to 3 the arts.Exhibit A grasp physical of and aesthetics emotional empowersdimensions theDemonstrate physical and emotionalvaries traits from personDevelop to person characterization in (1, group 4, 5) of characterization through experimentation appropriate to a variety of Identify roles and andperformances discuss through appropriate interpretation of individual to experienceand rolebeauty playing in (2,many 5) forms, to appreciatecharacters (2, 4)TH-AP-M3 behaviors forpsychological creators, performers, motivation and (2, 3, 5) artisticBenchmark expression, 4 andCreate to develop story lines insight for into improvisation the creations Create improvisations and scriptedobservers scenes of theatreWrite scripts for classroom, stage,(1, 2, and 5) and performances of(2, 3, others. 4) By questioning concepts,based on personal experience,Demonstratemedia awareness performances, of various using new various forms weighing evidence, and examining intuitive reactions, theimagination, literature,TH-AP-M4 and ideas, history possibilities,of technology options, (1, 3, 4) and situations pertaining to theatre arts (1, 2, 4) individual becomes increasingly discriminating (1, in 2, 3) Benchmark 5 Identify and express differences among Compare/contrast and demonstrateDescribe thePerform emotional using and specific intellectual methods, styles, formulating preferencesreality, and fantasy, conclusions role playing, about and the media valuesvarious performanceTH-AP-M5 methods andimpact styles of theatricaland acting works techniquesand dramatic from various inherent in art. Aestheticproductions perception (2, 3, 4) promotes creativity,(1, 2, 4) performancescultures and time periods (1, 2, 3, 4)(1, 2) flexible thinking, and the pursuit of excellence. Express intuitive reactions and personal Benchmark 6 Develop awareness of technical dimensions Engage in individualTH-AP-M6 and collaborativeresponses to Manipulatetheatre and technicalother dramatic dimensions of the B. Standard. Studentsof the dramatic develop form, aesthetic such as theatrical perceptionuse of technical dimensionsworks of dramatic form, such as(1, 2, set 4) through the knowledgespace, of scenery, art forms costuming, and and respect make-up for theirthe dramatic form such as theatrical design/construction, costuming, make- (3, 4) space, scenery, set design, costuming, and up, properties, lights, sound, and commonalities and differences. make-up (1, 4, 5)AUTHORITY NOTE: multimediaPromulgated (1, 3, in 4, accordance5) with R.S. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR Education, Board of Elementary and Secondary Education, LR 30:221 (February 2004). 30:221 (February 2004). §717. Benchmarks 9-12 §713. Benchmarks K-4 A. In grades 9-12, students should know and be able to:

A. In grades K-4, students should know and be able to: Use advanced theatre arts vocabulary and apply cultural/historical information in Understand and use basic theatre arts TH-AP-H1 discussing scripted scenes, sets, and period vocabulary, including language for TH-AP-E1 costumes (1, 2, 4) describing theatre in various cultures/time periods (1) Distinguish unique characteristics of theatre as TH-AP-H2 it reflects concepts of beauty and quality of Recognize and respond to concepts of life in various cultures (1, 4, 5) TH-AP-E2 beauty and taste in the ideas and creations of others through the study of theatre arts (1, 4, 5) Explain the significance of collaboration and TH-AP-H3 evaluate group dynamics in creating, Develop a basic understanding of the performing, and observing theatre (1, 2, 5) TH-AP-E3 processes of creating, performing, and observing theatre (2, 5) Compare and contrast multiple possibilities TH-AP-H4 and options available for artistic expression in Recognize that there are many possibilities theatre arts (1, 4) TH-AP-E4 and choices in the creative processes for theatre arts (2, 4) Analyze and explain the impact of theatrical TH-AP-H5 works and dramatic performances on intellect Identify and discuss how works of theatre and emotions (1, 2, 4) TH-AP-E5 and dramatic media affect thoughts and feelings (1, 2) Examine intuitive reactions and articulate TH-AP-H6 personal attitudes toward theatre and other Share personal feelings or preferences about TH-AP-E6 dramatic works (1, 2, 4) theatre and other dramatic works (1)

