KENTUCKY ACADEMIC STANDARDS

VISUAL AND PERFORMING ARTS

Kentucky Academic Standards – June 2015 Kentucky Department of Education

Education Goals

These capacity and goal statements of the Kentucky Education Reform Act of 1990, as found in Kentucky Revised Statute (KRS) 158.645 and KRS 158.6451, are the basis for instructional programs in Kentucky public schools. All students shall have the opportunity to acquire the following capacities and learning goals:

 Communication skills necessary to function in a complex and changing civilization  Knowledge to make economic, social and political choices  Understanding of governmental processes as they affect the community, the state and the nation  Sufficient self-knowledge and knowledge of their mental health and physical wellness  Sufficient grounding in the arts to enable each student to appreciate their cultural and historical heritage  Sufficient preparation to choose and pursue their life’s work intelligently  Skills to enable students to compete favorably with students in other states and other parts of the world

Furthermore, schools shall

• expect a high level of achievement from all students. • develop their students’ abilities to: o use basic communication and mathematics skills for purposes and situations they o will encounter throughout their lives o apply core concepts and principles from mathematics, science, arts and humanities, o social studies, English/language arts, health, mathematics, practical living, including, o physical education, to situations they will encounter throughout their lives o become self-sufficient individuals o become responsible members of a family, work group or community as well as an o effective participant in community service o think and solve problems in school situations and in a variety of situations they will o encounter in life o connect and integrate experiences and new knowledge from all subject matter fields o with what students have previously learned and build on past learning experiences to o acquire new information through various media sources

 increase student attendance rates  reduce dropout and retention rates  reduce physical and mental health barriers to learning  be measured on the proportion of students who make a successful transition to work, postsecondary education and the military

Kentucky Academic Standards – June 2015 1 Kentucky Department of Education

Legal Base

The following Kentucky Revised Statutes (KRS) and Kentucky Administrative Regulations (KAR) provide a legal base for this publication:

KRS 156:160 Promulgation of administrative regulations by the Kentucky Board of Education With the advice of the Local Superintendents Advisory Council, the Kentucky Board of Education shall promulgate administrative regulations establishing standards that public school districts shall meet in student, program, service and operational performance. These regulations shall comply with the expected outcomes for students and schools set forth in KRS 158:6451.

Administrative regulations shall be promulgated for:

 Courses of study for the different grades and kinds of common schools; and  The minimum requirements for high school graduation.

704 KAR 3:305 Minimum high school graduation requirements This administrative regulation establishes the minimum high school graduation requirements necessary for entitlement to a public high school diploma, including the requirements for the graduating class of 2012.

704 KAR 3:303 Required Kentucky Academic Standards This administrative regulation adopts into law the Kentucky Academic Standards February 2010.

Kentucky Academic Standards – June 2015 2 Kentucky Department of Education

PRIMARY VISUAL AND PERFORMING ARTS

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Kentucky Academic Standards – Visual and Performing Arts – Primary Level Grades K-3

The arts and humanities instructional program in the primary level centers on an exploration of the art forms of dance, media arts, music, theatre, and visual arts. Instructional emphasis at the primary level should be placed on exposing students to a variety of arts through active experiences. This exploration includes a beginning of arts literacy development, simple analysis and critique of the arts, and active sharing of their work with others. Students should also begin making connections between the arts and their own personal experiences, along with beginning to realize how the arts convey meaning and reflect human experience. Students can begin to learn how they can use the arts to communicate meaning through their choices in the use of arts elements and principles.

The Standards The standards are directly related to the National Core Arts Standards. These are process standards, which are designed to engage students in artistic processes and creative expression as put forward in Senate Bill 1 (2009), KRS 158:6451, Section 1, Schools shall develop their students’ ability to: “Express their creative talents and interests in visual arts, music, dance, and dramatic arts”.

Standards Organization The standards are organized around four arts processes:

1. Creating: Conceiving and developing new artistic ideas and work

Creating involves planning and creating new dance, media arts, music, theatre, or visual arts. Creating may involve improvising in music, dance or theatre. Improvising is the composing of new music, reciting/acting new dramatic material, or creating new dance movements on the spur of the moment.

2. Performing/Producing/Presenting: Realizing artistic ideas and work through interpretation and presentation

Performing is limited to the performing arts of music, dance and theatre. Performing generally involves sharing previously created works with an audience. Although the process of performing involves following a creative plan conceived by a composer, playwright or choreographer, there is still opportunity for creative interpretations within the performance.

Producing is the process of sharing work in the area of media arts. Since media arts productions do not result in performances, the sharing process is different from the performing arts. Media artists still follow the same steps in the creation of works and preparation of works for sharing with others; however the result is more often a product such as a video or video game.

Presenting is often associated with sharing in more formal settings such as exhibition in the visual arts. The same steps to prepare works for presenting are considered-the audience, venue and communication aspects of an exhibition.

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3. Responding: Understanding and evaluating how the arts convey meaning

Responding to the arts involves having the viewer take a close look to interpret the meanings in artistic works. The arts are created for the purpose of communication. Responding to them engages a thinking process that enables the viewer/audience to gather the intent of the work and the message being share by the artist.

Responding also involves the process of evaluating art works. The viewer/audience will apply criteria to evaluate the effectiveness of artistic works.

4. Connecting: Relating artistic ideas and work with personal meaning and external context

Connecting involves both looking inward and outward. Artists use personal experiences and gained knowledge to inform their own creative works. They also relate artistic ideas with the world around them; to society, culture, and history. This deepens the understanding of the work and appreciation of those who create the arts.

Anchor Standards There are eleven Anchor Standards that are common across all art forms. These standards illustrate steps that are taken within each of the Artistic Processes.

Performance Standards Each artistic discipline has a set of performance standards. These standards illustrate what each of the Anchor Standards might look like as students engage in the Artistic Processes within an artistic discipline. Performance standard are written for pre-kindergarten through eighth grade as grade level standards, and at the high school in three proficiency levels; Proficient, Accomplished and Advanced. All Performance Standards align to the eleven overarching Anchor Standards.

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Discipline: Dance Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Component: Explore Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. Essential Question: Where do choreographers get ideas for dances?

Kindergarten 1st 2nd 3rd DA:Cr1.1.K DA:Cr1.1.1 DA:Cr1.1.2 DA:Cr1.1.3 a. Respond in a. Explore movement a. Explore movement a. Experiment with a movement to a inspired by a variety inspired by a variety variety of self- variety of stimuli (for of stimuli (for of stimuli (for identified stimuli (for example, example, example, example, music/sound, text, music/sound, text, music/sound, text, music/sound, text, objects, images, objects, images, objects, images, objects, images, symbols, observed symbols, observed symbols, observed notation, observed dance). dance, experiences) dance, experiences) dance, experiences) and identify the and suggest for movement. source. additional sources for movement ideas. b. Explore different b. Explore a variety of b. Combine a variety b. Explore a given ways to do basic locomotor and non- of movements while movement problem. locomotor and non- locomotor manipulating the Select and locomotor movements by elements of dance. demonstrate a movements by experimenting with solution. changing at least one and changing the of the elements of elements of dance. dance.

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Discipline: Dance Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work Process Component: Plan Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers. Essential Question: What influences choice-making in creating choreography?

Kindergarten 1st 2nd 3rd DA:Cr2.1.K DA:Cr2.1.1 DA:Cr2.1.2 DA:Cr2.1.3 a. Improvise dance a. Improvise a series a. Improvise a dance a. Identify and that has a beginning, of movements that phrase with a experiment with middle, and end. have a beginning, beginning, a middle choreographic middle, and end, and that has a main idea, devices to create describe movement and a clear end. simple movement choices. patterns and dance structures (for example, AB, ABA, theme and development). b. Express an idea, b. Choose b. Choose feeling, or image, movements that movements that b. Develop a dance through improvised express an idea or express a main idea phrase that movement moving emotion, or follow a or emotion, or follow expresses and alone or with a musical phrase. a musical phrase. communicates an partner Explain reasons for idea or feeling. movement choices. Discuss the effect of the movement choices.

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Discipline: Dance Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work. Process Component: Revise Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning. Essential Question: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

Kindergarten 1st 2nd 3rd DA:Cr3.1.K DA:Cr3.1.1 DA:Cr3.1.2 DA:Cr3.1.3 a. Apply suggestions a. Explore a. Explore a. Revise movement for changing suggestions to suggestions and choices in response movement through change movement make choices to to feedback to guided from guided change movement improve a short improvisational improvisation and/or from guided dance study. experiences. short remembered improvisation and/or Describe the sequences. short remembered differences the sequences. changes made in the movements.

b. Depict several b. Depict the levels b. Depict directions b. Depict a dance different types of of movements in a or spatial pathways movement by drawing movements of a variety of dance in a dance phrase a picture or using a dance by drawing a movements by by drawing a picture symbol. picture or using a drawing a picture or map or using a symbol (for example, using symbols (for symbol. jump, turn, slide, example, high, bend, reach). middle, low).

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Discipline: Dance Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Component: Express Enduring Understanding: Space, time, and energy are basic elements of dance. Essential Question: How do dancers work with space, time and energy to communicate artistic expression?

Kindergarten 1st 2nd 3rd DA:Pr4.1.K DA:Pr4.1.1 DA:Pr4.1.2 DA:Pr4.1.3 a. Make still and a. Demonstrate a. Demonstrate clear a. Judge spaces as moving body shapes locomotor and non- directionality and distance traveled and that show lines (for locomotor intent when use space three- example, straight, movements that performing locomotor dimensionally. bent, and curved), change body shapes, and non-locomotor Demonstrate shapes changes levels, and levels, and facings. movements that with positive and vary in size Move in straight, change body negative space. (large/small). Join curved, and zig- shapes, facings, and Perform movement with others to make a zagged pathways. pathways in space. sequences in and circle formation and Find and return to Identify symmetrical through space with work with others to place in space. Move and asymmetrical intentionality and change its with others to form body shapes and focus. dimensions. straight lines and examine circles. relationships between body parts. Differentiate between circling and turning as two separate ways of continuous directional change. b. Demonstrate b. Fulfill specified tempo contrasts with b. Relate quick, b. Identify the length duration of time with movements that moderate and slow of time a move or improvised locomotor match to tempo of movements to phrase takes (for and non-locomotor sound stimuli. duration in time. example, whether it movements. Recognize steady is long or short). Differentiate between beat and move to Identify and move on “in time” and “out of varying tempi of the downbeat in time” to music. steady beat. duple and triple Perform movements meter. Correlate that are the same or metric phrasing with of a different time movement phrasing. orientation to accompaniment. Use metric and kinesthetic phrasing.

18 Kentucky Department of Education c. Identify and apply c. Change use of different c. Demonstrate c. Select and apply energy and dynamics characteristics to movement appropriate by modifying movements (for characteristics along characteristics to movements and example, slow, with movement movements (for applying specific smooth, or wavy). vocabulary (for example, selecting characteristics to example, use specific adverbs and heighten the effect of adverbs and adjectives and apply their intent. adjectives that apply them to movements). to movement such as Demonstrate a bouncy leap, a kinesthetic floppy fall, a jolly awareness while jump, and joyful dancing the spin). movement characteristics.

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Discipline: Dance Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic technique and work for presentation. Process Component: Embody Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression. Essential Question: What must a dancer do to prepare the mind and body for artistic expression?

Kindergarten 1st 2nd 3rd DA:Pr5.1.K DA:Pr5.1.1 DA:Pr5.1.2 DA:Pr5.1.3 a. Demonstrate a. Demonstrate a a. Demonstrate a a. Replicate body same-side and cross- range of locomotor range of locomotor shapes, movement body locomotor and and non-locomotor and non-locomotor characteristics, and non-locomotor movements, body movements, body movement patterns movements, body patterning, body patterning, and in a dance sequence patterning shapes, and dance sequences with awareness of movements, and directionality. that require moving body alignment and body shapes. through space using core support. a variety of pathways. b. Move safely in b. Move safely in b. Adjust body-use to general space and general space b. Move safely in a coordinate with a start and stop on cue through a range of variety of spatial partner or other during activities, activities and group relationships and dancers to safely group formations, formations while formations with other change levels, and creative maintaining personal dancers, sharing and directions, and explorations while space. maintaining personal pathway designs. maintaining personal space. space. c. Modify movements c. Recall movement c. Move body parts in and spatial c. Repeat sequences with a relation to other body arrangements upon movements, with an partner or in group parts and repeat and request. awareness of self dance activities. recall movements and others in space. Apply constructive upon request. Self-adjust and feedback from modify movements teacher and self- or placement upon check to improve request. dance skills.

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Discipline: Dance Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Component: Present Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression. Essential Question: How does a dancer heighten artistry in a public performance?

Kindergarten 1st 2nd 3rd DA:Pr6.1.K DA:Pr6.1.1 DA:Pr6.1.2 DA:Pr6.1.3 a. Dance for and with a. Dance for others in a. Dance for and a. Identify the main others in a a space where with others in a areas of a designated space. audience and space where performance space performers occupy audience and using production different areas. performers occupy terminology (for different areas. example, stage right, stage left, center stage, upstage, and downstage). b. Select a prop to b. Explore the use of b. Explore simple use as part of a simple props to b. Use limited production elements dance. enhance production elements (costumes, props, performance. (for example, hand music, scenery, props, simple lighting, or media) for scenery, or media a dance performed projections). for an audience in a designated specific performance space.

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Discipline: Dance Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work. Process Component: Analyze Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning. Essential Question: How is a dance understood?

Kindergarten 1st 2nd 3rd DA:Re.7.1.K DA:Re.7.1.1 DA:Re.7.1.2 DA:Re.7.1.3 a. Find a movement a. Find a movement a. Find movements a. Find a movement that repeats in a that repeats in a in a dance that pattern that creates a dance. dance to make a develop a pattern. movement phrase in pattern. a dance work. b. Demonstrate or b. Demonstrate and b. Demonstrate and b. Demonstrate and describe observed or describe observed or describe movements explain how one performed dance performed dance in dances from dance genre is movements. movements from a different genres or different from specific genre or cultures. another, or how one culture. cultural movement practice is different from another.

Discipline: Dance Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work. Process Component: Interpret Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context. Essential Question: How is dance interpreted?

Kindergarten 1st 2nd 3rd DA:Re8.1.K DA:Re8.1.1 DA:Re8.1.2 DA:Re8.1.3

Observe movement Select movements Use context cues Select specific and describe it using from a dance that from movement to context cues from simple dance suggest ideas and identify meaning and movement. Explain terminology. explain how the intent in a dance how they relate to movement captures using simple dance the main idea of the the idea using simple terminology. dance using basic dance terminology. dance terminology.

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Discipline: Dance Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work. Process Component: Critique Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures. Essential Question: What criteria are used to evaluate dance?

Kindergarten 1st 2nd 3rd DA:Re9.1.K DA:Re9.1.1 DA:Re9.1.2 DA:Re9.1.3

Find a movement that Identify and Observe or Select dance was noticed in a demonstrate several demonstrate dances movements from dance. Demonstrate movements in a from a genre or specific genres, the movement that dance that attracted culture. Discuss styles, or cultures. was noticed and attention. Describe movements and Identify characteristic explain why it the characteristics other aspects of the movements from attracted attention. that make the dances that make these dances and movements the dances work describe in basic interesting and talk well, and explain dance terminology about why they were why they work. Use ways in which they chosen. simple dance are alike and terminology. different.

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Discipline: Dance Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Process Component: Synthesize Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning. Essential Question: How does dance deepen our understanding of ourselves, other knowledge, and events around us?

Kindergarten 1st 2nd 3rd DA:Cn10.1.K DA:Cn10.1.1 DA:Cn10.1.2 DA:Cn10.1.3 a. Recognize and a. Find an experience a. Describe, create, a. Compare the name an emotion that expressed or and/or perform a relationships is experienced when portrayed in a dance dance that expressed in a watching, that relates to a expresses personal dance to improvising, or familiar experience. meaning and explain relationships with performing dance Identify the how certain others. Explain how and relate it to a movements that movements express they are the same or personal experience. communicate this this personal different. experience. meaning.

b. Observe b. Observe a work of illustrations from a b. Respond to a b. Ask and research visual art. Describe story. Discuss dance work using an a question about a and then express observations and inquiry-based set of key aspect of a through movement identify ideas for questions (for dance that something of interest dance movement and example, See, Think, communicates a about the artwork, demonstrate the big Wonder). Create perspective about an and ask questions for ideas of the story. movement using issue or event. discussion ideas from Explore the key concerning the responses and aspect through artwork. explain how certain movement. Share movements express movements and a specific idea. describe how the movements help to remember or discover new qualities in these key aspects. Communicate the new learning in oral, written, or movement form.

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Discipline: Dance Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Process Component: Relate Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts. Essential Question: How does knowing about societal, cultural, historical and community experiences expand dance literacy?

Kindergarten 1st 2nd 3rd DA:Cn11.1.K DA:Cn11.1.1 DA:Cn11.1.2 DA:Cn11.1.3

Describe or Watch and/or Observe a dance Find a relationship demonstrate the perform a dance from and relate the between movement movements in a a different culture movement to the in a dance from a dance that was and discuss or people or culture, society, or watched or demonstrate the environment in which community and the performed. types of movement the dance was culture from which danced. created and the dance is derived. performed. Explain what the movements communicate about key aspects of the culture, society, or community.

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Discipline: Media Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Component: Conceive Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Question: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?

Kindergarten 1st 2nd 3rd (MA:Cr1.1.K) (MA:Cr1.1.1) (MA:Cr1.1.2) (MA:Cr1.1.3)

Discover and share Express and share Discover multiple Develop multiple ideas for media ideas for media ideas for media ideas for media artworks using play artworks through artworks through artworks using a and experimentation. sketching and brainstorming and variety of tools, modeling. improvising. methods and/or materials.

Discipline: Media Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work Process Component: Develop Enduring Understanding: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea. Essential Question: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?

Kindergarten 1st 2nd 3rd (MA:Cr2.1.K) (MA:Cr2.1.1) (MA:Cr2.1.2) (MA:Cr2.1.3)

With guidance, use With guidance, use Choose ideas to Form, share, and test ideas to form plans or identified ideas to create plans and ideas, plans, and models for media arts form plans and models for media models to prepare for productions. models for media arts productions. media arts arts productions. productions.

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Discipline: Media Arts Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work. Process Component: Construct Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks. Essential Question: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?

Kindergarten 1st 2nd 3rd (MA:Cr3.1.K) (MA:Cr3.1.1) (MA:Cr3.1.2) (MA:Cr3.1.3) a. Form and capture a. Create, capture, a. Construct and a. Construct and media arts content for and assemble media assemble content for order various expression and arts content for unified media arts content into unified, meaning in media arts media arts productions, purposeful media productions. productions, identifying and arts productions, identifying basic applying basic describing and principles, such as principles, such as applying a defined pattern and positioning and set of principles, repetition. attention. such as movement and force. b. Make changes to b. Test and describe b. Practice and the content, form, or expressive effects in analyze how the presentation of media b. Practice and altering, refining, and emphasis of artworks and share identify the effects of completing media elements alters results. making changes to artworks. effect and purpose the content, form, or in refining and presentation, in order completing media to refine and finish artworks. media artworks.

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Discipline: Media Arts Artistic Process: Producing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Component: Integrate Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Question: How are complex media arts experiences constructed?

Kindergarten 1st 2nd 3rd (MA:Pr4.1.K) (MA:Pr4.1.1) (MA:Pr4.1.2) (MA:Pr4.1.3)

With guidance, Combine varied Practice combining Practice combining combine arts forms academic, arts, and varied academic, varied academic, and media content, media content in arts, and media arts, and media such as dance and media artworks, such content into unified forms and content video, to form media as an illustrated media artworks, such into unified media artworks. story. as a narrated artworks, such as science animation. animation, music, and dance.

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Discipline: Media Arts Artistic Process: Producing

Anchor Standard 5: Develop and refine artistic technique and work for presentation. Process Component: Practice Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions. Essential Question: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

Kindergarten 1st 2nd 3rd (MA:Pr5.1.K) (MA:Pr5.1.1) (MA:Pr5.1.2) (MA:Pr5.1.3) a. Identify and a. Describe and a. Enact roles to a. Exhibit developing demonstrate basic demonstrate various demonstrate basic ability in a variety of skills, such as artistic skills and ability in various artistic, design, handling tools, roles, such as identified artistic, technical, and making choices, and technical steps, design, technical, organizational roles, cooperating in planning, and and soft skills, such such as making creating media collaborating in as tool use and compositional artworks. media arts collaboration in decisions, productions. media arts manipulating tools, productions. and group planning in media arts productions. b. Identify and b. Demonstrate use b. Exhibit basic demonstrate creative b. Describe and of experimentation creative skills to skills, such as demonstrate basic skills, such as playful invent new content performing, within creative skills within practice, and trial and solutions within media arts media arts and error, within and and through media productions. productions, such as through media arts arts productions. varying techniques. productions. c. Practice, discover, c. Demonstrate and c. Exhibit standard and share how media c. Experiment with explore identified use of tools and arts creation tools and share different methods to use tools techniques while work. ways to use tools and to capture and form constructing media techniques to media artworks. artworks. construct media artworks.

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Discipline: Media Arts Artistic Process: Producing

Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Component: Present Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts. Essential Question: How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow?

Kindergarten 1st 2nd 3rd (MA:Pr6.1.K) (MA:Pr6.1.1) (MA:Pr6.1.2) (MA:Pr6.1.3) a. With guidance, a. With guidance, a. Identify and a. Identify and identify and share discuss presentation describe describe the roles and the conditions and presentation presentation situation in perform a task in conditions and conditions, and take presenting media presenting media perform task(s) in on roles and artworks. artworks. presenting media processes in artworks. presenting or distributing media artworks.

b. With guidance, b. Identify and b. With guidance, discuss the b. Identify and describe the identify and share experience of the describe the experience, and reactions to the presentation of media experience and share results of and presentation of media artworks. share results of improvements for artworks. presenting media presenting media artworks. artworks.

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Discipline: Media Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work. Process Component: Perceive Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Question: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience?

Kindergarten 1st 2nd 3rd (MA:Re7.1.K) (MA:Re7.1.1) (MA:Re7.1.2) (MA:Re7.1.3) a. Recognize and a. Identify a. Identify and a. Identify and share components components and describe the describe how and messages in messages in media components and messages are media artworks. artworks. messages in media created by artworks. components in media artworks. b. Recognize and b. With guidance, b. Identify and b. Identify and share how a variety identify how a variety describe how a describe how various of media artworks of media artworks variety of media forms, methods, and create different create different artworks create styles in media experiences. experiences. different artworks manage experiences. audience experience.

Discipline: Media Arts Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work. Process Component: Interpret Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Question: How do people relate to and interpret media artworks?

Kindergarten 1st 2nd 3rd (MA:Re8.1.K) (MA:Re8.1.1) (MA:Re8.1.2) (MA:Re8.1.3)

With guidance, share With guidance, Determine the Determine the observations identify the meanings purposes and purposes and regarding a variety of of a variety of media meanings of media meanings of media media artworks. artworks. artworks, considering artworks while their context. describing their context.

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Discipline: Media Arts Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work. Process Component: Evaluate Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks. Essential Question: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them?

Kindergarten 1st 2nd 3rd (MA:Re9.1.K) (MA:Re9.1.1) (MA:Re9.1.2) (MA:Re9.1.3)

Share appealing Identify the effective Discuss the Identify basic criteria qualities and possible parts of and possible effectiveness of and for and evaluate changes in media changes to media improvements for media artworks, artworks. artworks, considering media artworks, considering possible viewers. considering their improvements and context. context.

Discipline: Media Arts Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Process Component: Synthesize Enduring Understanding: Media artworks synthesize meaning and form cultural experience. Essential Question: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?

Kindergarten 1st 2nd 3rd (MA:Cn10.1.K) (MA:Cn10.1.1) (MA:Cn10.1.2) (MA:Cn10.1.3) a. Use personal a. Use personal a. Use personal a. Use personal and experiences and experiences, experiences, external resources, choices in making interests, and models interests, such as interests, media artworks. in creating media information, and information, and artworks. models in creating models, to create media artworks. media artworks. b. Share memorable b. Share meaningful b. Discuss b. Identify and show experiences of media experiences of media experiences of how media artworks artworks. artworks. media artworks, form meanings, describing their situations, and/or meaning and culture, such as

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purpose. popular media.

Discipline: Media Arts Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Process Component: Relate Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. Essential Question: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?

Kindergarten 1st 2nd 3rd (MA:Cn11.1.K) (MA:Cn11.1.1) (MA:Cn11.1.2) (MA:Cn11.1.3) a. With guidance, a. Discuss and a. Discuss how a. Identify how media share ideas in describe media media artworks and artworks and ideas relating media artworks in everyday ideas relate to relate to everyday artworks and life, such as popular everyday and and cultural life and everyday life, such as media, and cultural life, such as can influence values daily activities. connections with media messages and online behavior. family and friends. and media environments. b. Interact b. Examine and b. With guidance, appropriately with b. Interact interact appropriately interact safely and media arts tools and appropriately with with media arts tools appropriately with environments, media arts tools and and environments, media arts tools and considering safety, environments, considering safety, environments. rules, and fairness. considering safety, rules, and fairness. rules, and fairness.

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Discipline: Music Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Component: Imagine Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question: How do musicians generate creative ideas?

Kindergarten 1st 2nd 3rd MU:Cr1.1.K MU:Cr1.1.1 MU:Cr1.1.2 MU:Cr1.1.3 a. With guidance, a. With limited a. Improvise a. Improvise explore and guidance, create rhythmic and melodic rhythmic and melodic experience music musical ideas (such patterns and musical ideas, and describe concepts (such as as answering a ideas for a specific connection to beat and melodic musical question) for purpose. specific purpose and contour). a specific purpose. context (such as personal and social). b. With guidance, b. With limited b. Generate musical generate musical guidance, generate b. Generate musical ideas (such as ideas (such as musical ideas in patterns and ideas rhythms and movements or multiple tonalities within the context of melodies) within a motives). (such as major and a given tonality (such given tonality and/or minor) and meters as major and minor) meter. (such as duple and and meter (such as triple). duple and triple).

34 Kentucky Department of Education

Discipline: Music Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work. Process Component: Plan and Make Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Essential Question: How do musicians make creative decisions?

Kindergarten 1st 2nd 3rd MU:Cr2.1.K MU:Cr2.1.1 MU:Cr2.1.2 MU:Cr2.1.3 a. With guidance, a. With limited a. Demonstrate and a. Demonstrate demonstrate and guidance, explain personal selected musical choose favorite demonstrate and reasons for selecting ideas for a simple musical ideas. discuss personal patterns and ideas improvisation or reasons for selecting for music that composition to musical ideas that represent expressive express intent, and represent expressive intent. describe connection intent. to a specific purpose and context. b. With guidance, b. With limited b. Use iconic or b. Use standard organize personal guidance, use iconic standard notation and/or iconic notation musical ideas using or standard notation and/or recording and/or recording iconic notation and/or and/or recording technology to technology to recording technology. technology to combine, sequence, document personal document and and document rhythmic and melodic organize personal personal musical musical ideas. musical ideas. ideas.

35 Kentucky Department of Education

Discipline: Music Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work. Process Component: Evaluate and Refine Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their creative work?

Kindergarten 1st 2nd 3rd MU:Cr3.1.K MU:Cr3.1.1 MU:Cr3.1.2 MU:Cr3.1.3

With guidance, apply With limited Interpret and apply Evaluate, refine, and personal, peer, and guidance, discuss personal, peer, and document revisions teacher feedback in and apply personal, teacher feedback to to personal musical refining personal peer, and teacher revise personal ideas, applying musical ideas. feedback to refine music. teacher-provided and personal musical collaboratively- ideas. developed criteria and feedback.

Discipline: Music Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work. Process Component: Present Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication. Essential Question: When is creative work ready to share?

Kindergarten 1st 2nd 3rd MU:Cr3.2.K MU:Cr3.2.1 MU:Cr3.2.2 MU:Cr3.2.3

With guidance, With limited Convey expressive Present the final demonstrate a final guidance, convey intent for a specific version of personal version of personal expressive intent for purpose by created music to musical ideas to a specific purpose by presenting a final others, and describe peers. presenting a final version of personal connection to version of personal musical ideas to expressive intent. musical ideas to peers or informal peers or informal audience. audience.

