STANDARD 1 Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. Creating, Performing, and Participating in The Arts Students will: Perform set dance forms in formal and informal contexts and will improvise, create, and perform dances based on their own movement ideas. They will demonstrate an under- standing of choreographic principles, processes, and structures and of the roles of vari- Dance ous participants in dance productions. Compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students Music will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music. Create and perform theatre pieces as well as improvisational drama. They will under- stand and use the basic elements of theatre in their characterizations, improvisations, Theatre and play writing. Students will engage in individual and group theatrical and theatre- related tasks, and will describe the various roles and means of creating, performing, and producing theatre. Make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational princi- ples, and expressive images to communicate their own ideas in works of art. Students Visual will use a variety of art materials, processes, mediums, and techniques, and use appro- Arts priate technologies for creating and exhibiting visual art works. Creating, Performing and Standard 1 Participating in The Arts Dance Students: ELEMENTARY INTERMEDIATE COMMENCEMENT • identify and demonstrate movement ele- • know and demonstrate a range of move- • perform movements and dances that ments and skills (such as bend, twist, ment elements and skills (such as bal- require demonstration of complex steps slide, skip, hop) ance, alignment, elevation, and landing) and patterns as well as an understand- and basic dance steps, positions, and ing of contextual meanings • demonstrate ways of moving in relation patterns to people, objects, and environments in • create dance studies and full choreogra- set dance forms • dance a range of forms from free impro- phies based on identified and selected visation to structured choreography dance movement vocabulary • create and perform simple dances based on their own movement ideas • create or improvise dance phrases, stud- • apply a variety of choreographic ies, and dances, alone and/or in collabo- processes and structures as appropriate ration with others, in a variety of con- to plan a duet or ensemble performance texts • demonstrate the ability to take various roles in group productions and perfor- mances COMMENCEMENT MAJOR SEQUENCE • use a variety of sources to find dance ideas • select dance structures for use in choreographic projects • perform dances requiring use of more sophisticated performance elements such as dynamics, phrasing, musicality, expression • use a variety of choreographic approaches with any number of dancers, props, and performance spaces • demonstrate ability to work effectively as dancer, choreographer, director, costumer, lighting designer, manager Creating, Performing and Standard 1 Participating in The Arts Music Students: ELEMENTARY INTERMEDIATE COMMENCEMENT • create short pieces consisting of sounds • compose simple pieces that reflect a • compose simple pieces for at least two from a variety of traditional, electronic, knowledge of melodic, rhythmic, har- mediums, including computers (MIDI) and nontraditional sound sources monic, timbrel, and dynamic elements and other electronic instruments. (Pieces may combine music with other art forms • sing songs and play instruments, main- • sing and/or play, alone and in combina- such as dance, theatre, visual arts, or taining tone quality, pitch, rhythm, tion with other voice or instrument film/video.) tempo, and dynamics; perform the parts, a varied repertoire of folk, art, and music expressively; and sing or play contemporary songs, from notation, • sing and/or play recreational instru- simple repeated patterns (ostinatos) with with a good tone, pitch, duration, and ments accurately, expressively, and with familiar songs, rounds, partner songs, loudness good tone quality, pitch, duration, loud- and harmonizing parts ness, technique, and (singing) diction • improvise short musical compositions • read simple standard notation in perfor- that exhibit cohesiveness and musical • use common symbols (notation) to per- mance, and follow vocal or keyboard expression form music on recreational instruments scores in listening • in performing ensembles, read moder- • identify and describe the roles, process- • in performing ensembles, read very ately easy/ moderately difficult music es, and actions needed to produce pro- easy/easy music (New York State School (New York State School Music Association fessional concerts and musical theatre Music Association [NYSSMA] level I-II) [NYSSMA] level III-IV) and respond productions and respond appropriately to the ges- appropriately to the gestures of the con- • explain the commercial-music roles of tures of the conductor ductor producer, recordist, public relations director, recording company executive, • identify and use, in individual and • identify and use, in individual and contractor, musicians, union officials, group experiences, some of the roles, group experiences, some of the roles, performers, etc. processes, and actions used in perform- processes, and actions for performing ing and composing music of their own and composing music of their own and and others others, and discuss ways to improve them COMMENCEMENT MAJOR SEQUENCE • compose a collection of works for wind, string, percussion, vocal, keyboard, or electronic media that demonstrates an understand- ing and application of the musical elements and music-related technology • monitor and adjust their performance and compositional techniques, identifying strengths and areas for improvements • improvise and arrange extended musical compositions that exhibit cohesiveness and musical expression • in choral and instrumental ensembles, read difficult/very difficult music (New York State School Music Association [NYSSMA] level V- VI); exhibit independent control over tone quality, intonation, rhythm, dynamics, balance, blend, expression, and articulation; and respond appropriately to the gestures of the conductor • adopt at least two of the roles they identify as needed (composer, arranger, copyist, conductor, performer, announcer, instrument maker or provider, program annotator, recordist) to produce the performance of a musical composition in the classroom • in performing groups, produce musical performances by peer-led small ensembles and sections of larger ensembles Creating, Performing and Standard 1 Participating in The Arts Theatre Students: ELEMENTARY INTERMEDIATE COMMENCEMENT • use creative drama to communicate • use improvisation and guided play writ- • write monologues and scenes to com- ideas and feelings ing to communicate ideas and feelings municate ideas and feelings • imitate experiences through pantomime, • imitate various experiences through • enact experiences through pantomime, play making, dramatic play, story pantomime, play making, dramatic play, improvisation, play writing, and script dramatization, story telling, and role story dramatization, storytelling, role analysis playing playing, improvisation and guided play writing • use language, techniques of sound pro- • use language, voice, gesture, movement, duction (articulation, enunciation, dic- and observation to express their experi- • use language, voice, gesture, movement tion, and phrasing), techniques of body, ences and communicate ideas and feel- and observation to create character and movement, posture, stance, gesture, and ings interact with others in improvisation, facial expression and analysis of script to rehearsal, and performance personify character(s); interact with oth- • use basic props, simple set pieces, and ers in improvisation, rehearsal, and per- costume pieces to establish place, time, • create props, scenery, and costumes formance; and communicate ideas and and character for the participants through individual and group effort feelings • identify and use in individual and group • identify and use, in individual and • design and build props, sets, and cos- experiences some of the roles, processes, group experiences, some of the roles, tumes to communicate the intent of the and actions for performing and creating processes, and actions for performing production theatre pieces and improvisational and creating theatre pieces and improvi- drama sational drama within the school/ com- • make acting, directing, and design choic- munity, and discuss ways to improve es that support and enhance the intent them of the class, school, and/or community productions COMMENCEMENT MAJOR SEQUENCE • write plays to communicate their ideas and feelings • collaborate in the development of original works which reflect life experiences • use vocal, movement, and body techniques to create complex characters in mono- logues, oral interpretation, and scene study • create props, scenery, and costumes for different styles of plays • carry out acting, directing, and design choices which support and enhance the intent of a production