§719. Aesthetic Perception—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Understand and use basic theatre arts Understand and use expanded theatre Use advanced theatre arts vocabulary and vocabulary, including language for arts vocabulary, including terms related apply cultural/historical information in describing theatre in various cultures/time to theatrical periods, environments, discussing scripted scenes, sets, and period periods (1) situations, and roles (1, 4) costumes (1, 2, 4) Benchmark 2 Recognize and respond to concepts of Recognize that concepts of beauty Distinguish unique characteristics of theatre beauty and taste in the ideas and creations differ from culture to culture and that as it reflects concepts of beauty and quality of others through the study of theatre arts taste varies from person to person (1, 4, of life in various cultures (1, 4, 5) (1, 4, 5) 5) Benchmark 3 Develop a basic understanding of the Identify and discuss appropriate Explain the significance of collaboration processes of creating, performing, and behaviors for creators, performers, and and evaluate group dynamics in creating, observing theatre (2, 5) observers of theatre (1, 2, 5) performing, and observing theatre (1, 2, 5) Benchmark 4 Recognize that there are many Demonstrate awareness of various new Compare and contrast multiple possibilities possibilities and choices in the creative ideas, possibilities, options, and and options available for artistic expression processes for theatre arts (2, 4) situations pertaining to theatre arts in theatre arts (1, 4) (1, 2, 4)

13 Louisiana Administrative Code February 2008 Identify and describe characters and Grade Cluster K–4 5–8 9–12 TH-HP-M3 situations in literature and dramatic A.BenchmarkFocus. 5 HistoricalIdentify and and cultural discuss how perspective works of theatre is theDescribe the emotional and intellectual Analyze and explain the impact of theatrical media from the past and present (1, 4) vehicle for understandingand worksdramatic of media art in affect time thoughtsand place. and Theimpact of theatrical works and dramatic works and dramatic performances on Identify and discuss ways in which feelings (1, 2) performances (1, 2) intellect and emotions (1, 2) arts survive through times of interruption and neglect; they themes are revealed and developed in Benchmark 6 Share personal feelings or preferences Discuss intuitive reactionsTH-HP-M4 and personal Examine intuitive reactions and articulate outlive governments, creeds, societies, and even the dramas of various cultures and time about theatre and other dramatic responses to theatre and other dramatic personal attitudes toward theatre and other periods (1, 4) civilizations that spawnedworks them. (1) The artist is a harbingerworks of (1, 2, 4) dramatic works (1, 2, 4) change, a translator of social thought, an analyst of cultures, Describe and compare careers in TH-HP-M5 theatre arts and roles of theatre artists a poetic scientist, and a recorder of history. To understand in various cultures and time periods (1, 4, 5) creative output in the history of the arts is to understand Identify major works of great playwrights and recognize history itself. TH-HP-M6 contributions of prominent theatre B. Standard. Students develop historical and cultural artists (3, 4) perspective by recognizing and understanding that the arts throughout history are a record of human experience with a AUTHORITY NOTE: Promulgated in accordance with R.S. past, present, and future. 17:24.4 et seq. AUTHORITY NOTE: Promulgated in accordance with R.S. HISTORICAL NOTE: Promulgated by the Department of 17:24.4 et seq. Education, Board of Elementary and Secondary Education, LR HISTORICAL NOTE: Promulgated by the Department of 30:222 (February 2004). Education, Board of Elementary and Secondary Education, LR §727. Benchmarks 9-12 30:222 (February 2004). §723. Benchmarks K-4 A. In grades 9-12, students should know and be able to: A. In grades K-4, students should know and be able to: Compare and contrast types, forms, TH-HP-H1 methods, patterns, and trends in Recognize basic types and forms of theatre, film, television, and TH-HP-E1 theatre and dramatic media (film, electronic media (2, 3) television, and electronic media) (2, 3) Analyze the form, content, and style Recognize cultural differences in TH-HP-H2 of theatrical works from cultural and TH-HP-E2 theatre productions and performances (2) historical perspectives (1, 2, 4) Recall and recognize characters and Demonstrate knowledge of dramatic literature, describing characters and TH-HP-E3 situations in literature and dramatic TH-HP-H3 media from the past and present (4) situations in historical and cultural contexts (1, 4) Recognize universal characters and situations in stories and dramas of Analyze the universality of dramatic TH-HP-E4 themes across cultures and historical various cultures and how theatre TH-HP-H4 reflects life (2, 4) periods and how theatre can reveal universal concepts (4) Recognize careers in theatre arts and Investigate and assess roles, careers, TH-HP-E5 identify roles of theatre artists in TH-HP-H5 various cultures and time periods (4) and career opportunities in theatre arts (2, 3) Recognize great theatrical works and Identify representative theatre artists TH-HP-E6 great playwrights who have shaped TH-HP-H6 of various cultures and compare their the history of theatre (4) lives, works, and influence (3, 4)