36 Kentucky Department of Education

Discipline: Music Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Component: Select Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question: How do performers select repertoire?

Kindergarten 1st 2nd 3rd MU:Pr4.1.K MU:Pr4.1.1 MU:Pr4.1.2 MU:Pr4.1.3

With guidance, With limited Demonstrate and Demonstrate and demonstrate and guidance, explain personal explain how the state personal demonstrate and interest in, selection of music to interest in varied discuss personal knowledge about, perform is influenced musical selections. interest in, and purpose of by personal interest, knowledge about, varied musical knowledge, purpose, and purpose of selections. and context. varied musical selections.

37 Kentucky Department of Education

Discipline: Music Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Component: Analyze Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question: How does understanding the structure and context of musical works inform performance?

Kindergarten 1st 2nd 3rd MU:Pr4.2.K MU:Pr4.2.1 MU:Pr4.2.2 MU:Pr4.2.3

With guidance, a. With limited a. Demonstrate a. Demonstrate explore and guidance, knowledge of music understanding of the demonstrate demonstrate concepts (such as structure in music awareness of music knowledge of music tonality and meter) in selected for contrasts (such as concepts (such as music from a variety performance. high/low, loud/soft, beat and melodic of cultures selected same/different) in a contour) in music for performance. variety of music from a variety of selected for cultures selected for performance. performance.

b. When analyzing b. When analyzing b. When analyzing selected music, read selected music, read selected music, read and perform rhythmic and perform and perform rhythmic patterns using iconic rhythmic and patterns and melodic or standard notation. melodic patterns phrases using iconic using iconic or and standard standard notation. notation.

c. Describe how context (such as personal and social) can inform a performance.

38 Kentucky Department of Education

Discipline: Music Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Component: Interpret Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question: How do performers interpret musical works?

Kindergarten 1st 2nd 3rd MU:Pr4.3.K MU:Pr4.3.1 MU:Pr4.3.2 MU:Pr4.3.3

With guidance, Demonstrate and Demonstrate Demonstrate and demonstrate describe music’s understanding of describe how intent awareness of expressive qualities expressive qualities is conveyed through expressive qualities (such as dynamics (such as dynamics expressive qualities (such as voice and tempo). and tempo) and how (such as dynamics quality, dynamics, creators use them to and tempo). and tempo) that convey expressive support the creators’ intent. expressive intent.

39 Kentucky Department of Education

Discipline: Music Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Process Component: Rehearse, Evaluate, Refine Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their performance?

Kindergarten 1st 2nd 3rd MU:Pr5.1.K MU:Pr5.1.1 MU:Pr5.1.2 MU:Pr5.1.3 a. With guidance, a. With limited a. Apply established a. Apply teacher- apply personal, guidance, apply criteria to judge the provided and teacher, and peer personal, teacher, accuracy, collaboratively- feedback to refine and peer feedback to expressiveness, and developed criteria performances. refine performances. effectiveness of and feedback to performances. evaluate accuracy of ensemble performances. b. With guidance, use b. With limited b. Rehearse, identify b. Rehearse to refine suggested strategies guidance, use and apply strategies technical accuracy, in rehearsal to suggested strategies to address expressive qualities, improve the in rehearsal to interpretive, and identified expressive qualities address interpretive performance, and performance of music. challenges of music. technical challenges challenges. of music.

40 Kentucky Department of Education

Discipline: Music Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Component: Present Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and culture. The context and how a work is presented influence the audience response. Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Kindergarten 1st 2nd 3rd MU:Pr6.1.K MU:Pr6.1.1 MU:Pr6.1.2 MU:Pr6.1.3 a. With guidance, a. With limited a. Perform music for a. Perform music perform music with guidance, perform a specific purpose with expression and expression. music for a specific with expression and technical accuracy. purpose with technical accuracy. expression. b. Perform b. Perform b. Perform b. Demonstrate appropriately for the appropriately for the appropriately for the performance audience. audience and audience and decorum and purpose. purpose. audience etiquette appropriate for the context and venue.

Discipline: Music Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work. Process Component: Select Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question: How do individuals choose music to experience?

Kindergarten 1st 2nd 3rd MU:Re7.1.K MU:Re7.1.1 MU:Re7.1.2 MU:Re7.1.3

With guidance, With limited Explain and Demonstrate and list personal guidance, identify demonstrate how describe how interests and and demonstrate how personal interests selected music experiences and personal interests and experiences connects to and is demonstrate why and experiences influence musical influenced by they prefer some influence musical selection for specific specific interests, music selections over selection for specific purposes. experiences, or others. purposes. purposes.

41 Kentucky Department of Education

Discipline: Music Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work. Process Component: Analyze Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question: How does understanding the structure and context of music inform a response?

Kindergarten 1st 2nd 3rd MU:Re7.2.K MU:Re7.2.1 MU:Re7.2.2 MU:Re7.2.3

With guidance, With limited Describe how Demonstrate and demonstrate how a guidance, specific music describe how a specific music demonstrate and concepts are used to response to music concept (such as identify how specific support a specific can be informed by beat or melodic music concepts (such purpose in music. the structure, the use direction) is used in as beat or pitch) are of the elements of music. used in various styles music, and context of music for a (such as personal purpose. and social).

Discipline: Music Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work. Process Component: Interpret Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question: How do we discern the musical creators’ and performers’ expressive intent?

Kindergarten 1st 2nd 3rd MU:Re8.1.K MU:Re8.1.1 MU:Re8.1.2 MU:Re8.1.3

With guidance, With limited guidance, Demonstrate Demonstrate and demonstrate demonstrate and knowledge of music describe how the awareness of identify expressive concepts and how expressive qualities expressive qualities qualities (such as they support (such as dynamics (such as dynamics dynamics and tempo) creators’/performers’ and tempo) are and tempo) that that reflect expressive intent. used in performers’ reflect creators’/performers’ interpretations to creators’/performers’ expressive intent. reflect expressive expressive intent. intent.

42 Kentucky Department of Education

Discipline: Music Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work. Process Component: Evaluate Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question: How do we judge the quality of musical work(s) and performance(s)?

Kindergarten 1st 2nd 3rd MU:Re9.1.K MU:Re9.1.1 MU:Re9.1.2 MU:Re9.1.3

With guidance, apply With limited Apply personal and Evaluate musical personal and guidance, apply expressive works and expressive personal and preferences in the performances, preferences in the expressive evaluation of music applying established evaluation of music. preferences in the for specific criteria, and describe evaluation of music purposes. appropriateness to for specific purposes. the context.

Discipline: Music Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question: How do musicians make meaningful connections to creating, performing, and responding?

Kindergarten 1st 2nd 3rd MU:Cn10.1.K MU:Cn10.1.1 MU:Cn10.1.2 MU:Cn10.1.3

Demonstrate how Demonstrate how Demonstrate how Demonstrate how interests, knowledge, interests, knowledge, interests, knowledge, interests, knowledge, and skills relate to and skills relate to and skills relate to and skills relate to personal choices and personal choices and personal choices and personal choices and intent when creating, intent when creating, intent when creating, intent when creating, performing, and performing, and performing, and performing, and responding to music. responding to music. responding to music. responding to music.

43 Kentucky Department of Education

Discipline: Music Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. Essential Question: How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

Kindergarten 1st 2nd 3rd MU:Cn11.1.K MU:Cn11.1.1 MU:Cn11.1.2 MU:Cn11.1.3

Demonstrate Demonstrate Demonstrate Demonstrate understanding of understanding of understanding of understanding of relationships between relationships between relationships relationships music and the other music and the other between music and between music and arts, other disciplines, arts, other disciplines, the other arts, other the other arts, other varied contexts, and varied contexts, and disciplines, varied disciplines, varied daily life. daily life. contexts, and daily contexts, and daily life. life.

44 Kentucky Department of Education

Discipline: Theatre Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Component: Envision/Conceptualize Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry. Essential Question: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?

Kindergarten 1st 2nd 3rd TH:Cr1.1.K. TH:Cr1.1.1. TH:Cr1.1.2. TH:Cr1.1.3. a. With prompting a. Propose potential a. Propose potential a. Create roles, and support, invent choices characters new details to plot imagined worlds, and and inhabit an could make in a and story in a guided improvised stories in imaginary elsewhere guided drama drama experience a drama/theatre in dramatic play or a experience (e.g., (e.g., process work. guided drama process drama, story drama, story drama, experience (e.g., drama, creative creative drama). process drama, story drama). drama, creative drama). b. Collaborate with b. Collaborate with b. Imagine and b. With prompting peers to peers to articulate ideas for and support, use non- conceptualize conceptualize costumes, props and representational costumes and props scenery in a guided sets for the materials to create in a guided drama drama experience environment and props, puppets, and experience (e.g., (e.g., process characters in a costume pieces for process drama, story drama, story drama, drama/theatre work. dramatic play or a drama, creative creative drama). guided drama drama). experience (e.g., process drama, story drama, creative drama). c. Identify ways in c. Identify ways in c. Collaborate to which gestures and which voice and determine how movement may be sounds may be used characters might used to create or to create or retell a move and speak to retell a story in story in guided support the story and guided drama drama experiences given circumstances experiences (e.g., (e.g., process in drama/theatre process drama, story drama, story drama, work. drama, creative creative drama). drama).

45 Kentucky Department of Education

Discipline: Theatre Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work. Process Component: Develop Enduring Understanding: Theatre artists work to discover different ways of communicating meaning. Essential Question: How, when, and why do theatre artists’ choices change?

Kindergarten 1st 2nd 3rd TH:Cr2.1.K. TH:Cr21.1. TH:Cr2.1.2. TH:Cr2.1.3. a. With prompting and a. Contribute to the a. Collaborate with a. Participate in support, interact with development of a peers to devise methods of peers and contribute sequential plot in a meaningful dialogue investigation to to dramatic play or a guided drama in a guided drama devise original ideas guided drama experience (e.g., experience (e.g., for a drama/theatre experience (e.g., process drama, story process drama, story work. process drama, story drama, creative drama, creative drama, creative drama). drama). drama). b. With prompting and b. With prompting b. Contribute ideas support, express and support, and make decisions b. Compare ideas original ideas in participate in group as a group to with peers and make dramatic play or a decision making in a advance a story in a selections that will guided drama guided drama guided drama enhance and deepen experience (e.g., experience (e.g., experience (e.g., group drama/theatre creative drama, process drama, story process drama, story work. process drama, story drama, creative drama, creative drama). drama). drama).

46 Kentucky Department of Education

Discipline: Theatre Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work. Process Component: Rehearse Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal. Essential Question: How do theatre artists transform and edit their initial ideas?

Kindergarten 1st 2nd 3rd TH:Cr3.1.K. TH:Cr3.1.1. TH:Cr3.1.2. TH:Cr3.1.3. a. With prompting and a. Contribute to the a. Contribute to the a. Collaborate with support, ask and adaptation of the plot adaptation of peers to revise, answer questions in in a guided drama dialogue in a guided refine, and adapt dramatic play or a experience (e.g., drama experience ideas to fit the given guided drama process drama, story (e.g., process drama, parameters of a experience (e.g., drama, creative story drama, creative drama theatre work. process drama, story drama). drama). drama, creative drama). b. Identify similarities b. Use and adapt b. Participate and and differences in sounds and contribute to sounds and movements in a physical and vocal movements in a guided drama exploration in an guided drama experience (e.g., improvised or experience (e.g., process drama, story scripted process drama, story drama, creative drama/theatre work. drama, creative drama). drama).

c. Collaborate to c. Generate imagine multiple independently c. Practice and representations of a multiple refine design and single object in a representations of a technical choices to guided drama single object in a support a devised or experience (e.g., guided drama scripted process drama, story experience (e.g., drama/theatre work. drama, creative process drama, story drama). drama, creative drama).

47 Kentucky Department of Education

Discipline: Theatre Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Component: Select Enduring Understanding: Theatre artists make strong choices to effectively convey meaning. Essential Question: Why are strong choices essential to interpreting a drama or theatre piece?

Kindergarten 1st 2nd 3rd TH:Pr4.1.K. TH:Pr4.1.1. TH:Pr4.1.2. TH:Pr4.1.3. a. With prompting a. Describe a story’s a. Interpret story a. Apply the and support, identify character actions and elements in a guided elements of dramatic characters and dialogue in a guided drama experience structure to a story setting in dramatic drama experience (e.g., process and create a play or a guided (e.g., process drama, drama, story drama, drama/theatre work. drama experience story drama, creative creative drama). (e.g., process drama, drama). story drama, creative drama).

b. Use body, face, b. Alter voice and b. Investigate how gestures, and voice body to expand and movement and voice to communicate articulate nuances of are incorporated into character traits and a character in a drama/theatre work. emotions in a guided guided drama drama experience experience (e.g., (e.g., process drama, process drama, story story drama, creative drama, creative drama). drama).

48 Kentucky Department of Education

Discipline: Theatre Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic technique and work for presentation. Process Component: Prepare Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. Essential Question: What can I do to fully prepare a performance or technical design?

Kindergarten 1st 2nd 3rd TH:Pr5.1.K. TH:Pr5.1.1. TH:Pr5.1.2. TH:Pr5.1.3. a. With prompting a. With prompting a. Demonstrate the a. Participate in a and support, and support, identify relationship between variety of physical, understand that voice and understand that and among body, vocal, and cognitive and sound are physical movement is voice, and mind in a exercises that can be fundamental to fundamental to guided drama used in a group dramatic play and guided drama experience (e.g., setting for guided drama experiences (e.g., process drama, story drama/theatre work. experiences (e.g., process drama, story drama, creative process drama, story drama, creative drama). drama, creative drama). drama). b. Explore technical b. Identify the basic b. With prompting b. With prompting elements in a guided technical elements and support, explore and support, identify drama experience that can be used in and experiment with technical elements (e.g., process drama, drama/theatre work. various technical that can be used in a story drama, creative elements in dramatic guided drama drama). play or a guided experience (e.g., drama experience process drama, story (e.g., process drama, drama, creative story drama, creative drama). drama).

49 Kentucky Department of Education

Discipline: Theatre Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Component: Share, Present Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience. Essential Question: What happens when theatre artists and audiences share a creative experience?

Kindergarten 1st 2nd 3rd TH:Pr6.1.K. TH:Pr6.1.1. TH:Pr6.1.2. TH:Pr6.1.3.

With prompting and With prompting and Contribute to group Practice support, use voice support, use guided drama drama/theatre work and sound in movement and experiences (e.g., and share reflections dramatic play or a gestures to process drama, story individually and in guided drama communicate drama, creative small groups. experience (e.g., emotions in a guided drama) and process drama, story drama experience informally share with drama, creative (e.g., process drama, peers. drama). story drama, creative drama).

Discipline: Theatre Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work. Process Component: Reflect Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. Essential Question: How do theatre artists comprehend the essence of drama processes and theatre experiences?

Kindergarten 1st 2nd 3rd TH:Re7.1.K. TH:Re7.1.1. TH:Re7.1.2. TH:Re7.1.3.

With prompting and Recall choices made Recognize when Understand why support, express an in a guided drama artistic choices are artistic choices are emotional response experience (e.g., made in a guided made in a to characters in process drama, story drama experience drama/theatre work. dramatic play or a drama, creative (e.g., process guided drama drama). drama, story drama, experience (e.g., creative drama). process drama, story drama, creative drama).

50 Kentucky Department of Education

Discipline: Theatre Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work. Process Component: Interpret Enduring Understanding: Theatre artists’ interpretations of drama/theatre work are influenced by personal experiences and aesthetics. Essential Question: How can the same work of art communicate different messages to different people?

Kindergarten 1st 2nd 3rd TH:Re8.1.K. TH:Re8.1.1. TH:Re8.1.2. TH:Re8.1.3. a. With prompting a. Explain a. Explain how a. Consider multiple and support, identify preferences and personal preferences personal preferences in emotions in a guided and emotions affect experiences when dramatic play, a drama experience an observer’s participating in or guided drama (e.g., process drama, response in a guided observing a experience (e.g., story drama, creative drama experience drama/theatre work. process drama, story drama), or age- (e.g., process drama, drama, creative appropriate theatre story drama, creative drama), or age- performance. drama), or age- appropriate theatre appropriate theatre performance. performance. b. With prompting b. Identify causes of b. Identify causes and support, name character actions in a and consequences b. Consider multiple and describe guided drama of character actions ways to develop a settings in dramatic experience (e.g., in a guided drama character using play or a guided process drama, story experience (e.g., physical drama experience drama, or creative process drama, story characteristics and (e.g., process drama, drama). drama, or creative prop or costume story drama, creative drama). design choices that drama). reflect cultural perspectives in drama/theatre work. c. Explain or use text c. Explain or use text and pictures to and pictures to c. Examine how describe how describe how others’ connections are personal emotions emotions and made between and choices compare choices may oneself and a to the emotions and compare to the character’s emotions choices of characters emotions and in drama/theatre in a guided drama choices of characters work. experience (e.g., in a guided drama process drama, story experience (e.g., drama, creative process drama, story drama). drama, creative drama).

51 Kentucky Department of Education

Discipline: Theatre Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work. Process Component: Evaluate Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work. Essential Question: How are the theatre artist’s processes and the audience’s perspectives impacted by analysis and synthesis?

Kindergarten 1st 2nd 3rd TH:Re9.1.K. TH:Re9.1.1. TH:Re9.1.2. TH:Re9.1.3. a. With prompting a. Build on others’ a. Collaborate on a a. Understand how and support, actively ideas in a guided scene in a guided and why groups engage with others in drama experience drama experience evaluate dramatic play or a (e.g., process drama, (e.g., process drama/theatre work. guided drama story drama, creative drama, story drama, experience (e.g., drama). creative drama). process drama, story drama, creative drama).

b. Identify props and b. Use a prop or b. Consider and costumes that might costume in a guided analyze technical be used in a guided drama experience elements from drama experience (e.g., process drama, multiple (e.g., process drama, story drama, creative drama/theatre works. story drama, creative drama) to describe drama). characters, settings, or events.

c. Compare and c. Describe how c. Evaluate and contrast the characters respond analyze problems experiences of to challenges in a and situations in a characters in a guided drama drama/theatre work guided drama experience (e.g., from an audience experience (e.g., process drama, story perspective. process drama, story drama, creative drama, creative drama). drama).

52 Kentucky Department of Education

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Process Component: Empathize Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. Essential Question: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?

Kindergarten 1st 2nd 3rd TH:Cn10.1.K. TH:Cn10.1.1. TH:Cn10.1.2. TH:Cn10.1.3.

With prompting and Identify character Relate character Use personal support, identify emotions in a guided experiences to experiences and similarities between drama experience personal knowledge to make characters and (e.g., process drama, experiences in a connections to oneself in dramatic story drama, creative guided drama community and play or a guided drama) and relate it experience (e.g., culture in a drama experience to personal process drama, story drama/theatre work. (e.g., process drama, experience. drama, creative story drama, creative drama). drama).

53 Kentucky Department of Education

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Process Component: Interrelate Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood. Essential Question: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?

Kindergarten 1st 2nd 3rd TH:Cn11.1.K. TH:Cn11.1.1. TH:Cn11.1.2. TH:Cn11.1.3.

With prompting and Apply skills and Determine Identify connections support, identify skills knowledge from appropriate skills and to community, social and knowledge from different art forms knowledge from issues and other other areas in and content areas in different art forms content areas in dramatic play or a a guided drama and content areas to drama/theatre work. guided drama experience (e.g., apply in a guided experience (e.g., process drama, story drama experience process drama, story drama, creative (e.g., process drama, drama, creative drama). story drama, creative drama). drama).

54 Kentucky Department of Education

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Process Component: Research Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work. Essential Question: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

Kindergarten 1st 2nd 3rd TH:Cn11.2.K. TH:Cn11.2.-1. TH:Cn11.2.2. TH:Cn11.2.3. a. With prompting a. Identify similarities a. Identify similarities a. Explore how and support, identify and differences in and differences in stories are adapted stories that are stories from one’s stories from multiple from literature to different from one own community in a cultures in a guided drama/theatre work. another in dramatic guided drama drama experience play or a guided experience (e.g., (e.g., process drama, drama experience process drama, story story drama, creative (e.g., process drama, drama, creative drama). story drama, creative drama). drama). b. With prompting b. Collaborate on the b. Collaborate on the b. Examine how and support, tell a creation of a short creation of a short artists have short story in scene based on a scene based on a historically presented dramatic play or a fictional literary non-fiction literary the same stories guided drama source in a guided source in a guided using different art experience (e.g., drama experience drama experience forms, genres, or process drama, story (e.g., process drama, (e.g., process drama, drama/theatre drama, creative story drama, creative story drama, creative conventions. drama). drama). drama).

55 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Component: Investigate, Plan and Make Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed. Essential Question: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

Kindergarten 1st 2nd 3rd VA:Cr1.1.K VA:Cr1.1.1 VA:Cr1.1.2 VA:Cr1.1.3

Engage in exploration Engage Brainstorm Elaborate on an and imaginative play collaboratively in collaboratively imaginative idea. with materials. exploration and multiple approaches imaginative play with to an art or design materials. problem.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Component: Investigate, Plan and Make Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art-making goals. Essential Question: How does knowing the contexts histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

Kindergarten 1st 2nd 3rd VA:Cr1.2.K VA:Cr1.2.1 VA:Cr1.2.2 VA:Cr1.2.3

Engage Use observation and Make art or design Apply knowledge of collaboratively in investigation in with various available resources, creative art-making in preparation for materials and tools tools, and response to an artistic making a work of art. to explore personal technologies to problem. interests, questions, investigate personal and curiosity. ideas through the art- making process.

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Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work. Process Component: Investigate Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Essential Question: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

Kindergarten 1st 2nd 3rd VA:Cr2.1.K VA:Cr2.1.1 VA:Cr2.1.2 VA:Cr2.1.3

Through Explore uses of Experiment with Create personally experimentation, build materials and tools to various materials and satisfying artwork skills in various media create works of art or tools to explore using a variety of and approaches to design. personal interests in artistic processes art-making. a work of art or and materials. design.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work. Process Component: Investigate Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Essential Question: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?

Kindergarten 1st 2nd 3rd VA:Cr2.2.K VA:Cr2.2.1 VA:Cr2.2.2 VA:Cr2.2.3

Identify safe and non- Demonstrate safe Demonstrate safe Demonstrate an toxic art materials, and proper procedures for using understanding of the tools, and equipment. procedures for using and cleaning art safe and proficient materials, tools, and tools, equipment, use of materials, equipment while and studio spaces. tools, and equipment making art. for a variety of artistic processes.

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Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work. Process Component: Investigate Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Essential Question: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?

Kindergarten 1st 2nd 3rd VA:Cr2.3.K VA:Cr2.3.1 VA:Cr2.3.2 VA:Cr2.3.3

Create art that Identify and classify Repurpose objects Individually or represents natural uses of everyday to make something collaboratively and constructed objects through new. construct environments. drawings, diagrams, representations, sculptures, or other diagrams, or maps of visual means. places that are part of everyday life.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work. Process Component: Reflect- Refine- Complete Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. Essential Question: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

Kindergarten 1st 2nd 3rd VA:Cr3.1.K VA:Cr3.1.1 VA:Cr3.1.2 VA:Cr3.1.3

Explain the process Use art vocabulary to Discuss and reflect Elaborate visual of making art while describe choices with peers about information by creating. while creating art. choices made in adding details in an creating artwork. artwork to enhance emerging meaning.

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Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 4: Select, analyze and interpret artistic work for presentation. Process Component: Select Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation. Essential Question: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?

Kindergarten 1st 2nd 3rd VA:Pr4.1.K VA:Pr4.1.1 VA:Pr4.1.2 VA:Pr4.1.3

Select art objects for Explain why some Categorize artwork Investigate and personal portfolio and objects, artifacts, and based on a theme or discuss possibilities display, explaining artwork are valued concept for an and limitations of why they were over others. exhibit. spaces, including chosen. electronic, for exhibiting artwork.

Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Process Component: Analyze Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. Essential Question: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?

Kindergarten 1st 2nd 3rd VA:Pr5.1.K VA:Pr5.1.1 VA:Pr5.1.2 VA:Pr5.1.3

Explain the purpose Ask and answer Distinguish between Identify exhibit space of a portfolio or questions such as different materials or and prepare works of collection. where, when, why, artistic techniques for art including artists’ and how artwork preparing artwork for statements, for should be prepared presentation. presentation. for presentation or preservation.

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Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Component: Share Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. Essential Question: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?

Kindergarten 1st 2nd 3rd VA:Pr6.1.K VA:Pr6.1.1 VA:Pr6.1.2 VA:Pr6.1.3

Explain what an art Identify the roles and Analyze how art Identify and explain museum is and responsibilities of exhibited inside and how and where distinguish how an art people who work in outside of schools different cultures museum is different and visit museums (such as in record and illustrate from other buildings. and other art venues. museums, galleries, stories and history of virtual spaces, and life through art. other venues) contributes to communities.

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work. Process Component: Perceive Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. Essential Question: How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?

Kindergarten 1st 2nd 3rd VA:Pr7.1.K VA:Pr7.1.1 VA:Pr7.1.2 VA:Pr7.1.3

Identify uses of art Select and describe Perceive and Speculate about within one’s personal works of art that describe aesthetic processes an artist environment. illustrate daily life characteristics of uses to create a experiences of one’s one’s natural world work of art. self and others. and constructed

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environments.

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Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work. Process Component: Perceive Enduring Understanding: Visual imagery influences understanding of and responses to the world. Essential Question: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?

Kindergarten 1st 2nd 3rd VA:Re7.2.K VA:Re7.2.1 VA:Re7.2.2 VA:Re7.2.3

Describe what an Compare images that Categorize images Determine messages image represents. represent the same based on expressive communicated by an subject. properties. image.

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work. Process Component: Analyze Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism. Essential Question: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual art vocabularies help us understand and interpret works of art?

Kindergarten 1st 2nd 3rd VA:Re8.1.K VA:Re8.1.1 VA:Re8.1.2 VA:Re8.1.3

Interpret art by Interpret art by Interpret art by Interpret art by identifying subject categorizing subject identifying the mood analyzing use of matter and describing matter and identifying suggested by a work media to create relevant details. the characteristics of of art and describing subject matter, form. relevant subject characteristics of matter and form, and mood. characteristics of form.

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Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work. Process Component: Interpret Enduring Understanding: People evaluate art based on various criteria. Essential Question: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

Kindergarten 1st 2nd 3rd VA:Re9.1.K VA:Re9.1.1 VA:Re9.1.2 VA:Re9.1.3

Explain reasons for Classify artwork Use learned art Evaluate an artwork selecting a preferred based on different vocabulary to based on given artwork. reasons for express preferences criteria. preferences. about artwork.

Discipline: Visual Arts Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Process Component: Synthesize Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. Essential Question: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?

Kindergarten 1st 2nd 3rd VA:Cn10.1.K VA:Cn10.1.1 VA:Cn10.1.2 VA:Cn10.1.3

Create art that tells a Identify times, places, Create works of art Develop a work of art story about a life and reasons by about events in based on experience. which students make home, school, or observations of art outside of school. community life. surroundings.

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Discipline: Visual Arts Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Process Component: Relate Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. Essential Question: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

Kindergarten 1st 2nd 3rd VA:Cn11.1.K VA:Cn11.1.1 VA:Cn11.1.2 VA:Cn11.1.3

Identify a purpose of Understand that Compare and Recognize that an artwork. people from different contrast cultural uses responses to art places and times of artwork from change depending have made art for a different times and on knowledge of the variety of reasons. places. time and place in which it was made.

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INTERMEDIATE VISUAL AND PERFORMING ARTS

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Kentucky Academic Standards – Visual and Performing Arts – Intermediate Level Grades 4 and 5

The arts and humanities instructional program in the intermediate level continues with the exploration of the art forms of dance, media arts, music, theatre, and visual arts. Instructional emphasis at the intermediate level should continue to be on exposing students to a variety of arts through active experiences. This exploration includes the continuation of arts literacy development, simple analysis and critique of the arts, and active sharing of their work with others. Students should be making connections between the arts and their own personal experiences, along with connections to how the arts convey meaning and reflect human experience. Students demonstrate more confidence in applying the arts to communicate meaning, and through their choices in the use of arts elements and principles.

The Standards The standards are directly related to the National Core Arts Standards. These are process standards, which are designed to engage students in artistic processes and creative expression as put forward in Senate Bill 1 (2009), KRS 158:6451, Section 1, Schools shall develop their students’ ability to: “Express their creative talents and interests in visual arts, music, dance, and dramatic arts”.