§729. Historical and Cultural Perspective Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Recognize basic types and forms of Describe types, forms, and patterns in Compare and contrast types, forms, theatre and dramatic media (film, theatre and dramatic media (film, methods, patterns, and trends in television, and electronic media) (2, 3) television, and electronic media) (1, 3) theatre, film, television, and electronic media (2, 3) Benchmark 2 Recognize cultural differences in Identify differences in theatre across Analyze the form, content, and style theatre productions and performances cultures and how artistic choices and of theatrical works from cultural and (2) artistic expression reflect cultural values historical perspectives (1, 2, 4) (1, 2, 4) Benchmark 3 Recall and recognize characters and Identify and describe characters and Demonstrate knowledge of dramatic situations in literature and dramatic situations in literature and dramatic media literature, describing characters and media from the past and present (4) from the past and present (1, 4) situations in historical and cultural contexts (1, 4)

Louisiana Administrative Code February 2008 14 A. Focus. Critical analysis is the process of inquiry Analyze descriptions, dialogues, and Grade Cluster K–4 5–8 9–12 actions to explain character traits, associated with an individual's knowledge of the arts. TH-CA-M2 CommunicationBenchmark 4 about theRecognize arts in a universalstructured characters way provides and Identify and discuss wayspersonality, in which Analyze motivations, the universality emotional of dramatic perceptions, and ethical choices (2, 5) the individual with meanssituations to describe, in stories analyze, and interpret, dramas of anduniversal themes are revealed and themes across cultures and historical various cultures and how theatre developed in dramas of variousInterpret cultures andperiods discuss and the how theme theatre or can reveal reflects life (2, 4) and time periodsTH-CA-M3 (1, 4) social/politicaluniversal message concepts conveyed (4) in a makeBenchmark critical, 5 reasoned Recognize judgments careers about in theatre the arts form and andDescribe and compare careersdramatic in theatre work Investigate and assess roles, careers,(1, 5) content of the arts. identify roles of theatre artists in arts and roles of theatre artistsUse in various appropriateand criteria career and opportunities expanded in theatre various cultures and time periods (4) cultures and timeTH-CA-M4 periods (1, 4,theatre 5) arts vocabularyarts (2, 3) to critique scripts, B. BenchmarkStandard. 6 StudentsRecognize make informed great theatrical verbal worksand written and Identify major works of great performancesplaywrights andIdentify productions representative theatre artists(1, 2) Describe relationships among theatre arts, observations about the artsgreat playwrights by developing who have the shaped skills the forand recognize TH-CA-M5contributions of prominent of various cultures and compare their other arts, and disciplines outside the arts (1, 4) critical analysis through studyhistory of of and theatre exposure (4) to the arts. theatre artists (3, 4) lives, works, and influence (3, 4) AUTHORITY NOTE: Promulgated in accordance with R.S. AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR Education, Board of Elementary and Secondary Education, LR 30:223 (February 2004). 30:223 (February 2004). §733. Benchmarks K–4 §737. Benchmarks 9-12 A. In grades K–4, students should know and be able to: A. In grades 9-12, students should know and be able to:

Describe in simple terms how voice, Analyze how elements of theatre and TH-CA-E1 language, and technical elements are TH-CA-H1 principles of communication are used to used in works of theatre and other achieve specific effects in theatre and dramatic media (1, 2) other media productions (1, 2) Identify motivations, personality traits, Analyze emotional and social dimensions and responses to emotional experiences TH-CA-E2 TH-CA-H2 of characterization and explain character in characters portrayed in dramatic transformations and relationships (2, 5) literature and media (2) Construct social meaning from dramatic Identify and discuss the theme, message, TH-CA-H3 works with reference to theme, purpose, TH-CA-E3 or story idea conveyed in a dramatic point of view, and current issues (2, 4, 5) work (1, 2) Use appropriate criteria and advanced Use basic theatre arts vocabulary to TH-CA-H4 theatre arts vocabulary to critique scripts, TH-CA-E4 express and explain opinions about performances, and productions (1, 2) scripts and performances (1) Explain relationships among theatre arts, TH-CA-H5 Identify relationships among theatre other arts, and disciplines outside the arts (1, 4) TH-CA-E5 arts, other arts, and disciplines outside the arts (1, 4) AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. AUTHORITY NOTE: Promulgated in accordance with R.S. HISTORICAL NOTE: Promulgated by the Department of 17:24.4 et seq. Education, Board of Elementary and Secondary Education, LR 30:224 (February 2004).