Standards Organization The standards are organized around four arts processes:

1. Creating: Conceiving and developing new artistic ideas and work

Creating involves planning and creating new dance, media arts, music, theatre, or visual arts. Creating may involve improvising in music, dance or theatre. Improvising is the composing of new music, reciting/acting new dramatic material, or creating new dance movements on the spur of the moment.

2. Performing/Producing/Presenting: Realizing artistic ideas and work through interpretation and presentation

Performing is limited to the performing arts of music, dance and theatre. Performing generally involves sharing previously created works with an audience. Although the process of performing involves following a creative plan conceived by a composer, playwright or choreographer, there is still opportunity for creative interpretations within the performance.

Producing is the process of sharing work in the area of media arts. Since media arts productions do not result in performances, the sharing process is different from the performing arts. Media artists still follow the same steps in the creation of works and preparation of works for sharing with others; however the result is more often a product such as a video or video game.

Presenting is often associated with sharing in more formal settings such as exhibition in the visual arts. The same steps to prepare works for presenting are considered-the audience, venue and communication aspects of an exhibition.

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3. Responding: Understanding and evaluating how the arts convey meaning

Responding to the arts involves having the viewer take a close look to interpret the meanings in artistic works. The arts are created for the purpose of communication. Responding to them engages a thinking process that enables the viewer/audience to gather the intent of the work and the message being share by the artist.

Responding also involves the process of evaluating art works. The viewer/audience will apply criteria to evaluate the effectiveness of artistic works.

4. Connecting: Relating artistic ideas and work with personal meaning and external context

Connecting involves both looking inward and outward. Artists use personal experiences and gained knowledge to inform their own creative works. They also relate artistic ideas with the world around them; to society, culture, and history. This deepens the understanding of the work and appreciation of those who create the arts.

Anchor Standards There are eleven Anchor Standards that are common across all art forms. These standards illustrate steps that are taken within each of the Artistic Processes.

Performance Standards Each artistic discipline has a set of performance standards. These standards illustrate what each of the Anchor Standards might look like as students engage in the Artistic Processes within an artistic discipline. Performance standard are written for pre-kindergarten through eighth grade as grade level standards, and at the high school in three proficiency levels; Proficient, Accomplished and Advanced. All Performance Standards align to the eleven overarching Anchor Standards.

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Discipline: Dance Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work Process Component: Explore Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. Essential Question: Where do choreographers get ideas for dances?

4th 5th DA:Cr1.1.4 DA:Cr1.1.5 a. Identify ideas for choreography generated a. Build content for choreography using from a variety of stimuli (for example, several stimuli (for example, music/sound, music/sound, text, objects, images, notation, text, objects, images, notation, observed observed dance, experiences). dance, experiences, literary forms, natural phenomena, current news, social events). b. Develop a movement problem and b. Construct and solve multiple movement manipulate the elements of dance as tools to problems to develop choreographic content. find a solution.

Discipline: Dance Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work. Process Component: Plan Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers. Essential Question: What influences choice-making in creating choreography?

4th 5th DA:Cr2.1.4 DA:Cr2.1.5 a. Manipulate or modify choreographic a. Manipulate or modify a variety of devices to expand movement possibilities choreographic devices to expand choreographic and create a variety of movement patterns possibilities and develop a main idea. Explain and structures. Discuss movement reasons for movement choices. choices. b. Develop a dance study by selecting a specific b. Develop a dance study that expresses movement vocabulary to communicate a main and communicates a main idea. Discuss idea. Discuss how the dance communicates the reasons and effectiveness of the non-verbally. movement choices.

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Discipline: Dance Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Revise

Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.

Essential Question: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

4th 5th DA:Cr3.1.4 DA:Cr3.1.5 a. Revise movement based on peer a. Explore through movement the feedback feedback and self-reflection to improve from others to expand choreographic communication of artistic intent in a short possibilities for a short dance study that dance study. Explain choices made in the communicates artistic intent. Explain the process. movement choices and refinements. b. Depict the relationships between two or b. Record changes in a dance sequence more dancers in a dance phrase by through writing, symbols, or a form of media drawing a picture or using symbols (for technology. example, next to, above, below, behind, in front of).

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Discipline: Dance Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Express

Enduring Understanding: Space, time, and energy are basic elements of dance.

Essential Question: How do dancers work with space, time and energy to communicate artistic expression?

4th 5th DA:Pr4.1.4 DA:Pr4.1.5 a. Make static and dynamic shapes with a. Integrate static and dynamic shapes and positive and negative space. Perform floor and air pathways into dance sequences. elevated shapes (jump shapes) with soft Establish relationships with other dancers landings and movement sequences alone through focus of eyes and other body parts. and with others, establishing relationships Convert inward focus to outward focus for with other dancers through focus of eyes. projecting out to far space. b. Accompany other dancers using a variety b. Dance to a variety of rhythms generated of percussive instruments and sounds. from internal and external sources. Perform Respond in movement to even and uneven movement phrases that show the ability to rhythms. Recognize and respond to tempo respond to changes in time. changes as they occur in dance and music. c. Analyze movements and phrases for use c. Contrast bound and free-flowing of energy and dynamic changes and use movements. Motivate movement from both adverbs and adjectives to describe them. central initiation (torso) and peripheral Based on the analysis, refine the phrases by initiation (distal) and analyze the relationship incorporating a range of movement between initiation and energy. characteristics.

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Discipline: Dance Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic technique and work for presentation.

Process Component: Embody

Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.

Essential Question: What must a dancer do to prepare the mind and body for artistic expression?

4th 5th DA:Pr5.1.4 DA:Pr5.1.5 a. Demonstrate fundamental dance skills (for a. Recall and execute a series of dance example, alignment, coordination, balance, phrases using fundamental dance skills (for core support, kinesthetic awareness) and example, alignment, coordination, balance, movement qualities when replicating and core support, kinesthetic awareness, clarity of recalling patterns and sequences of movement). locomotor and non-locomotor movements. b. Execute techniques that extend movement b. Demonstrate safe body-use practices range, build strength, and develop during technical exercises and movement endurance. Explain the relationship between combinations. Discuss how these practices, execution of technique, safe body-use, and along with healthful eating habits, promote healthful nutrition. strength, flexibility, endurance and injury prevention. c. Coordinate phrases and timing with other c. Collaborate with peer ensemble members dancers by cueing off each other and to repeat sequences, synchronize actions, responding to stimuli cues (for example, and refine spatial relationships to improve music, text, or lighting). Reflect on feedback performance quality. Apply feedback from from others to inform personal dance others to establish personal performance performance goals. goals.

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Discipline: Dance Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.

Essential Question: How does a dancer heighten artistry in a public performance?

4th 5th DA:Pr6.1.4 DA:Pr6.1.5 a. Consider how to establish a formal a. Demonstrate the ability to adapt dance to performance space from an informal setting alternative performance venues by modifying (for example, gymnasium or grassy area). spacing and movements to the performance space. b. Identify, explore, and experiment with a b. Identify, explore, and select production variety of production elements to heighten the elements that heighten and intensify the artistic intent and audience experience. artistic intent of a dance and are adaptable for various performance spaces.

Discipline: Dance Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Analyze

Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning.

Essential Question: How is a dance understood?

4th 5th DA:Re.7.1.4 DA:Re.7.1.5 a. Find patterns of movement in dance works a. Find meaning or artistic intent from the that create a style or theme. patterns of movement in a dance work. b. Demonstrate and explain how dance styles b. Describe, using basic dance terminology, differ within a genre or within a cultural the qualities and characteristics of style used movement practice. in a dance from one’s own cultural movement practice. Compare them to the qualities and characteristics of style found in a different dance genre, style, or cultural movement practice, also using basic dance terminology.

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Discipline: Dance Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context.

Essential Question: How is dance interpreted?

4th 5th DA:Re8.1.4 DA:Re8.1.5 Relate movements, ideas, and context to Interpret meaning in a dance based on its decipher meaning in a dance using basic movements. Explain how the movements dance terminology. communicate the main idea of the dance using basic dance terminology.

Discipline: Dance Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Critique

Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures.

Essential Question: What criteria are used to evaluate dance?

4th 5th DA:Re9.1.4 DA:Re9.1.5 Discuss and demonstrate the characteristics Define the characteristics of dance that that make a dance artistic and apply those make a dance artistic and meaningful. Relate characteristics to dances observed or them to the elements of dance in genres, performed in a specific genre, style, or styles, or cultural movement practices. Use cultural movement practice. Use basic dance basic dance terminology to describe terminology. characteristics that make a dance artistic and meaningful.

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Discipline: Dance Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Synthesize

Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning.

Essential Question: How does dance deepen our understanding of ourselves, other knowledge, and events around us?

4th 5th DA:Cn10.1.4 DA:Cn10.1.5 a. Relate the main idea or content in a dance a. Compare two dances with contrasting to other experiences. Explain how the main themes. Discuss feelings and ideas evoked idea of a dance is similar to or different from by each. Describe how the themes and one’s own experiences, relationships, ideas movements relate to points of view and or perspectives. experiences. b. Develop and research a question relating b. Choose a topic, concept, or content from to a topic of study in school using multiple another discipline of study and research how sources of references. Select key aspects other art forms have expressed the topic. about the topic and choreograph movements Create a dance study that expresses the that communicate the information. Discuss idea. Explain how the dance study expressed what was learned from creating the dance the idea and discuss how this learning and describe how the topic might be process is similar to, or different from, other communicated using another form of learning situations. expression.

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Discipline: Dance Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Relate

Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.

Essential Question: How does knowing about societal, cultural, historical and community experiences expand dance literacy?

4th 5th DA:Cn11.1.4 DA:Cn11.1.5 Select and describe movements in a specific Describe how the movement characteristics genre or style and explain how the and qualities of a dance in a specific genre or movements relate to the culture, society, style communicate the ideas and historical period, or community from which perspectives of the culture, historical period, the dance originated. or community from which the genre or style originated.

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Discipline: Media Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Conceive

Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts.

Essential Question: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?

4th (MA:Cr1.1.4) 5th (MA:Cr1.1.5) Conceive of original artistic goals for media Envision original ideas and innovations for artworks using a variety of creative methods, media artworks using personal experiences such as brainstorming and modeling. and/or the work of others.

Discipline: Media Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Develop

Enduring Understanding: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.

Essential Question: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?

4th (MA:Cr2.1.4) 5th (MA:Cr2.1.5) Discuss, test, and assemble ideas, plans, Develop, present, and test ideas, plans, and models for media arts productions, models, and proposals for media arts considering the artistic goals and the productions, considering the artistic goals presentation. and audience.

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Discipline: Media Arts Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Construct

Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks.

Essential Question: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?

4th (MA:Cr3.1.4) 5th (MA:Cr3.1.5) a. Structure and arrange various content and a. Create content and combine components components to convey purpose and meaning to convey expression, purpose, and meaning in different media arts productions, applying in a variety of media arts productions, utilizing sets of associated principles, such as sets of associated principles, such as balance and contrast. emphasis and exaggeration. b. Demonstrate intentional effect in refining b. Determine how elements and components media artworks, emphasizing elements for a can be altered for clear communication and purpose. intentional effects, and refine media artworks to improve clarity and purpose.

Discipline: Media Arts Artistic Process: Producing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Integrate

Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks.

Essential Question: How are complex media arts experiences constructed?

4th (MA:Pr4.1.4) 5th (MA:Pr4.1.5) Demonstrate how a variety of academic, arts, Create media artworks through the and media forms and content may be mixed integration of multiple contents and forms, and coordinated into media artworks, such as such as a media broadcast. narrative, dance, and media.

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Discipline: Media Arts Artistic Process: Producing

Anchor Standard 5: Develop and refine artistic technique and work for presentation.

Process Component: Practice

Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.

Essential Question: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

4th (MA:Pr5.1.4) 5th (MA:Pr5.1.5) a. Enact identified roles to practice a. Enact various roles to practice foundational artistic, design, technical, and fundamental ability in artistic, design, soft skills, such as formal technique, technical, and soft skills, such as formal equipment usage, production, and technique, production, and collaboration in collaboration in media arts productions. media arts productions. b. Practice foundational innovative abilities, such as design thinking, in addressing b. Practice fundamental creative and problems within and through media arts innovative abilities, such as expanding productions. conventions, in addressing problems within and through media arts productions. c. Demonstrate use of tools and techniques in standard and novel ways while c. Examine how tools and techniques could constructing media artworks. be used in standard and experimental ways in constructing media artworks.

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Discipline: Media Arts Artistic Process: Producing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts.

Essential Question: How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow?

4th (MA:Pr6.1.4) 5th (MA:Pr6.1.5) a. Explain the presentation conditions, and a. Compare qualities and purposes of fulfill a role and processes in presenting or presentation formats, and fulfill a role and distributing media artworks. associated processes in presentation and/or distribution of media artworks. b. Explain results of and improvements for b. Compare results of and improvements for presenting media artworks. presenting media artworks.

Discipline: Media Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Perceive

Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.

Essential Question: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience?

4th (MA:Re7.1.4) 5th (MA:Re7.1.5) a. Identify, describe, and explain how a. Identify, describe, and differentiate how messages are created by components in message and meaning are created by media artworks. components in media artworks. b. Identify, describe, and explain how various b. Identify, describe, and differentiate how forms, methods, and styles in media artworks various forms, methods, and styles in media manage audience experience. artworks manage audience experience.

189 Kentucky Department of Education

Discipline: Media Arts Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork.

Essential Question: How do people relate to and interpret media artworks?

4th (MA:Re8.1.4) 5th (MA:Re8.1.5) Determine and explain reactions and Determine and compare personal and group interpretations to a variety of media artworks, interpretations of a variety of media artworks, considering their purpose and context. considering their intention and context.

Discipline: Media Arts Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks.

Essential Question: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them?

4th (MA:Re9.1.4) 5th (MA:Re9.1.5) Identify and apply basic criteria for evaluating Determine and apply criteria for evaluating and improving media artworks and production media artworks and production processes, processes, considering context. considering context, and practicing constructive feedback.

190 Kentucky Department of Education

Discipline: Media Arts Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Synthesize

Enduring Understanding: Media artworks synthesize meaning and form cultural experience.

Essential Question: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?

4th (MA:Cn10.1.4) 5th (MA:Cn10.1.5) a. Examine and use personal and external a. Access and use internal and external resources, such as interests, research, and resources to create media artworks, such as cultural understanding, to create media interests, knowledge, and experiences. artworks. b. Examine and show how media artworks b. Examine and show how media artworks form meanings, situations, and/or cultural form meanings, situations, and cultural experiences, such as online spaces. experiences, such as news and cultural events.

Discipline: Media Arts Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Relate

Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.

Essential Question: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?

4th (MA:Cn11.1.4) 5th (MA:Cn11.1.5) a. Explain verbally and/or in media artworks, a. Research and show how media artworks how media artworks and ideas relate to and ideas relate to personal, social and everyday and cultural life, such as fantasy and community life, such as exploring commercial reality, and technology use. and information purposes, history, and ethics. b. Examine and interact appropriately with b. Examine, discuss and interact appropriately media arts tools and environments, with media arts tools and environments, considering ethics, rules, and fairness. considering ethics, rules, and media literacy.

191 Kentucky Department of Education

Discipline: Music Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Imagine

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential Question: How do musicians generate creative ideas?

4th 5th MU:Cr1.1.4 MU:Cr1.1.5 a. Improvise rhythmic, melodic, and harmonic a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific ideas, and explain connection to specific purpose and context (such as social and purpose and context (such as social, cultural, cultural). and historical). b. Generate musical ideas (such as rhythms, b. Generate musical ideas (such as rhythms, melodies, and simple accompaniment melodies, and accompaniment patterns) patterns) within related tonalities (such as within specific related tonalities, meters, and major and minor) and meters. simple chord changes.

Discipline: Music Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Plan and Make

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential Question: How do musicians make creative decisions?

4th 5th MU:Cr2.1.4 MU:Cr2.1.5 a. Demonstrate selected and organized a. Demonstrate selected and developed musical ideas for an improvisation, musical ideas for improvisations, arrangement, or composition to express arrangements, or compositions to express intent, and explain connection to purpose and intent, and explain connection to purpose and context. context. b. Use standard and/or iconic notation and/or b. Use standard and/or iconic notation and/or recording technology to document personal recording technology to document personal rhythmic, melodic, and simple harmonic rhythmic, melodic, and two-chord harmonic musical ideas. musical ideas.

192 Kentucky Department of Education

Discipline: Music Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Evaluate and Refine

Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their creative work?

4th 5th MU:Cr3.1.4 MU:Cr3.1.5 Evaluate, refine, and document revisions to Evaluate, refine, and document revisions to personal music, applying teacher-provided personal music, applying teacher-provided and collaboratively-developed criteria and and collaboratively-developed criteria and feedback to show improvement over time. feedback, and explain rationale for changes.

Discipline: Music Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Present

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.

Essential Question: When is creative work ready to share?

4th 5th MU:Cr3.2.4 MU:Cr3.2.5 Present the final version of personal created Present the final version of personal created music to others, and explain connection to music to others that demonstrates expressive intent. craftsmanship, and explain connection to expressive intent.

193 Kentucky Department of Education

Discipline: Music Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

4th 5th MU:Pr4.1.4 MU:Pr4.1.5 Demonstrate and explain how the selection of Demonstrate and explain how the selection of music to perform is influenced by personal music to perform is influenced by personal interest, knowledge, context, and technical interest, knowledge, and context, as well as skill. their personal and others’ technical skill.

Discipline: Music Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Analyze

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question: How does understanding the structure and context of musical works inform performance?

4th 5th MU:Pr4.2.4 MU:Pr4.2.5 a. Demonstrate understanding of the a. Demonstrate understanding of the structure and the elements of music (such as structure and the elements of music (such as rhythm, pitch, and form) in music selected for rhythm, pitch, form, and harmony) in music performance. selected for performance. b. When analyzing selected music, read and b. When analyzing selected music, read and perform using iconic and/or standard perform using standard notation. notation. c. Explain how context (such as social, c. Explain how context (such as social and cultural, and historical) informs performances. cultural) informs a performance.

194 Kentucky Department of Education

Discipline: Music Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Interpret

Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent.

Essential Question: How do performers interpret musical works?

4th 5th MU:Pr4.3.4 MU:Pr4.3.5 Demonstrate and explain how intent is Demonstrate and explain how intent is conveyed through interpretive decisions and conveyed through interpretive decisions and expressive qualities (such as dynamics, expressive qualities (such as dynamics, tempo, and timbre). tempo, timbre, and articulation/style).

Discipline: Music Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Component: Rehearse, Evaluate, Refine

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their performance?

4th 5th MU:Pr5.1.4 MU:Pr5.1.5 a. Apply teacher-provided and a. Apply teacher-provided and established collaboratively-developed criteria and criteria and feedback to evaluate the feedback to evaluate accuracy and accuracy and expressiveness of ensemble expressiveness of ensemble and personal and personal performances. performances. b. Rehearse to refine technical accuracy and b. Rehearse to refine technical accuracy and expressive qualities to address challenges, expressive qualities, and address and show improvement over time. performance challenges.

195 Kentucky Department of Education

Discipline: Music Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and culture. The context and how a work is presented influence the audience response.

Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

4th 5th MU:Pr6.1.4 MU:Pr6.1.5 a. Perform music, alone or with others, with a. Perform music, alone or with others, with expression and technical accuracy, and expression, technical accuracy, and appropriate interpretation. appropriate interpretation. b. Demonstrate performance decorum and b. Demonstrate performance decorum and audience etiquette appropriate for the audience etiquette appropriate for the context, venue, and genre. context, venue, genre, and style.

Discipline: Music Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Select

Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential Question: How do individuals choose music to experience?

4th 5th MU:Re7.1.4 MU:Re7.1.5 Demonstrate and explain how selected music Demonstrate and explain, citing evidence, connects to and is influenced by specific how selected music connects to and is interests, experiences, purposes, or contexts. influenced by specific interests, experiences, purposes, or contexts.

196 Kentucky Department of Education

Discipline: Music Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Analyze

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential Question: How does understanding the structure and context of music inform a response?

4th 5th MU:Re7.2.4 MU:Re7.2.5 Demonstrate and explain how responses to Demonstrate and explain, citing evidence, music are informed by the structure, the use how responses to music are informed by the of the elements of music, and context (such structure, the use of the elements of music, as social and cultural). and context (such as social, cultural, and historical).

Discipline: Music Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential Question: How do we discern the musical creators’ and performers’ expressive intent?

4th 5th MU:Re8.1.4 MU:Re8.1.5 Demonstrate and explain how the expressive Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and qualities (such as dynamics, tempo, timbre, timbre) are used in performers’ and personal and articulation) are used in performers’ and interpretations to reflect expressive intent. personal interpretations to reflect expressive intent.

197 Kentucky Department of Education

Discipline: Music Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

Essential Question: How do we judge the quality of musical work(s) and performance(s)?

4th 5th MU:Re9.1.4 MU:Re9.1.5 Evaluate musical works and performances, Evaluate musical works and performances, applying established criteria, and explain applying established criteria, and explain appropriateness to the context. appropriateness to the context, citing evidence from the elements of music.

Discipline: Music Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.

Essential Question: How do musicians make meaningful connections to creating, performing, and responding?

4th 5th MU:Cn10.1.4 MU:Cn10.1.5 Demonstrate how interests, knowledge, and Demonstrate how interests, knowledge, and skills relate to personal choices and intent skills relate to personal choices and intent when creating, performing, and responding to when creating, performing, and responding to music. music.

198 Kentucky Department of Education

Discipline: Music Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.

Essential Question: How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

4th 5th MU:Cn11.1.4 MU:Cn11.1.5 Demonstrate understanding of relationships Demonstrate understanding of relationships between music and the other arts, other between music and the other arts, other disciplines, varied contexts, and daily life. disciplines, varied contexts, and daily life.

199 Kentucky Department of Education

Discipline: Theatre Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Envision/Conceptualize

Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry.

Essential Question: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?

4th 5th TH:Cr1.1.4. TH:Cr.1.1.5. a. Articulate the visual details of imagined a. Identify physical qualities that might reveal worlds, and improvised stories that support a character’s inner traits in the imagined the given circumstances in a drama/theatre world of a drama/theatre work. work. b. Propose design ideas that support the b. Visualize and design technical elements story and given circumstances in a that support the story and given drama/theatre work. circumstances in a drama/theatre work.

c. Imagine how a character might move to c. Imagine how a character’s inner thoughts support the story and given circumstances in impact the story and given circumstances in a a drama/theatre work. drama/ theatre work

Discipline: Theatre Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Develop

Enduring Understanding: Theatre artists work to discover different ways of communicating meaning.

Essential Question: How, when, and why do theatre artists’ choices change?

4th 5th TH:Cr2.1.4. TH:Cr2.1.5. a. Collaborate to devise original ideas for a a. Devise original ideas for a drama/theatre drama/theatre work by asking questions work that reflect collective inquiry about about characters and plots. characters and their given circumstances. b. Make and discuss group decisions and b. Participate in defined responsibilities identify responsibilities required to present a required to present a drama/theatre work drama/theatre work to peers. informally to an audience.

200 Kentucky Department of Education

Discipline: Theatre Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Rehearse

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal.

Essential Question: How do theatre artists transform and edit their initial ideas?

4th 5th TH:Cr3.1.4. TH:Cr3.1.5. a. Revise and improve an improvised or a. Revise and improve an improvised or scripted drama/theatre work through scripted drama/theatre work through repetition and collaborative review. repetition and self-review. b. Develop physical and vocal exercise b. Use physical and vocal exploration for techniques for an improvised or scripted character development in an improvised or drama/theatre work. scripted drama/theatre work. c. Collaborate on solutions to design and c. Create innovative solutions to design and technical problems that arise in rehearsal for technical problems that arise in rehearsal for a drama/theatre work. a drama/theatre work.

Discipline: Theatre Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning.

Essential Question: Why are strong choices essential to interpreting a drama or theatre piece?

4th 5th TH:Pr4.1.4. TH:Pr4.1.5. a. Modify the dialogue and action to change a. Describe the underlying thoughts and the story in a drama/theatre work. emotions that create dialogue and action in a drama/theatre work. b. Make physical choices to develop a b. Use physical choices to create meaning in character in a drama/theatre work. a drama/theatre work.

201 Kentucky Department of Education

Discipline: Theatre Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic technique and work for presentation.

Process Component: Prepare

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design.

Essential Question: What can I do to fully prepare a performance or technical design?

4th 5th TH:Pr5.1.4. TH:Pr5.1.5. a. Practice selected exercises that can be a. Choose acting exercises that can be used in a group setting for drama/theatre applied to a drama/theatre work. work. b. Demonstrate the use of technical elements b. Propose the use of technical elements in a in a drama/theatre work. drama/theatre work.

Discipline: Theatre Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Share, Present

Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.

Essential Question: What happens when theatre artists and audiences share a creative experience?

4 5 TH:Pr6.1.4. TH:Pr6.1.5. Share small-group drama/theatre work, with Present drama/theatre work informally to an peers as audience. audience.

202 Kentucky Department of Education

Discipline: Theatre Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Reflect

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences.

Essential Question: How do theatre artists comprehend the essence of drama processes and theatre experiences?

4th 5th TH:Re7.1.4. TH:Re7.1.5. Identify artistic choices made in a Explain personal reactions to artistic choices drama/theatre work through participation and made in a drama/theatre work through observation. participation and observation.

Discipline: Theatre Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Theatre artists’ interpretations of drama/theatre work are influenced by personal experiences and aesthetics.

Essential Question: How can the same work of art communicate different messages to different people?

4th 5th TH:Re8.1.4. TH:Re8.1.5. a. Compare and contrast multiple personal a. Justify responses based on personal experiences when participating in or experiences when participating in or observing a drama/theatre work. observing a drama/theatre work. b. Compare and contrast the qualities of b. Explain responses to characters based on characters in a drama/theatre work through cultural perspectives when participating in or physical characteristics and prop or costume observing drama/theatre work. design choices that reflect cultural perspectives. c. Identify and discuss physiological changes c. Investigate the effects of emotions on connected to emotions in drama/theatre posture, gesture, breathing, and vocal work. intonation in a drama/theatre work.

203 Kentucky Department of Education

Discipline: Theatre Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.

Essential Question: How are the theatre artist’s processes and the audience’s perspectives impacted by analysis and synthesis?

4th 5th TH:Re9.1.4. TH:Re9.1.5. a. Propose a plan to evaluate drama/theatre a. Develop and implement a plan to evaluate work. drama/theatre work. b. Investigate how technical elements may b. Assess how technical elements represent support a theme or idea in a drama/theatre the theme of a drama/theatre work. work. c. Observe how a character’s choices impact c. Recognize how a character’s an audience’s perspective in a drama/theatre circumstances impact an audience’s work. perspective in a drama/theatre work.

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Empathize

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.

Essential Question: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?

4th 5th TH:Cn10.1.4. TH:Cn10.1.5. Identify the ways drama/theatre work reflects Explain how drama/theatre connects the perspectives of a community or culture. oneself to a community or culture.

204 Kentucky Department of Education

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Interrelate

Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.

Essential Question: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?

4th 5th TH:Cn11.1.4. TH:Cn11.1.5. Respond to community and social issues and Investigate historical, global and social issues incorporate other content areas in expressed in drama/theatre work. drama/theatre work.

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Research

Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.

Essential Question: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

4th 5th TH:Cn11.2.4. TH:Cn11.2.5. a. Investigate cross-cultural approaches to a. Analyze commonalities and differences storytelling in drama/theatre work. between stories set in different cultures in preparation for a drama/theatre work. b. Compare the drama/theatre conventions of b. Identify historical sources that explain a given time period with those of the present. drama/theatre terminology and conventions.

205 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Investigate, Plan and Make

Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed.

Essential Question: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

4th 5th VA:Cr1.1.4 VA:Cr1.1.5 Brainstorm multiple approaches to a creative Combine ideas to generate an innovative art or design problem. idea for art-making.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Investigate, Plan and Make

Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art-making goals.

Essential Question: How does knowing the contexts histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

4th 5th VA:Cr1.2.4 VA:Cr1.2.5 Collaboratively set goals and create Identify and demonstrate diverse methods of artwork that is meaningful and has artistic investigation to choose an approach for purpose to the makers. beginning a work of art.

206 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Investigate

Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.

Essential Question: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

4th 5th VA:Cr2.1.4 VA:Cr2.1.5 Explore and invent art-making techniques Experiment and develop skills in multiple art- and approaches. making techniques and approaches through practice.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Investigate

Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.

Essential Question: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?

4th 5th VA:Cr2.2.4 VA:Cr2.2.5 When making works of art, utilize and care Demonstrate quality craftsmanship through for materials, tools, and equipment in a care for and use of materials, tools, and manner that prevents danger to oneself and equipment. others.

207 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Investigate

Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.

Essential Question: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?

4th 5th VA:Cr2.3.4 VA:Cr2.3.5 Document, describe, and represent regional Identify, describe, and visually document constructed environments. places and/or objects of personal significance.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Reflect- Refine- Complete

Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.

Essential Question: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

4th 5th VA:Cr3.1.4 VA:Cr3.1.5 Revise artwork in progress on the basis of Create artist statements using art vocabulary insights gained through peer discussion. to describe personal choices in art-making.

208 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.

Essential Question: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?

4th 5th VA:Pr4.1.4 VA:Pr4.1.5 Analyze how past, present, and emerging Define the roles and responsibilities of a technologies have impacted the preservation curator, explaining the skills and knowledge and presentation of artwork. needed in preserving, maintaining, and presenting objects, artifacts, and artwork.

Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Component: Analyze

Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.

Essential Question: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?

4th 5th VA:Pr5.1.4 VA:Pr5.1.5 Analyze the various considerations for Develop a logical argument for safe and presenting and protecting art in various effective use of materials and techniques for locations, indoor or outdoor settings, in preparing and presenting artwork. temporary or permanent forms, and in physical or digital formats.

209 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Share

Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.

Essential Question: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?

4th 5th VA:Pr6.1.4 VA:Pr6.1.5 Compare and contrast purposes of art Cite evidence about how an exhibition in a museums, art galleries, and other venues, as museum or other venue presents ideas and well as the types of personal experiences provides information about a specific concept they provide. or topic.

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Perceive

Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.

Essential Question: How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?

4th 5th VA:Pr7.1.4 VA:Pr7.1.5 Compare responses to a work of art before Compare one's own interpretation of a work and after working in similar media. of art with the interpretation of others.

210 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Perceive

Enduring Understanding: Visual imagery influences understanding of and responses to the world.

Essential Question: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?

4th 5th VA:Re7.2.4 VA:Re7.2.5 Analyze components in visual imagery that Identify and analyze cultural associations convey messages. suggested by visual imagery.

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Analyze

Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism.

Essential Question: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual art vocabularies help us understand and interpret works of art?

4th 5th VA:Re8.1.4 VA:Re8.1.5 Interpret art by referring to contextual Interpret art by analyzing characteristics of information and analyzing relevant subject form and structure, contextual information, matter, characteristics of form, and use of subject matter, visual elements, and use of media. media to identify ideas and mood conveyed.

211 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Interpret

Enduring Understanding: People evaluate art based on various criteria.

Essential Question: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

4th 5th VA:Re9.1.4 VA:Re9.1.5 Apply one set of criteria to evaluate more Recognize differences in criteria used to than one work of art. evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Discipline: Visual Arts Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Synthesize

Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

Essential Question: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?

4th 5th VA:Cn10.1.4 VA:Cn10.1.5 Create works of art that reflect community Apply formal and conceptual vocabularies of cultural traditions. art and design to view surroundings in new ways through art-making.

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Discipline: Visual Arts Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Process Component: Relate

Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Question: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

4th 5th VA:Cn11.1.4 VA:Cn11.1.5 Through observation, infer information about Identify how art is used to inform or change time, place, and culture in which a work of art beliefs, values, or behaviors of an individual was created. or society.

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Kentucky Department of Education

MIDDLE LEVEL VISUAL AND PERFORMING ARTS

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Kentucky Academic Standards – Visual and Performing Arts – Middle Level Grades 6-8

The arts and humanities program in the middle level centers on establishing grounding in the arts so that students are able to communicate at a basic level in each of the art forms of dance, media arts, music, theatre, and visual arts. Emphasis should be placed on exposing students to a variety of arts through active experiences. Students may have already begun to, or at this level may choose to focus on one art form for more in-depth study. This more in-depth study will help students to prepare should they choose specialization in an art form at the high school level. Working toward this grounding in the arts engages students in arts literacy development, analysis and critique of the arts, and active sharing of their own work with others.

The Standards The standards are directly related to the National Core Arts Standards. These are process standards, which are designed to engage students in artistic processes and creative expression as put forward in Senate Bill 1 (2009), KRS 158:6451, Section 1, Schools shall develop their students’ ability to: “Express their creative talents and interests in visual arts, music, dance, and dramatic arts”.

Standards Organization The standards are organized around four arts processes:

1. Creating: Conceiving and developing new artistic ideas and work Creating involves planning and creating new dance, media arts, music, theatre, or visual arts. Creating may involve improvising in music, dance or theatre. Improvising is the composing of new music, reciting/acting new dramatic material, or creating new dance movements on the spur of the moment.

2. Performing/Producing/Presenting: Realizing artistic ideas and work through interpretation and presentation

Performing is limited to the performing arts of music, dance and theatre. Performing generally involves sharing previously created works with an audience. Although the process of performing involves following a creative plan conceived by a composer, playwright or choreographer, there is still opportunity for creative interpretations within the performance.

Producing is the process of sharing work in the area of media arts. Since media arts productions do not result in performances, the sharing process is different from the performing arts. Media artists still follow the same steps in the creation of works and preparation of works for sharing with others; however the result is more often a product such as a video or video game.

Presenting is often associated with sharing in more formal settings such as exhibition in the visual arts. The same steps to prepare works for presenting are considered-the audience, venue and communication aspects of an exhibition.

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3. Responding: Understanding and evaluating how the arts convey meaning

Responding to the arts involves having the viewer take a close look to interpret the meanings in artistic works. The arts are created for the purpose of communication. Responding to them engages a thinking process that enables the viewer/audience to gather the intent of the work and the message being share by the artist.

Responding also involves the process of evaluating art works. The viewer/audience will apply criteria to evaluate the effectiveness of artistic works.

4. Connecting: Relating artistic ideas and work with personal meaning and external context

Connecting involves both looking inward and outward. Artists use personal experiences and gained knowledge to inform their own creative works. They also relate artistic ideas with the world around them; to society, culture, and history. This deepens the understanding of the work and appreciation of those who create the arts.

Anchor Standards There are eleven Anchor Standards that are common across all art forms. These standards illustrate steps that are taken within each of the Artistic Processes.

Performance Standards Each artistic discipline has a set of performance standards. These standards illustrate what each of the Anchor Standards might look like as students engage in the Artistic Processes within an artistic discipline. Performance standard are written for pre-kindergarten through eighth grade as grade level standards, and at the high school in three proficiency levels; Proficient, Accomplished, Advanced. All Performance Standards align to the eleven overarching Anchor Standards.

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Discipline: Dance Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Explore

Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.

Essential Question: Where do choreographers get ideas for dances?

6th 7th 8th DA:Cr1.1.6 DA:Cr1.1.7 DA:Cr1.1.8 a. Relate similar or a. Compare a variety of a. Implement movement from contrasting ideas to develop stimuli (for example, music, a variety of stimuli (for choreography using a variety observed dance, literary example, music, observed of stimuli (for example, forms, notation, natural dance, literary forms, music, observed dance, phenomena, personal notation, natural phenomena, literary forms, notation, experience/recall, current personal experience/recall, natural phenomena, personal news or social events) and current news or social experience/recall, current make selections to expand events) to develop dance news or social events). movement vocabulary and content for an original dance artistic expression. study or dance. b. Explore various movement vocabularies to transfer ideas b. Explore various movement b. Identify and select into choreography. vocabularies to express an personal preferences to artistic intent in create an original dance choreography. Explain and study or dance. Use genre- discuss the choices made specific dance terminology to using genre-specific dance articulate and justify choices terminology. made in movement development to communicate intent.

Discipline: Dance Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work

Process Component: Plan

Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.

Essential Question: What influences choice-making in creating choreography?

6th 7th 8th DA:Cr2.1.6 DA:Cr2.1.7 DA:Cr2.1.8

284 Kentucky Department of Education a. Explore choreographic a. Use a variety of a. Collaborate to select and devices and dance structures choreographic devices and apply a variety of to develop a dance study that dance structures to develop a choreographic devices and supports an artistic intent. dance study with a clear dance structures to Explain the goal or purpose artistic intent. Articulate choreograph an original of the dance. reasons for movement and dance study or dance with a structural choices. clear artistic intent. Articulate the group process for making movement and structural choices. b. Determine artistic criteria b. Determine artistic criteria b. Define and apply artistic to choreograph a dance to choreograph a dance criteria to choreograph a study that communicates study that communicates dance that communicates personal or cultural meaning. personal or cultural meaning. personal or cultural meaning. Based on the criteria, Articulate how the artistic Discuss how the criteria evaluate why some criteria serve to communicate clarify or intensify the movements are more or less the meaning of the dance. meaning of the dance. effective than others.

Discipline: Dance Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Revise

Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.

Essential Question: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

6th 7th 8th DA:Cr3.1.6 DA:Cr3.1.7 DA:Cr3.1.8 a. Revise dance a. Evaluate possible a. Revise choreography compositions using revisions of dance collaboratively or collaboratively developed compositions and, if independently based on artistic criteria. Explain necessary, consider revisions artistic criteria, self-reflection, reasons for revisions and of artistic criteria based on and the feedback of others. how choices made relate to self-reflection and feedback Articulate the reasons for artistic intent. of others. Explain reasons for choices and revisions and choices and how they clarify explain how they clarify and artistic intent. enhance the artistic intent.

b. Experiment with aspects of b. Explore or invent a system b. Investigate a recognized a recognized system to to record a dance sequence system to document a dance document a section of a sequence by using words, dance by using words,

285 Kentucky Department of Education through writing, symbols, or a symbols, or media symbols, or media form of media technology. technologies. technologies.

Discipline: Dance Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Express

Enduring Understanding: Space, time, and energy are basic elements of dance.

Essential Question: How do dancers work with space, time and energy to communicate artistic expression?

6th 7th 8th DA:Pr4.1.6 DA:Pr4.1.7 DA:Pr4.1.8 a. Refine partner and a. Expand movement a. Sculpt the body in space ensemble skills in the ability vocabulary of floor and air and design body shapes in to judge distance and spatial pattern designs. Incorporate relation to other dancers, design. Establish diverse and modify body designs objects, and environment. pathways, levels, and from different dance genres Use focus of eyes during patterns in space. Maintain and styles for the purpose of complex floor and air patterns focus with partner or group in expanding movement or direct and indirect near and far space. vocabulary to include pathways. differently designed shapes and movements for interest and contrast. b. Use combinations of b. Vary durational approach sudden and sustained timing in dance phrasing by using b. Analyze and select metric, as it relates to both the time timing accents and variations kinetic, and breath phrasing and the dynamics of a phrase within a phrase to add and apply appropriately to or dance work. Accurately interest kinesthetically, dance phrases. Perform use accented and rhythmically, and visually. dance phrases of different unaccented beats in 3/4 and lengths that use various 4/4 meter. timings within the same section. Use different tempi in different body parts at the same time. c. Compare and contrast c. Use the internal body force movement characteristics c. Direct energy and created by varying tensions from a variety of dance dynamics in such a way that within one’s musculature for genres or styles. Discuss movement is textured. movement initiation and specific characteristics and Incorporate energy and dynamic expression. use adverbs and adjectives dynamics to technique Distinguish between bound to describe them. Determine exercises and dance and free-flowing movements performance. Use energy

286 Kentucky Department of Education and appropriately apply them what dancers must do to and dynamics to enhance to technique exercises and perform them clearly. and project movements. dance phrases.

Discipline: Dance Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic technique and work for presentation.

Process Component: Embody

Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.

Essential Question: What must a dancer do to prepare the mind and body for artistic expression?

6th 7th 8th DA:Pr5.1.6 DA:Pr5.1.7 DA:Pr5.1.8 a. Embody technical dance a. Apply body-use strategies a. Embody technical dance skills (for example, to accommodate physical skills (for example, functional alignment, coordination, maturational development to alignment, coordination, balance, core support, technical dance skills (for balance, core support, clarity kinesthetic awareness, clarity example, functional of movement, weight shifts, of movement) to accurately alignment, coordination, flexibility/range of motion) to execute changes of direction, balance, core support, replicate, recall, and execute levels, facings, pathways, kinesthetic awareness, clarity spatial designs and musical elevations and landings, of movement, weight shifts, or rhythmical dance phrases. extensions of limbs, and flexibility/range of motion). movement transitions. b. Apply basic anatomical b. Utilize healthful practices b. Evaluate personal healthful knowledge, proprioceptive and sound nutrition in dance practices in dance activities feedback, spatial awareness, activities and everyday life. and everyday life including and nutrition to promote safe Discuss benefits of practices nutrition and injury and healthful strategies when and how choices enhance prevention. Discuss choices warming up and dancing. performance. made, the effects experienced, and methods for improvement. c. Collaborate as an c. Collaborate with peers to ensemble to refine dances by practice and refine dances. c. Collaborate with peers to identifying what works and Develop group performance discover strategies for does not work in executing expectations through achieving performance complex patterns, observation and analyses (for accuracy, clarity, and sequences, and formations. example, view live or expressiveness. Articulate Solve movement problems to recorded professional personal performance goals dances by testing options dancers and collaboratively and practice to reach goals. and finding good results. develop group performance Document personal

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Document self- expectations based on improvement over time (for improvements over time information gained from example, journaling, portfolio, observations). or timeline).

Discipline: Dance Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.

Essential Question: How does a dancer heighten artistry in a public performance?

6th 7th 8th DA:Pr6.1.6 DA:Pr6.1.7 DA:Pr6.1.8 a. Recognize needs and a. Recommend changes to a. Demonstrate leadership adapt movements to and adapt movements to qualities (for example performance area. Use performance area. Use commitment, dependability, performance etiquette and performance etiquette and responsibility, and performance practices during performance practices during cooperation) when preparing class, rehearsal and class, rehearsal and for performances. Use performance. Post- performance. Maintain performance etiquette and

288 Kentucky Department of Education performance, accept notes journal documenting these performance practices during from choreographer and efforts. Post-performance, class, rehearsal and make corrections as needed accept notes from performance. Document and apply to future choreographer and apply efforts and create a plan for performances. corrections to future ongoing improvements. Post- performances. performance, accept notes from choreographer and apply corrections to future performances.

b. Collaborate to design and b. Compare and contrast a b. Explore possibilities of execute production elements variety of possible production producing dance in a variety that would intensify and elements that would intensify of venues or for different heighten the artistic intent of and heighten the artistic audiences and, using a dance performed on a intent of the work. Select production terminology, stage, in a different venue, or choices and explain reasons explain how the production for different audiences. for the decisions made using elements would be handled Explain reasons for choices production terminology. in different situations. using production terminology.

Discipline: Dance Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Analyze

Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning.

Essential Question: How is a dance understood?

6th 7th 8th DA:Re.7.1.6 DA:Re.7.1.7 DA:Re.7.1.8 a. Describe or demonstrate a. Compare, contrast, and a. Describe, demonstrate and recurring patterns of discuss patterns of discuss patterns of movement and their movement and their movement and their relationships in dance. relationships in dance. relationships in dance in context of artistic intent. b. Explain how the elements b. Compare and contrast how b. Explain how the elements of dance are used in a variety the elements of dance are of dance are used in a variety of dance genres, styles, or used in a variety of genres, of genres, styles, or cultural

289 Kentucky Department of Education cultural movement practices. styles, or cultural movement movement practices to Use genre-specific dance practices. Use genre-specific communicate intent. Use terminology. dance terminology. genre-specific dance terminology.

Discipline: Dance Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context.

Essential Question: How is dance interpreted?

6th 7th 8th DA:Re8.1.6 DA:Re8.1.7 DA:Re8.1.8 Explain how the artistic Compare the meaning of Select a dance and explain expression of a dance is different dances. Explain how how artistic expression is achieved through the the artistic expression of achieved through elements of dance, use of each dance is achieved relationships among the body, dance technique, through the elements of elements of dance, use of dance structure, and context. dance, use of body, dance body, dance technique and Explain how these technique, and context. Use context. Cite evidence in the communicate the intent of the genre specific dance dance to support your dance using genre specific terminology. interpretation using genre dance terminology. specific dance terminology.

Discipline: Dance Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Critique

Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures.

Essential Question: What criteria are used to evaluate dance?

6th 7th 8th DA:Re9.1.6 DA:Re9.1.7 DA:Re9.1.8 a. Discuss the characteristics a. Compare artistic intent, a. Use artistic criteria to and artistic intent of a dance content and context from determine what makes an

290 Kentucky Department of Education from a genre, style, or dances to examine the effective performance. cultural movement practice characteristics of genre, Consider content, context, and develop artistic criteria to style, or cultural movement genre, style, or cultural critique the dance using practice. Based on the movement practice to genre-specific dance comparison, refine artistic comprehend artistic terminology. criteria using genre-specific expression. Use genre- dance terminology. specific dance terminology.

Discipline: Dance Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Synthesize

Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning.

Essential Question: How does dance deepen our understanding of ourselves, other knowledge, and events around us?

6th 7th 8th DA:Cn10.1.6 DA:Cn10.1.7 DA:Cn10.1.8 a. Observe the movement a. Compare and contrast the a. Relate connections found characteristics or qualities movement characteristics or between different dances and observed in a specific dance qualities found in a variety of discuss the relevance of the genre. Describe differences dance genres. Discuss how connections to the and similarities about what the movement characteristics development of one’s was observed to one’s or qualities differ from one’s personal perspectives. attitudes and movement own movement preferences. characteristics or qualities and how different perspectives are communicated. b. Conduct research using a b. Investigate two contrasting variety of resources to find b. Research the historical topics using a variety of information about a social development of a dance research methods. Identify issue of great interest. Use genre or style. Use and organize ideas to create the information to create a knowledge gained from the representative movement dance study that expresses a research to create a dance phrases. Create a dance specific point of view on the study that evokes the study exploring the topic. Discuss whether the essence of the style or genre. contrasting ideas. Discuss experience of creating and Share the study with peers as how the research informed sharing the dance reinforces part of a lecture the choreographic process personal views or offers new demonstration that tells the and deepens understanding knowledge and perspectives. story of the historical journey of the topics. of the chosen genre or style. Document the process of research and application.

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Discipline: Dance Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Relate

Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.

Essential Question: How does knowing about societal, cultural, historical and community experiences expand dance literacy?

6th 7th 8th DA:Cn11.1.6 DA:Cn11.1.7 DA:Cn11.1.8 Interpret and show how the Compare, contrast, and Analyze and discuss, how movement and qualities of a discuss dances performed by dances from a variety of dance communicate its people in various localities or cultures, societies, historical cultural, historical, and/or communities. Formulate periods, or communities community purpose or possible reasons why reveal the ideas and meaning. similarities and differences perspectives of the people. developed in relation to the ideas and perspectives important to each social group.

Discipline: Media Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Conceive

Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts.

Essential Question: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?

6th (MA:Cr1.1.6) 7th (MA:Cr1.1.7) 8th (MA:Cr1.1.8) Formulate variations of goals Produce a variety of ideas Generate ideas, goals, and and solutions for media and solutions for media solutions for original media artworks by practicing chosen artworks through application artworks through application creative processes, such as of chosen inventive of focused creative sketching, improvising and processes, such as concept processes, such as divergent

292 Kentucky Department of Education brainstorming. modeling and prototyping. thinking and experimenting.

Discipline: Media Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Develop

Enduring Understanding: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.

Essential Question: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?

6th (MA:Cr2.1.6) 7th (MA:Cr2.1.7) 8th (MA:Cr2.1.8) Organize, propose, and Design, propose, and Structure and critique ideas, evaluate artistic ideas, plans, evaluate artistic ideas, plans, plans, prototypes, and prototypes, and production prototypes, and production production processes for processes for media arts processes for media arts media arts productions, productions, considering productions, considering considering intent, resources, purposeful intent. expressive intent and and the presentation context. resources.

Discipline: Media Arts Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Construct

Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks.

Essential Question: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?

6th 7th 8th (MA:Cr3.1.6) (MA:Cr3.1.7) (MA:Cr3.1.8) a. Experiment with multiple a. Coordinate production a. Implement production approaches to produce processes to integrate processes to integrate content and components for content and components for content and stylistic determined purpose and determined purpose and conventions for determined

293 Kentucky Department of Education meaning in media arts meaning in media arts meaning in media arts productions, utilizing a range productions, demonstrating productions, demonstrating of associated principles, such understanding of associated understanding of associated as point of view and principles, such as narrative principles, such as theme perspective. structures and composition. and unity. b. Appraise how elements b. Improve and refine media and components can be artworks by intentionally b. Refine and modify media altered for intentional effects emphasizing particular artworks, improving technical and audience, and refine expressive elements to quality and intentionally media artworks to reflect reflect an understanding of accentuating selected purpose and audience. purpose, audience, or place. expressive and stylistic elements, to reflect an understanding of purpose, audience, and place.

Discipline: Media Artistic Process: Producing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Integrate

Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks.

Essential Question: How are complex media arts experiences constructed?

6th (MA:Pr4.1.6) 7th (MA:Pr4.1.7) 8th (MA:Pr4.1.8) Validate how integrating Integrate multiple contents Integrate multiple contents multiple contents and forms and forms into unified media and forms into unified media can support a central idea in arts productions that convey arts productions that convey a media artwork, such as consistent perspectives and specific themes or ideas, media, narratives, and narratives, such as an such as interdisciplinary

294 Kentucky Department of Education performance. interactive video game. projects, or multimedia theatre.

Discipline: Media Arts Artistic Process: Producing

Anchor Standard 5: Develop and refine artistic technique and work for presentation.

Process Component: Practice

Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.

Essential Question: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

6th (MA:Pr5.1.6) 7th (MA:Pr5.1.7) 8th (MA:Pr5.1.8)

295 Kentucky Department of Education a. Develop a variety of a. Exhibit an increasing set of a. Demonstrate a defined artistic, design, technical, and artistic, design, technical, and range of artistic, design, soft skills through performing soft skills through performing technical, and soft skills, various assigned roles in various roles in producing through performing specified producing media artworks, media artworks, such as roles in producing media such as invention, formal creative problem-solving and artworks, such as strategizing technique, production, self- organizing. and collaborative initiative, and problem- communication. solving. b. Exhibit an increasing set of b. Demonstrate a defined b. Develop a variety of creative and adaptive range of creative and creative and adaptive innovation abilities, such as adaptive innovation abilities, innovation abilities, such as exploratory processes, in such as divergent solutions testing constraints, in developing solutions within and bending conventions, in developing solutions within and through media arts developing new solutions for and through media arts productions. identified problems within and productions. through media arts productions.

c. Demonstrate adaptability c. Demonstrate adaptability c. Demonstrate adaptability using tools and techniques in using tools, techniques and using tools and techniques in standard and experimental content in standard and standard and experimental ways to achieve an assigned experimental ways to ways in constructing media purpose in constructing communicate intent in the artworks. media artworks. production of media artworks.

Discipline: Media Arts Artistic Process: Producing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts.

Essential Question: How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow?

6th (MA:Pr6.1.6) 7th (MA:Pr6.1.7) 8th (MA:Pr6.1.8)

296 Kentucky Department of Education a. Analyze various a. Evaluate various a. Design the presentation presentation formats and presentation formats in order and distribution of media fulfill various tasks and to fulfill various tasks and artworks through multiple defined processes in the defined processes in the formats and/or contexts. presentation and/or presentation and/or distribution of media distribution of media artworks. artworks. b. Evaluate the results of and b. Analyze results of and b. Evaluate the results of and implement improvements for improvements for presenting improvements for presenting presenting media artworks, media artworks. media artworks, considering considering impacts on impacts on personal growth. personal growth and external effects.

Discipline: Media Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Perceive

Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.

Essential Question: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience?

6th (MA:Re7.1.6) 7th (MA:Re7.1.7) 8th (MA:Re7.1.8)

297 Kentucky Department of Education a. Identify, describe, and a. Describe, compare, and a. Compare, contrast, and analyze how message and analyze the qualities of and analyze the qualities of and meaning are created by relationships between the relationships between the components in media components in media components and style in artworks. artworks. media artworks. b. Identify, describe, and b. Describe, compare, and b. Compare, contrast, and analyze how various forms, analyze how various forms, analyze how various forms, methods, and styles in media methods, and styles in media methods, and styles in media artworks manage audience artworks interact with artworks manage audience experience. personal preferences in experience and create influencing audience intention. experience.

Discipline: Media Arts Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork.

Essential Question: How do people relate to and interpret media artworks?

6th (MA:Re8.1.6) 7th (MA:Re8.1.7) 8th (MA:Re8.1.8) Analyze the intent of a variety Analyze the intent and Analyze the intent and of media artworks, using meaning of a variety of media meanings of a variety of given criteria. artworks, using self- media artworks, focusing on developed criteria. intentions, forms, and various contexts.

Discipline: Media Arts Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks.

Essential Question: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them?

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6th (MA:Re9.1.6) 7th (MA:Re9.1.7) 8th (MA:Re9.1.8) Determine and apply specific Develop and apply criteria to Evaluate media art works and criteria to evaluate various evaluate various media production processes with media artworks and artworks and production developed criteria, production processes, processes, considering considering context and considering context and context, and practicing artistic goals. practicing constructive constructive feedback. feedback.

Discipline: Media Arts Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Synthesize

Enduring Understanding: Media artworks synthesize meaning and form cultural experience.

Essential Question: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?

6th (MA:Cn10.1.6) 7th (MA:Cn10.1.7) 8th (MA:Cn10.1.8) a. Access, evaluate, and use a. Access, evaluate and use a. Access, evaluate, and use internal and external internal and external internal and external resources to create media resources to inform the resources to inform the artworks, such as knowledge, creation of media artworks, creation of media artworks, experiences, interests, and such as experiences, such as cultural and societal research. interests, research, and knowledge, research, and exemplary works. exemplary works. b. Explain and show how b. Explain and show how b. Explain and demonstrate media artworks form new media artworks form new how media artworks expand meanings, situations, and meanings and knowledge, meaning and knowledge, and cultural experiences, such as situations, and cultural create cultural experiences, historical events. experiences, such as such as local and global learning, and new events. information.

Discipline: Media Arts Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Relate

Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.

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Essential Question: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?

6th (MA:Cn11.1.6) 7th (MA:Cn11.1.7) 8th (MA:Cn11.1.8) a. Research and show how a. Research and demonstrate a. Demonstrate and explain media artworks and ideas how media artworks and how media artworks and relate to personal life, and ideas relate to various ideas relate to various social, community, and situations, purposes and contexts, purposes, and cultural situations, such as values, such as community, values, such as democracy, personal identity, history, and vocations, and social media. environment, and connecting entertainment. people and places. b. Analyze and interact b. Analyze and responsibly appropriately with media arts interact with media arts tools b. Analyze and responsibly tools and environments, and environments, interact with media arts tools, considering fair use and considering copyright, ethics, environments, legal, and copyright, ethics, and media media literacy, and social technological contexts, literacy. media. considering ethics, media literacy, social media, and virtual worlds.

Discipline: Music Artistic Process: Creating

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Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Imagine

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential Question: How do musicians generate creative ideas?

6th 7th 8th MU:Cr1.1.6 MU:Cr1.1.7 MU:Cr1.1.8 Generate simple rhythmic, Generate rhythmic, melodic, Generate rhythmic, melodic melodic, and harmonic and harmonic phrases and and harmonic phrases and phrases within AB and ABA variations over harmonic harmonic accompaniments forms that convey expressive accompaniments within AB, within expanded forms intent. ABA, or theme and variation (including introductions, forms that convey expressive transitions, and codas) that intent. convey expressive intent.

Discipline: Music Artistic Process: Creating

301 Kentucky Department of Education

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Plan and Make

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential Question: How do musicians make creative decisions?