§739. Critical Analysis—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Describe in simple terms how voice, Explain how elements of theatre and Analyze how elements of theatre and language, and technical elements are used principles of communication are used in principles of communication are used in works of theatre and other dramatic works created for the stage and other to achieve specific effects in theatre media (1, 2) dramatic media (1, 2) and other media productions (1, 2) Benchmark 2 Identify motivations, personality traits, Analyze descriptions, dialogues, and Analyze emotional and social and responses to emotional experiences in actions to explain character traits, dimensions of characterization and characters portrayed in dramatic literature personality, motivations, emotional explain character transformations and and media (2) perceptions, and ethical choices (2, 5) relationships (2, 5) Benchmark 3 Identify and discuss the theme, message, Interpret and discuss the theme or Construct social meaning from or story idea conveyed in a dramatic work social/political message conveyed in a dramatic works with reference to (1, 2) dramatic work (1, 5) theme, purpose, point of view, and current issues (2, 4, 5) Benchmark 4 Use basic theatre arts vocabulary to Use appropriate criteria and expanded Use appropriate criteria and advanced express and explain opinions about scripts theatre arts vocabulary to critique scripts, theatre arts vocabulary to critique and performances (1) performances and productions (1, 2) scripts, performances, and productions (1, 2) Benchmark 5 Identify relationships among theatre arts, Describe relationships among theatre arts, Explain relationships among theatre other arts, and disciplines outside the arts other arts, and disciplines outside the arts arts, other arts, and disciplines outside (1, 4) (1, 4) the arts (1, 4)

15 Louisiana Administrative Code February 2008 AUTHORITY NOTE: Promulgated in accordance with R.S. §905. Benchmarks 5-8 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of A. In grades 5-8, students should know and be able to: Education, Board of Elementary and Secondary Education, LR Demonstrate art methods and techniques 30:224 (February 2004). VA-CE-M1 in visual representations based on research of imagery (2, 3) Chapter 9.Visual Arts Select and apply media techniques, and VA-CE-M2 technology to visually express and Subchapter A. Creative Expression communicate (1, 2, 3) Use the elements and principles of §901. Purpose VA-CE-M3 design and art vocabulary to visually express and describe individual ideas (1, 2) A. Focus. Creative expression opens an avenue for the Develop skills in creating various art application of individual ideas, feelings, and expressions. VA-CE-M4 forms, including art forms from other The use of a variety of media and techniques provides an cultures (2, 3, 4) opportunity for the individual to develop, organize, and Produce ideas for art productions while VA-CE-M5 engaging in individual and group interpret knowledge for communication. The skills of activities (1, 2, 5) analysis, problem solving, cooperative involvement, and Understand and visually express disciplined behavior contribute to a successful school VA-CE-M6 relationships among visual arts, other environment and prepare the individual to become a arts, and disciplines outside the arts (1, 2, 4) Maintain a sketchbook or journal and VA-CE-M7 productive member of society. develop a portfolio (1, 2, 3) B. Standard. Students develop creative expression through the application of knowledge, ideas, communication AUTHORITY NOTE: Promulgated in accordance with R.S. skills, organizational abilities, and imagination. 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. Education, Board of Elementary and Secondary Education, LR 30:225 (February 2004). HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR §907. Benchmarks 9-12 30:224 (February 2004). A. In grades 9-12, students should know and be able to: §903. Benchmarks K-4 Produce works of art that successfully A. In grades K-4, students should know and be able to: VA-CE-H1 convey a central theme based on imagery, ideas, feelings, and memories (1, 2, 3) Explore and identify imagery from a VA-CE-E1 Apply a variety of media techniques, variety of sources and create visual VA-CE-H2 technologies, and processes for visual representations (2, 3) expression and communication (1, 2, 3) Explore and discuss techniques and Use the elements and principles of design VA-CE-E2 technologies for visual expression and VA-CE-H3 for individual expression while exploring communication (1, 2, 3) compositional problems (1, 2) Use art vocabulary and the elements and Produce a visual representation of ideas principles of design to convey the VA-CE-E3 VA-CE-H4 derived from the study of various cultures language of art (create and discuss own and art forms (2, 3, 4) artwork) (1, 2, 3) Produce imaginative works of art Experiment to create various art forms, VA-CE-E4 VA-CE-H5 generated from individual and group including art forms from other cultures (2, 3, 4) ideas (1, 2, 5) Draw on imagination, individual Produce works of art that describe and VA-CE-H6 VA-CE-E5 experience, and group activities to connect art with other disciplines (1, 2, 4) generate ideas for visual expression (1, 4, 5) Maintain a sketchbook or journal and VA-CE-H7 Identify relationships among visual arts, develop a portfolio (1, 2, 3) VA-CE-E6 other arts, and disciplines outside the arts (1, 4) Maintain a sketchbook or journal, or VA-CE-E7 AUTHORITY NOTE: Promulgated in accordance with R.S. develop a portfolio (1, 2, 3) 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of AUTHORITY NOTE: Promulgated in accordance with R.S. Education, Board of Elementary and Secondary Education, LR 17:24.4 et seq. 30:225 (February 2004). HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:224 (February 2004).