6th 7th 8th MU:Cr2.1.6 MU:Cr2.1.7 MU:Cr2.1.8 a. Select, organize, a. Select, organize, develop a. Select, organize, and construct, and document and document personal document personal musical personal musical ideas for musical ideas for ideas for arrangements, arrangements and arrangements, songs, and songs, and compositions compositions within AB or compositions within AB, ABA, within expanded forms that ABA form that demonstrate or theme and variation forms demonstrate tension and an effective beginning, that demonstrate unity and release, unity and variety, middle, and ending, and variety and convey balance, and convey convey expressive intent. expressive intent. expressive intent. b. Use standard and/or iconic b. Use standard and/or iconic b. Use standard and/or iconic notation and/or audio/ video notation and/or audio/ video notation and/or audio/ video recording to document recording to document recording to document personal simple rhythmic personal simple rhythmic personal rhythmic phrases, phrases, melodic phrases, phrases, melodic phrases, melodic phrases, and and two-chord harmonic and harmonic sequences. harmonic sequences. musical ideas.

Discipline: Music Artistic Process: Creating

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Anchor Standard 3: Refine and complete artistic work.

Process Component: Evaluate and Refine

Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their creative work?

6th 7th 8th MU:Cr3.1.6 MU:Cr3.1.7 MU:Cr3.1.8 a. Evaluate their own work, a. Evaluate their own work, a. Evaluate their own work by applying teacher-provided applying selected criteria selecting and applying criteria criteria such as application of such as appropriate including appropriate selected elements of music, application of elements of application of compositional and use of sound sources. music including style, form, techniques, style, form, and and use of sound sources. use of sound sources. b. Describe the rationale for b. Describe the rationale for b. Describe the rationale for making revisions to the music making revisions to the music refining works by explaining based on evaluation criteria based on evaluation criteria the choices, based on and feedback from their and feedback from others evaluation criteria. teacher. (teacher and peers).

Discipline: Music Artistic Process: Creating

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Anchor Standard 3: Refine and complete artistic work.

Process Component: Present

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.

Essential Question: When is creative work ready to share?

6th 7th 8th MU:Cr3.2.6 MU:Cr3.2.7 MU:Cr3.2.8 Present the final version of Present the final version of Present the final version of their documented personal their documented personal their documented personal composition or arrangement, composition, song, or composition, song, or using craftsmanship and arrangement, using arrangement, using originality to demonstrate an craftsmanship and originality craftsmanship and originality effective beginning, middle, to demonstrate unity and to demonstrate the and ending, and convey variety, and convey application of compositional expressive intent. expressive intent. techniques for creating unity and variety, tension and release, and balance to convey expressive intent.

Discipline: Music Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

6th 7th 8th MU:Pr4.1.6 MU:Pr4.1.7 MU:Pr4.1.8 Apply teacher-provided Apply collaboratively- Apply personally-developed criteria for selecting music to developed criteria for criteria for selecting music of perform for a specific selecting music of contrasting contrasting styles for a purpose and/or context, and styles for a program with a program with a specific explain why each was specific purpose and/or purpose and/or context, and chosen. context and, after discussion, explain expressive qualities, identify expressive qualities, technical challenges, and technical challenges, and reasons for choices. reasons for choices.

Discipline: Music Artistic Process: Performing

304 Kentucky Department of Education

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Analyze

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question: How does understanding the structure and context of musical works inform performance?

6th 7th 8th MU:Pr4.2.6 MU:Pr4.2.7 MU:Pr4.2.8 a. Explain how understanding a. Explain and demonstrate a. Compare the structure of the structure and the the structure of contrasting contrasting pieces of music elements of music are used pieces of music selected for selected for performance, in music selected for performance and how explaining how the elements performance. elements of music are used. of music are used in each.

b. When analyzing selected b. When analyzing selected b. When analyzing selected music, read and identify by music, sight-read in treble or music, read and identify by name or function standard bass clef simple rhythmic, name or function standard symbols for rhythm, pitch melodic, and/or harmonic symbols for rhythm, pitch, articulation, dynamics, notation. articulation, and dynamics. tempo, and form.

c. Identify how cultural and c. Identity how cultural and c. Identify how cultural and historical context inform historical context inform historical context inform performances and result in performances and result in performances. different music different musical effects. interpretations.

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Discipline: Music Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Interpret

Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent.

Essential Question: How do performers interpret musical works?

6th 7th 8th MU:Pr4.3.6 MU:Pr4.3.7 MU:Pr4.3.8 Perform a selected piece of Perform contrasting pieces of Perform contrasting pieces of music demonstrating how music demonstrating their music, demonstrating as well their interpretations of the interpretations of the as explaining how the elements of music and the elements of music and music’s intent is conveyed by expressive qualities (such as expressive qualities (such as their interpretations of the dynamics, tempo, timbre, dynamics, tempo, timbre, elements of music and articulation/style, and articulation/style, and expressive qualities (such as phrasing) convey intent. phrasing) convey intent. dynamics, tempo, timbre, articulation/style, and phrasing).

Discipline: Music Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Component: Rehearse, Evaluate, Refine

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their performance?

6th 7th 8th MU:Pr5.1.6 MU:Pr5.1.7 MU:Pr5.1.8 Identify and apply teacher- Identify and apply Identify and apply personally- provided criteria (such as collaboratively-developed developed criteria (such as correct interpretation of criteria (such as demonstrating correct notation, technical accuracy, demonstrating correct interpretation of notation, originality, and interest) to interpretation of notation, technical skill of performer, rehearse, refine, and technical skill of performer, originality, emotional impact, determine when a piece is originality, emotional impact, variety, and interest) to ready to perform. and interest) to rehearse, rehearse, refine, and refine, and determine when determine when the music is the music is ready to perform. ready to perform.

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Discipline: Music Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and culture. The context and how a work is presented influence the audience response.

Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

6th 7th 8th MU:Pr6.1.6 MU:Pr6.1.7 MU:Pr6.1.8 a. Perform the music with a. Perform the music with a. Perform the music with technical accuracy to convey technical accuracy and technical accuracy, stylistic the creator’s intent. stylistic expression to convey expression, and culturally the creator’s intent. authentic practices in music to convey the creator’s intent. b. Demonstrate performance b. Demonstrate performance b. Demonstrate performance decorum (such as stage decorum (such as stage decorum (such as stage presence, attire, and presence, attire, and presence, attire, and behavior) and audience behavior) and audience behavior) and audience etiquette appropriate for etiquette appropriate for etiquette appropriate for venue and purpose. venue, purpose, and context. venue, purpose, context, and style.

Discipline: Music Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Select

Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential Question: How do individuals choose music to experience?

6th 7th 8th MU: Re7.1.6 MU:Re7.1.7 MU:Re7.1.8 Select or choose music to Select or choose contrasting Select programs of music listen to and explain the music to listen to and (such as a CD mix or live connections to specific compare the connections to performances) and interests or experiences for a specific interests or demonstrate the connections specific purpose. experiences for a specific to an interest or experience purpose. for a specific purpose.

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Discipline: Music Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Analyze

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential Question: How does understanding the structure and context of music inform a response?

6th 7th 8th MU: Re7.2.6 MU:Re7.2.7 MU:Re7.2.8 a. Describe how the a. Classify and explain how a. Compare how the elements of music and the elements of music and elements of music and expressive qualities relate to expressive qualities relate to expressive qualities relate to the structure of the pieces. the structure of contrasting the structure within programs pieces. of music. b. Identify the context of b. Identify and compare the music from a variety of context of music from a b. Identify and compare the genres, cultures, and variety of genres, cultures, context of programs of music historical periods. and historical periods. from a variety of genres, cultures, and historical periods.

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Discipline: Music Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential Question: How do we discern the musical creators’ and performers’ expressive intent?

6th 7th 8th MU: Re8.1.6 MU:Re8.1.7 MU:Re8.1.8 Describe a personal Describe a personal Support personal interpretation of how creators’ interpretation of contrasting interpretation of contrasting and performers’ application of works and explain how programs of music and the elements of music and creators’ and performers’ explain how creators’ or expressive qualities, within application of the elements of performers’ apply the genres and cultural and music and expressive elements of music and historical context, convey qualities, within genres, expressive qualities, within expressive intent. cultures, and historical genres, cultures, and periods, convey expressive historical periods to convey intent. expressive intent.

Discipline: Music Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

Essential Question: How do we judge the quality of musical work(s) and performance(s)?

6th 7th 8th MU: Re9.1.6 MU:Re9.1.7 MU:Re9.1.8 Apply teacher-provided Select from teacher-provided Apply appropriate personally- criteria to evaluate musical criteria to evaluate musical developed criteria to evaluate works or performances. works or performances. musical works or performances.

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Discipline: Music Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.

Essential Question: How do musicians make meaningful connections to creating, performing, and responding?

6th 7th 8th MU: Cn10.1.6 MU:Cn10.1.7 MU:Cn10.1.8 Demonstrate how interests, Demonstrate how interests, Demonstrate how interests, knowledge, and skills relate knowledge, and skills relate knowledge, and skills relate to personal choices and to personal choices and to personal choices and intent when creating, intent when creating, intent when creating, performing, and responding performing, and responding performing, and responding to music. to music. to music.

Discipline: Music Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.

Essential Question: How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

6th 7th 8th MU: Cn11.1.6 MU:Cn11.1.7 MU:Cn11.1.8 Demonstrate understanding Demonstrate understanding Demonstrate understanding of relationships between of relationships between of relationships between music and the other arts, music and the other arts, music and the other arts, other disciplines, varied other disciplines, varied other disciplines, varied contexts, and daily life. contexts, and daily life. contexts, and daily life.

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Discipline: Theatre Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Envision/Conceptualize

Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry.

Essential Question: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?

6th 7th 8th TH:Cr1.1.6 TH:Cr.1.1.7. TH:Cr1.1.8. a. Identify possible solutions a. Investigate multiple a. Imagine and explore to staging challenges in a perspectives and solutions to multiple perspectives and drama/theatre work. staging challenges in a solutions to staging problems drama/theatre work. in a drama/ theatre work. b. Identify solutions to design b. Explain and present b. Imagine and explore challenges in a drama/theatre solutions to design solutions to design work. challenges in a drama/ challenges of a performance theatre work. space in a drama/theatre work. c. Explore a scripted or improvised character by c. Envision and describe a c. Develop a scripted or imagining the given scripted or improvised improvised character by circumstances in a character’s inner thoughts articulating the character’s drama/theatre work. and objectives in a inner thoughts, objectives, drama/theatre work. and motivations in a drama/theatre work.

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Discipline: Theatre Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Develop

Enduring Understanding: Theatre artists work to discover different ways of communicating meaning.

Essential Question: How, when, and why do theatre artists’ choices change?

6th 7th 8th TH:Cr2.1.6. TH:Cr2.1.7. TH:Cr2.1.8. a. Use critical analysis to a. Examine and justify a. Articulate and apply critical improve, refine, and evolve original ideas and artistic analysis, background original ideas and artistic choices in a drama/theatre knowledge, research, and choices in a devised or work based on critical historical and cultural context scripted drama/theatre work. analysis, background to the development of original knowledge, and historical and ideas for a drama/theatre cultural context. work. b. Contribute ideas and b. Share leadership and accept and incorporate the b. Demonstrate mutual responsibilities to develop ideas of others in preparing respect for self and others collaborative goals when or devising drama/theatre and their roles in preparing or preparing or devising work. devising drama/theatre work. drama/theatre work.

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Discipline: Theatre Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Rehearse

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal.

Essential Question: How do theatre artists transform and edit their initial ideas?

6th 7th 8th TH:Cr3.1.6. TH:Cr3.1.7. TH:Cr3.1.8. a. Articulate and examine a. Demonstrate focus and a. Use repetition and analysis choices to refine a devised or concentration in the rehearsal in order to revise devised or scripted drama/theatre work. process to analyze and refine scripted drama/theatre work. choices in a devised or scripted drama/theatre work. b. Identify effective physical b. Develop effective physical b. Refine effective physical, and vocal traits of characters and vocal traits of characters vocal, and physiological traits in an improvised or scripted in an improvised or scripted of characters in an drama/theatre work. drama/theatre work. improvised or scripted drama/ theatre work. c. Explore a planned c. Consider multiple planned c. Implement and refine a technical design during the technical design elements planned technical design rehearsal process for a during the rehearsal process using simple technology devised or scripted for a devised or scripted during the rehearsal process drama/theatre work. drama/theatre work. for devised or scripted drama/ theatre work.

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Discipline: Theatre Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning.

Essential Question: Why are strong choices essential to interpreting a drama or theatre piece?

6th 7th 8th TH:Pr4.1.6. TH:Pr4.1.7. TH:Pr4.1.8. a. Identify the essential a. Consider various staging a. Explore different pacing to events in a story or script that choices to enhance the story better communicate the story make up the dramatic in a drama/theatre work. in a drama/theatre work. structure in a drama/theatre work. b. Use various character b. Use various character b. Experiment with various objectives in a drama/theatre objectives and tactics in a physical choices to work. drama/theatre work to communicate character in a overcome an obstacle. drama/theatre work.

Discipline: Theatre Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic technique and work for presentation.

Process Component: Prepare

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design.

Essential Question: What can I do to fully prepare a performance or technical design?

6th 7th 8th TH:Pr5.1.6. TH:Pr5.1.7. TH:Pr5.1.8. a. Recognize how acting a. Participate in a variety of a. Use a variety of acting exercises and techniques can acting exercises and techniques to increase skills be applied to a drama/theatre techniques that can be in a rehearsal or work. applied in a rehearsal or drama/theatre performance. drama/theatre performance. b. Articulate how technical b. Choose a variety of b. Use a variety of technical elements are integrated into technical elements that can elements to create a design a drama/ theatre work. be applied to a design in a for a rehearsal or drama/theatre work. drama/theatre production.

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Discipline: Theatre Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Share, Present

Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.

Essential Question: What happens when theatre artists and audiences share a creative experience?

6th 7th 8th TH:Pr6.1.6. TH:Pr6.1.7. TH:Pr6.1.8. Adapt a drama/theatre work Participate in rehearsals for a Perform a rehearsed and present it informally for drama/theatre work that will drama/theatre work for an an audience. be shared with an audience. audience.

Discipline: Theatre Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Reflect

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences.

Essential Question: How do theatre artists comprehend the essence of drama processes and theatre experiences?

6th 7th 8th TH:Re7.1.6. TH:Re7.1.7. TH:Re7.1.8. Describe and record personal Compare recorded personal Apply criteria to the reactions to artistic choices in and peer reactions to artistic evaluation of artistic choices a drama/theatre work. choices in a drama/ theatre in a drama/theatre work. work.

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Discipline: Theatre Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Theatre artists’ interpretations of drama/theatre work are influenced by personal experiences and aesthetics.

Essential Question: How can the same work of art communicate different messages to different people?

6th 7th 8th TH:Re8.1.6. TH:Re8.1.7. TH:Re8.1.8. a. Explain how artists make a. Identify the artistic choices a. Recognize and share choices based on personal made based on personal artistic choices when experience in a experience in a participating in or observing a drama/theatre work. drama/theatre work. drama/theatre work. b. Identify cultural b. Describe how cultural b. Analyze how cultural perspectives that may perspectives can influence perspectives influence the influence the evaluation of a the evaluation of evaluation of a drama/theatre drama/theatre work. drama/theatre work. work. c. Identify personal c. Interpret how the use of c. Apply personal aesthetics, aesthetics, preferences, and personal aesthetics, preferences, and beliefs to beliefs through participation preferences, and beliefs can evaluate a drama/theatre in or observation of drama/ be used to discuss work. theatre work. drama/theatre work.

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Discipline: Theatre Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.

Essential Question: How are the theatre artist’s processes and the audience’s perspectives impacted by analysis and synthesis?

6th 7th 8th TH:Re9.1.6. TH:Re9.1.7. TH:Re9.1.8. a. Use supporting evidence a. Explain preferences, using a. Respond to a drama/ and criteria to evaluate supporting evidence and theatre work using supporting drama/theatre work. criteria to evaluate evidence, personal drama/theatre work. aesthetics, and artistic criteria. b. Apply the production b. Consider the aesthetics of elements used in a the production elements in a b. Apply the production drama/theatre work to assess drama/theatre work. elements used in a aesthetic choices. drama/theatre work to assess aesthetic choices. c. Identify a specific audience c. Identify how the intended or purpose for a purpose of a drama/theatre c. Assess the impact of a drama/theatre work. work appeals to a specific drama/theatre work on a audience. specific audience.

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Empathize

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.

Essential Question: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?

6th 7th 8th TH:Cn10.1.6. TH:Cn10.1.7. TH:Cn10.1.8.

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Explain how the actions and Incorporate multiple Examine a community issue motivations of characters in a perspectives and diverse through multiple perspectives drama/theatre work impact community ideas in a in a drama/theatre work. perspectives of a community drama/theatre work. or culture.

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Interrelate

Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.

Essential Question: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?

6th 7th 8th TH:Cn11.1.6. TH:Cn11.1.7. TH:Cn11.1.8. Identify universal themes or Incorporate music, dance, Use different forms of common social issues and art, and/or media to drama/theatre work to express them through a strengthen the meaning and examine contemporary drama/theatre work. conflict in a drama/theatre social, cultural, or global work with a particular cultural, issues. global, or historic context.

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Discipline: Theatre Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Research

Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.

Essential Question: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

6th 7th 8th TH:Cn11.2.6. TH:Cn11.2.7. TH:Cn11.2.8. a. Research and analyze two a. Research and discuss a. Research the story different versions of the same how a playwright might have elements of a staged drama/theatre story to intended a drama/theatre drama/theatre work and determine differences and work to be produced. compare them to another similarities in the visual and production of the same work. aural world of each story. b. Investigate the time period b. Examine artifacts from a b. Identify and use artifacts and place of a drama/theatre time period and geographic from a time period and place work to better understand location to better understand to develop performance and performance and design performance and design design choices in a choices. choices in a drama/theatre drama/theatre work. work.

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Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Investigate, Plan and Make

Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed.

Essential Question: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

6th 7th 8th VA:Cr1.1.6 VA:Cr1.1.7 VA:Cr1.1.8

Combine concepts Apply methods to overcome Document early stages of the collaboratively to generate creative blocks. creative process visually innovative ideas for creating and/or verbally in traditional art. or new media.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Investigate, Plan and Make

Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art-making goals.

Essential Question: How does knowing the contexts histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

6th 7th 8th VA:Cr1.2.6 VA:Cr1.2.7 VA:Cr1.2.8

Formulate an artistic Develop criteria to guide Collaboratively shape an investigation of personally making a work of art or artistic investigation of an relevant content for creating design to meet an identified aspect of present-day life art. goal. using a contemporary

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practice of art and design.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Investigate

Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.

Essential Question: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

6th 7th 8th VA:Cr2.1..6 VA:Cr2.1.7 VA:Cr2.1.8

Demonstrate openness in Demonstrate persistence in Demonstrate willingness to trying new ideas, materials, developing skills with various experiment, innovate, and methods, and approaches in materials, methods, and take risks to pursue ideas, making works of art and approaches in creating works forms, and meanings that design. of art or design. emerge in the process of art- making or designing.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Investigate

Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.

Essential Question: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?

6th 7th 8th VA:Cr2.2.6 VA:Cr2.2.7 VA:Cr2.2.8

Explain environmental Demonstrate awareness of Demonstrate awareness of implications of conservation, ethical responsibility to practices, issues, and ethics care, and clean-up of art oneself and others when of appropriation, fair use,

321 Kentucky Department of Education materials, tools, and posting and sharing images copyright, open source, and equipment. and other materials through creative commons as they the Internet, social media, apply to creating works of art and other communication and design. formats.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Investigate

Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.

Essential Question: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?

6th 7th 8th VA:Cr2.3.6 VA:Cr2.3.7 VA:Cr2.3.8

Design or redesign objects, Apply visual organizational Select, organize, and design places, or systems that meet strategies to design and images and words to make the identified needs of produce a work of art, design, visually clear and compelling diverse users. or media that clearly presentations. communicates information or ideas.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Reflect- Refine- Complete

Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.

Essential Question: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

6th 7th 8th VA:Cr3.1.6 VA:Cr3.1.7 VA:Cr3.1.8

Reflect on whether personal Reflect on and explain Apply relevant criteria to artwork conveys the intended important information about examine, reflect on, and plan meaning and revise personal artwork in an artist revisions for a work of art or

322 Kentucky Department of Education accordingly. statement or another format. design in progress.

Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.

Essential Question: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?

6th 7th 8th VA:Pr4.1.6 VA:Pr4.1.7 VA:Pr4.1.8

Analyze similarities and Compare and contrast how Develop and apply criteria for differences associated with technologies have changed evaluating a collection of preserving and presenting the way artwork is preserved, artwork for presentation. two-dimensional, three- presented, and experienced. dimensional, and digital artwork.

Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Component: Analyze

Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.

Essential Question: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?

6th 7th 8th VA:Pr5.1.6 VA:Pr5.1.7 VA:Pr5.1.8

Individually or collaboratively, Based on criteria, analyze Collaboratively prepare and develop a visual plan for and evaluate methods for present selected theme-

323 Kentucky Department of Education displaying works of art, preparing and presenting art. based artwork for display, analyzing exhibit space, the and formulate exhibition needs of the viewer, and the narratives for the viewer. layout of the exhibit.

Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Share

Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.

Essential Question: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?

6th 7th 8th VA:Pr6.1.6 VA:Pr6.1.7 VA:Pr6.1.8

Assess, explain, and provide Compare and contrast Analyze why and how an evidence of how museums or viewing and experiencing exhibition or collection may other venues reflect history collections and exhibitions in influence ideas, beliefs, and and values of a community. different venues. experiences.

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Perceive

Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.

Essential Question: How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?

6th 7th 8th VA:Pr7.1.6 VA:Pr7.1.7 VA:Pr7.1.8

Identify and interpret works of Explain how the method of Explain how a person’s art or design that reveal how display, the location, and the aesthetic choices are

324 Kentucky Department of Education people live around the world experience of an artwork influenced by culture and and what they value. influence how it is perceived environment and impact the and valued. visual image that one conveys to others.

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Perceive

Enduring Understanding: Visual imagery influences understanding of and responses to the world.

Essential Question: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?

6th 7th 8th VA:Re7.2.6 VA:Re7.2.7 VA:Re7.2.8

Analyze ways that visual Analyze multiple ways that Compare and contrast components and cultural images influence specific contexts and media in which associations suggested by audiences. viewers encounter images images influence ideas, that influence ideas, emotions, and actions. emotions, and actions.

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Analyze

Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism.

Essential Question: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual art vocabularies help us understand and interpret works of art?

6th 7th 8th VA:Re8.1.6 VA:Re8.1.7 VA:Re8.1.8

Interpret art by distinguishing Interpret art by analyzing art- Interpret art by analyzing how between relevant and non- making approaches, the the interaction of subject relevant contextual characteristics of form and matter, characteristics of form information and analyzing structure, relevant contextual and structure, use of media, subject matter, information, subject matter, art-making approaches, and

325 Kentucky Department of Education characteristics of form and and use of media to identify relevant contextual structure, and use of media ideas and mood conveyed. information contributes to to identify ideas and mood understanding messages or conveyed. ideas and mood conveyed.

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Interpret

Enduring Understanding: People evaluate art based on various criteria.

Essential Question: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

6th 7th 8th VA:Re9.1.6 VA:Re9.1.7 VA:Re9.1.8

Develop and apply relevant Compare and explain the Create a convincing and criteria to evaluate a work of difference between an logical argument to support art. evaluation of an artwork an evaluation of art. based on personal criteria and an evaluation of an artwork based on a set of established criteria.

Discipline: Visual Arts Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Synthesize

Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

Essential Question: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?

6th 7th 8th VA:Cn10.1.6 VA:Cn10.1.7 VA:Cn10.1.8

Generate a collection of Individually or collaboratively Make art collaboratively to ideas reflecting current create visual documentation reflect on and reinforce interests and concerns that of places and times in which positive aspects of group

326 Kentucky Department of Education could be investigated in art- people gather to make and identity. making. experience art or design in the community.

Discipline: Visual Arts Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Process Component: Relate

Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Question: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

6th 7th 8th VA:Cn11.1.6 VA:Cn11.1.7 VA:Cn11.1.8

Analyze how art reflects Analyze how response to art Distinguish different ways art changing times, traditions, is influenced by is used to represent, resources, and cultural uses. understanding the time and establish, reinforce, and place in which it was created, reflect group identity. the available resources, and cultural uses.

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HIGH SCHOOL VISUAL AND PERFORMING ARTS

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Kentucky Academic Standards – Visual and Performing Arts – High School

At the high school level, students may choose to specialize in one or more art forms. Specialization will enable students to study an art form in an in-depth manner and work toward achieving proficiency and mastery in creating, performing, and responding to their chosen art form. Students who specialize in an art form will participate in performance-based arts courses designed to develop skills and understanding that will enable students to use the art form as a high level communication tool. This is accomplished through the development of skills in the processes that artists engage in to make the arts.

Students choosing not to specialize in an art form will move beyond the grounding in the arts achieved at the middle school level toward proficiency in the arts. Emphasis for these students should be placed on exposing students to a variety of arts through active experiences, and developing further understanding and appreciation of the historical and cultural significance of the arts. A higher emphasis on the process of responding to the arts is a natural outcome of this more general approach to art education, however engagement in the creative aspects of the arts remains critical in the general education of all students and promotes deep understanding and appreciation of the arts.

The Standards The standards are directly related to the National Core Arts Standards. These are process standards, which are designed to engage students in artistic processes and creative expression as put forward in Senate Bill 1 (2009), KRS 158:6451, Section 1, Schools shall develop their students’ ability to: “Express their creative talents and interests in visual arts, music, dance, and dramatic arts”.

Standards Organization The standards are organized around four arts processes:

1. Creating: Conceiving and developing new artistic ideas and work Creating involves planning and creating new dance, media arts, music, theatre, or visual arts. Creating may involve improvising in music, dance or theatre. Improvising is the composing of new music, reciting/acting new dramatic material, or creating new dance movements on the spur of the moment.

2. Performing/Producing/Presenting: Realizing artistic ideas and work through interpretation and presentation

Performing is limited to the performing arts of music, dance and theatre. Performing generally involves sharing previously created works with an audience. Although the process of performing involves following a creative plan conceived by a composer, playwright or choreographer, there is still opportunity for creative interpretations within the performance.

Producing is the process of sharing work in the area of media arts. Since media arts productions do not result in performances, the sharing process is different from the performing arts. Media artists still follow the same steps in the creation of works and preparation of works for sharing with others; however the result is more often a product such as a video or video game.

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Presenting is often associated with sharing in more formal settings such as exhibition in the visual arts. The same steps to prepare works for presenting are considered-the audience, venue and communication aspects of an exhibition..

3. Responding: Understanding and evaluating how the arts convey meaning

Responding to the arts involves having the viewer take a close look to interpret the meanings in artistic works. The arts are created for the purpose of communication. Responding to them engages a thinking process that enables the viewer/audience to gather the intent of the work and the message being share by the artist.

Responding also involves the process of evaluating art works. The viewer/audience will apply criteria to evaluate the effectiveness of artistic works.

4. Connecting: Relating artistic ideas and work with personal meaning and external context

Connecting involves both looking inward and outward. Artists use personal experiences and gained knowledge to inform their own creative works. They also relate artistic ideas with the world around them; to society, culture, and history. This deepens the understanding of the work and appreciation of those who create the arts.

Anchor Standards There are eleven Anchor Standards that are common across all art forms. These standards illustrate steps that are taken within each of the Artistic Processes.

Performance Standards Each artistic discipline has a set of performance standards. These standards illustrate what each of the Anchor Standards might look like as students engage in the Artistic Processes within an artistic discipline. Performance standard are written for pre-kindergarten through eighth grade as grade level standards, and at the high school in three proficiency levels; Proficient, Accomplished, Advanced. All Performance Standards align to the eleven overarching Anchor Standards.

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Discipline: Dance Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Explore

Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.

Essential Question: Where do choreographers get ideas for dances?

HS Proficient HS Accomplished HS Advanced DA:Cr1.1.I DA:Cr1.1.II DA:Cr1.1.III a. Explore a variety of stimuli a. Synthesize content a. Synthesize content for sourcing movement to generated from stimulus generated from stimulus develop an improvisational or materials to choreograph material. Experiment and choreographed dance study. dance studies or dances take risks to discover a Analyze the process and the using original or codified personal voice to relationship between the movement. communicate artistic intent. stimuli and the movement. b. Experiment with the b. Expand personal elements of dance to explore b. Apply personal movement movement preferences and personal movement preferences and strengths strengths to discover preferences and strengths, with the movement unexpected solutions that and select movements that vocabulary of several dance communicate the artistic challenge skills and build on styles or genres to intent of an original dance. strengths in an original dance choreograph an original Analyze the unexpected study or dance. dance study or dance that solutions and explain why communicates an artistic they were effective in intent. Compare personal expanding artistic intent. choices to those made by well-known choreographers.

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Discipline: Dance Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Plan

Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.

Essential Question: What influences choice-making in creating choreography?

HS Proficient HS Accomplished HS Advanced DA:Cr2.1.I DA:Cr2.1.II DA:Cr2.1.III a. Collaborate to design a a. Work individually and a. Demonstrate fluency and dance using choreographic collaboratively to design and personal voice in designing devices and dance structures implement a variety of and choreographing original to support an artistic intent. choreographic devices and dances. Justify Explain how the dance dance structures to develop choreographic choices and structures clarify the artistic original dances. Analyze how explain how they are used to intent. the structure and final intensify artistic intent. composition informs the artistic intent. b. Develop an artistic b. Develop an artistic b. Construct an artistic statement for an original statement that reflects a statement that communicates dance study or dance. personal aesthetic for an a personal, cultural and Discuss how the use of original dance study or artistic perspective. movement elements, dance. Select and choreographic devices and demonstrate movements that dance structures serve to support the artistic statement. communicate the artistic statement.

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Discipline: Dance Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Revise

Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.

Essential Question: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

HS Proficient HS Accomplished HS Advanced DA:Cr3.1.I DA:Cr3.1.II DA:Cr3.1.III a. Clarify the artistic intent of a. Clarify the artistic intent of a. Clarify the artistic intent of a dance by manipulating a dance by refining a dance by manipulating and choreographic devices and choreographic devices and refining choreographic dance structures based on dance structures, devices, dance structures, established artistic criteria collaboratively or and artistic criteria using self- and feedback from others. independently using reflection and feedback from Analyze and evaluate impact established artistic criteria, others. Document choices of choices made in the self-reflection and the made in the revision process revision process. feedback of others. Analyze and justify how the and evaluate impact of refinements support artistic choices made in the revision intent. process. b. Compare recognized b. Develop a strategy to b. Document a dance using systems to document a record a dance using recognized systems of dance section of a dance using recognized systems of dance documentation (for example, writing, symbols, or media documentation (for example, writing, a form of notation technologies. writing, a form of notation symbols, or using media symbols, or using media technologies). technologies).

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Discipline: Dance Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Express

Enduring Understanding: Space, time, and energy are basic elements of dance.

Essential Question: How do dancers work with space, time and energy to communicate artistic expression?

HS Proficient HS Accomplished HS Advanced DA:Pr4.1.I DA:Pr4.1.II DA:Pr4.1.III a. Develop partner and a. Dance alone and with a. Modulate and use the ensemble skills that enable others with spatial intention. broadest range of movement contrasting level changes Expand partner and in space for artistic and through lifts, balances, or ensemble skills to greater expressive clarity. Use other means while ranges and skill level. inward and outward focus to maintaining a sense of spatial Execute complex floor and clarify movement and intent. design and relationship. Use air sequences with others Establish and break space intentionally during while maintaining relationships with other phrases and through relationships through focus dancers and audience as transitions between phrases. and intentionality. appropriate to the dance. Establish and break relationships with others as appropriate to the choreography. b. Modulate time factors for b. Use syncopation and b. Perform dance studies and artistic interest and accent movements related to compositions that use time expressive acuity. different tempi. Take rhythmic and tempo in unpredictable Demonstrate time complexity cues from different aspects of ways. Use internal rhythms in phrasing with and without accompaniment. Integrate and kinetics as phrasing musical accompaniment. Use breath phrasing with metric tools. Dance “in the moment.” multiple and complex and kinesthetic phrasing. rhythms (for example, contrapuntal and/or polyrhythmic) at the same time. Work with and against rhythm of accompaniment or sound environments. c. Connect energy and c. Initiate movement phrases c. Modulate dynamics to dynamics to movements by by applying energy and clearly express intent while applying them in and through dynamics. Vary energy and performing dance phrases all parts of the body. Develop dynamics over the length of a and choreography. Perform total body awareness so that phrase and transition movement sequences movement phrases smoothly out of the phrase expressively using a broad demonstrate variances of and into the next phrase, dynamic range and employ energy and dynamics. paying close attention to its dynamic skills for establishing movement initiation and relationships with other energy.

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dancers and projecting to the audience. Discipline: Dance Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic technique and work for presentation.

Process Component: Embody

Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.

Essential Question: What must a dancer do to prepare the mind and body for artistic expression?

HS Proficient HS Accomplished HS Advanced DA:Pr5.1.I DA:Pr5.1.II DA:Pr5.1.III a. Embody technical dance a. Dance with sensibility a. Apply body-mind principles skills (for example, functional toward other dancers while to technical dance skills in alignment, coordination, executing complex spatial, complex choreography when balance, core support, clarity rhythmic and dynamic performing solo, partnering, of movement, weight shifts, sequences to meet or dancing in ensemble flexibility/range of motion) to performance goals. works in a variety of dance retain and execute dance genres and styles. Self- choreography. evaluate performances and discuss and analyze performance ability with others. b. Develop a plan for b. Apply anatomical healthful practices in dance principles and healthful b. Research healthful and activities and everyday life practices to a range of safe practices for dancers including nutrition and injury technical dance skills for and modify personal practice prevention. Discuss achieving fluency of based on findings. Discuss implementation of the plan movement. Follow a personal how research informs and how it supports personal nutrition plan that supports practice. performance goals. health for everyday life. c. Collaborate with peers to c. Plan and execute c. Initiate, plan, and direct establish and implement a collaborative and rehearsals with attention to rehearsal plan to meet independent practice and technical details and fulfilling performance goals. Use a rehearsal processes with artistic expression. Use a variety of strategies to attention to technique and range of rehearsal strategies analyze and evaluate artistry informed by personal to achieve performance performances of self and performance goals. Reflect excellence. others (for example, use on personal achievements. video recordings of practice to analyze the difference between the way movements look and how they feel to match performance with visual affect). Articulate

504 Kentucky Department of Education performance goals and justify reasons for selecting particular practice strategies.

Discipline: Dance Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.

Essential Question: How does a dancer heighten artistry in a public performance?

HS Proficient HS Accomplished HS Advanced DA:Pr6.1.I DA:Pr6.1.II DA:Pr6.1.III a. Demonstrate leadership a. Demonstrate leadership a. Demonstrate leadership qualities (for example qualities (for example qualities (for example commitment, dependability, commitment, dependability, commitment, dependability, responsibility, and responsibility, and responsibility, and cooperation) when preparing cooperation) when preparing cooperation) when preparing for performances. for performances. Model for performances. Model Demonstrate performance performance etiquette and performance etiquette and etiquette and performance performance practices during performance practices during practices during class, class, rehearsal and class, rehearsal and rehearsal and performance. performance. Implement performance. Enhance

505 Kentucky Department of Education

Post-performance, accept performance strategies to performance using a broad notes from choreographer enhance projection. Post- repertoire of strategies for and apply corrections to performance, accept notes dynamic projection. Develop future performances. from choreographer and a professional portfolio Document the rehearsal and apply corrections to future (resume, head shot, etc.) that performance process and performances. Document the documents the rehearsal and evaluate methods and rehearsal and performance performance process with strategies using dance process and evaluate fluency in professional dance terminology and production methods and strategies using terminology and production terminology. dance terminology and terminology. production terminology.

b. Work collaboratively to b. Work collaboratively to b. Evaluate possible designs produce a dance concert on produce dance concerts in a for the production elements a stage or in an alternative variety of venues and design of a performance and select performance venue and plan and organize the production and execute the ideas that the production elements that elements that would be would intensify and heighten would be necessary to fulfill necessary to fulfill the artistic the artistic intent of the the artistic intent of the dance intent of the dance works in dances. works. each of the venues.

Discipline: Dance Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Analyze

Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning.

Essential Question: How is a dance understood?

HS Proficient HS Accomplished HS Advanced DA:Re.7.1.I DA:Re.7.1.II DA:Re.7.1.III a. Analyze recurring patterns a. Analyze dance works and a. Analyze dance works from of movement and their provide examples of recurring a variety of dance genres and relationships in dance in patterns of movement and styles and explain how context of artistic intent. their relationships that create recurring patterns of structure and meaning in movement and their dance. relationships create well- structured and meaningful choreography. b. Analyze the use of b. Analyze and compare the b. Explain how dance elements of dance in a movement patterns and their communicates aesthetic and variety of genres, styles, or relationships in a variety of cultural values in a variety of

506 Kentucky Department of Education cultural movement practices genres, styles, or cultural genres, styles, or cultural within its cultural context to movement practices and movement practices. Use communicate intent. Use explain how their differences genre-specific dance genre-specific dance impact communication and terminology terminology. intent within a cultural context. Use genre-specific dance terminology.

Discipline: Dance Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context.

Essential Question: How is dance interpreted?

HS Proficient HS Accomplished HS Advanced DA:Re8.1.I DA:Re8.1.II DA:Re8.1.III Select and compare different Analyze and discuss how the Analyze and interpret how dances and discuss their elements of dance, execution the elements of dance, intent and artistic expression. of dance movement execution of dance Explain how the relationships principles, and context movement principles, and among the elements of contribute to artistic context contribute to artistic dance, use of body, dance expression. Use genre expression across different technique, and context specific dance terminology. genres, styles, or cultural enhance meaning and movement practices. Use support intent using genre genre specific dance specific dance terminology. terminology.

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Discipline: Dance Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Critique

Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures.

Essential Question: What criteria are used to evaluate dance?

HS Proficient HS Accomplished HS Advanced DA:Re9.1.I DA:Re9.1.II DA:Re9.1.III Analyze the artistic Compare and contrast two or Define personal artistic expression of a dance. more dances using preferences to critique Discuss insights using evaluative criteria to critique dance. Consider societal and evaluative criteria and dance artistic expression. Consider personal values, and a range terminology. societal values and a range of artistic expression. of perspectives. Use genre- Discuss perspectives with specific dance terminology. peers and justify views.

Discipline: Dance Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Synthesize

Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning.

Essential Question: How does dance deepen our understanding of ourselves, other knowledge, and events around us?

HS Proficient HS Accomplished HS Advanced DA:Cn10.1.I DA:Cn10.1.II DA:Cn10.1.III a. Analyze a dance to a. Analyze a dance that is a. Review original determine the ideas related to content learned in choreography developed expressed by the other subjects and research over time with respect to its choreographer. Explain how its context. Synthesize content and context and its the perspectives expressed information learned and relationship to personal by the choreographer may share new ideas about its perspectives. Reflect on and impact one’s own impact on one’s perspective. analyze the variables that interpretation. Provide contributed to changes in evidence to support one’s one’s personal growth. analysis.

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b. Collaboratively identify a b. Use established research b. Investigate various dance dance related question or methods and techniques to related careers through a problem. Conduct research investigate a topic. variety of research methods through interview, research Collaborate with others to and techniques. Select those database, text, media, or identify questions and solve careers of most interest. movement. Analyze and movement problems that Develop and implement a apply information gathered by pertain to the topic. Create Capstone Project that reflects creating a group dance that and perform a piece of a possible career choice. answers the question posed. choreography. Discuss orally Discuss how the dance or in writing the insights communicates new relating to knowledge gained perspectives or realizations. through the research Compare orally and in writing process, the synergy of the process used in collaboration, and the choreography to that of other transfer of learning from this creative, academic, or project to other learning scientific procedures. situations.

Discipline: Dance Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Relate

Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.

Essential Question: How does knowing about societal, cultural, historical and community experiences expand dance literacy?

HS Proficient HS Accomplished HS Advanced DA:Cn11.1.HS.I DA:Cn11.1.HS.II DA:Cn11.1.HS.III

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Analyze and discuss dances Analyze dances from several Analyze dances from several from selected genres or genres or styles, historical genres or styles, historical styles and/or historical time time periods, and/or world time periods, and/or world periods, and formulate dance forms. Discuss how dance forms. Discuss how reasons for the similarities dance movement dance movement and differences between characteristics, techniques, characteristics, techniques, them in relation to the ideas and artistic criteria relate to and artistic criteria relate to and perspectives of the the ideas and perspectives of the ideas and perspectives of peoples from which the the peoples from which the the peoples from which the dances originate. dances originate. dances originate, and how the analysis has expanded one’s dance literacy.

Discipline: Media Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Conceive

Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts.

Essential Question: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?

HS Proficient HS Accomplished HS Advanced (MA:Cr1.1.I) (MA:Cr1.1.II) (MA:Cr1.1.III) Use identified generative Strategically utilize Integrate aesthetic principles

510 Kentucky Department of Education methods to formulate multiple generative methods to with a variety of generative ideas, develop artistic goals, formulate multiple ideas, methods to fluently form and problem solve in media refine artistic goals, and original ideas, solutions, and arts creation processes. increase the originality of innovations in media arts approaches in media arts creation processes. creation processes.

Discipline: Media Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Develop

Enduring Understanding: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.

Essential Question: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?

HS Proficient HS Accomplished HS Advanced (MA:Cr2.1.I) (MA:Cr2.1.II) (MA:Cr2.1.III) Apply aesthetic criteria in Apply a personal aesthetic in Integrate a sophisticated developing, proposing, and designing, testing, and personal aesthetic and refining artistic ideas, plans, refining original artistic ideas, knowledge of systems prototypes, and production prototypes, and production processes in forming, testing, processes for media arts strategies for media arts and proposing original artistic productions, considering productions, considering ideas, prototypes, and original inspirations, goals, artistic intentions, constraints production frameworks, and presentation context. of resources, and considering complex presentation context. constraints of goals, time, resources, and personal limitations.

Discipline: Media Arts Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Construct

Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks.

Essential Question: What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?

HS Proficient HS Accomplished HS Advanced (MA:Cr3.1.I (MA:Cr3.1.II) (MA:Cr3.1.III)

511 Kentucky Department of Education a. Consolidate production a. Consolidate production a. Synthesize content, processes to demonstrate processes to demonstrate processes, and components deliberate choices in deliberate choices in to express compelling organizing and integrating organizing and integrating purpose, story, emotion, or content and stylistic content and stylistic ideas in complex media arts conventions in media arts conventions in media arts productions, demonstrating productions, demonstrating production, demonstrating mastery of associated understanding of associated understanding of associated principles, such as principles, such as emphasis principles, such as continuity hybridization. and tone. and juxtaposition. b. Refine and modify media b. Refine and elaborate b. Intentionally and artworks, honing aesthetic aesthetic elements and consistently refine and quality and intentionally technical components to elaborate elements and accentuating stylistic intentionally form impactful components to form impactful elements, to reflect an expressions in media expressions in media understanding of personal artworks for specific artworks, directed at specific goals and preferences. purposes, intentions, purposes, audiences, and audiences and contexts. contexts.

Discipline: Media Arts Artistic Process: Producing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Integrate

Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks.

Essential Question: How are complex media arts experiences constructed?

HS Proficient HS Accomplished HS Advanced (MA:Pr4.1.I) (MA:Pr4.1.II) (MA:Pr4.1.III) Integrate various arts, media Integrate various arts, media Synthesize various arts, arts forms, and content into arts forms, and academic media arts forms and

512 Kentucky Department of Education unified media arts content into unified media academic content into unified productions, considering the arts productions that retain media arts productions that reaction and interaction of thematic integrity and stylistic retain artistic fidelity across the audience, such as continuity, such as platforms, such as experiential design. transmedia productions. transdisciplinary productions.

Discipline: Media Arts Artistic Process: Producing

Anchor Standard 5: Develop and refine artistic technique and work for presentation.

Process Component: Practice

Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.

Essential Question: What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?

HS Proficient HS Accomplished HS Advanced (MA:Pr5.1.I (MA:Pr5.1.II) (MA:Pr5.1.III)

513 Kentucky Department of Education a. Demonstrate progression a. Demonstrate effective a. Employ mastered artistic, in artistic, design, technical, command of artistic, design, design, technical, and soft and soft skills, as a result of technical and soft skills in skills in managing and selecting and fulfilling managing and producing producing media artworks. specified roles in the media artworks. production of a variety of media artworks. b. Develop and refine a b. Demonstrate effective b. Fluently employ mastered determined range of creative ability in creative and creative and innovative and adaptive innovation adaptive innovation abilities, adaptability in formulating abilities, such as design such as resisting closure, and lines of inquiry and solutions, thinking, and risk taking, in responsive use of failure, to to address complex addressing identified address sophisticated challenges within and challenges and constraints challenges within and through media arts within and through media arts through media arts productions. productions. productions. c. Demonstrate adaptation and innovation through the c. Demonstrate the skillful c. Independently utilize and combination of tools, adaptation and combination adapt tools, styles, and techniques and content, in of tools, styles, techniques, systems in standard, standard and innovative and interactivity to achieve innovative, and experimental ways, to communicate intent specific expressive goals in ways in the production of in the production of media the production of a variety of complex media artworks. artworks. media artworks.

Discipline: Media Arts Artistic Process: Producing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts.

Essential Question: How does time, place, audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow?

HS Proficient HS Accomplished HS Advanced

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(MA:Pr6.1.I) (MA:Pr6.1.II) (MA:Pr6.1.III) a. Design the presentation a. Curate and design the a. Curate, design, and and distribution of collections presentation and distribution promote the presentation and of media artworks, of collections of media distribution of media artworks considering combinations of artworks through a variety of for intentional impacts, artworks, formats, and contexts, such as mass through a variety of contexts, audiences. audiences, and physical and such as markets and venues. virtual channels. b. Evaluate and implement b. Evaluate and implement b. Independently evaluate, improvements in presenting improvements in presenting compare, and integrate media artworks, considering media artworks, considering improvements in presenting personal and local impacts, personal, local, and social media artworks, considering such as the benefits for self impacts such as changes that personal to global impacts, and others. occurred for people, or to a such as new understandings situation. that were gained by artist and audience.

Discipline: Media Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Perceive

Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production.

Essential Question: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience?

HS Proficient HS Accomplished HS Advanced

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(MA:Re7.1.I) (MA:Re7.1.II) (MA:Re7.1.III) a. Analyze the qualities of a. Analyze and synthesize a. Analyze and synthesize and relationships between the qualities and relationships the qualities and relationships the components, style, and of the components in a of the components and preferences communicated variety of media artworks, audience impact in a variety by media artworks and and feedback on how they media artworks. artists. impact audience. b. Survey an exemplary b. Analyze how a variety of b. Analyze how a broad range of media artworks, media artworks manage range of media artworks analyzing methods for audience experience and manage audience managing audience create intention through experience, create intention experience, creating intention multimodal perception. and persuasion through and persuasion through multimodal perception. multimodal perception, and systemic communications.

Discipline: Media Arts Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork.

Essential Question: How do people relate to and interpret media artworks?

HS Proficient HS Accomplished HS Advanced (MA:Re8.1.I) (MA:Re8.1.II) (MA:Re8.1.III)

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Analyze the intent, meanings, Analyze the intent, meanings, Analyze the intent, meanings and reception of a variety of and influence of a variety of and impacts of diverse media media artworks, focusing on media artworks, based on artworks, considering personal and cultural personal, societal, historical, complex factors of context contexts. and cultural contexts. and bias.

Discipline: Media Arts Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks.

Essential Question: How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them?

HS Proficient HS Accomplished HS Advanced (MA:Re9.1.HS.I) (MA:Re9.1.II) (MA:Re9.1.III) Evaluate media art works and Form and apply defensible Independently develop production processes at evaluations in the rigorous evaluations of, and decisive stages, using constructive and systematic strategically seek feedback identified criteria, and critique of media artworks for media artworks and considering context and and production processes. production processes, artistic goals. considering complex goals and factors.

Discipline: Media Arts Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Synthesize

Enduring Understanding: Media artworks synthesize meaning and form cultural experience.

Essential Question: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?

HS Proficient HS Accomplished HS Advanced

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(MA:Cn10.1.I) (MA:Cn10.1.II) (MA:Cn10.1.III) a. Access, evaluate, and a. Synthesize internal and a. Independently and integrate personal and external resources to proactively access relevant external resources to inform enhance the creation of and qualitative resources to the creation of original media persuasive media artworks, inform the creation of cogent artworks, such as such as cultural connections, media artworks. experiences, interests, and introspection, research, and cultural experiences. exemplary works. b. Explain and demonstrate b. Explain and demonstrate b. Demonstrate and expound the use of media artworks to the use of media artworks to on the use of media artworks expand meaning and synthesize new meaning and to consummate new knowledge, and create knowledge, and reflect and meaning, knowledge, and cultural experiences, such as form cultural experiences, impactful cultural learning and sharing through such as new connections experiences. online environments. between themes and ideas, local and global networks, and personal influence.

Discipline: Media Arts Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Relate

Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.

Essential Question: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?

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HS Proficient HS Accomplished HS Advanced (MA:Cn11.1.I) (MA:Cn11.1.II) (MA:Cn11.1.III) a. Demonstrate and explain a. Examine in depth and a. Demonstrate the how media artworks and demonstrate the relationships relationships of media arts ideas relate to various of media arts ideas and ideas and works to personal contexts, purposes, and works to various contexts, and global contexts, values, such as social trends, purposes, and values, such purposes, and values, power, equality, and as markets, systems, through relevant and personal/cultural identity. propaganda, and truth. impactful media artworks.

b. Critically investigate and b. Critically investigate and b. Critically evaluate and ethically interact with legal, strategically interact with effectively interact with legal, technological, systemic, and legal, technological, technological, systemic, and vocational contexts of media systemic, and vocational vocational contexts of media arts, considering ethics, contexts of media arts. arts, considering ethics, media literacy, digital identity, media literacy, social media, and artist/audience virtual worlds, and digital interactivity. identity.

Music Technology Strand

Discipline: Music – Music Technology Strand Artistic Process: Creating

519 Kentucky Department of Education

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Imagine

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential Question: How do musicians generate creative ideas?

HS Proficient HS Accomplished HS Advanced MU:Cr1.1.T.I MU:Cr1.1.T.II MU:Cr1.1.T.III Generate melodic, rhythmic, Generate melodic, rhythmic, Generate melodic, rhythmic, and harmonic ideas for and harmonic ideas for and harmonic ideas for compositions or compositions and compositions and improvisations using digital improvisations using digital improvisations that tools. tools and resources. incorporate digital tools, resources, and systems.

Discipline: Music – Music Technology Strand Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Plan and Make

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential Question: How do musicians make creative decisions?

HS Proficient HS Accomplished HS Advanced MU:Cr2.1.T.I MU:Cr2.1.T.II MU:Cr2.1.T.II

Select melodic, rhythmic, and Select melodic, rhythmic, and Select, develop, and organize harmonic ideas to develop harmonic ideas to develop multiple melodic, rhythmic into a larger work using into a larger work that and harmonic ideas to digital tools and resources. exhibits unity and variety develop into a larger work using digital and analog tools. that exhibits unity, variety, complexity, and coherence using digital and analog tools, resources, and systems.

Discipline: Music – Music Technology Strand Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

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Process Component: Evaluate and Refine

Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their creative work?

HS Proficient HS Accomplished HS Advanced MU:Cr3.1.T.I MU:Cr3.1.T.II MU:Cr3.1.T.III Drawing on feedback from Develop and implement Develop and implement teachers and peers, develop varied strategies to improve varied strategies and apply and implement strategies to and refine the technical and appropriate criteria to improve and refine the expressive aspects of draft improve and refine the technical and expressive compositions and technical and expressive aspects of draft compositions improvisations. aspects of draft compositions and improvisations. and improvisations.

Discipline: Music – Music Technology Strand Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Present

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.

Essential Question: When is creative work ready to share?

HS Proficient HS Accomplished HS Advanced MU:Cr3.2.T.I MU:Cr3.2.T.II MU:Cr3.2.T.III Share compositions or Share compositions and Share a portfolio of musical improvisations that improvisations that creations representing varied demonstrate a proficient level demonstrate an styles and genres that of musical and technological accomplished level of demonstrates an advanced craftsmanship as well as the musical and technological level of musical and use of digital tools and craftsmanship as well as the technological craftsmanship resources in developing and use of digital and analog as well as the use of digital organizing musical ideas. tools and resources in and analog tools, resources developing and organizing and systems in developing musical ideas. and organizing musical ideas.

Discipline: Music – Music Technology Strand Artistic Process: Performing

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Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own abilities, and the context for a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

HS Proficient HS Accomplished HS Advanced MU:Pr4.1.T.I MU:Pr4.1.T.II MU:Pr4.1.T.III Develop and explain the Develop and apply criteria to Develop and apply criteria to criteria used for selecting a select a varied repertoire to select varied programs to varied repertoire of music study and perform based on study and perform based on based on interest, music interest; an understanding of interest, an understanding of reading skills, and an theoretical and structural the theoretical and structural understanding of the characteristics of the music; characteristics, as well as performer’s technical and and the performer’s technical expressive challenges in the technological skill. skill using digital tools and music, and the performer’s resources. technical skill using digital tools, resources, and systems.

Discipline: Music – Music Technology Strand Artistic Process: Performing

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Analyze

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question: How does understanding the structure and context of musical works inform performance?

HS Proficient HS Accomplished HS Advanced MU:Pr4.2.T.I MU:Pr4.2.T.II MU:Pr4.2.T.III Describe how context, Describe and demonstrate Examine, evaluate and structural aspects of the how context, theoretical and critique how context, music, and digital media/tools structural aspects of the theoretical and structural inform prepared and music and digital media/tools aspects of the music and improvised performances. inform and influence digital media/tools inform and prepared and improvised influence prepared and performances. improvised performances.

522 Kentucky Department of Education

Discipline: Music – Music Technology Strand Artistic Process: Performing

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Interpret

Enduring Understanding: Performers make interpretive decisions based on their understanding of context and intent.

Essential Question: How do performers interpret musical works?

HS Proficient HS Accomplished HS Advanced MU:Pr4.3.T.I MU:Pr4.3.T.II MU:Pr4.3.T.III Demonstrate how Demonstrate how Demonstrate how understanding the context, understanding the style, understanding the style, expressive challenges, and genre, context, and use of genre, context, and use of digital tools in a varied digital tools and resources in integration of digital repertoire of music influence a varied repertoire of music technologies in a varied prepared or improvised influences prepared or repertoire of music informs performances. improvised performances and and influences prepared and performers’ ability to connect improvised performances and with audiences. their ability to connect with audiences.

Discipline: Music – Music Technology Strand Artistic Process: Performing

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Component: Evaluate and Refine

Enduring Understanding: Musicians’ creative choices are influenced by their context, expressive intent, and established criteria.

Essential Question: How do musicians make creative decisions?

HS Proficient HS Accomplished HS Advanced MU:Pr5.1.T.I MU:Pr5.1.T.II MU:Pr5.1.T.III Identify and implement Develop and implement Apply appropriate criteria as rehearsal strategies to rehearsal strategies to well as feedback from improve the technical and improve and refine the multiple sources and develop expressive aspects of technical and expressive and implement varied prepared and improvised aspects of prepared and strategies to improve and performances in a varied improvised performances in a refine the technical and repertoire of music. varied repertoire of music. expressive aspects of prepared and improvised performances in varied programs of music.

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Discipline: Music – Music Technology Strand Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

HS Proficient HS Accomplished HS Advanced MU:Pr6.1.T.I MU:Pr6.1.T.II MU:Pr6.1.T.III a. Using digital tools, a. Using digital tools and a. Integrating digital and demonstrate attention to resources, demonstrate analog tools and resources, technical accuracy and technical accuracy and demonstrate an expressive qualities in expressive qualities in understanding and attention prepared and improvised prepared and improvised to technical accuracy and performances of a varied performances of a varied expressive qualities of the repertoire of music. repertoire of music music in prepared and representing diverse cultures, improvised performances of a styles, and genres. varied repertoire of music representing diverse cultures, styles, genres, and historical periods. b. Demonstrate an b. Demonstrate an b. Demonstrate an ability to understanding of the context understanding of the connect with audience of music through prepared expressive intent when members before, and and improvised connecting with an audience engaging with and performances. through prepared and responding to them during improvised performances. prepared and improvised performances.

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Discipline: Music – Music Technology Strand Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Select

Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential Question: How do individuals choose music to experience?