§909. Creative Expression—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Explore and identify imagery from a Demonstrate art methods and techniques Produce works of art that variety of sources and create visual in visual representations based on successfully convey a central theme

Louisiana Administrative Code February 2008 16 Grade Cluster K–4 5–8 9–12 representations (2, 3) research of imagery (2, 3) based on imagery, ideas, feelings, and memories (1, 2, 3) Benchmark 2 Explore and discuss techniques and Select and apply media, techniques, and Apply a variety of media techniques, technologies for visual expression and technology to visually express and technologies, and processes for communication (1, 2, 3) communicate (1, 2, 3) visual expression and communication (1, 2, 3) Benchmark 3 Use art vocabulary and the elements Use the elements and principles of design Use the elements and principles of and principles of design to convey the and art vocabulary to visually express and design for individual expression language of art (create and discuss own describe individual ideas (1, 2) while exploring compositional artwork) (1, 2, 3) problems (1, 2) Benchmark 4 Experiment to create various art forms, Develop skills in creating various art Produce a visual representation including art forms from other cultures forms, including art forms from other of ideas derived through the study of (2, 3, 4) cultures (2, 3, 4) various cultures and art forms (2, 3, 4) Benchmark 5 Draw on imagination, individual Produce ideas for art productions while Produce imaginative works of art experience, and group activities engaging in individual and group generated from individual and group to generate ideas for visual expression activities (1, 2, 5) ideas (1, 2, 5) (1, 4, 5) Benchmark 6 Identify relationships among visual Understand and visually express Produce works of art that describe arts, other arts, and disciplines outside relationships among visual arts, other arts, and connect art with other disciplines the arts (1, 4) and disciplines outside the arts (1, 2, 4) (1, 2, 4) Benchmark 7 Maintain a sketchbook or journal, or Maintain a sketchbook or journal and Maintain a sketchbook or journal and develop a portfolio (1, 2, 3) develop a portfolio (1, 2, 3) develop a portfolio (1, 2, 3)

AUTHORITY NOTE: Promulgated in accordance with R.S. Explore the beauty in nature and discern 17:24.4 et seq. VA-AP-E3 images and sensory qualities found in HISTORICAL NOTE: Promulgated by the Department of nature and art (1, 2) Education, Board of Elementary and Secondary Education, LR Recognize that there are many possibilities 30:225 (February 2004). VA-AP-E4 and choices in the processes for designing and producing visual arts (2, 3, 4) Subchapter B. Aesthetic Perception Participate in guided inquiry into the basic question, "What is art?" and share personal VA-AP-E5 §911. Purpose feelings or preferences about various works (1, 2, 4) Identify where and how the visual arts are A. Focus. The study of aesthetics, or the philosophy of VA-AP-E6 the arts, cultivates the direct experience of the senses and used in daily life and in the community (1, 2, 4) supplies the individual with a structure for perceiving and responding to the arts. A grasp of aesthetics empowers the AUTHORITY NOTE: Promulgated in accordance with R.S. individual to experience beauty in many forms, to appreciate 17:24.4 et seq. artistic expression, and to develop insight into the creations HISTORICAL NOTE: Promulgated by the Department of and performances of others. By questioning concepts, Education, Board of Elementary and Secondary Education, LR weighing evidence, and examining intuitive reactions, the 30:226 (February 2004). individual becomes increasingly discriminating in §915. Benchmarks 5-8 formulating preferences and conclusions about the values A. In grades 5-8, students should know and be able to: inherent in art. Aesthetic perception promotes creativity, flexible thinking, and the pursuit of excellence. Use elements and principles of design VA-AP-M1 and expanded art vocabulary for B. Standard. Students develop aesthetic perception responding to the aesthetic qualities of through the knowledge of art forms and respect for their various works (1, 4) commonalities and differences. Recognize that concepts of beauty differ VA-AP-M2 by culture and that taste varies from AUTHORITY NOTE: Promulgated in accordance with R.S. person to person (1, 4, 5) 17:24.4 et seq. Perceive the aesthetic value and influence HISTORICAL NOTE: Promulgated by the Department of VA-AP-M3 of organic forms and the natural environment as reflected in works of art (1, 2, 4) Education, Board of Elementary and Secondary Education, LR Demonstrate awareness of various new 30:225 (February 2004). VA-AP-M4 ideas, possibilities, options, and §913. Benchmarks K-4 situations pertaining to the art world (1, 4) Discuss the question "What is art?" and A. In grades K-4, students should know and be able to: VA-AP-M5 express intuitive reactions and personal responses to various works (1, 4) Use elements and principles of design and Describe the use and value of the visual VA-AP-E1 basic art vocabulary for expressing VA-AP-M6 arts in daily life, the workplace, and the responses to the work of others (1, 4, 5) community (1, 2, 4) Recognize and respond to concepts of VA-AP-E2 beauty and taste in the ideas and creations of others through the study of visual arts (1, 4, 5) AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.

17 Louisiana Administrative Code February 2008 HISTORICAL NOTE: Promulgated by the Department of Compare and contrast multiple Education, Board of Elementary and Secondary Education, LR VA-AP-H4 possibilities and options available for 30:226 (February 2004). artistic expression (1, 4) Question/weigh evidence and §917. Benchmarks 9-12 information, examine intuitive reactions, VA-AP-H5 and articulate personal attitudes toward A. In grades 9-12, students should know and be able to: visual works (1, 2, 5) Integrate knowledge of the visual arts in Use advanced art/design vocabulary for VA-AP-H6 the total environment to understand the VA-AP-H1 responding to the aesthetic qualities of arts within a community (2, 4, 5) various works (1, 4) Distinguish unique characteristics of art VA-AP-H2 as it reflects concepts of beauty and quality of life in various cultures (1, 4, 5) AUTHORITY NOTE: Promulgated in accordance with R.S. Use analogies, metaphors, and other 17:24.4 et seq. VA-AP-H3 descriptors to describe interrelationships HISTORICAL NOTE: Promulgated by the Department of in works of art and nature (1, 2, 4) Education, Board of Elementary and Secondary Education, LR 30:226 (February 2004). §919. Aesthetic Perception—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Use elements and principles of design Use elements and principles of design and Use advanced art/design vocabulary and basic art vocabulary for expressing expanded art vocabulary for responding for responding to the aesthetic responses to the work of others (1, 4, 5) to the aesthetic qualities of various works qualities of various works (1, 4) (1, 4) Benchmark 2 Recognize and respond to concepts of Recognize that concepts of beauty differ by Distinguish unique characteristics of beauty and taste in the ideas and culture and that taste varies from person to art as it reflects concepts of beauty creations of others through the study of person (1, 4, 5) and quality of life in various cultures visual arts (1, 4, 5) (1, 4, 5) Benchmark 3 Explore the beauty in nature and discern Perceive the aesthetic value and influence Use analogies, metaphors, and other images and sensory qualities found in of organic forms and the natural descriptors to describe nature and art (1, 2) environment as reflected in works of art interrelationships in works of art and (1, 2, 4) nature (1, 2, 4) Benchmark 4 Recognize that there are many Demonstrate awareness of various new Compare and contrast multiple possibilities and choices in the processes ideas, possibilities, options, and situations possibilities and options available for for designing and producing visual arts pertaining to the art world (1, 4) artistic expression (1, 4) (2, 3, 4) Benchmark 5 Participate in guided inquiry into the Discuss the question "What is art?" and Question/weigh evidence and basic question "What is art?" and share express intuitive reactions and personal information, examine intuitive personal feelings or preferences about responses to various works (1, 4) reactions, and articulate personal various works (1, 2, 4) attitudes toward visual work (1, 2, 5) Benchmark 6 Identify where and how the visual arts Describe the use and value of the visual arts Integrate knowledge of the visual are used in daily life and in the in daily life, the workplace, and the arts in the total environment to community (1, 2, 4) community (1, 2, 4) understand the arts within a community (2, 4, 5)

B. Standard. Students develop historical and cultural AUTHORITY NOTE: Promulgated in accordance with R.S. perspective by recognizing and understanding that the arts 17:24.4 et seq. throughout history are a record of human experience with a HISTORICAL NOTE: Promulgated by the Department of past, present, and future. Education, Board of Elementary and Secondary Education, LR 30:226 (February 2004). AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. Subchapter C. Historical and HISTORICAL NOTE: Promulgated by the Department of Cultural Perspective Education, Board of Elementary and Secondary Education, LR 30:0227 (February 2004). §921. Purpose §923. Benchmarks K-4 A. Focus. Historical and cultural perspective is the A. In grades K-4, students should know and be able to: vehicle for understanding works of art in time and place. The arts survive through times of interruption and neglect; they VA-HP-E1 Identify the subject, basic style, and culture outlive governments, creeds, societies, and even the represented by various works of art (2, 4) Recognize universal symbols and how civilizations that spawned them. The artist is a harbinger of VA-HP-E2 works of art communicate a universal change, a translator of social thought, an analyst of cultures, language (1, 4, 5) a poetic scientist, and a recorder of history. To understand Identify art images and themes from the creative output in the history of the arts is to understand VA-HP-E3 past and present and discuss historical differences (1, 2, 4) history itself. Identify media used in works of art VA-HP-E4 throughout history and recognize the importance of available resources (2, 3, 4)