HS Proficient HS Accomplished HS Advanced MU:Re7.1.T.I MU:Re7.1.T.II MU:Re7.1.T.III Cite reasons for choosing Select and critique Select, describe and music based on the use of contrasting musical works, compare a variety of musical the elements of music, digital defending opinions based on selections based on and electronic aspects, and manipulations of the characteristics and connections to interest or elements of music, digital and knowledge of the music, purpose. electronic aspects, and the understanding of digital and purpose and context of the electronic aspects, and the works. purpose and context of the works.

Discipline: Music – Music Technology Strand Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Analyze

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential Question: How does understanding the structure and context of music inform a response?

HS Proficient HS Accomplished HS Advanced MU:Re7.2.T.I MU:Re7.2.T.II MU:Re7.2.T.III Explain how knowledge of Explain how an analysis of Demonstrate and justify how the structure (repetition, the structure, context, and an analysis of the structural similarities, contrasts), technological aspects of the characteristics, context, and technological aspects, and music informs the response. technological and creative purpose of the music informs decisions, informs interest in the response. and response to the music.

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Discipline: Music – Music Technology Strand Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential Question: How do we discern musical creators’ and performers’ expressive intent?

HS Proficient HS Accomplished HS Advanced MU:Re8.1.T.I MU:Re8.1.T.II MU:Re8.1.T.III Explain and support an Connect the influence of the Examine, cite research and interpretation of the treatment of the elements of multiple sources to connect expressive intent of musical music, digital and electronic the influence of the treatment selections based on features, context, purpose, of the elements of music, treatment of the elements of and other art forms to the digital and electronic music, digital and electronic expressive intent of musical features, context, purpose, features, and purpose. works. and other art forms to the expressive intent of musical works.

Discipline: Music – Music Technology Strand Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.

Essential Question: How do we judge the quality of musical work(s) and performance(s)?

HS Proficient HS Accomplished HS Advanced MU:Re9.1.T.I MU:Re9.1.T.II MU:Re9.1.T.III Evaluate music using criteria Apply criteria to evaluate Develop and justify the based on analysis, music based on analysis, evaluation of a variety of interpretation, digital and interpretation, artistic intent, music based on established electronic features, and digital, electronic, and analog and personally-developed personal interests. features, and musical criteria, digital, electronic and qualities. analog features, and understanding of purpose and context.

526 Kentucky Department of Education

Discipline: Music – Music Technology Strand Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

HS Proficient HS Accomplished HS Advanced MU:Cn10.0.T.I MU:Cn10.0.T.II MU:Cn10.0.T.III Demonstrate how interests, Demonstrate how interests, Demonstrate how interests, knowledge and skills relate to knowledge and skills relate to knowledge and skills relate to personal choices and intent personal choices and intent personal choices and intent when creating, performing, when creating, performing, when creating, performing, and responding to music. and responding to music. and responding to music.

Discipline: Music – Music Technology Strand Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.

Essential Question: How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music?

HS Proficient HS Accomplished HS Advanced MU:Cn11.0.T.I MU:Cn11.0.T.II MU:Cn11.0.T.III Demonstrate understanding Demonstrate understanding Demonstrate understanding of relationships between of relationships between of relationships between music and the other arts, music and the other arts, music and the other arts, other disciplines, varied other disciplines, varied other disciplines, varied contexts and daily life. contexts and daily life. contexts and daily life.

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Music Composition and Theory Strand

Discipline: Music – Composition and Theory Artistic Process: Creating Strand

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Imagine

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential Question: How do musicians generate creative ideas?

HS Proficient HS Accomplished HS Advanced MU:Cr1.1.C.I MU:Cr1.1.C.II MU:Cr1.1.C.III Describe how sounds and Describe and demonstrate Describe and demonstrate short musical ideas can be how sounds and musical multiple ways in which used to represent personal ideas can be used to sounds and musical ideas experiences, moods, visual represent sonic events, can be used to represent images, and/or storylines. memories, visual images, extended sonic experiences concepts, texts, or storylines. or abstract ideas.

528 Kentucky Department of Education

Discipline: Music – Composition and Theory Artistic Process: Creating Strand

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Plan and Make

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential Question: How do musicians make creative decisions?

HS Proficient HS Accomplished HS Advanced MU:Cr2.1.C.I MU:Cr2.1.C.II MU:Cr2.1.C.II a. Assemble and organize a. Assemble and organize a. Assemble and organize sounds or short musical multiple sounds or musical multiple sounds or extended ideas to create initial ideas to create initial musical ideas to create initial expressions of selected expressive statements of expressive statements of experiences, moods, images, selected sonic events, selected extended sonic or storylines. memories, images, concepts, experiences or abstract ideas. texts, or storylines.

b. Describe and explain the b. Analyze and demonstrate development of sounds and the development of sounds b. Identify and describe the musical ideas in drafts of and extended musical ideas in development of sounds or music within a variety of simple drafts of music within a variety short musical ideas in drafts or moderately complex forms of moderately complex or of music within simple forms (such as binary, rondo, or complex forms. (such as one-part, cyclical, or ternary). binary).

529 Kentucky Department of Education

Discipline: Music – Composition and Theory Artistic Process: Creating Strand

Anchor Standard 3: Refine and complete artistic work.

Process Component: Evaluate and Refine

Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their creative work?

HS Proficient HS Accomplished HS Advanced MU:Cr3.1.C.I MU:Cr3.1.C.II MU:Cr3.1.C.III Identify, describe, and apply Identify, describe, and apply Research, identify, explain, teacher-provided criteria to selected teacher-provided or and apply personally- assess and refine the personally-developed criteria developed criteria to assess technical and expressive to assess and refine the and refine the technical and aspects of evolving drafts technical and expressive expressive aspects of leading to final versions. aspects of evolving drafts evolving drafts leading to final leading to final versions. versions.

530 Kentucky Department of Education

Discipline: Music – Composition and Theory Artistic Process: Creating Strand

Anchor Standard 3: Refine and complete artistic work.

Process Component: Present

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.

Essential Question: When is creative work ready to share?

HS Proficient HS Accomplished HS Advanced MU:Cr3.2.C.I MU:Cr3.2.C.II MU:Cr3.2.C.III a. Share music through the a. Share music through the a. Share music through the use of notation, performance, use of notation, solo or group use of notation, solo or group or technology, and performance, or technology, performance, or technology, demonstrate how the and demonstrate and and demonstrate and explain elements of music have been describe how the elements of how the elements of music, employed to realize music and compositional compositional techniques and expressive intent. techniques have been processes have been employed to realize employed to realize expressive intent. expressive intent. b. Describe the given context b. Describe the selected b. Describe a variety of and performance medium for contexts and performance possible contexts and presenting personal works, mediums for presenting mediums for presenting and how they impact the final personal works, and explain personal works, and explain composition and why they successfully impact and compare how each could presentation. the final composition and impact the success of the presentation. final composition and presentation.

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Discipline: Music – Composition and Theory Artistic Process: Performing Strand

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own abilities, and the context for a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

HS Proficient HS Accomplished HS Advanced MU:Pr4.1.C.I MU:Pr4.1.C.II MU:Pr4.1.C.III Identify and select specific Identify and select specific Identify and select specific excerpts, passages, or passages, sections, or sections, movements, or sections in musical works movements in musical works entire works that express that express a personal that express personal personal experiences and experience, mood, visual experiences and interests, interests, moods, visual image, or storyline in simple moods, visual images, images, concepts, texts, or forms (such as one-part, concepts, texts, or storylines storylines in moderately cyclical, binary). in simple forms (such as complex or complex forms. binary, ternary, rondo) or moderately complex forms.

532 Kentucky Department of Education

Discipline: Music – Composition and Theory Artistic Process: Performing Strand

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Analyze

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question: How does understanding the structure and context of musical works inform performance?

HS Proficient HS Accomplished HS Advanced MU:Pr4.2.C.I MU:Pr4.2.C.II MU:Pr4.2.C.III Analyze how the elements of Analyze how the elements of Analyze how the elements of music (including form) of music (including form) of music (including form), and selected works relate to style selected works relate to the compositional techniques of and mood, and explain the style, function, and context, selected works relate to the implications for rehearsal or and explain the implications style, function, and context, performance. for rehearsal and and explain and support the performance. analysis and its implications for rehearsal and performance.

Discipline: Music – Composition and Theory Artistic Process: Performing Strand

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Interpret

Enduring Understanding: Performers make interpretive decisions based on their understanding of context and intent.

Essential Question: How do performers interpret musical works?

HS Proficient HS Accomplished HS Advanced MU:Pr4.3.C.I MU:Pr4.3.C.II MU:Pr4.3.C.III Develop interpretations of Develop interpretations of Develop interpretations of works based on an works based on an works based on an understanding of the use of understanding of the use of understanding of the use of elements of music, style, and elements of music, style, elements of music (including mood, explaining how the mood, function, and context, form), compositional interpretive choices reflect explaining and supporting techniques, style, function, the creators’ intent. and context, explaining and

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how the interpretive choices justifying how the interpretive reflect the creators’ intent. choices reflect the creators’ intent. Discipline: Music – Composition and Theory Artistic Process: Performing Strand

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Component: Rehearse, Evaluate and Refine

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their performance?

HS Proficient HS Accomplished HS Advanced MU:Pr5.1.C.I MU:Pr5.1.C.II MU:Pr5.1.C.III a. Create rehearsal plans for a. Create rehearsal plans for a. Create rehearsal plans for works, identifying repetition works, identifying the form, works, identifying the form, and variation within the form. repetition and variation within repetition and variation within the form, and the style and the form, compositional historical or cultural context techniques, and the style and of the work. historical or cultural context of the work. b. Using established criteria b. Using established criteria b. Using established criteria and feedback, identify the and feedback, identify the and feedback, identify the way(s) in which ways in which performances ways in which performances performances convey the convey the formal design, use compositional techniques elements of music, style, and style, and historical/cultural and convey the formal mood. context of the works. design, style, and historical/cultural context of the works. c. Identify and implement c. Identify and implement strategies for improving the c. Identify, compare, and strategies for improving the technical and expressive implement strategies for technical and expressive aspects of varied works. improving the technical and aspects of multiple works. expressive aspects of multiple contrasting works.

534 Kentucky Department of Education

Discipline: Music – Composition and Theory Artistic Process: Performing Strand

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

HS Proficient HS Accomplished HS Advanced MU:Pr6.1.C.I MU:Pr6.1.C.II MU:Pr6.1.C.III a. Share live or recorded a. Share live or recorded a. Share live or recorded performances of works (both performances of works (both performances of works (both personal and others’), and personal and others’), and personal and others’), and explain how the elements of explain how the elements of explain and/or demonstrate music are used to convey music and compositional understanding of how the intent. techniques are used to expressive intent of the music convey intent. is conveyed. b. Identify how compositions b. Explain how compositions b. Explain how compositions are appropriate for an are appropriate for both are appropriate for a variety audience or context, and how audience and context, and of audiences and contexts, this will shape future how this will shape future and how this will shape future compositions. compositions. compositions.

535 Kentucky Department of Education

Discipline: Music – Composition and Theory Artistic Process: Responding Strand

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Select

Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential Question: How do individuals choose music to experience?

HS Proficient HS Accomplished HS Advanced MU:Re7.1.C.I MU:Re7.1.C.II MU:Re7.1.C.III Apply teacher-provided Apply teacher-provided or Apply researched or criteria to select music that personally-developed criteria personally-developed criteria expresses a personal to select music that to select music that experience, mood, visual expresses personal expresses personal image, or storyline in simple experiences and interests, experiences and interests, forms (such as one-part, moods, visual images, visual images, concepts, cyclical, binary), and describe concepts, texts, or storylines texts, or storylines in the choices as models for in simple or moderately moderately complex or composition. complex forms, and describe complex forms, and describe and defend the choices as and justify the choice as models for composition. models for composition.

536 Kentucky Department of Education

Discipline: Music – Composition and Theory Artistic Process: Responding Strand

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Analyze

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential Question: How does understanding the structure and context of music inform a response?

HS Proficient HS Accomplished HS Advanced MU:Re7.2.C.I MU:Re7.2.C.II MU:Re7.2.C.III Analyze aurally the elements Analyze aurally and/or by Analyze aurally and/or by of music (including form) of reading the scores of musical reading the scores of musical musical works, relating them works the elements of music works the elements of music to style, mood, and context, (including form), (including form), and describe how the compositional techniques and compositional techniques and analysis provides models for procedures, relating them to procedures, relating them to personal growth as style, mood, and context; and aesthetic effectiveness, style, composer, performer, and/or explain how the analysis mood, and context; and listener. provides models for personal explain how the analysis growth as composer, provides models for personal performer, and/or listener. growth as composer, performer, and/or listener.

537 Kentucky Department of Education

Discipline: Music – Composition and Theory Artistic Process: Responding Strand

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential Question: How do we discern musical creators’ and performers’ expressive intent?

HS Proficient HS Accomplished HS Advanced MU:Re8.1.C.I MU:Re8.1.C.II MU:Re8.1.C.III Develop and explain Develop and support Develop, justify and defend interpretations of varied interpretations of varied interpretations of varied works, demonstrating an works, demonstrating an works, demonstrating an understanding of the understanding of the understanding of the composers’ intent by citing composers’ intent by citing composers’ intent by citing technical and expressive the use of elements of music the use of elements of music aspects as well as the (including form), (including form), style/genre of each work. compositional techniques, compositional techniques, and the style/genre and and the style/genre and context of each work. context of each work.

538 Kentucky Department of Education

Discipline: Music – Composition and Theory Artistic Process: Responding Strand

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.

Essential Question: How do we judge the quality of musical work(s) and performance(s)?

HS Proficient HS Accomplished HS Advanced MU:Re9.1.C.I MU:Re9.1.C.II MU:Re9.1.C.III a. Describe the effectiveness a. Explain the effectiveness a. Evaluate the effectiveness of the technical and of the technical and of the technical and expressive aspects of expressive aspects of expressive aspects of selected music and selected music and selected music and performances, demonstrating performances, demonstrating performances, demonstrating understanding of understanding of music understanding of theoretical fundamentals of music theory as well as concepts and complex theory. compositional techniques and compositional techniques and procedures. procedures.

b. Describe and evaluate b. Describe the way(s) in ways in which critiquing which critiquing others’ work b. Describe ways in which others’ work and receiving and receiving feedback from critiquing others’ work and feedback from others have others can be applied in the receiving feedback from been specifically applied in personal creative process. others have been specifically the personal creative applied in the personal process. creative process.

539 Kentucky Department of Education

Discipline: Music – Composition and Theory Artistic Process: Connecting Strand

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing and responding.

Essential Question: How do musicians make meaningful connections to creating, performing and responding?

HS Proficient HS Accomplished HS Advanced MU:Cn10.0.C.I MU:Cn10.0.C.II MU:Cn10.0.C.III Demonstrate how interests, Demonstrate how interests, Demonstrate how interests, knowledge, and skills relate knowledge, and skills relate knowledge and skills relate to to personal choices and to personal choices and personal choices and intent intent when creating, intent when creating, when creating, performing, performing, and responding performing, and responding and responding to music. to music. to music.

Discipline: Music – Composition and Theory Artistic Process: Connecting Strand

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.

Essential Question: How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music?

HS Proficient HS Accomplished HS Advanced MU:Cn11.0.C.I MU:Cn11.0.C.II MU:Cn11.0.C.III Demonstrate understanding Demonstrate understanding Demonstrate understanding of relationships between of relationships between of relationships between music and the other arts, music and the other arts, music and the other arts, other disciplines, varied other disciplines, varied other disciplines, varied contexts, and daily life. contexts, and daily life. contexts, and daily life.

540 Kentucky Department of Education

Harmonizing Instruments Strand

Discipline: Music – Harmonizing Instruments Artistic Process: Creating Strand

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Imagine

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential Question: How do musicians generate creative ideas?

HS Proficient HS Accomplished HS Advanced MU:Cr1.1.H.I MU:Cr1.1.H.II MU:Cr1.1.H.II

Generate melodic, rhythmic, Generate melodic, rhythmic, Generate melodic, rhythmic, and harmonic ideas for and harmonic ideas for and harmonic ideas for a improvisations, compositions compositions (forms such as collection of compositions (forms such as theme and rounded binary or rondo), (representing a variety of variation or 12-bar blues), improvisations, forms and styles), and three-or-more-chord accompaniment patterns in a improvisations in several accompaniments in a variety variety of styles, and different styles, and of patterns (such as harmonizations for given stylistically appropriate arpeggio, country and gallop melodies. harmonizations for given strumming, finger picking melodies. patterns).

541 Kentucky Department of Education

Discipline: Music – Harmonizing Instruments Artistic Process: Creating Strand

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Plan and Make

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential Question: How do musicians make creative decisions?

HS Proficient HS Accomplished HS Advanced MU:Cr2.1.H.I MU:Cr2.1.H.II MU:Cr2.1.H.II Select, develop, and use Select, develop, and use Select, develop, and use standard notation and standard notation and standard notation and audio/video recording to audio/video recording to audio/video recording to document melodic, rhythmic, document melodic, rhythmic, document melodic, rhythmic, and harmonic ideas for drafts and harmonic ideas for drafts and harmonic ideas for drafts of improvisations, of compositions (forms such of compositions (representing compositions (forms such as as rounded binary or rondo), a variety of forms and styles), theme and variation or 12-bar improvisations, improvisations in several blues), and three-or-more- accompaniment patterns in a different styles, and chord accompaniments in a variety of styles, and stylistically appropriate variety of patterns (such as harmonizations for given harmonizations for given arpeggio, country and gallop melodies. melodies. strumming, finger picking patterns).

542 Kentucky Department of Education

Discipline: Music – Harmonizing Instruments Artistic Process: Creating Strand

Anchor Standard 3: Refine and complete artistic work.

Process Component: Evaluate and Refine

Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their creative work?

HS Proficient HS Accomplished HS Advanced MU:Cr3.1.H.I MU:Cr3.1.H.II MU:Cr3.1.H.II Develop and apply criteria to Develop and apply criteria to Develop and apply criteria to critique, improve, and refine critique, improve, and refine critique, improve, and refine drafts of improvisations, drafts of compositions (forms drafts of compositions compositions (forms such as such as rounded binary or (representing a variety of theme and variation or 12-bar rondo), improvisations, forms and styles), blues) and three-or-more- accompaniment patterns in a improvisations in a variety of chord accompaniments in a variety of styles, and styles, and stylistically variety of patterns (such as harmonizations for given appropriate harmonizations arpeggio, country and gallop melodies. for given melodies. strumming, finger picking patterns).

543 Kentucky Department of Education

Discipline: Music – Harmonizing Instruments Artistic Process: Creating Strand

Anchor Standard 3: Refine and complete artistic work.

Process Component: Present

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.

Essential Question: When is creative work ready to share?

HS Proficient HS Accomplished HS Advanced MU:Cr3.2.H.I MU:Cr3.2.H.II MU:Cr3.2.H.II

Perform final versions of Perform final versions of Perform final versions of a improvisations, compositions compositions (forms such as collection of compositions (forms such as theme and rounded binary or rondo), (representing a variety of variation or 12-bar blues), improvisations, forms and styles), and three-or-more-chord accompaniment patterns in a improvisations in several accompaniments in a variety variety of styles, and different styles, and of patterns (such as harmonizations for given stylistically appropriate arpeggio, country and gallop melodies, demonstrating harmonizations for given strumming, finger picking technical skill in applying melodies, demonstrating patterns), demonstrating principles of technical skill in applying technical skill in applying composition/improvisation principles of principles of and originality in developing composition/improvisation composition/improvisation and organizing musical ideas. and originality in developing and originality in developing and organizing musical ideas. and organizing musical ideas.

544 Kentucky Department of Education

Discipline: Music – Harmonizing Instruments Artistic Process: Performing Strand

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own abilities, and the context for a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

HS Proficient HS Accomplished HS Advanced MU:Pr4.1.H.I MU:Pr4.1.H.II MU:Pr4.1.H.III Explain the criteria used Develop and apply criteria for Develop and apply criteria for when selecting a varied selecting a varied repertoire selecting a varied repertoire repertoire of music for of music for individual and for a program of music for individual or small group small group performances individual and small group performances that include that include melodies, performances that include melodies, repertoire pieces, repertoire pieces, melodies, repertoire pieces, improvisations, and chordal improvisations, and chordal stylistically appropriate accompaniments in a variety accompaniments in a variety accompaniments, and of patterns (such as of styles. improvisations in a variety of arpeggio, country and gallop contrasting styles. strumming, finger picking patterns).

545 Kentucky Department of Education

Discipline: Music – Harmonizing Instruments Artistic Process: Performing Strand

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Analyze

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question: How does understanding the structure and context of musical works inform performance?

HS Proficient HS Accomplished HS Advanced MU:Pr4.2.H.I MU:Pr4.2.H.II MU:Pr4.2.H.III Identify and describe Identify and describe Identify and describe important theoretical and important theoretical and important theoretical and structural characteristics and structural characteristics and structural characteristics and context (social, cultural, or context (social, cultural, and context (social, cultural, and historical) in a varied historical) in a varied historical) in a varied repertoire of music that repertoire of music that repertoire of music selected includes melodies, repertoire includes melodies, repertoire for performance programs pieces, improvisations, and pieces, improvisations, and that includes melodies, chordal accompaniments in a chordal accompaniments in a repertoire pieces, stylistically variety of patterns (such as variety of styles. appropriate accompaniments, arpeggio, country and gallop and improvisations in a strumming, finger picking variety of contrasting styles. patterns).

546 Kentucky Department of Education

Discipline: Music – Harmonizing Instruments Artistic Process: Performing Strand

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Interpret

Enduring Understanding: Performers make interpretive decisions based on their understanding of context and intent.

Essential Question: How do performers interpret musical works?

HS Proficient HS Accomplished HS Advanced MU:PR4.3.H.I MU:PR4.3.H.II MU:PR4.3.H.II

Describe in interpretations Explain in interpretations the Explain and present the context (social, cultural, context (social, cultural, and interpretations that or historical) and expressive historical) and expressive demonstrate and describe intent in a varied repertoire of intent in a varied repertoire of the context (social, cultural, music selected for music selected for and historical) and an performance that includes performance that includes understanding of the melodies, repertoire pieces, melodies, repertoire pieces, creator’s intent in repertoire improvisations, and chordal improvisations, and chordal for varied programs of music accompaniments in a variety accompaniments in a variety that include melodies, of patterns (such as of styles. repertoire pieces, stylistically arpeggio, country and gallop appropriate accompaniments, strumming, finger picking and improvisations in a patterns). variety of contrasting styles.

547 Kentucky Department of Education

Discipline: Music – Harmonizing Instruments Artistic Process: Performing Strand

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Component: Rehearse, Evaluate and Refine

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their performance?

HS Proficient HS Accomplished HS Advanced MU:Pr5.1.H.I MU:Pr5.1.H.II MU:Pr5.1.H.III

Develop and apply criteria to Develop and apply criteria to Develop and apply criteria, critique individual and small critique individual and small including feedback from group performances of a group performances of a multiple sources, to critique varied repertoire of music varied repertoire of music varied programs of music that includes melodies, that includes melodies, repertoire (melodies, repertoire pieces, repertoire pieces, repertoire pieces, stylistically improvisations, and chordal improvisations, and chordal appropriate accompaniments, accompaniments in a variety accompaniments in a variety improvisations in a variety of of patterns (such as of styles, and create contrasting styles) selected arpeggio, country and gallop rehearsal strategies to for individual and small group strumming, finger picking address performance performance, and create patterns), and create challenges and refine the rehearsal strategies to rehearsal strategies to performances. address performance address performance challenges and refine the challenges and refine the performances. performances.

548 Kentucky Department of Education

Discipline: Music – Harmonizing Instruments Artistic Process: Performing Strand

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

HS Proficient HS Accomplished HS Advanced MU:Pr6.1.H.I MU:Pr6.1.H.II MU:Pr6.1.H.III

Perform with expression and Perform with expression and Perform with expression and technical accuracy, in technical accuracy, in technical accuracy, in individual and small group individual and small group individual and small group performances, a varied performances, a varied performances, a varied repertoire of music that repertoire of music that repertoire for programs of includes melodies, repertoire includes melodies, repertoire music that includes melodies, pieces, improvisations, and pieces, improvisations, and repertoire pieces, stylistically chordal accompaniments in a chordal accompaniments in a appropriate accompaniments, variety of patterns (such as variety of styles, and improvisations in a arpeggio, country and gallop demonstrating sensitivity to variety of contrasting styles, strumming, finger picking the audience and an demonstrating sensitivity to patterns), demonstrating understanding of the context the audience and an sensitivity to the audience (social, cultural, and understanding of the context and an understanding of the historical). (social, cultural, and context (social, cultural, or historical). historical).

549 Kentucky Department of Education

Discipline: Music – Harmonizing Instruments Artistic Process: Responding Strand

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Select

Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential Question: How do individuals choose music to experience?

HS Proficient HS Accomplished HS Advanced MU:Re7.1.H.I MU:Re7.1.H.II MU:Re7.1.H.III Apply criteria to select music Apply criteria to select music Select, describe, and for specified purposes, for a variety of purposes, compare a variety of supporting choices by citing justifying choices citing individual and small group characteristics found in the knowledge of the music and musical programs from varied music and connections to the specified purpose and cultures, genres, and interest, purpose, and context. historical periods. context.

Discipline: Music – Harmonizing Instruments Artistic Process: Responding Strand

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Analyze

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential Question: How does understanding the structure and context of music inform a response?

HS Proficient HS Accomplished HS Advanced MU:Re7.2.H.I MU:Re7.2.H.II MU:Re7.2.H.III Compare passages in Explain how the analysis of Demonstrate and justify how musical selections and the structures and context the structural characteristics explain how the elements of (social, cultural, and function within a variety of music and context (social, historical) of contrasting musical selections, and cultural, or historical) inform musical selections inform the distinguish how context the response. response. (social, cultural, and historical) and creative decisions inform the response.

550 Kentucky Department of Education

Discipline: Music – Harmonizing Instruments Artistic Process: Responding Strand

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential Question: How do we discern musical creators’ and performers’ expressive intent?

HS Proficient HS Accomplished HS Advanced MU:Re8.1.H.I MU:Re8.1.H.II MU:Re8.1.H.III Explain and support Explain and support Establish and justify interpretations of the interpretations of the interpretations of the expressive intent and expressive intent and expressive intent and meaning of musical meaning of musical meaning of musical selections, citing as evidence selections, citing as evidence selections by comparing and the treatment of the elements the treatment of the elements synthesizing varied of music, context (personal, of music, context (personal, researched sources, social, and cultural), and social, and cultural), and including reference to (when appropriate) the (when appropriate) the examples from other art setting of the text, and setting of the text, and varied forms. outside sources. researched sources.

Discipline: Music – Harmonizing Instruments Artistic Process: Responding Strand

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.

Essential Question: How do we judge the quality of musical work(s) and performance(s)?

HS Proficient HS Accomplished HS Advanced MU:Re9.1.H.I MU:Re9.1.H.II MU:Re9.1.H.III

551 Kentucky Department of Education

Develop and apply teacher- Apply personally-developed Develop and justify provided and established and established criteria evaluations of a variety of criteria based on personal based on research, personal individual and small group preference, analysis, and preference, analysis, musical selections for context (personal, social, and interpretation, expressive listening based on cultural) to evaluate intent, and musical qualities personally-developed and individual and small group to evaluate contrasting established criteria, personal musical selections for individual and small group decision making, and listening. musical selections for knowledge and listening. understanding of context. Discipline: Music – Harmonizing Instruments Artistic Process: Connecting Strand

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing and responding.

Essential Question: How do musicians make meaningful connections to creating, performing and responding?

HS Proficient HS Accomplished HS Advanced MU:Cn10.1.H.I MU:CN10.1.H.II MU:Cn10.1.H.III Demonstrate how interests, Demonstrate how interests, Demonstrate how interests, knowledge and skills relate to knowledge and skills relate to knowledge and skills relate to personal choices and intent personal choices and intent personal choices and intent when creating, performing, when creating, performing, when creating, performing, and responding to music. and responding to music. and responding to music.

Discipline: Music – Harmonizing Instruments Artistic Process: Connecting Strand

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.

Essential Question: How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music?

HS Proficient HS Accomplished HS Advanced MU:Cn11.1.H.I MU:CN11.1.H.II MU:Cn11.1.H.III Demonstrate understanding Demonstrate understanding Demonstrate understanding of relationships between of relationships between of relationships between music and the other arts, music and the other arts, music and the other arts, other disciplines, varied other disciplines, varied other disciplines, varied contexts and daily life. contexts and daily life. contexts and daily life.