Louisiana Administrative Code February 2008 18 Recognize professions in the visual arts AUTHORITY NOTE: Promulgated in accordance with R.S. VA-HP-E5 and the role and status of the artist in 17:24.4 et seq. various cultures and time periods (2, 4) HISTORICAL NOTE: Promulgated by the Department of Recognize great artists and works of art VA-HP-E6 Education, Board of Elementary and Secondary Education, LR that have shaped the history of art (2, 4) 30:227 (February 2004). §927. Benchmarks 9-12 AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. A. In grades 9-12, students should know and be able to: HISTORICAL NOTE: Promulgated by the Department of Analyze specific styles and periods of art Education, Board of Elementary and Secondary Education, LR VA-HP-H1 in relation to prevailing cultural, social, 30:227 (February 2004). political, and economic conditions (2, 4, 5) §925. Benchmarks 5-8 Analyze how works of art cross VA-HP-H2 geographical, political, and historical A. In grades 5-8, students should know and be able to: boundaries (2, 4) Compare and contrast ways art has been VA-HP-M1 Identify and classify works of art by their VA-HP-H3 used to communicate ideas, themes, and subject, style, culture, and time period (2, 4) messages throughout history (1, 2, 4) Understand how works of art cross Analyze materials, technologies, media, VA-HP-M2 geographical, political, and historical VA-HP-H4 and processes of the visual arts boundaries (2, 4) throughout history (2, 3, 4) Understand the meaning and significance Investigate and assess roles, careers, and VA-HP-H5 VA-HP-M3 of ideas, themes, and messages in works of career opportunities in the visual arts (2, 4) art from the past and present (2, 4) Identify representative visual artists of Distinguish media and techniques used to VA-HP-H6 various cultures and compare their lives, VA-HP-M4 create works of art throughout history (2, 3, 4) careers, works, and influence (1, 4) Describe and compare careers in visual arts VA-HP-M5 and the role and status of the artist in various cultures and time periods (1, 2, 4) AUTHORITY NOTE: Promulgated in accordance with R.S. Identify major works of great and 17:24.4 et seq. VA-HP-M6 influential artists and recognize their HISTORICAL NOTE: Promulgated by the Department of achievements (4, 5) Education, Board of Elementary and Secondary Education, LR 30:227 (February 2004).

§929. Historical and Cultural Perspective Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 Identify the subject, basic style, and Identify and classify works of art by their Analyze specific styles and periods of culture represented by various subject, style, culture, and time period (2, art in relation to prevailing cultural, works of art (2, 4) 4) social, political, and economic conditions (2, 4, 5) Benchmark 2 Recognize universal symbols and Understand how works of art cross Analyze how works of art cross how works of art communicate a geographical, political, and historical geographical, political, and historical universal language (1, 4, 5) boundaries (2, 4) boundaries (2, 4) Benchmark 3 Identify art images and themes Understand the meaning and significance Compare and contrast ways art has from the past and present and of ideas, themes, and messages in works been used to communicate ideas, discuss historical differences (1, 2, of art from the past and present (2, 4) themes, and messages throughout 4) history (1, 2, 4) Benchmark 4 Identify media used in works of art Distinguish media and techniques used to Analyze materials, technologies, throughout history and recognize create works of art throughout history (2, media, and processes of the visual the importance of available 3, 4) arts throughout history (2, 3, 4) resources (2, 3, 4) Benchmark 5 Recognize professions in the visual Describe and compare careers in visual Investigate and assess roles, careers, arts and the role and status of the arts and the role and status of the artist in and career opportunities in the visual artist in various cultures and time various cultures and time periods (1, 2, arts (2, 4) periods (2, 4) 4) Benchmark 6 Recognize great artists and works Identify major works of great and Identify representative visual artists of art that have shaped the history influential artists and recognize their of various cultures and compare their of art (2, 4) achievements (4, 5) lives, careers, works, and influence (1, 4)