552 Kentucky Department of Education

Traditional and Emerging Ensembles Strand

Discipline: Music – Traditional and Emerging Artistic Process: Creating Ensembles Strand

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Imagine

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Essential Question: How do musicians generate creative ideas?

HS Proficient HS Accomplished HS Advanced MU:Cr1.1.E.I MU:Cr1.1.E.II MU:Cr1.1.E.II

Compose and improvise Compose and improvise Compose and improvise ideas for melodies, rhythmic ideas for arrangements, musical ideas for a variety of passages, and arrangements sections, and short purposes and contexts. for specific purposes that compositions for specific reflect characteristic(s) of purposes that reflect music from a variety of characteristic(s) of music historical periods studied in from a variety of cultures rehearsal. studied in rehearsal.

553 Kentucky Department of Education

Discipline: Music – Traditional and Emerging Artistic Process: Creating Ensembles Strand

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Plan and Make

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

Essential Question: How do musicians make creative decisions?

HS Proficient HS Accomplished HS Advanced MU:Cr2.1.E.I MU:Cr2.1.E.II MU:Cr2.1.E.II a. Select and develop draft a. Select and develop a. Select and develop melodies, rhythmic passages, arrangements, sections, and composed and improvised and arrangements for specific short compositions for ideas into draft musical works purposes that demonstrate specific purposes that organized for a variety of understanding of demonstrate understanding purposes and contexts. characteristic(s) of music of characteristic(s) of music from a variety of historical from a variety of cultures periods studied in rehearsal. studied in rehearsal. b. Preserve draft b. Preserve draft b. Preserve draft musical compositions and compositions and works through standard improvisations through improvisations through notation, audio, or video standard notation and audio standard notation, audio, or recording. recording. video recording.

554 Kentucky Department of Education

Discipline: Music – Traditional and Emerging Artistic Process: Creating Ensembles Strand

Anchor Standard 3: Refine and complete artistic work.

Process Component: Evaluate and Refine

Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their creative work?

HS Proficient HS Accomplished HS Advanced MU:Cr3.1.E.I MU:Cr3.1.E.II MU:Cr3.1.E.II Evaluate and refine draft Evaluate and refine draft Evaluate and refine varied melodies, rhythmic passages, arrangements, sections, short draft musical works based on arrangements, and compositions, and appropriate criteria, including improvisations based on improvisations based on the extent to which they established criteria, including personally-developed criteria, address identified purposes the extent to which they including the extent to which and contexts. address identified purposes. they address identified purposes.

Discipline: Music – Traditional and Emerging Artistic Process: Creating Ensembles Strand

Anchor Standard 3: Refine and complete artistic work.

Process Component: Present

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication.

Essential Question: When is creative work ready to share?

HS Proficient HS Accomplished HS Advanced MU:Cr3.2.E.I MU:Cr3.2.E.II MU:Cr3.2.E.II

555 Kentucky Department of Education

Share personally-developed Share personally-developed Share varied, personally- melodies, rhythmic passages, arrangements, sections, and developed musical works – and arrangements – short compositions – individually or as an individually or as an individually or as an ensemble – that address ensemble – that address ensemble – that address identified purposes and identified purposes. identified purposes. contexts.

Discipline: Music – Traditional and Emerging Artistic Process: Performing Ensembles Strand

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own abilities, and the context for a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

HS Proficient HS Accomplished HS Advanced MU:Pr4.1.E.I MU:Pr4.1.E.II MU:Pr4.1.E.III Explain the criteria used to Develop and apply criteria to Develop and apply criteria to select a varied repertoire to select a varied repertoire to select varied programs to study based on an study and perform based on study and perform based on understanding of theoretical an understanding of an understanding of and structural characteristics theoretical and structural theoretical and structural of the music, the technical characteristics and characteristics and skill of the individual or expressive challenges in the expressive challenges in the ensemble, and the purpose music, the technical skill of music, the technical skill of or context of the the individual or ensemble, the individual or ensemble, performance. and the purpose and context and the purpose and context of the performance. of the performance.

556 Kentucky Department of Education

Discipline: Music – Traditional and Emerging Artistic Process: Performing Ensembles Strand

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Analyze

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question: How does understanding the structure and context of musical works inform performance?

HS Proficient HS Accomplished HS Advanced MU:Pr4.2.E.I MU:Pr4.2.E.II MU:Pr4.2.E.III Demonstrate, using music Document and demonstrate, Examine, evaluate, and reading skills where using music reading skills critique, using music reading appropriate, how where appropriate, how skills where appropriate, how compositional devices compositional devices the structure and context employed and theoretical and employed and theoretical and impact and inform prepared structural aspects of musical structural aspects of musical and improvised works impact and inform works may impact and inform performances. prepared or improvised prepared and improvised performances. performances.

Discipline: Music – Traditional and Emerging Artistic Process: Performing Ensembles Strand

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Interpret

Enduring Understanding: Performers make interpretive decisions based on their understanding of context and intent.

Essential Question: How do performers interpret musical works?

557 Kentucky Department of Education

HS Proficient HS Accomplished HS Advanced MU:PR4.3.E.I MU:PR4.3.E.II MU:PR4.3.E.II

Demonstrate an Demonstrate how Demonstrate how understanding of context in a understanding the style, understanding the style, varied repertoire of music genre, and context of a genre, and context of a through prepared and varied repertoire of music varied repertoire of music improvised performances. influences prepared and informs prepared and improvised performances as improvised performances as well as performers’ technical well as performers’ technical skill to connect with the skill to connect with the audience. audience.

Discipline: Music – Traditional and Emerging Artistic Process: Performing Ensembles Strand

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Component: Rehearse, Evaluate and Refine

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their performance?

HS Proficient HS Accomplished HS Advanced MU:Pr5.1.E.I MU:Pr5.1.E.II MU:Pr5.1.E.III

Develop strategies to Develop and apply Develop, apply, and refine address expressive appropriate rehearsal appropriate rehearsal challenges in a varied strategies to address strategies to address repertoire of music, and individual and ensemble individual and ensemble evaluate their success using challenges in a varied challenges in a varied feedback from ensemble repertoire of music, and repertoire of music. peers and other sources to evaluate their success. refine performances.

558 Kentucky Department of Education

Discipline: Music – Traditional and Emerging Artistic Process: Performing Ensembles Strand

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Present

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

HS Proficient HS Accomplished HS Advanced MU:Pr6.1.E.I MU:Pr6.1.E.II MU:Pr6.1.E.III a. Demonstrate attention to a. Demonstrate mastery of a. Demonstrate an technical accuracy and the technical demands and understanding and mastery expressive qualities in an understanding of of the technical demands prepared and improvised expressive qualities of the and expressive qualities of performances of a varied music in prepared and the music through prepared repertoire of music improvised performances of a and improvised performances representing diverse cultures, varied repertoire representing of a varied repertoire styles, and genres. diverse cultures, styles, representing diverse cultures, genres, and historical styles, genres, and historical periods. periods in multiple types of ensembles. b. Demonstrate an b. Demonstrate an ability to understanding of expressive b. Demonstrate an connect with audience intent by connecting with an understanding of intent as a members before and during audience through prepared means for connecting with an the process of engaging with and improvised audience through prepared and responding to them performances. and improvised through prepared and performances. improvised performances.

559 Kentucky Department of Education

Discipline: Music – Traditional and Emerging Artistic Process: Responding Ensembles Strand

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Select

Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Essential Question: How do individuals choose music to experience?

HS Proficient HS Accomplished HS Advanced MU:Re7.1.E.I MU:Re7.1.E.II MU:Re7.1.E.III Apply criteria to select music Apply criteria to select music Use research and personally- for specified purposes, for a variety of purposes, developed criteria to justify supporting choices by citing justifying choices citing choices made when selecting characteristics found in the knowledge of the music and music, citing knowledge of music and connections to the specified purpose and the music, and individual and interest, purpose, and context. ensemble purpose and context. context.

Discipline: Music – Traditional and Emerging Artistic Process: Responding Ensembles Strand

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Analyze

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential Question: How does understanding the structure and context of music inform a response?

560 Kentucky Department of Education

HS Proficient HS Accomplished HS Advanced MU:Re7.2.E.I MU:Re7.2.E.II MU:Re7.2.E.III Explain how the analysis of Explain how the analysis of Demonstrate and justify how passages and understanding structures and contexts the analysis of structures, the way the elements of inform the response to music. contexts, and performance music are manipulated inform decisions inform the the response to music. response to music

Discipline: Music – Traditional and Emerging Artistic Process: Responding Ensembles Strand

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Essential Question: How do we discern musical creators’ and performers’ expressive intent?

HS Proficient HS Accomplished HS Advanced MU:Re8.1.E.I MU:Re8.1.E.II MU:Re8.1.E.III Explain and support Support interpretations of the Justify interpretations of the interpretations of the expressive intent and expressive intent and expressive intent and meaning of musical works meaning of musical works by meaning of musical works, citing as evidence the comparing and synthesizing citing as evidence the treatment of the elements of varied researched sources, treatment of the elements of music, contexts, (when including reference to other music, contexts, (when appropriate) the setting of the art forms. appropriate) the setting of the text, and varied researched text, and personal research. sources.

Discipline: Music – Traditional and Emerging Artistic Process: Responding Ensembles Strand

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.

Essential Question: How do we judge the quality of musical work(s) and performance(s)?

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HS Proficient HS Accomplished HS Advanced MU:Re9.1.E.I MU:Re9.1.E.II MU:Re9.1.E.III Evaluate works and Evaluate works and Develop and justify performances based on performances based on evaluations of music, personally- or collaboratively- research as well as programs of music, and developed criteria, including personally- and performances based on analysis of the structure and collaboratively-developed criteria, personal decision- context. criteria, including analysis making, research, and and interpretation of the understanding of contexts. structure and context.

Discipline: Music – Traditional and Emerging Artistic Process: Connecting Ensembles Strand

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing and responding.

Essential Question: How do musicians make meaningful connections to creating, performing and responding?

HS Proficient HS Accomplished HS Advanced MU:Cn10.1.E.I MU:CN10.1.E.II MU:Cn10.1.E.III Demonstrate how interests, Demonstrate how interests, Demonstrate how interests, knowledge, and skills relate knowledge, and skills relate knowledge, and skills relate to personal choices and to personal choices and to personal choices and intent when creating, intent when creating, intent when creating, performing, and responding performing, and responding performing, and responding to music. to music. to music.

Discipline: Music – Traditional and Emerging Artistic Process: Connecting Ensembles Strand

562 Kentucky Department of Education

Anchor Standard 1: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.

Essential Question: How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music?

HS Proficient HS Accomplished HS Advanced MU:Cn11.1.E.I MU:CN11.1.E.II MU:Cn11.1.E.III Demonstrate understanding Demonstrate understanding Demonstrate understanding of relationships between of relationships between of relationships between music and the other arts, music and the other arts, music and the other arts, other disciplines, varied other disciplines, varied other disciplines, varied contexts, and daily life. contexts, and daily life. contexts, and daily life.

Discipline: Theatre Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Envision/Conceptualize

Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry.

Essential Question: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?

HS Proficient HS Accomplished HS Advanced TH:Cr1.1.I. TH:Cr1.1.II. TH:Cr1.1.III.

563 Kentucky Department of Education a. Apply basic research to a. Investigate historical and a. Synthesize knowledge construct ideas about the cultural conventions and their from a variety of dramatic visual composition of a impact on the visual forms, theatrical conventions, drama/theatre work. composition of a and technologies to create drama/theatre work. the visual composition of a drama/ theatre work. b. Explore the impact of b. Understand and apply b. Create a complete design technology on design choices technology to design for a drama/theatre work that in a drama/theatre work. solutions for a drama/theatre incorporates all elements of work. technology. c. Use script analysis to c. Integrate cultural and generate ideas about a c. Use personal experiences historical contexts with character that is believable and knowledge to develop a personal experiences to and authentic in a character that is believable create a character that is drama/theatre work. and authentic in a believable and authentic, in a drama/theatre work. drama/theatre work.

Discipline: Theatre Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Develop

Enduring Understanding: Theatre artists work to discover different ways of communicating meaning.

Essential Question: How, when, and why do theatre artists’ choices change?

HS Proficient HS Accomplished HS Advanced TH:Cr2.1.I. TH:Cr2.1.II. TH:Cr2.1.III.

564 Kentucky Department of Education a. Explore the function of a. Refine a dramatic concept a. Develop and synthesize history and culture in the to demonstrate a critical original ideas in a development of a dramatic understanding of historical drama/theatre work utilizing concept through a critical and cultural influences of critical analysis, historical analysis of original ideas in a original ideas applied to a and cultural context, drama/theatre work. drama/theatre work. research, and western or non-western theatre traditions. b. Investigate the b. Cooperate as a creative collaborative nature of the team to make interpretive b. Collaborate as a creative actor, director, playwright, choices for a drama/theatre team to discover artistic and designers and explore work. solutions and make their interdependent roles in interpretive choices in a a drama/theatre work. devised or scripted drama/theatre work.

Discipline: Theatre Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Rehearse

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal.

Essential Question: How do theatre artists transform and edit their initial ideas?

HS Proficient HS Accomplished HS Advanced

565 Kentucky Department of Education

TH:Cr3.1.I. TH:Cr3.1.II. TH:Cr3.1.III. a. Practice and revise a a. Use the rehearsal process a. Refine, transform, and re- devised or scripted to analyze the dramatic imagine a devised or scripted drama/theatre work using concept and technical design drama/theatre work using the theatrical staging elements of a devised or rehearsal process to invent or conventions. scripted drama/theatre work. re-imagine style, genre, form, and conventions.

b. Use research and script b. Synthesize ideas from b. Explore physical, vocal analysis to revise physical, research, script analysis, and and physiological choices to vocal, and physiological context to create a develop a performance that choices impacting the performance that is is believable, authentic, and believability and relevance of believable, authentic, and relevant to a drama/theatre a drama/ theatre work. relevant in a drama/theatre work. work.

c. Re-imagine and revise c. Apply a high level of c. Refine technical design technical design choices technical proficiencies to the choices to support the story during the course of a rehearsal process to support and emotional impact of a rehearsal process to enhance the story and emotional devised or scripted drama/ the story and emotional impact of a devised or theatre work. impact of a devised or scripted drama/theatre work. scripted drama/theatre work.

Discipline: Theatre Artistic Process: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning.

Essential Question: Why are strong choices essential to interpreting a drama or theatre piece?

566 Kentucky Department of Education

HS Proficient HS Accomplished HS Advanced TH:Pr4.1.I. TH:Pr4.1.II. TH:Pr4.1.III. a. Examine how character a. Discover how unique a. Apply reliable research of relationships assist in telling choices shape believable and directors’ styles to form the story of a drama/theatre sustainable drama/ theatre unique choices for a work. work. directorial concept in a drama/theatre work. b. Shape character choices b. Identify essential text b. Apply a variety of using given circumstances in information, research from researched acting techniques a drama/theatre work. various sources, and the as an approach to character director’s concept that choices in a drama/theatre influence character choices in work. a drama/theatre work.

Discipline: Theatre Artistic Process: Performing

567 Kentucky Department of Education

Anchor Standard 5: Develop and refine artistic technique and work for presentation.

Process Component: Prepare

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design.

Essential Question: What can I do to fully prepare a performance or technical design?

HS Proficient HS Accomplished HS Advanced TH:Pr5.1.I. TH:Pr5.1.II. TH:Pr5.1.III. a. Practice various acting a. Refine a range of acting a. Use and justify a collection techniques to expand skills in skills to build a believable of acting exercises from a rehearsal or drama/theatre and sustainable reliable resources to prepare performance. drama/theatre performance. a believable and sustainable performance. b. Use researched technical b. Apply technical elements elements to increase the and research to create a b. Explain and justify the impact of design for a design that communicates selection of technical drama/theatre production. the concept of a elements used to build a drama/theatre production. design that communicates the concept of a drama/theatre production.

Discipline: Theatre Artistic Process: Performing

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Share, Present

Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.

Essential Question: What happens when theatre artists and audiences share a creative experience?

HS Proficient HS Accomplished HS Advanced TH:Pr6.1.I. TH:Pr6.1.II. TH:Pr6.1.III. Perform a scripted Present a drama/theatre work Present a drama/theatre drama/theatre work for a using creative processes that production for a specific specific audience. shape the production for a audience that employs specific audience. research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.

Discipline: Theatre Artistic Process: Responding

568 Kentucky Department of Education

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Reflect

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences.

Essential Question: How do theatre artists comprehend the essence of drama processes and theatre experiences?

HS Proficient HS Accomplished HS Advanced TH: Re7.1.I. TH: Re7.1.II. TH: Re7.1.-III. Respond to what is seen, felt, Demonstrate an Use historical and cultural and heard in a drama/theatre understanding of multiple context to structure and work to develop criteria for interpretations of artistic justify personal responses to artistic choices. criteria and how each might a drama/theatre work. be used to influence future artistic choices of a drama/theatre work.

569 Kentucky Department of Education

Discipline: Theatre Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Interpret

Enduring Understanding: Theatre artists’ interpretations of drama/theatre work are influenced by personal experiences and aesthetics.

Essential Question: How can the same work of art communicate different messages to different people?

HS Proficient HS Accomplished HS Advanced TH:Re8.1.I. TH:Re8.1.II. TH:Re8.1.III. a. Analyze and compare a. Develop detailed a. Use detailed supporting artistic choices developed supporting evidence and evidence and appropriate from personal experiences criteria to reinforce artistic criteria to revise personal in multiple drama/theatre choices, when participating in work and interpret the work of works. or observing a drama/theatre others when participating in work. or observing a drama/ theatre work.

b. Apply concepts from a b. Use new understandings b. Identify and compare drama/theatre work for of cultures and contexts to cultural perspectives and personal realization about shape personal responses to contexts that may influence cultural perspectives and drama/theatre work. the evaluation of a understanding. drama/theatre work. c. Debate and distinguish c. Support and explain c. Justify personal aesthetics, multiple aesthetics, aesthetics, preferences, and preferences, and beliefs preferences, and beliefs beliefs to create a context for through participation in and through participation in and critical research that informs observation of a observation of drama/theatre artistic decisions in a drama/theatre work. work. drama/theatre work.

570 Kentucky Department of Education

Discipline: Theatre Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Evaluate

Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.

Essential Question: How are the theatre artist’s processes and the audience’s perspectives impacted by analysis and synthesis?

HS Proficient HS Accomplished HS Advanced TH:Re9.1.I. TH:Re9.1.II. TH:Re9.1.III. a. Examine a drama/ theatre a. Analyze and assess a a. Research and synthesize work using supporting drama/theatre work by cultural and historical evidence and criteria, while connecting it to art forms, information related to a considering art forms, history, history, culture, and other drama/theatre work to culture, and other disciplines. disciplines using supporting support or evaluate artistic evidence and criteria. choices. b. Consider the aesthetics of b. Construct meaning in a the production elements in a drama/theatre work, b. Analyze and evaluate drama/theatre work. considering personal varied aesthetic aesthetics and knowledge of interpretations of production production elements while elements for the same respecting others’ drama/theatre work. interpretations. c. Formulate a deeper c. Verify how a drama/theatre understanding and work communicates for a c. Compare and debate the appreciation of a drama/ specific purpose and connection between a theatre work by considering audience. drama/theatre work and its specific purpose or contemporary issues that intended audience. may impact audiences.

571 Kentucky Department of Education

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Empathize

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.

Essential Question: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?

HS Proficient HS Accomplished HS Advanced TH:Cn10.1.I. TH:Cn10.1.II. TH:Cn10.1.III. Investigate how cultural Choose and interpret a Collaborate on a perspectives, community drama/theatre work to reflect drama/theatre work that ideas and personal beliefs or question personal beliefs. examines a critical global impact a drama/theatre issue using multiple personal, work. community, and cultural perspectives.

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Interrelate

Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.

Essential Question: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?

HS Proficient HS Accomplished HS Advanced TH:Cn11.1.I. TH:Cn11.1.II. TH:Cn11.1.III. Explore how cultural, global, Integrate conventions and Develop a drama/theatre and historic belief systems knowledge from different art work that identifies and affect creative choices in a forms and other disciplines to questions cultural, global, drama/theatre work. develop a cross-cultural and historic belief systems. drama/theatre work.

572 Kentucky Department of Education

Discipline: Theatre Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Process Component: Research

Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.

Essential Question: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

HS Proficient HS Accomplished HS Advanced TH:Cn11.2.I. TH:Cn11.2.II. TH:Cn11.2.III. a. Research how other a. Formulate creative a. Justify the creative choices theatre artists apply creative choices for a devised or made in a devised or scripted processes to tell stories in a scripted drama/theatre work drama/theatre work, based devised or scripted based on theatre research on a critical interpretation of drama/theatre work, using about the selected topic. specific data from theatre theatre research methods. research. b. Use basic theatre research b. Explore how personal b. Present and support an methods to better understand beliefs and biases can affect opinion about the social, the social and cultural the interpretation of research cultural, and historical background of a data applied in drama/theatre understandings of a drama/theatre work. work. drama/theatre work, based on critical research.

573 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Investigate, Plan and Make

Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed.

Essential Question: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

HS Proficient HS Accomplished HS Advanced VA:Cr1.1.I VA:Cr1.1.II VA:Cr1.1.III Use multiple approaches to Individually or collaboratively Visualize and hypothesize to begin creative endeavors. formulate new creative generate plans for ideas and problems based on student’s directions for creating art and existing artwork. design that can affect social change.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Process Component: Investigate, Plan and Make

Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art-making goals.

Essential Question: How does knowing the contexts histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

HS Proficient HS Accomplished HS Advanced VA:Cr1.2.I VA:Cr1.2.II VA:Cr1.2.III Shape an artistic Choose from a range of Choose from a range of investigation of an aspect of materials and methods of materials and methods of present-day life using a traditional and contemporary traditional and contemporary contemporary practice of art artistic practices to plan artistic practices, following or or design. works of art and design. breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.

574 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Investigate

Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.

Essential Question: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

HS Proficient HS Accomplished HS Advanced VA:Cr2.1.I VA:Cr2.1.II VA:Cr2.1.III Engage in making a work of Through experimentation, Experiment, plan, and make art or design without having a practice, and persistence, multiple works of art and preconceived plan. demonstrate acquisition of design that explore a skills and knowledge in a personally meaningful theme, chosen art form. idea, or concept.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Investigate

Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.

Essential Question: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?

HS Proficient HS Accomplished HS Advanced VA:Cr2.2.I VA:Cr2.2.II VA:Cr2.2.III Explain how traditional and Demonstrate awareness of Demonstrate understanding non-traditional materials may ethical implications of making of the importance of impact human health and the and distributing creative balancing freedom and environment and work. responsibility in the use of demonstrate safe handling of images, materials, tools, and materials, tools, and equipment in the creation and equipment. circulation of creative work.

575 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 2: Organize and develop artistic ideas and work.

Process Component: Investigate

Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.

Essential Question: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?

HS Proficient HS Accomplished HS Advanced VA:Cr2.3.I VA:Cr2.3.II VA:Cr2.3.III Collaboratively develop a Redesign an object, system, Demonstrate in works of art proposal for an installation, place, or design in response or design how visual and artwork, or space design that to contemporary issues. material culture defines, transforms the perception shapes, enhances, inhibits, and experience of a particular and/or empowers people's place. lives.

Discipline: Visual Arts Artistic Process: Creating

Anchor Standard 3: Refine and complete artistic work.

Process Component: Reflect- Refine- Complete

Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.

Essential Question: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

HS Proficient HS Accomplished HS Advanced VA:Cr3.1.I VA:Cr3.1.II VA:Cr3.1.III Apply relevant criteria from Engage in constructive Reflect on, re-engage, revise, traditional and contemporary critique with peers, then and refine works of art or cultural contexts to examine, reflect on, re-engage, revise, design considering relevant reflect on, and plan revisions and refine works of art and traditional and contemporary for works of art and design in design in response to criteria as well as personal progress. personal artistic vision. artistic vision.

576 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Process Component: Select

Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.

Essential Question: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?

HS Proficient HS Accomplished HS Advanced VA:Pr4.1.I VA:Pr4.1.II VA:Pr4.1.III Analyze, select, and curate Analyze, select, and critique Critique, justify, and present artifacts and/or artworks for personal artwork for a choices in the process of presentation and collection or portfolio analyzing, selecting, curating, preservation. presentation. and presenting artwork for a specific exhibit or event.

Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Process Component: Analyze

Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.

Essential Question: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?

HS Proficient HS Accomplished HS Advanced VA:Pr5.1.I VA:Pr5.1.II VA:Pr5.1.III Analyze and evaluate the Evaluate, select, and apply Investigate, compare, and reasons and ways an methods or processes contrast methods for exhibition is presented. appropriate to display artwork preserving and protecting art. in a specific place.

577 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Presenting

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Process Component: Share

Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.

Essential Question: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?

HS Proficient HS Accomplished HS Advanced VA:Pr6.1.I VA:Pr6.1.II VA:Pr6.1.III Analyze and describe the Make, explain, and justify Curate a collection of objects, impact that an exhibition or connections between artists artifacts, or artwork to impact collection has on personal or artwork and social, the viewer’s understanding of awareness of social, cultural, cultural, and political history. social, cultural, and/or or political beliefs and political experiences. understandings.

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Perceive

Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.

Essential Question: How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?

HS Proficient HS Accomplished HS Advanced VA:Pr7.1.I VA:Pr7.1.II VA:Pr7.1.III Hypothesize ways in which Recognize and describe Analyze how responses to art art influences perception and personal aesthetic and develop over time based on understanding of human empathetic responses to the knowledge of and experience experiences. natural world and constructed with art and life. environments.

578 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Process Component: Perceive

Enduring Understanding: Visual imagery influences understanding of and responses to the world.

Essential Question: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?

HS Proficient HS Accomplished HS Advanced VA:Re7.2.I VA:Re7.2.II VA:Re7.2.III Analyze how one’s Evaluate the effectiveness of Determine the commonalities understanding of the world is an image or images to within a group of artists or affected by experiencing influence ideas, feelings, and visual images attributed to a visual imagery. behaviors of specific particular type of art, audiences. timeframe, or culture.

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 8: Interpret intent and meaning in artistic work.

Process Component: Analyze

Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism.

Essential Question: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual art vocabularies help us understand and interpret works of art?

HS Proficient HS Accomplished HS Advanced VA:Re8.1.I VA:Re8.1.II VA:Re8.1.III Interpret an artwork or Identify types of contextual Analyze differing collection of works, information useful in the interpretations of an artwork supported by relevant and process of constructing or collection of works in order sufficient evidence found in interpretations of an artwork to select and defend a the work and its various or collection of works. plausible critical analysis. contexts.

579 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Responding

Anchor Standard 9: Apply criteria to evaluate artistic work.

Process Component: Interpret

Enduring Understanding: People evaluate art based on various criteria.

Essential Question: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

HS Proficient HS Accomplished HS Advanced VA:Re9.1.I VA:Re9.1.II VA:Re9.1.III Establish relevant criteria in Determine the relevance of Construct evaluations of a order to evaluate a work of criteria used by others to work of art or collection of art or collection of works. evaluate a work of art or works based on differing sets collection of works. of criteria.

Discipline: Visual Arts Artistic Process: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Process Component: Synthesize

Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

Essential Question: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?

HS Proficient HS Accomplished HS Advanced VA:Cn10.1.I VA:Cn10.1.II VA:Cn10.1.III Document the process of Utilize inquiry methods of Synthesize knowledge of developing ideas from early observation, research, and social, cultural, historical, and stages to fully elaborated experimentation to explore personal life with art-making ideas. unfamiliar subjects through approaches to create art-making. meaningful works of art or design.

580 Kentucky Department of Education

Discipline: Visual Arts Artistic Process: Connecting

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Process Component: Relate

Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Question: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

HS Proficient HS Accomplished HS Advanced VA:Cn11.1.I VA:Cn11.1.II VA:Cn11.1.III Describe how knowledge of Compare uses of art in a Appraise the impact of an culture, traditions, and history variety of societal, cultural, artist or a group of artists on may influence personal and historical contexts and the beliefs, values, and responses to art. make connections to uses of behaviors of a society. art in contemporary and local contexts.

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