AUTHORITY NOTE: Promulgated in accordance with R.S. Subchapter D. Critical Analysis 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of §931. Purpose Education, Board of Elementary and Secondary Education, LR 30:228 (February 2004). A. Focus. Critical analysis is the process of inquiry associated with an individual's knowledge of the arts. Communication about the arts in a structured way provides

19 Louisiana Administrative Code February 2008 the individual with means to describe, analyze, interpret, and View works of art and analyze how VA-CA-M1 make critical, reasoned judgments about the form and artists use design elements and principles to achieve an aesthetic effect (2, 3, 4) content of the arts. Analyze and interpret art images for B. Standard. Students make informed verbal and written VA-CA-M2 their symbolic meaning, purpose, and value in place and time (2, 4) observations about the arts by developing skills for critical Express and justify aesthetic judgments VA-CA-M3 analysis through the study of and exposure to the arts. about the created (built) environment (1, 2, 4) Critique works of art sing expanded art VA-CA-M4 AUTHORITY NOTE: Promulgated in accordance with R.S. vocabulary (1, 4) 17:24.4 et seq. Develop interpretations about works of VA-CA-M5 HISTORICAL NOTE: Promulgated by the Department of art and give supporting reasons (1, 4) Education, Board of Elementary and Secondary Education, LR 30:228 (February 2004). §933. Benchmarks K-4 AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. A. In grades K-4, students should know and be able to: HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR View works of art and express 30:228 (February 2004). VA-CA-E1 observations about how the elements and principles of design are used in the works (1, 4) §937. Benchmarks 9-12 Identify images, colors, and other art VA-CA-E2 elements that have specific meanings in A. In grades 9-12, students should know and be able to: cultural contexts (1, 4) Apply knowledge of design elements and Express and explain aesthetic judgments VA-CA-E3 VA-CA-H1 principles to analyze, compare, or about the created (built) environment (1, 2, 4) contrast the composition of various Express and explain opinions about works of art (2, 4) VA-CA-E4 visual works of others using basic art Compare and contrast symbolism as used vocabulary (1, 4) VA-CA-H2 in works of visual art from different Express interpretations about works of art VA-CA-E5 cultures and time periods (1, 4) and give supporting reasons (1, 4) Critique the design of structures or areas VA-CA-H3 in the created (built) environment based on aesthetic criteria (1, 2, 4) AUTHORITY NOTE: Promulgated in accordance with R.S. Critique works of art using advanced art VA-CA-H4 17:24.4 et seq. vocabulary (1, 4) HISTORICAL NOTE: Promulgated by the Department of Develop and justify personal Education, Board of Elementary and Secondary Education, LR interpretations of works of art based on VA-CA-H5 30:228 (February 2004). information from inside and outside the work (1, 2, 4) §935. Benchmarks 5-8

A. In grades 5-8, students should know and be able to: AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq. HISTORICAL NOTE: Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 30:228 (February 2004).

§939. Critical Analysis—Grade Cluster

Grade Cluster K–4 5–8 9–12 Benchmark 1 View works of art and express View works of art and analyze how artists Apply knowledge of design elements observations about how the elements use design elements and principles to and principles to analyze, compare, and principles of design are used in the achieve an aesthetic effect (2, 3, 4) or contrast the composition of works (1, 4) various works of art (2, 4) Benchmark 2 Identify images, colors, and other art Analyze and interpret art images for their Compare and contrast symbolism as elements that have specific meanings in symbolic meaning, purpose, and value in used in works of visual art from cultural contexts (1, 4) place and time (2, 4) different cultures and time periods (1, 4) Benchmark 3 Express and explain aesthetic Express and justify aesthetic judgments Critique the design of structures or judgments about the created (built) about the created (built) environment areas in the created (built) environment (1, 2, 4) (1, 2, 4) environment based on aesthetic criteria (1, 2, 4) Benchmark 4 Express and explain opinions about Critique works of art using expanded art Critique works of art using advanced visual works of others using basic art vocabulary (1, 4) art vocabulary (1, 4) vocabulary (1, 4) Benchmark 5 Express interpretations about works of Develop interpretations about works of art Develop and justify personal art and give supporting reasons (1, 4) and give supporting reasons (1, 4) interpretations of works of art based on information from inside and outside the work (1, 2, 4)

Louisiana Administrative Code February 2008 20 AUTHORITY NOTE: Promulgated in accordance with R.S. HISTORICAL NOTE: Promulgated by the Department of 17:24.4 et seq. Education, Board of Elementary and Secondary Education, LR 30:229 (February 2004).

21 Louisiana Administrative Code February 2008